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Unit 11: Leadership Style and Theories of Leadership

2. Missionary : In case of this style there is maximum concern for people (RO), but minimum Notes
concern for the task (TO), when the situation is such that neither of these behaviour is appropriate.
Such a leader who uses this style is always in a mood to make a compromise so that harmony
is maintained in the organization.
3. Autocrat : This means maximum concern for the task (TO) and minimum concern for people
(RO) when the situation is such that neither of these behaviours is appropriate. Such a leader
has no confidence in others. He is interested only in getting the job completed and does note
care for the people.
4. Deserter : This means minimum concern for the task (TO) as well as for the people (RO) in a
situation in which these behaviours are not appropriate. Such leaders are, generally, indifferent
to and alienated from the organization and work.
11.3.8 Hersey’s and Blanchard’s Situational Theory
A Situational theory or contingency theory both mean the same thing. Hersey-Blanchard theory is
similar to Reddin’s 3-D theory. Paul Hersey and Kenneth H. Blanchard of Ohio University also said
that a variety of style may be effective and ineffective depending upon the situation. When the
style is appropriate to a given situation it is termed as effective. When it is inappropriate it is termed
as ineffective. A style ineffective in one situation may be effective in another situation. According to
these authors, therefore it is not the style in itself that is effective or ineffective. Rather, it is the
situation that makes it effective or ineffective. In this way, these authors also brought into picture a
third dimension, the work environment or the situation.
This theory is also known as “Life Cycle Theory of Leadership” It reliables some of the major
components contained in Reddin’s 3-D theory. Hersey-Blanchard theory says that the level of maturity
of the group members is a critical factor in the situation that determines the effectiveness of a
leadership style, Situational maturity of the group is seen in terms of a specific task to be performed.
The point for consideration in this regard is to assess whether the group is mature to do what is
required to be done. Maturity, according to these authors, is composed of two inter-related factors:

1. The skill and willingness to set high but realistic goals.
2. The skill and willingness to take responsibility for the achievement of their goals.
Dimensions of leadership effectiveness
1. Task Orientation (TO)
2. Relationship Orientation (RO)
3. Maturity of the group.
The theory asserts that (i) the maturity level of the group can be increased over time, and (ii) that as
the maturity level increases the effective leadership style will be characterized by a reduction in TO
behaviour and by an increase in RO behaviour.
Situational Leadership Theory in Educational Setting
Hersey and Blanchard have discussed in detail citing evidence from research how situational
leadership theory can be gainfully used in teaching-learning. In one experiment cited by the authors
it was demonstrated that the teacher’s style starting at S1 (high task-low relationship), then moving
to S2 (high task-high relationship) then to S3 (high relationship-low task) and finally to S4 (low
task-low relationship), made experimental classes show not only higher performance on content
examinations but also to have a higher level of enthusiasm, morale and motivation as well as less
tardiness and absenteeism. Moving from one style to another student maturity level was increased
and the students are in a position to give structure to the task of learning by themselves.
Hersey and Blanchard further remarked that for the intellectually and emotionally mature students
with clear goals and objectives, particularly when the students are in a position to Initiate structure

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