Master Situational Leadership Through Real-World Scenarios
Your ten-year-old son has just come home with his report card. Overall, he is very pleased with his grades. He has received an "A" or a "B" in four out of five subjects.
But your son is quite concerned with a "C–" he received in Social Studies, and he wants to improve. He feels a little discouraged about his lack of progress.
Diagnose your son's readiness level and select the most appropriate leadership style.
What should you do?
You are leading a mid-level manager in your organization.
• Successfully handled multiple projects in the past
• Strong technical knowledge
• Recently promoted to handle a larger team
• In the last two months, her decision-making has slowed
• She seeks reassurance frequently
• She worries about making mistakes in front of senior leadership
• She openly says: "I know the work, but I'm not sure I'm good enough for this level."
This is a classic D3 situation (High Competence, Variable Commitment). What leadership style will help her most?
What should you do?
You are leading a high-performing senior individual contributor (not a manager).
• 8+ years of experience
• Consistently rated "Exceeds Expectations"
• Go-to person during crises
• Deep institutional knowledge
• Trusted by peers and leadership
The organization is moving toward:
• Cross-functional collaboration
• Ambiguous problem-solving
• Influence without authority
• Delivers assigned work perfectly
• Avoids proposing bold ideas
• Hesitates to challenge decisions in senior forums
• Says: "Just tell me what you want — I'll execute flawlessly"
• Says: "Strategy is not my strength"
Others with less competence but more voice are being noticed faster.
Is competence low or high? HIGH (8+ years, exceeds expectations)
Is commitment low, high, or conflicted? CONFLICTED (self-limiting belief)
Is the problem skill, confidence, or identity? IDENTITY (sees self as "executor," not "strategist")
What's your leadership response?
You are the business head of a fast-growing organization.
• Revenue targets are aggressive
• Investors are watching quarterly numbers closely
• A major contract renewal depends on meeting short-term margins
One of your top-performing department heads:
• Delivers numbers consistently
• Commands strong loyalty from the team
• Known as "results-oriented"
• Seen as future CXO material
You begin to notice a pattern:
• Compliance checks are being rushed
• Team members hesitate to raise concerns in meetings
• Small policy deviations are justified as "industry practice" or "temporary adjustments"
• No explicit wrongdoing — but values are eroding silently
A senior team member privately tells you: "Nothing illegal is happening… but this doesn't feel right anymore."
Removing this leader:
• Will impact short-term results
• May shake investor confidence
• Will create internal uncertainty
Ignoring it:
• Keeps growth smooth
• Protects optics
• Risks long-term culture and trust
"What kind of leader will people remember you as— the one who protected numbers, or the one who protected integrity?"
This is no longer about style matching, motivation, or competence. This is about: Moral courage, Long-term institutional memory, Cultural legacy
What's your leadership decision?
When: Low Competence, High Commitment (D1)
Behavior: High directive, Low supportive
Action: Tell them what, how, when, where. Close supervision.
Example: New employee, crisis situation
When: Some Competence, Low Commitment (D2)
Behavior: High directive, High supportive
Action: Explain "why," listen to concerns, provide both direction and encouragement.
Example: Disillusioned learner, frustrated performer
When: High Competence, Variable Commitment (D3)
Behavior: Low directive, High supportive
Action: Listen, encourage, facilitate decisions, build confidence.
Example: Capable but self-doubting manager
When: High Competence, High Commitment (D4)
Behavior: Low directive, Low supportive
Action: Turn over responsibility, minimal supervision, trust.
Example: Self-reliant star, proven leader