2017 Class 14 Chapter 7 Contingency Theories and Adaptive Leadership Learning Objectives After studying this chapter you should be able to Understand how aspects of the situation can enhance or diminish effects of leader behavior ID: 509667
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MGT 450 – Spring 2019Class 14 – Chapter 7
Contingency Theories and Adaptive LeadershipSlide2
Thought Starter of the DayAlone we can do so little; together we can do so much. Helen Keller (1880 – 1968)Slide3
Chapter 7 Key Learning ConceptsGeneral description of contingency theoriesPath-Goal TheoryLeadership Substitute Theory
Situational Leadership Theory
LPC contingency Model
Conceptual Weaknesses in Contingency Theories
Guidelines for Adaptive Leadership
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Copyright© 2013 Pearson Education Inc. publishing as Prentice Hall Leadership in OrganizationsSlide4
General Descriptions of Contingency TheoriesContingency theories describe how aspects of the leadership situation can alter a leader's influence on an individual subordinate or a work group Emphasizes that effective leadership is dependent upon matching a leader’s style to the right situation.
Inadvertently assumes that leadership styles are behaviors that cannot be influenced or modified.
Copyright© 2013 Pearson Education Inc. publishing as Prentice Hall Leadership in Organizations
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Early Contingency TheoriesPath-Goal TheorySituational Leadership TheoryLPC Contingency ModelLeader Substitutes TheoryCognitive Resources TheoryMultiple-Linkage ModelNormative Decision Model
Copyright© 2013 Pearson Education Inc. publishing as Prentice Hall Leadership in Organizations
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PATH-GOAL THEORYDescribes the way that leaders encourage and support their followers in achieving the goals that have been set by making the path that they should take clear and easy.
In particular, leaders should:
Clarify the path so subordinates know which way to go.
Remove roadblocks that are stopping them from going there.
Increasing the rewards along the route.
How does this work for you????Slide7
PATH-GOAL THEORYSubordinates perform better when they have a clear and accurate role expectation:They perceive that a high level of effort is necessary to attain task objectivesA good chance that their efforts will attain the task objectives
The task of the leader, therefore, is to modify these perceptions and beliefsSlide8
Leader Substitute Theorya.k.a. Self Managing TeamsThe theory states that different situational factors can enhance, neutralize, or substitute for leader behaviors;
Empirical
research has produced mixed results as to its ability to predict subordinate outcomes
.
E.g. Well-designed
jobs that provide clarity, meaning and intrinsic motivation should require little guidance and inspiration from a leader
.A highly cohesive group will also be capable of working without close
supervision, i.e.
self-managing teams;
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Self-Managed Teams (Self-Directed Teams)A self-organized, semiautonomous small group of employees whose members determine, plan and manage
their day-to-day activities and duties under reduced or no supervision.
Self-management
teams work toward goals that are defined by a staff person outside the team. Slide10
Self-Managed Teams - a.k.a. Self-Directed TeamsA self-directed team defines its own goals. While the self-management team is independent, the team members are interdependent.
The
team is self-regulating, operating with few external controls.
Team
members determine schedules, procedures and the need to make adjustments
.
Effective self-management team models are appropriate for
certain types
of work performed, the workplace environment and the structure of the business. Slide11
Cognitive Resources TheoryFred Fiedler & Joe GarciaThe theory focuses on the influence of the leader's intelligence and experience on his or her reaction to stress. (e.g. Calmness in the middle of a storm)
The
essence of the theory is that stress is the enemy of rationality, damaging leaders' ability to think logically and analytically. However, the leader's experience and intelligence can lessen the influence of stress on his (or her)
actions
Intelligence
is the main factor in low-stress situations, while experience counts for more during high-stress moments.Slide12
Stress Impact on LeadershipHIGH STRESSA boss who creates role conflicts with peers & subordinatesA boss that demands miracles without providing necessary resources and supportFrequent work crisesSerious conflicts with subordinates
Emotions disrupt intellectual thinking and makes intelligence difficult to apply
LOW STRESS
Leader intelligence facilitates information processing & problem solving
Likely to improve the quality of autocratic decision makingSlide13
Paul Hersey & Ken BlanchardSituational Leadership TheoryThe fundamental underpinning of the situational leadership theory is that there is no single "best" style of leadership, but rather a variety of leadership approaches based upon the situation and the capability of those who are being led.
