Bernard Phillips

O2
04/21/2009
 Bernard Phillips
04/21/2009

Determining Style Flexibility

Calculating Style Flexibility
Style flexibility is your ability to use different
leadership styles.

Your responses to the LBAII Self
Questionnaire are shown in bold on the grid to
the right. Each of the twenty situations on the
questionnaire has four possible answersA,
B, C, or Dwhich represent the four
leadership styles on the Situational

Leadership II Model. These leadership styles
are listed on the grid as S1, S2, S3, and S4.
You will learn more about the four leadership

styles in your Situational Leadership II class.

The totals at the bottom of the grid indicate

the number of times you selected each style.
Each of these totals is then subtracted from 5
(without regard for positive or negative
numbers) and the differences are shown in
the square boxes below the grid. These
numbers are added to obtain a subtotal and
subtracted from 30, which gives you your
Style Flexibility Score at the bottom of
the page.

Your Style Flexibility Score

Your Style Flexibility Score, which can range
from 0 to 30, is an indicator of how flexible
you think you are. A score closer to 30
suggests that you use more than one
leadership style with others.

Most managers (68%) fall within the 14 to 20

(norm) range when rating themselves. A
score above 20 indicates that you are more
willing to use two or three styles when
working with those you lead. A score below
14 suggests you use only one
leadership style.

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 Bernard Phillips
04/21/2009

Identifying Leadership Styles

Primary Leadership Style Secondary Leadership Style Developing Leadership Style

Your primary style is the style you Your secondary style or styles are Developing styles are those styles
use most often. The number in back-up stylesstyles you tend you chose three or fewer times.
the circle shows how many times to use when your primary style is Since you are inclined not to use
you chose that leadership style. not working. them, they should be of particular
(If you have more than one importance in your Situational

primary style, numbers will Leadership II class.
appear in the corresponding
leadership style quadrants.)

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 Bernard Phillips
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Determining Style Effectiveness

Calculating Style Effectiveness
Style effectiveness is your ability to provide the
appropriate leadership style according to the

situation. The Situational Leadership II Model
advocates matching the appropriate leadership
style to the individuals development level.

The Style Effectiveness Grid on the right

organizes the responses to each situation
according to their effectiveness. The E
(Excellent) column lists the most appropriate
response for the development level represented
in each situation. The G (Good) column is a
good response, but not the best. The F (Fair)
signifies a fair response, and P (Poor) indicates
theoretically poorest answers.

Your effectiveness score is calculated by totaling

each column and weighting all Excellent
responses with 4, Good responses with 3, and
Fair and Poor responses with 1. The sum of
those totals equals your effectiveness score.

Your Style Effectiveness Score

Your Style Effectiveness Score, which can range
from 20 to 80, is an indicator of how well you
match your leadership style to the individuals
development needs based on your perceptions.
A score closer to 80 indicates you match
leadership behaviors to the needs of the
individual in most situations.

Most managers (68%) fall within 50 and 58

(norm) when rating themselves. A score above
58 suggests that you match your leadership style
to the individuals development needs depicted in
the twenty situations more often than other
managers. A score below 50 indicates that you
did not diagnose the needs of the individual in
each situation as accurately as other managers.

Scoring high on effectiveness requires

demonstrating a high level of flexibility and
selecting the most appropriate leadership style
in each situation.

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 Bernard Phillips
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Improving Style Effectiveness

The Style Diagnosis Matrix shows the number of times you chose a Style Diagnosis Matrix
Fair or Poor response for each of the four leadership styles. A four or
more in any quadrant indicates that you may not be diagnosing
development level before choosing a leadership style.

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 Bernard Phillips
04/21/2009

Your Responses to the LBAII

1. You have asked a new employee to write a proposal to buy new equipment for the division. She
needs to learn more about this equipment to make a sound decision about options and costs. She
feels this assignment will stretch her already-full schedule. You would

A Tell her when you want the proposal and explain what you want in the proposal. Outline the steps she
should take to become knowledgeable about the new equipment. Set daily meetings with her to track
progress.

