CONTINGENCY THEORIES OF LEADERSHIP

We will examine several leadership models that address contingency factors, including situational leadership theory, Fiedler's contingency theory, path-goal theory, and the Vroom-Yetton-Jago participation model.

Situational Leadership Theory

Probably the most popular leadership model, and the one most frequently applied in leadership development and training, was originally developed by consulting and training gurus Paul Hersey and Ken Blanchard as the "life cycle theory of leadership." It evolved through several versions into the situational leadership theory, the idea of which is that a leader's style should be contingent on subordinates' competence and commitment.

To understand situational leadership theory, we must define several concepts. Directive behaviours involve telling a subordinate the how, what, when, and where of a task and closely supervising task accomplishment. Supportive behaviours include listening to subordinates, supporting and encouraging their progress, and involving them in decision-making. Levels of directive and supportive behaviours can be shown on the horizontal and vertical axes of a matrix (Figure 10), with a leader's style (S1 to S4) falling into one of the four quadrants of the matrix. Hersey and Blanchard suggest that the levels of directive behaviour (similar to task-oriented behaviour) and supportive behaviour (similar to people-oriented behaviour) that a leader uses should depend on the development level of the subordinates. Development level refers to a subordinate's competence in setting and attaining goals related to a spe­cific task and commitment to accepting responsibility for those goals.

According to situational leadership theory, managers assess an employee's development level on a continuum, such as the one shown in the bottom of Figure 10, then move up to that part of the curved line above that development level to ascertain the appropriate levels of directive and supportive behaviours - that is, the leadership style. Employees at position Dl on the continuum are high in commitment, but low in competence - for example, the new employee who is enthusiastic about the job, but knows little initially about how to perform. For that employee, the manager must employ a directing leadership style (S1), telling the employee what to do and when, where, and how to do it, to guide the employee in properly carrying out the task. College freshmen might also be considered to be on a Dl level, enthusiastic but somewhat lacking in competence. Level D2 employees have gained some, but not full competence in their tasks but have low commitment. College sophomores may also be at D2, going through the "sophomore slump." They need a coaching leadership style (S2) that provides rather high levels of direction as well as a high level of support to deal with their weakening commitment.

After employees and college students have been around awhile (level D3), they know what they are supposed to do (competence) but their motivation and desire to perform (commitment) change over time. These employees require a mostly supporting leadership style (S3) from the manager, who may listen to complaints and show support, but seldom needs to provide direction in task areas. Finally, the most highly developed employees (D4) are both fully competent and fully committed. For these employees, a. delegating leadership style (S4) is appropriate, allowing the subordinates full rein to determine how to perform their tasks. Because these employees/students know what to do and readily accept responsibility for accomplishing their tasks, they do not require significant direction or support.

Bill Walsh, former coach of football's San Francisco Forty Niners, notes that, out of ten players, two will be superstars and require little coaching. In Blanchard's framework these represent D4s. Six players (maybe the D2 and D3 players) will perform well enough, with the right motivation and direction, to help the team, and two will waste your time (Dls with not quite enough ability). Walsh says to spend most of your time coaching the middle six in order to be successful in football.

Application of the situational leadership model is not easy. Managers must first observe and communicate with employees to determine their level of development. Managers must also be flexible in applying direction and support because employees vary from one to another, as well as within themselves, over time and from task to task. Some managers are inflexible in their leadership style. Moreover, employees may not initially agree with a manager's assessment of their development level, thus requiring a leader's skill in arriving at an assessment consensus and an agreed-upon leadership style, a process called contracting for leadership style. It is also important for a leader to be constantly aware of the need to develop team members by gradually moving ahead of them on the leadership curve and pulling them along the development continuum. Yet another difficulty with the model is that it deals with only one aspect of a situation, the subordinates, and ignores other possibly important factors.

1. Which of these statements expresses the main idea of the text?

a) The idea of the situational leadership theory is that a leader's style should be contingent on subordinates' competence and commitment.

b) To understand situational leadership theory, we must define such concepts as ‘directive behaviours’, ‘supportive behaviours’, and ‘the development level of subordinates’.

c) According to situational leadership theory, managers assess an employee's development level to ascertain the leadership style.

d) Application of the situational leadership model is accompanied by a number of difficulties.

3. Are these statements true or false? Correct the false ones.

a) Consulting and training authorities Paul Hersey and Ken Blanchard created the life cycle theory of leadership.

b) According to Hersey and Blanchard, the levels of directive behaviour and supportive behaviour should be contingent on the development level of the subordinates.

c) Employees at position Dl on the development continuum are high in competence, but low in commitment.

d) Level D2 employees have high commitment.

e) Commitment of level D3 employees alters over time.

f) The most highly developed employees are both fully competent and fully committed.

g) Managers watch and speak to employees to ascertain their level of development.

h) Managers must be uncompromising in applying direction and support.

i) Employees always agree with a manager's assessment of their development level.

j) A leader must move ahead of employees on the development continuum.

4. Answer the questions.

a) What leadership models deal with contingency factors?

b) What other theory does the situational leadership theory originate from?

c) What concepts should be described for understanding situational leadership theory?

d) What activities characterize directive behaviour?

e) What things are typical of supportive behaviour?

f) On which axis of the matrix (Figure 10) are levels of directive behaviour shown?

g) What does the concept ‘development level’ involve?

h) What kind of leadership style should be employed for a new employee at position Dl? What things does this leadership style imply?

i) Does a college sophomore require a directing leadership style or a coaching leadership style? Why?

j) What does a manager usually do if he has a supporting leadership style?

k) Why is a delegating leadership style appropriate for the most highly developed employees?

l) Why does Bill Walsh think that two football players will waste coach’s time?

m) Why must managers be flexible in applying direction and support?

n) What does a process called contracting for leadership style mean?

o) Does the situational leadership model take into account all possible factors?

5. Write a summary of the text.

Date: 2015-01-02; view: 1159