Situational-Leadership教学讲解课件

SituationalLeadership1965-1980JessePerezDarrellReevesAnneVosbergSituationalLeadership1965-1981OverviewSituationalTheorysuggestsdifferentsituationsdemanddifferentleadershipresponsesbasedontheleader’sassessmentoftheindividual/groups’willingnessandreadiness.ContingencyTheoryfocusesonbothstyleandsituationsandsuggestsleadersadapttheirstylestochangingcircumstanceswithinagivensituationororganizationalcontext.OverviewSituationalTheorysug2TheoristsFrederickFiedlerRobertJ.HouseRobertBlakeJaneMoutonWilliamReddinPaulHerseyKennethBlanchardTheoristsFrederickFiedlerWill3HistoricalContextEconomicOpportunityActof1964CivilRightsActof1964 ElementaryandSecondaryEducationAct(1965)HeadStart(1965)HigherEducationAct(1965)BilingualEducationAct(1967)EqualRightsAmendment(1972)TitleIX(1972)RehabilitationActof1973,Section504PublicLaw94-142HistoricalContextEconomicOpp4Late1960’s

EndofColdWarVietnamWar-rebelliononU.S.collegecampusesCivilRightsMovementCivilRightsprotests/raceriotsDesegregationWomen'srightsorganizationsbecomeactiveIssuesoverbilingualandmulticulturaleducationCompensatoryeducationforthedisadvantagedCriticsquestionrelevanceofeducation,needsofstudents,androleofschoolsinsocialchangeLate1960’sEndofColdWar5

Early1970’sAccessissuescontinuemomentum(sex,ethnicity,disadvantaged,disability)SchoolbusingtoachievedesegregationBacktobasicsandaccountabilitymovementSchoolfundingunderscrutinyWatergatescandal–lossofrespectforthegovernmentHighinflation,recession,andtaxrevoltsCriticsquestionhowtoeducatechildrenforeconomicsurvivalEarly1970’sAccessissuesc6Late1970’sNEApoliticallyactiveBilingualprogramsforHispanicminoritiesCollegeBoardstudyondecliningSATscores(since1964)EmphasisonpoliticallycorrecttermsQuotascomeunderscrutinySchooldisciplinebeingexamined-conservativeapproachCriticsquestionhowschoolsmoldandshapestudentsLate1970’sNEApoliticallyact7BiographyofFrederickFiedlerFiedlerwasBorninVienna,Austriain1922andcametotheU.S.in1938ProfessorofPsychology,andAdjunctProfessorofManagementandOrganizationattheUniversityofWashington,from1969to1993DirectoroftheGroupEffectivenessResearchLabattheUniversityofIllinois,from1951to1969ServedintheU.S.Armyfrom1942-1945Authoredorco-authoredeightbooksandover200scientificpapersPassedawayonDecember24,1999BiographyofFrederickFiedler8FrederickFiedler

TheoriesandConceptsFatherofContingencyLeadershipDevelopedtheContingencyModelofLeadershipLeast-PreferredCoworker(LPC)SoughttoclassifydifferentsituationsintermsoffavorablenesstotheleaderThreefactorstodeterminingdegreeoffavorableness:QualityofrelationsbetweenleaderandfollowersDegreetowhichthetaskiswellstructuredPowerinleader’sposition.FrederickFiedler

Theoriesan9MajorVariablesin

Fiedler’sContingencyTheoryLeader’sMotivationalSystemSituationalFavorablenessOutcomeLeadershipStyleLeader-MemberRelationsTaskStructureLeader’sPositionPowerEffectivenessMajorVariablesin

Fiedler’sC10Fiedler’sContingencyTheoryLeadershipmeasure:LeastPreferredCo-worker(LPC)LowLPC—thinkunfavorablyofthosewhocausedthemostdifficultyingettingthejobdone=TaskOrientedHighLPC—thinkfavorablyofthosewhocausedthemostdifficultyingettingthejobdone=PeopleOrientedFiedler’sContingencyTheoryLe11House’sPath-GoalTheory

ofLeadershipRobertHousedevelopedthistheory.ThetheoryiscloselyrelatedtotheexpectancytheoryofmotivationandalsoextractsimportantrelatedelementsfromOhioStateleadershipresearch.ExpectancyTheoryattemptstoexplainbehaviorintermsofanindividual’sgoalsandchoicesandtheexpectationsofachievingthesegoals.House’sPath-GoalTheory

