INTRODUCTION TO

LEADERSHIP
WEEK 7
Instructor: Ms. Angelika Nguyen Nhu Ha
 Agenda
•Recap Week 6
•Trait approach
01 •Skills approach

• Behavorial approach
• Situational approach

02 •
•
Path-Goal Theory
Leader-Member Exchange

•Group discussion
•Extra materials
03
Recap WEEK 6
Trait Approach
Ø First extensive attempts to study
leadership in the 20th century.

Ø Focus on the leaders

Skills Approach

Ø Skills are what leaders can accomplish,

whereas traits are who leaders are
Ø Emphasis on skills and abilities that can be
learned and developed
behavioral
approach
 Overview
ØBehavioral Approach Perspective
ØOhio State Studies
ØUniversity of Michigan Studies
ØBlake and Mouton’s Leadership Grid

ØHow Does the Behavioral ApproachWork?

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 Behavioral Approach Description
Perspective Definition
Ø Emphasizesthe Composed of two general kinds of
behavior of the leader behaviors

Ø Focuses exclusively on Task behaviors

Facilitate goal accomplishment:
what leaders do and Help group members achieve
how they act objectives
Relationship behaviors
Help subordinates feel
comfortable with themselves,
each other, and the situation
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 Ohio State Studies
Leadership Behavior Description Questionnaire (LBDQ)
Ø The followers compelete questionnaires about their
leaders
Ø Identify number of times leaders engaged in specific
behaviors
• 150 questions
Ø Participant settings (military, industrial, educational)
Ø Results
• Particular clusters of behaviors were typical of
leaders
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 Ohio State Studies, cont’d.
LBDQ-XII (Stogdill, 1963)
Ø Shortened version of the LBDQ
Ø Most widely used leadership assessment instrument
Ø Results--Two general types of leader behaviors: distinct and independent
• Initiating structure behavior --Leaders provide structure for
subordinates
q Task behaviors--organizing work, giving structure to the work
context, defining role responsibility, and scheduling work activities
• Consideration behavior --Leaders nurture subordinates
q Relationship behaviors--building camaraderie, respect, trust, and liking between
leaders andfollowers

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 University of Michigan Studies
Exploring leadership behavior
Specific emphasis on impact of leadership behavior on
Ø
performance of small groups
Results--Two types of leadership behaviors conceptualized as
opposite ends of a single continuum
Ø Employee orientation
• Strong human relations emphasis, value human individuality, give
special attention to their personal needs
Ø Production orientation
• Stresses the technical aspects of a job, workers are means for
getting work accomplished.
Ø Later studies reconceptualized behaviors as two independent
leadership orientations--possible orientation to both at the
same time
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 Blake and Mouton’s Grid
Historical Perspective
Ø Leadership Grid Components
q Authority-Compliance(9,1)

q Country Club Management (1,9)

q Impoverished Management (1,1)

q Middle-of-the-Road Management (5,5)

q Team Management(9,9)

q Paternalism/Maternalism (1,9; 9,1)

q Opportunism

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 Blake and Mouton’s Managerial
Leadership Grid
Purpose
Definition Designed to explain how leaders
help organizations to reach their
purposes
Ø Developed in early 1960s
Ø 2 axes 1-9 point scale (1 is minimum
and 9 is maximum)
Ø Used extensively in Ø 5 Major leadership styles
organizational training & Ø Two factors
development • Concern for production
q How a leader is concerned with
achieving organizational tasks
• Concern for people
q How a leader attends to the members of
the organization who are trying to achieve
its goals
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The leadership
Grid
Example of practical model
of leadership that is based on
the two major leadership
behaviors: task and
relationship

Northouse, Leadership 8e. © SAGEPublications, 2019.

 Authority-Compliance (9,1)
Definition
Ø Efficiency in operations results
from arranging conditions of work
such that human interference is
minimal
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Role focus
Ø Heavy emphasis on task and job requirements
and less emphasis on people
Ø Communicating with subordinates mainly for
task instructions
Ø Results driven--people regarded as tools to
that end
Ø 9,1 leaders--seen as controlling, demanding,
hard-driving, and overpowering
13
 Country Club (1,9)

Definition Role Focus

Ø Thoughtful attention to the Ø Low concern for task accomplishment

needs of people leads to a coupled with high concern for interpersonal
comfortable, friendly relationships
Ø De-emphasizes production; leaders
organizational atmosphere
stress the attitudes and feelings of
and work tempo people
Ø 1,9 leaders--try to create apositive climate
by being agreeable, eager to help,
comforting, noncontroversial
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 Impoverished (1,1)

