SituationalLeadership1965-1980JessePerezDarrellReevesAnneVosbergOverviewSituationalTheorysuggestsdifferentsituationsdemanddifferentleadershipresponsesbasedontheleader’sassessmentoftheindividual/groups’willingnessandreadiness.ContingencyTheoryfocusesonbothstyleandsituationsandsuggestsleadersadapttheirstylestochangingcircumstanceswithinagivensituationororganizationalcontext.TheoristsFrederickFiedlerRobertJ.HouseRobertBlakeJaneMoutonWilliamReddinPaulHerseyKennethBlanchardHistoricalContextEconomicOpportunityActof1964CivilRightsActof1964 ElementaryandSecondaryEducationAct(1965)HeadStart(1965)HigherEducationAct(1965)BilingualEducationAct(1967)EqualRightsAmendment(1972)TitleIX(1972)RehabilitationActof1973,Section504PublicLaw94-142Late1960’s

EndofColdWarVietnamWar-rebelliononU.S.collegecampusesCivilRightsMovementCivilRightsprotests/raceriotsDesegregationWomen'srightsorganizationsbecomeactiveIssuesoverbilingualandmulticulturaleducationCompensatoryeducationforthedisadvantagedCriticsquestionrelevanceofeducation,needsofstudents,androleofschoolsinsocialchange

Early1970’sAccessissuescontinuemomentum(sex,ethnicity,disadvantaged,disability)SchoolbusingtoachievedesegregationBacktobasicsandaccountabilitymovementSchoolfundingunderscrutinyWatergatescandal–lossofrespectforthegovernmentHighinflation,recession,andtaxrevoltsCriticsquestionhowtoeducatechildrenforeconomicsurvivalLate1970’sNEApoliticallyactiveBilingualprogramsforHispanicminoritiesCollegeBoardstudyondecliningSATscores(since1964)EmphasisonpoliticallycorrecttermsQuotascomeunderscrutinySchooldisciplinebeingexamined-conservativeapproachCriticsquestionhowschoolsmoldandshapestudentsBiographyofFrederickFiedlerFiedlerwasBorninVienna,Austriain1922andcametotheU.S.in1938ProfessorofPsychology,andAdjunctProfessorofManagementandOrganizationattheUniversityofWashington,from1969to1993DirectoroftheGroupEffectivenessResearchLabattheUniversityofIllinois,from1951to1969ServedintheU.S.Armyfrom1942-1945Authoredorco-authoredeightbooksandover200scientificpapersPassedawayonDecember24,1999FrederickFiedler

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

Fiedler’sContingencyTheoryLeader’sMotivationalSystemSituationalFavorablenessOutcomeLeadershipStyleLeader-MemberRelationsTaskStructureLeader’sPositionPowerEffectivenessFiedler’sContingencyTheoryLeadershipmeasure:LeastPreferredCo-worker(LPC)LowLPC—thinkunfavorablyofthosewhocausedthemostdifficultyingettingthejobdone=TaskOrientedHighLPC—thinkfavorablyofthosewhocausedthemostdifficultyingettingthejobdone=PeopleOrientedHouse’sPath-GoalTheory

ofLeadershipRobertHousedevelopedthistheory.ThetheoryiscloselyrelatedtotheexpectancytheoryofmotivationandalsoextractsimportantrelatedelementsfromOhioStateleadershipresearch.ExpectancyTheoryattemptstoexplainbehaviorintermsofanindividual’sgoalsandchoicesandtheexpectationsofachievingthesegoals.RelationshipofVariablesinthePath-GoalCausalVariablesLeaderBehaviorDirectiveSupportiveParticipativeAchievementOrientedModeratorVariablesSubordinateCharacteristicsAbilityLocusofControlNeedsandMotivesEnvironmentalForcesTheTaskWorkGroupAuthoritySystemOutcomeVariablesSatisfactionMotivationEffortPerformanceHouse’sPath-GoalTheory

ofLeadershipPathGoalTheorystatesthatleaderscanassistemployeesinattaininggoalsbyshowing/providingdirectionandsupportalongthepathtothedestination.House’sPath-GoalTheory–

LeadershipBehaviorsThefollowingarethefourdistinctleadershipbehaviorsassociatedwithpath-goaltheory:DirectiveSupportiveParticipativeAchievementOrientedHouse’sPath-GoalTheory-

cont.

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

cont.

LeadershipBehaviorsParticipative:Theleaderseekssuggestionsandinvolvesemployeesindecisionmaking.AchievementOriented:Theleaderestablisheschallenginggoalsanddemonstratesconfidenceinemployeesinachievingthesegoals.BiographyofRobertBlake

Co-founderandchairmanemeritusofScientificMethods,Inc.-abehavioralsciencefirmservingindustryPh.D.inPsychologyfromUniversityofTexasProfessoratUniversityofTexasfrom1947until1964Co-authoredover30bookswithMoutonDiplomateinIndustrialandOrganizationalPsychologyFellowoftheAmericanPsychologicalAssoc.BiographyofJaneMoutonPh.D.inPsychologyCo-founderofScientificMethods,Inc.andservedasitsPresidentuntilherdeathin1987Specializedinresearchonconformity,dynamicsofwin-loseconflict,andcreativedecision-makingCo-authoredover30bookswithBlakeTaughtattheUniversityofTexasAssociateoftheAmericanPsychologicalAssociationandtheNationalTrainingLaboratoriesBlakeandMouton