ofLe12RelationshipofVariablesinthePath-GoalCausalVariablesLeaderBehaviorDirectiveSupportiveParticipativeAchievementOrientedModeratorVariablesSubordinateCharacteristicsAbilityLocusofControlNeedsandMotivesEnvironmentalForcesTheTaskWorkGroupAuthoritySystemOutcomeVariablesSatisfactionMotivationEffortPerformanceRelationshipofVariablesint13House’sPath-GoalTheory

ofLeadershipPathGoalTheorystatesthatleaderscanassistemployeesinattaininggoalsbyshowing/providingdirectionandsupportalongthepathtothedestination.House’sPath-GoalTheory

ofLe14House’sPath-GoalTheory–

LeadershipBehaviorsThefollowingarethefourdistinctleadershipbehaviorsassociatedwithpath-goaltheory:DirectiveSupportiveParticipativeAchievementOrientedHouse’sPath-GoalTheory–

Le15House’sPath-GoalTheory-

cont.

LeadershipBehaviorsDirective:Theleadertellsthesubordinateswhattodo,andwhentodoit.(Noemployeeparticipationindecisionmaking).Supportive:Theleaderisfriendlywith,andshowsinterestinemployees.House’sPath-GoalTheory-cont16House’sPath-GoalTheory

cont.

LeadershipBehaviorsParticipative:Theleaderseekssuggestionsandinvolvesemployeesindecisionmaking.AchievementOriented:Theleaderestablisheschallenginggoalsanddemonstratesconfidenceinemployeesinachievingthesegoals.House’sPath-GoalTheorycont.17BiographyofRobertBlake

Co-founderandchairmanemeritusofScientificMethods,Inc.-abehavioralsciencefirmservingindustryPh.D.inPsychologyfromUniversityofTexasProfessoratUniversityofTexasfrom1947until1964Co-authoredover30bookswithMoutonDiplomateinIndustrialandOrganizationalPsychologyFellowoftheAmericanPsychologicalAssoc.BiographyofRobertBlake

Co-f18BiographyofJaneMoutonPh.D.inPsychologyCo-founderofScientificMethods,Inc.andservedasitsPresidentuntilherdeathin1987Specializedinresearchonconformity,dynamicsofwin-loseconflict,andcreativedecision-makingCo-authoredover30bookswithBlakeTaughtattheUniversityofTexasAssociateoftheAmericanPsychologicalAssociationandtheNationalTrainingLaboratoriesBiographyofJaneMoutonPh.D.19BlakeandMouton

TheoriesandConceptsCorporateExcellencethroughGridMgmt.ConcernforproductionandconcernforpeopleintegratedinformofagridIdentifiesanarrayofpossibleleaderbehaviorsConsultantroleinimprovingorganizationsOrganizationalchangeSynergyandteamworkBlakeandMouton

Theoriesand20BlakeandMouton’s

ManagerialGridPopularinorganizationaltraininganddevelopmentLeadershipOrientationModelConcernforproduction–howleaderisconcernedwithachievingtasksConcernforpeople–howleaderattendstopeopleastheyachievetheorganizationalgoalsBlakeandMouton’s

Managerial21Blake-Mouton

ManagerialGrid

Fivemajorstyles

Authority-Compliance-(9,1)hightask,lowpeopleCountryClubMgmt.-(1,9)lowtask,highpeopleImpoverishedMgmt.-(1,1)lowtask,lowpeopleMiddle-of-the-roadMgmt.-(5,5)intermediateTeamManagement-(9,9)hightask,highpeopleBlake-Mouton

ManagerialGri22BiographyofWilliamJ.ReddinBritishbornsocialscientistEducatedinUK,Canada,andtheUSFormerChairintheDept.ofBus.Admin.Specialtyisorganizationaltheory&changeBestknownforthe3-DtheoryWrittenbooksonstatistics,counseling,finance,andmanagementeffectivenessCo-founderofWJReddin&Associates internationalconsultingfirm(15countries)BiographyofWilliamJ.Reddin23Reddin’s

