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
The term style is roughly equivalent to the
manner in which the leader influence
subordinates
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Studies / Theories
Task-Oriented
Employee-Oriented
Iowa studies
Authoritarian
Democratic
Ohio State studies
Initiating structure
Consideration
Michigan studies
Job-centered
Employee-centered
Contingency theory
Task-motivated
Relationship-motivated
Path-goal theory
Directive
Supportive
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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.
4
High
9
Concern for
people
8
7
1.9
Country Club Management
Thoughtful attention to needs
of people for satisfying
relationship leads to a
comfortable, friendly
organization atmosphere and
work tempo.
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Work accomplishment is from
committed people;
interdependence though a
“common stake” in
organization purpose leads to
relationships of trust and
respect
5.5
Organization man Management
Adequate organization performance is
possible through balancing the
necessity to get out work with
maintaining morale of people at a
satisfactory level.
5
4
3
1.1
Impoverished Management
1
Exertion of minimum effort to
get required work done is
appropriate to sustain
organization membership
Low
1
2
9.9
Team Management
2
3
4
9.1
Authority obedience
Efficiency in operating results
from arranging conditions of
work in such a way that
human elements interfere to a
minimum degree.
5
6
7
Concern for production
8
9
High
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
Leadership styles; although there are eightyone 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

1,9 Country Club management
◦ Leaders concentrate on maximizing production
through the use of power, authority, and control.
◦ 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 “togo-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:
Developer
1.
◦
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.
Executive
2.
◦
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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Bureaucrat
3.
◦
4.
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.
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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Effective style
Executive
Ineffective styles
Missionary
Compromiser
Deserter
Autocrat
Relationship-Oriented
Developer
Basic style
Related
Separated
Integrated
Dedicated
Bureaucrat
Benevolent
Autocrat
More effective
Task oriented
Less effective
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
The ineffective styles are as follows:
Missionary
1.
◦
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.
Compromiser
2.
◦
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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Deserter
3.
◦
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.
Autocrat
4.
◦
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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