Definition Role Focus

Ø Minimal effort exerted to get Ø Leader unconcerned with both

task and interpersonal
work done is appropriate to relationships
sustain organizational Ø Going through the motions, but
membership uninvolved and withdrawn
Ø 1,1 leaders--have little contact with
followers and are described as
indifferent, noncommittal,
resigned, and apathetic
12
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 Middle-of-the-Road (5,5)
Definition Role Focus

Ø Leaders who are compromisers; have

Ø Adequate organizational intermediate concernfor task and
performance possible people who do task
through balancing the Ø To achieve equilibrium, leader avoids
necessity of getting work
done while maintaining conflict while emphasizing moderate
satisfactory morale levels of production and interpersonal
relationships
Ø 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 management (9,9)
Definition Role Focus

Ø Work accomplished through Ø Strong emphasis on both tasks and

committed people; interpersonal relationships
interdependence via a Ø Promotes high degree of participation
“common stake” in the and teamwork, satisfies basic need of
organization’s purpose, employee to be involved and committed
which leads to relationships to their work
of trust and respect Ø 9,9 leader--stimulates participation,
acts determined, makes priorities
clear, follows through, behaves open-
mindedly and enjoys working

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 Paternalism/Maternalism
Role Focus
Definition Ø Leaders who use both 1,9 and 9,1
without integrating the two
Ø Reward and approval are Ø The “benevolent dictator”;acts
bestowed on people in return gracious for purpose of goal
for loyalty and obedience; accomplishment
failure to comply leads to Ø Treats people as though they were
punishment disassociated from the task
Ø Regards the organization as a family
Ø Makes most of the key decisions
Ø Rewards loyalty and punishes non-
compliance
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Paternalism/
Maternalism
 Opportunism
Definition Role Focus

Ø People adapt and shift to any Ø Performance occurs according to a

grid style needed to gain system of selfish gain
maximum advantage Ø Leader uses any combination of
the basic five styles for the
purpose of personal
Leaders usually have a advancement
dominant grid style used Ø May be seen as ruthless and
in most situations and a cunning, self-motivated
backup style that is Ø May also be seen as adaptable
reverted to when under and strategic
pressure
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 How Does the Behavioral Approach
Work?
Ø Focus of behavioral
approach
Example: Two classrooms of
Ø Strengths
Professor Smith and Professor
James
Ø Criticisms

Ø Application
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 Behavioral Approach

Definition Overall Scope

Ø Primarily a framework Ø Offers a general means of

for assessing leadership assessing the behaviors of
as behavior with a task leaders
and relationship
dimension

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 Strengths
Ø Behavioral approach marked a major shift in leadership research
from exclusively trait focused to include behaviors and actions of
leaders
Ø Broad range of studies on leadership style validates and gives
credibility to the basic tenets of theapproach
Ø At conceptual level, a leader’s style is composed of two major types
of behaviors: task and relationship
Ø The behavioral approach is heuristic—leaders can learn a lot about
themselves and how they come across to others by trying to see their
behaviors in light of the task and relationship dimensions

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 Criticisms
Ø Research has not adequately demonstrated how leaders’ styles are
associated with performance outcomes.

Ø No universal style of leadership that could be effective in almost every

situation. Contextual factors such as team goals or cross functional team
membership may require varied leadership styles.

Ø Implies that the most effective leadership style is High-High style (i.e.,
high task/high relationship); research finding support is limited.

Ø Most of the research comes from United States--centric perspective.

Different cultures may prefer different leadership styles than those
favored by current U.S. management practices.

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 Application
Ø Many leadership training and development programs are
designed along the lines of the style approach.
Ø By assessing their own style, managers can determine how
they are perceived by others and how they could change
their behaviors to become more effective.
Ø The style approach applies to nearly everything a leader
does.