3-DManagerialTheory12boxmodelofmanagementbehaviorFirsttoaddthirddimension,EffectivenesstotheManagerialGridBehavior–relationshiportaskoriented,positiveornegativeStyleiseitherappropriate,inappropriate,orneutraldependentuponthesituationReddin’s

3-DManagerialTheor24Reddin’sStylesofManagementIntegrated–(highTO,highRO) Compromiser(-)&Executive(+)Separated–(lowTO,lowRO) Deserter(-)&Bureaucrat(+)Dedicated–(highTO,lowRO) Autocrat(-)&BenevolentAutocrat(+)Related–(lowTO,highRO) Missionary(-)&Developer(+)Reddin’sStylesofManagementI25BiographyofPaulHerseyCo-founderoftheCenterforLeadershipStudiesInternationally-knownbehavioralscientistandsuccessfulentrepreneurServedasauniversityprofessorincludingOhioUniversityConsultanttoindustrial,governmentandmilitaryorganizationsAuthored/co-authorednumerouspapers,articlesandbooksincludingManagementofHumanBehavior:

UtilizingHumanResourcesWorldRenownedauthorityontraininganddevelopmentinleadership,mgmt.,&sellingBiographyofPaulHerseyCo-fou26BiographyofKennethBlanchardPh.D.ineducationaladministrationandleadershipfromCornellUniversityCo-authoredOne-MinuteManagerLibrary,i.e.TheOneMinuteManagerChairmanandco-founderofBlanchardTrainingandDevelopment,Inc.ManagementConsultantandtrainingcompanywhichhefoundedin1979BiographyofKennethBlanchard27HerseyandBlanchard

TheoriesandConcepts

DevelopedtheSituationalLeadershipModelModelseparatesleadershipbehaviorsintotwogeneralcategories:TaskandRelationshipStressesthatnosinglecombinationofTaskandRelationshipBehaviorsissuitableinallinstancesSpecificcombinationsarebestfordifferentsituationsPrincipaldeterminant:“followerreadiness”Modelallowsforflexibilitytomeetorg.needsHerseyandBlanchard

Theories28HerseyandBlanchardFollowerreadinessincludesbothskillandemotionalcomponentsthatteammembersneedtocompleteaparticulartasksuccessfully.ChallengeistomatchtheleadershipstyletolevelofeachteammemberandtaskIndividualswillperformtotheirindividualandgroupmaturitylevels.Leadershipstyleusedneedstobeflexibleinadaptingtodifferencesinmaturity.HerseyandBlanchardFollowerr29Hersey-BlanchardModelTaskBehaviorSupportiveBehaviorParticipatingSellingDelegatingTellingHiLoLoHiFollowerReadiness(Maturity)HighLowHersey-BlanchardModelTaskB30HerseyandBlanchard

SituationalLeadershipModel

Telling

-Leaderdecidesoncourseofactionandannouncesit.Hightask,lowrelationshipSelling

-Leaderdecidesoncourseofactionandsellsit.Hightask,highrelationshipParticipating

-Leaderinvolvesfollowersinthedecisionmakingprocess.Highrelationship,lowtask.Delegating

-Leaderallowsfollowerstodecideandimplement.Lowrelationship,lowtask.HerseyandBlanchard

Situation31HerseyandBlanchardSituational

LeadershipModelHorizontalAxis:theleader’sconcernfortaskbehavior.VerticalAxis:theleader’sconcernforrelationshipbehavior.“Mature”followersrespondtodelegatingandparticipatingleadershipstyles.“Immature”followersrespondtotellingandsellingleadershipstyles.HerseyandBlanchardSituation32APPLICATIONSInitially,thesituationalmodelwasdevelopedasamanagementtrainingtoolSimilarly,situationalandcontingencymodelsshouldbeequallyaseffectiveinadministratorandgoverningboardmembertraining.APPLICATIONSInitially,thesit33APPLICATIONSExposuretosituationaltheoryiscommonplaceingraduate-levelacademicprograms,i.e.MBAPrograms,EducationalLeadershipandalsointhebusiness/privatesector.Theremayalsobepositiveresultsfromuseofsituationalmodelsinteacherandcounseloreducationpreparationprogramsatthebaccalaureatelevel,andschoolin-serviceprogramming.APPLICATIONSExposuretosituat34APPLICATIONSIneducation,andcorporations,contingencymodelscanbesuccessfullyappliedtodecision-making,motivation,organizationalculturechange,andconflictmanagement.APPLICATIONSIneducation,and35CompareandContrast

