Black Mouton

Leadership and Organizational
Behavior
MGMT8042
Leadership: Various Approaches
Session 2
Prepared by
Dr. Anita Maharani
anita.maharani@binus.edu
Session Learning Outcomes
Upon completion of this session, students are expected to be able to
• LO 1
Prioritize suitable leadership concepts on people and organization
behaviors and day to day business practices
• LO 2
Compare effective leadership skills in managing peoples behavior and
motivation as well as processes in an organization
• LO3
Assess the ethical impact that affects both individuals and organizations
Skills Approach Description
Perspective Definition
• Leader-centered Leadership skills-The
perspective ability to use one’s
• Emphasis on skills knowledge and
and abilities that can competencies to
be learned and accomplish a set of
developed goals and objectives
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.
Basic Administrative Skills – Katz (1955)
Leaders need all

three skills— but
relative
importance
changes based on
level of
management
Technical Skill
• Having knowledge about and being proficient in a
specific type of work or activity.
• Specialized competencies
• Analytical ability
• Use of appropriate tools and techniques
• Technical skills involve hands-on ability with a product or process
• Most important at lower levels of management
Human Skill
• Having knowledge about and being able to work with
people.
• Being aware of one’s own perspective and others’
perspectives at the same time
• Assisting group members in working cooperatively to
achieve common goals
• Creating an atmosphere of trust and empowerment of
members
• Important at all levels of the organization
Conceptual Skill
• the ability to do the mental work of shaping meaning of
organizational policy or issues (what company stands for
and where it’s going)
• Works easily with abstraction and hypothetical notions
• Central to creating and articulating a vision and strategic plan
for an organization
• Most important at top management levels
Skills-Based Model
 Skills Model Perspective

 Competencies
 Individual Attributes
 Leadership Outcomes
 Career Experiences
 Environmental Influences
Skills Model Description
(Mumford, Zaccaro, Harding, Jacobs, & Fleishman, 2000)
Perspective Skills-Based Model of

Leadership
• Research studies (1990s) goal: to Capability model - Examines

identify the leadership factors relationship between a leader’s
knowledge & skills & the leader’s
that create exemplary job performance.
performance in an organization Suggests many people have the potential
for leadership
• Emphasizes the capabilities that
make effective leadership
possible rather than what leaders
do
Competencies Skills
Problem Solving Social Judgment Knowledge
Creative ability to Capacity to understand The accumulation of

solve new/unusual, people and social systems information & the
ill-defined - Perspective taking mental structures to
organizational - Social perceptiveness organize the information
problems
- Behavioral flexibility
- Social performance
Peter G. Northouse, Leadership:

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
SeventhPublications,
Edition. © 2016
Inc. SAGE Publications, Inc.
Individual Attributes
General Cognitive Crystallized

Motivation Personality
Ability Cognitive Ability
Person’s intelligence Intellectual ability Three aspects Any characteristic

• Perceptual processing learned or of motivation that helps people
acquired over time cope with complex
• Information processing •Willingness organizational
• General reasoning situations is
•Dominance probably related to
• Creative & divergent
thinking leader performance
•-Social good
• Memory

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
Leadership Outcomes
Problem Solving Performance
Criteria = originality & quality of solutions to Degree to which a leader

problem situations – good problem solving has successfully performed
involves creating solutions that are: his/her assigned duties
- Logical
- Effective
- Unique
- Go beyond given information

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
Career Experiences
Challenging Appropriate Hands-on

Mentoring Experience with
Assignments Training
Novelty
 Experience gained during career influences leader’s knowledge & skills to solve complex
problems
 Leaders learn and develop higher levels of conceptual capacity if they progressively
confront more complex and long-term problems as they ascend the organizational
hierarchy

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
Environmental Influences
 Factors in a leader’s situation that lie outside of

his or her competencies, characteristics, and
experiences
– Internal environmental influences – Ex.
Outdated technology, skill level of employees
– External environmental influences – Ex.
Economic, political, or social issues; natural
disasters