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Case study 4.2 Eating lunch standing up
(p.153-154)
Team A: Support
Team B: Against

1. According to the behavioral approach, how would you

describe Susan’s leadership?
2. Why does her leadership behavior create such a pronounced
reaction from her employees?
3. Do you think she should change her behavior?
4. Would she be effective if she changed?
situational
approach
 Overview
ØSituational approach perspective
ØLeadership styles
ØDevelopmental levels
ØHow does the situational approach
work?
 Situational Approach Description
(Hersey & Blanchard, 1969)

“Leaders match their style to the competence and commitment of subordinates”

Perspective
• Focuses on leadership in situations
• Emphasizes adapting style—different situations demand different kinds
of leadership
• Used extensively in organizational leadership training and development
Situational Approach Description,
cont’d (Hersey & Blanchard, 1969)
Definition
Composed of both directive dimension and supportive dimension:

⬥ Each dimension must be applied appropriately in a given situation

⬥ The essence of the situational approach demands that leaders match their
leadership style to the competence and commitment of the followers.

Comprised of Leadership style and development level of followers

 1. Leadership Styles
Definition

• Leadership style--the behavior pattern

of an individual who attempts to
influence others

• It includes both:
• Directive (task) behaviors
• Supportive (relationship) behaviors
 Leadership Styles
Dimension Definition
Directive behaviors--Help group members
in goal achievement via one-way
communication through:
Ø Giving directions
Ø Establishing goals and how to achieve them
Ø Methods of evaluation and time lines
Ø Defining roles
Leadership Styles
Dimension Definitions
Supportive behaviors--Assist group members
via two-way communication in feeling
comfortable with themselves, coworkers, and
situation
Ø Asking for input
Ø Problem solving
Ø Praising, listening
Ø Mostly job-related
Situational
Leadership II

Source: From Leadership and the One Minute Manager :

Increasing Effectiveness Through Situational Leadership II, by
K. Blanchard, P. Zigarmi, and D. Zigarmi, 2003, New York,
NW: William Morrow.
 S1- Directing Style
Ø Leader focuses communication on goal
achievement
Ø Spends LESS time using supportive behaviors
Ø Leader gives instructions about what and how
goals are to be achieved by the followers and then
supervises them carefelly
 S2- Coaching Style
Ø Leader focuses communication on BOTH goal
achievement and supporting subordinates’
socioemotional needs
Ø Requires leader involvement through
encouragement and soliciting subordinate input
Ø Extension of S1 style, leader makes final decision
on what and how of goal accomplishment.
 S3-Supporting Style
Ø Leader does NOT focus solely on goals; uses
supportive behaviors to bring out employee skills
in accomplishing tasks
Ø Leader delegates day-to-day decision-making
control but is available to facilitate problem solving
Ø Leader is quick to give recognition and social
supports to followers.
 S4-Delegating Style
Ø Leader offers LESS task input and social support;
facilitates subordinates’ confidence and motivation
in relation to the task
Ø Leader lessens involvement in planning, control
of details, and goal clarification
Ø Gives subordinates control and refrains from
intervention and unneeded social support
 2. Development Levels
The degree to which followers have the
competence and commitment
necessary to accomplish a given task or
activity
Ø Readiness of the followers
Ø Maturity of the followers
How Does the Situational Approach
Work?
Ø Focus of situational approach
Ø Strengths
Ø Criticisms
Ø Application
 Development level
Ø Followers are at a high development level if they
are interested and confident in their work and
know how to achieve the goal.
Ø Followers are at a developing level if they have
little skill for the goal but believe they have
motivation or confidence to get the job done.
Ø Described in the lower section of SLII diagram
 4 types of followers
Ø D1: low in competence and high in commitment:
new to a goal but excited about the challenge of it
Ø D2: some competence but low commitment: start to
learn a job but lost some of their initial motivation
about the job
Ø D3: moderate to high competence but have variable
commitment: develop the skills but uncertain to
accomplish goals
Ø D4: highest in development: both high competence
and commitment
 Situational Approach
Focus
Ø Assumes that subordinates vacillate (move
forward and backward) along the
developmental continuum of competence and The situational
commitment approach requires
Ø Leader effectiveness depends on: leaders to demonstrate
• assessing subordinate’s developmental a strong degree of
position, and flexibility.”
• adapting his/her leadership style to
match subordinate developmental level
• determining the nature of the situation
How Does the Situational Approach Work?
Using SLII model--In any given situation the leader has two tasks:

1st Task 2nd Task

Diagnose the Situation
Identify the developmental level of Adapt Style
employee To prescribed Leadership style in
Ask questions like: the SLII model
• What is the task subordinates are being • Leadership style must
asked to perform? correspond to the employee’s
• How complicated is it? development level
• What is their skill set?
• Do they have the desire to complete the
job?
How Does the Situational Approach Work?
Employee’s Developmental Level
• Competence
• Commitment
Leader’s Leadership Style
• Directive
• Supportive
Growing cross cultural and technical influences in society
• Most frequently used style is high supportive, low
directive
• Least frequently used style is high directive, low
supportive
 Strengths
Ø Marketplace approval. Situational leadership
is perceived as providing a credible model for
training employees to become effective leaders.

