Chapter 5 pages 117 126 leadership

1. ANTWUAN STINSON
ILP 510: Foundations of Instructional Leadership
ALABAMA STATE UNIVERSITY
DR. KING
Chapter 5: Leadership
Pages 117-126
Educational Administration Concepts and Practices 6th
Edition by Fred C. Lunenburg & Allan C. Ornstein

2. Intro Video
Dinner with Mary and Watson
Sherlock Holmes meets Prof Moriaty

3. Overview: Section Organization

4. Leadership Styles
Classic Leadership
Trait
Behavior
Contingency Theories
Boss-centered leadership
Subordinate-centered leadership
Click here for Video
Page 117

5. Boss-Centered Leadership
Manager
makes and
announces
decisions
Manager
sells
decision
Manager
presents
ideas and
invites
questions
Manager
presents
tentative
decision
subject to
change
Manager
presents
problem,
gets
suggestion
s and
makes
decision
Manager
defines
limits and
asks group
to make
decision
Manager
permits
subordinate
s to
function
within limits
defined by
superior
Use of Authority by the
manager
Area of Freedom for
Subordinates
Subordinate-Centered Leadership
Page 117

6. Leadership Behaviors
Telling – The leader identifies a problem, considers
alternative solutions, choose, and then tells subordinates
what they are to do.
Selling – The leader makes the decision but tries to
persuade the group members to accept it. The leader points
out how she has considered organizational goals and the
interests of group members, and then states how the
members will benefit.
Testing – The leader identifies a problems and proposes
a tentative solution, asking for the reaction of those who
will implement it, but making the final decision.
Page 117

7. Leadership Behaviors (cont.)
Consulting – The group members have a chance to
influence the decision from the beginning. The leader
presents a problem and relevant background information.
The group is invited to increase the number of alternative
actions to be considered.
Joining – The leader participates in the discussion as a
member and agrees in advance to carry out whatever
decision the group makes.
Page 117

8. Influences on the Leader
Forces in the Leader
 Value system: how strongly the leader feels that individuals
should have a share in making the decisions
 Confidence in the group members: leaders may have more
confidence in his own capabilities than group members
Forces in the Category
 Leaders may want to remember that each member is
influenced by many personality variables and expectations
Forces in the Situation
 Do the members have the needed knowledge
 Does the complexity of the problem require special experience
or a one-person solution
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9. Influences on the Leader (cont.)
Long-run Objectives and Strategy
 Leaders work on daily problems, their choice of leadership
patterns by:
 Raising the level of member motivations
 Improving the quality of all decisions
 Developing teamwork and morale
 Furthering the individual development of members
 Increasing the readiness to accept change
Implications for Practice
 The Tannenbaum-Schmidt model makes intuitive sense and
can be used to identify alternative leadership behaviors
Page 118

10. Three-Dimensional Leadership Styles
Developed by William Reddin
The model (left) integrates the
concepts of leadership style with
the situational demands of a
specific environment.
Effective – when the style is
appropriate to a given situation
Ineffective – when the style is
inappropriate to a given
situation
Page 119

11.  He developed the first relatively simple method of measuring what he
called “situational demands” – i.e. the things that dictate how a
manager must operate to be most effective.
 Reddin’s model was based on the two basic dimensions of leadership
identified by the Ohio State studies. He called them Task-orientation
and Relationships-orientation. However he introduced what he called a
third dimension – Effectiveness. Effectiveness was what resulted when
one used the right style of leadership for the particular situation.
 Reddin identified four major leadership styles on the high effectiveness
plane and four corresponding styles on the low effectiveness plane,
effectiveness being where the leadership style matched the demands of
the situation.

12. So a manager who demonstrated a high level of
task-orientation and low relationships orientation
where it was the style that was required was called
a Benevolent Autocrat.
The real theoretical breakthrough with Reddin’s 3-
D model was the idea that one could assess the
situation and identify what behavior was most
appropriate. His model relates the level of
managerial effectiveness to the most appropriate
use of each of these styles.

13. Effective Styles
Developer – A leader gives maximum concern to relationships and
minimum concern to tasks. Leader has implicit trust in people and is
concerned about them developing.
Executive – A leader gives great concern for both tasks and
relationships. Leader is seen as a good motivator setting high
standards, recognizing individual differences and using team
management
Bureaucrat – A leader gives concern to both tasks and relationships.
The leader is seen as conscientious and is interested mainly in rules and
wants to maintain and control the situation by the rules
Benevolent Autocrat – A leader 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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14. Ineffective Styles
Missionary – A leader using this style gives maximum
concern to people and relationships and minimum concern
to tasks in a situation in which such behavior is
inappropriate. The leader is seen as a “do-gooder” who
values harmony as an end in itself.
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 neither.
The leader is seen as a poor decision maker, easily affected
by pressure.
Page 120

