Westside.txt

- directive dimension, - supportive dimension

help group members accomplish goals by giving directions, - one way commmunication what is to be done and who is responsible for doing it

help group members feel comfortable about themselves coworkers and the situation. - two way communication and responses that show social and emotional support to others. ex: asking for input, sharing info, solving problems and are mostly job related

- low, - high

have little skill for the task at hand but believe that they ahve the motivation or confidence to get the job done

interested and confident in their work and know how to do the task

- figure 5.1 - four categories of directive and supportive behaviors

- directing style, - high directive - low supportive style, - leader focuses on goal achievement, - less time spent on supportive behaviors; - leader give sinstructions about how goals are to be achieved by subordinates and then supervises them

- coaching style, - high directive - high supportive, leader focuses on both achieving goals and meeting subordinates socioeconomical needs, - leader involves himself with subordinates and give encouragement for subordinate input, - extension of S1 and requires leader make the final decision of what and how goal accomplishment

- supporting style, - high supportive - low directive, - leader does not focus exclusively on goals but uses esupportive behaviors to bring out employees skill around the task to be accomplished, - includes listening, praising, giving input, - leader controls a day to day decisions and remains available for problem solving, - quick to recognition and social support to subordinates

- delegating style, - low supportive - low directive, - leader offers less task input and social support to facilitate empployee confidence and motivation to the task, - leader lessens involve metn in planning and goal clarification, - leder gives control to subordinates and refrains from intervening with unnecessary social support

developmental levels

- low competence & high commitment, - new to the task and do now know exactly how to do it but are excited about the challenge of it

- some competence & low commitment, - they have started learn a job but also have lose some of their initial motivation about the job

- mod to high competence & low commitment, - they have essentially developed the skills for the job but are uncertain to whether they can accomplish the task by themselves

high competence & high commitment, - they have the skills to do the job and the motivation to get it done

S1, - directing style

S2, - coaching style

S3, - supporting style

S4, - delegating style

- diagnose/determine the nature of the situation, identify the developmental level of employee

leader needs to adapt his or her style to the prescribed leadership style represented in the SLII model

- marketplace approval, - pracicality, - prescriptive value, - leader flexibility, - differential treatment

- has stood the test of time, - used to train leaders, - more than 400 fortune 500 companies use it

- easy to understand, - intuitively appealing, - easily applied to a variety of settings

- tells you what you should and should not do in various context

- leaders need to find out about subordinates and adapt their style, - cannot lead using a single style, - recognizes employees act differently performing same tasks

- reminds us to treat each subordinate differently based on task at hand and seek to improve opportunities

- lack of an empirical foundation, - unclear developmental/need levels, - conceptualization of commitment, - demographics, - one to one vs group

- only a few ersearch studies have been conducted to justify the assumptions

- does not make clear how commitment is combined with competence to form the developmental levels

- does not explain how competence and commitment are weighted across different development levels

- fails to account for certain demographic characteristics

- does not address the issue of one to one vs group leadership

- task motivated, - relationship motivated

leaders are concerned primarily with reaching a goal

leaders are concerned with developing close interpersonal relationships

- low LPC's, - high LPC's

task motivated

relationship motivated

- leader member relations, - task structure, - position power

referes to the group atmosphere and the degree of confidence, loyalty and attraction of followers for leader; - good = high degree of subordinate trust, liking, positive relationship, - poor = little or no subordinate trust, friction exists, unfriendly

concerns the degree to which requirements of a task are clear and spelled out. - low structure, - high structure

designates the amount of authority a leader has to reward or punish followers; - strong power = authority to hire or fire, gives raises in rank or pay, - weak power = no authority to hire or fire, gives reaises in rank or no pay

- most favorable, - least favorable, - moderatelyl favorable

- good leader follower relations, high power, - defined tasks (high structure), - strong leader position power

- poor leader follower relations, - unstructured tasks (low structure), - weak leader position power

- fall in between these extremes

- very favorable = situations going smoothly, - very unfavorable = situations out of control

- moderately favorable = situations with some degree of certainty; not completely in or out of leaders control

categories 1, 2, 3, 8

categories 4, 5, 6, 7

categories 1, 2, 3

- empirical support, - broadened understanding, - predictive, - not an all or nothing approach, - leadership profiles

- many researchers have tested it and found it to be valid and reliable

- forces us to consider the impact of situations on leaders

- provides useful info about the type of leadership that is most likely to be effective in certain contexts