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
Skills Approach
Focus Principal Research Perspectives
• Focus is primarily • Katz (1955) suggests importance of particular

descriptive – it describes leadership skills varies depending where
leaders reside in management hierarchy
leadership from skills
perspective • Mumford, Campion, & Morgeson, (2007)
suggest higher levels of all skills needed at
• Provides structure for higher levels of hierarchy
understanding the nature • Mumford, Zaccaro, Harding et al. (2000)
of effective leadership suggest leadership outcomes are direct result of
leader’s skilled competency in problem solving,
social judgment, & knowledge
Strengths
• First approach to conceptualize and create a structure of

the process of leadership around skills
• Describing leadership in terms of skills makes leadership
available to everyone
• Provides an expansive view of leadership that incorporates
wide variety of components (i.e., problem-solving skills,
social judgment skills)
• Provides a structure consistent with leadership education
programs
Criticisms
• Breadth of the skills approach appears to extend beyond

the boundaries of leadership, making it more general,
less precise
• Weak in predictive value; does not explain how skills lead

to effective leadership performance
• Skills model includes individual attributes that are trait-

like
Application
• The Skills Approach provides a way to delineate the skills of

a leader
• It is applicable to leaders at all levels within the
organization
• The skills inventory can provide insights into the
individual’s leadership competencies
• Test scores allow leaders to learn about areas in which they
may wish to seek further training
Behavioral Approach Description
Perspective Definition
• Emphasizes the Composed of two general kinds of

behavior of the Behaviors
leader
 Task behaviors
• Focuses exclusively Facilitate goal accomplishment: Help
on what leaders do group members achieve objectives
and how they act  Relationship behaviors
Help subordinates feel comfortable
with themselves, each other, and the
situation
Ohio State Studies
• Leadership Behavior Description Questionnaire (LBDQ)
• Identify number of times leaders engaged in specific
behaviors
• 150 questions
• Participant settings (military, industrial, educational)
• Results
• Particular clusters of behaviors were typical of leaders
Ohio State Studies, cont’d.
• LBDQ-XII (Stogdill, 1963)
• Shortened version of the LBDQ
• Most widely used leadership assessment instrument
• Results - Two general types of leader behaviors:
• Initiating structure – Leaders provide structure for subordinates
• Task behaviors - organizing work, giving structure to the work context,
defining role responsibility, scheduling work activities
• Consideration - Leaders nurture subordinates
• Relationship behaviors – building camaraderie, respect, trust, & liking
between leaders & followers
University of Michigan Studies
• Exploring leadership behavior
• Specific emphasis on impact of leadership behavior on performance of
small groups
• Results - Two types of leadership behaviors conceptualized as
opposite ends of a single continuum
• Employee orientation
• Strong human relations emphasis
• Production orientation
• Stresses the technical aspects of a job
• Later studies reconceptualized behaviors as two independent
leadership orientations - possible orientation to both at the same time
Historical Perspective
Blake & Mouton’s Managerial Leadership Grid
Development Purpose
• Developed in early 1960s  Designed to explain how leaders help

• Used extensively in organizations to reach their purposes
organizational training & • Two factors
development • Concern for production
• How a leader is concerned with
achieving organizational tasks
• Concern for people
• How a leader attends to the
members of the organization who are
trying to achieve its goals
Authority-Compliance (9,1)
Definition Role Focus
• Efficiency in operations results • Heavy emphasis on task and job

from arranging conditions of requirements and less emphasis on
work such that human people
interference is minimal
• Communicating with subordinates
mainly for task instructions
• Results driven – people regarded as
tools to that end
• 9,1 leaders – seen as controlling,
demanding, hard-driving, &
overpowering
Country Club (1,9)
• Thoughtful attention to the • Low concern for task accomplishment

needs of people leads to a coupled with high concern for
comfortable, friendly interpersonal relationships
organizational atmosphere and • Deemphasizes production; leaders
work tempo stress the attitudes and feelings of
people
• 1,9 leaders – try to create a positive
climate by being agreeable, eager to
help, comforting, noncontroversial
Impoverished (1,1)
• Minimal effort exerted to get • Leader unconcerned with both

work done is appropriate to task and interpersonal
sustain organizational relationships
membership • Going through the motions, but
uninvolved and withdrawn
• 1,1 leaders – have little contact
with followers and are described
as indifferent, noncommittal,
resigned, and apathetic
Middle-of-the-Road (5,5)
• Adequate organizational • Leaders who are compromisers; have

performance possible intermediate concern for task and people
through balancing the who do task
necessity of getting work • To achieve equilibrium, leader avoids
done while maintaining conflict while emphasizing moderate levels
satisfactory morale of production and interpersonal
relationships
• 5,5 leader – described as expedient; prefers
the middle ground; soft-pedals
disagreement; swallows convictions in the
interest of “progress”
Team (9,9)
• Work accomplished through • Strong emphasis on both tasks and

committed people; interpersonal relationships
interdependence via a • Promotes high degree of participation &
“common stake” in the teamwork, satisfies basic need of
organization’s purpose, which employee to be involved & committed to
leads to relationships of trust their work
and respect
• 9,9 leader – stimulates participation, acts
determined, makes priorities clear, follows
through, behaves open-mindedly and
enjoys working
Paternalism / Maternalism
•Reward and approval • Leaders who use both 1,9 and 9,1 without
are bestowed on people in integrating the two
return for loyalty and
obedience; failure to • The “benevolent dictator”; acts gracious
comply leads to for purpose of goal accomplishment
punishment • Treats people as though they were
disassociated from the task
• Regards the organization as a family
• Makes most of the key decisions
• Rewards loyalty and punishes non-
compliance
Opportunism
• People adapt and shift to • Performance occurs according to a

