Transcript STYLE APPROACH: CHAPTER 4

Class Presentation: CEDA 500-01-1
Dr. Noran Moffett
Group Three /EAST
DESIREE GLOVER - AVIS TURNER

Description

The Ohio State Studies

The University of Michigan Studies

Blake/Mouton’s Managerial (Leadership) Grid

Five Major Leadership Styles

Style Approach Demonstrated

Comparative Analysis: Strengths/Criticisms

Case Studies

Application of Standards

Summary

References
 Emphasized the behavior of the
leader.
 Expanded the study of leadership
with more of a focus on what
leaders did and how they acted.
 Composed of two types of
behaviors.

Task behaviors – focused on goal attainment.

Relationship behaviors – helped employees feel
comfortable with themselves, each other and their
work assignments/situation.

Developed due to the disparaging views of
Trait theory among researchers.

Analyzed how leaders behaved when they lead
organizations.

Researchers formulated and administered a
survey questionnaire in which employees
identified the number of times their leaders
engaged in particular behaviors.

The original survey questionnaire was comprised
of 1800 items that described leader behaviors
within the organization they lead.

Items from the original survey were used to
develop a 150 question survey called the Leader
Behavior Description Questionnaire (LBDQ).

The LBDQ was administered to employees in
the military, education and manufacturing
industries.

The results of the LBDQ were instrumental in
predicting clusters of leadership behaviors
across industries.

Later in 1963, R. M. Stogdill published a shorter
version of the LPDQ, later known as the LPDQXII.

Results from the LPDQ-XII indicated two types
of leadership behaviors displayed in
organizations that represented the core of style
leadership.

Initiating structure behaviors: organization
of work, provision of structure to the work
context, definition of role responsibilities and
development of work schedules.

Consideration behaviors: building
camaraderie, respect, trust, developing
positive relationships between the leader and
worker.

The Ohio State Studies viewed two behaviors
as distinct and independent.

The behaviors identified by the Ohio State
Studies are still considered to be highly
representative of the style approach.

Focused mainly on how the behaviors of
leaders impacted the performance of their
employees and small groups.

Identified two types of leadership behaviors:
 Employee orientation
 Production orientation

Employee orientation consists of leadership
behaviors that indicate concern for the
employee from a human relations
perspective.
 Take interest in the employee.
 Value employee individuality.
 Respond favorably to the needs of an employee.
 Similar to the “Consideration” cluster behaviors
identified by Ohio State researchers.

Production orientation consists of
leadership behaviors that stress the technical
and production aspects of the job.
 Workers are viewed as a means of getting work
accomplished.
 Similar to the “Initiating” cluster behaviors
identified in the Ohio State Studies.

Employee and Production orientations were
regarded as polar opposites in terms of
ideological differences.
 Leaders oriented toward production were less
oriented toward their employees.
 Leaders oriented toward employees were less
oriented toward production.

Developed initially in 1964, as a model for
organizational development training.

The Managerial Grid, later named the
Leadership Grid, was designed to explain how
leaders help organizations reach their goals.

Leadership Grid Demonstrated – Group
Activity #1 – Tarp Exercise

Note: Please gather around the Tarp in
front of the class.

Reflection/Discussion of activity.

Leadership Grid Demonstrated – Group
Activity #2 – Where Do You Stand?

Note: Please gather around the Leadership
Grid in front of the class.

Reflection/Discussion of activity.





Authority-Compliance Management (9,1).
Country Club Management (1,9).
Impoverished Management (1,1).
Middle-of-the-Road Management (5,5).
Team Management (9,9).
 Two additional styles
▪ Paternalism/Maternalism.
▪ Opportunism.
STRENGTHS
Leadership research is broadened
to include the behaviors of leaders
and
Identify what they do in various
situations.
 A wide range of studies on
leadership style give the style
approach credibility.
 The core of the leadership process
are the 2 major types of behaviorstask and relationship.
 Learns can self-reflect by trying to
see their own behaviors from a
task/relationship perspective.

