𝐏𝐎𝐒𝐓 𝐅𝐎𝐑𝐓𝐘 𝐓𝐇𝐑𝐄𝐄 𝐄𝐋 𝐋𝐢𝐝𝐞𝐫 (𝐢𝐢) 𝟐𝟕 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 𝐒𝐭𝐲𝐥𝐞𝐬 𝟏𝟓. 𝐒𝐞𝐥𝐥𝐢𝐧𝐠 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 𝐒𝐭𝐲𝐥𝐞

Selling Leadership Style

The Selling Leadership Style is one of the four leadership styles proposed by Hersey and Blanchard (1969) in their Situational Leadership Theory, a widely respected model in educational and organizational leadership. This style is characterized by a high-task and high-relationship behavior, where leaders not only provide clear instructions but also offer socio-emotional support to encourage follower buy-in and participation (Hersey, Blanchard, & Johnson, 2013).

1. Theoretical Framework

The Situational Leadership Model argues that effective leadership depends not solely on the traits or behaviors of the leader, but on the developmental level (readiness) of followers. Leaders must adapt their style based on their followers’ competence and commitment (Northouse, 2021).

The Selling Style (Style 2) is particularly suited for individuals or groups at the "D2" level of development—those who have some competence but low commitment. These individuals may have begun to grasp certain skills but lack the motivation, confidence, or enthusiasm to complete tasks independently (Hersey et al., 2013).

2. Core Characteristics of the Selling Style

According to Hersey and Blanchard, the Selling Leadership Style includes:

  • High task orientation: The leader still defines roles and tasks clearly.

  • High relationship orientation: The leader provides explanations, listens, encourages, and seeks to win follower support.

  • Two-way communication: Although the leader still makes the decisions, they consider input and concerns from followers, thereby promoting engagement (Blanchard, Zigarmi, & Nelson, 1993).

  • Motivational intent: It aims to build confidence and increase commitment by explaining the "why" behind tasks and decisions.

3. Application in Educational Leadership

In educational settings, the Selling Leadership Style can be highly effective when working with teachers-in-training, novice educators, or new administrative staff. At these stages, staff may show enthusiasm and partial competence, but they may struggle with self-efficacy or clarity on procedures (Leithwood et al., 2006).

For instance, an educational leader—such as a school principal—may use the Selling Style when onboarding new teachers. The leader might:

  • Offer structured lesson plans (task support).

  • Provide coaching and encouragement during lesson observations (relational support).

  • Explain pedagogical rationale for curriculum decisions (development of understanding).

  • Invite questions and involve the teacher in decisions (build trust and ownership).

This form of leadership fosters both professional development and motivation, helping educators to transition into higher levels of readiness and autonomy (Hallinger & Murphy, 1985).

4. Benefits and Limitations

Benefits

  • Builds self-efficacy in followers.

  • Encourages engagement and participation.

  • Bridges the gap between dependence and independence.

Limitations

  • Time-consuming due to the emphasis on dialogue and persuasion.

  • May not be effective with highly autonomous or highly unmotivated individuals (Graeff, 1997).

5. Integration with Contemporary Leadership Theories

The Selling Style overlaps with elements of transformational leadership, particularly in its focus on inspirational motivation and individualized consideration (Bass & Riggio, 2006). It also aligns with instructional leadership, where school leaders both direct and support pedagogical improvements (Robinson, Lloyd, & Rowe, 2008).

Conclusion

The Selling Leadership Style is a developmentally responsive approach that balances directive leadership with supportive communication. In the field of educational leadership, it serves as a crucial transitional style that empowers emerging professionals to build skills while nurturing their motivation. When applied thoughtfully, it can transform novice educators into confident, committed professionals, laying a strong foundation for leadership succession and organizational growth.

References

  • Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Lawrence Erlbaum Associates.

  • Blanchard, K., Zigarmi, P., & Nelson, R. (1993). Situational Leadership® after 25 years: A retrospective. Journal of Leadership Studies, 1(1), 21–36.

  • Graeff, C. L. (1997). Evolution of situational leadership theory: A critical review. Leadership Quarterly, 8(2), 153–170.

  • Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86(2), 217–247.

  • Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of Organizational Behavior: Leading Human Resources (10th ed.). Pearson.

  • Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful School Leadership: What It Is and How It Influences Pupil Learning. DfES.

  • Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). SAGE Publications.

  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.