Situational Leadership® II Blended Learning

The Situational Leadership® II (SLII®) Blended Learning program design takes leaders on a journey that develops them and their staff members into Self-Reliant Achievers. SLII helps leaders develop people who truly want to be magnificent, are motivated to work independently, want to align their goals with the goals of the organization, and want to pursue their goals with dedication.

This 3–5 week process begins by introducing the concepts of SLII and the value it will bring to the individual and the organization. The blended learning design allows participants to learn at their own pace through elearning modules and simulations as well as classroom experience with a skilled SLII instructor.

Audience

Individuals in leadership roles, including executives, managers at all levels, project managers, team leaders, and supervisors who want to increase their effectiveness.

Training Design

Application Workshop—This session puts the four leadership styles into practice, drilling down into the application of the model with real-work situations.

Review the SLII Model—Through an interactive activity, participants test their knowledge of the key concepts, leader behaviors, and development level characteristics of Situational Leadership® II.

Diagnosis—Through a series of group and individual activities and discussions, participants review and practice assessing individuals’ development needs on specific goals or tasks.

Leadership Style—Participants master the four styles that are necessary in order to change behavior.

Partnering for Performance—Participants use roleplays to practice conversations with other participants as preparation for partnering with their team members back on the job.

One on Ones—Participants are introduced to the One on One meeting as a structure for opening up communication and monitoring performance.

Action Planning—Participants create action plans, review learning, and discuss options for implementing their new skills back on the job.

SLII eLearning Program


Full Course (3 hours and 30 minutes plus up to 1 ½ hours to finish Fool’s Gold 2)

Learn the Model—the full course SLII eLearning Program begins with the Gus and Jimmy parable (called Learn the Model) with two men who run a fishing guide business. The parable is now interlaced with instruction from Ken Blanchard and activities and that help participants practice as they learn. Pre- and post-training tests are included to measure SLII learnings.

Simulation: Fool’s Gold 1—After participants Learn the Model, they move to a practice simulation, the Fool’s Gold adventure (episodes 1–3), which takes place in an 1800’s gold mining town, where participants play the lead character in an ongoing interactive adventure. As the manager of the mine, they interact with different characters with various skill levels, at a variety of tasks, by clicking on the responses of their choice. The full-course takes up to 3 ½ hours to complete is required prior to attending the Application session.

Simulation: Fool’s Gold 2—Episodes 4–6 are included with the full-course and offer advance studies that take up to 1 ½ hours to finish. These episodes can be viewed to deepen the practice prior to the Application session or used as a sustainability tool after training.

Access to the full course is available for 12 months, and serves well as an ongoing sustainability tool.

Instant Advice®

The same Instant Advice topics are offered through participants elearning account for both the full and short courses to further the use of the Situational Leadership® II skills. Instant Advice is not available for offline delivery.

508 Compliant Details

In 1998, the U.S. Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with disabilities. Inaccessible technology interferes with an individual's ability to obtain and use information quickly and easily. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 (29 U.S.C. § 794d), agencies must give disabled employees and members of the public access to information that is comparable to the access available to others. These 508 features include:

  • Closed Captioning—all audio and video are closed captioned.
  • Accessibility Shell—provides a simple DHTML navigation alternative that is accessible to screen readers and navigable using a keyboard. The Accessibility Shell is a requirement for activating other accessibility features such as Keystrokes, Optimization for Keyboard, Accessible Content and Optimization for Screen Reader.
  • Dynamic Tab Ordering—for learners who are blind or have motor control issues, it facilitates navigation for multi-page flash activities via keyboard and exploration of screen elements. It ensures that the next items in the tab sequence are always the most relevant object.
  • Screen Reader Detection and Support—Screen readers are automatically detected and take the player to an “accessibility mode” so that each activity begins in a paused state. In this state, a “root description” is available to orient the sight impaired learner before continuing with the activity. Additionally, all on-screen elements within an activity that have instructional value will have “descriptive text” applied that is only accessible by the screen reader and serves to further describe the target element for the sight impaired learner.
  • Pausable Media—all course activities will provide controls for pausing, resuming, and restarting the activity
  • Audio Described Videos—Alternate videos for sight impaired learners are provided together with additional audio track to describe what is happening within the video.
  • Alternate Accessible Content—Alternate activities and content are provided when learner selects “use accessible content if available.” Provided by utilizing the Accessibility Shell.
  • Keyboard support for Player Navigation and Activities—Keyboard support will be added to the course so that a learner will be able to navigate through the entire course without a mouse and only using keyboard input.
  • Keyboard Shortcuts—Keyboard shortcuts will be provided for common commands to assist learners in quickly getting to desired functionality.