Leadership theories

Unit 3

Dr.Yogananthan

Lecture Plan
Leadership theory a. Trait theory b. Behavior theory c. Contingency theory (situation theory) Substitute Servant Content & Process theories

What Is Leadership?
Leadership
The ability to influence a group toward the achievement of goals

Management
all actions focused on accomplishing the tasks in an organization.

Effective Leadership and Management Styles

Personal Check-In: Individual Leadership Reflection Think about a leadership experience that really pleased you, a time when you worked with others and did a good job of helping something positive or effective occur. It can be a work experience or a personal experience.

1. Briefly summarize the situation.

2. What action did you take to make it happen?

What is the skills approach to leadership?

A. Robert Katzs research surfaced a set of skills for leadership success. B. Skill 1-Technical skills involving hands-on activity. C. Skill 2 -Human skills which is the ability to work with people. -Greatest asset to have. D. Skill 3 -Conceptual skills having ability to work with ideas and concepts.

The Different Views of Leadership

Trait definition of leadership Leader Height

Process definition of leadership Leader

Leadership

Intelligence Extroversion Fluency Other traits

Leadership
Interaction

Followers

Followers

Trait Theories of leadership

Theories that consider personality, social, physical, or intellectual traits to differentiate leaders from non leaders.

Trait Approach
Traits (Bennis & Nanus, 1985, pp. 152)
Logical thinking Persistence Empowerment Self-control

Assumption: Leaders are born Goal: Select leaders Problems

Traits do not generalize across situations Better at predicting leader emergence than leader effectiveness Unclear evidence of the cause and effect of relationship of leader and traits

Behavioral Theories
Behavioral Theories of Leadership
Theories proposing that specific behaviors differentiate leaders from nonleaders

Behavioral Theory
Leadership behaviors can be taught.

vs. Trait Theory

Leaders are born, not made.

Behavioral Approach
Ohio State Studies/University of Michigan (pp.154)
Initiating Structure/Production Orientation Consideration/Employee Orientation

Assumption: Leaders can be trained Goal: Develop leaders Problem: Effective behaviors do not generalize across situations.

Ohio State Studies

Initiating Structure
The extent to which a leader is likely to define and structure his or her role and those of subordinates in the search for goal attainment

Consideration
The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinates ideas, and regard for his/her feelings

University of Michigan Studies

Employee-oriented Leader
Emphasizing interpersonal relations; taking a personal interest in the needs of employees and accepting individual differences among members

Production-oriented Leader
One who emphasizes technical or task aspects of the job

Leadership style
Refers to the behavior of leaders towards subordinates, the manner in which tasks and functions of leadership are conducted.

Autocratic style to democratic/participative style

Task/Structure orientation Vs people/interpersonal orientation

(Blake and Mouton)

The Managerial Grid

E X H I B I T 121

Contingency Theories
All Consider the Situation
Fiedler Contingency Model Houses Path Goal Theory

Assumptions underlying the different models:

Fiedler: Leaders style is fixed. Others: Leaders style can and should be changed.

Fiedler Model

Leader: Style Is Fixed (Task-oriented vs. Relationshiporiented) Considers Situational Favorableness for Leade
Leader-member relations Task structure Position power
Key Assumption
Leader must fit situation; options to accomplish this: Select leader to fit situation Change situation to fit leader

Fiedler Model: The Leader

Assumption: Leaders style is fixed and can be
measured by the least preferred co-worker (LPC) questionnaire.

Least Preferred Co-Worker (LPC) Questionnaire

The way in which a leader will evaluate a co-worker who is not liked will indicate whether the leader is task- or relationship-oriented.

Fiedler Model: Defining the Leader-MemberSituation Relations

The degree of confidence, trust, and respect subordinates have in their leader

Task Structure
The degree to which the job assignments are procedurized

Position Power
Influence derived from ones formal structural position in the organization; includes power to hire, fire, discipline, promote, and give salary increases

Findings of the Fiedler Model

Good
Task-Oriented

Performance

Relationship -Oriented

Poor Favorable Category Leader-Member Relations Task Structure Position Power I II Moderate Unfavorable V Poor High Strong VI Poor High Weak VII Poor Low Strong VIII Poor Low Weak III Good Low Strong IV Good Low Weak

Good
High Strong

Good
High Weak

Path-Goal Theory
Premise
Expectancy theory of motivation, emphasizing on the leaders effect on subordinatess goals and the paths used to achieve those goals. Flexibility of leader behavior: Directive behaviors: planning, setting expectations and clarifying instructions

Suportive behaviors: offering friednly consideration

Participative behaviors: involving subordinates in DM Achivement-orientated behavior: setting objectives and expecting them to be achieved.

Path-Goal Theory

E X H I B I T 124

What are the major components of the Contingency Theories? A. Contingency theory identifies: -Key situational factors, -Specifies how they interact, and -Determines best leadership approach. -This is called situational leadership.