- does not require that peopel be effective in all situations

- provides data leader styles to develop profiles

- fails to fully explain why, - scale validity, - cumbersome, - issues with a mismatch

- people with certain leadership styles are more effective in some situations than in others "black box problem"

- LPC scale does not seem valid on the suface nor does it correlate well with other leadership measures, - due to the reason that it asks to measure evaluations of another person gets confusing of whether least preferred or least liked

- difficult because it entails assessing the leaders style and three complex situational variables each using a different instrument

- does not teach leaders who mismatch how to adapt their styles to improve leadership

- motivational prcinciples, - expectancy theory, motivation: the desire within a person causing that person to act to reach a goal

situational approach, path goal theory

contingency approach

contingency theory

need for affiliation

locus of control

path goal theory

situational approach

situational approach

path goal theory

path goal theory

situational approach

contingency theory

contingency theory

contingecy theory

path goal theory

path goal theory

path goal theory

path goal theory

path goal theory

path goal theory

path goal theory

situational approach

contingency theory,

- requirements/rules = not clearly stated/known, - path to accomplish = has many alternatives, - task completion = cannot be clearly demonstrated, - unlimited number = correct solutions exist

- requirements/rules = are clearly stated/known, - path to accomplish = has few alternatives, - task completion = can be clearly demonstrated, - limited number = correct solutions exist

- they are capable of performing their work, - that their efforts will result in a certain outcome, - that the payoffs for doing their work are worthwhile

- centers on how leaders motivate subordinates to accomplish designated goals - goal is to enhance employee performance and satisfaction by focusin on employee motivation

- directive leadership, - supportive leadership, - participative leadership, - achiement oriented leadership

leaders who gives subordinates task instruction including: - what is expected of them, - how task is to be done, - timeline for task completion

refers to being friendly and approachable as a leader and includes: - attending to well being & human needs of subordinates, - using supportive behavior to make work environment pleasant, - treating subordinates as equals & give them respect for their status

- leader who invites subordinates to share in the decision making, - a participative leader: - consults with subordinates, - seeks their ideas/opinions, - integrates their input into group/organizational decisions

- leader who challenges subordinates to perform work at the highest level, - an achievement oriented leader: - establishes a high standard of excellence for subordinates, - seeks continuous improvement, - demonstrates a high degree of confidence in subordinates ability to establish and achieve challenging goals

- strong need for affiliation, - preference for structure, - desire for control - perception of their own ability specfic task

- friendly and concerned leadership is a source of satisfaction, - supportive leadership

- dogmatic and authoritarian, - leadership provides psychological structure, task clarity and greater sense of certainty in work setting, - directive leadership

- internal locus of control, - external locus of control

- leadership that allows subordinates to feel in charge of their work and makes them an integral part of the decision making process, - participative leadership

- leadership that parallels subordinates feelings that outside forces control their circumstances, - directive leadership

- as perception of ability and competence goes up need for highly directive leadership goes down, - directive leadership may become redundant, possibly exessively controlling

- design of subordinates task, - organization's formal authoirty system, - primary work group of subordinates

- unclear and ambiguous, - highly repretitive, - weak formal authority, - nonsupportive/weak group norms

leader needs to provide structure

leader needs to provide support to maintain subordinate motivation

if formal authority system is weak, the leader needs to assist subordinates by making rules and work requirements clear

leader needs to help build cohesiveness and role responsibility

- anything in the work setting that gest in the way of subordinates, - they create excessive uncertainties, frustrations or therats for subordinates

- removing the obstacles, - helping subordinates around them

- dogmatic, - authoritarian group members

- unsatisfied, - need affiliation, - need human touch group members

- autonomous, - need for control, - need for clarity group members

- high expectations, - need to excel group members

- useful theoretical framework, - integrates motivation, - practical model

- understands how various leadership behaviors affect subordinates satisfaction and work performance

- no other theory integrates motivation

- provides an overarching purpose of leadership is to guide and coach subordinates as they move along the path to achieve a goal

- interpreting is confusing, - empirical partial support, - fails to explain the relationship, - one way event

- too many different aspects together makes it confusing

- only valid with partial support

- fails to explain relationship between leadership behavior and owkrer motivation

- subordinates may become easily dependent on leader

path goal theory derived from expectancy theory (motivation)