CHAPTER 1 Introduction 1.

1 Background The theme in early approaches to understanding leadership was the desire to identify traits or behaviors that effective leaders had in common. A common set of characteristics proved to be elusive, however. Researchers were continually frustrated by the lack of consistent support for their findings and conclusions. As a result, research began to focus on what style of leadership was most effective in a particular situation. Contingency or situational theories examine the fit between the leader and the situation and provide guidelines for managers to achieve this effective fit. The theorists in this section believe that managers choose leadership styles based on leadership situations. Managers adjust their decisionmaking, orientation, and motivational approaches based upon a unique combination of factors in their situations: characteristics of employees, types of work, organizational structures, personal preferences, and upperlevel management's influences. 1.2 Purpose 1. To know the definition about situational leadership 2. To know situational leadership model

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CHAPTER 2 Discussion 2.1 Definition of Situational Leadership An approach to leadership states that leaders understand their behavior, the properties of subordinates, and the situation before using a particular leadership style. This approach requires the leader to have diagnostic skills in human behavior. Situation is the need for leaders rink to operate. For most managers, the situation can determine success or failure, but it is wrong to blame the situation too. In applying situational leadership theory, managers should be based on the analysis of the circumstances prevailing at a particular time and identifies conditions or a member of the men he leads. Subordinate condition is an important factor in situational leadership as subordinates than as individuals they are also a group that fact can determine the strength of the leader personally owned. 2.2 Leadership Situational Model 2.2.1 Fiedler's contingency theory The first contingency model was developed by Fiedler (1967) who suggests that successful leadership depends on matching a leader's style to a situation's demands. In other words, each leadership style is most effective when used in the right situation. According to this model, the manager has to understand his or her own leadership style, diagnose the particular situation, and then match style and situation. That may mean either changing the situation to match the manager's style or giving the leadership role to someone whose style does match the situation. Fred E. Fiedler's contingency theory centers on the belief that there is no best way for managers to lead. Different situations create different leadership style requirements for managers. The style that works in one environment may not work in another.

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Fiedler looked at three elements that dictate a leader's situational control. These elements are: I. Task structure This is the job highly structured, fairly unstructured, or somewhere in between? The spelling out in detail (favorable) of what is required of subordinates affects task structure. II. Leader/member relations This element applies to the amount of loyalty, dependability, and support that a leader receives from his or her employees. In a favorable relationship, a manager has a highly formed task structure and is able to reward and/or punish employees without any problems. In an unfavorable relationship, the task structure is usually poorly formed, and the leader possesses limited authority. III. Positioning power Positioning power measures the amount of power or authority a manager perceives the organization has given him or her for the purpose of directing, rewarding, and punishing subordinates. Positioning powers of managers depends on the taking away (favorable) or increasing (unfavorable) of the decisionmaking power of employees. Fiedler then rated managers as to whether they were relationship oriented or task oriented. Taskoriented managers tended to do better in situations with good leader/member relationships, structured tasks, and either weak or strong position power. They also did well when the tasks were unstructured but position power was strong, as well as when the leader/member relations were moderate to poor and the tasks were unstructured. Relationshiporiented managers, on the other hand, do better in all other situations.

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a. Providing benefits is determined by the value of the third aspect of the situation b. Scoring procedure assumes that the leader-member relationship is more important than the structure of the task, which ultimately is more important than power position c. The possible combinations give eight of known octane level of benefits i. That the most favorable situation for the leader (octane 1) Good leader-member relationship that subordinates are more likely to fulfill the requests / directives from leaders When leaders have a considerable position of power, it is easier to influence subordinates When task-structured, it is easier for a leader to direct and supervise their performance. ii. The most unfavorable situation the leader (octane 8) Bad relations with subordinates, unstructured tasks, and kekuaaan low position. The taskmotivated style leader experiences pride and satisfaction in task accomplishment for his or her organization, while the relationshipmotivated style leader seeks to build interpersonal relations and extend extra help for team development in his or her organization. Judging whether a leadership style is good or bad can be difficult. Each manager has his or her own preferences for leadership. Taskmotivated leaders are at their best when their teams perform successfullysuch as achieving new sales records or outperforming major competitors. Relationshiporiented leaders are at their best when greater customer satisfaction is gained and positive company images are established. 2.2.2 Hersey-Blanchard's situational model The HerseyBlanchard Model of Situational Leadership, shown in Figure , is based on the amount of direction (task behavior) and amount of socioemotional support (relationship behavior) a leader must provide given the situation and the level of maturity of the followers.

