Telling Leadership Style
1. Defining the Telling Leadership Style
The Telling Style is characterized by:
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High task behavior (directive)
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Low relationship behavior (supportive)
In this approach, the leader makes decisions unilaterally, provides explicit directions, and closely supervises task execution. The assumption is that the follower is either new, lacks the necessary skills, or is unfamiliar with the task, and thus requires clear, specific instructions rather than autonomy or emotional support (Northouse, 2021).
This style is instruction-heavy and demands strict adherence to the leader’s directives, with little room for discussion or input. It is thus appropriate in environments requiring immediate action, such as crisis situations, or when working with novice employees or students unfamiliar with processes.
2. Theoretical Foundations: Hersey-Blanchard Situational Leadership Theory
According to Hersey and Blanchard (1969, 1982), leaders should modify their style based on the “maturity level” or developmental level of the followers. The Telling Style (S1) corresponds to Development Level 1 (D1):
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Low competence
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High commitment
This implies that although the follower is enthusiastic or willing, they lack the necessary ability or experience to perform the task. Hence, the leader must tell them what to do, how to do it, and when it must be done.
“In the telling style, the leader defines the roles and tasks of the ‘follower’ and supervises them closely. Decisions are made by the leader and announced, so communication is largely one-way” (Hersey, Blanchard, & Johnson, 2012, p. 174).
3. Application in Educational Leadership
In the context of educational leadership, the telling style can be useful:
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With novice teachers or newly appointed staff unfamiliar with institutional policies.
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During school crises, such as emergency evacuations, where authoritative direction is necessary.
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In student leadership training, where young learners are being introduced to roles that demand clear expectations and boundaries.
However, in educational environments that prioritize collaboration, empowerment, and innovation, overreliance on the telling style can be counterproductive (Leithwood & Jantzi, 2006). Hence, leaders must be discerning and flexible.
4. Criticism and Limitations
Despite its utility in certain contexts, the telling style has notable limitations:
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It can demotivate individuals over time if overused, leading to low morale and passivity (Goleman, Boyatzis, & McKee, 2013).
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It often fails to leverage the insight and creativity of subordinates.
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In dynamic or collaborative school cultures, it may stifle initiative and teacher leadership.
Further, research suggests that authoritarian models—of which the telling style is a variant—can undermine trust and reduce organizational learning (Fullan, 2001).
5. Comparisons with Other Leadership Styles in the Model
To appreciate the telling style’s role in the broader Situational Leadership Theory, it’s useful to compare it with the other three styles:
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Selling (S2): High task, high relationship
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Participating (S3): Low task, high relationship
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Delegating (S4): Low task, low relationship
While the telling style is suitable for beginners, the delegating style is suited for highly competent and committed individuals (D4). The model advocates progressive adaptation as followers mature.
Conclusion
The Telling Leadership Style, though directive and authoritative in nature, plays a vital role in organizational development—especially when dealing with followers at the early stages of skill development. Within educational leadership, it should be applied strategically and sparingly, always with the goal of developing followers toward greater independence and competence. Effective leaders recognize when to “tell” and when to “empower”—a hallmark of adaptive, context-sensitive leadership.
References
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Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
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Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal Leadership: Unleashing the Power of Emotional Intelligence. Harvard Business Press.
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Hersey, P., Blanchard, K. H., & Johnson, D. E. (2012). Management of Organizational Behavior: Leading Human Resources (10th ed.). Pearson.
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Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227.
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Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). Sage Publications.