B Ask her to produce the proposal and discuss its importance. Ask her to set a deadline for completion.
Give her the resources she needs. Ask her to provide periodic progress reports.

C Tell her when you want the proposal and discuss its importance. Explain what you want in the report.
Outline steps she should take to learn more about the equipment. Listen to her concerns and use her
ideas when possible. Set weekly meetings to track her progress.

D Ask her to produce the proposal and discuss its importance. Explore the barriers she foresees and
strategies for removing them. Ask her to set a deadline for completion and periodically check with her to
track progress.

2. Your task force has been working hard to complete its division-wide report. A new member has joined
the group. He must present cost figures at the end of next week, but he knows nothing about the
report requirements and format. He is eager to learn more about his role in the group. You would

A Tell him exactly what is needed. Specify the requirements and format. Introduce him to other task
force members. Check with him frequently during the week to monitor progress and to specify
corrections.

B Ask him if there is anything you can do to help. Introduce him to other task force members. Explore
his ideas for "getting up to speed" on the report. Check with him during the week to see how he is doing.

C Specify the report format and required information and solicit his ideas. Introduce him to each task
force member. Check with him frequently during the week to see how the report is progressing and to
help with any modifications.

D Welcome him and introduce him to members of the task force who could help him. Ask him to check
back if he has any problems.

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 Bernard Phillips
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3. You have recently noticed a performance problem with one of your people. He demonstrates an "I
don't care" attitude. Only your constant prodding has brought about task completion. You suspect he
may not have enough expertise to complete the high-priority task you have given to him. You would

A Specify the steps he needs to take and the outcomes you want. Clarify timelines and paperwork
requirements. Frequently check to see if the task is progressing as it should.

B Specify the steps he needs to take and the outcomes you want. Ask for his ideas and incorporate
them if appropriate. Ask him to share his feelings about the assignment. Check to see that the task is
progressing as it should.

C Involve him in problem solving for this task. Offer your help and encourage him to use his ideas to
complete the project. Ask him to share his feelings about the assignment. Periodically check in to see
how things are going.

D Let him know how important this task is. Ask him to outline his plan for completion and to send you a
copy. Ask him to check back if he has any problems.

4. Your work group's composition has changed because of company restructuring. Performance levels
have dropped. Deadlines are being missed and your boss is concerned. Group members want to
improve their performance but need more knowledge and skills. You would

A Ask them to identify their training needs and develop their own plan for improving performance. Give
them the necessary resources. Be available to help them and ask to be kept informed.

B Discuss your plan to solve the performance problem. Ask for their input and include their ideas in
your plan if possible. Explain your rationale. Frequently check to see how the plan is carried out.

C Outline the steps you want them to follow to solve the performance problem. Be specific about the
time requirements and the skills you want them to learn. Closely monitor their progress on the plan.

D Help them develop a plan to improve performance. Encourage them to be creative. Support their plan
and periodically check performance.

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 Bernard Phillips
04/21/2009

5. Because of budget cuts, it is necessary to consolidate. You have asked a highly experienced
department member to take charge of the consolidation. This person has worked in all areas of your
department. In the past she has usually been eager to help. While you feel she is able to perform the
assignment, she seems indifferent to the task. You would

A Reassure her. Outline the steps she should use to manage this project. Ask for her ideas and
incorporate them when possible, but make sure she follows your general approach. Frequently check to
see how things are going.

B Reassure her. Ask her to handle the project as she sees fit. Be patient and available to help. Ask for
frequent updates.

C Reassure her. Ask her to determine the best way to approach the project. Help her develop options
and encourage her to use her own ideas. Agree on frequent checkpoints.

D Reassure her. Outline an overall plan and specify the steps you want her to follow. Frequently check
to see how the steps are being implemented.

6. For the second time in a month, you are having a problem with one of your employees. His weekly
progress reports have been incomplete and late. In the past year he has completed his reports
accurately and submitted them on time. This is the first time you have spoken to him about this
problem. You would

A Tell him to improve the quality and timeliness of his paperwork. Go over the areas that are
incomplete. Make sure he knows what is expected and how to fill out each section of the report.
Continue to track his performance.

