Understanding and Coping with Change

Leadership Style

I can recall being led by phenomenal, mediocre, and poor managers and the one that made a true difference was the leader that possessed the competencies to influence my productivity. Yukl (2006) suggests the leadership style approach accentuates leader behaviors-in other words, what leaders do and how they act, particularly toward subordinates, in a multitude of situations to change subordinate performance and influence subordinate behavior. Have you experienced a leader that “barked’ at subordinates and there was perceived intimidation due to their behavior? Chances are the leader’s style was indicative of the organizations perception towards its members. In essence, if the organization tolerates this abrasive style of leadership what does that say to its members? The style approach was extensively researched to explore the actions of leaders towards their members. According to Northouse (2010) researchers studying the style approach determined that leadership is composed of two general kinds of behavior: task behaviors and relationship behaviors. Task behaviors facilitate goal accomplishment: They help group members to achieve objectives whereas relationship behaviors help subordinates feel comfortable with themselves, each other and with the situation they find themselves in (2010). Which are you in terms of the two behaviors? I can admit to being a relationship oriented leader because I think having a positive relationship with workers can enhance performance. I have worked for task oriented leaders in which results were the most important. In either case your leadership style can directly affect the performance of your subordinates. As the research on leadership began to emerge during the human relations movement the Ohio State and Michigan studies were at the forefront. The managerial grids developed by Blake & Mouton were also influential in exploring the relationship between leadership style and its influence over others. The style approach reminds leaders that their actions towards others occur on a task level and a relationship level. In some situations, leaders need to be more task oriented, whereas in others need leaders who can show them a great deal of nurturance and support (Northouse, 2010).

Situational Approach

The situational approach focuses on how leaders lead in different situations and how they can use their skills to match subordinates competencies. This approach to leadership suggests that understanding situational leadership is best accomplished by discussing the two underlying principles: leadership style and subordinates’ level of development. The leadership approach tells leaders what to do in different situations and what not to do in other situations. This approach is widely used in leadership development and training and has been refined and revised several times (Blanchard, Zigami, & Nelson, 1993). Effective leaders explore ways in which they can lead subordinates’ based on their individual needs. For example perhaps a leader notices a member lacks some of the core competencies for a particular job during a high profile assignment. An ineffective leader’s first option would be to bark at this member for lacking the skills and replace them immediately. Perhaps the level headed leader would find a way to assist this worker to learn the desired skills for the position by changing his/her own style based on the task requirements. In either case leaders will need to identify which style (task or relationship oriented) is best for them and apply it to the leader/member relationship. As you read from the text this week I encourage you to identify your particular style and ways in which you can improve internally to assist your subordinates.

References

Blanchard, K., Zigami, D., & Nelson, R. (1993). Situational leadership after 25 years: A retrospective. Journal of Leadership Studies, 1(1), 22-36.

Northouse, P.G. (2010). Leadership theory and practice (5th ed). Thousand Oaks, California: Sage.

Yukl, G. (2006). Leadership in organizations (6th ed.). Upper Saddle River, New Jersey: Pearson-Prentice Hall.