Ø Practicality. Situational leadership is a

straightforward approach that is easily understood
and applied in a variety of settings.

Ø Prescriptive value. Situational leadership clearly

outlines what you should and should not do in
various settings.
 Strengths
Ø Leader flexibility. Situational leadership
stresses that effective leaders are those
who can change their styles based on task
requirements and subordinate needs.

Ø Differential treatment. Situational

leadership is based on the premise that
leaders need to treat each subordinate
according to his/her unique needs.
 Criticisms
Ø Lack of an empirical foundation raises theoretical
considerations regarding the validity of the approach.
Ø Further research is required to determine how
commitment and competence are conceptualized for
each developmental level. Model has more predictive
power when leaderand follower perceptions of
competence and commitment match.
Ø Conceptualizationof commitment itself and why it
varies is very unclear. Replication studies fail to
support basic prescriptions of situational leadership
model.
 Criticisms
Ø Does not account for how particular demographics
influence the leader-subordinate prescriptions of
the model. For example, experienced employees
prefer less directive leadership.
Ø Fails to adequately address the issue of one-to-one
versus group leadership in an organizational
setting.
Ø Questionnaires are biased in favor of situational
leadership.
 Application
Ø Often used in consulting because it’s easy to
conceptualize and apply.

Ø Straightforward nature makes it practical for managers to

apply.

Ø Breadth of situational approach facilitates its applicability

in virtually all types of organizations and levels of
management in organizations.
Case study 5.1 Marathon runners at
different levels (p.181-182)
Four groups answer 4 questions

1. Based on the principles of the SLII model, How do your describe runner of
Group 1?
2. How do you describe the fit between between the runners of Group 2 and
David’s coaching style?
3. The experienced runners in Group 3 appear to be a challenge to David. Using
SLII, explain why David appears ineffective with this group?
4. If you were helping David with his coaching, how would you describe his
strengths and weaknesses. What suggestions would you make to him about
how to improve?
Path – goal theory
 Overview
Ø Path–Goal Theory Perspective
Ø Conditions of Leadership Motivation
Ø Leader Behaviors and Follower Characteristics
Ø Task Characteristics
Ø How Does PGT Work?
 Path–Goal Theory (House, 1971)
Description
Definition
q Path–goal theory centers on how leaders
motivate followers to accomplish designated
goals

q Emphasizes the relationship between

-the leader’sstyle
-the characteristics of the followers
-the work setting
 Path–Goal Theory (House, 1971)
Description
Perspective
q Goal--To enhance employee performance and satisfaction by
focusing on employee motivation
q Motivational Principles (based on Expectancy Theory):
Followers will be motivated if they believe
-they are capable of performing their work

-that their efforts will result in a certainoutcome

-that the payoffs for doing their work are worthwhile

 Challenge to Leader
q Use a leadership style that best meets followers’
motivational needs

q Choose behaviors that complement or supplement what is

missing in the work setting

q Enhance goal attainment by providing information or

rewards

q Provide followers with the elements they need to reach

their goals
Conditions of Leadership Motivation
Leadership generates motivation when

q It increases the number and kinds of payoffs followers

receive from their work

q Makes the path to the goal clear and easy to travel through
with coaching and direction

q Removes obstacles and roadblocks to attaining the goal

q Makes the work itself more personally satisfying

Northouse – Leadership: Theory and Practice, Eighth Edition © 2019 SAGE Publishing, Inc.
Northouse – Leadership: Theory and Practice, Eighth Edition © 2019 SAGE Publishing, Inc.
 Leader Behaviors
Directive Leadership
Leader who gives followers task instruction including:
q What is expected of them
q How task is to be done
q Timeline for task completion
q Clear standards of performance
q Clear rules and regulations
 Leader Behaviors
Supportive Leadership
Leader who is friendly and approachable:

q Attending to well-being and human needs of followers

q Using supportive behavior to make work environment

pleasant

q Treating followers as equals and giving them respect for

their status
 Leader Behaviors
Participative Leadership
Leader who invitesfollowers to share in the
decision making:

