adm 612 - leadership lecture 7 – path-goal theory

ADM 612 - LeadershipADM 612 - Leadership

Lecture 7 – Path-Goal Theory

IntroductionIntroduction

• Path-goal theory is about how leaders motivate subordinates to accomplish designated goals.

• Evans (1970), House (1971), House and Dessler (1974), House and Mitchell (1974).

• Path-goal theory emphasizes the relationship between the leader’s style and the characteristics of the subordinates and the work setting.

• Path-goal theory is about how leaders motivate subordinates to accomplish designated goals.

• Evans (1970), House (1971), House and Dessler (1974), House and Mitchell (1974).

• Path-goal theory emphasizes the relationship between the leader’s style and the characteristics of the subordinates and the work setting.

IntroductionIntroduction

• Leadership generates motivations when it increases the number and kinds of payoffs that subordinates receive for their work.

• Defines goals.• Clarifies path to the goals.• Removes obstacles and roadblocks.• Makes work more personally satisfying.

• Leadership generates motivations when it increases the number and kinds of payoffs that subordinates receive for their work.

• Defines goals.• Clarifies path to the goals.• Removes obstacles and roadblocks.• Makes work more personally satisfying.

Path-Goal LeadershipPath-Goal Leadership

Major Components of Path-Goal

Theory

Major Components of Path-Goal

Theory

Leader BehaviorsLeader Behaviors

• Directive leadership.– Task-oriented, expectations, techniques,

timeline, standards of performance.

• Supportive leadership.– Friendliness, approachability, empathy,

needs-oriented, equality, respect.

• Directive leadership.– Task-oriented, expectations, techniques,

timeline, standards of performance.

• Supportive leadership.– Friendliness, approachability, empathy,

needs-oriented, equality, respect.

Leader BehaviorsLeader Behaviors

• Participative leadership.– Sharing, consultation, advice-seeking,

integration.

• Achievement-oriented leadership.– Challenging, high standard of excellence,

confidence in subordinates’ abilities.

• Participative leadership.– Sharing, consultation, advice-seeking,

integration.

• Achievement-oriented leadership.– Challenging, high standard of excellence,

confidence in subordinates’ abilities.

Leader BehaviorsLeader Behaviors

• Styles will vary depending on subordinates and situations.

• Assumes subordinates will adapt styles to circumstances.

• Styles will vary depending on subordinates and situations.

• Assumes subordinates will adapt styles to circumstances.

Subordinate CharacteristicsSubordinate Characteristics

• Characteristics:– Needs for affiliation, – Preference for structure– Desires for control, – Self-perceived level of task ability.

• Characteristics:– Needs for affiliation, – Preference for structure– Desires for control, – Self-perceived level of task ability.

Subordinate CharacteristicsSubordinate Characteristics

• Patterns– Needs affiliation requires supportive leadership.– Dogmatic and authoritarian subordinates with an

ambiguous task require directive leadership.– Internal locus of control requires participative leadership.– External locus of control requires directive leadership.– As subordinate’s confidence in their own skills goes up,

the need for directive leadership goes down.

• Patterns– Needs affiliation requires supportive leadership.– Dogmatic and authoritarian subordinates with an

ambiguous task require directive leadership.– Internal locus of control requires participative leadership.– External locus of control requires directive leadership.– As subordinate’s confidence in their own skills goes up,

the need for directive leadership goes down.

Task CharacteristicsTask Characteristics

• Components.– Design of task.– Formal authority system.– Primary work group norms.

• Structured task, strong norms, established authority: leadership becomes redundant and overbearing.

• Components.– Design of task.– Formal authority system.– Primary work group norms.

• Structured task, strong norms, established authority: leadership becomes redundant and overbearing.

Task CharacteristicsTask Characteristics

• Unclear and ambiguous tasks: leadership provides structure.

• Repetitive tasks: leadership should provide support.

• Unclear and ambiguous tasks: leadership provides structure.

• Repetitive tasks: leadership should provide support.

Task CharacteristicsTask Characteristics

• Weak authority: leadership should provide rules and work requirements.

• Weak norms: leadership provides cohesiveness and role responsibility.

• Weak authority: leadership should provide rules and work requirements.

• Weak norms: leadership provides cohesiveness and role responsibility.

Task CharacteristicsTask Characteristics

• Obstacles create excessive uncertainties, frustrations or threats.

• Leadership should remove obstacles or enable subordinates to circumvent them.

• Obstacles create excessive uncertainties, frustrations or threats.

• Leadership should remove obstacles or enable subordinates to circumvent them.

How Does the Path-

Goal Model Work?

How Does the Path-

Goal Model Work?

StrengthsStrengths

• Links leadership behaviors to subordinate satisfaction and work performance.

• Develops four distinct types of leadership.• Integrates subordinate motivation into

leadership theory.• Model is practical.

• Links leadership behaviors to subordinate satisfaction and work performance.

• Develops four distinct types of leadership.• Integrates subordinate motivation into

leadership theory.• Model is practical.

CriticismsCriticisms

• Complexity makes interpretation and application difficult.

• Only partial empirical support.• Does not really explain link between

leadership behavior and motivation.• Puts more burden on leader than follower.

• Complexity makes interpretation and application difficult.

• Only partial empirical support.• Does not really explain link between

leadership behavior and motivation.• Puts more burden on leader than follower.

ApplicationApplication

• Not many management training programs.

• But provides a general set of recommendations for how leaders should act in various situations.

• Not many management training programs.

• But provides a general set of recommendations for how leaders should act in various situations.

ApplicationsApplications

• Complex tasks – directive.• Dull tasks – supportive.• Subordinates need control –

participative.• Subordinates need to excel –

achievement-oriented.

• Complex tasks – directive.• Dull tasks – supportive.• Subordinates need control –

participative.• Subordinates need to excel –

achievement-oriented.

ApplicationsApplications

• Applies to all levels and tasks in an organization.

• To apply, assess subordinates and tasks and choose an appropriate style to match characteristics.

• Model reminds leaders that their central purpose is to help subordinates define their goals and achieve them efficiently.

• Applies to all levels and tasks in an organization.

• To apply, assess subordinates and tasks and choose an appropriate style to match characteristics.

• Model reminds leaders that their central purpose is to help subordinates define their goals and achieve them efficiently.