SLII Worksheet

Name Date

1 Goal Setting 2 Diagnosing

Identify Diagnose Confirm
3 Matching
Match Choose
Goal or Task Competence and Commitment Development Level Leadership Style Leadership Behaviors

Goal or Task Competence Commitment Development Level Leadership Style Directive Behaviors Supportive Behaviors

Listen to concerns
Low Low D S Set SMART goals
Facilitate problem solving
Some High Variable High Show and tell how
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S Establish timelines Ask for input
Knowledge/Skills Motivation Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Transferable Skills Confidence
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

Goal or Task Competence Commitment Development Level Leadership Style Directive Behaviors Supportive Behaviors

Low Low D S Set SMART goals Listen to concerns

Some High Variable High Show and tell how Facilitate problem solving
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S Establish timelines Ask for input
Knowledge/Skills Motivation Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Transferable Skills Confidence
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

Goal or Task Competence Commitment Development Level Leadership Style Directive Behaviors Supportive Behaviors

Low Low D S Set SMART goals Listen to concerns

Some High Variable High Show and tell how Facilitate problem solving
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S Establish timelines Ask for input
Knowledge/Skills Motivation Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Transferable Skills Confidence
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

COMPETENCE COMMITMENT DEVELOPMENT

SMART goals are Goal-SpecificTransferable Quality of LEVEL S3 S2
Skills Skills Motivation Confidence D4 D3 D2 D1 G
High Supportive High Directive
N

CO

S3 S2
TI

AC
POR

D4
Specific Low Directive High Supportive
H
I NG

HIGH LOW
SUP

D4/3
D3/4 If split diagnosis, what
HIGH LOW HIGH LOW
Motivating
G

D3
is performance trend?
DIR
TIN

D3 Low Supportive High Directive

S4 S1
GA

EC

HIGH HIGH LOW N

TI
LE

Attainable D3/2 DE
Low Directive Low Supportive
G
HIGH
HIGH
LOW
LOW HIGH D2/3 = higher S4 S1
LOW D2/3 development level
Relevant LOW
HIGH
HIGH
LOW
D1
HIGH LOW
D1/2
or = lower D4 D3 D2 D1
Trackable LOW
HIGH
LOW
D2
D2 development level
HIGH HIGH
LOW D1
LOW
HIGH D1/2
Get agreement LOW D2/1 Get agreement Get agreement Get agreement
D2

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