q Consults with followers

q Seeks their ideas and opinions

q Integrates their input intogroup/organizationall

decisions
 Leader Behaviors
Achievement-Oriented Leadership
Leader who challengesfollowersto perform work at the
highest level possible:
q Establishes a high standard of excellence for subordinates
q Seeks continuous improvement
q Demonstrates a high degree of confidence in followers’
ability to establish and achieve challenging goals
Follower Characteristics
Strong need for affiliation
q Friendly and concerned leadership is a source of
satisfaction
q Prefers supportive leadership
Preference for psychological structure
q For example, dogmatic and authoritarian follower
q Leadership provides psychological structure, task clarity,
and greater sense of certainty in work setting
q Prefers directive leadership
Follower Characteristics
Desire for Control
Internal locus of control
q Leadership that allows followers to feel in charge of their
work and makes them an integral part of the decision-
making process
q Prefers participative leadership
External locus of control
q Leadership that parallels followers’ feelings that outside
forces control their circumstances
q Prefers directive leadership
Follower Characteristics
Perception of their own ability--specific task
q As perception of ability and competence goes
up, need for highly directive leadership goes
down.
q Directive leadership may become redundant,
possibly excessively controlling.
 Task Characteristics
Components
q Design of followers’ task

q Organization’s formal authority system

q Primary work group of followers

 Task Characteristics
Task Situations Requiring Leader Involvement
q Unclear and ambiguous—Leader needs to provide structure
q Highly repetitive—Leader needs to provide supportto maintain
follower motivation
q Weak formal authority--If formal authority system is weak, the
leader needs to assist followers by making rules and work
requirements clear
q Non-supportive/weak group norms--Leader needs to
help build cohesiveness and role responsibility
 Task Characteristics
Obstacles
q Anything in the work setting that gets in the way of
followers
Ø They create excessive uncertainties, frustrations, or threats for
followers
Ø Leader’s responsibility is to help followers by
Ø Removing the obstacles
Ø Helping followers around them
q Assisting with obstacles will increase
Ø Followers’ expectations to complete the task
Ø Their sense of job satisfaction
How Does the Path–Goal Theory
Work?
Ø Focus of Path–Goal Theory

Ø Strengths

Ø Criticisms

Ø Application
How Does the Path–Goal Theory
Work?
q The leader’s job is to help followers reach their goals by
directing, guiding, and coaching them along the way

q Leaders must evaluate task and follower characteristics

and adapt leadership style to these

q The theory suggests which style is most appropriate for

specific characteristics
 Path–Goal Theory
Approach
Focus Overall Scope
q Path–goal theory is a complex
q Path–goal theory provides a set of
but also pragmatic approach
assumptions about how different
q Leaders should choose a leadership styles will interact with
leadership style that best fits follower characteristics and the
the needs of work situation to affect employee
followers and their work motivation
Northouse – Leadership: Theory and Practice, Eighth Edition © 2019 SAGE Publishing, Inc.
 Strengths
q Useful theoretical framework. Path–goal theory is a useful
theoretical framework for understanding how various leadership
behaviors affect the satisfaction of followers and their work
performance.

q Integrates motivation. Path–goal theory attempts to integrate

the motivation principles of expectancy theory into a theory of
leadership.

q Practical model. Path–goal theory provides a practical model

that underscores and highlights the important ways leaders help
followers.
 criticisms
q Interpreting the meaning of the theory can be confusing because it is so complex and
incorporates so many different aspects of leadership; consequently, it is difficult to
implement.

q Empirical research studies have demonstrated only partial support for path–goal theory.

q Theory doesn’t accountfor gender differences in how leadership is enacted and

perceived.

q Theory assumes leaders possess the advanced communication skills necessary to

interact with followers in all given situations.
q The theory fails to adequately explain the relationship between leadership behavior and
worker motivation.

q The path–goal theory approach treats leadership as a one-way event in which the
leader affects the follower.
 Applications
q PGT offers valuable insights that can be applied in
ongoing settings to improve one’s leadership.

q Informs leaders about when to be directive, supportive,

participative, or achievement oriented.

q The principles of PGT can be employed by leaders at all

organizational levels and for all types oftasks.
Case study 6.1 Three shifts, three supervisors
(p.214-215)
1. Based on the principles of path-goal theory, describe why
Art and Bob appear to be less effective than Carol?
2. How does the leadership of each of the three supervisors
affect the motivation of their respective followers?
3. If you were consulting with Brako about leadership, what
changes and recommendations would you. Make regarding
the supervision of Art, Bob and Carol?
Q&A