CRITICISMS



Research has not shown how
leadership styles are associated
to performance outcomes.
The style approach has been
unable to identify the universal
behaviors of effective
leadership.
It implies that most effective
leadership style is the highhigh style.

Class Activity – Please complete the Style
Questionnaire and tabulate your score.

Reflection/Discussion of activity – Please be
prepared to discuss your individual score with
the class.

Case 4.1 – Drill Sergeant at First-Group 1,
 Upon reading this case, pleas discuss the
following questions:
▪ How would you describe his leadership style?
▪ How did his style change over time?
▪ What score do you think he would get on the
Blake and Mouton grid?
▪ In general, was he more task oriented or more
relationship oriented?

Eating Lunch Standing Up-Group 2/Dr.
Moffet),
 Upon reading this case, please discuss the
following questions:
▪ How would you describe Ms. Parks' leadership style
according to the style approach?
▪ Why does her leadership style create such a definitive
reaction for her staff?
▪ Do you think Ms. Parks should change her style?
▪ Would she be effective if she changed?

Enhancing the Dept’s Culture-Group 4,
 Upon reading this case study please discuss the
following questions:
▪ What style is it?
▪ Does it sound as if it is effective in the context of
a design department at a furniture company?
▪ Would you or would you not like to work for Mr.
Ludwig?
▪ Is there a downside to this style of leadership?
Standard 2.0: Candidates who complete the program
are educational leaders who have the knowledge
and ability to promote the success of all students
promoting a positive school culture, providing an
effective instructional program, applying best
practice to student learning, and designing
comprehensive professional growth plan for staff.
Standard 5.0: Candidates who complete the program
are educational leaders who have the knowledge
and ability to promote the success of all students by
acting with integrity, fairly, and in an ethical
manner.

The style approach was different from the trait
and skills approach to leadership.

Focused on what leaders did rather than who
leaders were.

Suggests two primary types of leadership
behaviors.
 Tasks behaviors.
 Relationship behaviors.
 Focus remains on how leaders combine the two types
of behaviors to influence others.

Originated from three different lines of research:
 The Ohio State Studies ▪ Developed the Leader Behavior Description Questionnaire
(LBDQ).
▪ Identified initiation of structure as the core leadership
behaviors.
 The University of Michigan Studies –
▪ Drew from the previous work done at Ohio State and
attempted to better understand the best way for leaders to
combine task and relationship behaviors.
▪ Attempted to explain leadership effectiveness in every
situation.
 R. R. Blake and J.S. Mouton Leadership Grid.
▪ Developed a practical model for training managers that
described leadership behaviors along a grid with two axes:
▪ Concern for results.
▪ Concern for people.
 Five Leadership Styles:
▪
▪
▪
▪
▪
Authority-Compliance (9,1).
County Club Management (1,9).
Impoverished Management (1,1).
Middle-of-the-road Management (5,5).
Team Management (9,9).

The style approach offered researchers an
opportunity to broaden inquiry into the study of
leadership to include key leader behaviors.

Considered a wide range of studies and was
deemed reliable amongst researchers.

Identified Task and Relationship behaviors as
core leadership behaviors.

Provided an opportunity for self-assessment of
our individual leadership styles.

Task and Relationship behaviors cannot be
associated with outcomes such as:
 Morale
 Job satisfaction
 Productivity

The style approach does not identify a
universal set of leadership behaviors.

Lunenburg, F. C. & Ornstein, A.C., (2008). Educational
Administration: Concepts & practices, Fifth Edition, Belmont, CA:
Wadsworth, Cengage Learning (CF: Knowledge, Skills and
Dispositions cited in Conceptual Framework and ELLC
Standards 1-6).

Northouse, P. G. (2007), Leadership Theory and Practice, Fourth
Edition. Thousand Oaks, CA: Sage Publications, Inc.

Shafritz, J.M., & Ott, J. S., Classics of Organization Theory, Fifth
Edition. Belmont, CA: Wadsworth Group/Thomson Learning.

http://www.gridinternational.com/pdf/AboutGII.pdf.

http://www.stewart-associates.co.uk/leadership-models.aspx.