Contingency and Situational Theories Chapter 5

A Map for Learning about Contingency and Situational Theories Fiedler’s Contingency Model (Classrooms) Earliest theory LPC Scores task or relationship orientation situational favorableness Path-Goal Theory (Library) Slides 8-12 Expectations of followers Four styles of leadership behaviors The Main Idea (The Gate) Situations influence leadership style and behavior The type of leadership needed depend on the situation Slides 5-7 Slides 13-15 Contingency = Dependent upon a situation Situational = Situation, a certain time or event The Situational Leadership Model (Dormitory) 4 levels of follower readiness or maturity Corresponding Leadership styles

Why Contingency and Situational Theories? Leadership scholars found many problems with trait and behavioral theories. They realized that leadership is more complex and cannot be defined by single set of traits or by a particular style or behavior. There are so many different kinds of situations and each situation has many different factors. This has a big impact on leadership and cannot be ignored.

What makes situations different? There are three variables (or factors): The personal characteristics of followers What are the people like? Personality, motivation, experience, character, etc… Task factors What is the task? Is it structured? Does is require high level skills? Organizational factors How organized is the group? What is the structure like? How much authority or power is the leader given?

Fiedler’s Contingency Model Earliest of contingency and situational theories Uses a test called LPC to determine a leader’s behavior (see the test on the next slide) Assumes that leader behaviors do not change easily Uses three variables to determine situational favorableness (see slide 7)

Take the LPC Test Think about a person who has been very hard to work with. Their attributes and personality make difficult for you to work together with them. This person is your least favorite co-worker. Describe this person using the qualities listed on the left. For example: If they are sometimes pleasant, you will choose a 5 in the first row. If they are always unfriendly, you should choose a 1 in row two. When you are finished, total all of the numbers you have chosen. This is your LPC score. Always Sometimes Sometimes Always Pleasant 8 7 6 5 4 3 2 1 Unpleasant Friendly Unfriendly Rejecting Accepting Tense Relaxed Distant Close Cold Warm Supportive Hostile Boring Interesting Quarrelsome Harmonious Gloomy Cheerful Open Guarded Backbiting Loyal Untrustworthy Trustworthy Considerate Inconsiderate Nasty Nice Agreeable Disagreeable Insincere Sincere Kind Unkind 58-63 = Middle LPC 64 or Higher = High LPC (Relationship Oriented) 57 or Below = Low LPC (Task-Oriented)

Fiedler’s Contingency Model: An Eight-Octant Continuum Leader-Member Relations Good Poor Task Structure High Low Position Power Strong Weak 1 2 3 4 5 6 7 8 Very Favorable Very Unfavorable Types of Situations (Octants) Task-Motivated Leader (Low LPC) Relationship-Motivated Leader (High LPC) Situation Variables Task Motivated Leaders are best in octants 1, 2, 3, and 8 Relationship Motivated Leaders are best in octants 4, 5, 6, and 7

The Path-Goal Theory is Based on the Expectancy Motivation Theory Developed by R. J. House Three Variables of Motivation for People: Expectancy = If I put forth effort, will I achieve the goal? Instrumentality = If I achieve the goal, will there be a reward? Valance = How much is the reward worth to me? Do I value it? The Path-Goal Theory is Based on the Expectancy Motivation Theory

How can leaders respond to these expectations? They should… Help to clarify (or explain) expectations Identify (show or display) the path to goal achievement Provide necessary tools, training, and information Help establish goals Show followers how performance can lead to a good outcome (rewards such as: pay increase, special recognition, awards, promotion)

The most effective leadership style will be determined by two contingency factors Characteristics of Followers: Characteristics of Situations:

Four different leadership styles of the Path-Goal Theory: Directive – provides direction and structure; organizes Supportive – maintains control, but friendly and caring Participative – consultative approach, input from followers is encouraged Achievement-oriented – has high expectation and confidence in followers, provides challenging goals Followers with… Need… little experience Directive Leaders low confidence and self esteem Supportive Leaders experience and creativity Participative Leaders High knowledge and experience Achievement-Oriented Leaders

House’s Path-Goal Theory Summary Diagram Characteristics of Followers Amount of experience and knowledge Needs Personality Leader Style Directive Supportive Participative Achievement-oriented Goal Achievement Follower Satisfaction Productivity Rewards Characteristics of Situations Level of task structure Authority for system Nature of the group

Situational Leadership Theory Created by Hersey and Blanchard in 1969 Based on the Ohio State studies The maturity level of followers is used as a situational variable Leaders should adapt their leadership style to best fit their followers and the situation Often used in training programs for managers

Follower Maturity Determines the Most Effective Leadership Style The two variables in follower maturity are: Job maturity (task skills) Psychological maturity (motivation)

Hersey and Blanchard’s Situational Model Readiness Level Leadership Style R1 – Readiness Level 1: Low job maturity and low psychological maturity (low task skills and low motivation). S1 – Telling: High task orientation, low relationship behavior. R2 – Readiness Level 2: Low job maturity and high psychological maturity (low task skills, but high motivation). S2 – Selling: High task orientation, high relationship behavior. R3 – Readiness Level 3: High job maturity and low psychological maturity (high task skills, but low motivation). S3 – Participating Low task orientation, high relationship behavior. R4 – Readiness Level 4: High job maturity and high psychological maturity (high task skills and high motivation). S4 – Delegating: Low task orientation, low relationship behavior. Job Maturity (Task Skills) Low High Psychological Maturity (Motivation) R1 R2 R4 R3 In this model, leaders can be flexible. They can adapt or change their style to match the readiness of their followers.