Fiedlers contingency model of leadership Hersey and Blanchards situational leaderships

theory House path – goal theory of leadership Yulk’s multiple linkage of leader’s effectiveness Vroom – yetton (p.145) theory

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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

iii. close

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Low LPC

– is to achieve task objective

- concerned about doing a good job

- task oriented behavior

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Establishing good relation only if group performing well or no serious task problem

Low LPC leaders (1)Value task success

High LPC leaders (2)Value interpersonal success

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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* b) task structure

c) position power6

Situation control is greatest when leader-member relation is good. Task is highly structured and the leader has substantial position power.

* MOST IMPORTANT

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High and low LPC leaders are more effective in some situation

Causal relationships in fiedler’s theory

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Causal variableCausal variable

leader’s LPC scoreleader’s LPC score

End result variableEnd result variable

group performancegroup performance

Situational mederator variablesSituational mederator variables

• Leader member relationLeader member relation• Leader position power Leader position power

• Task structureTask structureCRITISMS P.139CRITISMS P.139

Causal variableCausal variable

leader’s LPC scoreleader’s LPC score

End result variableEnd result variable

group performancegroup performance

Situational mederator variablesSituational mederator variables

• Leader member relationLeader member relation• Leader position power Leader position power

• Task structureTask structure

A) TWO CATEGORIES OF LEADERSHIP BEHAVIORi. Task behavior (initiating structure Ohio)

ii. Relationship behavior (consideration)

B) SITUATIONAL MODERATOR VARIABLEi. maturity

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Defining of maturity: Capacity to set high but attainable goals (ACH. Motivation) willingness to take responsibility, education, experience.

EMPLOYEE CAN BE

Matured or Unmatured

* It depends on the task

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JOB MATURITY PSYCOLOGICAL MATURITY

TASK MATURITY

TECHNICAL KNOWLEDGE

FEELING OF SELF CONFIDENCE

SELF RESPECT

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MATURITY

HIGH MATURITY

HIGH DEGREE OF SELF HIGH ABILITY

CONFIDENCE TO DO THE JOB

LOW MATURITY

LACKS ABILITY AND CONFIDENCE

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HOW LONG IT TAKES TO MATURE A SUBORDINATE DEPENDS ON THE COMPLEXITY OF THE TASK AND THE

CHARACTERISTIC OF THE SUBORDINATE

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Casual variablesCasual variables

- Task behavior- Task behavior- Relationship behavior- Relationship behavior

- Developmental intervention- Developmental intervention

End results variableEnd results variable

- Leader effectiveness- Leader effectiveness

Situational moderator variablesSituational moderator variables

• Subordinate maturitySubordinate maturity

1. DIRECTING Give specific instruction and supervise

staff closely . appopriate for first year teacher

2. COACHING Explain decision and solicit suggestion

from followers but continue to direct task

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Coaching Works well for 2nd OR 3rd Year teacher

They are gaining confidence and competence

3. SUPPORTING Make decision together with staff

members and support their efforts. Appopriat for creative teachers. Support those with excellent ideas

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4. DELEGATING Turn over decision and responsibility

for implementing them to staff members

Appropriate for teachers who go above and beyond their instruction

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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

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ORIENTASI PEKERJA

A=PARTICIPATING (LT,HR) B=SELLING (HR,HT) C=DELEGATING (LR,LT) D=TELLING (LR,HT)

HERSEY+MOUTON STUDY

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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

DELEGASI

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To explain how the behavior of a leader influence the motivation and satisfaction of subordinates

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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.

Supportive leadership focuses on subordinate needs, well-being, and promotion of a friendly work climate.

