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McGregor proposed that all management practices stem from managers' personal "theories"
regarding the basic nature of people. McGregor proposed that the way in which a manager
interacts with superiors, peers and especially subordinates depends on the manager's philosophy
regarding cause and effect relationships in human behavior.
For example, the manager who assumes that subordinates generally cannot be trusted will select a
cluster of management practices which, in that manager's thinking, will best compensate for, or
capitalize on those perceived characteristics of subordinates. This manager may attempt to maintain
control through close supervision, demands for strict adherence to rules, and threats of punishment.
Such external controls seem clearly appropriate to the manger who believes human beings are
basically unreliable and irresponsible.
Theory X
McGregor summarized that the kinds of managerial practices described above can be derived only
from a set of assumptions about human nature which he labled Theory X, which assumes:
Theory Y
Theory "Y" suggests that people are motivated to obtain mastery over their world and to experience
feelings of self-respect, self-fulfillment and self-actualization in addition to their search for external
gratification. Theory "Y" assumptions include:
• The expenditure of physical and mental effort in work is as natural as play and rest.
• Employees are self-directed and do not require external control and the threat of punishment.
• Employees what to achieve.
• Employees seek responsibility.
• Employees have the capacity to exercise a high degree of imagination, ingenuity and
creativity.
Theory "X" and "Y" beliefs are the foundation of management values. These values effect how
managers and leaders interact with employees and are a driving factor in policy and decision making.
Management by objectives
From Wikipedia, the free encyclopedia
The term "management by objectives" was first popularized by Peter Drucker in his 1954 book
'The Practice of Management'.[1]
The essence of MBO is participative goal setting, choosing course of actions and decision
making. An important part of the MBO is the measurement and the comparison of the
employee’s actual performance with the standards set. Ideally, when employees themselves have
been involved with the goal setting and the choosing the course of action to be followed by them,
they are more likely to fulfill their responsibilities.
The principle behind Management by Objectives (MBO) is to create empowered employees who
have clarity of the roles and responsibilities expected from them, understand their objectives to
be achieved and thus help in the achievement of organizational as well as personal goals.
1. Motivation – Involving employees in the whole process of goal setting and increasing
employee empowerment increases employee job satisfaction and commitment.
2. Better communication and Coordination – Frequent reviews and interactions between
superiors and subordinates helps to maintain harmonious relationships within the
enterprise and also solve many problems faced during the period.
3. Clarity of goals – With MBO, came the concept of SMART goals[2] i.e. goals that are:
1. Specific
2. Measurable
3. Achievable
4. Relevant, and
5. Time bound.
The goals thus set are clear, motivating and there is a linkage between organizational goals and
performance targets of the employees.
The focus is on future rather than on past. Goals and standards are set for the performance for the
future with periodic reviews and feedback.
In some sectors (Healthcare, Finance etc.) many add ER to make SMARTER, The ER can have
many meanings including
• E=End-minded R=Ritualistic[3]
• E=Energizing, Exciting and Ethical Goals or E=Evaluate R=Reviewed and Resourced or
R= Redo Goals[4][5] or Recorded [6]
• E=Ecological - consider 'whole' self R=Reasons and Reward [7]
House proposes that the leader can affect the performance, satisfaction, and motivation of a
group in different ways:
A person may perform these by adopting a certain leadership style, based on the situation:
• Directive leadership: Specific advice is given to the group and ground rules and
structure are established. For example, clarifying expectations, specifying or assigning
certain work tasks to be followed.
• Supportive leadership: Good relations are promoted with the group and sensitivity to
subordinates' needs is shown.
• Participative leadership: Decision making is based on consultation with the group and
information is shared with the group.
• Achievement-oriented leadership: Challenging goals are set and high performance is
encouraged while confidence is shown in the groups' ability.
There is also evidence that more directive leadership is preferred by certain people under some
circumstances as shown in the figure below:
• Self assessment: Locus of Control--
Supportive behavior increases satisfaction by the group, especially in stressful situations, while
directive behavior is suited to uncertain and ambiguous situations. It is also proposed that leaders
who have influence upon their superiors can increase group satisfaction and performance.
The figure below shows how environmental and subordinate contingency factors may moderate
leadership behaviors to produce task and interpersonal outcomes.
