1. NAME MEETING WITH MEETING DATE
One
One
on
CONVERSATIONS
BEFORE THE MEETING
You will lead this One on One
meeting and take the initiative to
ask for the direction and support
you need to accomplish
assigned goals and tasks.
• Schedule the meeting.
• Review progress on action steps from a previous One on One meeting.
• Choose topics to discuss with your leader.
• Assess your development level (your competence and commitment) for each goal or task.
• Decide how you will ask for the direction and support you need. Write your notes in the appropriate boxes below.
1
DOER LISTENER
You want to talk so your
leader is more informed.
You want your leader to talk
so you are more informed.
D4 High Competence
●
High Commitment
D3 Moderate to High
Competence ●
Variable Commitment
D2 Low to Some
Competence ●
Low Commitment
D1 Low Competence
●
High Commitment
• I’d like to tell you about …
• Here’s a status report on …
• I need more authority on this goal or
task.
• This is what I’ll do on …
• Here’s a new goal or project I’d like
to tackle …
• I’d like your help in acknowledging
the success of the team on …
1. ______________________________
______________________________
2. ______________________________
______________________________
3. ______________________________
______________________________
I Need to Share
This with You
●
D4
Decides
• I’m concerned about … and need you to be
a sounding board. Then I can decide what
to do.
• What do you think of this idea? I’d like to
discuss it with you before I go any further.
• I’m stuck and need some encouragement to
move ahead.
• I’d like your vote of confidence on my idea
to …
• Why do I want to do this?
1. ______________________________
______________________________
2. ______________________________
______________________________
3. ______________________________
______________________________
I Need Support and
Encouragement
●
Let’s talk,
D3 Decides
• I need more clarity on this goal.
• I need perspective. Am I making
progress on …?
• I need feedback about my work.
• I’m concerned/confused about …
• I’m overwhelmed by …
• Who can help me?
• Why am I doing this? Why is this
important?
1. ______________________________
______________________________
2. ______________________________
______________________________
3. ______________________________
______________________________
I Need Direction
And Support
●
Let’s talk,
Leader Decides
• What do you want me to work on?
What are my goals?
• What does a good job look like?
• What do I need to know?
• How do I start?
• What are the next steps?
• How will you stay in touch with me?
• Who can help me?
• What resources are available to help?
1. ______________________________
______________________________
2. ______________________________
______________________________
3. ______________________________
______________________________
I Need
Direction/Information
●
Leader
Decides

2. One
One
on
CONVERSATIONS
Guidelines
1. Short-15 to 30
minutes.
2. Frequent – at
least once
every two
weeks.
3. Focused on
what the
individual wants
to talk about.
4. Scheduled in
advance.
5. A top priority –
if a meeting is
postponed, it
needs to be
rescheduled
promptly.
NEXT MEETING DATE
DURING THE MEETING AFTER THE MEETING
• Explain your goals for the meeting.
• Ask for the direction and support you need for each goal or task.
• Discuss and decide on actions to be taken by you and write them in
the space below.
• Discuss and decide on actions to be taken by your leader and write
them in the space below.
• Follow up and monitor your progress.
• Reprioritize your tasks and objectives as needed.
• Write any ideas, insights, or intentions in the space below.
• Write any agenda items for the next meeting in the space below.
2 3
NEXT STEPS BY YOU
NEXT STEPS BY YOUR LEADER
IDEAS, INSIGHTS, AND INTENTIONS
AGENDA ITEMS – NEXT ONE ON ONE

3. Situational Leadership II
Diagnosing Development Level
The Five Key Diagnosis Questions
1. What is the specific goal or task?
2. How strong or good are the
individual’s demonstrated task
knowledge and skills? (Learning or
Doing)
3. How strong or good are the
individual’s transferable skills?
(Learning or Doing)
4. How motivated, interested, and
enthusiastic is the individual?
