Leadership - Lesson 4

3/12/2024
Lesson 4:
Leadership Behaviors and
Situations
Reading: [1] Chapter 4, 5
https://lientran.vn/ 121
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Learning Outcomes
At the end of this lesson, students should be able to:
• Know typical behaviors of leaders
• Know how to make appropriate leader behaviors in

different situations
• Use tools to assess leaders’ behaviors and styles
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Overview
4.1. Leadership Behaviors
4.2. Leadership Styles
4.3. Follower Development Levels
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• Emphasizes the behavior of the leader - What
leaders do and how they act
Behavioral • Composed of two general kinds of behaviors
Approach
Task behaviors Relationship behaviors
• Facilitate goal • Help subordinates feel

accomplishment: Help comfortable with
group members themselves, each other,
achieve objectives and the situation
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• Leadership Behavior Description Questionnaire (LBDQ)
– Identify number of times leaders engaged in specific behaviors

Ohio State
Studies • 150 questions
– Participant settings (military, industrial, educational)
– Results
• Particular clusters of behaviors were typical of leaders
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• LBDQ-XII (Stogdill, 1963)
– Shortened version of the LBDQ
– Most widely used leadership assessment instrument
Ohio State – Two general types of leader behaviors:
Studies
Initiating structure--Leaders
provide structure for
subordinates
•Task behaviors--organizing work, giving Consideration--Leaders nurture
structure to the work context, defining role
responsibility, and scheduling work
subordinates
activities •Relationship behaviors--building camaraderie,
respect, trust, and liking between leaders and
followers
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• Exploring leadership behavior
– Specific emphasis on impact of leadership behavior on
performance of small groups
• Two types of leadership behaviors conceptualized as opposite ends
University of of a single continuum
Michigan
Studies – Later studies reconceptualized behaviors as two independent
leadership orientations--possible orientation to both at the same
time
Employee Production
orientation orientation
• Strong human • Stresses the technical
relations emphasis aspects of a job
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• Developed in early 1960s
• Used extensively in organizational training & development
• Designed to explain how leaders help organizations to reach their

Blake and purposes - Two factors
Mouton’s
Grid • Concern for production
– How a leader is concerned with achieving organizational tasks
• Concern for people

– How a leader attends to the members of the organization who
are trying to achieve its goals
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 Leadership Grid Components 9
Concern for Production

 Authority-Compliance (9,1) 8
7
 Country Club Management (1,9)
Blake and 6
Mouton’s  Impoverished Management (1,1) 5
Grid  Middle-of-the-Road Management (5,5) 4

3
 Team Management (9,9)
2
 Paternalism/Maternalism (1,9; 9,1)
1 2 3 4 5 6 7 8 9
 Opportunism
Concern for People
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• Authority-Compliance (9,1): Efficiency in operations results
from arranging conditions of work such that human
interference is minimal
Blake and
Mouton’s • Heavy emphasis on task and job requirements and less emphasis
Grid on people
• Communicating with subordinates mainly for task instructions
• Results driven--people regarded as tools to that end
• 9,1 leaders--seen as controlling, demanding, hard-driving, and
overpowering
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• Country Club (1,9): Thoughtful attention to the needs of
people leads to a comfortable, friendly organizational
atmosphere and work tempo
Blake and
Mouton’s • Low concern for task accomplishment coupled with high concern
Grid for interpersonal relationships
• Deemphasizes production; leaders stress the attitudes and feelings
of people
• 1,9 leaders--try to create a positive climate by being agreeable,
eager to help, comforting, noncontroversial
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• Impoverished (1,1): Minimal effort exerted to get work done
is appropriate to sustain organizational membership
Blake and • Leader unconcerned with both task and interpersonal relationships
Mouton’s
Grid • Going through the motions, but uninvolved and withdrawn
• 1,1 leaders--have little contact with followers and are described as

indifferent, noncommittal, resigned, and apathetic
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• Middle-of-the-Road (5,5): Adequate organizational performance
possible through balancing the necessity of getting work done while
maintaining satisfactory morale
Blake and • Leaders who are compromisers; have intermediate concern for task
Mouton’s and people who do task
Grid
• To achieve equilibrium, leader avoids conflict while emphasizing
moderate levels of production and interpersonal relationships
• 5,5 leader--described as expedient; prefers the middle ground; soft-

pedals disagreement; swallows convictions in the interest of “progress”
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• Team (9,9): Work accomplished through committed people;
interdependence via a “common stake” in the organization’s
purpose, which leads to relationships of trust and respect
Blake and
Mouton’s • Strong emphasis on both tasks and interpersonal relationships
Grid
• Promotes high degree of participation and teamwork, satisfies
basic need of employee to be involved and committed to their work
• 9,9 leader--stimulates participation, acts determined, makes

priorities clear, follows through, behaves open-mindedly and
enjoys working
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• Reward and approval are bestowed on people in return for
loyalty and obedience; failure to comply leads to
punishment
Paternalism/
Maternalism • Leaders who use both 1,9 and 9,1 without integrating the two
• The “benevolent dictator”; acts gracious for purpose of goal
accomplishment
• Treats people as though they were disassociated from the task
• Regards the organization as a family
• Makes most of the key decisions
• Rewards loyalty and punishes non-compliance
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• People adapt and shift to any grid style needed to gain
maximum advantage
• Leaders usually have a dominant grid style used in most
Opportunism situations and a backup style that is reverted to when under
pressure
• Performance occurs according to a system of selfish gain
• Leader uses any combination of the basic five styles for the
purpose of personal advancement
• May be seen as ruthless and cunning
• May also be seen as adaptable and strategic
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• “Leaders match their style to the competence and
commitment of subordinates”
Situational • Focuses on leadership in situations

