Leadership, Styles

Conceptual Overview

Research into leadership style marked a shift in leadership research focus during the 1950s and 1960s from personality traits to actual leader behaviors. A series of studies undertaken at The Ohio State University found behavior clusters called initiating structure and consideration. Other studies at the [Page 789]University of Michigan identified two patterns of leadership behavior called production orientation and employee orientation. Although the two dimensions of behavior in each study have different names, they are strikingly similar. Task behaviors in both studies included behaviors such as facilitating goal accomplishments, helping a group get organized, and giving directions. Relationship behaviors included items such as taking an interest in workers as human beings and recognizing accomplishments.

The next stage of research, called the situational approach, examined which of four leadership styles based on task and relationship behaviors were effective in specific situations. The best known model is Hersey and Blanchard's situational theory of leadership, in which leadership style is linked to the readiness or maturity of subordinates. The readiness level of subordinates is reflected in their education level, professional skills, work experience, and work attitudes. Each leadership style is effective when associated with the proper level of follower readiness.

The high task–low relationship style is the most directive or autocratic behavioral style. This style is appropriate when followers are at a low level of readiness because of poor ability, few skills, low experience, or unwillingness to take responsibility for their own task behavior. The leader has to tell followers exactly what to do, how to do it, and when.

The high task–high relationship behavioral style includes both a concern for goal achievement and personal support to help employees reach their goals. This style is most effective when followers are at a moderate level of readiness. For example, followers might lack some education and experience for the job but demonstrate confidence, ability, and willingness to learn. Thus, the leader gives some direction but also welcomes ideas from followers rather than merely giving detailed instructions.

The high relationship–low task leader style is a participative or supportive approach to leadership, and it focuses on developing followers' confidence and skills, consulting with followers, and giving praise and feedback. The high relationship style works best when followers are at a high level of readiness and have significant education, skills, and experience. The leader primarily guides followers' development and acts as a resource for advice and assistance.

The low task–low relationship style is considered the most delegative and has been called free rein leadership. A leader with this style is quite hands-off, with little personal encouragement or involvement in detailed planning or goal clarification. This style lets subordinates work the way they see fit with little intervention and little social support. This style is effective when followers have very high levels of education, experience, and readiness, such as lawyers, social workers, and college professors who can perform tasks as they see fit.

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