TEORI KEPIMPINAN SITUASITEORI KEPIMPINAN SITUASIARAHAN: Sila baca mengenai ARAHAN: Sila baca mengenai

teori teori ini dan buat teori teori ini dan buat laporan tentang aplikasi teori laporan tentang aplikasi teori

yang dikemukakan oleh yang dikemukakan oleh Vroom- yetton Vroom- yetton

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Situational theories of leadership Situational theories of leadership effectiveness (contingency theory)effectiveness (contingency theory) Fiedlers contingency model of leadershipFiedlers contingency model of leadership Hersey and Blanchards situational Hersey and Blanchards situational

leaderships theoryleaderships theory House path – goal theory of leadershipHouse path – goal theory of leadership Yulk’s multiple linkage of leader’s Yulk’s multiple linkage of leader’s

effectivenesseffectiveness Vroom – yetton (p.145) theoryVroom – yetton (p.145) theory

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A.A. Fiedlers Contingency Fiedlers Contingency ModelModel

of Leadership (1964,1967)of Leadership (1964,1967) Measure & intepretation of LPCMeasure & intepretation of LPC LPC- least preferred coworkersLPC- least preferred coworkers Motive of LPC – if high, that means you Motive of LPC – if high, that means you

have a close interpersonal have a close interpersonal relationship with other peoplerelationship with other people

i.i. considerate considerate

ii.ii. supportive supportive

iii.iii. close close

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Primary objectivePrimary objective

Low LPCLow LPC

– – is to achieve task objective is to achieve task objective

- concerned about doing a good job- concerned about doing a good job

- task oriented behavior - task oriented behavior

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Sec ObjectiveSec Objective

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

Low LPC leaders Low LPC leaders (1)Value task success(1)Value task success

High LPC leaders High LPC leaders (2)Value interpersonal success(2)Value interpersonal success

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Situational Moderators VariableSituational Moderators Variable

In Fiedler’s ModelIn Fiedler’s Model

The relationship between leader LPC score and The relationship between leader LPC score and leader effectiveness depends on a complex leader effectiveness depends on a complex situational variablesituational variable

ii - situational favorability- situational favorability

iiii - situational control - measured by:- situational control - measured by:

a)a) leader-member relationleader-member relation* * b)b) task structuretask structure

c)c) position powerposition power

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

* MOST IMPORTANT* MOST IMPORTANT

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CONCLUSIONCONCLUSION High and low LPC leaders are more effective High and low LPC leaders are more effective

in some situation in some situation Causal relationships in fiedler’s theory Causal relationships in fiedler’s theory

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

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B.B. Hersey And Blanchard Hersey And Blanchard Situational Leadership TheorySituational Leadership Theory

A) TWO CATEGORIES OF LEADERSHIP A) TWO CATEGORIES OF LEADERSHIP BEHAVIORBEHAVIOR

i.i. Task behavior (initiating structure Ohio)Task behavior (initiating structure Ohio)

ii.ii. Relationship behavior (consideration)Relationship behavior (consideration)

B) SITUATIONAL MODERATOR VARIABLEB) SITUATIONAL MODERATOR VARIABLEi.i. maturitymaturity

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

EMPLOYEE CAN BE EMPLOYEE CAN BE

Matured or Unmatured Matured or Unmatured

* It depends on the task* It depends on the task

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JOB MATURITYJOB MATURITY PSYCOLOGICAL PSYCOLOGICAL MATURITYMATURITY

TASK MATURITYTASK MATURITY

TECHNICAL KNOWLEDGE TECHNICAL KNOWLEDGE

FEELING OF SELF CONFIDENCE FEELING OF SELF CONFIDENCE

SELF RESPECTSELF RESPECT

MATURITY

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HIGH MATURITYHIGH MATURITY

HIGH DEGREE OF SELF HIGH ABILITY HIGH DEGREE OF SELF HIGH ABILITY

CONFIDENCE TO DO THE JOBCONFIDENCE TO DO THE JOB

LOW MATURITYLOW MATURITY

LACKS ABILITY AND CONFIDENCELACKS ABILITY AND CONFIDENCE

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CASUAL RELATIONSHIP IN HERSEY CASUAL RELATIONSHIP IN HERSEY BLANCHARD SITUATIONAL LEADERSHIP BLANCHARD SITUATIONAL LEADERSHIP

THEORYTHEORY

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

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

CHARACTERISTIC OF THE SUBORDINATE CHARACTERISTIC OF THE SUBORDINATE

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APPLYING SITUATIONAL APPLYING SITUATIONAL LEADERSHIP THEORYLEADERSHIP THEORY

1.1. DIRECTINGDIRECTING Give specific instruction and supervise Give specific instruction and supervise

staff closely . appopriate for first year staff closely . appopriate for first year teacherteacher