B Ask him to turn in reports that are complete and on time, without pushing him. Continue to track his
performance.

C Discuss time and completion standards with him. Listen to his concerns but make sure he knows
what is expected. Go over each section of the report and answer any questions. Use his ideas if
possible. Continue to track his performance.

D Ask him why his reports are incomplete. Listen to his concerns and do what you can to help him
understand the importance of timely and accurate reports. Continue to track his performance.

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 Bernard Phillips
04/21/2009

7. You have asked one of your senior employees to take on a new project. In the past his performance
has been outstanding. The project you have given him is important to the future of your work group.
He is excited about the new assignment but doesn't know where to begin because he lacks project
information. You would

A Explain why you think he has the skills to do the job. Ask him what problems he anticipates and help
him explore alternative solutions. Frequently stay in touch to support him.

B Specify how he should handle the project. Define the activities necessary to complete the job. Closely
monitor how things are going.

C Ask him to develop a project plan for your approval within two weeks. Give him enough time to get
started. Periodically offer support.

D Outline how the project should be handled and solicit his ideas and suggestions. Incorporate his
ideas when possible, but make sure your general outline is followed. Regularly check to see how things
are going.

8. One of your staff members is feeling insecure about a job you have assigned to him. He is highly
competent and you know that he has the skills to successfully complete the task. The deadline for
completion is near. You would

A Let him know your concerns about the impending deadline. Help him explore alternative action steps
and encourage him to use his own ideas. Periodically check with him to lend support.

B Discuss your concerns about the impending deadline. Develop an action plan for him to follow and
get his reactions. Include his modifications if possible, but make sure he follows your general outline.
Regularly check with him to see how things are going.

C Outline the steps you want him to follow. Specify the reasons for completing the assignment on time.
Closely monitor his progress.

D Ask him if there are any problems but let him resolve the issue himself. Without pushing him, remind
him of the impending deadline. Ask him to get back with an update.

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 Bernard Phillips
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9. Your staff has asked you to consider changes in their work schedule due to an expansion in the
customer base. Their changes make good sense to you. Members are very competent and work well
together. You would

A Help them explore alternative scheduling possibilities. Be available to facilitate their group discussion.
Support the plan they develop. Check to see how they implement their schedule.

B Design the work schedule yourself. Explain the rationale behind your design. Listen to their reactions,
ask for their ideas, and use their recommendations when possible. Check to see that the schedule is
being followed.

C Allow the staff to set a work schedule on their own. Let them implement their plan after you approve
it. Check back at a later date to make sure the new schedule is working out for them.

D Design the work schedule yourself. Explain how the schedule will work and answer any questions.
Frequently check to see that the schedule is being followed.

10. Due to an organizational change, you have been assigned six new people whose performance has
been declining over the past three months. They do not seem to have the task knowledge and skills
to do their new jobs, and their attitudes have worsened because of the change. In a group meeting,
you would

A Make them aware of their three-month performance trend. Ask them to decide what to do about it and
set a deadline for implementing their solution. Check on their progress at some point.

B Make them aware of their three-month performance trend. Specify the action steps you want them to
follow. Give them constructive feedback on how to improve performance. Closely monitor their progress.

C Make them aware of their three-month performance trend. Outline the steps you want them to follow,
explain why, and seek their feedback. Use their ideas when possible, but make sure they follow your
general approach. Regularly monitor their progress.

D Make them aware of their three-month performance trend. Ask them why their performance is
declining. Listen to their concerns and ideas. Help them create their own plan for improving
performance. Periodically check on their progress.

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 Bernard Phillips
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11. A member of your department has had a fine performance record over the last 22 months. He is
excited by the challenges of the upcoming year. Budgets and unit goals have not changed much from
last year. In a meeting with him to discuss goals and an action plan for next year, you would

A Ask him to submit an outline of his goals and an action plan for your approval. Tell him you will call
him if you have any questions.