Contingency Theories continued

B. Fred Fiedler developed the Contingency Theory. -Effectiveness depends on situation. C. Three factors. -Leader-member relations. -Task structure. -Leader position power.

Contingency Theories continued

Situational leadership is build upon the contingency theory, and refined by Ken Blanchard in the 1980s.
Leadership is composed of both a directive and supportive dimension. Coaching and delegating were added to provide four styles.

Contingency Theories continued

D. Path-Goal Theory developed by Evans & House. -Adapting leadership to the situation. -Leader can impact performance of others by offering paths to desired goals. -Rewards contingent on increased performance.

Contingency Theories continued

E. Four leader behaviors: -Directive: gives specific guidance and direction. -Supportive: provides assistance. -Participative: hand-in-hand with subordinates. -Achievement Oriented: sets challenging goals and has high expectations. F. Best style to use is to adapt to the participative leadership style.

Substitute theory

Substitutes for Leadership

RelationshipOriented or Considerate Leader Behavior is Unnecessary Task-Oriented or Initiating Structure Leader Behavior is Unnecessary

Characteristic

Of the Subordinate
1. Ability, experience, training, knowledge X

2. Need for Independence

3. Professional orientation 4. Indifference toward organizational rewards

X
X X

X
X X

Of the Task
5. Unambiguous and Routine
6. Methodically invariant 7. Provides its own feedback concerning accomplishment 8. Intrinsically satisfying. X

X
X X

Substitutes for Leadership (cont)

RelationshipOriented or Considerate Leader Behavior is Unnecessary Task-Oriented or Initiating Structure Leader Behavior is Unnecessary

Characteristic

Of the Organization
9. Formalization (explicit plans, goals, and areas of responsibility) 10. Inflexibility (rigid, unbending rules and procedures) 11. Highly specified and active advisory and staff functions 12. Closely knit, cohesive work groups 13. Organizational rewards not with the leaders control 14. Spatial distance between superior and subordinate X X X X

X X X X X

Servant & super leadership theory

Servant and Superleadership

Servant Leadership represents a philosophy in which leaders focus on increased service to others rather than to oneself. A superleader is someone who leads others to lead themselves by developing employees selfmanagement skills. Superleaders attempt to increase employees feelings of personal control and intrinsic motivation.

Characteristics of the Servant-Leader

1. Listening 2. Empathy
Servant-leaders focus on listening to identify and clarify the needs and desires of a group. Servant-leaders try to empathize with others feelings and emotion. An individuals good intentions are assumed even when he or she performs poorly. Servant-leaders strive to make themselves and others whole in the face of failure or suffering. Servant-leaders are very self-aware or their strengths and limitations.

3. Healing 4. Awareness

Characteristics of the Servant-Leader (continued)

5. Persuasion 6. Conceptualization
Servant-leaders rely more on persuasion than positional authority when making decisions and trying to influence others. Servant-leaders take the time and effort to develop broader based conceptual thinking. Servant-leaders seek an appropriate balance between a shortterm, day-to-day focus and a long-term, conceptual orientation. Servant-leaders have the ability to foresee future outcomes associated with a current course of action or situation.

7. Foresight

Characteristics of the Servant-Leader (continued)

8. Stewardship
9. Commitment to Servant-leaders assume that they are stewards of the people and resources they manage. Servant-leaders are committed to people beyond their immediate work role. They commit to fostering an environment that encourages personal, professional, and spiritual growth. Servant-leaders strive to create a sense of community both within and outside the work organization.

the growth of people

10. Building Community

Continuum theory

Motivation at Work

Content & Process theories

Motivation
The force which drives behaviour (pp.48)
DIRECTION - i.e. what a person is trying to do EFFORT - how hard a person is trying PERSISTENCE - i.e. how long a person continues trying

Theories of motivation
Content theories (pp.49)
Two-factor theory (

Hersberg): intrinsic and extrinsic Types of needs: classification of needs: deficiency versus growth Hierarchy of needs (e.g. Maslow): ordering of need by relative priority

Process theories
Expectancy theory (Vroom; Porter &

Lawler): : a rational estimate of

the likely result of their behaviour Goal theory ( Locke) Equity theory ( Adams)

Content Theories 1.Hierarchy of Needs Theory

Abraham Maslow
(pp.56)

There is a hierarchy of 5 needs---physiological, safety,social,esteem,& self-actualization---and as each need is sequentially satisfied,the next need becomes dominant review:1.intuitively logical,ease of understanding, receiving wide recognition, particularly among practicing managers. 2.little empirical support

Maslow's Hierarchy of Needs 1. Biological and Physiological needs - air, food, drink, warmth, sleep, etc. 2. Safety needs - protection from elements, security, order, law, limits, stability, etc. 3. Belongingness and Love needs - work group, family, affection, relationships, etc. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. 5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.