toOtherErasScientificManagement

-focusesonproduction,efficiency,andbureaucraciesHumanRelation

-focusesonpeople,effectiveorganizations,andmanagementtechniquestoimproverelationshipsCompareandContrast

toOther36CompareandContrast

toOther

ErasSocialSystems

-bridgesscientificandhumanrelations/psychologymovementFuturists-emphasisonchangetheory,sitebasedmanagement,andnewemergingleadershipstylesCompareandContrast

toOther37StrengthsAcceptable,credible,practicalmodelPrescriptiveapproachtoleadershipeffectivenessStraightforward,user-friendlyapproachStrengthsAcceptable,credible,38Strengthscont.EmphasizestheconceptofleaderflexibilityIndividualshaveuniqueskillsandneedsContingency:LeadersinoptimalsituationsStrengthscont.Emphasizesthe39CriticismsSituationalaspectlacksstrongbodyofresearchfoundinContingencyLacksofguidelinesforapplicationingroupsettingsRelatedquestionnairesareconsideredbiasedandcumbersomeDoesnotaddressthe“Why”ofleadershipeffectivenessincertainsituationsLPCscaleseemstolacksurfacevalidityContingencyadvocateschangingsituationwhenleadershipstyledoesn’tfitCriticismsSituationalaspectl40SituationalLeadership1965-1980JessePerezDarrellReevesAnneVosbergSituationalLeadership1965-19841OverviewSituationalTheorysuggestsdifferentsituationsdemanddifferentleadershipresponsesbasedontheleader’sassessmentoftheindividual/groups’willingnessandreadiness.ContingencyTheoryfocusesonbothstyleandsituationsandsuggestsleadersadapttheirstylestochangingcircumstanceswithinagivensituationororganizationalcontext.OverviewSituationalTheorysug42TheoristsFrederickFiedlerRobertJ.HouseRobertBlakeJaneMoutonWilliamReddinPaulHerseyKennethBlanchardTheoristsFrederickFiedlerWill43HistoricalContextEconomicOpportunityActof1964CivilRightsActof1964 ElementaryandSecondaryEducationAct(1965)HeadStart(1965)HigherEducationAct(1965)BilingualEducationAct(1967)EqualRightsAmendment(1972)TitleIX(1972)RehabilitationActof1973,Section504PublicLaw94-142HistoricalContextEconomicOpp44Late1960’s

EndofColdWarVietnamWar-rebelliononU.S.collegecampusesCivilRightsMovementCivilRightsprotests/raceriotsDesegregationWomen'srightsorganizationsbecomeactiveIssuesoverbilingualandmulticulturaleducationCompensatoryeducationforthedisadvantagedCriticsquestionrelevanceofeducation,needsofstudents,androleofschoolsinsocialchangeLate1960’sEndofColdWar45

Early1970’sAccessissuescontinuemomentum(sex,ethnicity,disadvantaged,disability)SchoolbusingtoachievedesegregationBacktobasicsandaccountabilitymovementSchoolfundingunderscrutinyWatergatescandal–lossofrespectforthegovernmentHighinflation,recession,andtaxrevoltsCriticsquestionhowtoeducatechildrenforeconomicsurvivalEarly1970’sAccessissuesc46Late1970’sNEApoliticallyactiveBilingualprogramsforHispanicminoritiesCollegeBoardstudyondecliningSATscores(since1964)EmphasisonpoliticallycorrecttermsQuotascomeunderscrutinySchooldisciplinebeingexamined-conservativeapproachCriticsquestionhowschoolsmoldandshapestudentsLate1970’sNEApoliticallyact47BiographyofFrederickFiedlerFiedlerwasBorninVienna,Austriain1922andcametotheU.S.in1938ProfessorofPsychology,andAdjunctProfessorofManagementandOrganizationattheUniversityofWashington,from1969to1993DirectoroftheGroupEffectivenessResearchLabattheUniversityofIllinois,from1951to1969ServedintheU.S.Armyfrom1942-1945Authoredorco-authoredeightbooksandover200scientificpapersPassedawayonDecember24,1999BiographyofFrederickFiedler48FrederickFiedler

