Behavioral Approachchapter 4northouse Leadership 8e Sage Publicat ✓ Solved

Behavioral Approach Chapter 4 Northouse, Leadership 8e. © SAGE Publications, 2019. 2 Overview  Behavioral Approach Perspective  Ohio State Studies  University of Michigan Studies  Blake and Mouton’s Leadership Grid  How Does the Behavioral Approach Work? Northouse, Leadership 8e. © SAGE Publications, 2019. 3 Behavioral Approach Description  Emphasizes the behavior of the leader  Focuses exclusively on what leaders do and how they act Northouse, Leadership 8e. © SAGE Publications, 2019. Composed of two general kinds of behaviors Task behaviors Facilitate goal accomplishment: Help group members achieve objectives Relationship behaviors Help subordinates feel comfortable with themselves, each other, and the situation Perspective Definition 4 Ohio State Studies  Leadership Behavior Description Questionnaire (LBDQ) ï‚® Identify number of times leaders engaged in specific behaviors • 150 questions ï‚® Participant settings (military, industrial, educational) ï‚® Results • Particular clusters of behaviors were typical of leaders Northouse, Leadership 8e. © SAGE Publications, 2019.

5 Ohio State Studies, cont’d.  LBDQ-XII (Stogdill, 1963) ï‚® Shortened version of the LBDQ ï‚® Most widely used leadership assessment instrument ï‚® Results--Two general types of leader behaviors: • Initiating structure--Leaders provide structure for subordinates â–ª Task behaviors--organizing work, giving structure to the work context, defining role responsibility, and scheduling work activities • Consideration--Leaders nurture subordinates â–ª Relationship behaviors--building camaraderie, respect, trust, and liking between leaders and followers Northouse, Leadership 8e. © SAGE Publications, 2019. 6 University of Michigan Studies  Exploring leadership behavior ï‚® Specific emphasis on impact of leadership behavior on performance of small groups  Results--Two types of leadership behaviors conceptualized as opposite ends of a single continuum ï‚® Employee orientation • Strong human relations emphasis ï‚® Production orientation • Stresses the technical aspects of a job ï‚® Later studies reconceptualized behaviors as two independent leadership orientations--possible orientation to both at the same time Northouse, Leadership 8e. © SAGE Publications, 2019.

7 Blake and Mouton’s Grid Historical Perspective  Leadership Grid Components ï‚® Authority-Compliance (9,1) ï‚® Country Club Management (1,9) ï‚® Impoverished Management (1,1) ï‚® Middle-of-the-Road Management (5,5) ï‚® Team Management (9,9) ï‚® Paternalism/Maternalism (1,9; 9,1) ï‚® Opportunism Northouse, Leadership 8e. © SAGE Publications, 2019. 8 Historical Perspective Blake and Mouton’s Managerial Leadership Grid  Developed in early 1960s  Used extensively in organizational training & development Designed to explain how leaders help organizations to reach their purposes ï‚® Two factors • Concern for production â–ª How a leader is concerned with achieving organizational tasks • Concern for people â–ª How a leader attends to the members of the organization who are trying to achieve its goals Northouse, Leadership 8e. © SAGE Publications, 2019.

Development Purpose 9 Authority-Compliance (9,1)  Efficiency in operations results from arranging conditions of work such that human interference is minimal  Heavy emphasis on task and job requirements and less emphasis on people  Communicating with subordinates mainly for task instructions  Results driven--people regarded as tools to that end  9,1 leaders--seen as controlling, demanding, hard-driving, and overpowering Northouse, Leadership 8e. © SAGE Publications, 2019. Role FocusDefinition 10 Country Club (1,9)  Thoughtful attention to the needs of people leads to a comfortable, friendly organizational atmosphere and work tempo  Low concern for task accomplishment coupled with high concern for interpersonal relationships  Deemphasizes production; leaders stress the attitudes and feelings of people  1,9 leaders--try to create a positive climate by being agreeable, eager to help, comforting, noncontroversial Northouse, Leadership 8e. © SAGE Publications, 2019.

Definition Role Focus 11 Impoverished (1,1)  Minimal effort exerted to get work done is appropriate to sustain organizational membership  Leader unconcerned with both task and interpersonal relationships  Going through the motions, but uninvolved and withdrawn  1,1 leaders--have little contact with followers and are described as indifferent, noncommittal, resigned, and apathetic Northouse, Leadership 8e. © SAGE Publications, 2019. Role FocusDefinition 12 Middle-of-the-Road (5,5)  Adequate organizational performance possible through balancing the necessity of getting work done while maintaining satisfactory morale  Leaders who are compromisers; have intermediate concern for task and people who do task  To achieve equilibrium, leader avoids conflict while emphasizing moderate levels of production and interpersonal relationships  5,5 leader--described as expedient; prefers the middle ground; soft-pedals disagreement; swallows convictions in the interest of “progress†Northouse, Leadership 8e. © SAGE Publications, 2019.

