Leadership Theories PDF

II. THE CONTRIBUTION OF SITUATIONAL APPROACHES TO LEADERSHIP never stop daring I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES Introduction The behavioral theories presented in Part I do not do not take into account the fact that the context, the situation, the moment when...

II. THE CONTRIBUTION OF SITUATIONAL APPROACHES TO LEADERSHIP never stop daring I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES Introduction The behavioral theories presented in Part I do not do not take into account the fact that the context, the situation, the moment when a decision is made (situational factors), can strongly condition the success or failure of a manager. Researchers have therefore built contingency models: “If we encounter a certain type of situation then the best leadership style is…. » 55 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) According to Fiedler, there is not just one leadership style that is valid in all circumstances. The most effective leadership style will be one that adapts to the situation at hand. However, his work demonstrates that leadership style is based on personal experiences, which is why it is excessively difficult, if not impossible, to change. It is therefore necessary to carefully select the right manager based on the work requested, taking into account their skills and current requirements. → Leader A behaves a certain way…Leader B behaves another way…who is best for the situation? 56 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Each leader must be aware of their natural leadership style and evaluate its degree of relevance to a given situation (favorable situation or not). To help you determine your natural leadership style, he developed the LPC scale , for “Least Preferred Coworker”. 57 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) By describing the colleague you are least inclined to work with, it determines your behavioral orientation: Low LPC : task orientation High LPC : relationship orientation According to him, what we say about someone else reflects our personality more than that of the person we are talking about. 58 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Test results: If the least appreciated employee is described in rather positive terms (LPC > 73), this means that the leader is primarily concerned with establishing good relationships with his colleagues (affective leader). If the description is unfavorable (LPC < 54) , the leader focuses first on productivity, therefore he is task-oriented (functional leader). If you scored between 55 and 72 points , you combine the qualities of relationship-oriented and task-oriented leaders. 59 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Relationship-oriented leaders excel at building relationships , fostering team synergy, and managing interpersonal conflict. Task-oriented leaders excel at organizing projects and teams (more effectiveness and efficiency). 60 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Second step of the model: you must analyze whether your leadership is adapted to the current situation. Three variables (contingency factors) influence the situation and determine whether it is favorable or not: 61 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) The situational factors Leader-member relations : This factor describes the level of trust, respect, and confidence that exists between the leader and the followers. Good leader- member relations are characterized by a high degree of mutual trust and respect. Task structure : This refers to the degree to which the tasks assigned to the group are structured, clear, and unambiguous. Tasks that are highly structured are more routine, have clear goals, procedures, and standards for performance. Position power : This factor concerns the amount of formal authority the leader has over subordinates. It includes the ability to hire, fire, reward, and punish. I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) You have recently been hired and named manager of a Pizza restaurant. Trust between you and your team is LOW (Leader-member relations are LOW) Task are well defined and everyone knows what is to be done (Task structure is HIGH) You can decide on bonuses and you have legitimate power (Position power is HIGH) Is your management style the best for this situation? Would be you a good manager for this situation? 63  I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) Fiedler’s Contingency Model LOW LPC Leaders HIGH LPC Leaders Is trust with team high? Are tasks clear/understood? I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) According to Fiedler's findings: Functional leaders succeed best when the situation is very favorable or very unfavorable. While a leader oriented towards human relations makes it possible to better manage balanced situations. 65 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES A. Fred Fiedler's contingent leadership model (1967) According to Fiedler, individuals are incapable of changing leadership to improve the situation so there are only 2 solutions: Change the leader Or adapt the situation to the leader by playing on contingency factors. Example : by restructuring tasks, by modifying its hierarchical power (its influence over certain factors: salary increase, advancement, disciplinary sanctions, etc.). 