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M1

M2

M3

M4

Task behavior is the extent to which the leader engages in spelling out the duties and responsibilities to an individual or group. This behavior includes telling people what to do, how to do it, when to do it, and where to do it. In task behavior, the leader engages in oneway communication. Relationship behavior, on the other hand, is the extent to which the leader engages in twoway or multiway communications. This behavior includes listening to, facilitating, and supporting employees. And maturity is the willingness and ability of a person to take responsibility for directing his own behavior. Employees tend to have varying degrees of maturity, depending on the specific tasks, functions, or objectives that they attempt to accomplish.

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To determine the appropriate leadership style to use in a given situation, a leader must first determine the maturity levels of his or her followers in relationship to the specific task. As employee maturity levels increase, a leader should begin to reduce task behavior and increase relationship behavior until his or her followers reach moderate maturity levels. As the employees move into aboveaverage maturity levels, the leader should decrease not only task behavior but also relationship behavior. Once maturity levels are identified, a manager can determine the appropriate leadership style: telling, selling, participating, or delegating. Telling. This style reflects high task/low relationship behavior (S1). The leader provides clear instructions and specific direction. Telling style is best matched with a low follower readiness level. Selling. This style reflects high task/high relationship behavior (S2). The leader encourages twoway communication and helps build confidence and motivation on the part of the employee, although the leader still has responsibility and controls decision making. Selling style is best matched with a moderate follower readiness level. Participating. This style reflects high relationship/low task behavior (S3). With this style, the leader and followers share decision making and no longer need or expect the relationship to be directive. Participating style is best matched with a moderate follower readiness level. Delegating. This style reflects low relationship/low task behavior (S4). Delegating style is appropriate for leaders whose followers are ready to accomplish a particular task and are both competent and motivated to take full responsibility. This style is best matched with a high follower readiness level. The right leadership style will depend on the person or group being led. The Hersey-Blanchard Situational Leadership Theory identified four levels of Maturity M1 through M4:

M1 - They still lack the specific skills required for the job in hand and are unable and unwilling to do or to take responsibility for this job or task. (According to Ken Blanchard "The honeymoon is over")

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M2 - They are unable to take on responsibility for the task being done; however, they are willing to work at the task. They are novice but enthusiastic.

M3 - They are experienced and able to do the task but lack the confidence or the willingness to take on responsibility.

M4 - They are experienced at the task, and comfortable with their own ability to do it well. They are able and willing to not only do the task, but to take responsibility for the task.

Maturity Levels are also task-specific. A person might be generally skilled, confident and motivated in their job, but would still have a maturity level M1 when asked to perform a task requiring skills they don't possess. 2.2.3 House's path-goal theory This is a leadership tool used to identify, analyse, solve and effectively manage situational issues arising from either follower characteristics or unfavorable external factors. Identifying problems between the environmentfollower relationship, House then treats these as obstacles that need to be removed by the leader. The pathgoal theory, developed by Robert House, is based on the expectancy theory of motivation. A manager's job is to coach or guide workers to choose the best paths for reaching their goals. Based on the goalsetting theory, leaders engage in different types of leadership behaviors depending on the nature and demands of a particular situation. A leader's behavior is acceptable to subordinates when viewed as a source of satisfaction. He or she is motivational when need satisfaction is contingent on performance; this leader facilitates, coaches, and rewards effective performance. Pathgoal theory identifies several leadership styles:

