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Situational theories of leadership effectiveness (contingency theory)

TEORI KEPIMPINAN SITUASI ARAHAN: Sila baca mengenai teori teori ini dan buat laporan tentang aplikasi teori yang dikemukakan oleh Vroom- yetton. Situational theories of leadership effectiveness (contingency theory). Fiedlers contingency model of leadership

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Situational theories of leadership effectiveness (contingency theory)

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  1. TEORI KEPIMPINAN SITUASIARAHAN: Sila baca mengenai teori teori ini dan buat laporan tentang aplikasi teori yang dikemukakan oleh Vroom- yetton

  2. Situational theories of leadership effectiveness (contingency theory) • Fiedlers contingency model of leadership • Hersey and Blanchards situational leaderships theory • House path – goal theory of leadership • Yulk’s multiple linkage of leader’s effectiveness • Vroom – yetton (p.145) theory

  3. Fiedlers Contingency Modelof Leadership (1964,1967) • Measure & intepretation of LPC • LPC- least preferred coworkers • Motive of LPC – if high, that means you have a close interpersonal relationship with other people • considerate • supportive • close

  4. Primary objective • Low LPC – is to achieve task objective - concerned about doing a good job - task oriented behavior

  5. Sec Objective • Establishing good relation only if group performing well or no serious task problem • Low LPC leaders • (1)Value task success • High LPC leaders • (2)Value interpersonal success

  6. Situational Moderators Variable In Fiedler’s Model • The relationship between leader LPC score and leader effectiveness depends on a complex situational variable i - situational favorability ii - situational control - measured by: • leader-member relation* • task structure • position power

  7. Situation control is greatest when leader-member relation is good. Task is highly structured and the leader has substantial position power. • * MOST IMPORTANT

  8. CONCLUSION • High and low LPC leaders are more effective in some situation • Causal relationships in fiedler’s theory Causal variable leader’s LPC score Causal variable leader’s LPC score End result variable group performance End result variable group performance • Situational mederator variables • Leader member relation • Leader position power • Task structure • Situational mederator variables • Leader member relation • Leader position power • Task structure CRITISMS P.139

  9. Hersey And Blanchard Situational Leadership Theory A) TWO CATEGORIES OF LEADERSHIP BEHAVIOR • Task behavior (initiating structure Ohio) • Relationship behavior (consideration) B) SITUATIONAL MODERATOR VARIABLE • maturity

  10. Defining of maturity: Capacity to set high but attainable goals (ACH. Motivation) willingness to take responsibility, education, experience. EMPLOYEE CAN BE Matured or Unmatured * It depends on the task

  11. MATURITY JOB MATURITY PSYCOLOGICAL MATURITY TASK MATURITY TECHNICAL KNOWLEDGE FEELING OF SELF CONFIDENCE SELF RESPECT

  12. HIGH MATURITY HIGH DEGREE OF SELF HIGH ABILITY CONFIDENCE TO DO THE JOB LOW MATURITY LACKS ABILITY AND CONFIDENCE

  13. CASUAL RELATIONSHIP IN HERSEY BLANCHARD SITUATIONAL LEADERSHIP THEORY Casual variables - Task behavior - Relationship behavior - Developmental intervention End results variable - Leader effectiveness HOW LONG IT TAKES TO MATURE A SUBORDINATE DEPENDS ON THE COMPLEXITY OF THE TASK AND THE CHARACTERISTIC OF THE SUBORDINATE • Situational moderator variables • Subordinate maturity

  14. APPLYING SITUATIONAL LEADERSHIP THEORY • DIRECTING • Give specific instruction and supervise staff closely . appopriate for first year teacher • COACHING • Explain decision and solicit suggestion from followers but continue to direct task

  15. Coaching Works well for 2nd OR 3rd Year teacher • They are gaining confidence and competence • SUPPORTING • Make decision together with staff members and support their efforts. Appopriat for creative teachers. Support those with excellent ideas

  16. DELEGATING • Turn over decision and responsibility for implementing them to staff members • Appropriate for teachers who go above and beyond their instruction

  17. ORIENTASI TUGAS ORIENTASI PEKERJA A(1,9) B(9,9) SUPPORTING COACHING Q3 Q2 Q4 Q1 DELEgATING DIRECTING C(1,1) D(9,1) VERY HIGH HIGH LOW VERY LOW

  18. KEMATANGAN PENGIKUT • A=PARTICIPATING (LT,HR) • B=SELLING (HR,HT) • C=DELEGATING (LR,LT) • D=TELLING (LR,HT) • HERSEY+MOUTON STUDY

  19. RUMUSAN • PARTICIPATING=HR,LT,HM MENYOKONG • SELLING=HR,HT,LM M=KEMATANGAN COACHING R=RELATIONSHIP • TELLING=LR,HT,LM T= TUGAS DIRECTING • DELEGATING=LT,LR,HM DELEGASI

  20. C: HOUSE PATH-GOAL THEORY OF LEADERSHIP • To explain how the behavior of a leader influence the motivation and satisfaction of subordinates

  21. House’s Path-Goal Theory of Leadership • Path-goal theory of leadership assumes that a leader’s key function is to adjust his or her behaviors to complement situational contingency. • Directive leadership spells out the what and how of subordinates’ tasks. • Supportive leadership focuses on subordinate needs, well-being, and promotion of a friendly work climate.