B Prepare a list of goals and an action plan that you think he can accomplish next year. Send it to him
and meet with him to see if he has any questions.

C Ask him to develop a project plan for your approval within two weeks. Give him enough time to get
started. Periodically offer support.

D Ask him to send you an outline of his goals and an action plan for next year. Review the goals and
plan with him. Listen to his ideas and help him explore alternatives. Let him make the final decisions on
his goals and plan.

12. Your unit members have an excellent performance record over the past two years. However, they
have recently experienced three major setbacks due to factors beyond their control. Their
performance and morale have drastically dropped and your boss is concerned. In a group meeting,
you would

A Discuss the recent setbacks. Give unit members the specific steps you want them to follow to
improve their performance. Closely monitor performance.

B Ask them how they feel about the recent setbacks. Listen to their concerns and encourage and help
them explore their ideas for improving performance. Periodically check on performance.

C Discuss the recent setbacks. Clarify the steps you want unit members to take to improve
performance. Listen to their ideas and incorporate them if possible. Emphasize results. Encourage them
to keep trying. Frequently check their performance.

D Discuss the recent setbacks without pressuring unit members. Ask them to set a deadline to improve
performance and to support each other along the way. Continue to track performance.

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 Bernard Phillips
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13. You were recently assigned a new employee who will perform an important job in your unit. Even
though she is inexperienced, she is enthusiastic and feels she has the confidence to do the job. You
would

A Allow her time to determine what the job requires and how to do it. Let her know why the job is
important. Ask her to contact you if she needs help. Track her performance.

B Specify the results you want and when you want them. Clearly define the steps she should take to
achieve results. Show her how to do the job. Closely monitor her progress.

C Discuss the results you want and when you want them. Clearly define the steps she can take to
achieve results. Explain why these steps are necessary and get her ideas. Use her ideas if possible, but
make sure your general plan is followed. Frequently check her progress.

D Ask her how she plans to tackle this job. Help her explore the problems she anticipates by generating
possible solutions. Encourage her to carry out her plan. Be available to listen to her concerns.
Periodically check on her progress.

14. Your boss has asked you to increase your unit's output by seven percent. You know this can be
done, but it will require your active involvement. To free your time, you must reassign the task of
developing a new cost control system to one of your employees. The person you want has had
considerable experience with cost control systems, but she is slightly unsure of doing this task on
her own. You would

A Assign her the task and listen to her concerns. Explain why you think she has the skills to handle this
assignment. Help her explore alternative approaches if she thinks it would be useful. Encourage and
support her by providing needed resources. Periodically monitor her progress.

B Assign her the task and listen to her concerns. Discuss the steps to complete the task. Ask for her
ideas and suggestions. After incorporating her ideas if possible, make sure she follows your general
approach. Frequently monitor her progress.

C Assign her the task. Listen to her concerns but let her resolve the issue. Give her time to adjust, and
avoid asking for results right away. Ask her to check in frequently.

D Assign her the task. Listen to her concerns and minimize her feelings of insecurity by telling her
specifically how to handle this task. Outline the steps to be taken. Closely monitor her progress.

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 Bernard Phillips
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15. Your boss has asked you to assign someone to serve on a company-wide task force. This task force
will make recommendations for restructuring the company's compensation plan. You have chosen a
highly productive employee who knows how her coworkers feel about the existing compensation
plan. She has successfully led another unit task force. She wants the assignment. You would

A Give her the assignment but tell her how she should present her coworker's point of view. Specify
that she turn in a progress report within two days of each task force meeting.

B Ask her to accept the assignment. Help her develop the point of view she will take on the task force.
Periodically check with her.

C Give her the assignment. Discuss what she should do to ensure that her coworkers' perspective is
considered by the task force. Ask her for her ideas, but make sure she follows your general approach.
Ask her for a report after every task force meeting.

D Give her the assignment. Ask her to give you updates as things progress.