TheoriesandConceptsCorporateExcellencethroughGridMgmt.ConcernforproductionandconcernforpeopleintegratedinformofagridIdentifiesanarrayofpossibleleaderbehaviorsConsultantroleinimprovingorganizationsOrganizationalchangeSynergyandteamworkBlakeandMouton’s

ManagerialGridPopularinorganizationaltraininganddevelopmentLeadershipOrientationModelConcernforproduction–howleaderisconcernedwithachievingtasksConcernforpeople–howleaderattendstopeopleastheyachievetheorganizationalgoalsBlake-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,highpeopleBiographyofWilliamJ.ReddinBritishbornsocialscientistEducatedinUK,Canada,andtheUSFormerChairintheDept.ofBus.Admin.Specialtyisorganizationaltheory&changeBestknownforthe3-DtheoryWrittenbooksonstatistics,counseling,finance,andmanagementeffectivenessCo-founderofWJReddin&Associates internationalconsultingfirm(15countries)Reddin’s

3-DManagerialTheory12boxmodelofmanagementbehaviorFirsttoaddthirddimension,EffectivenesstotheManagerialGridBehavior–relationshiportaskoriented,positiveornegativeStyleiseitherappropriate,inappropriate,orneutraldependentuponthesituationReddin’sStylesofManagementIntegrated–(highTO,highRO) Compromiser(-)&Executive(+)Separated–(lowTO,lowRO) Deserter(-)&Bureaucrat(+)Dedicated–(highTO,lowRO) Autocrat(-)&BenevolentAutocrat(+)Related–(lowTO,highRO) Missionary(-)&Developer(+)BiographyofPaulHerseyCo-founderoftheCenterforLeadershipStudiesInternationally-knownbehavioralscientistandsuccessfulentrepreneurServedasauniversityprofessorincludingOhioUniversityConsultanttoindustrial,governmentandmilitaryorganizationsAuthored/co-authorednumerouspapers,articlesandbooksincludingManagementofHumanBehavior:

UtilizingHumanResourcesWorldRenownedauthorityontraininganddevelopmentinleadership,mgmt.,&sellingBiographyofKennethBlanchardPh.D.ineducationaladministrationandleadershipfromCornellUniversityCo-authoredOne-MinuteManagerLibrary,i.e.TheOneMinuteManagerChairmanandco-founderofBlanchardTrainingandDevelopment,Inc.ManagementConsultantandtrainingcompanywhichhefoundedin1979HerseyandBlanchard

TheoriesandConcepts

DevelopedtheSituationalLeadershipModelModelseparatesleadershipbehaviorsintotwogeneralcategories:TaskandRelationshipStressesthatnosinglecombinationofTaskandRelationshipBehaviorsissuitableinallinstancesSpecificcombinationsarebestfordifferentsituationsPrincipaldeterminant:“followerreadiness”Modelallowsforflexibilitytomeetorg.needsHerseyandBlanchardFollowerreadinessincludesbothskillandemotionalcomponentsthatteammembersneedtocompleteaparticulartasksuccessfully.ChallengeistomatchtheleadershipstyletolevelofeachteammemberandtaskIndividualswillperformtotheirindividualandgroupmaturitylevels.Leadershipstyleusedneedstobeflexibleinadaptingtodifferencesinmaturity.Hersey-BlanchardModelTaskBehaviorSupportiveBehaviorParticipatingSellingDelegatingTellingHiLoLoHiFollowerReadiness(Maturity)HighLowHerseyandBlanchard

SituationalLeadershipModel

Telling

-Leaderdecidesoncourseofactionandannouncesit.Hightask,lowrelationshipSelling

-Leaderdecidesoncourseofactionandsellsit.Hightask,highrelationshipParticipating

-Leaderinvolvesfollowersinthedecisionmakingprocess.Highrelationship,lowtask.Delegating

-Leaderallowsfollowerstodecideandimplement.Lowrelationship,lowtask.HerseyandBlanchardSituational

LeadershipModelHorizontalAxis:theleader’sconcernfortaskbehavior.VerticalAxis:theleader’sconcernforrelationshipbehavior.“Mature”followersrespondtodelegatingandparticipatingleadershipstyles.“Immature”followersrespondtotellingandsellingleadershipstyles.APPLICATIONSInitially,thesituationalmodelwasdevelopedasamanagementtrainingtoolSimilarly,situationalandcontingencymodelsshouldbeequallyaseffectiveinadministratorandgoverningboardmembertraining.APPLICATIONSExposuretosituationaltheoryiscommonplaceingraduate-levelacademicprograms,i.e.MBAPrograms,EducationalLeadershipandalsointhebusiness/privatesector.Theremayalsobepositiveresultsfromuseofsituationalmodelsinteacherandcounseloreducationpreparationprogramsatthebaccalaureatelevel,andschoolin-serviceprogramming.APPLICATIONSIneducation,andcorporations,contingencymodelscanbesuccessfullyappliedtodecision-m