Effective leadership is task-relevant, and the most successful leaders are those who adapt their leadership style to the
maturity level
of the individual or group
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Situational Leadership ModelSlide15
Situational LeadershipDirecting (S1): High on directing behaviors, low on supporting behaviors.Coaching (S2): High on both directing and supporting behaviors.Supporting (S3): Low on directing behavior and high on supporting behaviors.
Delegating (S4): Low on both directing and supporting behaviors.Slide16
Situational Leadership ModelLeadership StylesTelling - Directing (S1): The leader tells people what to do and how to do it.Selling - coaching(S2): Leaders "sell" their ideas and message to get group members to buy into the process
Participating - supporting (S3): The leaders offers less direction and allow members of the group to take a more active role in coming up with ideas and making decisions.
Delegating (S4): Characterized by a less involved, hands-off approach to leadership. Group members tend to make most of the decisions and take most of the responsibility for what happens.Slide17
Situational LeadershipFollowership, Maturity or Development Levels of SubordinatesD1: Group members lack the knowledge, skills, and willingness to complete the task.
D2: Group members are willing and enthusiastic, but lack the ability.
D3: Group members have the skills and capability to complete the task, but are unwilling to take responsibility.
D4: Group members are highly skilled and willing to complete the task.Slide18
Situational Leadership ChartSlide19
Situational Leadership ActivitiesTextbook – page 171 – Table 7-2Subordinates are apathetic or discouraged about workSubordinates are confused about what to do or how to do their workThe Group is disorganized and/or it uses weak performance strategies
There is little cooperation and teamwork among members of the group
The group has inadequate resources to do the work
External coordination with other subunits or outsiders is weak.Slide20
Situational Leadership ActivitiesSubordinates are apathetic or discouraged about the workSet challenging goals and express confidence that the subordinates can attain them
Reward effective behavior
Use rational persuasion and inspirational appeals to influence commitment
Provide recognitionSlide21
Situational Leadership ActivitiesSubordinates are confused about what to do or how to do their workMake clear assignments
Set specific goals and provide feedback about performance or about moving in the right direction
Identify skill deficiencies and arrange for necessary skills training
Provide coaching or instruction as neededSlide22
Situational Leadership ActivitiesThe group is disorganized and/or it uses weak performance strategiesDevelop plans to accomplish objectives
Reorganize activities to make better use of people, resources and equipment
Identify and eliminate inefficient and unnecessary activities
Provide more decisive direction of on-going activities in a crisis.Slide23
Situational Leadership ActivitiesThere is little cooperation and teamwork among members of the groupEmphasize common interests and encourage cooperation
Encourage constructive resolution of conflict and help mediate conflicts
Increase group incentives and reduce competition
Use team building activitiesSlide24
Situational Leadership ActivitiesThe group has inadequate resources to do the workFind more reliable or alternative sources of supplies
Ration available resources if necessary
Discuss with higher levels for a larger and more inclusive budgetSlide25
Situational Leadership ActivitiesExternal coordination with other subunits or outsiders is weakNetwork with peers and outsiders to develop more cooperative relationships
Keep peers and outsiders informed about the changes
Monitor closely to detect coordination problems quickly
Meet with peers and outsiders to resolve coordination problemsSlide26
Leadership Adaptations to Changing SituationsUnderstand your leadership situation and try to make it more favorableIncrease flexibility by learning how to use a wide range of relevant behaviorsConsult with people who have relevant knowledge
Monitor a critical task or unreliable person more closely
Provide more coaching to an inexperienced subordinateSlide27
Leadership Management of Crises or Unexpected DisruptionsE.g. Accidents, explosions, natural disasters, equipment breakdowns, product defects, sabotage, health emergencies, snow days, etc.
Do you have a Plan B – Plan C – Plan D, etc.
Anticipate potential problems and prepare for them
Learn to recognize early warning signs for an impending problem
Quickly identify the nature and scope of the problem
Keep people informed of the problem and what is being done about it.Slide28
PRACTICAL EXERCISEL.E.A.D. QUESTIONNAIRESlide29
End of Class 14Homework Re-read Chapter 7
Read Chapter 8
Team 3 – Prepare for Chapter 6 Case Study
Team 4 – Prepare for Chapter 6 Review and Discussion