©Prentice Hall 2006 CHAPTER THREE CONTNGENCY MODELS OF LEADERSHIP 3-1

©Prentice Hall 2006

CHAPTER THREE

CONTNGENCY MODELS OF LEADERSHIP

3-1


Learning Objectives

Describe the concept of contingency theories of leadership.

Explain the two leadership styles used in Fiedler’s Contingency Model of leadership.

Use Fiedler’s Contingency Model to predict the leadership style that will be most effective.

Describe the four leadership styles of the Hersey and Blanchard Situational Leadership Model.

Explain the relationship described by the Situational Leadership Model between leadership styles and followers’ competence and commitment.

After reading this chapter, you should be able to do the following:

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Learning Objectives (cont.)

Describe the four leader behaviors of Path-Goal Theory of leadership and their motivational effects.

Discuss the recommendations of Path-Goal Theory for effective leader behaviors.

Describe the Multiple Linkage Model of leadership and its recommendations for leader behavior to improve group performance.

Describe the Normative Decision Making Model of participative leadership.

After reading this chapter, you should be able to do the following:

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Leadership Models

One-Best Style Approach Assume that one style is effective in all

situations Common elements include participation,

delegation, group involvement, and vision Situational Models

Leader's impact on followers is contingent Leader's Characteristics and Behavior Organizational Characteristics Follower Characteristics

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Fiedler’s Contingency Model of Leadership

A situational theory that focuses on the match between the leader’s predisposition or style and the characteristics of the situation.

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Leadership Self-Assessment:Leadership Style as Indicated by Least Preferred Co-Worker (LPC) Scale

PleasantFriendlyRejectingHelpfulUnenthusiasticTenseDistantColdCooperativeSupportiveBoringQuarrelsomeSelf-AssuredEfficientGloomyOpen

UnpleasantUnfriendlyAcceptingFrustratingEnthusiasticRelaxedCloseWarmUncooperativeHostileInterestingHarmoniousHesitantInefficientCheerfulGuarded

8 7 6 5 4 3 2 18 7 6 5 4 3 2 11 2 3 4 5 6 7 88 7 6 5 4 3 2 11 2 3 4 5 6 7 81 2 3 4 5 6 7 81 2 3 4 5 6 7 81 2 3 4 5 6 7 88 7 6 5 4 3 2 18 7 6 5 4 3 2 11 2 3 4 5 6 7 81 2 3 4 5 6 7 88 7 6 5 4 3 2 18 7 6 5 4 3 2 11 2 3 4 5 6 7 88 7 6 5 4 3 2 1

Instructions: Think of the person with whom you can work least well. It does not have to be the person you like least well, but should be the person with whom you had the most difficulty in getting a job done. Describe this person by circling a number for each scale.

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Interpreting Your LPC Score

Your LPC score is the sum of the answers to the 16 items. According to Fiedler’s Contingency Theory, a score greater than 76 indicates a relationship orientation, and a score of less than 62 indicates a task orientation. A score of 58 to 63 places you in the intermediate range, which indicates socioindependent leadership orientation.

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Fiedler’s Contingency Model of Leadership

Octant

Leader-MemberRelations

Task Structure

Position Power

RecommendedLeader Type

Situation Classification and Leader Type

Good Poor

Structured Unstructured

High LowHighLow High Low High Low

Structured Unstructured

Task-Motivated(Low LPC)

Socioindependent(Medium LPC)

Relationship-Motivated(High LPC)

Task-Motivated

(LowLPC)

I II III VIV VI VII VIII

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Hersey & Blanchard’s Behavioral Recommendations for Leaders

SubordinateDevelopmental

Level

Low Competence &High Commitment

Some Competence &Low Commitment

High Competence &Variable Commitment

High Competence &High Commitment

Leader Behavior

Supportiveness Directiveness

High

Low

High

Directing

Low

Coaching

Supporting

Empowering

Low

Low

High

High

LeadershipStyle

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Path-Goal Theory of Leadership

A contingency theory that addresses a leader’s interaction with individual followers.