  22. Summary of major path-goal relationships in House’s leadership approach

  23. Achievement oriented leadership emphasize setting challenging goals, stressing excellence in performance, and showing confidence in people’s ability to achieve high standards of performance. • Participative leadership focuses on consulting with subordinates and seeking and taking their suggestions into account before making decisions.

  24. MOTIVATION FUNCTION OF A LEADER CONSIST OF:

  25. Increasing personal payoffs of subordinates for work goal attainment • Opportunities for personal satisfaction • Reducing roadblocks and pitfall • Provide subordinate with • Coaching • Guidance • Perfomance incentives

  26. CAUSAL RELATIONSHIP IN PATH-GOAL THEORY OF LEADERSHIP CAUSAL INTERVENING END-RESULT VARIABLE VARIABLES VARIABLES LEADER SUBORDINATE SUBORDINATE’S BEHAVIOR EXPECTATION EFFORTS AND & VALUESSATISFACTION SITUATIONAL MODERATOR VARIABLES Characteristics of Task and Environment Characteristics of Subordinates

  27. YULK’S MULTIPLE LINKAGE MODEL OF LEADERS’ EFFECTIVENESS • Pembolehbah intervening • **Ciri kumpulan dan individu • **Kesan tingkahlaku pemimpin dalam jangkamasa pendek keatas prestasi akan di ganggu oleh pembolehubah intervening ini

  28. APA DIA? • Usaha subordinat = sejauh mana betul-betul ia berusaha untuk mencapai prestasi tinggi dan penuh bertanggugjawab/komited? • Kejelasan tugas subordinat: sejauh mana subordinat faham tugasnya, t/jawabnya dan apa yang diharapkan darinya

  29. Kemahiran subordinat untuk laksana tugas • Pengalamannya • Latihan • Kemahiran • Sumber dan perkhidmatan sokongan • Sejauh mana subordinat berkemampuan mendapatkan alat, kelengkapan dan segala yang diperlukan untuk buat tugas dengan baik

  30. Oraganisasi tugas dan peranan • sejauh mana unit kerja itu dekendalikan dengan tersusun untuk mempastikan stafnya layak, tiada pertindanan tugas dan tidak membuang masa • ‘Kohesif’kumpulan dan kerja berpasukan • sejauh mana subordinat mampu bekerjasama dengan rakan sekerja, berkongsi idea, mesra, bantu membantu, bertimbang rasa, dan berjaya

  31. 7. Hubungan pemimpin – pengikut • Sejauhmana subordinat menyenangi tingkah laku pemimpinnya, mesra, seronok bekerja dengannya dan puas hati PENJELASAN • Keupayaan sebenar • Peranan yng jelas • Usaha / kemampuan

  32. Walaupun subordinat memang bermotivasi tinggi, berkemahiran, faham kehendak tugas, tetapi prestasi sebenar masih kurang daripada potensi maksima sekiranya peralatan,dan kelengakapan tidak ada atau tak cukup • Prestasi berkumpulan kakitangan juga bergantung kepada faktor lain yang mempengaruhi prestasi individu. Juga, bergantung kepada organisasi peranan tugas dan kohensif kumpulan

  33. Jika penyempurnaan projek seperti yang diharapkan sesuai dengan kemahiran subordinat, maka prestasi kumpulan akan meningkat. • Kohesif kumpulan dan teamwork melibatkan hubungan interpersonal antara subordinat, bila terjadi hubungan baik barulah ada peningkatan prestasi kumpulan.

  34. Sekiranya hubungan pemimpin dan pengikut tidak mesra, subrdinat akan • Membataskan komunikasi keatas dengan merahsiakan maklumat dan menyorok kesilapan dan kelemahan • Tercicir daripada kerja – ponteng • Sabotaj – tak boleh buat kerja – komplen lebih • Kurangkan usaha – tidak buat kerja dengan baik / lambat

  35. Pembolehubah situasi akan mempengaruhi secara langsung pembolehubah intervening Contoh – contoh situasi mempengaruhi usaha subordinat ialah • Subordinat mungkin menjadi bermotivasi dalaman tinggi sekiranya mereka mempunyai etika kerja yang kuat, professional dan mempunyai nilai kerja seperti dalam syarikat Jepun.

  36. Penentu situasi utama berkaitan kejelasan peranan dalam model multiple linkage adalah struktur tugas dan role formalization (rules and regulation) • Kemahiran melaksanakan tugas berbeza bagi setiap kakitangan. Kemahiran masakini akan mempengaruhi prestasi kumpulan. Tahap kemahiran subordinat jua tertakluk kpd proses perlantikan dan ini juga merupakan satu pemboleh ubah situasi subordinat. • Yang terakhir ialah tahap kemahiran subordinat melalui latihan yang diterima sebelum terlibat melaksanakan tugas bersama pemimpin.

  37. AN INTEGRATING CONCEPTUAL FRAMEWORK

  38. Personal Power Leader Characteristics Need Achievement Need Power Self Confidence Emotional Maturity Technical skills Conceptual Skills Interpersonal Skills End-result Variables Unit Performance Profitability Survival & Growth Goal Attainment Member Satisfaction Intervening Variables Follower Effort Ability & Role Clarity Organization of Work Cooperation Resource Adequacy External Coordination Managerial Behavior Planning Recognizing Prob. Solving Rewarding Clarifying Supporting Monitoring Mentoring Informing Networking Motivating Consulting Conflict Mgt. Representing Situational Variables Position Power Nature of subordinates Task/Technology Organization Structure Nature of Environment External Dependencies Social Political Forces Organizational and Culture

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