15. Ineffective Styles (cont.)
Deserter – A leader using this style gives minimum
concern to tasks and relationships in a situation where such
behavior is inappropriate. The leader is seen as uninvolved
and passive
Autocrat – A leader using this style gives minimum
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
Page 120

16. Implication for Practice
Reddin’s model incorporates three theoretical bases
discussed previously, namely leader traits and
behaviors, groups, and situational factors. Reddin’s
model has not been the object of much empirical
research. Instead it has become a popular technique
for use in training administrators in numerous
organizational contexts.
His model is a 64-item questionnaire
Reddin’s approach makes participants cognizant of
various leadership styles that can be adapted to
various situations.
Page 120

17. Another well-known and useful framework for analyzing
leadership behavior is Paul Hersey and Kenneth
Blanchard’s situational leadership theory. It is an
extension of Tannenbaum and Schmidt’s leadership
continuum, Blake and Mouton’s managerial grid, and
Reddin’s three-dimensional leadership styles. Following
the lead of the earlier Ohio State leadership studies, and
like the three-dimensional frameworks, situational
leadership theory identifies two key leadership
behaviors: task behavior and relationship behavior
Situational Leadership Styles
Page 120

18.  Task Behavior – The leader engages in one way
communication by explaining that each
subordinate is to do, as well as when, where, and
how tasks are to be performed.
 Relationship Behavior – The leader engages in
two-way communication by providing socio-
emotional support, “psychological strokes,” and
“facilitating behaviors.
Page 120

19. Situational Factor: Readiness of
Followers
Taking the lead from Fiedler’s contingency factors, Hersey
and Blanchard incorporated the readiness of followers as a
key situational variable in their model. Hersey and
Blanchard see two types of readiness as particularly
important: willingness and ability.
 Willingness is a combination of the varying degrees of
confidence, commitment, and motivation. Any one of these
variables can be prepotent; that is, a person may be
completely committed to the job, quality and the
organization.
 Ability is determined by the amount of knowledge,
experience, and demonstrated skill the follower brings to
the task.
Page 120

20. Leadership Styles
The key for leadership effectiveness in Hersey and Blanchard’s
model is to match the situation with the appropriate leadership
style. Four basic leadership styles are in the model: telling, selling,
participating, and delegating.
Telling Style –this is a high-task, low-relationship style and is
effective when subordinates are low in motivation and ability.
Selling Style - this is a high-task, high relationship style and is
effective when subordinates have adequate motivation but low
ability.
Participating Style –this is a low-task, low-relationship style
and is effective when subordinates have adequate ability but low
motivation.
Delegating Style - this is a low-task, low-relationship style and
is effective when subordinates are very high in ability and
motivation.
Page 121

21. The Hersey-Situational Leadership Model, 2006
Page 121

22. High
Relations
hip and
Low Task
High Task
and High
Relationship
Low
Relationship
and Low
Task
High Task and
Low
Relationship
Participating
Selling
Telling
Delegating
Low Task Behavior High
Directive Behavior
HIGH MODERATE LOW
R4 R3 R2 R1
Able and
Confident
and
Willing
Able but
Insecure
or
Unwilling
Unable but
Confident
or Willing
Unable
and
Insecure
or
Unwilling
Performance Readiness
Situational Leadership
Influence Behaviors

23. Administrative Advice 5-2
Applying Situational Leadership
Telling 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.
Selling Style – Explain decisions and solicit suggestions from followers but
continue to direct tasks. This leadership style works especially well with non-
tenured 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.
Participating Style – Make decisions together with staff members and support
their efforts toward performing tasks. The leadership style works with highly
creative teachers. Applying this style can take the form of supporting teachers
when they come up with excellent ideas and helping them to bring those ideas to
fruition.
Delegating Style – Turn over decisions and responsibility for implementing them
to the staff members. This leadership style works with people who go above and
beyond their instructions.
Page 122

24. Implications to Practice
The Hersey – Situational Leadership Model is useful because it
builds on other explanations of leadership that emphasize the role
of task and relationship behaviors.
As a result, it is widely used for leadership training and
development in a wide variety of organizational things.
School administrators can benefit from this model by attempting
to diagnose the readiness of followers before choosing the right
leadership style.
Until recently, there was almost no empirical research evidence
to support the validity of the Hersey-Blanchard model. However,
one study in a school setting provides partial support for this
model.
Page 122

25. Implications for Practice
The study consist of Elementary school principals from one large
urban school district who received training using the Hersey and
Blanchard’s framework. Pretests and posttests were administered
to the principal and a sample of their teachers before and after
training to determine the effects of training on principals’
leadership effectiveness and style range.
The study found that principals were perceived as more effective
three years after training than before training. However, no
significant changes or differences were found in principals'’
effectiveness immediately after or before training, nor were the
principals leadership style range.
Page 122

26. Other Contemporary Perspectives
Modernist theories in leadership were traditionally dominated by
masculine incorporation and lacked feminine presence in
development of language.
Page 123

