Johns Hopkins University Johns Hopkins University School of Professional Studies in Business and EducationSchool of Professional Studies in Business and Education

20062006

Early Leadership StudiesEarly Leadership Studies1.1. Differentiated between leaders and Differentiated between leaders and

followers by identifying the followers by identifying the characteristics necessary to characteristics necessary to complete a taskcomplete a task

2.2. Others identified leaders by Others identified leaders by observable behaviorsobservable behaviors

3.3. Some theorists looked at situational Some theorists looked at situational or contingency approaches to or contingency approaches to leadershipleadership

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20062006

Leadership Definitions from Leadership Definitions from the Early Studiesthe Early Studies

1.1. The ability of an individual to influence The ability of an individual to influence others to pursue defined goals and others to pursue defined goals and objectivesobjectives

2.2. Includes establishing relationships with Includes establishing relationships with individuals affiliated with the organization individuals affiliated with the organization sufficiently to gain commitmentsufficiently to gain commitment

3.3. Involves acquiring a knowledge of Involves acquiring a knowledge of individuals and situations (recognizing individuals and situations (recognizing the individual)the individual)

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20062006

R.M. Stogdill (1948)R.M. Stogdill (1948)

Looked at over 100 studies from the Looked at over 100 studies from the 30’s and 40’s. There were no 30’s and 40’s. There were no characteristics or traits that characteristics or traits that distinguished leaders from non-distinguished leaders from non-leaders.leaders.

Johns Hopkins University Johns Hopkins University School of Professional Studies in Business and EducationSchool of Professional Studies in Business and Education

20062006

Later StudiesLater StudiesThe Iowa Studies (1930’s ) –tried The Iowa Studies (1930’s ) –tried to identify styles or behaviors of to identify styles or behaviors of leadershipleadership

Kurt Lewin- looked for a style or Kurt Lewin- looked for a style or pattern of leadership behaviorspattern of leadership behaviors

Determined three leadership Determined three leadership styles: Autocratic, Democratic, styles: Autocratic, Democratic, and Laissez-Faireand Laissez-Faire

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20062006

Autocratic: very direct; decision Autocratic: very direct; decision making and power centralized making and power centralized with the leader; full responsibility with the leader; full responsibility for the task from beginning to end.for the task from beginning to end.

Democratic: shared decision Democratic: shared decision making; followers considered making; followers considered equals; group discussion and equals; group discussion and decisionsdecisions

Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education

20062006

Laissez-Faire: complete Laissez-Faire: complete freedom to the group; little freedom to the group; little concern for completing the job; concern for completing the job; subordinates left on their own subordinates left on their own to complete the taskto complete the task

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20062006

Democratic leadership viewed Democratic leadership viewed as the most effective and as a as the most effective and as a result:result:

Leadership must be Leadership must be democratic, driving fear out of democratic, driving fear out of the workplace and fostering a the workplace and fostering a community of leaders who community of leaders who collaborate on all major issuescollaborate on all major issues

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20062006

The Ohio State Studies- Late The Ohio State Studies- Late 50’s50’s What behaviors do leaders display?What behaviors do leaders display?

Leadership is the behavior an individual Leadership is the behavior an individual displays when directing a group toward displays when directing a group toward goal attainmentgoal attainment

Found two categories: Initiating structures Found two categories: Initiating structures (task orientation) and Consideration (task orientation) and Consideration (people orientation)(people orientation)

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20062006

Quadrant 1 high consideration and Quadrant 1 high consideration and low structurelow structure

Quadrant 2 high consideration and Quadrant 2 high consideration and high structurehigh structure

Quadrant 3 low consideration and Quadrant 3 low consideration and high structurehigh structure

Quadrant 4 low consideration and Quadrant 4 low consideration and low structurelow structure

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20062006

Michigan StudiesMichigan Studies

Focused on the identification of Focused on the identification of relationships among leader relationships among leader behaviors, group processes, and behaviors, group processes, and measures of group performancemeasures of group performance

