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Early Contingency Theories of Effective Leadership
Chapter 6 Early Contingency Theories of Effective Leadership
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Learning Objectives Understand why it is necessary to consider the leadership situation when studying leadership Understand how aspects of the situation can enhance or diminish the effects of leader behavior. Understand how aspects of the situation can serve as a substitute for the influence of formal leaders Understand the primary contingency theories of effective leadership
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Learning Objectives (Cont.)
Understand the conceptual weaknesses of each contingency theory Understand the findings from empirical research on contingency theories and the limitations of this research Understand the implications of situational theories for improving leadership Understand the limitations of the research on contingency theories
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LPC Contingency Theory
LPC Score High LPC – A leader primarily motivated to have close, interpersonal relationships with other people Low LPC – A leader primarily motivated by achievement of task objectives Situational Variables Leader-member relations Position Power Task Structure
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LPC Propositions Table: Relationships in the LPC Contingency Model
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Causal Relationships in the LPC
Figure: Causal Relationships in the LPC Contingency Model.
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LPC Contingency Model Research on the Theory Conceptual Weaknesses
Research tends to support most quadrants in the model Based on correlational results Ways the different situational variables are combined Conceptual Weaknesses LPC score a “measure in search of a meaning” Descriptive, not predictive Neglects medium LPC leaders (who probably outnumber high or low LPCs)
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Path-Goal Theory of Leadership
“The motivational function of the leader consists of increasing personal payoffs to subordinates for work-goal attainment and making the path to these payoffs easier to travel by clarifying it, reducing roadblocks and pitfalls, and increasing the opportunities for personal satisfaction with the leader”
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Path-Goal Theory of Leadership (Cont.)
Explanatory Processes – Expectancy Theory Leader Behaviors Supportive leadership Directive leadership Participative leadership Achievement-oriented leadership Situational Variables Task characteristics Subordinate characteristics
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Path-Goal Causal Relationships
Figure: Causal Relationships in Path-Goal Theory of Leadership.
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Path-Goal Theory Major Propositions
Figure: Causal Relationships for Effects of Directive Leadership on Subordinate. Figure: Causal Relationships for Effects of Supportive Leadership on Subordinate.
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Path-Goal Theory Research on the Theory Conceptual Weaknesses
Mixed results Conceptual Weaknesses Reliance on expectancy theory Reliance on broad categories of leader behavior Questionable hypothesized relationships Considering each type of leadership behavior separately
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Situational Leadership Theory
Figure: Prescribed Level of Behavior in the Situational Leadership Theory.
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Leadership Substitutes Theory
Table: Substitutes and Neutralizers for Supportive and Instrumental Leadership
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Multiple-Linkages Model
Figure: Causal Relationships in the Multiple Linkage Model.
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Conditions Affecting the Intervening Variables in the Multiple Linkages Model
Table: Conditions Affecting the Intervening Variables in the Multiple-Linkage Model
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Conditions Affecting the Intervening Variables in the Multiple Linkages Model (Cont.)
Table: Conditions Affecting the Intervening Variables in the Multiple-Linkage Model
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Leader Actions to Deal with Deficiencies in Intervening Variables
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Leader Actions to Deal with Deficiencies in Intervening Variables (Cont.)
Table: Leader Actions to Deal with Deficiencies in Intervening Variables
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Cognitive Resources Theory
Figure: Primary Causal Relationships in the Cognitive Resources Theory.
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General Evaluation of Contingency Theories
Table: Comparison of Contingency Theories
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Guidelines for Managers
Maintain situational awareness Use more planning for a long, complex task Consult more with people who have relevant knowledge Provide more direction to people with interdependent roles Provide more direction and briefings when a crisis occurs Monitor a critical task or unreliable person more closely Provide more coaching to an inexperienced subordinate Be more supportive to someone with a highly stressful task
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Copyright © 2010 Pearson Education, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2010 Pearson Education, Inc.
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