DYNAMIC OF LEADERSHIP - Reflection Week 6 (Contingency Leadership Theories)

 Reflection Week 6 (Contingency Leadership Theories)

The sixth class of Dynamics of Leadership was held on Friday, 26^th April 2024 with a topic of ‘Contingency Leadership Theories’. Prof Jamilah started the class with showing a video about ‘The Relentless Principal story’. The maverick Kiwi principal who is shaking up education in the USA, turning troubled schools into winners. Hamish Brewer, a tattooed skateboarder originally from West Auckland, hated school when he was a student, having failed his school certificate twice. Now he wants to be the best school principal on the planet. What I can learned from this video how he inspires the children to be a great student, motivate the children for not give up in their life even they are from the low-cost family. He also unites the children and have a clear vision and goal to achieve. He actually has a great passion for what he did and for me, he is one of the examples of an effective situational leader. Enjoy the screenshot from the video and you’ll see the moment of the desirable of his leadership.

This is Hamish Brewer, the Relentless Principal	He was waiting his student coming to the school and greeted them with a motivational word.
He is very motivated and motivates the people. Very close with his student.	His word amazed the children and very inspiring
Leader and followers support each other!	He congratulates his student for becoming a winner, but his student said that she is not the winner, but the school is the winner! See how a true leader inspiring followers to become like him.

   

For the next slide is about “The Leadership Theories vs Leadership Model”. The different with the leadership theories and leadership model is leadership theories, on the other hand, a broader various perspective on leadership. They aim to explain why certain leadership approaches work and how they impact organizational outcomes. These theories explore into the underlying principles and concepts that guide leadership behaviour. Leadership theories include the trait theory, behavioural theory, contingency theory, and path-goal theory, among others. Each theory provides a different lens through which we can understand leadership effectiveness. But the leadership models, provide a conceptual framework for understanding what makes a leader effective. They serve as a structured way to explain the characteristics, behaviours, and practices that contribute to successful leadership. These models often focus on specific aspects of leadership, such as traits, behaviours, or situational factors. Examples of leadership models include the transformational leadership model, situational leadership model, and servant leadership model.

The next slide is about “Contingency theory and model”, where contingency means “it depends”. Different individuals and groups prefer different leadership styles. Prof Jamilah gave an example of the principal of the school, where the principal will treat a high performing teacher differently from the average or low performing teacher. There is no best way to organize, to lead, and to make decisions in an organization. A leader also can motivate the team and take the organization to great heights. There are many leadership styles, and they all have their unique virtues. The leader must decide which leadership style suits a particular situation. This concept is a contingency theory of leadership. Contingency theories of leadership include Fiedler's Contingency Model, Hersey-Blanchard Situational Leadership Theory, and Path-Goal Theory [19].

Contingency Theory Models for Leadership

 

Prof Jamilah further explain about the contingency theories such as Fiedler (1951) where the leadership style is a reflection of personality and behaviour, and that leadership styles are basically constant/remain continuously. This is the first leadership model developed by Austrian psychologist Fred Fedler. Leaders do not change styles; they change the situation.  In this model, there are typical situations, and then the LPC score will be determined. LPC means least preferred co-worker. If the score is above 64 and above, then the leader is relationship-oriented. Your leadership style is characterized by your effectiveness at building relationships and managing conflict.  If the score between 58-63, the leader is socio-independent leader. If the score is below 57, then the leader is task-oriented. Task-oriented leadership is characterized by a strong ability to organize teams and projects for more efficiency and effective task accomplishment.

In this model, three typical factors will determine LPC, which is situational favourableness, including the leader-member relations, the task structure, and the leader’s power position. Regarding leader-member relation levels, a favourable situation would be one where your team trusts you implicitly. The higher the trust between two parties, the more favourable the situation is. In terms of task structure, a favourable situation has very clear tasks. If it’s obvious what the team should be doing and how they should carry out their tasks, the leader has more situational control. The last situational factor is the leader’s position power. A strong leader position power means that you have high authority as a leader. The more position power you have to reward or punish your team, the higher the situational control [20].

