Positive Power and Influence® (PPI®) and Situational Leadership II® (SLII®) programs are aimed at helping people to achieve their goals while ideally enhancing relationships. Both are founded on being flexible in one’s approach to a people-situation. While each program has a different focus, the two programs complement each other well.

Positive Power & Influence® (PPI®)

PPI® is based on the Situational Influence Model™ (SIM), which was developed by leading human development experts and has been the reference model for many leadership influence programs. PPI® training allows participants to explore lateral and upward, as well as downward influence situations.  Not only will participants understand the neuroscience behind how to influence effectively, they will also comprehend the impact of their body language, tone of voice, and words. Moreover, PPI® focuses especially on influence situations where the influencer does not have nor is willing to use positional power.

Therefore, PPI® gives insight into how to achieve goals in “any context” while strengthening working relationships. On understanding and mastering the pragmatic SIM, a participant is able to alter their influencing styles dependent on the situation, the person (or the group), and their goal. The model tells you exactly “What to do” and “How to do it”.

Participant’s outcomes from PPI® include:

  • Broader influence and personal power with others
  • Reduced negative biases and beliefs
  • Higher emotional intelligence and accountability
  • Competence to apply an Influence Action Plan to their strategic objective(s)

Situational Leadership II® (SLII®)

SLII® teaches a leader (thus in the context of leadership) to ‘match their leadership-style’ (S1 to S4) with the ‘experience of an employee in a certain task’ (D1 to D4). That makes SLII® a hands-on model giving insight into the best leadership approach to support an employee to achieve a task. For example, if an employee needs to create a project plan for the first time, the support of a leader is different to the alternative situation in which an employee has been creating successful project plans for a year. Therefore, it is more focused on “what” a manager should do (i.e. ‘in this situation, I should act this way’). However, the depth into exploring the ‘how’ is limited. Some standard sentences are taught, but more complexity is not. For example, not taught is how to handle an employee who resists to performing a task or totally gets stuck in one of the four phases.


Participant’s outcomes from SLII® include a better preparedness to ask logical questions such as:

  • If this is my strategic choice for leading this person, how do I implement this strategy?
  • What specific behaviors should I use? How do I assess my effectiveness?
  • What if I encounter resistance? How do I build commitment not just compliance?
  • How do I balance my need to get the task done with my need to support the relationship?
  • How do I work with someone who requires more hands-on direction but wants to be independent?

PPI® & SLII® Side by Side ®

To summarize, SLII® focuses on the partnership between the leader and team member and how they can more successfully achieve their respective objectives. PPI® focuses on helping a person handle any situation, regardless their position of power, to achieve goals with people, while building and maintaining positive relationships.

Both programs cover self-awareness, situational/people understanding, analysis, and learning different approaches. SLII® does this in the context of a leader-individual relationship; PPI® in the context of a general situation and irrelevant of positional power. The SLII® model focuses more on the “what” – the “leadership style” that is appropriate to the leader-individual situation.  The PPI® model invests more into giving the participants the skills and confidence on the “how” – the actual behaviors and words that increase the likelihood of successfully implementing the goals.

A natural integration point is taking the SLII® assessment of the “Leadership Style” and “Development Level” of the person or group and turning these into the PPI®’s “Strategic Influence Objective. For example, if the SLII® analysis suggests “be more directive,” then this becomes an “Influence Objective” (Planning Step 1) in PPI®.  Completing a Diagnostic Checklist (Planning Step 2) will identify the best influence style for the objective—a “situationally ideal” style.  Constructing an influence style action plan (Planning Step 3), allows the leader to plan for contingencies: how to manage risk and build in tactical alternatives, sequence the best style with other support styles, and perhaps even prepare to disengage, if necessary.

So, regardless of a leader’s capabilities or preferences, learning PPI® can significantly help a leader be more effective at applying SLII®’s “Directing, Coaching, Supporting, and Delegating”. For example, when an employee diagnoses themselves as a Developmental Level 4 on a particular task, but the manager views that person as a Developmental Level 2 on that same task, PPI® is a magnificent tool that enables the employee and manager to have a positive robust conversation to reach agreement on the leadership style that the manager should use.  Together, they build commitment to achieve goals and develop strong relationships.

With this, participants who attend both PPI® & SLII® programs benefit tremendously from the philosophical convergence of the “whats” and the “hows”, and therefore learn better how to move from a strategic consideration to goal achievement while building stronger relationships, whether as a leader or someone in position of limited power.