2.2. COACHINGCOACHING Explain decision and solicit suggestion Explain decision and solicit suggestion

from followers but continue to direct from followers but continue to direct tasktask

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Coaching Works well for 2Coaching Works well for 2ndnd OR 3 OR 3rdrd Year teacherYear teacher

They are gaining confidence and They are gaining confidence and competencecompetence

3.3. SUPPORTINGSUPPORTING Make decision together with staff Make decision together with staff

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

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4.4. DELEGATINGDELEGATING Turn over decision and responsibility Turn over decision and responsibility

for implementing them to staff for implementing them to staff membersmembers

Appropriate for teachers who go above Appropriate for teachers who go above and beyond their instruction and beyond their instruction

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ORIENTASI TUGASORIENTASI TUGAS

A(1,9)A(1,9) B(9,9) B(9,9) SUPPORTING COACHINGSUPPORTING COACHING

Q3 Q2Q3 Q2 Q4 Q1Q4 Q1 DELEgATING DIRECTINGDELEgATING DIRECTING

C(1,1) D(9,1)C(1,1) D(9,1)

VERY HIGH HIGH LOW VERY LOWVERY HIGH HIGH LOW VERY LOW

ORIENTASI PEKERJA

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KEMATANGAN PENGIKUTKEMATANGAN PENGIKUT

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

HERSEY+MOUTON STUDYHERSEY+MOUTON STUDY

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RUMUSANRUMUSAN PARTICIPATING=HR,LT,HMPARTICIPATING=HR,LT,HM

MENYOKONGMENYOKONG SELLING=HR,HT,LM SELLING=HR,HT,LM M=KEMATANGANM=KEMATANGAN

COACHING COACHING R=RELATIONSHIPR=RELATIONSHIP TELLING=LR,HT,LM TELLING=LR,HT,LM T= TUGAST= TUGAS

DIRECTINGDIRECTING DELEGATING=LT,LR,HMDELEGATING=LT,LR,HM

DELEGASIDELEGASI

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C: HOUSE PATH-GOAL THEORY C: HOUSE PATH-GOAL THEORY OF LEADERSHIPOF LEADERSHIP

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

1.1. House’s Path-Goal Theory of LeadershipHouse’s Path-Goal Theory of Leadership

Path-goal theory of leadership assumes that a Path-goal theory of leadership assumes that a leader’s key function is to adjust his or her leader’s key function is to adjust his or her behaviors to complement situational behaviors to complement situational contingency.contingency.

DirectiveDirective leadership spells out the what and how leadership spells out the what and how of subordinates’ tasks.of subordinates’ tasks.

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

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

approach

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Achievement oriented leadership Achievement oriented leadership emphasize setting challenging goals, emphasize setting challenging goals, stressing excellence in performance, and stressing excellence in performance, and showing confidence in people’s ability to showing confidence in people’s ability to achieve high standards of performance.achieve high standards of performance.

Participative leadership Participative leadership focuses on focuses on consulting with subordinates and seeking consulting with subordinates and seeking and taking their suggestions into account and taking their suggestions into account before making decisions. before making decisions.

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MOTIVATION FUNCTION OF MOTIVATION FUNCTION OF A LEADER CONSIST OF: A LEADER CONSIST OF:

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Increasing personal payoffs of Increasing personal payoffs of subordinates for work goal attainment subordinates for work goal attainment

Opportunities for personal satisfaction Opportunities for personal satisfaction Reducing roadblocks and pitfallReducing roadblocks and pitfall

Provide subordinate withProvide subordinate withCoachingCoachingGuidance Guidance Perfomance incentivesPerfomance incentives

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CAUSAL RELATIONSHIP IN PATH-GOAL CAUSAL RELATIONSHIP IN PATH-GOAL THEORY OF LEADERSHIPTHEORY OF LEADERSHIP

CAUSAL CAUSAL INTERVENING INTERVENING END-RESULT END-RESULT VARIABLE VARIABLE VARIABLES VARIABLES VARIABLES VARIABLES

LEADER LEADER SUBORDINATE SUBORDINATE SUBORDINATE’S SUBORDINATE’S

BEHAVIOR BEHAVIOR EXPECTATION EXPECTATION EFFORTS AND EFFORTS AND

& VALUES& VALUES SATISFACTIONSATISFACTION

SITUATIONAL MODERATOR VARIABLESCharacteristics of Task and Environment

Characteristics of Subordinates

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D.D. YULK’S MULTIPLE LINKAGE MODEL YULK’S MULTIPLE LINKAGE MODEL OF LEADERS’ EFFECTIVENESSOF LEADERS’ EFFECTIVENESS

Pembolehbah interveningPembolehbah intervening

**Ciri kumpulan dan individu**Ciri kumpulan dan individu

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

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APA DIA?APA DIA?

