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The situational model of leadership has undeniable advantages to support its use. The wide-scale take-up of the model indicates that it has been found highly useful; Northouse (2012), reports that of the Fortune 500 companies, but these 400 have reported utilizing the situational leadership model as part of their training programs. This indicates that organizations are founded an effective tool to help develop leaders. Secondly, the model may be argued as one which can provide practical guidance, and facilitate with the development of leaders. An underlying concept of the model is that leadership can be taught, if the potential leaders can be taught to adapt their style to meet the needs of the employees (Northouse, 2012). The model which assesses employees based on a developmental continuum facilitates a relatively simple application of the theory and practice. Furthermore, the model may be argued is built on commonsense, the abstract ideas will appeal to the intuition of many potential leaders (Northouse, 2012). The simplicity and generalization of the approach also provides model which can be applied in numerous types of situation, which is also advantageous (Northouse, 2012). The model may also have an advantage in is descriptive nature; not only does describe how leadership should take place it gives practical advice and directions on what should and should not be done in different situations (Northouse, 2012). The final major advantage is the flexibility of the model, and the recognition that employees will be different, and as such a single leadership style would not suit all employees (Northouse, 2012).

Disadvantages (negative position)

The undeniable advantages are also balanced with some significant disadvantages. While the model may have been widely used, it appears that there is only a limited amount of research this has been undertaken in order to justify the model and its assumptions (Northouse, 2012). Where research has been conducted, it is not always found in favor of the model. Vecchio, (1987) undertook research in an academic setting, studying 303 teachers located in 14 different high schools. Measurements were taken to assess the application of the model, with statistical tests indicating that situational leadership theory was only accurate for certain types of employee, especially newer employees (Vecchio, 1987). Other authors have also questioned the underlying basis of the theoretical assumptions, a valid criticism when it is considered that the origins of the model based on "quick management" practices and the desire to get instant results (Graeff, 1997). Even Hersey and Blanchard who developed a model have accepted that there is a lack of supporting research, and reported the need for further research in our own papers (Graeff, 1997). There are even some inconsistencies, is one that is assumed