1. Contingency and Situational Theories
Chapter 5

2. 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

3. 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.

4. 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?

5. 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)

6. 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)

7. 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

8. 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

9. 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)

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

11. 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

12. 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

13. 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

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

15. 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.