TheoriesandConceptsFatherofContingencyLeadershipDevelopedtheContingencyModelofLeadershipLeast-PreferredCoworker(LPC)SoughttoclassifydifferentsituationsintermsoffavorablenesstotheleaderThreefactorstodeterminingdegreeoffavorableness:QualityofrelationsbetweenleaderandfollowersDegreetowhichthetaskiswellstructuredPowerinleader’sposition.FrederickFiedler

Theoriesan49MajorVariablesin

Fiedler’sContingencyTheoryLeader’sMotivationalSystemSituationalFavorablenessOutcomeLeadershipStyleLeader-MemberRelationsTaskStructureLeader’sPositionPowerEffectivenessMajorVariablesin

Fiedler’sC50Fiedler’sContingencyTheoryLeadershipmeasure:LeastPreferredCo-worker(LPC)LowLPC—thinkunfavorablyofthosewhocausedthemostdifficultyingettingthejobdone=TaskOrientedHighLPC—thinkfavorablyofthosewhocausedthemostdifficultyingettingthejobdone=PeopleOrientedFiedler’sContingencyTheoryLe51House’sPath-GoalTheory

ofLeadershipRobertHousedevelopedthistheory.ThetheoryiscloselyrelatedtotheexpectancytheoryofmotivationandalsoextractsimportantrelatedelementsfromOhioStateleadershipresearch.ExpectancyTheoryattemptstoexplainbehaviorintermsofanindividual’sgoalsandchoicesandtheexpectationsofachievingthesegoals.House’sPath-GoalTheory

ofLe52RelationshipofVariablesinthePath-GoalCausalVariablesLeaderBehaviorDirectiveSupportiveParticipativeAchievementOrientedModeratorVariablesSubordinateCharacteristicsAbilityLocusofControlNeedsandMotivesEnvironmentalForcesTheTaskWorkGroupAuthoritySystemOutcomeVariablesSatisfactionMotivationEffortPerformanceRelationshipofVariablesint53House’sPath-GoalTheory

ofLeadershipPathGoalTheorystatesthatleaderscanassistemployeesinattaininggoalsbyshowing/providingdirectionandsupportalongthepathtothedestination.House’sPath-GoalTheory

ofLe54House’sPath-GoalTheory–

LeadershipBehaviorsThefollowingarethefourdistinctleadershipbehaviorsassociatedwithpath-goaltheory:DirectiveSupportiveParticipativeAchievementOrientedHouse’sPath-GoalTheory–

Le55House’sPath-GoalTheory-

cont.

LeadershipBehaviorsDirective:Theleadertellsthesubordinateswhattodo,andwhentodoit.(Noemployeeparticipationindecisionmaking).Supportive:Theleaderisfriendlywith,andshowsinterestinemployees.House’sPath-GoalTheory-cont56House’sPath-GoalTheory

cont.

LeadershipBehaviorsParticipative:Theleaderseekssuggestionsandinvolvesemployeesindecisionmaking.AchievementOriented:Theleaderestablisheschallenginggoalsanddemonstratesconfidenceinemployeesinachievingthesegoals.House’sPath-GoalTheorycont.57BiographyofRobertBlake

Co-founderandchairmanemeritusofScientificMethods,Inc.-abehavioralsciencefirmservingindustryPh.D.inPsychologyfromUniversityofTexasProfessoratUniversityofTexasfrom1947until1964Co-authoredover30bookswithMoutonDiplomateinIndustrialandOrganizationalPsychologyFellowoftheAmericanPsychologicalAssoc.BiographyofRobertBlake

Co-f58BiographyofJaneMoutonPh.D.inPsychologyCo-founderofScientificMethods,Inc.andservedasitsPresidentuntilherdeathin1987Specializedinresearchonconformity,dynamicsofwin-loseconflict,andcreativedecision-makingCo-authoredover30bookswithBlakeTaughtattheUniversityofTexasAssociateoftheAmericanPsychologicalAssociationandtheNationalTrainingLaboratoriesBiographyofJaneMoutonPh.D.59BlakeandMouton

TheoriesandConceptsCorporateExcellencethroughGridMgmt.ConcernforproductionandconcernforpeopleintegratedinformofagridIdentifiesanarrayofpossibleleaderbehaviorsConsultantroleinimprovingorganizationsOrganizationalchangeSynergyandteamworkBlakeandMouton

