Description
Assigned Readings:
Chapter 3. Contingency Approaches to Leadership.
Initial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Also, provide a graduate-level response to each of the following questions:
If you were a first-level supervisor of a team of telemarketers, how would you go about assessing the development level of your subordinates? Do you think most leaders can easily shift their leadership style to suit the development level of followers?
Think back to teachers you have had, and identify one each who fits a supportive style, directive style, participative style, and achievement-oriented style according to the path–goal theory. Which style did you find most effective? Why?
[Your post must be substantive and demonstrate insight gained from the course material. Postings must be in the student’s own words – do not provide quotes!]
[Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review]
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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 taskoriented or relationshiporiented 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.
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