This pamphlet is intended to help administrators understand and employ a model of cognitive styles that will help them understand why they communicate well or poorly with certain people, why different teachers respond differently to the same style of supervision, why different students respond differently to the same style of teaching or discipline, why different types of motivational strategies work with different people, and why a certain kind of inservice training is better for certain kinds of teachers. The method used is the field-attentive-independent model, which divides people into those who are field-attentive (FA) and those who are field-independent (FI). FA people tend to be attuned to others' values, attitudes, and feelings, and to have effective people skills. FI people tend to be more task-oriented and more concerned with ideas and principles than with people. An administrator can become more effective by being aware of the kind of person a teacher is and by adapting his or her methods of motivating and communicating to that kind of person. Inservice education can be improved by matching methods of presentation to the cognitive style preferences of the trainees. Self-assessment and teacher observation instruments are included. (Author/IRT)