Unit 3- Theories of Leadership

8/22/2019 Unit 3- Theories of Leadership

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Unit 3

Leadership theories

Dr.Yogananthan


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Lecture Plan

Leadership theory

a. Trait theory

b. Behavior theory

c. Contingency theory (situation theory)

Substitute Servant

Content & Process theories


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What Is Leadership?LeadershipThe ability to influence a

group toward the

achievement of goals

Management

all actions focused on

accomplishing the tasks in

an organization.


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Effective Leadership andManagement Styles

Personal Check-In: IndividualLeadership Reflection

Think about a leadership experience that

really pleased you, a time when you workedwith others and did a good job of helpingsomething positive or effective occur. It canbe a work experience or a personalexperience.

1. Briefly summarize the situation.

2. What action did you take to make ithappen?


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What is the skills approach toleadership?

A. Robert Katzs researchsurfaced a set of skills forleadership success.

B. Skill 1-Technical skills

involving hands-on activity.C. Skill 2 -Human skillswhich is the ability to workwith people.

-Greatest asset to

have.D. Skill 3 -Conceptual skillshaving ability to work withideas and concepts.


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The Different Views of

LeadershipTrait definition of leadership Process definition of leadership

Leader Leader

Followers Followers

Leadership LeadershipHeight Intelligence Extroversion Fluency Other traits

Interaction


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Trait Theories of leadership

Theories that consider personality,

social, physical, or intellectual traits todifferentiate leaders from non leaders.


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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 leadereffectiveness

Unclear evidence of the cause and effect ofrelationship of leader and traits


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Behavioral Theories

Behavioral Theory

Leadership behaviors can be taught.

vs.

Trait TheoryLeaders are born, not made.

Behavioral Theories of Leadership

Theories proposing that specific behaviors differentiate

leaders from nonleaders


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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.

Behavioral Approach


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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


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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 thejob


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Leadership style

Refers to the behavior of leaders towardssubordinates, the manner in which tasks andfunctions of leadership are conducted.

Autocratic style to democratic/participativestyle

Task/Structure orientation Vspeople/interpersonal orientation


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TheManagerial

Grid(Blake and Mouton)

E X H I B I T 121


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Contingency Theories

All Consider the Situation

Fiedler Contingency Model

Houses Path Goal Theory

Assumptions underlying the differentmodels:

Fiedler: Leaders style is fixed.

Others: Leaders style can and should be changed.


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Leader: Style Is Fixed (Task-oriented vs.Relationship- oriented)

Considers Situational Favorableness for Lead

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


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Fiedler Model: The Leader

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.

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


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Fiedler Model: Defining theSituation

Leader-Member RelationsThe degree of confidence, trust, and respect subordinates

have in their leader

Position Power

Influence derived from ones formal structural position in

the organization; includes power to hire, fire, discipline,

promote, and give salary increases

Task StructureThe degree to which the job assignments are procedurized


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Findings of the Fiedler Model

Category

Leader-Member

Relations

Task Structure

Position Power

I

Good

High

Strong

II

Good

High

Weak

III

Good

Low

Strong

IV

Good

Low

Weak

V

Poor

High

Strong

VI

Poor

High

Weak

VII

Poor

Low

Strong

VIII

Poor

Low

Weak

Good

Poor

Performance

Relationship

-Oriented

Task-Oriented

Favorable Moderate Unfavorable


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Path-Goal Theory

PremiseExpectancy 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.


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Path-Goal Theory

E X H I B I T 124


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What are the major componentsof the Contingency Theories?

A. Contingency theoryidentifies:-Key situational

factors,-Specifies how theyinteract, and

-Determines bestleadership approach.-This is calledsituational leadership.


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Contingency Theories continued

B. Fred Fiedlerdeveloped theContingency Theory.

-Effectivenessdepends on situation.C. Three factors.

-Leader-member

relations.-Task structure.-Leader positionpower.


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Situational leadership isbuild upon thecontingency theory, andrefined by Ken Blanchard

in the 1980s. Leadership is composed of

both adirective andsupportive dimension.

Coaching and delegatingwere added to provide fourstyles.


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D. Path-Goal Theorydeveloped by Evans &House.

-Adapting leadership tothe situation.-Leader can impactperformance of others

by offering paths todesired goals.-Rewards contingent onincreased performance.


