Leadership Styles

Leadership Styles And Student's Performance

[Professor's Name]

Introduction

Leadership Styles

Referring to the leadership styles, many people go to extremes. For example, if there is an autocratic leader, is that then it is democratic. The truth is there are many shades between white and black (Bush, 2006, p. 508).

Here are five, but keep in mind that competent leaders mix these five styles to acclimate to the place, the task and people.

First, the management style is one in which the leader is not seeking the views of his subordinates and gives detailed instructions on how, when and where to carry out a task and then closely examine its implementation (Simmons, 2007). Secondly, the participative style is one in which the subordinate leaders ask their opinion, information and recommendations, but it is they who make the final decision on what to do.

Third, the delegating style involves giving subordinates the authority to solve problems and make decisions without first asking permission from the leader.

The transformational "transforms" subordinates by challenging them to rise above their immediate needs and interests, emphasizes individual growth-both personally and professionally and in the enhancement of the organization (Rice, 2006).

For its part, the transactional leadership style uses techniques such as motivating subordinates to work by offering rewards or threatening punishments, assign tasks in writing, outlining all the conditions for a mission to not give complete and direct by exception, ie, revealing only what the subordinate has done incorrectly.

Discussion

What can institutions learn from leadership styles?

Most secondary schools administrative systems today are overly political, reactive, and based on a hedge podge of outmoded concepts and philosophies of management and leadership, if a concept exists at all. The interaction between a rapidly changing environment, which has engulfed the universities, with this leadership style and modus operandi has worked against the fundamental mission of universities in our society. Like other complex organizations, universities need to have a carefully thought-out management and leadership philosophy and culture upon which to base the decisions that guide and shape the institutions. Such a philosophy and culture will help them generate the maximum contributions from their human and physical resources toward the constant quality improvement of their institutional services (Janson, 2009).

Deming, originally trained as a statistician, became convinced that if American manufacturing firms were to continue to play a leading role in the post-World War II economy, it would be necessary for them to radically change their philosophy of leadership. He was particularly concerned about what he regarded as the "deadly sins" of American business. These sins included: a lack of "constancy of purpose" in the organizations; an overemphasis on the short term; a lack of long-term perspective and planning; damaging systems of personnel performance evaluation; the mobility (or job-hopping) of managers; and too much emphasis on goal orientation and running the organizations on the basis of visible numbers. His critique and proposals were originally ignored by American businesses but were very successfully adopted by the Japanese. Today, a growing number of ...