Lesson 3 - Contingency Approach - Fiedler's Appraoch - Part 1

8/18/2019 Lesson 3 - Contingency Approach - Fiedler's Appraoch - Part 1

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CONTIGENCY APPROACH

FIEDLER’S CONTINGENCY MODEL

LESSON 3 – PART 4

PREPARED BY: DR. MUKUNDA KUMAR

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LEARNING OUTCOMES

• Upon completion of this chapter the students should be able to:

• Understand how leadership is often contingent on people and

situations.

• Apply fielder’s contingency model to key relationships among

leader style, situational fa orability, and group task

performance.

• Apply !ersey and "lanchard’s situational theory of leader style

to the le el of follower readiness.


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#

LEARNING OUTCOMES

• $%plain the path & goal theory of

leadership.

• Use the 'room()ago model to identify the

correct amount of follower participation in

specific decision situations.


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1. CONTIGENCY APPROACH

• +he effectiveness of leader behavior is contingent

upon organi ational situations.

• Contingency approaches, e%plain the relationship

between leadership styles and effectiveness in

specific situations.


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• Contingency m eans that:

• ne thing depends on other things, and

• /or a leader to be effective there must be an

appropriate fit between the leader’s behavior and

style and the conditions in the situation.


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• A leadership style that works in one situation

might not work in another situation.

• +here is no one best way of leadership.

• +he contingencies most important to leadership

are the situation and followers .


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• Situational variables important to leadership style are:

• task,

• structure,

• context , and

• environment


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• +wo basic leadership beha iors that can be ad3usted to

address arious contingencies are task behavior and

relationship behavior .

• 4eader can adapt his or her style to be high or low on both

task and relationship behavior .


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• +he four possible behavior approaches:

i. high task( low relationship,ii. high task & high relationship,

iii.high relationship & low task, andi .low task & low relationship.


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• High task behaviors include:

i. planning short term acti ities,

ii. clarifying tasks, ob3ecti es, and role e%pectations,

and

iii.monitoring operations and performance.


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• High relationship behaviors include:

i. pro iding support and recognition,

ii. de eloping followers’ skills and confidence, and

iii.consulting and empowering followers whenmaking decisions and sol ing problems.


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• "oth Fielder’s contingency model and Hersey

and lanchard’s situational theory use these

categories of leadership beha ior but

• Apply them based on different sets of

contingencies.


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1. CONTIGENCY APPROACHFIEDLER’S CONTIGENCY MODEL

• /ielder’s contingency model was designed

to enable leaders to diagnose both:

i. leadership style and

ii.organi ational situation.


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!. "eadership Style

+he cornerstone of /ielder’s theory is the e%tent to which

the leader’s style is relationship#oriented or task#oriented .

A relationship#oriented leader is concerned with people .

As with consideration style, relationship#oriented leader

establishes mutual trust and respect, and listens to

employees’ needs.


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!. "eadership Style

$ask#oriented leader is primarily moti ated by task

accomplishment.

$ask oriented leader pro ides clear directions and sets

performance standards.

+he leadership style was measured with a 7uestionnaire known

as the least preferred coworker 849 ; scale.

+he 49 scale has a set of 10 bipolar ad3ecti es along an (point scale


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• Examples of the bipolar adjectives used by Fiedler on the LPC

scale follow:

– Open --------------------------------------------- guarded

– Quarrelsome ------------------------------------- harmonious

– Efficient--------------------------------------------inefficient

– Self-assured----------------------------------------hesitant

– Gloomy---------------------------------------------cheerful


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!. "eadership Style

•


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!. "eadership Style


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%. Situation

• /iedler’s models presents the leadership

situation in terms of three key elements that can be either favorable or unfavorable to a leader:

i. the &uality of leader ' member relations ,

ii. task structure , andiii. position power


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%. Situation

i. "eader#member relations refers to:

a. group atmosphere and

b. (embers’ attitudes toward and acceptance of the leader .

=hen subordinates trust, respect and ha e confidence inthe leader, leader#member relations are considered good .


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%. Situation

i. Leader-member relations are poor :

=hen subordinates:

1. distrust,

%. do not respect

). have a title confidence in the leader,


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%. Situation

ii. $ask structure

+ask structure refers to the e%tent to which tasks

performed by the group are defined, in ol e specific

procedures, and ha e clear, e%plicit goals.

>outine, well(defined tasks, such as those assembly &

line workers, ha e a high degree of structure.


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%. Situation

iii. *osition power

• *osition power is the e%tent to which the leader has formalauthority over subordinates.• *osition power is high when the leader has the power to plan

and direct the work of subordinates, e aluate it, and reward or punish them.

• *osition power is low when the leader has little authority o ersubordinates and cannot e aluate their work or reward them.• =hen position power is high, the situation is considered

fa orable for the leader: when low, the situation is unfa orable.


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FIEDLER’S CLASSIFICATION:HOW LEADER STYLE FITS THE SITUATION

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FIEDLER’S CLASSIFICATION:HOW LEADER STYLE FITS THE SITUATION

• ?ituation 1 is the most fa ourable to the leader becauseleader(member relations are good, task structure is highand leader position power is strong

• ?ituation '


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REFERENCE

• @aft, >.4. 8266-;. +he leadershipe%perience,

Lesson 3 - Contingency Approach - Fiedler's Appraoch - Part 1

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