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E. Four leader behaviors:-Directive: gives specificguidance and direction.-Supportive: provides

assistance.-Participative: hand-in-handwith subordinates.-Achievement Oriented: sets

challenging goals and has highexpectations.F. Best style to use is to adapt

to the participativeleadership style.
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Substitute theory


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Substitutes for Leadership

Characteristic

Relationship-Oriented orConsiderateLeaderBehavior isUnnecessary

Task-Oriented orInitiating StructureLeader Behavior isUnnecessary

Of the Subordinate

1. Ability, experience, training, knowledge X

2. Need for Independence X X

3. Professional orientation X X

4. Indifference toward organizational rewards X X

Of the Task

5. Unambiguous and Routine X

6. Methodically invariant X

7. Provides its own feedback concerning

accomplishment X

8. Intrinsically satisfying. X

Substitutes for Leadership (cont)


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Characteristic

Relationship-Oriented orConsiderate

LeaderBehavior isUnnecessary

Task-Oriented orInitiating StructureLeader Behavior is

Unnecessary

Of the Organization

9. Formalization (explicit plans, goals, and areas

of responsibility)

X

10. Inflexibility (rigid, unbending rules and

procedures)

X

11. Highly specified and active advisory and staff

functions

X

12. Closely knit, cohesive work groups X X

13. Organizational rewards not with the leaders

control

X X

14. Spatial distance between superior and

subordinate

X X

Substitutes for Leadership (cont)


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Servant & super leadership theory


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Servant and Superleadership

Servant Leadership represents a philosophy inwhich leaders focus on increased service toothers rather than to oneself.

A superleader is someone who leads others tolead themselves by developing employees self-management skills.

Superleadersattempt to increase employees

feelings of personal control and intrinsicmotivation.


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Characteristics of the Servant-Leader

1. Listening Servant-leaders focus on listening toidentify and clarify the needs and desires ofa group.

2. Empathy Servant-leaders try to empathize withothers feelings and emotion. An individuals

good intentions are assumed even when heor she performs poorly.

3. Healing Servant-leaders strive to make themselvesand others whole in the face of failure orsuffering.

4. Awareness Servant-leaders are very self-aware or theirstrengths and limitations.


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Characteristics of the Servant-Leader (continued)

5. Persuasion Servant-leaders rely more on persuasionthan positional authority when makingdecisions and trying to influence others.

6. Conceptualization Servant-leaders take the time and effort

to develop broader based conceptualthinking. Servant-leaders seek anappropriate balance between a short-term, day-to-day focus and a long-term,conceptual orientation.

7. Foresight Servant-leaders have the ability to foreseefuture outcomes associated with a currentcourse of action or situation.


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Characteristics of the Servant-Leader (continued)

8. Stewardship Servant-leaders assume that they arestewards of the people and resources theymanage.

9. Commitment to Servant-leaders are committed to people

the growth of beyond their immediate work role. Theypeople commit to fostering an environment that

encourages personal, professional, andspiritual growth.

10. Building Servant-leaders strive to create a sense ofCommunity community both within and outside the

work organization.


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Continuum theory


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Motivation at Work

Content & Process theories


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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


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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 theoriesExpectancy theory (Vroom; Porter & Lawler): : a rational estimate of

the likely result of their behaviour

Goal theory ( Locke) Equity theory ( Adams)


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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 needbecomes dominant

review

:1.intuitively logical,ease of understanding,receiving wide recognition, particularly among

practicing managers. 2.little empirical support

Maslow's Hierarchy of Needs


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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, managerialresponsibility, etc.

5. Self-Actualization needs - realizing personal potential,

self-fulfillment, seeking personal growth and peak

experiences.

Maslow s Hierarchy of Needs


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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 atthe same time,(2) if the gratification of a higher levelneeds is stifled, the desire to satisfy a lower level needincreases

Maslow: a rigid step like progression. ERG:contains afrustration-regression dimension

Several studies have supported the ERG theory:nativesof Spain & Japan place social needs before their

physiological requirements

C t t Th


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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 ofexperiences.

Managers should learn to identify these needsand then create work environments that are

responsive to them.

Content Theory


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49

Content 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.

Content Theory


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50

Content 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.

Content Theory


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51

Content 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.

Content Theory


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Content 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.

Content Theories


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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.

Content Theories


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Content Theories


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.

Content Theories


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Content Theories


Motivator factors. (Mostly Intrinsic) Sources of job satisfaction.

Associated with the job content.

Building motivator factors into the job enablespeople to be satisfied.

Absence of motivator factors in the job results inlow satisfaction, low motivation, and low

performance.


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Content Theories



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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?

Problems with Content Theories

P Th i


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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?


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Process Theories


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Process Theories

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

A goal is a target level of performanceIf 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


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SLIDE 9.19

S li i i G l


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Some live issues in Goal-

Setting How to enhance goal commitment (participative?)

Who defines challenging?

Conflict between goalsIndividual v. group

Competing personal goals

Goals set Vs dynamic environment


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Process theories3.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


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Process theory3.Equity theory


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Motivation and Job Design

Hackman and Oldham (1980, pp.73)

Motivation through design of work.

Five Core Job Dimensions

1. Skill Variety

2. Task Identity

3. Task Significance

4. Autonomy

5. Feedback


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S h t d ll th th i dd t ?


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Sowhat do all these theories add up to?

1. Successful work performance can arise from manydifferent 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.


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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.


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Any questions..!!!!!!!

Unit 3- Theories of Leadership

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