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a. Achievementoriented. The leader sets challenging goals for followers, expects them to perform at their highest levels, and shows confidence in their abilities to meet these expectations. This style is appropriate when followers lack job challenges. b. Directive. The leader lets followers know what is expected of them and tells them how to perform their tasks. This style is appropriate when followers hold ambiguous jobs. c. Participative. The leader consults with followers and asks them for suggestions before making a decision. This style is appropriate when followers are using improper procedures or are making poor decisions. d. Supportive. The leader is friendly and approachable. He or she shows concern for the followers' psychological wellbeing. This style is appropriate when followers lack confidence. Pathgoal theory assumes that leaders are flexible and that they can change their styles as situations require. This theory proposes two contingency variables that moderate the leader behavioroutcome relationship: 1) Environment characteristics are outside the control of followers, task structure, authority system, and work group. Environmental factors determine the type of leader behavior required if follower outcomes are to be maximized. 2) Follower characteristics are the focus of control, experience, and perceived ability. Personal characteristics of subordinates determine how the environment and leader behavior are interpreted.

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Effective leaders clarify the path to help their followers achieve their goals, and make their journeys easier by reducing roadblocks and pitfalls. Research demonstrates that employee performance and satisfaction are positively influenced when leaders compensate for shortcomings in either their employees or the work settings.

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CHAPTER 3 Closing 3.1.1 Summary Leadership efectiveness is not only influence to individual and but it is also depand on the task, job or function. So situational leadership approach focus on leadership phenomenon in the certain unique situation. From this point of fiew, for the effectiveness, a leader must be able to adapt his style to the demands of the changing situation. Situational leadership theory relies on two fundamental concepts, namely: the level of readiness / maturity of the individual or the group as a follower and leadership style. 1) Fiedler identifies three variables in the work situation that help determine which leadership style will be effective:
o

Leader-member relations -the extent to which the leader is acepted by followers.

o o

Task structure - the degree to which a job is routine. Leader position power - the extent to which a leader has legitimate, coercive, and reward power. Each can be described as either favorable or unfavorable for the leader.

Relationship-orientated leaders are generally most effective in moderately favourable situations. 2) Hersey and Blanchard characterized leadership style in terms of the amount of Task Behavior and Relationship Behavior that the leader provides to their followers. They categorized all leadership styles into four behavior types, which they named S1 to S4:

S1: Telling - is characterized by one-way communication in which the leader defines the roles of the individual or group and provides the what, how, why, when and where to do the task;

S2: Selling - while the leader is still providing the direction, he or she is now using two-way communication and providing the socio-emotional support that will allow the individual or group being influenced to buy into the process;

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S3: Participating - the leader is providing less task behaviours while maintaining high relationship behavior;

S4: Delegating - the leader is still involved in decisions

3) The Path-Goal Theory requires leaders to clarify the path for followers, increase rewards and/or remove goal obstacles through adapting their leadership style as and when the situation requires. The model identifies four leadership styles which make use of different types of leader behavior to suit both the situation and the follower's need: Achievement-oriented Directive Participative Supportive

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References

As'ad, M. (1986). Kepemimpinan Efektif dalam Perusahaan (2nd ed.). Yogyakarta: Liberty Yogyakarta. Rivai, V, Mulyadi, D. (2009). Kepemimpinan dan Perilaku Organisasi. Jakarta: Rajawali Pers. Wahjosumidjo. (1987). Kepemimpinan dan Motivasi (3rd ed.). Jakarta: Ghalia Indonesia. Management Class. Leadership Development. http://managementclass.co.uk/leadership/competence/lead7.html. 15 September 2013

Nuarta, Hangga. 1 Juni 2013. Teori Kepemimpinan. http://menecafe.com/teorikepemimpinan. 15 September 2013 Ruhana, Ika. 6 November 2012. Mata Kuliah Kepemimpinan Pendekatan Situasional. http://anahuraki.lecture.ub.ac.id/2012/11/mata-kuliahkepemimpinan-pendekatan-situasional/. 15 September 2013 Situational Approaches to Leadership. http://www.cliffsnotes.com/moresubjects/principles-of-management/leadership-andmanagement/situational-approaches-to-leadership. 13 September 2013

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