Example of Fiedler’s Contingency Theory;

PizzaHut Restaurant Manager	In this example, we’re going to imagine that you have been newly appointed the manager of a PizzaHut restaurant in other branch. In this scenario we might expect the following situational factors:
Situational factor: Trust will be low/poor	This is because you are new to the job so your team won’t trust you. Secondly, staff turnover is high so it’s going to be difficult to build strong relationships.
Situational factor: Task structure is high	This is because there are extremely clear operating procedures to follow covering everything from how to make each pizza, to how to welcome customers to the restaurant.
Situational factor: Position power is high/strong	You have the ability to hire and fire and reward and punish as is required.
According to Fiedler’s Contingency Theory of Leadership, and using our table above, a relationship-oriented leader is best suited to this type of role.

 

If the situation changes into – appointed as manager at the same restaurant, the situational factor of leader-member relation/ trust will be change to good, task structure and position power will be remained. Refer to the table, a task-oriented leader is best suited to this type of role. I hope this example will have a clear picture about Fiedler’s Contingency Theory.

 

Next slide from Prof Jamilah in contingency theory on The Leadership Continuum Model’ by Tannenbaum and Schidmt (1950s). The Leadership Continuum Model by Tannenbaum and Schmidt, developed in the 1950s, suggests that there is a range of leadership styles that can be used by a leader, from autocratic to democratic. The model emphasizes the importance of considering factors such as the leader's personality, the situation, and the characteristics of the followers when choosing a leadership style. Below is the diagram of ‘Tannenbaum and Schidmt Continuum of Leadership’ from slidesalad.com;

From a group development standpoint, moving from left to right along the continuum, the leader gives up his or her power in making solo decisions so that he/she progressively involves the group, until the group effectively becomes self-managing. At the far left, the leader sets goals, makes decisions and then tells the others what they are going to do. At the opposite end of the continuum, the leader permits (perhaps encourages) the group to define the issues they are facing and share the decision-making. Tannenbaum and Schmidt's model is oriented notably towards decision-making and ignores other aspects of leadership. Nevertheless, the model is powerful and insightful. It's a wonderfully concise and easily applicable tool, showing leaders the many choices, they have [21].

Here's a breakdown of the key leadership styles along the continuum [22]:

Autocratic (Tell)	·         At the extreme leader-centred end of the continuum, the leader makes all decisions and closely supervises followers. ·         There is limited input or autonomy for team members. ·         This style is suitable for situations where quick and decisive action is required, such as during a crisis or when dealing with inexperienced team members.
Consultative (Sell)	·         In this style, leaders seek input from team members but ultimately make the decisions themselves. ·         Leaders provide information, explain their decisions, and try to persuade team members to support their choices. ·         This style is suitable when leaders value team members' input but need to maintain control over the final decision.
Participative (Consult)	·         Leaders and team members collaborate in decision-making, with both parties contributing ideas and discussing options. ·         The final decision is made jointly. ·         This style is effective when leaders want to empower team members, foster creativity, and build a sense of ownership among the team.
Delegative (Join)	·         In the delegative or laissez-faire style, leaders’ hand over decision-making authority to team members. ·         Team members have significant autonomy, and leaders provide guidance and support when needed. ·         This style is suitable when team members are highly skilled, self-motivated, and capable of making decisions independently.

 

The key insight of the Leadership Continuum is that there is no one-size-fits-all leadership style. Effective leaders should be flexible and adapt their style to the specific situation and the needs of their team members. Factors to consider when determining the appropriate leadership style include the task/project, the skill and experience of team members, time constraints and team dynamics. Last but not least, effective leaders recognise that different situations and team compositions require different leadership styles. By understanding where they fall on the continuum and being willing to adjust their style as needed, leaders can better engage their teams, foster collaboration, and achieve their organisational goals. Leadership is not a fixed concept but a dynamic practice that evolves to meet the ever-changing demands of the workplace.

Next slide by Prof Jamilah is about Situational Leadership model by Ken Blanchard and Paul Hersey (in the late 1960s). It is the adjustment of a leadership style to specific situations to reflect employee needs.