66 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard This theory explains that the leader must adjust his leadership style to the level of maturity and autonomy of his subordinates. In fact, they are the ones who accept or reject the leader. Regardless of the leader's actions, the effectiveness of the group depends on their skills and commitment. Based on Fiedler's work, they determine 4 leadership styles (S) and 4 stages of Development (D) of followers : 67 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard The 4 Leadership Styles Strong task orientation Low relationship orientation S1 : Telling/Directing THE leader defines roles and tells individuals what to do, where, when and how Strong task orientation S2 : Selling/Coaching Strong relationship orientation Leader provides direction and support, discussing & explaining decisions Low task orientation Strong relationship orientation S3 : Participating/Supporting The leader and subordinates share decision-making. The main role of the leader is to facilitate and communicate. Emphasis on collaboration. Weak task orientation S4 : Delegating Weak relationship orientation Leader provides little direction and support 68 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard Style 3 : Participating/Supporting Style 2 : Selling/Coaching The leader offers less direction and allows More back-and-forth between leaders and members of the group to take a more followers. Leaders "sell" their ideas and active role in coming up with ideas and message to get group members to buy Leader making decisions. into the process. Relationship Behaviour (Supportive) Style 4 : Delegating Style 1 : Telling/Directing Less involved, hands-off approach to The leader tells people what to do and leadership. Group members tend to make how to do it. most of the decisions and take most of the Low responsibility for what happens. Low Leader Task Behaviour (Directive) High I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard Subordinates are new to the task, inexperienced, or lack the necessary skills and confidence. These followers need clear direction and guidance to complete tasks D1 successfully. Subordinates have some skills or knowledge but are not yet fully competent or confident. They need both guidance and encouragement to develop their D2 capabilities further. Subordinates are capable and experienced but may lack confidence or motivation. They don’t need much direction, but they do need support and involvement in D3 decision-making to feel valued and motivated. Subordinates are both competent and confident. These individuals are fully D4 capable of performing tasks independently and require little direction or support. 70 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard M3 : Moderate Maturity/Development D2 : Emerging Maturity / Developing Style 3 : Participating/Supporting Style 2 : Selling/Coaching The leader offers less direction and allows More back-and-forth between leaders and members of the group to take a more followers. Leaders "sell" their ideas and active role in coming up with ideas and message to get group members to buy Leader making decisions. into the process. Relationship Behaviour M4 : High Maturity/Development D1 : Low Development of Follower (Supportive) Style 4 : Delegating Style 1 : Telling/Directing Less involved, hands-off approach to The leader tells people what to do and leadership. Group members tend to make how to do it. most of the decisions and take most of the Low responsibility for what happens. Low Leader Task Behaviour (Directive) High I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard Hersey and Blanchard view the leader-follower relationship as that between a parent and a child. A parent releases control when the child becomes more mature and responsible. When subordinates reach a higher level of maturity, the leader reduces his control over their activities but also his relational behaviors. 72 I. THE CONTRIBUTION OF CLASSIC LEADERSHIP THEORIES B. The situational leadership theory of Paul Hersey and Ken Blanchard The interest of this theory is therefore to recognize the importance of subordinates and shows that the leader can compensate for their lack of skills and motivation. 