House's 1971 article on Path-Goal Theory argued that a subordinates' motivation, satisfaction
and work performance are dependent on the leadership style chosen by their superior. Multiple
dimensions of leadership behavior were examined in the theory including: leader initiating
structure, consideration, authoritarianism, hierarchical influence, and degree of closeness of the
supervision. Each of the dimensions was "analyzed in terms of path-goal variables such as
valence and instrumentality" (House, 1971, pp.321). "Initiating structure" was defined as the
extent to which the leader imposes psychological structure on subordinates, such as clarifying
their expectations, specifying or assigning certain work tasks for them to follow. Consideration
was defined as the degree to which a leader provides a friendly, supportive, and helpful
environment for subordinates. There were two principal findings from this classic study:
Subordinate role ambiguity was considered to have a negative correlation with initiating
structure. That is, if a subordinate has a habitual or accustomed job, then a high level of initiating
structure will decrease employee satisfaction. In contrast, an employee has a highly ambiguous
role with the organization then a high level of initiating structure by the leader would lead to
high levels of employee satisfaction. In terms of consideration, for subordinates who have
routine jobs, a greater consideration by the leader should result in increased job satisfaction. For
professional individuals and those whose position is less determined by specific job duties,
consideration has been found to have almost no effect. (Adapted from Dick Ecelbarger's
Educational Leadership Portfolio, University of Arizona)
Original theory
According to the original theory, the manager’s job is viewed as guiding workers to choose the
best paths to reach their goals, as well as the organizational goals. The theory argues that leaders
will have to engage in different types of leadership behavior depending on the nature and the
demands of a particular situation. It is the leader’s job to assist followers in attaining goals and to
provide the direction and support needed to ensure that their goals are compatible with the
organization’s goals.[4]
• The directive path-goal clarifying leader behavior refers to situations where the leader
lets followers know what is expected of them and tells them how to perform their tasks.
The theory argues that this behavior has the most positive effect when the subordinates'
role and task demands are ambiguous and intrinsically satisfying.[5]
• The achievement-oriented leader behavior refers to situations where the leader sets
challenging goals for followers, expects them to perform at their highest level, and shows
confidence in their ability to meet this expectation.[5] Occupation in which the
achievement motive were most predominant were technical jobs, sales persons, scientists,
engineers, and entrepreneurs.[2]
• The participative leader behavior involves leaders consulting with followers and asking
for their suggestions before making a decision. This behavior is predominant when
subordinates are highly personally involved in their work.[2]
• The supportive leader behavior is directed towards the satisfaction of subordinates needs
and preferences. The leader shows concern for the followers’ psychological well being.[5]
This behavior is especially needed in situations in which tasks or relationships are
psychologically or physically distressing.[2]
Path-goal theory assumes that leaders are flexible and that they can change their style, as
situations require. The theory proposes two contingency variables, such as environment and
follower characteristics, that moderate the leader behavior-outcome relationship. Environment is
outside the control of the follower-task structure, authority system, and work group.
Environmental factors determine the type of leader behavior required if the follower outcomes
are to be maximized. Follower characteristics are the locus of control, experience, and perceived
ability. Personal characteristics of subordinates determine how the environment and leader are
interpreted. Effective leaders clarify the path to help their followers achieve goals and make the
journey easier by reducing roadblocks and pitfalls. [1] [6] Research demonstrates that employee
performance and satisfaction are positively influenced when the leader compensates for the
shortcomings in either the employee or the work setting.
In contrast to the Fiedler contingency model, the path-goal model states that the four leadership
styles are fluid, and that leaders can adopt any of the four depending on what the situation
demands.
Contents
[hide]
• 1 Two factors
o 1.1 Least preferred co-worker (LPC)
o 1.2 Situational favourableness
• 2 Leader-situation match and mismatch
o 2.1 Examples
• 3 Opposing views
• 4 Summary
• 5 See also
• 6 References
The leadership style of the leader, thus, fixed and measured by what he calls the least preferred
co-worker (LPC) scale, an instrument for measuring an individual’s leadership orientation. The
LPC scale asks a leader to think of all the people with whom they have ever worked and then
describe the person with whom they have worked least well, using a series of bipolar scales of 1
to 8, such as the following:
Unfriendly 1 2 3 4 5 6 7 8 Friendly
Uncooperative 1 2 3 4 5 6 7 8 Cooperative
Hostile 1 2 3 4 5 6 7 8 Supportive
.... 1 2 3 4 5 6 7 8 ....
Guarded 1 2 3 4 5 6 7 8 Open
The responses to these scales (usually 18-25 in total) are summed and averaged: a high LPC
score suggests that the leader has a human relations orientation, while a low LPC score
indicates a task orientation. Fiedler assumes that everybody's least preferred coworker in fact
is on average about equally unpleasant. But people who are indeed relationship motivated, tend
to describe their least preferred coworkers in a more positive manner, e.g., more pleasant and
more efficient. Therefore, they receive higher LPC scores. People who are task motivated, on the
other hand, tend to rate their least preferred coworkers in a more negative manner. Therefore,
they receive lower LPC scores. So, the Least Preferred Coworker (LPC) scale is actually not
about the least preferred worker at all, instead, it is about the person who takes the test; it is
about that person's motivation type. This is so, because, individuals who rate their least
preferred coworker in relatively favorable light on these scales derive satisfaction out of
interpersonal relationship, and those who rate the coworker in a relatively unfavorable light get
satisfaction out of successful task performance. This method reveals an individual's emotional
reaction to people they cannot work with. Critics point out that this is not always an accurate
measurement of leadership effectiveness.
