The term style is roughly equivalent to the manner in which the leader influence subordinates

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Studies / TheoriesStudies / Theories Task-OrientedTask-Oriented Employee-OrientedEmployee-Oriented

Iowa studiesIowa studies AuthoritarianAuthoritarian DemocraticDemocratic

Ohio State studiesOhio State studies Initiating structure Initiating structure ConsiderationConsideration

Michigan studiesMichigan studies Job-centeredJob-centered Employee-centeredEmployee-centered

Contingency theoryContingency theory Task-motivatedTask-motivated Relationship-motivatedRelationship-motivated

Path-goal theoryPath-goal theory DirectiveDirective SupportiveSupportive

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The grid portrays five key leadership styles. Concern for production is rated on a 1 to 9 scale on the horizontal axis, while concern for people is rated similarly on the vertical axis.

The Grid identifies a range of leader orientations based on the various ways in which task-oriented and people-oriented styles can interact with each other.

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High 9

1.9Country Club Management

Thoughtful attention to needs of people for satisfying relationship leads to a comfortable, friendly

organization atmosphere and work tempo.

9.9Team Management

Work accomplishment is from committed people;

interdependence though a “common stake” in

organization purpose leads to relationships of trust and

respect

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7

6 5.5Organization man Management

Adequate organization performance is possible through balancing the

necessity to get out work with maintaining morale of people at a

satisfactory level.

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4

3 1.1Impoverished Management

Exertion of minimum effort to get required work done is

appropriate to sustain organization membership

9.1Authority obedience

Efficiency in operating results from arranging conditions of

work in such a way that human elements interfere to

a minimum degree.

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1

Low 1 2 3 4 5 6 7 8 9High

Concern for production5

Leadership styles; although there are eighty-one possible styles in the Grid, the five style noted in Figure 5-9 and discussed below are treated as benchmarks in the theory. Blake and Mouton view leaders as capable of selecting from among them

9,1 Authority-Obedience◦ Leaders concentrate on maximizing production

through the use of power, authority, and control. 1,9 Country Club management

◦ Leaders place primary emphasis on good feelings among colleagues and subordinates even if production suffers as a result

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1,1 Impoverished Management◦ Leaders do the minimum required to remain

employed in the organization. 5,5 Organization-Man Management

◦ Leaders concentrate on conforming to the status quo and maintaining middle-of-the-road or “to-go-along-to-get-along” assumptions.

9,9 Team Management◦ Leaders use a goal-centered approach to gain

high quantity and high-quality results through broad involvement of group members: participation, commitment, and conflict resolution

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William Reddin developed another useful model for identifying the leadership styles of practicing school administrators. Figure below shows his relatively elaborate three-dimensional, model of leadership effectiveness.

When the style of a leader is appropriate to a given situation, it is termed effective, when the style is inappropriate to a given situation, it is termed ineffective.

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The effective styles are as follows:

1.Developer◦ A leader using this style gives maximum

concern to relationship and minimum concern to tasks. Te leader is seen as having implicit trust in people and concerned mainly with developing them as individuals.

2.Executive◦ A leader using this style gives a great deal of

concern to both tasks and relationships. The leader is seen as a good motivator, setting high standards, recognizing individual differences, and using team management.

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3. Bureaucrat◦ A leader using this styles gives minimum

concern to both tasks and relationships. The leader is seen as conscientious and is interested mainly in rules and wants to maintain an control the situation by the use of rules.

4. Benevolent autocrat◦ A leader using this style gives maximum

concern to tasks and minimum concern to relationships. The leader is seen as knowing exactly what she wants and how to get it without causing resentment.

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Missionary

Compromiser

Deserter Autocrat

Developer

Executive

Bureaucrat

Benevolent

Autocrat Related

Integrated

Separated Dedicate

d Ineffective styles

Task oriented

Less effective

Basic style

More effective

Effective style

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The ineffective styles are as follows:

1.Missionary◦ A leader using this style gives maximum

concern to people and relationships which such behavior is inappropriate. The leader is seen as a “do-gooder” who values harmony as an end in itself.

2.Compromiser◦ A leader using this style gives a great deal of

concern to both tasks and relationships in a situation that requires emphasis on only one or on either. The leader is seen as a poor decision maker; he is affected by pressure.

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3. Deserter◦ A leader using this style gives a minimum

concern to tasks and relationships in a situation where such behavior is inappropriate. The leader is seen as uninvolved and passive.

4. Autocrat◦ A leader using this style gives maximum

concern to tasks and minimum concern to relationships in a situation in which such behavior is inappropriate. The leader is seen as having no confidence in others, as unpleasant, and as interested only in the immediate job.

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Leadership styles; the key for leadership effectiveness in Hersey and Blanchard’s model is to match four basic leadership styles are in the model: directing, coaching, supporting, and delegating.

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1. Directing style ◦ This is a high-task, low-relationship style and is

effective when subordinates are low in motivation and ability.

2. Coaching style◦ This is a high-task, high-relationship style and is

effective when subordinates have adequate motivation but low ability.

3. Supporting style◦ This is a low-task, high-relationship style and is

effective when subordinates have adequate ability but low motivation

4. Delegating style◦ This is a low-task, low-relationship style and is

effective when subordinates are very high in ability and motivation.

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Administrative Advice 5-3 Applying Situational Leadership

1. Directing Style◦ Give specific instructions and supervise staff

members closely. This leadership style is primarily for first-year teachers who need a lot of instruction and supervision.

2. Coaching style◦ Explain decision and solicit suggestions from

followers but continue to direct tasks. This leadership style works especially well with nontenured teachers, who are in their second or third year on the job. They’re gaining confidence and competence, but they’re still getting their feet on the ground.

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3. Supporting Style◦ Make decisions together with staff members

and support their efforts towards performing tasks. This leadership style works with highly creative teachers. Applying this style can take the form of supporting teachers when they come up with excellent ideas to helping them to bring those ideas to fruition.

4. Delegating Style ◦ Turn over decisions and responsibility for

implementing them to staff members. This leadership style works with people who go above and beyond their instructions.

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Is a person’s leadership style really important?

YES Leaders have followers. The ways leaders work with

their followers is important. In the worst possible scenario, followers rebel or withdraw, and the leader’s vision remains a dream.

An understanding of leadership style and the ability to flex one’s style are important for school administrators. The context of administration changes, and situations differ. Able leader are always open to new ways of thinking about how to work better with people in a variety of situation.

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Researcher investigating leadership style have identified several models that practicing administrators find useful. The value of this work is evident: Journal articles on the topic are well read; conference sessions on leadership style are well attended; and books on leadership are on nonfiction best-seller lists.

Principals and superintendents lose their jobs because their styles are incompatible with the value and/or norms of organizations. When the loss of high-visibility leaders is analyzed in the popular press, leadership style invariably surfaces as the problem.

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NO Style is a means to achieve an end. Time spent

thinking about style is better invested in the development of good substantial ideas. People will follow leaders with good ideas.

School administrators are identified because they have effective styles of working with people to accomplish organizational goals. In most instances, their styles remain the same over their careers.

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The research on leadership style has not made the impact on education that other areas of inquiry have made. Research-and-development funds are better spent on areas such as effective schools where the impact is clear or ethics where the impact is needed.

There is an old adage about success in administration: the right person in the right job at the right time. As contexts change, career administrators change their jobs but not their styles.

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