Diagnosing Development Level

Leader needs to know..

• What is the Specific goal or task
• How strong or good the individual’s demonstrated task knowledge and skills
• How strong or good are the individual’s transferable skills
• How motivated, interested, and enthusiastic is the individual
• How confident or self-assured is the person
 Development Level Characteristics and Descriptors

D4 D2 D1
Self-Reliant D3 Enthusiastic
Achiever Capable, but cautious, Disillusioned
Beginner
High Competence Performer Learner
Low Competence
High Commitment Moderate to High Competence Low to Some Competence
High Commitment
Variable Commitment Low Commitment
Characteristics Characteristics Characteristics Characteristics
• New to the goal or task;
• Recognized by others • Is generally self directed, but • Has some knowledge and
inexperienced
as an expert needs opportunities to test skills; not competent yet
• Eager to learn; waiting to take
• Consistently competent; ideas with others • Frustrated; may be ready to
direction
justifiably confident • Sometimes hesitant, unsure, quit
• Enthusiastic, excited,
• Trusts own ability to tentative • Discouraged, overwhelmed,
optimistic
work independently; • Not always confident; self- confused
• Don’t know what they don’t
self-assured critical; may need help in • Developing and Learning;
know, so they may do the
• Inspired, inspires others looking at skills objectively needs reassurance that
wrong thing
• Proactive; may be asked • May be bored with goal or task mistakes are part of the
• Confidence based on hopes
to do too much • Makes productive learning process
and transferable skills, not
contributions • Unreliable, inconsistent
reality

2
Development Level Characteristics and Descriptors

D4Justifiably Confident D3Self critical D2Overwhelmed D1Hopeful

Consistently competent Cautious Confused Inexperienced
Inspired/inspires others Doubtful Demotivated Curious
Expert Capable Demoralized New/unskilled
Autonomous Contributing Frustrated Optimistic
Self-assured Insecure Disillusioned Excited
Accomplished Tentative/unsure Discouraged Eager
Self-directed; self-reliant Bored/apathetic Flashes of Competence Enthusiastic

3
High 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
SUPPORTIVE BEHAVIOR
• 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
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 judgement
• Expects the individual to evaluate own work and to continually
innovate
• Expects the individual to challenge himself or herself 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
Low DIRECTIVE BEHAVIOR
S2 --- Coaching
Involves the individual in clarifying goals and action plans, but makes final
decisions
Listens to 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 other’s work
• Provides information, resources, and coaching to continue building and
refining skills
• Explains why (about what and how)
• Encouragement; provides frequent feedback and praise to build
LD HD
competence
HS HS
LD
LS
HD
LS 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 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
High
Leadership Styles

S4Allowing/trusting S3Asking/listening S2Exploring/asking S1Defining

Confirming Reassuring Explaining/clarifying Planning
Empowering Facilitating self reliant & Redirecting Orienting
Affirming problem solving Sharing feedback Teaching/showing
Acknowledging Collaborating Encouraging and telling how
Challenging Encouraging feedback Praising Checking/monitoring
Appreciating Giving feedback