Content Theories 2. ERG theory (Alderfer, pp.58)

There are three groups of core needs: existence, relatedness and growth Difference:(1) more than one need may be operative at the same time,(2) if the gratification of a higher level needs is stifled, the desire to satisfy a lower level need increases Maslow: a rigid step like progression. ERG:contains a frustration-regression dimension Several studies have supported the ERG theory:natives of Spain & Japan place social needs before their physiological requirements

Content Theory 3.McClellands Acquired Needs Theory

Acquired needs theory.

Developed by David McClelland.

Three needs achievement, affiliation, and

power are acquired over time, as a result of experiences. Managers should learn to identify these needs and then create work environments that are responsive to them.

48

Content Theory 3.McClellands Acquired Needs Theory

Need for achievement. The desire to do something better or more

efficiently, to solve problems, or to master complex tasks. High need for achievement people: Prefer individual responsibilities. Prefer challenging goals. Prefer performance feedback.

49

Content Theory 3.McClellands Acquired Needs Theory

Need for affiliation.

The desire to establish and maintain friendly and

warm relations with others.

High need for affiliation people: Are drawn to interpersonal relationships. Seek opportunities for communication.

50

Content Theory 3.McClellands Acquired Needs Theory

Need for power.
The desire to control others, to influence their

behavior, or to be responsible for others.

High need for for power people:
Seek influence over others. Like attention. Like recognition.

51

Content Theory 3.McClellands Acquired Needs Theory

Research evidence on acquired needs theory. Identification of the need profiles that are

required for success in different types of jobs.

People can be trained to develop the need for

achievement, particularly in developing nations.

52

Content Theories 4. Motivation-Hygiene Theory

Developed by Frederick Herzberg. Also known as Two Factor theory. Portrays two different factors hygiene factors

and motivator factors as the primary causes

of job dissatisfaction and job satisfaction.

53

Content Theories 4. Motivation-Hygiene Theory

Hygiene factors. (Mostly Extrinsic) Sources of job dissatisfaction. Associated with the job context or work setting. Improving hygiene factors prevent people from

being dissatisfied but do not contribute to satisfaction.

54

Content Theories 4. Motivation-Hygiene Theory

Motivator factors. (Mostly Intrinsic)
Sources of job satisfaction. Associated with the job content.

Building motivator factors into the job enables

people to be satisfied. Absence of motivator factors in the job results in low satisfaction, low motivation, and low performance.

55

Content Theories 4. Motivation-Hygiene Theory

Problems with Content Theories

Not specific about what behaviours and rewards satisfy which needs.

Neglect the impact of the social context on peoples interpretation of their needs.
People do not necessarily strive to move up the hierarchy - at least, not through their work. How to define needs?

Process Theories
1. Vrooms Expectancy Theory (1964) pp.51
Motivation ( M)=Expectation (E) x Valence Where: Expectancy - If I tried would I be able to perform the action? Valence - How much do I value those outcomes?

Process Theories 2. Goal-setting Theory (Locke,pp.51)

A goal is a target level of performance If a goal is: difficult specific And if a person: accepts the goal feels committed to it gets feedback on their progress Then their performance improves because: their behaviour is focused they try hard they keep trying they develop strategies

SLIDE 9.19

Some live issues in GoalSetting

How to enhance goal commitment (participative?)

Who defines challenging?

Conflict between goals

Individual v. group
Competing personal goals Goals set Vs dynamic environment

Process theories 3.Equity theory (Adams, 1963, pp.65)

Individuals compare their job inputs & outcomes with those of others & then respond so as to eliminate any inequities Minor qualifications: 1. people have a great deal more tolerance of overpayment inequities than of underpayment inequities. 2. not all people are equity sensitive,such as benevolent types

Process theory 3.Equity theory

Motivation and Job Design Hackman and Oldham (1980, pp.73)

Motivation through design of work. Five Core Job Dimensions

1.
2. 3. 4. 5.

Skill Variety
Task Identity Task Significance Autonomy Feedback

Sowhat do all these theories add up to?

1. Successful work performance can arise from many different needs/motives. 2. People need to believe they can perform effectively if they try. 3. The rewards for good performance should actually be desired by the people concerned. 4. What constitutes good performance should be clearly defined. 5. People need feedback on their performance. 6. Peoples values and identity matter.

Reference
Stephen Covey, 7 habits of highly effective people, Ist edition. Ronald D. Snee, Develop leadership skills, Tunnell Consulting, Roanoke, VA, 2002. Julian Lapiton, Principles of leadership and management, IRRI,web article-ppts. Doan Xuan Huy Minh, Lecture on leadership, motivation & problem solving.

Any questions..!!!!!!!