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Four Types of Leader Behavior Usually Included in the Path-Goal Theory Model

DirectiveSupportiveParticipativeAchievement-oriented

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Predicted Effects of Path-Goal Leader Behaviors

Leader Behavior Predicted Motivational Effects

Directive• Reduces role ambiguity; increases follower beliefs that effort will result in good performance and performance will be rewarded.

• Increases self-confidence; increases the personal value of job-related effort.

• Reduces ambiguity, clarifies expectations, increases consistency of subordinate and organizational goals, increases involvement with and commitment to organizational goals.

• Increases subordinate confidence and the personal value of goal-directed effort.

Supportive

Participative

Achievement-Oriented

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Revised Path-Goal Theory Leader Behaviors

General Leader Behaviors

Specific Leader Behaviors

Clarifying • Clarifying performance goals, standards, and means to achieve them• Clarifying whom subordinates should respond toImplementing contingency rewards and punishments• Consulting with subordinates• Incorporating subordinate opinions in decision making

• Setting high goals and seeking improvement • Emphasizing excellence and showing confidence in subordinates• Stressing pride in work.

• Planning, scheduling, and organizing work• Coordinating subordinates’ work• Guiding, coaching, counseling, and giving feedback• Eliminating roadblocks and bottlenecks• Providing resources• Delegating authority to subordinates

Participative

Achievement-Oriented

Work Facilitation

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Revised Path-Goal Theory Leader Behaviors (cont.)

General Leader Behaviors


Supportive • Creating a friendly and psychologically supportive environment• Displaying concern for subordinates’ welfare

• Resolving disputes and facilitating communication• Giving minority views a hearing• Emphasizing collaboration and teamwork• Encouraging close relationships among team members

InteractionFacilitation

Group-OrientedDecision Processes

• Posing problems to the group• Searching for mutual interests in problem solving• Encouraging participation by all group members• Searching for and displaying alternatives• Delaying evaluation until all alternatives are found• Encouraging evaluation of all alternatives• Combining advantages of alternatives to create solutions

Shared Leadership • Encouraging subordinates to behave as leaders• Setting an example for subordinates to follow

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Revised Path-Goal Theory Leader Behaviors (cont.)

GeneralLeader Behaviors


Representing and

Networking

• Representing the group in a favorable way• Communicating the importance of the group’s work• Maintaining positive relations with influential others• Being an effective trading partner• Keeping in touch with network members• Participating in social functions and ceremonies• Doing favors for others• Showing positive regard for others

• Articulating a vision of a better future• Displaying a passion for the vision• Displaying self-sacrifice in the interest of the vision• Demonstrating self-confidence, confidence in the attainment of the vision, and determination and persistence in the interest of the vision• Selectively arousing non-conscious motives of followers• Taking extraordinary personal and organizational risks• Communicating high performance expectations• Using symbolic behaviors to emphasize values• Providing frequent positive evaluation of followers

Charismatic

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Leadership Behaviors in Yukl’s Multiple Linkage Model

BroadBehavior Specific Behaviors

BuildingRelationships

Being friendly, showing concern, listening to problems, giving advice and support

Developing and maintaining positive relationships with influential others

Reducing and resolving disputes, facilitating communication, encouraging teamwork and cooperation

Influencing subordinates to achieve work goals, setting good behavioral examples

Mid-RangeBehaviors

Supporting

Networking

ManagingConflict and

Team Building

InfluencingPeople

Motivating

Rewardingand

Recognizing

Providing valued rewards, praise, and recognition for performance; expressing appreciation, respect, and admiration for achievement

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Leadership Behaviors in Yukl’s Multiple Linkage Model (cont.)

BroadBehavior

Specific Behaviors

MakingDecisions

Identifying and analyzing problems and solutions; implementing and evaluating solutions

Determining objectives, strategies, and actions needed to improve efficiency and productivity

Discussing decision options with subordinates, asking for input from subordinates, and allowing subordinates some autonomy in decision making

Mid-RangeBehaviors

ProblemSolving

Planning and

Organizing

Giving-SeekingInformation

Monitoring

Clarifying Providing direction; telling subordinates what, how, and when to do certain tasks

Consultingand

Delegating

Collecting information on work progress and quality, determining opportunities, threats, and needs

Informing Providing information subordinates need to do their work and to understand the importance of their work

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Normative Decision Making Model of Participation

The Model involves the degree of participation that followers should be allowed in different decision making situations. Leader Decision-making styles

Decide alone Consult Individually Consult Group Facilitate. Delegate

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The Time-Driven Model

Instructions: The matrix operates like a funnel. You start at the left with a specific decision problem in mind.The column headings denote situational factors which may or may not be present in that problem. You progress by selecting High or Low (H or L) for each relevant situational factor. Proceed down from the funnel, judging only those situational factors for which a judgment is called for, until you reach the recommended process. Source: Vroom, V. H. (2000). Leadership and the decision making process. Organizational Dynamics, 28(4), 82-94.

