Behavioral Leadership Theories PDF

I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The researchers then tried to identify behavioral determinants that distinguish effective leaders from others. In these studies, it becomes possible to train people and make them more effective leaders....

I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The researchers then tried to identify behavioral determinants that distinguish effective leaders from others. In these studies, it becomes possible to train people and make them more effective leaders. 28 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 1) Lewin, Lippit and White (1939), University of Iowa: These authors highlight 3 types of behavior (leadership styles): Autocratic Democratic Non-interventionist 29 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The autocratic leader: Centralizes authority Imposes its working methods Makes unilateral decisions And limits employee participation. 30 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Clear and faster decisions Does not promote creative work and reflection Allows deadlines to be met Risk of abuse of authority Style adapted to periods of Less motivation therefore higher stress or crisis turnover 31 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The democratic leader: Seeks to involve its employees in the decision-making process Delegate your authority Encourages consultation in the development of working methods and the definition of objectives Takes care to motivate subordinates based on their reactions. 32 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The democratic style can be subdivided into 2 categories: The consultative democratic leader inquires about the opinions of his employees, listens to their concerns and objections, but makes the decision alone. The participative democratic leader often allows his employees to participate in the decision-making process. Here decisions are made by the group. 33 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Too much consultation is not always More satisfied employees effective in terms of time or objectives Less absenteeism Late decision-making and risk of non- More involvement and compliance with deadlines better productivity Risk of no longer being able to lead Mutual trust 34 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The non-interventionist (or let it happen) leader: Leaves its employees free to make the decisions they deem relevant and to carry out their work as they see fit. Don't put any pressure Delegates tasks (passive attitude) This approach is mainly useful for a group of specialized collaborators who need almost no supervision, or in companies where creative freedom is essential. 35 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Analysis shows that the least effective style is non- interventionist. Employees often need to be supervised in order to be able to work productively and qualitatively. Autocratic and democratic styles lead to an equivalent quantity of work, but the quality of work and satisfaction are much better within democratic groups. 36 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 2) Rensis Likert and his associates studied the patterns and styles of managers for three decades at the University of Michigan, USA, and identified a four-fold model of management systems. He defined the relationship, roles and involvement of leaders and followers 37 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Autocratic leadership with centralized decision-making. Exploitive Minimal delegation of authority. Authoritative Limited trust in subordinates. Motivation often through fear and punishment. Leadership remains autocratic but with a somewhat greater concern for employees' well-being. Benevolent Some delegation of authority, but major decisions are still Authoritative centralized. Limited upward communication and feedback. Motivation is through rewards, with some level of fear present. 38 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Leaders consult with subordinates before making decisions. Greater delegation of authority, though ultimate control remains with the top management. Consultative Two-way communication is encouraged. Motivation through rewards and a higher degree of involvement and commitment from employees. Decision-making is distributed throughout the organization. High levels of trust and confidence in employees' capabilities. Extensive two-way communication, with active participation Participative - Group from all levels. Motivation through a strong sense of ownership, responsibility, and intrinsic rewards. 39 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories System 4, the participative-group style, is often considered the most effective in fostering a positive organizational culture, enhancing employee satisfaction, and improving overall performance. However, the effectiveness of each system can vary depending on the organizational context, the nature of the workforce, and the specific challenges faced by the organization. 40 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 3) The behavioral continuum of Robert Tannenbaum and Warren Schmidt (1973) They propose a range of 7 behaviors which goes from a model centered on the leader (autocratic) to a model more centered on the employee. To guide your choice of behavior you must take into account: Your own strengths (feel comfortable with the planned leadership style) Those of your employees (their desire to take responsibility) and the current situation. 41 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories As teacher (legitimate authority) I can assign them. No explanation Why does this As a teacher I can assign teams and matter? explain why I have made the teams. (recall role of leader and goal) I propose team assignments and get your feedback, listen to questions then finalize. « Sir, Can I change I can define criteria and let students group. These people assign teams collectively (ex. mix aren’t working » women/men, 4 people, etc.) - so make the teams Let you make the teams. yourselves 42 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories How much are subordinates involved in decision making? - To be told what to do and follow highly structured directions? Make their own decisions? - How do you see decisions being made in an organisation? Tannenbaum and Schmidt Continuum « hands-on » « hands-off» 43 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories According to them, it is in the manager's interest to move, in the long term, towards a style that is increasingly centered on the employee because this makes it possible to improve: Staff motivation The quality of decisions The teamwork The moral And the progression 44 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories 4) Work that seeks to identify behavioral characteristics linked to effectiveness As early as the 1940s, Ohio State University highlighted two fundamental characteristics in leaders that emerged from their study of WWII pilots. Review the abridged LBDQ assessment proposed by OSU. 45 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Answer the 16 questions about someone you know or have worked with (who was the « leader ») What are the scores? Try to define « C » and « IS ». What are these behaviours? 46 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories B-29 Commanders in WWII (used in the OSU studies) Top Leaders Scores : IS : 24 C : 25 47 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories INITIATING STRUCTURE: The leader entrusts specific tasks to employees, expects a certain level of performance and attaches great importance to meeting deadlines. CONSIDERATION : The leader maintains working relationships characterized by trust and respect. He is friendly and approachable, attentive to the well-being and satisfaction of employees 48 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories What leaders DO The Ohio State University Studies Consideration It’s both ! Initiating Structure C X When here ? C IS When here ? It’s not « one OR the other » IS 49 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The leader who presents the 2 dimensions obtains greater performance and higher satisfaction from his employees than a leader who has only one of these dimensions. Using both Initiating Structure and Consideration (to varying degrees) the leader can improve performance 50 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories In 1961, the managerial grid of Robert Blacke and Jan Mouton (1961) took up this two-dimensional representation of leadership styles with: The manager's interest in profitability (turnover, results, production costs, achievement of objectives, etc.) The manager's interest in people (working conditions, well- being, team cohesion, needs, etc.) 51 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories The grid defines 9 possible values on each axis, for a total of 81 different leadership styles. Blake and Mouton have extracted 5 main management styles 52 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. Behavioural based theories Blake and Mouton’s Leadership Grid Concern for production – productivity, efficiency, objectives Concern for people – needs, interests, development of the team Styles Produce or perish Impoverished Middle-of-the-road Country club Team management They conclude (9,9) style as « best »