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The term style is roughly equivalent to themanner in which the leader influencesubordinates
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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
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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.
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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
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6 5.5Organization man Management
Adequate organization performance ispossible through balancing thenecessity to get out work with
maintaining morale of people at asatisfactory level.
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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.
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1
Low 1 2 3 4 5 6 7 8 9
High
Co
ncern
for
people
Concern for production 5
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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
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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
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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.
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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.
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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.
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Missionary Compromiser
Deserter Autocrat
DeveloperExecutive
Bureaucrat BenevolentAutocratRelated Integrated
Separated DedicatedIneffective styles
Task oriented
Less effective
Basic style
More effective
Effective style
Relationship-Oriented
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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