Studies indicated three types of Studies indicated three types of leader behaviors that differentiated leader behaviors that differentiated effective and ineffective managerseffective and ineffective managers

Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education

20062006

Task-oriented behavior: focus Task-oriented behavior: focus on subordinates, high on subordinates, high standards, highly organized, standards, highly organized, identification of methods to identification of methods to obtain objectives, close obtain objectives, close supervisionsupervision

Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education

20062006

Relationship-oriented behavior: Relationship-oriented behavior: development of personal development of personal relationships, focusing on the relationships, focusing on the personal needs of staff, personal needs of staff, behaviors that motivatebehaviors that motivate

Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education

20062006

Participative leadership: use of Participative leadership: use of group supervision, enhance group supervision, enhance follower participation in follower participation in decision making, decision making, communication, cooperation, communication, cooperation, and resolving conflictand resolving conflict

Johns Hopkins University School of Johns Hopkins University School of Professional Studies in Business and EducationProfessional Studies in Business and Education

20062006

Michigan studies revealed that Michigan studies revealed that effective leaders:effective leaders:

Possess task-oriented behaviorPossess task-oriented behavior Set high performance goalsSet high performance goals Focus on planning, coordinating, and Focus on planning, coordinating, and

facilitating workfacilitating work Develop positive interpersonal relationsDevelop positive interpersonal relations Allow subordinates a degree of Allow subordinates a degree of

autonomy (high productivity results in autonomy (high productivity results in high morale)high morale)

Believe in SHARED LEADERSHIPBelieve in SHARED LEADERSHIP

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20062006

Blake and Mouton Blake and Mouton Managerial Grid (1985)Managerial Grid (1985)

Two dimensions of leadershipTwo dimensions of leadership Concern for production (task orientation)Concern for production (task orientation) Concern for people (relationship Concern for people (relationship

orientation)orientation)

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20062006

Country Club Country Club management- focus on management- focus on relationships at the relationships at the expense of productivityexpense of productivity

Authority/obedience Authority/obedience management- power management- power and control used to get and control used to get resultsresults

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20062006

Impoverished management- leader Impoverished management- leader does only what is necessary to remain does only what is necessary to remain employedemployed

Organizational management- maintain Organizational management- maintain the status quo; go-along-to-get-alongthe status quo; go-along-to-get-along

Team management- high concern for Team management- high concern for both task completion and maintenance both task completion and maintenance of relationshipsof relationships

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20062006

Hersey and Blanchard (1977)Hersey and Blanchard (1977)Situational LeadershipSituational Leadership

Q1 High task Low relationshipQ1 High task Low relationship

Q2 Low taskQ2 Low task Low relationship Low relationship

Q3 Low Task High relationshipQ3 Low Task High relationship

Q4 High task High relationship Q4 High task High relationship

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20062006

Hersey and BlanchardHersey and Blanchard

Q1 Directive: gives specific direction Q1 Directive: gives specific direction with close supervisionwith close supervision

Q2 Delegation: gives responsibility for Q2 Delegation: gives responsibility for problem solving/decisions to problem solving/decisions to subordinatessubordinates

Q3 Supportive: facilitates and supports Q3 Supportive: facilitates and supports subordinates, shares responsibilitysubordinates, shares responsibility

Q4 Coaching: specific direction, close Q4 Coaching: specific direction, close supervision, explains, solicits, supportssupervision, explains, solicits, supports

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20062006

POWER and AUTHORITYPOWER and AUTHORITYJohn French (1993)John French (1993)

Legitimate or position powerLegitimate or position power

Referent or personality power Referent or personality power (charismatic)(charismatic)

Reward powerReward power

Expert powerExpert power

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20062006

For additional information:For additional information:

http://ollie.dcccd.edu/mgmt1374/boohttp://ollie.dcccd.edu/mgmt1374/book_contents/4directing/leading/lead.htk_contents/4directing/leading/lead.htmm