16. Due to illness in your family, you have to miss two meetings of a committee under your direction.
Upon attending the next meeting, you find that the committee is operating well and making progress
toward completing its goals. All group members come prepared, actively participate, and seem to be
enthusiastic about their progress. You are unsure of what your role should be. You would

A Thank the committee members for their work so far. Let the group continue to work as it has during
the last two meetings.

B Thank the committee members for their work so far. Set the agenda for the next meeting. Begin to
direct the groups activities.

C Thank the committee members for their work so far. Try to solicit alternative ideas and suggestions.
Do what you can to make the members feel important and involved.

D Thank the committee members for their work so far. Set the agenda for the next meeting but make
sure to solicit their ideas and suggestions.

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 Bernard Phillips
04/21/2009

17. Your staff is very competent and works well on their own. Their enthusiasm is high because of a
recent success. Their performance as a group is outstanding. Now, you must set unit goals for next
year. In a group meeting, you would

A Praise them for last year's results. Involve the group in problem solving and goal setting for next year.
Encourage them to be creative and help them explore alternatives.

B Praise them for last year's results. Challenge them by setting the goals for next year. Outline the
action steps necessary to accomplish these goals.

C Praise them for last year's results. Ask them to set the goals for next year and to define their action
plan to accomplish these goals. Be available to contribute when asked.

D Praise them for last year's results. Set the goals for next year and outline the action steps necessary
to accomplish these goals. Solicit the group's ideas and suggestions and incorporate them if possible.

18. You and your boss know that your department needs a new set of work procedures to improve long-
term performance. Department members are eager to make some changes; but because of their
specialized functions, they lack the knowledge and skills for understanding the "big picture." You
would

A Outline the new procedures and your plan for implementation. Involve the group in a discussion of
alternatives. Use their suggestions when possible, but make them follow your general approach.
Frequently check on the use of the new procedures and monitor their results.

B Outline and demonstrate the new procedures. Instruct the group on the initial use of the procedures
and closely monitor results.

C Involve the group in a discussion to explore new work procedures. Encourage their initiative and
creativity in developing the new procedures. Help them examine possible alternatives. Periodically
check on the use of the new procedures and monitor their performance.

D Ask the group to formulate and implement a set of new procedures. Answer any informational
concerns but give department members the responsibility for the task. Periodically monitor their
performance.

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 Bernard Phillips
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19. You were recently appointed head of your division. Since taking over, you have noticed a drop in
performance. There have been changes in technology, and your staff has not mastered the new skills
and techniques. Worst of all, they do not seem to be motivated to learn these skills. In a group
meeting, you would

A Discuss the staff's drop in performance. Listen to their concerns. Ask for their solutions for improving
performance. Express your faith in their strategies. Emphasize their past efforts but periodically check
on performance as they carry out their strategies.

B Outline the necessary corrective actions you want them to take. Explore alternatives and incorporate
their ideas. Modify the plan if appropriate but see that they implement it. Frequently check on their
performance.

C Tell them about the drop in performance. Ask them to analyze the problem and draft a set of action
steps for your approval. Set a deadline for the plan. Track their performance.

D Outline and direct the necessary corrective actions you want them to take. Define roles,
responsibilities, and standards. Closely monitor their performance for improvement.

20. You have noticed that one of your inexperienced employees is not properly completing certain
reports. These reports are inaccurate and incomplete. She is not enthusiastic about this task and
often thinks paperwork is a waste of time. You would

A Let her know that she is submitting inaccurate and incomplete reports. Discuss the steps she should
take and clarify why these steps are important. Ask for her suggestions but make sure she follows your
general outline. Frequently check her paperwork.

B Let her know that she is submitting inaccurate and incomplete reports. Ask her to come up with a
plan to improve their quality. Give her more time to do the job properly. Check her paperwork.

C Let her know that she is submitting inaccurate and incomplete reports. Ask her what she plans to do
about it. Help her develop a plan for solving her problems. Periodically check her paperwork.

D Let her know that she is submitting inaccurate and incomplete reports. Show her how to complete the
reports. Specify the steps she should take to improve their quality. Closely monitor her paperwork.

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