dynamic leadership class of UTM (2014)

1. DYNAMIC OF LEADERSHIP
Contingency Of Leadership Theories
GROUP 4 :
SANDRA CILLA ENDIRE
GEEVITHA A/P BALAN
SAILAJA A/P JAYAMANI
MALINI KANJANAPATHY

2. There’s nothing so practical as a good
theory - Dr Kurt Lewin

3. A future event or circumstance that is
possible but cannot be predicted with
certainty.
A provision for a possible event or
circumstances

4. CONTINGENCY THEORY
• Contingency theory is a Leader-Match theory
(Fiedler & Chemers, 1974) – Tries to match
leaders to appropriate situations.
• Leader’s effectiveness depends on how well
the leader’s style fits the context
• Behavioral theory which believe that there is
no best way to organize a corporation, to
lead a company or to make a decision.

5. CONTINGENCY THEORY
• Contingency theory states that these actions
are dependant to the internal and external
factors. – no single theory of contingency
management.
• The effectiveness of leadership depends on :
1. Leader
2. Followers
3. Situational Factors

6. CONTINGENCY THEORIES
TEORI SITUASI – HERSEY DAN
BLANCHARD
MODEL FIEDLER
TEORI LALUAN
MATLAMAT
(PATH-GOAL)
TEORI MEMBUAT
KEPUTUSAN –
VROOM &
YETTON
CONTINUUM &
NORMATIVE
DECISION MODEL

7. FIEDLER’S THEORY
Fred Edward Fiedler (1922)
• leading experts on the study of leadership and organizational
performance
• social organizational and industrial psychology.
• started his research into changing the way that people think of
leadership.
• 1954, development of the Least Preferred Co-worker scale.
• 1967, lead to the publishing of his famous book, ‘A Theory of
Leadership Effectiveness.”
• This book proposed his contingency model of leadership, the
first leadership theory to measure member- leader
relationships.

8. FIEDLER’S THEORY
• In Fiedler's Contingency Model, we'll look at how it
can highlight the most effective leadership style to
use in different situations
• The theory is based on determining the orientation of
the leader , the situational elements and the leader
orientation.
• The leader orientation was found to be most
effective as the situation changed from low to
moderate to high control

9. FIEDLER’S THEORY
• Fiedler explain group performance
based on two factor :
1. Leadership Style
2. Situational Favorableness

10. FIEDLER’S THEORY
Leadership Style
1. Relationship-oriented leader:
 who recognizes the importance of developing strong and positive
emotional ties with followers.
2. Task-oriented leader:
 who doesn’t value relationships and instead focuses only on the task.
Use 3 variables to help determine leadership style:
1. Leader - Member Relationship (acceptance as leader)
2. Task Structure (degree to which job is routine)
3. Leader Position Power (legitimate/coercive/reward)

11. FIEDLER’S THEORY
Leader- Member- Relations
 The relationship between a leader and his or her
followers.
 Situation is favorable for leading when relations are good.
Task Structure
 The extent to which the work to be performed by a group
is clearly defined.
 Situation is favorable for leading when structure is high.
Leader Position Power
 The amount of formal authority a leader has.
 Situation is favorable for leading when power is high.

12. FIEDLER’S THEORY

13. HOUSE PATH GOAL
By: Geevitha a/p Balan

14. • Developed by Robert House
A theory which describes:
How leaders can motivate their
followers to achieve group and
organizational goals and the
kind of behaviours leaders can
engage into motivate followers.

15.  It is about how leaders motivate followers to
accomplish designated goals.
 The stated goal of leadership is to enhance
employee performance and employee
satisfaction by focusing on employee
motivation.
 Emphasize the relationship between the
leader’s style and characteristics of the
followers and the work setting.
 The leader must use a style that best meets
the followers motivational needs.

16. Guidelines For Path- Goal
Theory
 Determine what outcomes subordinates
are trying to obtain in the workplace
 Reward subordinates for performing at a
high level or achieving their goals by
giving them desired outcomes.
 Make sure subordinates believe that they
can obtain their work goals and perform
at a high level

17. LEADERSHIP BEHAVIOURS
 Directive Leadership
 Supportive Leadership
 Participative Leadership
 Achievement- Oriented Leadership
Note: House assumes leaders are flexible, can display any
behaviors depending on the situations.

