Fiedlers contingency model of leadership
Hersey and Blanchards situational leaderships
theory
House path – goal theory of leadership
Measure & intepretation of LPC LPC- least preferred coworkers
Motive of LPC – if high, that means you have a
close interpersonal relationship with other people
i. considerate ii. supportive
Low LPC
– is to achieve task objective
Establishing good relation only if group performing
well or no serious task problem
Low LPC leaders
(1)Value task success
High LPC leaders
In Fiedler’s Model
The relationship between leader LPC score and
leader effectiveness depends on a complex
situational variable
i
- situational favorability
ii
- situational control - measured by:
a) leader-member relation
*
Situation control is greatest when leader-member
relation is good. Task is highly structured and the leader has substantial position power.
High and low LPC leaders are more effective
in some situation
Causal relationships in fiedler’s theory
Causal variable
Causal variable
leader’s LPC score
leader’s LPC score
End result variable
End result variable
group performance
group performance
Situational mederator variables
Situational mederator variables
• Leader member relationLeader member relation • Leader position power Leader position power Causal variable
Causal variable
leader’s LPC score
leader’s LPC score
End result variable
End result variable
group performance
group performance
Situational mederator variables
Situational mederator variables
A) TWO CATEGORIES OF LEADERSHIP BEHAVIOR
i. Task behavior (initiating structure Ohio) ii. Relationship behavior (consideration)
B) SITUATIONAL MODERATOR VARIABLE
Defining of maturity: Capacity to set high but
attainable goals (ACH. Motivation) willingness to take responsibility, education, experience.
EMPLOYEE CAN BE
Matured or Unmatured
JOB MATURITY PSYCOLOGICAL MATURITY
TASK MATURITY
TECHNICAL KNOWLEDGE
HIGH MATURITY
HIGH DEGREE OF SELF HIGH ABILITY
CONFIDENCE TO DO THE JOB
LOW MATURITY
HOW LONG IT TAKES TO MATURE A SUBORDINATE DEPENDS ON THE COMPLEXITY OF THE TASK AND THE
CHARACTERISTIC OF THE SUBORDINATE
Casual variables
Casual variables
- Task behavior
- Task behavior
- Relationship behavior
- Relationship behavior
- Developmental intervention
- Developmental intervention
End results variable
End results variable
- Leader effectiveness
- Leader effectiveness
Situational moderator variables
Situational moderator variables
1. DIRECTING
Give specific instruction and supervise
staff closely . appopriate for first year
teacher
2. COACHING
Explain decision and solicit suggestion
Coaching Works well for 2
ndOR 3
rdYear teacher
They are gaining confidence and
competence
3. SUPPORTING
Make decision together with staff
members and support their efforts.
Appopriat for creative teachers.
4. DELEGATING
Turn over decision and responsibility
for implementing them to staff
members
Appropriate for teachers who go above
A(1,9) B(9,9) SUPPORTING COACHING
Q3 Q2 Q4 Q1
DELEgATING DIRECTING
C(1,1) D(9,1)
VERY HIGH HIGH LOW VERY LOW
A=PARTICIPATING (LT,HR) B=SELLING (HR,HT)
C=DELEGATING (LR,LT) D=TELLING (LR,HT)
PARTICIPATING=HR,LT,HM
MENYOKONG
SELLING=HR,HT,LM
M=KEMATANGAN
COACHING
R=RELATIONSHIP
TELLING=LR,HT,LM
T= TUGAS
DIRECTING
DELEGATING=LT,LR,HM
To explain how the behavior of a leader influence the
1.
House’s Path-Goal Theory of Leadership
Path-goal theory of leadership assumes that a leader’s key function is to adjust his or her
behaviors to complement situational contingency.
Directive leadership spells out the what and how of subordinates’ tasks.
Leadership Factors Contingency Factors Subordinate Outcomes Leadership Behaviors: Directive Supportive Achievement oriented Participate Subordinate Attributes: Authoritarianism Internal-external orientation Ability Work-Setting Attributes: Task
Formal authority system Primary work group
Job Satisfaction: Job leads to valued rewards
Acceptance of Leader: Leader leads to valued rewards
Motivational Behavior: Expectancy that effort leads to performance Instrumentality that such performance is the path to valued rewards
Summary of major path-goal
Achievement oriented leadership
emphasize
setting challenging goals, stressing excellence in
performance, and showing confidence in
people’s ability to achieve high standards of
performance.