27. Synergistic Leadership Theory
Synergistic Leadership Theory (SLT), developed by
Irby and colleagues, seeks to explicate the need for a
postmodernist leadership theory by providing an
alternative to, and not a replacement for, traditional
theories. The SLT includes issues concerning diversity
and the inclusion of the female voice in the theory. In a
tetrahedron model, the theory uses four factors to
demonstrate aspects not only of the leadership but it
effects on various institutions and positions. The factors
are 1) beliefs, attitudes, and values; 2) leadership
behavior; 3) external forces; and 4) organizational
structure.
Page 123

28. Synergistic Leadership Theory
 Factor 1: Beliefs, Attitudes, and Values – beliefs, attitudes, and values are depicted as
dichotomous, as an individual or group would either adhere or not adhere to specific
beliefs, attitudes, or values at a certain point in time.
 Factor 2: Leadership Behavior- derives directly from the literature on male and
female leadership behaviors and is depicted as a range of behaviors from
autocratic to nurturer.
 Factor 3: External Forces – influences outside the control of the organization or
leader that interact with them and that inherently embody a set of beliefs,
attitudes, and values.
 Factor 4: Organizational Structure-refers to characteristics of the organizations
and how they operate.
Implications for Practice – The synergistic leadership theory provides a
framework for describing interactions and dynamic tensions among beliefs,
attitudes, and values.
Page 123

29. Beliefs, Attitudes, Values
Importance of professional growth
Openness to change/diversity
Adherence to tradition
Collegial trust/Support
Importance of character, ethics,
integrity
Importance of programs for at-risk/gifted students
Role of teachers/learners
Purpose of school
Role of teachers/administrators
Importance of employee well-being
Leadership
Behavior
Autocratic
Delegator
Collaborator
Communicator
Task-oriented
Risk-taker
Relational
Nurturer
Controller
Stabilizer
Intuitive
External
Forces
Perceptions/
expectations of
Supervisor/colleag
ues
Perceptions/expect
ations of
community
Local, state and
national
Regulations
Resources
Location
Culture of
community
Socio-economic
status
Language/ethnic
groups
Political/special
interest groups
Organizational Structure
Rotates leadership, use expertise of members , not rank, has consensually derived
goals, values members, rewards professional development, relies on informal
communication, disperses power, promotes
Community, promotes nurturing and caring, promotes empowerment, has many
rules, has separate tasks and roles maintains a tall hierarchy and initiates few
changes
Page 124

30. Leader-Member Exchange Theory
Focuses on a dyad, the
relationship between a
leader and each
subordinate
Each relationship differs
 centered on the
interactions between a
leader and subordinates
The
Vertical
Dyad
Vertical
Dyads
Page 124

31. LMX
Two kinds of relationships that each follower falls into based
on how well they work with the leader and how well the
leader works with them. Personality and other personal
characteristics are also related to this process.
In groups – based on expanded and negotiated role
responsibilities. Followers go far beyond their formal job
description, and the leader in turn does more for these
followers.
Out group – based on the formal employment contract.
Followers are not interested in taking on new and different
job responsibilities.
Page 125

32. Leader Member Exchange
S Subordinate
In-GroupOut-Group
Leader
S
S
S
S S
S
S
S S
S
S
S
In-Group
more information,
influence, confidence
& concern from
Leader more
dependable, highly
involved &
communicative than
out-group
Out-Group
less compatible
with leader usually
just come to work,
do their job & go
home
Page 125

33. How does LMX theory work?
Best understood within the Leadership Making Model
(Graen & Uhl-Bien, 1995)
 Leader forms special relationships with all subordinates early
 Leader should offer each subordinate an opportunity for new
roles/responsibilities in a non-contractual exchange
 Leader should nurture high-quality exchanges with all
subordinates
 Rather than concentrating on differences, leader focuses on
ways to build trust & respect with all subordinates – resulting
in entire work group becoming an in-group
 Out-group are supervised narrowly by an implicit contract
Page 125

34. In Group Out-Group
 Enjoy the benefits of job latitude
 Have higher productivity, job
satisfaction, motivation, and
collegial relationships
 Less employee turnover
 More positive performance
evaluations, higher frequency of
promotions, greater organizational
commitment, more desirable work
assignments, and better job
attitudes
 Do what they must and little
beyond
 They are considered hired-hands
 They are influenced by legitimate
authority rather than true
leadership
 Support is provided due to the
mandated duty
How does LMX theory work?
Page 125

35. Reciprocal Influence Theory
Certain leaders behaviors cause subordinate
behaviors
The leader may be fearful of reactions from
subordinates
The subordinates may exert more control on the
leader than the leader on the subordinate
Page 126

36. Strengths
LMX theory validates our experience of how people
within organizations relate to each other and the leader
LMX theory is the only leadership approach that makes
the dyadic relationship the centerpiece of the
leadership process
LMX theory directs our attention to the importance
of communication in leadership
Solid research foundation on how the practice of LMX
theory is related to positive organizational outcomes
Page 126

37. Discussion