The Hersey-Blanchard Model, or situational leadership style, was developed by author Paul Hersey and leadership expert Ken Blanchard, author of “The One Minute Manager.” The model is not a static leadership style. Instead, it is flexible, wherein the manager adapts their management style to various factors in the workplace, including their relationship with employees. That means managers who live by the model must choose a leadership style related to followers’ maturity. For example, if an employee’s maturity is high, the model suggests the leader provide minimal guidance. By contrast, if their maturity is low, the manager may need to provide explicit directions and supervise work closely to ensure the group has clarity on their goals and how they are expected to achieve them [23]. This model provides as a way to guide leaders to more effective leadership based on situations and people. Because employees work and mature professionally—or not—the theory suggests that they may respond better to different levels of guidance, supervision, and instruction. The theory behind the model is to use different approaches with employees based on their abilities, willingness to work, knowledge, and experience.

One example scenario in this situational leadership style, is when a team is highly skilled and motivated, a leader may use a delegating style, giving the team members more autonomy and decision-making power. On the other hand, if a team is inexperienced or lacking motivation, a leader may need to use a more directive style, providing clear instructions and guidance.

 

Ok then, we proceed for the last Prof Jamilah slide lecture is about ‘Path-Goal Leadership Model’ by House & Mitchell (1974). Below is the diagram of Path-Goal Theory of Leadership adapted from www.toolshero.com.

Path-Goal Theory of Leadership (House & Mitchell, 1975)

The right leadership style depends on the situation and the employees. The chosen leadership style is only acceptable when it’s accepted by her or his employees and motivates and satisfies them. It’s the leader’s task to facilitate, coach and reward her or his employees. The Path-Goal Theory identifies four leadership styles: directive leadership, supportive leadership, achievement-oriented leadership and participative leadership. Refer to the screenshot of the slide show from Prof Jamilah for better understanding;

Example of situations:

Directive Leadership: In another scenario, a team is faced with a complex task that requires clear guidance and instructions. The leader uses a directive leadership style to provide specific guidance on how to approach the task, set clear goals, and establish timelines. By clarifying expectations and providing structure, the leader helps the team members navigate the challenges more effectively.

Supportive Leadership: Imagine a scenario where a team is working on a challenging project with tight deadlines. The leader adopts a supportive leadership style by showing empathy and concern for the well-being of team members. By providing emotional support and creating a positive work environment, the leader helps reduce stress and increase motivation among the team members.

Participative Leadership: Consider a scenario where a team is brainstorming ideas for a new project. The leader adopts a participative leadership style by involving team members in the decision-making process and encouraging collaboration. By seeking input from team members and valuing their ideas, the leader fosters a sense of ownership and commitment among the team members.

Achievement-Oriented Leadership: In a scenario where a team is striving to meet ambitious performance targets, the leader adopts an achievement-oriented leadership style. The leader sets challenging goals, encourages high performance standards, and provides feedback on progress. By inspiring a sense of achievement and pushing team members to reach their full potential, the leader motivates them to excel.

 

From all of the examples, we can conclude that ‘motivation’ is an important component in leadership and plays a significant role in the Path-Goal Theory of Leadership. After all, it’s about how leaders can motivate their employees in achieving their smart goals within their work environment. House and Mitchell posit that leaders can increase motivation and happiness at work by rewarding their employees. Additionally, they must clarify which path to choose to work towards the goal and provide focus for their employees by coaching them and keeping them on the right track within their work environment. This will only increase work enjoyment. According to this leadership theory, leaders must focus on various types of leader behaviour / leadership behaviour. This may differ per situation and employee, as long as they provide focus and support. This allows leaders to work on the department’s goals, but also unite these with the organisation’s goals [24].

Before Prof Jamilah end the session, Prof share one slide asking about ‘What is the best leadership style?’ The answer is the one which works for the individual leader in s specific time, and in specific environment or the right situation. As usual, Prof Jamilah will end with the with quotes, ‘You can be anything, be kind, in life always remember, what you give, you get back’. Thank you, Prof Jamilah, for keep reminder to always be kind in whatever we do in life.