any grid style needed to system of selfish gain
gain maximum advantage • Leader uses any combination of the
basic five styles for the purpose of
personal advancement
Leaders usually have a dominant grid • May be seen as ruthless and cunning
style used in most situations and a • May also be seen as adaptable and
backup style that is reverted to when
under pressure strategic
How Does the Behavioral Approach Work?
 Focus of Behavioral Approach
 Strengths
 Criticisms
 Application
Behavioral Approach
Focus Overall Scope

• Primarily a framework for • Offers a general means of
assessing leadership as assessing the behaviors of
behavior with a task and leaders
relationship dimension
Strengths
• Behavioral approach marked a major shift in leadership research
from exclusively trait focused to include behaviors and actions of
leaders
• Broad range of studies on leadership style validates and gives
credibility to the basic tenets of the approach
• At conceptual level, a leader’s style is composed of two major
types of behaviors: task and relationship
• The behavioral approach is heuristic—leaders can learn a lot
about themselves and how they come across to others by trying
to see their behaviors in light of the task and relationship
dimensions
Criticisms
• Research has not adequately demonstrated how leaders’

styles are associated with performance outcomes
• No universal style of leadership that could be effective in
almost every situation
• Implies that the most effective leadership style is High-
High style (i.e., high task/high relationship); research
finding support is limited
Application
• Many leadership training and development programs are

designed along the lines of the style approach.
• By assessing their own style, managers can determine how
they are perceived by others and how they could change
their behaviors to become more effective.
• The style approach applies to nearly everything a leader
does.
Situational Approach Description
(Hersey & Blanchard, 1969)
“Leaders match their style to the competence and commitment of
subordinates”
Perspective
• Focuses on leadership in situations
• Emphasizes adapting style - different situations
demand different kinds of leadership
• Used extensively in organizational leadership training
and development
Situational Approach Description, cont’d
(Hersey & Blanchard, 1969)
Definition
• Composed of both a directive dimension & supportive
dimension:
• Each dimension must be applied appropriately in a given
situation
• Leaders evaluate employees to assess their competence and

commitment to perform a given task
Leadership Styles
Definition
• Leadership style - the behavior pattern of an
individual who attempts to influence others
It includes both:
• Directive (task) behaviors
• Supportive (relationship) behaviors
Leadership Styles
Dimension Definition
• Directive behaviors - Help group members in
goal achievement via one-way communication
through:
• Giving directions
• Establishing goals & how to achieve them
• Methods of evaluation & time lines
• Defining roles
Leadership Styles
Dimension Definitions
• Supportive behaviors - Assist group members via
two-way communication in feeling comfortable
with themselves, co-workers, and situation
• Asking for input
• Problem solving
• Praising, listening
S1 - Directing Style
• Leader focuses communication on goal

achievement
• Spends LESS time using supportive behaviors

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
S2 - Coaching Style
• Leader focuses communication on BOTH goal

achievement and supporting subordinates’
socioemotional needs
• Requires leader involvement through encouragement
and soliciting subordinate input

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
S3 - Supporting Style
• Leader does NOT focus solely on goals; uses supportive

behaviors to bring out employee skills in accomplishing
tasks
• Leader delegates day-to-day decision-making control
but is available to facilitate problem solving

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
S4 - Delegating Style
• Leader offers LESS task input and social support; facilitates

subordinates’ confidence and motivation in relation to the task
• Leader lessens involvement in planning, control of details, and
goal clarification
• Gives subordinates control and refrains from intervention and
unneeded social support

Peter G.Theory
Northouse,
and Practice,
Leadership:
Seventh
Theory
Edition.
and Practice,
© 2016 SAGE
Edition. © 2016
Development Levels
The degree to which followers have the competence

and commitment necessary to accomplish a given task
or activity
Situational Approach
Focus
• Assumes that subordinates vacillate “The situational
along the developmental continuum approach requires
of competence and commitment leaders to
• Leader effectiveness depends on demonstrate a strong
- degree of flexibility.”
• assessing subordinate’s
developmental position, and
• adapting his/her leadership style
to match subordinate
developmental level
How Does The Situational Approach Work?
Using SLII® model – In any given situation the leader has two tasks:
1st Task 2nd Task