Approach
Description • Emphasizes adapting style - different situations demand
(Hersey & Blanchard, different kinds of leadership
1969)
• Used extensively in organizational leadership training
and development
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• Composed of both a directive dimension and supportive
dimension:
Situational – Each dimension must be applied appropriately in

Approach a given situation
Description
(Hersey & – Leaders evaluate employees to assess their
Blanchard, 1969) competence and commitment to perform a given
task
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• Leadership style:
the behavior pattern of an individual who
attempts to influence others
Leadership
Styles
It includes both:
– Directive (task) behaviors
– Supportive (relationship) behaviors
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• Directive behaviors • Supportive behaviors
• Help group members in • Assist group members via
goal achievement via one-
way communication two-way communication in
through: feeling comfortable with
Leadership themselves, coworkers, and
Styles – Giving directions
situation
– Establishing goals and
how to achieve them – Asking for input
– Methods of evaluation – Problem solving
and timelines
– Praising, listening
– Defining roles
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Leadership Styles
S2-Coaching Style
S1-Directing Style • Leader focuses communication
• Leader focuses communication on BOTH goal achievement and
on goal achievement supporting subordinates’
socioemotional needs
• Spends LESS time using
supportive behaviors • Requires leader involvement
through encouragement and
soliciting subordinate input
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Leadership Styles
S3-Supporting Style S4-Delegating Style
• Leader does NOT focus solely on goals; uses
supportive behaviors to bring out employee • Leader offers LESS task input and social
skills in accomplishing tasks support; facilitates subordinates’ confidence
and motivation in relation to the task
• Leader delegates day-to-day decision-
making control but is available to facilitate • Leader lessens involvement in planning,
problem solving control of details, and goal clarification
• Gives subordinates control and refrains

from intervention and unneeded social
support
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4.2. Leadership
Styles
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• The degree to which followers have the competence and
commitment necessary to accomplish a given task or activity
• Using SLII model - In any given situation the leader has

two tasks:
– 1st Task - Diagnose the Situation

– 2nd Task - Adapt Style
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Leader’s style Followers’ stages of readiness
Telling (high task–low R1: People are both unable and

relationship) unwilling
Selling (high task–high R2: People are unable but
relationship) willing
Participating (low task–high R3: People are able but
relationship) unwilling
Delegating (low task–low R4: People are both able and
relationship) willing
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Role play
Your team are preparing for a new corporate strategy.
Make the team organization and meeting in the

leadership style assigned to your team.
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Leadership Behavior
Questionnaire
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Leadership Behavior Questionnaire

• Self assessment
• To gain more information about your style, you may

want to have four or five of your coworkers fill out the
questionnaire based on their perceptions of you as a
leader. This will give you additional data to compare
and contrast to your own scores about yourself
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Task: 1, 3, 5, 7, 9…
Relationship: 2, 4, 6, 8, 10…
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Case 5.2:
Why Aren’t They Listening?
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Case 5.2: Why Aren’t They Listening?

• 1. According to the SLII model (see Figure 5.1), what style of
leadership is Jim using to run the seminars?
• 2. At what development level are the managers?
• 3. From a leadership perspective, what is Jim doing wrong
• 4. What specific changes could Jim implement to improve the

seminars?
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Conclusion
• Leaders conduct typical behaviors that are mainly
divided into two groups of task orientation and
relationship orientation
• Leadership styles should be matching with followers’

developmental levels
• Followers’ developmental or readiness depends on their

competence and commitment
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Thank you!
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3/12/2024

• Know typical behaviors of leaders

• Know how to make appropriate leader behaviors in

• Use tools to assess leaders’ behaviors and styles

4.2. Leadership Styles

4.3. Follower Development Levels

4.1. Leadership Behaviors

• Facilitate goal • Help subordinates feel

4.1. Leadership Behaviors

– Identify number of times leaders engaged in specific behaviors

4.1. Leadership Behaviors

4.1. Leadership Behaviors

4.1. Leadership Behaviors

• Designed to explain how leaders help organizations to reach their

• Concern for people

4.1. Leadership Behaviors

Concern for Production

Mouton’s  Impoverished Management (1,1) 5

Grid  Middle-of-the-Road Management (5,5) 4

4.1. Leadership Behaviors

4.1. Leadership Behaviors

4.1. Leadership Behaviors

• 1,1 leaders--have little contact with followers and are described as

4.1. Leadership Behaviors

• 5,5 leader--described as expedient; prefers the middle ground; soft-

4.1. Leadership Behaviors

• 9,9 leader--stimulates participation, acts determined, makes

4.1. Leadership Behaviors

4.1. Leadership Behaviors

4.2. Leadership Styles

Situational • Focuses on leadership in situations

4.2. Leadership Styles

Situational – Each dimension must be applied appropriately in

4.2. Leadership Styles

4.2. Leadership Styles

4.2. Leadership Styles

4.2. Leadership Styles

• Gives subordinates control and refrains

4.3. Follower Development Levels

• Using SLII model - In any given situation the leader has

– 1st Task - Diagnose the Situation

4.3. Follower Development Levels

Leader’s style Followers’ stages of readiness

Telling (high task–low R1: People are both unable and

Make the team organization and meeting in the

Leadership Behavior Questionnaire

• To gain more information about your style, you may

Case 5.2: Why Aren’t They Listening?

• 2. At what development level are the managers?

• 3. From a leadership perspective, what is Jim doing wrong

• 4. What specific changes could Jim implement to improve the

• Leadership styles should be matching with followers’

• Followers’ developmental or readiness depends on their

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