Participative leadership
focuses on consulting
with subordinates and seeking and taking their
suggestions into account before making
Increasing personal payoffs of subordinates for work
goal attainment
Opportunities for personal satisfaction Reducing roadblocks and pitfall
Provide subordinate with
Coaching
Guidance
CAUSAL INTERVENING END-RESULT VARIABLE VARIABLES
VARIABLES
LEADER SUBORDINATE SUBORDINATE’S
BEHAVIOR EXPECTATION EFFORTS AND
& VALUES SATISFACTION
SITUATIONAL MODERATOR VARIABLES
Pembolehbah intervening
**Ciri kumpulan dan individu
**Kesan tingkahlaku pemimpin dalam
1. Usaha subordinat = sejauh mana betul-betul ia
berusaha untuk mencapai prestasi tinggi dan penuh bertanggugjawab/komited?
2. Kejelasan tugas subordinat: sejauh mana subordinat
3 Kemahiran subordinat untuk laksana tugas
Pengalamannya
Latihan
Kemahiran
4. Sumber dan perkhidmatan sokongan
Sejauh mana subordinat berkemampuan
mendapatkan alat, kelengkapan dan
5. Oraganisasi tugas dan peranan
sejauh mana unit kerja itu dekendalikan
dengan tersusun untuk mempastikan
stafnya layak, tiada pertindanan tugas
dan tidak membuang masa
6. ‘Kohesif’kumpulan dan kerja berpasukan
sejauh mana subordinat mampu
bekerjasama dengan rakan sekerja,
berkongsi idea, mesra, bantu
7. Hubungan pemimpin – pengikut
Sejauhmana subordinat menyenangi
tingkah laku pemimpinnya, mesra,
seronok bekerja dengannya dan puas
hati
PENJELASAN
1. Walaupun subordinat memang bermotivasi tinggi,
berkemahiran, faham kehendak tugas, tetapi
prestasi sebenar masih kurang daripada potensi maksima sekiranya peralatan,dan kelengakapan tidak ada atau tak cukup
2. Prestasi berkumpulan kakitangan juga bergantung
3. Jika penyempurnaan projek seperti yang diharapkan
sesuai dengan kemahiran subordinat, maka prestasi kumpulan akan meningkat.
4. Kohesif kumpulan dan teamwork melibatkan
5. Sekiranya hubungan pemimpin dan pengikut tidak
mesra, subrdinat akan
Membataskan komunikasi keatas
dengan merahsiakan maklumat dan
menyorok kesilapan dan kelemahan
Tercicir daripada kerja – ponteng
Sabotaj – tak boleh buat kerja –
komplen lebih
Kurangkan usaha – tidak buat kerja
Pembolehubah situasi akan mempengaruhi secara langsung pembolehubah intervening
Contoh – contoh situasi mempengaruhi usaha subordinat ialah
1. Subordinat mungkin menjadi bermotivasi dalaman
2.
Penentu situasi utama berkaitan kejelasan
peranan dalam model multiple linkage adalah
struktur tugas dan role formalization (rules and
regulation)
3.
Kemahiran melaksanakan tugas berbeza bagi
setiap kakitangan. Kemahiran masakini akan
mempengaruhi prestasi kumpulan. Tahap
kemahiran subordinat jua tertakluk kpd proses
perlantikan dan ini juga merupakan satu
pemboleh ubah situasi subordinat.
4.
Yang terakhir ialah tahap kemahiran subordinat
Leader Characteristics Need Achievement Need Power Self Confidence Emotional Maturity Technical skills Conceptual Skills Interpersonal Skills Situational Variables Position Power
Nature of subordinates Task/Technology Organization Structure Managerial Behavior
Planning Recognizing
Prob. Solving Rewarding
Clarifying Supporting
Monitoring Mentoring
Informing Networking
Motivating Consulting
Conflict Mgt. Representing
Intervening Variables
Follower Effort Ability & Role Clarity
Organization of Work Cooperation Resource Adequacy
External Coordination
End-result Variables Unit Performance
Profitability Survival & Growth