Diagnose the Situation Adapt Style
Identify the developmental level of To prescribed Leadership style in
employee the SLII ® model
Ask questions like: • Leadership style must
• What is the task subordinates are correspond to the employee’s
being asked to perform? development level
• How complicated is it?
• What is their skill set?
• Do they have the desire to complete
the job?
How Does the Situational Approach Work?
Employee’s Developmental Level

• Competence
• Commitment
Leader’s Leadership Style

• Directive
• Supportive
Strengths
• Marketplace approval. Situational Leadership® is perceived as

providing a credible model for training employees to become
effective leaders.
• Practicality. Situational Leadership® is a straightforward

approach that is easily understood and applied in a variety of
settings.
• Prescriptive value. Situational Leadership® clearly outlines

what you should and should not do in various settings.
Strengths
• Leader flexibility. Situational Leadership® stresses that

effective leaders are those who can change their styles based
on task requirements and subordinate needs.
• Differential treatment. Situational Leadership® is based on

the premise that leaders need to treat each subordinate
according to his/her unique needs.
Criticisms
• Lack of an empirical foundation raises theoretical

considerations regarding the validity of the approach.
• Further research is required to determine how commitment
and competence are conceptualized for each developmental
level.
• Conceptualization of commitment itself and why it varies is
very unclear.
• Replication studies fail to support basic prescriptions of the
Situational Leadership® model.
Criticisms
• Does not account for how particular demographics influence

the leader-subordinate prescriptions of the model
• Fails to adequately address the issue of one-to-one versus

group leadership in an organizational setting
• Questionnaires are biased in favor of Situational

Leadership®.
Application
• Often used in consulting because it’s easy to conceptualize and

apply
• Straightforward nature makes it practical for managers to apply
• Breadth of situational approach facilitates its applicability in

virtually all types of organizations and levels of management in
organizations
Source
Northouse, P.G. (2016). Leadership Theory and Practice. SAGE

Publications. ISBN 9781483317533

Black Mouton

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Black Mouton

Uploaded by

Copyright:

Available Formats

Leadership and Organizational

Leaders need all

• Use of appropriate tools and techniques

• Technical skills involve hands-on ability with a product or process

• Most important at lower levels of management

 Skills Model Perspective

Perspective Skills-Based Model of

• Research studies (1990s) goal: to Capability model - Examines

Problem Solving Social Judgment Knowledge

Creative ability to Capacity to understand The accumulation of

Peter G. Northouse, Leadership:

General Cognitive Crystallized

Person’s intelligence Intellectual ability Three aspects Any characteristic

Peter G. Northouse, Leadership:

Problem Solving Performance

Criteria = originality & quality of solutions to Degree to which a leader

Peter G. Northouse, Leadership:

Challenging Appropriate Hands-on

Peter G. Northouse, Leadership:

 Factors in a leader’s situation that lie outside of

Peter G. Northouse, Leadership:

• Focus is primarily • Katz (1955) suggests importance of particular

• First approach to conceptualize and create a structure of

• Breadth of the skills approach appears to extend beyond

• Weak in predictive value; does not explain how skills lead

• Skills model includes individual attributes that are trait-

• The Skills Approach provides a way to delineate the skills of

• Emphasizes the Composed of two general kinds of

• Developed in early 1960s  Designed to explain how leaders help

Definition Role Focus

• Efficiency in operations results • Heavy emphasis on task and job

• Thoughtful attention to the • Low concern for task accomplishment

Definition Role Focus

• Minimal effort exerted to get • Leader unconcerned with both

Definition Role Focus

• Adequate organizational • Leaders who are compromisers; have

Definition Role Focus

• Work accomplished through • Strong emphasis on both tasks and

Definition Role Focus

• People adapt and shift to • Performance occurs according to a

 Focus of Behavioral Approach

Focus Overall Scope

• Research has not adequately demonstrated how leaders’

• Many leadership training and development programs are

• Leaders evaluate employees to assess their competence and

• Leader focuses communication on goal

• Spends LESS time using supportive behaviors

Peter G. Northouse, Leadership:

• Leader focuses communication on BOTH goal

Peter G. Northouse, Leadership:

• Leader does NOT focus solely on goals; uses supportive

Peter G. Northouse, Leadership:

• Leader offers LESS task input and social support; facilitates

Peter G. Northouse, Leadership:

The degree to which followers have the competence

1st Task 2nd Task

Employee’s Developmental Level

Leader’s Leadership Style

• Marketplace approval. Situational Leadership® is perceived as

• Practicality. Situational Leadership® is a straightforward

• Prescriptive value. Situational Leadership® clearly outlines

• Leader flexibility. Situational Leadership® stresses that

• Differential treatment. Situational Leadership® is based on

• Lack of an empirical foundation raises theoretical