73 LASI never stop daring DIRECTIONS 8 situations will be projected on the screen giving you 4 possible responses. Discuss as a team and answer Record score The next situation is presented LASI SITUATION A Leader Adaptability and Style Inventory (LASI) Your employees have not been responding to Récemment, vos subordonnés ne font plus cas de your friendly conversation and obvious vos paroles amicales et de votre intérêt pour leur concern for their welfare. Their bien‐être. Leur performance est en chute libre. performance is in a tailspin. A. Emphasize the use of uniform A. Mettre en avant l’utilisation de procedures and the necessity of procédures uniformes et la nécessité task accomplishment. de réussir les tâches entreprises. B. Make yourself available for B. Se mettre à leur disposition pour discussion but don’t push. discuter mais sans forcer. C. Talk with employees and then set C. Parler avec vos subordonnés et ensuite fixer des objectifs. goals. D. De façon intentionnelle, ne pas D. Intentionally do not intervene. intervenir. LASI SITUATION B The observable performance of your group La performance observée de votre groupe est en is increasing. You have been making sure augmentation. Vous vous êtes assuré que tous les that all members are aware of their roles membres étaient au courant de leurs rôles et des and standards. normes. A. Be open to more input from the A. S’engager dans une interaction group, but continue to make sure amicale, mais continuer à vérifier that all members are aware of their que tous les membres sont au roles and standards courant des différents rôles et normes. B. Take no definite action B. Ne pas prendre d’actions définitives. C. Do what you can to turn more C. Faire ce que vous pouvez afin que decisions over to the group, they will les membres du groupe se sentent feel important and involved importants et impliqués. D. Emphasize the importance of D. Mettre en avant l’importance des deadlines and tasks. échéances et des tâches. LASI SITUATION C Members of your group are unable to solve a Les membres de votre groupe sont problem themselves. You have normally left incapables de résoudre des problèmes them alone. Group performance and eux‐mêmes. Normalement, vous les laissez interpersonal relations have been good. seuls. La performance du groupe et les relations interpersonnelles sont bonnes. A. Involve the group and together A. Impliquer le groupe et résoudre des engage in problem solving problèmes ensemble. B. Let the group work it out B. Laisser le groupe résoudre les problèmes tout seul. C. Act quickly and firmly to correct and C. Agir rapidement et avec fermeté pour redirect. corriger et rediriger. D. Encourage group to work on D. Encourager le groupe à résoudre des problem and be available for problèmes ensemble et se rendre discussion. disponible en cas de besoin LASI SITUATION D You are considering a major change. Vous envisagez un changement majeur. Your employees have a fine record of Vos subordonnés sont performants. Ils accomplishment. They respect the need respectent le besoin for change. de changement. A. Allow group involvement in developing A. Permettre l’implication du groupe dans la the change, but don’t push. gestion du changement, mais sans pousser B. Annoncer les changements et les mettre en B. Announce changes and then implement place avec une surveillance de proximité with close supervision. C. Permettre au groupe de formuler sa propre C. Allow the group to formulate its own orientation direction D. Incorporer les recommandations du groupe, D. Incorporate group recommendations, mais c’est à vous de diriger le changement. but you direct the change. LASI SITUATION E You stepped into an efficiently run Vous avez accepté une responsabilité d’une situation. The previous leader ran a tight situation efficacement gérée dans le passé. Votre prédécesseur gérait avec une main de ship. You want to maintain a productive fer. Vous voulez maintenir une situation situation, but would like to begin productive, mais voudriez tout d'abord humanizing the environment. rendre l'environnement de travail plus humain. A. Do what you can to make the group A. Faire ce que vous pouvez afin que les feel important and involved membres se sentent impliqués et importants. B. Emphasize the importance of deadlines and tasks B. Mettre en avance l’importance des échéances et des tâches. C. Intentionally do NOT intervene C. De façon intentionnelle, ne pas intervenir D. Get group involved in decision- D. Impliquer le groupe dans la prise de making, but see that objectives are décision, mais c’est à vous de faire en met. sorte que les objectifs soient réalisés LASI SITUATION F The performance of your group has been La performance de votre groupe a diminué au dropping during the last few months. cours des derniers mois. Les membres ne semblent Members have been unconcerned with pas être concernés par les objectifs à atteindre. La meeting objectives. They have continually redéfinition des rôles a été utile dans le passé. Ils needed reminding to do their tasks on time. ont sans cesse besoin qu’on leur rappelle que les tâches doivent être accomplies dans les délais. Redefining roles has helped in the past. A. Allow the group to formulate its own A. Permettre au groupe de formuler sa propre direction orientation B. Incorporate group recommendations, B. Intégrer les recommandations du groupe, but see that objectives are met. mais vérifier que les objectifs sont atteints. C. Redefine goals and supervise carefully. C. Redéfinir les objectifs et superviser de près. D. Allow group involvement in setting goals, D. Permettre au groupe de s’impliquer dans la définition des objectifs, mais sans pousser. but don’t push. LASI SITUATION G Group performance and interpersonal La performance du groupe et les relations relations are good. You feel