LEADERSHIP 1
KCplul76
DAFTChpt3QUESTION2.pptxChapter 3
Contingency Approaches to Leadership
6e
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives
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
2
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives
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
3
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Contingency and Contingency Approaches
Theory meaning one thing depends on other things
Contingency
Seek to delineate the characteristics of situations and followers and examine the leadership styles that can be used effectively
Contingency approaches
4
©2015 Cengage Learning. All Rights Reserved. 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
5
©2015 Cengage Learning. All Rights Reserved. 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
6
Source: 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 Organizational Studies 9, no. 1 (2002), pp. 15–32.
©2015 Cengage Learning. All Rights Reserved. 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 - Leadership Style
7
Reflects a high concern for tasks and a low concern for people and relationships
Directing style
Based on a high concern for both relationships and tasks
Coaching style
Characterized by high relationship and low task behavior
Supporting style
Reflects a low concern for both tasks and relationships
Entrusting style
©2015 Cengage Learning. All Rights Reserved. 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
8
Source: Based on Gary Yukl, Angela Gordon and Tom Taber, “A Hierarchial Taxonomy of Leadership Behavior: Integrating a Half Century of Behavior Research“, Journal of leadership and Organizational Studies 9, no 1 (2002), pp. 15–32; and Paul Hersey, Kenneth Blanchard and Dewey Johnson, Management of Organizational Behavior: Utilizing Human Resources, 7th Ed (Upper Saddle River, NJ: Prentice Hall, 1996).
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Situation
9
Group atmosphere and members’ attitudes toward and acceptance of the leader
Leader-member relations
Extent to which tasks performed by the group are defined, involve specific procedures, and have clear, explicit goals
Task structure
Extent to which the leader has formal authority over subordinates
Position power
©2015 Cengage Learning. All Rights Reserved. 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
10
Source: Based on Fred E. Fiedler, “The Effects of Leadership Training and Experience: A Contingency Model Interpretation,” Administrative Science Quarterly 17 (1972), p. 455
©2015 Cengage Learning. All Rights Reserved. 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
11
Reprinted from Organizational Dynamics, 13 (Winter 1985), Bernard M. Bass, “Leadership: Good, Better, Best”, pp. 26–40, Copyright 1985, with permission from Elsevier.
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leader Behavior
12
Shows concern for subordinates’ well-being and personal needs
Leadership behavior is open, friendly, and approachable, and the leader creates a team climate and treats subordinates as equals
Supportive 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
Directive leadership
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Leader Behavior
13
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
Participative leadership
Sets clear and challenging goals for subordinates
Leader behavior stresses high-quality performance and improvement over current performance
Achievement-oriented leadership
©2015 Cengage Learning. All Rights Reserved. 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
14
©2015 Cengage Learning. All Rights Reserved. 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
15
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Diagnostic Questions
16
How significant is this decision for the project or organization?
Decision significance
How important is subordinate commitment to carrying out the decision?
Importance of commitment
What is the level of the leader’s expertise in relation to the problem?
Leader expertise
If the leader were to make the decision alone, would subordinates have high or low commitment to the decision?
Likelihood of commitment
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Diagnostic Questions
17
What is the degree of subordinate support for the team’s or organization’s objectives at stake in this decision?
Group support for goals
What is the level of group members’ knowledge and expertise in relation to the problem?
Goal expertise
How skilled and committed are group members to working together as a team to solve problems?
Team competence
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Substitutes for Leadership
Situational variable that makes leadership unnecessary or redundant
Substitute
Situational characteristic that counteracts the leadership style and prevents the leader from displaying certain behaviors
Neutralizer
18
©2015 Cengage Learning. All Rights Reserved. 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
19
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