18. Directive Leadership
 Task Oriented behaviour
 Tells subordinates what they are
expected to do, how and when.
 Includes: developing systems,
procedures, rules and regulations
 Examples…….

19. SUPPORTIVE LEADERSHIP
 Shows genuine concern support for
subordinates
 Courteous and friendly interactions,
enquires about the well-being, and
needs, approachable, discusses
 Relation-oriented behavior

20. PARTICIPATIVE
LEADERSHIP
 Creates environment of trust, engages
subordinates in consultations and
encourages their participation in decision
making.
 Shares work problem with team and takes
suggestions
 Evaluates the suggestions and accept/
reject, taking followers in confidence.

21. ACHIEVEMENT-ORIENTED
LEADERSHIP
 Exhibits both demanding and supporting
interactions
 Sets challenging goals for subordinates
 Involves them to improve performance
 Drives them to improve performance

22. How Does The Path-Goal
Theory Approach Work?
 Focus of Path – Goal Theory
Approach
Strengths
Criticism

23. Focus of Path-Goal Theory
Approach
 Path – Goal Theory is a complex
but also pragmatic approach
Leaders should choose a
leadership style that best fits the
needs of subordinates and their work

24. STRENGTHS
 Useful theoretical framework – Path-goal
theory is a useful theoretical framework for
understanding how various leadership behaviors
affect the satisfaction of subordinates and their
work performance.
 Integrates motivation – Path- goal theory
attempts to integrate the motivation principles of
expectancy theory into a theory of leadership
 Practical model – Path-goal theory provides a
practical model that underscores and highlights
the important ways leaders help subordinates.

25. Criticisms
 Interpreting the meaning of the theory can be
confusing because it is so complex and
incorporates so many different aspects of
leadership: consequently, it is difficult to implement
 Empirical research studies have demonstrated only
partial support for Path-goal theory.
 It fails to adequately explain the relationship
between leadership behaviour and worker
motivation.
 The path-goal theory approach treats leadership
as aa one-way event in which the leader affects
the subordinate.

26. QUESTIONS
HOW DO YOU THINK YOU CAN USE
THIS THEORY WHEN YOU ARE
LEADING A TEAM?
WHICH BEHAVIOR YOU THINK CAN
BEST FIT UR LEADERSHIP SKILL WHEN
YOU LEAD A TEAM?

28. THE ORIGIN
 The theory of Situational Leadership was
developed in the late 1960’s by Paul Hersey and
Ken Blanchard.
 The theory was first introduced as the Life Cycle
Theory of Leadership.
 In the mid of 1970’s this theory was renamed to
Situational Leadership Theory.

29. Dr. Paul Hersey Dr. Ken Blanchard

31.  It is a contigency theory which emphasis on the
maturity of the followers.
 A successful leadership is based on the
selection of the appropriate leadership style.
 This style should be well adopted by the
followers where they can and are able to accept
the responsibilities when carrying out a specific
or assigned task.

32. FOUR MATURITY LEVELS OF THE
GROUP:
 Incompetence or unwilling to perform an assigned
task.
 Inability to complete an assigned task but is willing
try the task out.
 Competent to perform the task but has a mental
block.
 The group is positive where the members are
willing to perform the assigned task.

33. LEVELS OF DEVELOPMENT
 D1- Enthusiastic Beginner
 D2- Disillusioned Learner
 D3- Reluctant Contributor
 D4- Peak Performer

34. LEVEL OF DEVELOPMENT-D1

35. LEVEL OF DEVELOPMENT-D2

36. LEVEL OF DEVELOPMENT-D3

37. LEVEL OF DEVELOPMENT-D4

38. The Life Cycle Model by Hersey-Blanchard

42. CONTINGENCY THEORY OF
DECISION MAKING
BY: SAILAJA A/P A.JAYAMANI

43. Normative Leadership
Vroom, Yetton & Jago
• This model was originally developed by Vroom
and Yetton in 1973 to help the managers
decide when and to what extent they should
involve the subordinates in solving a problem.
• This model isolates five styles of leadership
from fully autocratic to fully democratic;
A I, A II, C I, C II & G II.
The choice of style depends on the situation.