Theoriesand60BlakeandMouton’s

ManagerialGridPopularinorganizationaltraininganddevelopmentLeadershipOrientationModelConcernforproduction–howleaderisconcernedwithachievingtasksConcernforpeople–howleaderattendstopeopleastheyachievetheorganizationalgoalsBlakeandMouton’s

Managerial61Blake-Mouton

ManagerialGrid

Fivemajorstyles

Authority-Compliance-(9,1)hightask,lowpeopleCountryClubMgmt.-(1,9)lowtask,highpeopleImpoverishedMgmt.-(1,1)lowtask,lowpeopleMiddle-of-the-roadMgmt.-(5,5)intermediateTeamManagement-(9,9)hightask,highpeopleBlake-Mouton

ManagerialGri62BiographyofWilliamJ.ReddinBritishbornsocialscientistEducatedinUK,Canada,andtheUSFormerChairintheDept.ofBus.Admin.Specialtyisorganizationaltheory&changeBestknownforthe3-DtheoryWrittenbooksonstatistics,counseling,finance,andmanagementeffectivenessCo-founderofWJReddin&Associates internationalconsultingfirm(15countries)BiographyofWilliamJ.Reddin63Reddin’s

3-DManagerialTheory12boxmodelofmanagementbehaviorFirsttoaddthirddimension,EffectivenesstotheManagerialGridBehavior–relationshiportaskoriented,positiveornegativeStyleiseitherappropriate,inappropriate,orneutraldependentuponthesituationReddin’s

3-DManagerialTheor64Reddin’sStylesofManagementIntegrated–(highTO,highRO) Compromiser(-)&Executive(+)Separated–(lowTO,lowRO) Deserter(-)&Bureaucrat(+)Dedicated–(highTO,lowRO) Autocrat(-)&BenevolentAutocrat(+)Related–(lowTO,highRO) Missionary(-)&Developer(+)Reddin’sStylesofManagementI65BiographyofPaulHerseyCo-founderoftheCenterforLeadershipStudiesInternationally-knownbehavioralscientistandsuccessfulentrepreneurServedasauniversityprofessorincludingOhioUniversityConsultanttoindustrial,governmentandmilitaryorganizationsAuthored/co-authorednumerouspapers,articlesandbooksincludingManagementofHumanBehavior:

UtilizingHumanResourcesWorldRenownedauthorityontraininganddevelopmentinleadership,mgmt.,&sellingBiographyofPaulHerseyCo-fou66BiographyofKennethBlanchardPh.D.ineducationaladministrationandleadershipfromCornellUniversityCo-authoredOne-MinuteManagerLibrary,i.e.TheOneMinuteManagerChairmanandco-founderofBlanchardTrainingandDevelopment,Inc.ManagementConsultantandtrainingcompanywhichhefoundedin1979BiographyofKennethBlanchard67HerseyandBlanchard

TheoriesandConcepts

DevelopedtheSituationalLeadershipModelModelseparatesleadershipbehaviorsintotwogeneralcategories:TaskandRelationshipStressesthatnosinglecombinationofTaskandRelationshipBehaviorsissuitableinallinstancesSpecificcombinationsarebestfordifferentsituationsPrincipaldeterminant:“followerreadiness”Modelallowsforflexibilitytomeetorg.needsHerseyandBlanchard

Theories68HerseyandBlanchardFollowerreadinessincludesbothskillandemotionalcomponentsthatteammembersneedtocompleteaparticulartasksuccessfully.ChallengeistomatchtheleadershipstyletolevelofeachteammemberandtaskIndividualswillperformtotheirindividualandgroupmaturitylevels.Leadershipstyleusedneedstobeflexibleinadaptingtodifferencesinmaturity.HerseyandBlanchardFollowerr69Hersey-BlanchardModelTaskBehaviorSupportiveBehaviorParticipatingSellingDelegatingTellingHiLoLoHiFollowerReadiness(Maturity)HighLowHersey-BlanchardModelTaskB70HerseyandBlanchard

SituationalLeadershipModel

Telling

-Leaderdecidesoncourseofactionandannouncesit.Hightask,lowrelationshipSelling

-Leaderdecidesoncourseofactionandsellsit.Hightask,highrelationshipParticipating

-Leaderinvolvesfollowersinthedecisionmakingprocess.Highrelationship