Research Paper -Individual Submission
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Chapter3-ContingencyApproachestoLeadership1.pptx
CHAPTER 3
Contingency Approaches to Leadership
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 1 of 2)
Understand how leadership is often contingent on people and situations
Apply Hersey and Blanchard’s situational theory of leader style to the level of follower readiness
Apply Fiedler’s contingency model to key relationships among leader style, situational favorability, and group task performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 2 of 2)
Explain the path–goal theory of leadership
Use the Vroom–Jago model to identify the correct amount of follower participation in specific decision situations
Know how to use the power of situational variables to substitute for or neutralize the need for leadership
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Contingency and Contingency Approaches
Contingency
Theory meaning one thing depends on other things
Contingency approaches
Approaches that seek to delineate the characteristics of situations and followers and examine the leadership styles that can be used effectively
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.1 – Comparing the Universalistic and Contingency Approaches to Leadership
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.2 – Meta-Categories of Leader Behavior and Four Leader Styles
Sources: Based on Gary Yukl, Angela Gordon, and Tom Taber, ‘‘A Hierarchical Taxonomy of Leadership Behavior: Integrating a Half Century of Behavior Research,’’ Journal of Leadership and Organization Studies 9, no. 1 (2002), pp. 15–32 and Gary Yukl, ‘‘Effective Leadership Behavior: What We Know and What Questions Need More Attention,’’ Academy of Management Perspectives (November 2012), pp. 66–81.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Situational Theory
Hersey and Blanchard’s extension of the Leadership Grid focusing on the characteristics of followers as the important element of the situation, and consequently, of determining effective leader behavior
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Hersey and Blanchard’s Situational Theory—Leader Style
Telling style
Directive approach that reflects a high concern for tasks and a low concern for people and relationships
Selling style
Based on a high concern for both relationships and tasks
Participating style
Characterized by high relationship and low task behavior
Delegating style
Reflects a low concern for both tasks and relationships
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.3 – The Situational Model of Leadership
Source: Adapted from The Hersey and Blanchard Situational Leadership Model / The Center for Leadership Studies, Inc.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Hersey and Blanchard’s Situational Theory—Follower Readiness
Low readiness
Use the telling leader style
Moderate readiness
Use the selling leader style
High readiness
Use the participating leader style
Very high readiness
Use the delegating leader style
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Fiedler’s Contingency Model
A model designed to diagnose whether a leader is task-oriented or relationship-oriented and match leader style to the situation
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Fiedler’s Contingency Model— Leadership Styles
Relationship-oriented leadership
Concerned with people
Establishes mutual trust and respect
Listens to employees’ needs
Task-oriented leadership
Motivated by task accomplishment
Provides clear direction and performance standards
Measure with a least preferred coworker (LPC) scale
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Situation
Leader–member relations
Group atmosphere and members’ attitudes toward and acceptance of the leader
Task structure
Extent to which tasks performed by the group are defined, involve specific procedures, and have clear, explicit goals
Position power
Extent to which the leader has formal authority over subordinates
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.4 – Fiedler’s Classification: How Leader Style Fits the Situation
Source: Based on Fred E. Fiedler, “The Effects of Leadership Training and Experience: A Contingency Model Interpretation,” Administrative Science Quarterly 17 (1972), p. 455.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Path–Goal Theory
A contingency approach to leadership in which the leader’s responsibility is to increase subordinates’ motivation by clarifying the behaviors necessary for task accomplishment and rewards
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.5 – Leader Roles in the Path–Goal Model
Source: Reprinted from Organizational Dynamics, 13 (Winter 1985), Bernard M. Bass, “Leadership: Good, Better, Best,” pp. 26–40, Copyright 1985, with permission from Elsevier.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leader Behavior (slide 1 of 2)
Supportive leadership
Shows concern for subordinates’ well-being and personal needs
Leader’s behavior is open, friendly, and approachable, and the leader creates a team climate and treats subordinates as equals
Directive leadership
Tells subordinates exactly what they are supposed to do
Leader behavior includes planning, making schedules, setting performance goals and behavior standards, and stressing adherence to rules and regulations
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leader Behavior (slide 2 of 2)
Participative leadership
Consults with subordinates about decisions
Leader behavior includes asking for opinions and suggestions, encouraging participation in decision making, and meeting with subordinates in their workplaces
Achievement-oriented leadership
Sets clear and challenging goals for subordinates
Leader behavior stresses high-quality performance and improvement over current performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Situational Contingencies
Personal characteristics of group members
Ability and skills
Needs and motivations
Work environment
Degree of task structure
Nature of the formal authority system
Work group itself
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.6 – Path–Goal Situations and Preferred Leader Behaviors
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Vroom–Jago Contingency Model (slide 1 of 2)
A contingency model that focuses on varying degrees of participative leadership and how each level of participation influences the quality and accountability of decisions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Vroom–Jago Contingency Model (slide 2 of 2)
Situational factors shape the likelihood that either a participative or autocratic approach will produce the best outcome
Tells the leader precisely the correct amount of participation by subordinates to use in making a particular decision
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.7 – Five Leader Decision Styles
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Diagnostic Questions (slide 1 of 2)
Decision significance
How significant is this decision for the project or organization?
Importance of commitment
How important is subordinate commitment to carrying out the decision?
Leader expertise
What is the level of the leader’s expertise in relation to the problem?
Likelihood of commitment
If the leader were to make the decision alone, would subordinates have high or low commitment to the decision?
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Diagnostic Questions (slide 2 of 2)
Group support for goals
What is the degree of subordinate support for the team’s or organization’s objectives at stake in this decision?
Goal expertise
What is the level of group members’ knowledge and expertise in relation to the problem?
Team competence
How skilled and committed are group members to working together as a team to solve problems?
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Selecting a Decision Style
Timesaving-based model
Use when a decision has to be made immediately
Development-based model
Use when it is important to develop the thinking and decision-making skills of followers
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.8 – Timesaving-Based Model
Source: Reprinted from Organizational Dynamics, 28, no. 4, Victor H. Vroom, ‘‘Leadership and the Decision-Making Process,’’ pp. 82–94, Copyright 2000, with permission from Elsevier.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.9 – Employee Development-Based Model
Source: Victor H. Vroom, ‘‘Leadership and the Decision-Making Process,’’ Organizational Dynamics 28, no. 4 (Spring 2000), pp. 82–94. This is Vroom’s adaptation of Tannenbaum and Schmidt’s Taxonomy.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Substitutes for Leadership
Substitute
Situational variable that makes leadership unnecessary or redundant
Neutralizer
Situational characteristic that counteracts the leadership style and prevents the leader from displaying certain behaviors
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 3.10 – Substitutes and Neutralizers for Leadership
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