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

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

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33 Kemahiran subordinat untuk laksana tugasKemahiran subordinat untuk laksana tugas Pengalamannya Pengalamannya LatihanLatihan KemahiranKemahiran

4.4. Sumber dan perkhidmatan sokongan Sumber dan perkhidmatan sokongan Sejauh mana subordinat berkemampuan Sejauh mana subordinat berkemampuan

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

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5.5. Oraganisasi tugas dan perananOraganisasi tugas dan peranan sejauh mana unit kerja itu dekendalikan sejauh mana unit kerja itu dekendalikan

dengan tersusun untuk mempastikan dengan tersusun untuk mempastikan stafnya layak, tiada pertindanan tugas stafnya layak, tiada pertindanan tugas dan tidak membuang masadan tidak membuang masa

6.6. ‘‘Kohesif’kumpulan dan kerja berpasukanKohesif’kumpulan dan kerja berpasukan sejauh mana subordinat mampu sejauh mana subordinat mampu

bekerjasama dengan rakan sekerja, bekerjasama dengan rakan sekerja, berkongsi idea, mesra, bantu berkongsi idea, mesra, bantu membantu, bertimbang rasa, dan membantu, bertimbang rasa, dan berjayaberjaya

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7. Hubungan pemimpin – pengikut7. Hubungan pemimpin – pengikut Sejauhmana subordinat menyenangi Sejauhmana subordinat menyenangi

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

PENJELASANPENJELASAN1.1. Keupayaan sebenarKeupayaan sebenar

2.2. Peranan yng jelasPeranan yng jelas

3.3. Usaha / kemampuanUsaha / kemampuan

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1.1. Walaupun subordinat memang Walaupun subordinat memang bermotivasi tinggi, berkemahiran, faham bermotivasi tinggi, berkemahiran, faham kehendak tugas, tetapi prestasi sebenar kehendak tugas, tetapi prestasi sebenar masih kurang daripada potensi maksima masih kurang daripada potensi maksima sekiranya peralatan,dan kelengakapan sekiranya peralatan,dan kelengakapan tidak ada atau tak cukuptidak ada atau tak cukup

2.2. Prestasi berkumpulan kakitangan juga Prestasi berkumpulan kakitangan juga bergantung kepada faktor lain yang bergantung kepada faktor lain yang mempengaruhi prestasi individu. Juga, mempengaruhi prestasi individu. Juga, bergantung kepada organisasi peranan bergantung kepada organisasi peranan tugas dan kohensif kumpulantugas dan kohensif kumpulan

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

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

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5.5. Sekiranya hubungan pemimpin dan Sekiranya hubungan pemimpin dan pengikut tidak mesra, subrdinat akanpengikut tidak mesra, subrdinat akan

Membataskan komunikasi keatas Membataskan komunikasi keatas dengan merahsiakan maklumat dan dengan merahsiakan maklumat dan menyorok kesilapan dan kelemahanmenyorok kesilapan dan kelemahan

Tercicir daripada kerja – pontengTercicir daripada kerja – ponteng Sabotaj – tak boleh buat kerja – Sabotaj – tak boleh buat kerja –

komplen lebihkomplen lebih Kurangkan usaha – tidak buat kerja Kurangkan usaha – tidak buat kerja

dengan baik / lambatdengan baik / lambat

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Pembolehubah situasi akan mempengaruhiPembolehubah situasi akan mempengaruhi

secara langsung pembolehubah interveningsecara langsung pembolehubah intervening

Contoh – contoh situasi mempengaruhi Contoh – contoh situasi mempengaruhi usaha subordinat ialahusaha subordinat ialah

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

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2.2. Penentu situasi utama berkaitan kejelasan Penentu situasi utama berkaitan kejelasan peranan dalam model multiple linkage adalah peranan dalam model multiple linkage adalah struktur tugas dan role formalization (rules and struktur tugas dan role formalization (rules and regulation)regulation)

3.3. Kemahiran melaksanakan tugas berbeza bagi Kemahiran melaksanakan tugas berbeza bagi setiap kakitangan. Kemahiran masakini akan setiap kakitangan. Kemahiran masakini akan mempengaruhi prestasi kumpulan. Tahap mempengaruhi prestasi kumpulan. Tahap kemahiran subordinat jua tertakluk kpd proses kemahiran subordinat jua tertakluk kpd proses perlantikan dan ini juga merupakan satu perlantikan dan ini juga merupakan satu pemboleh ubah situasi subordinat. pemboleh ubah situasi subordinat.

4.4. Yang terakhir ialah tahap kemahiran subordinat Yang terakhir ialah tahap kemahiran subordinat melalui latihan yang diterima sebelum terlibat melalui latihan yang diterima sebelum terlibat melaksanakan tugas bersama pemimpin. melaksanakan tugas bersama pemimpin.

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AN INTEGRATING CONCEPTUAL AN INTEGRATING CONCEPTUAL FRAMEWORKFRAMEWORK

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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