According to Fiedler, there is no ideal leader. Both low-LPC (task-oriented) and high-LPC
(relationship-oriented) leaders can be effective if their leadership orientation fits the situation.
The contingency theory allows for predicting the characteristics of the appropriate situations for
effectiveness. Three situational components determine the favourableness or situational control:
1. Leader-Member Relations, referring to the degree of mutual trust, respect and confidence
between the leader and the subordinates.
2. Task Structure, referring to the extent to which group tasks are clear and structured.
3. Leader Position Power, referring to the power inherent in the leader's position itself.
When there is a good leader-member relation, a highly structured task, and high leader position
power, the situation is considered a "favorable situation." Fiedler found that low-LPC leaders are
more effective in extremely favourable or unfavourable situations, whereas high-LPC leaders
perform best in situations with intermediate favourability.
[edit] Examples
• Blue-collar workers generally want to know exactly what they are supposed to do.
Therefore, their work environment is usually highly structured. The leader's position
power is strong if management backs their decision. Finally, even though the leader may
not be relationship-oriented, leader-member relations may be extremely strong if they can
gain promotions and salary increases for subordinates. Under these situations the task-
oriented style of leadership is preferred over the (considerate) relationship-oriented style.
• They also noticed that LPC scores can fail to reflect the personality traits they are
supposed to reflect.
• Fiedler’s contingency theory has drawn criticism because it implies that the only
alternative for an unalterable mismatch of leader orientation and an unfavorable situation
is changing the leader.
• The model’s validity has also been disputed, despite many supportive tests (Bass 1990).
• Other criticisms concern the methodology of measuring leadership style through the LPC
inventory and the nature of the supporting evidence (Ashour 1973; Schriesheim and Kerr
1977a, 1977b; Vecchio 1977, 1983). Fiedler and his associates have provided decades of
research to support and refine the contingency theory.
• Cognitive Resource Theory (CRT) modifies Fiedler’s basic contingency model by adding
traits of the leader (Fiedler and Garcia 1987). CRT tries to identify the conditions under
which leaders and group members will use their intellectual resources, skills and
knowledge effectively. While it has been generally assumed that more intelligent and
more experienced leaders will perform better than those with less intelligence and
experience, this assumption is not supported by Fiedler’s research.
[edit] Summary
To Fiedler, stress is a key determinant of leader effectiveness (Fiedler and Garcia 1987; Fiedler
et al. 1994), and a distinction is made between stress related to the leader’s superior, and stress
related to subordinates or the situation itself. In stressful situations, leaders dwell on the stressful
relations with others and cannot focus their intellectual abilities on the job. Thus, intelligence is
more effective and used more often in stress-free situations. Fiedler has found that experience
impairs performance in low-stress conditions but contributes to performance under high-stress
conditions. As with other situational factors, for stressful situations Fiedler recommends altering
or engineering the leadership situation to capitalize on the leader’s strengths. Despite all the
criticism, Fiedler's contingency theory is an important theory because it established a brand new
perspective for the study of leadership. Many approaches after Fiedler's theory have adopted the
contingency perspective.
Fred Fiedler’s situational contingency theory holds that group effectiveness depends on an
appropriate match between a leader’s style (essentially a trait measure) and the demands of the
situation. Fiedler considers situational control the extent to which a leader can determine what
their group is going to do to be the primary contingency factor in determining the effectiveness
of leader behavior.
• What is the basis for decision making by leaders; what do they rely on
for those decisions?
• Leaders may be intellectually bright and/or experienced, and use
rationality and intuition respectively. What are examples of each.
• What are the effects of stress on thinking and intuition?
• Under high and low stress conditions, how might leaders of each style
perform?
Intelligence and experience are two key variables in the theory. Intelligence is one's overall
effectiveness as measured by standard IQ tests. Experience includes learned behaviors and
skills that are acquired over the years by performing various tasks. These two variables
can impact teams performance depending on the level of stress present. Stress is defined as
the level of interpersonal conflict and concerns about performance with superiors, or
during organizational disruptions as during mergers, reorganizations and transitions.
• This is a relatively new theory and has not been sufficiently developed
or tested, although it seems to have some initial support for parts of the
theory.
• Definition and measurement of "experience" is not precise enough,
and other cognitive abilities might be included.
• Stress tolerance and the relationship between intelligence and
experience need to be elaborated (for example, how will leaders who are both
experienced and intelligence affect a group?).
• Other cultures may have other dimensions that carry more weight
than intelligence and/or experience.
Premises