uncomfortable interpersonnelles sont bonnes. Vous vous about the lack of direction of the group. sentez mal à l’aise à propos de votre manque de direction du groupe. A. Leave the group alone A. Laisser le groupe tranquille B. Discuss the situation with the group B. Discuter de la situation avec le and then initiate necessary changes groupe et ensuite initier les changements nécessaires C. Take steps to direct employees C. Prendre des mesures afin que les toward working in a well defined subordonnés travaillent de façon manner bien définie. D. Be careful of hurting supervisor- D. Permettre au groupe de s’impliquer employee relations by being too dans la définition des objectifs, mais directive. ne pas les pousser. LASI SITUATION H You are considering major changes in Vous envisagez des changements majeurs your organizational structure. Members of dans la structure de votre organisation. Les the group have made suggestions about membres du groupe ont fait des suggestions needed change. The group has sur des changements nécessaires. Le groupe a demonstrated flexibility in its day-to-day fait preuve de souplesse dans ses opérations operations. au jour le jour. A. Define the change and supervise carefully. A. Définir le changement et surveiller attentivement. B. Acquire the group’s approval on the change B. Obtenir l’accord du groupe sur le changement et and allow members to organize the permettre aux membres d'organiser la mise en implementation oeuvre. C. Be willing to make changes as C. Etre prêt à faire les changements recommandés, recommended, but maintain control of mais garder le contrôle de leurs mises en oeuvre implementation D. Eviter la confrontation ; laisser les choses comme D. Let them decide and implement the change elles sont. they want. Don’t get involved. III. CONTEMPORARY APPROACHES TO LEADERSHIP never stop daring III. CONTEMPORARY APPROACHES TO LEADERSHIP A. Transactional leaders or transformational leaders? Most theories focus on one type of successful leader: The transactional leader: who guides and stimulates his subordinates by clarifying the roles and tasks assigned to them, in order to push them to achieve the set objectives. 85 III. CONTEMPORARY APPROACHES TO LEADERSHIP A. Transactional leaders or transformational leaders? However, recent work highlights a new type of leader: The transformational leader: who encourages his subordinates to transcend their personal interests for the good of the company, and has the capacity to exert a lasting and profound influence on them. 86 III. CONTEMPORARY APPROACHES TO LEADERSHIP A. Transactional leaders or transformational leaders? This leader: Pays attention to each person’s developmental needs. It changes the way we approach problems by taking a fresh look at their previous difficulties. It galvanizes you and leads you to redouble your efforts to achieve the group's objectives. It goes beyond the charismatic leader who expects his employees to adopt his view of the world. On the contrary, he tries to get them used to questioning established values, including his own. 87 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? National culture represents an important situational factor that determines the relative effectiveness of different leadership styles. What works in China will not necessarily work in the United States. Leaders are therefore not always free in their choices: they are required to respect the cultural norms that their subordinates expect. 88 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? Example : In Korea, leaders are required to have a paternalistic attitude. Conversely, Arab leaders who appear kind and generous are accused of weakness. In India, the fact of a manager delegating is seen as an inability to lead. The autocratic style will therefore be the most common (as in Latin countries). Japanese leaders are invited to demonstrate humility and discretion. In the countries of Northern Europe, the participatory style will be favored. 89 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? In France, as in China, the formal position of authority is important. The leader must be powerful, even feared. Hierarchical distance is an important notion, linked to the attributes of power. Paradoxically, the culture of centralization specific to the history of France (which we find in many companies), is also accompanied by an attitude of opposition and resistance to authority, marked by critical thinking towards leaders. In French culture the primacy of knowledge is essential in building the legitimacy of the leader. Hence a typically French penchant for qualified chefs (the diploma still often represents competence). 90 III. CONTEMPORARY APPROACHES TO LEADERSHIP B. Does national culture influence leadership? However, recent work shows that when it comes to leadership there are a certain number of universal and completely transcultural dimensions. Certain elements associated with transformational leadership seem to be everywhere considered elements of effective leadership: vision, anticipation, encouragement of efforts, confidence, dynamism, positive attitude and proactivity. 91