44. Autocratic
Style
( AI & AII)
Consultative
Style
(CI & CII)
One-Group
Style
(GII)
Factors of this model

45.  Understanding the Model:
When you sit down to make a decision, your style, and
the degree of participation you need to get from your
team, are affected by three main factors:
• Decision Quality – how important is it to come up with
the "right" solution? The higher the quality of the
decision needed, the more you should involve other
people in the decision.
• Subordinate Commitment - how important is it that your
team and others buy into the decision? When teammates
need to embrace the decision you should increase the
participation levels.
• Time Constraints – How much time do you have to make
the decision? The more time you have, the more you
have the luxury of including others, and of using the
decision as an opportunity for teambuilding.

46. Vroom and Yetton defined five different decision
procedures. Two are autocratic (A1 and A2), two are
consultative (C1 and C2) and one is Group based (G2).
• A1: Leader takes known information and then decides
alone.
• A2: Leader gets information from followers, and then
decides alone.
• C1: Leader shares problem with followers individually,
listens to ideas and then decides alone.
• C2: Leader shares problems with followers as a group,
listens to ideas and then decides alone.
• G2: Leader shares problems with followers as a group
and then seeks and accepts consensus agreement.

47. The Vroom-Yetton-Jago Decision
Model

49. A I Manager solve the problem or make decisions
himself, using the information available at that
time.
A II Manager obtains necessary information from
the subordinates, then decides on the solution
to the problem himself. They may or may not
tell the subordinates what the problem is when
they request information. The role of the
subordinates is confined to providing useful
information.

50. C I Manager shares the problem with relevant
subordinates individually, gets their ideas
and suggestions without bring them together
as group. Then, manager makes the
decision which may or may not reflect
subordinates’ influence.
C II Manager shares the problem with the
subordinates as a group, collectively obtains
their ideas and suggestions. Then makes the
decision which may or may not reflect
subordinates’ influence.

51. G II Manager shares the problem with
subordinates as a group. Manager and
subordinates together generate and
evaluate alternatives and attempt to reach
consensus on a solution. Manager does not
tries to influence the group to adopt their
preferred solution, and they accept &
implement the solution that has the support
of the entire group.

52. THE LEADERSHIP CONTINUUM
MODEL
Use to determine which one of
seven styles to select based on
one’s use of boss- centred versus
subordinate centred leadership to
meet the situation

53. Leadership Continuum
Robert Tannenbaum
Use of Authority Area of Freedom
by the Managers for the Subordinates
Manager
makes and
announces
the
decision.
Manager
sells the
decision.
Manager
presents
ideas and
invites
questions.
Manager
presents
tentative
decisions
subject to
change.
Manager
presents
problems,
gets
suggestions
and then
makes the
decision.
Manager
defines
limits and
asks the
group to
make
decision.
Manager
permits the
subordinates
to function
within limits
defined by the
superior.

54. 1. Leader makes decision and announces it
to employees without discussion
2. Leader makes a decision and sells it to
employee questions
3. Leader presents ideas and invites
employee questions
4. Leader presents tentative decision subject
to change
AUTOCRATIC

55. PARTICIPATIVE
5. LEADER PRESENTS PROBLEM, GETS
SUGGESTIONS AND MAKES DECISION.
6. LEADER DEFINES LIMITS AND ASKS
EMPLOYEES TO MAKE A DECISION
7. LEADER PERMITS EMPLOYEES TO MAKE
ONGOING DECISIONS WITHIN DEFINED
LIMITS..

56. WEAKNESS IN LEADERSHIP CONTINUUM
MODEL
• Factors used to select
leadership style are
subjective
• Choosing which style to use is
difficult use this model.

58. THANK YOU
FOR
LISTENING