(Attitude: + or -)
5. How confident or self-assured is the
person? (Attitude: + or -)
Development Level Characteristics and Descriptors
D4
Self-Reliant
Achiever
High Competence
--- ● ---
High Commitment
• Recognized by others as an
expert
• Consistently competent
• Trusts own ability to work
independently; self-assured
• Inspired; inspires others
• Proactive; may be asked to
do too much
D3
Capable, but Cautious
Performer
Moderate to High Competence
--- ● ---
Variable Commitment
• Is generally self-directed, but
needs opportunities to test ideas
with others
• Sometimes hesitant, unsure,
tentative
• Not always confident; self-
critical; may need help in
looking at skills objectively
• May be bored with goal or task
• Makes productive contributions
D2
Disillusioned
Learner
Low to Some Competence
--- ● ---
Low Commitment
• Has some knowledge and
skills; not competent yet
• Frustrated; may be ready to
quit
• Discouraged, overwhelmed,
confused
• Developing and learning;
needs reassurance that
mistakes are part of the
learning process
• Unreliable, inconsistent
D1
Enthusiastic
Beginner
Low Competence
--- ● ---
High Commitment
• New to the task or goal;
inexperienced
• Eager to learn: willing to take
new direction
• Enthusiastic, excited, optimistic
• Don’t know what they don’t
know, so they may do the
wrong thing
• Confidence based on hopes
and transferable skills, not
reality
Characteristics Characteristics Characteristics Characteristics
Justifiably confident
Consistently
competent
Inspired/inspires
others
Expert
Autonomous
Self-assured
Accomplished
Self-assured
Accomplished
Self-directed;
self-reliant
Self-critical
Cautious
Doubtful
Capable
Contributing
Insecure
Tentative/unsure
Bored/apathetic
Overwhelmed
Confused
Demotivated
Demoralized
Frustrated
Disillusioned
Discouraged
Flashes of
Competence
Hopeful
Inexperienced
Curious
New/unskilled
Optimistic
Excited
Eager
Enthusiastic
Situational Leadership II
Developing Flexibility
S3 – Supporting
• Encourages the individual to take the lead in
goal setting, action planning, and problem
solving
• Asks questions, listens to concerns, and
serves as a sounding board
• Facilitates self-reliant problem solving and
evaluation
• Asks: How can I help?
• Shares expertise and collaborates when
asked
• Provides support, reassurance,
encouragement, and praise to acknowledge
competence and build commitment
• Reflects on past successes and skills to
build confidence
• Suggests ways to make the goal more
interesting or challenging, if motivation is low
• Removes obstacles to goal
accomplishment.
S2 – Coaching
• Involves the individual in clarifying goals and
action plans, but makes final decisions
• Listens to the individual’s concerns and ideas
• Provides perspective that progress is being
made
• Involves the individual in problem solving and
decision making
• Helps the individual analyze successes and
failures and consider alternatives
• Gives advice and ideas; shares examples of
others’ work
• Provides information, resources, and
coaching to continue building and refining
skills
• Explains why (about what and how)
• Encourages, provides frequent feedback, and
praise to build competence
S4 – Delegating
• Expects the individual to take charge and
keep others informed
• Expects the individual to take responsibility
for goal setting, action planning, and
decision making; confirms plans
• Trusts the individual’s judgment
• Expects the individual to evaluate own work
and to continually innovate
• Encourages the individual to challenge
themselves to even higher levels of
performance
• Provides opportunities to share knowledge
and skills, mentor and teach others
• Acknowledges, values, and rewards
contributions
• Provides additional resources as required
S1 – Directing
• Acknowledges enthusiasm and transferable
skills
• Defines goals, timelines and priorities
• Defines roles, limits, and boundaries
• Takes the lead in action planning and
problem solving
• Organizes and shares information and other
resources
• Develops a plan for learning and practicing
new skills
• Teaches and shows how
• Gives examples of what a good job would
look like
• Checks and monitors learning frequently to
give feedback
LD
HS
LD
LS
HD
LS
HD
HS
Listening●FacilitatingSelf-ReliantProblemSolving●ExplainingWhy●AskingforInput●Praising●SharingInformation:SelfandOrganization
Goal Setting ● Action Planning ● Showing How ● Establishing Timelines ● Clarifying Roles ● Evaluating Work ● Identifying Priorities
Low
HighDIRECTIVE BEHAVIOR
High
SUPPORTIVEBEHAVIOR
Allowing/trusting
Reassuring
Facilitating self-reliant problem solving
Collaborating
Encouraging feedback
Appreciating
Exploring/asking
Explaining/clarifying
Redirecting
Sharing feedback
Encouraging
Praising
Allowing/trusting
Confirming
Empowering
Affirming
Acknowledging
Challenging
Defining
Planning
Orienting
Teaching/showing and telling how
Checking/monitoring
Giving feedback
D4 D3 D2 D1
Doing
Can do goal or task
without direction
Learning
Cannot do goal or
task without direction
C o m m i t m e n t / A t t i t u d e
+ ‒ ‒ +
D4 D3 D2 D1