H ― ― ― DecideH DelegateL

L ―L ― ―

H FacilitateL

L ― ―H FacilitateL

L ―L ― ―

H ― ― ― ― DecideH FacilitateL

L ― ―H ― ― ― Decide

H DelegateL Facilitate

L ― ― ― ― ― Decide

Decision Significance

Importance of Commitment

Leader ExpertiseLikelihood of Commitment

Group Support Group ExpertiseTeam

Competence

PR

OB

LEM

ST

AT

EM

EN

T

H

H

HL

HH

Consult (Group)

L

HH

H

Consult (Group)L ―

LH

H

Consult (Group)

LL ―

HH

Consult (Individually)

L ―

― ―LH ―

L

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Summary of Leader Situational Factors, and Leader Effects

ContingencyTheories

Follower’sPsychologicalReactions

Fiedler’sContingencyModel

Task-OrientedRelationship-Oriented

Leader Behaviorsor Predispositions

SituationalCharacteristics

Follower &GroupOutcomes

Hersey &Blanchard’sSituationalLeadershipModel

Task-Oriented/DirectiveRelationship- Oriented/Supportive

Leader-memberrelationsTask structureLeader’s position power

High groupperformance

Follower developmentTask relevant maturity

SatisfactionCommitment

High follower performance

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Summary of Leader Situational Factors, and Leader Effects (cont.)

ContingencyTheories



House’sPath-Goaltheory



DirectiveSupportiveParticipativeAchievement- OrientedWork Facilitation (e)Interaction Facilitation (e)Group-Oriented (e)Representative (e)Charismatic (e)Shared Leadership (e)

Task structure or ambiguityFrustrating, stressful, or dissatisfying taskChallenging tasksLow followerauthoritarianismor high need forindependence

SatisfactionMotivationAcceptance ofthe leaderJob clarityHigh effort

High followerperformanceLow levels ofgrievances &turnoverHigh groupperformance(e)

(e) - indicates items which are part of a recently expanded version of thismodel with no research support. 3-21



ContingencyTheories



Yukl’sMultiple LinkageModel



SupportingNetworkingManaging conflictTeam buildingMotivatingRewarding &recognizingProblem solvingPlanning &organizingConsulting &delegatingMonitoringClarifyingInforming

Organization’sreward systemFollower’s tasksPolicies and proceduresTechnology of theworkplaceOrganizationalcrises or major changeFollower’s characteristicsEconomic conditions

Job knowledgeHigh effortOrganization ofthe workAdequateresourcesCooperation and group cohesionRole clarityCoordinationwith other groups

High groupperformance

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ContingencyTheories



Vroom-Yetton-Jago’sNormative Model ofDecisionMaking



Five Decision-makingStyles• Decide• Consult individually• Consult Group• Facilitate• Delegate

Decision significanceImportance of commitmentLeader’s expertiseLikelihood of commitmentGroup support for objectivesGroup expertiseTeam competence

High decision acceptance

High decision qualityDecision timelinessCost of decision-makingOpportunities for learning and development

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ContingencyTheories



Vroom-Yetton-Jago’sNormative Model ofDecisionMaking



Five Decision-makingStyles• Decide• Consult individually• Consult Group• Facilitate• Delegate

Decision significanceImportance of commitmentLeader’s expertiseLikelihood of commitmentGroup support for objectivesGroup expertiseTeam competence

High decision acceptance

High decision qualityDecision timelinessCost of decision-makingOpportunities for learning and development

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©Prentice Hall 2006 CHAPTER THREE CONTNGENCY MODELS OF LEADERSHIP 3-1