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8/9/2019 ledership report2
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Subject: Human Behavior in Organization
Professor: Dr. Perla Estrella
Topic: Leadership (part 2/2)
Discussant: May Rose Abigail A. Lappay
Date: June 5, 2010
THE NATURE OF LEADERSHIP (contd)
CONTINGENCY APPROACHES TO LEADERSHIP STYLE
Fiedlers Contingency Model
Leader-member relations- determined by the manner in which the leader is accepted by
the group
Task-structure- reflects the degree to which one specific way is required to do the job
Leader position power- describes the organizational power that goes with the position the
leader occupies e.g. power to hire and fire, status symbols, and power to give pay raises
and promotions
Fiedlers contingency model has played a major role in stimulating discussions on
leadership style and in generating useful guidelines. Managers are encouraged to:
Examine their situation- the people, task, and organization
Be flexible in the use of various skills within an overall style
Consider modifying elements of their jobs to obtain a better match with their
preferred style
Hersey and Blanchards Situational Leadership Model
Important factors affecting leadership style:Development level- task-specific
combination of an employees task competence and motivation to perform
(commitment). The model is simple and intuitively appealing and accents an important
contingency factor but it ignores other elements regarding leadership style.
Four Behavior Types
S1: Telling - is characterized by one-way communication in which the leader defines theroles of the individual or group and provides the what, how, when, and where to do the
task
S2: Selling - while the leader is still providing the direction, he is now using two-way
communication and providing the socioemotional support that will allow the individual
or group being influenced to buy into the process.
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S3: Participating - this is now shared decision making about aspects of how the task is
accomplished and the leader is providing less task behaviors while maintaining high
relationship behavior.
S4: Delegating - the leader is still involved in decisions; however, the process and
responsibility has been passed to the individual or group. The leader stays involved tomonitor progress.
Path-Goal Model of Leadership (House)
The Path-Goal Leadership Process
Leadership Styles
Directive Leadership- the leader focuses on clear task assignments, standards of
successful performance and work schedulesSupportive Leadership- the leader demonstrates concern for the employees well-being
and needs, while trying to create a pleasant work environment
Achievement-oriented Leadership- the leader sets high expectations for employees,communicates confidence in their ability to achieve challenging goals and
enthusiastically models the desired behavior
Participative Leadership- the leader invites employees to provide input to decisions, and
seriously seeks to use their suggestions as final decisions are made
Leader
identifies
employee
needs
Appropriate
goals are
established
Leader
connects
rewards with
goals
Leader provides
assistance on
employee path
toward goals
Employees
become satisfied
and motivated,
and they accept
the leader
Effective
performanceoccurs
Both employees
and organization
are better able to
reach their goals
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Contingency Factors- two factors must be analyzed; the general work environmentand thespecific characteristics of the employee
3 Significant Variables in Each Employee
Locus of control- alternative beliefs about whether an employees achievements are the product
of his or her own effort
Willingness to accept the influence of others- high=more successful directive approach, low=participative style is more appropriate
Self-perceived task ability- high confidence employees will react to a supportive leader;
employees who lack task ability perception will embrace achievement-oriented leader
Vrooms Decision-Making Model
Recognizes that problem-solving situations differ, so a structured approach for managers
to examine the nature of those differences and to respond appropriately was developed
Guiding Questions in the Vroom Decision-Making Model
1. How important is technical quality with regard to the decision being made?
2. How important is subordinate commitment to the decision (employee acceptance)?3. Do you have sufficient information to make a high-quality decision?
4. Is the problem well-structured?
5. If you made the decision, would the subordinates be likely to accept it?6. Do subordinates share the goals to be attained in solving the problem?
7. Is there likely to be conflict among subordinates over alternative solutions?
8. Do subordinates have sufficient information to allow them to reach a high-qualitysolution?
Problem Attributes
Decision-quality Dimensions- include cost considerations and the availability of
information and whether or not the problem is structured
Employee-acceptance Dimensions- include the need for their commitment, their priorapproval, the congruence of their goals with the organizations, and the likelihood of
conflict among employees
Leadership Options
Autocratic I- leader individually solves the problem using available informationAutocratic II- leader obtains data from subordinates and then decides
Consultative I- leader explains problem to individual subordinates and obtains ideas from
each before deciding
Consultative II- leader meets with group of subordinates to share the problem and obtaininputs, and then decides
Group II- leader shares problem with groups and facilitates a discussion of alternatives
and a reaching of group agreement on a solution
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Key Assumptions
1. Managers can accurately classify problems according to the criteria offered.2. Managers are able and willing to adapt their leadership style to fit the contingency
conditions they face for each major decision.