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Leadership Factors Contingency Factors

Subordinate Outcomes

Leadership Behaviors: Directive SupportiveAchievement orientedParticipate

Subordinate Attributes: AuthoritarianismInternal-external orientation Ability

Work-Setting Attributes:TaskFormal authority systemPrimary work group

Job Satisfaction: Job leads to valued rewards

Acceptance of Leader:Leader leads to valued rewards

Motivational Behavior:Expectancy that effort leads to performanceInstrumentality that such performance is the path to valued rewards

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Summary of major path-goal relationships in House’s leadership

approach

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 decisions.

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MOTIVATION FUNCTION OF A LEADER CONSIST OF:

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Increasing personal payoffs of subordinates for work goal attainment

Opportunities for personal satisfaction Reducing roadblocks and pitfall

Provide subordinate with

CoachingGuidance Perfomance incentives

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CAUSAL INTERVENING END-RESULT VARIABLE VARIABLES VARIABLES

LEADER SUBORDINATE SUBORDINATE’S

BEHAVIOR EXPECTATION EFFORTS AND

& VALUES SATISFACTION

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SITUATIONAL MODERATOR VARIABLESCharacteristics of Task and Environment

Characteristics of Subordinates

Pembolehbah intervening

**Ciri kumpulan dan individu

**Kesan tingkahlaku pemimpin dalam jangkamasa pendek keatas prestasi akan di ganggu oleh pembolehubah intervening ini

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1. Usaha subordinat = sejauh mana betul-betul ia berusaha untuk mencapai prestasi tinggi dan penuh bertanggugjawab/komited?

2. Kejelasan tugas subordinat: sejauh mana subordinat faham tugasnya, t/jawabnya dan apa yang diharapkan darinya

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3 Kemahiran subordinat untuk laksana tugas Pengalamannya Latihan Kemahiran

4. Sumber dan perkhidmatan sokongan Sejauh mana subordinat berkemampuan

mendapatkan alat, kelengkapan dan segala yang diperlukan untuk buat tugas dengan baik

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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 membantu, bertimbang rasa, dan berjaya

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7. Hubungan pemimpin – pengikut Sejauhmana subordinat menyenangi

tingkah laku pemimpinnya, mesra, seronok bekerja dengannya dan puas hati

PENJELASAN1. Keupayaan sebenar

2. Peranan yng jelas

3. Usaha / kemampuan

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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 kepada faktor lain yang mempengaruhi prestasi individu. Juga, bergantung kepada organisasi peranan tugas dan kohensif kumpulan

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3. Jika penyempurnaan projek seperti yang diharapkan sesuai dengan kemahiran subordinat, maka prestasi kumpulan akan meningkat.

4. Kohesif kumpulan dan teamwork melibatkan hubungan interpersonal antara subordinat, bila terjadi hubungan baik barulah ada peningkatan prestasi kumpulan.

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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

dengan baik / lambat

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Pembolehubah situasi akan mempengaruhi

secara langsung pembolehubah intervening

Contoh – contoh situasi mempengaruhi usaha subordinat ialah

1. Subordinat mungkin menjadi bermotivasi dalaman tinggi sekiranya mereka mempunyai etika kerja yang kuat, professional dan mempunyai nilai kerja seperti dalam syarikat Jepun.

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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 melalui latihan yang diterima sebelum terlibat melaksanakan tugas bersama pemimpin.

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Leader CharacteristicsNeed Achievement

Need PowerSelf Confidence

Emotional MaturityTechnical skills

Conceptual SkillsInterpersonal Skills

Situational VariablesPosition Power

Nature of subordinatesTask/Technology

Organization StructureNature of EnvironmentExternal DependenciesSocial Political Forces

Organizational and Culture

Managerial Behavior

Planning Recognizing

Prob. Solving Rewarding

Clarifying Supporting Monitoring Mentoring

Informing Networking

Motivating Consulting

Conflict Mgt. Representing

Intervening VariablesFollower Effort

Ability & Role ClarityOrganization of Work Cooperation

Resource Adequacy

External Coordination

End-result VariablesUnit Performance

Profitability Survival & GrowthGoal Attainment

Member Satisfaction

Personal Power