ANTWUAN STINSONILP 510: Foundations of Instructional Leadership

ALABAMA STATE UNIVERSITY

DR. KING

Chapter 5: LeadershipPages 117-126

Educational Administration Concepts and Practices 6th Edition by Fred C. Lunenburg & Allan C. Ornstein

Intro Video

Dinner with Mary and WatsonSherlock Holmes meets Prof Moriaty

Overview: Section Organization

Leadership Styles

Classic LeadershipTraitBehavior

Contingency TheoriesBoss-centered leadershipSubordinate-centered leadershipClick here for Video

Page 117

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 suggestions and makes decision

Manager defines limits and asks group to make decision

Manager permits subordinates to function within limits defined by superior

Use of Authority by the manager

Area of Freedom for Subordinates

Subordinate-Centered Leadership

Page 117

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

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

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 membersForces 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

Page 118

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

Three-Dimensional Leadership Styles

Developed by William ReddinThe 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

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.

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.

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.

Page 120

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

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

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 questionnaireReddin’s approach makes participants cognizant of

various leadership styles that can be adapted to various situations.

Page 120

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

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

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

Leadership StylesThe 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

The Hersey-Situational Leadership Model, 2006

Page 121

High Relationship and Low Task

High Task and High Relationship

Low Relationship and Low Task

High Task and Low Relationship

Parti

cipat

ing

Selling

TellingDeleg

atin

g

Low Task Behavior High

Directive Behavior

HIGH MODERATE LOWR4 R3 R2 R1

Able and Confident and Willing

Able but Insecure or Unwilling

Unable but Confident or Willing

Unable and Insecure or Unwilling

Performance ReadinessSituational Leadership

Influence Behaviors

Administrative Advice 5-2

Applying Situational LeadershipTelling 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

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

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

Other Contemporary Perspectives

Modernist theories in leadership were traditionally dominated by masculine incorporation and lacked feminine presence in development of language.

Page 123

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

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

Beliefs, Attitudes, ValuesImportance of professional growth

Openness to change/diversityAdherence to traditionCollegial trust/Support

Importance of character, ethics, integrity

Importance of programs for at-risk/gifted students

Role of teachers/learnersPurpose of school

Role of teachers/administratorsImportance of employee well-being

Leadership Behavior

AutocraticDelegator

CollaboratorCommunicatorTask-oriented

Risk-takerRelationalNurturer

ControllerStabilizerIntuitive

External Forces

Perceptions/expectations of

Supervisor/colleagues

Perceptions/expectations of

communityLocal, state and

nationalRegulations Resources Location

Culture of community

Socio-economic status

Language/ethnic groups

Political/special interest groups

Organizational StructureRotates 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

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

TheVerticalDyad

VerticalDyads

Page 124

LMXTwo 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

Leader Member Exchange

S Subordinate

In-GroupOut-Group

Leader

SS

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-groupOut-Group less compatible with leader usually just come to work, do their job & go home

Page 125

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

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

Reciprocal Influence TheoryCertain leaders behaviors cause subordinate

behaviorsThe leader may be fearful of reactions from

subordinatesThe subordinates may exert more control on

the leader than the leader on the subordinate

Page 126

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

Discussion