07- stail kepemimpinan.pptx

7/29/2019 07- stail kepemimpinan.pptx

1/21


2/21

The term style is roughly equivalent to themanner in which the leader influencesubordinates

2


3/21

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

3


4/21

The grid portrays five key leadership styles.Concern for production is rated on a 1 to 9 scaleon the horizontal axis, while concern for people israted similarly on the vertical axis.

The Grid identifies a range of leader orientationsbased on the various ways in which task-orientedand people-oriented styles can interact with eachother.

4


5/21

High9

1.9Country Club Management

Thoughtful attention to needsof people for satisfying

relationship leads to acomfortable, friendly

organization atmosphere andwork tempo.

9.9Team Management

Work accomplishment is fromcommitted people;

interdependence though acommon stake in

organization purpose leads torelationships of trust and

respect

8

7

6 5.5Organization man Management

Adequate organization performance ispossible through balancing thenecessity to get out work with

maintaining morale of people at asatisfactory level.

5

4

3 1.1Impoverished Management

Exertion of minimum effort toget required work done is

appropriate to sustainorganization membership

9.1Authority obedience

Efficiency in operating resultsfrom arranging conditions of

work in such a way thathuman elements interfere to a

minimum degree.

2

1

Low 1 2 3 4 5 6 7 8 9

High

Co

ncern

for

people

Concern for production 5


6/21

Leadership styles; although there are eighty-

one possible styles in the Grid, the five stylenoted in Figure 5-9 and discussed below aretreated as benchmarks in the theory. Blake andMouton view leaders as capable of selectingfrom among them

9,1 Authority-Obedience Leaders concentrate on maximizing production

through the use of power, authority, and control.

1,9 Country Club management Leaders place primary emphasis on good feelings

among colleagues and subordinates even ifproduction suffers as a result

6


7/21

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 to-go-along-to-get-along assumptions.

9,9 Team Management Leaders use a goal-centered approach to gain

high quantity and high-quality results throughbroad involvement of group members:participation, commitment, and conflictresolution

7


8/21

William Reddin developed another useful model foridentifying the leadership styles of practicing

school administrators. Figure below shows hisrelatively elaborate three-dimensional, model ofleadership effectiveness.

When the style of a leader is appropriate to a givensituation, it is termed effective, when the style is

inappropriate to a given situation, it is termedineffective.

8


9/21

The effective styles are as follows:

1. Developer A leader using this style gives maximum

concern to relationship and minimum concernto tasks. Te leader is seen as having implicittrust in people and concerned mainly withdeveloping them as individuals.

2. Executive Aleader using this style gives a great deal of

concern to both tasks and relationships. Theleader is seen as a good motivator, setting highstandards, recognizing individual differences,and using team management.

9


10/21

3. Bureaucrat A leader using this styles gives minimum

concern to both tasks and relationships. Theleader is seen as conscientious and isinterested mainly in rules and wants tomaintain an control the situation by the use of

rules.4. 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 shewants and how to get it without causingresentment.

10


11/21

Missionary Compromiser

Deserter Autocrat

DeveloperExecutive

Bureaucrat BenevolentAutocratRelated Integrated

Separated DedicatedIneffective styles

Task oriented

Less effective

Basic style

More effective

Effective style

Relationship-Oriented

11


12/21

The ineffective styles are as follows:

1. Missionary A leader using this style gives maximum

concern to people and relationships which such

behavior is inappropriate. The leader is seen asa do-gooder who values harmony as an end initself.

2. Compromiser A leader using this style gives a great deal of

concern to both tasks and relationships in asituation that requires emphasis on only one oron either. The leader is seen as a poor decisionmaker; he is affected by pressure.

12


13/21

3. Deserter A leader using this style gives a minimum

concern to tasks and relationships in a situationwhere such behavior is inappropriate. The leaderis seen as uninvolved and passive.

4. Autocrat A leader using this style gives maximum concern

to tasks and minimum concern to relationships ina situation in which such behavior isinappropriate. The leader is seen as having noconfidence in others, as unpleasant, and asinterested only in the immediate job.

13


14/21

Leadership styles; the key for leadershipeffectiveness in Hersey and Blanchardsmodel is to match four basic leadership stylesare in the model: directing, coaching,supporting, and delegating.

14


15/21

1. Directing style

This is a high-task, low-relationship style and iseffective when subordinates are low in motivation andability.

2. Coaching style This is a high-task, high-relationship style and is

effective when subordinates have adequate motivationbut low ability.

3. Supporting style This is a low-task, high-relationship style and is

effective when subordinates have adequate ability but

low motivation4. Delegating style

This is a low-task, low-relationship style and is effectivewhen subordinates are very high in ability andmotivation.

15


16/21

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 andsupervision.

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.Theyre gaining confidence and competence, buttheyre still getting their feet on the ground.

16


17/21

3. Supporting Style Make decisions together with staff members and

support their efforts towards performing tasks.This leadership style works with highly creativeteachers. Applying this style can take the form of

supporting teachers when they come up withexcellent ideas to helping them to bring thoseideas to fruition.

4. Delegating Style

Turn over decisions and responsibility forimplementing them to staff members. Thisleadership style works with people who go aboveand beyond their instructions.

17


18/21


19/21

Researcher investigating leadership style have

identified several models that practicingadministrators find useful. The value of this work isevident: Journal articles on the topic are well read;conference sessions on leadership style are wellattended; and books on leadership are on

nonfiction best-seller lists.

Principals and superintendents lose their jobsbecause their styles are incompatible with the value

and/or norms of organizations. When the loss ofhigh-visibility leaders is analyzed in the popularpress, leadership style invariably surfaces as theproblem.

19


20/21

NO Style is a means to achieve an end. Time spent

thinking about style is better invested in thedevelopment of good substantial ideas. People willfollow leaders with good ideas.

School administrators are identified because theyhave effective styles of working with people toaccomplish organizational goals. In most instances,

their styles remain the same over their careers.

20


21/21

The research on leadership style has not made theimpact on education that other areas of inquiry havemade. Research-and-development funds are betterspent on areas such as effective schools where theimpact 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. Ascontexts change, career administrators change their

jobs but not their styles.

21

07- stail kepemimpinan.pptx

Documents