3. Managers are willing to use a rather complex model.4. Employees will accept the legitimacy of different styles being used for different
problems.
EMERGING APPROACHES TO LEADERSHIP
Similarities across Relationship Models
Model Soft Emphasis Hard Emphasis
University of Michigan
and Ohio State
University studies
Blake and Moutonsmanagerial grid
Fiedlers contingency
modelHersey and Blanchards
situational model
Path-goal modelVrooms decision-
making model
Consideration
People
Employee orientation
Relationships
Psychological supportEmployee acceptance
Structure
Production
Task orientation
Task guidance
Task supportDecision quality
Substitutes and Enhancers for Leadership
There may be substitutes or enhancers for leadership if the situation or leader cannot be
readily as well as neutralizers that may intervene. Neutralizers include physical distance, rigid
reward systems and a practice of bypassing the managers by either subordinates or superiors.
Substitutes for Leadership- are factors that make leadership roles unnecessary through
replacing them with other sources.
Enhancers for Leadership- are elements that amplify a leaders impact on the
employees. A directive orientation may be improved by an increase in the leaders status or
reward power or when that leadership style is used in jobs with frequent crises.
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Potential Neutralizers, Substitutes, and Enhancers for Leadership
Neutralizers Substitutes Enhancers
Physical distancebetween leader and
employee
Employee indifferencetowards rewards
intrinsically satisfying
tasks
Inflexible work rulesRigid reward systems
Cohesive work groups
Employees with highability, experience, or
knowledge
Practice of bypassing themanager (by subordinates
or superiors)
Peer appraisal/feedbackGain-sharing reward
systems
Staff available forproblems
Jobs redesigned for more
feedback
Methods for resolvinginterpersonal conflict
Team building to help
solve work-relatedproblems
Intrinsic satisfaction from
the work itselfCohesive work groups
Employee needs for
independence
Super ordinate goalsIncreased group
status
Increased leaders statusand reward power
Leader as the central
source of information
supplyIncreased subordinates
view of leaders
expertise, influence,and image
use of crises to
demonstrate leaderscapabilities
*A supportive leadership style may be enhanced by encouraging more team-based work
activities or by increasing employee participation in decision making. However, the leaders
emotions are also at stake here; someone who previously though she or he was criticallyimportant and now finds her- or himself partially replaceable can suffer a demoralizing loss of
self-esteem.
Self-Leadership and Superleadership
Self-Leadership (Charles Manz and Henry Sims)
Two thrusts: leading oneself to perform naturally motivating tasks and managing oneselfto do work that is required but not naturally rewarding.
Requires behavioral skills of self-observation, self-set goals, management of cues, self-reward, rehearsal of activities prior to performance and self-criticism.
Involves the mental activities of building natural rewards into tasks, focusing thinking onnatural rewards, and establishing effective though patterns such as mental imagery and
self-talk.
Superleadership
Begins with a set of positive beliefs about workers. It requires practicing self-leadership
oneself and modeling it for others to see. Superleaders communicate positive self-
expectations to employees, reward their progress toward self-leadership, and make self-leadership an important part of the units desired culture.
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Coaching
A coach prepares, guides and directs a player but does not directly play the game. Theyrecognize that they are on the sidelines and not on the playing field. They cajole, prod, enable,
inspire, exhibit warmth and support and hold informal conversations. Coaches see themselves as
cheerleaders and facilitators while recognizing the occasional need to be tough and demanding.
Specific areas that managers admit need coaching in:
Improving their interaction style
Dealing more effectively with change
Developing their listening and speaking skills
*Prerequisite to successful coaching includes the employees willingness to change,
capability of changing, and the opportunity to practice new behaviors.
Other Approaches
Visionary Leaders- can paint a portrait of what the organization needs to become and
then use their communication skills to motivate others to achieve the vision esp. important
during times of transition.
Transformational Leadership& Leadership Trait of Charisma
(to be further discussed in the succeeding chapter)
Works Cited
Leadership. (n.d.). Retrieved June 2, 2010, from Wiley:
http://higheredbcs.wiley.com/legacy/college/schermerhorn/0471734608/module16/modul
e16.pdf
School leadership. (2010, May 6). Retrieved June 2, 2010, from Wikipedia:http://en.wikipedia.org/wiki/Educational_Leadership
Newstrom, J. W. (1998). Organizational Behavior: Human Behavior. New York: Mcgraw Hill
Education.
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