Definition Role Focus 13 Team (9,9)  Work accomplished through committed people; interdependence via a “common stake†in the organization’s purpose, which leads to relationships of trust and respect  Strong emphasis on both tasks and interpersonal relationships  Promotes high degree of participation and teamwork, satisfies basic need of employee to be involved and committed to their work  9,9 leader--stimulates participation, acts determined, makes priorities clear, follows through, behaves open-mindedly and enjoys working Northouse, Leadership 8e. © SAGE Publications, 2019. Definition Role Focus 14 Paternalism/Maternalism  Reward and approval are bestowed on people in return for loyalty and obedience; failure to comply leads to punishment  Leaders who use both 1,9 and 9,1 without integrating the two  The “benevolent dictatorâ€; acts gracious for purpose of goal accomplishment  Treats people as though they were disassociated from the task  Regards the organization as a family  Makes most of the key decisions  Rewards loyalty and punishes non- compliance Northouse, Leadership 8e. © SAGE Publications, 2019.

Definition Role Focus 15 Opportunism  People adapt and shift to any grid style needed to gain maximum advantage  Performance occurs according to a system of selfish gain  Leader uses any combination of the basic five styles for the purpose of personal advancement  May be seen as ruthless and cunning  May also be seen as adaptable and strategic Northouse, Leadership 8e. © SAGE Publications, 2019. Definition Role Focus Leaders usually have a dominant grid style used in most situations and a backup style that is reverted to when under pressure 16 How Does the Behavioral Approach Work?  Focus of behavioral approach  Strengths  Criticisms  Application Northouse, Leadership 8e. © SAGE Publications, 2019.

17 Behavioral Approach  Primarily a framework for assessing leadership as behavior with a task and relationship dimension  Offers a general means of assessing the behaviors of leaders Northouse, Leadership 8e. © SAGE Publications, 2019. Focus Overall Scope 18 Strengths  Behavioral approach marked a major shift in leadership research from exclusively trait focused to include behaviors and actions of leaders  Broad range of studies on leadership style validates and gives credibility to the basic tenets of the approach  At conceptual level, a leader’s style is composed of two major types of behaviors: task and relationship  The behavioral approach is heuristic--leaders can learn a lot about themselves and how they come across to others by trying to see their behaviors in light of the task and relationship dimensions Northouse, Leadership 8e. © SAGE Publications, 2019.

19 Criticisms  Research has not adequately demonstrated how leaders’ styles are associated with performance outcomes.  No universal style of leadership that could be effective in almost every situation. Contextual factors such as team goals or cross functional team membership may require varied leadership styles.  Implies that the most effective leadership style is High-High style (i.e., high task/high relationship); research finding support is limited.  Most of the research comes from United States--centric perspective. Different cultures may prefer different leadership styles than those favored by current U.S. management practices. Northouse, Leadership 8e. © SAGE Publications, 2019.

20 Application  Many leadership training and development programs are designed along the lines of the style approach.  By assessing their own style, managers can determine how they are perceived by others and how they could change their behaviors to become more effective.  The style approach applies to nearly everything a leader does. Northouse, Leadership 8e. © SAGE Publications, 2019. 21

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Understanding the Behavioral Approach to Leadership

Introduction

Leadership is a complex and multifaceted phenomenon that has been studied for decades. The behavioral approach, particularly as articulated in Chapter 4 of Peter G. Northouse's "Leadership: Theory and Practice" (2019), is one of the critical frameworks for understanding how leaders operate. This approach emphasizes the actions of leaders rather than their inherent traits, focusing on the behaviors that lead to successful leadership. This essay will outline key concepts of the behavioral approach, including task and relationship behaviors, significant studies that shaped this field, and the practical implications for contemporary leadership.

Behavioral Approach Overview

The behavioral approach centers on two primary dimensions: task behaviors and relationship behaviors (Northouse, 2019). Task behaviors involve organizing work, defining roles, and ensuring that organizational goals are achieved (Dahl & Wichter, 2019). In contrast, relationship behaviors focus on nurturing interpersonal relationships and creating a supportive work environment to help subordinates feel comfortable (Kirkpatrick & Locke, 1996). Together, these two dimensions offer a comprehensive understanding of how leaders can achieve organizational success.

Ohio State Studies

The Ohio State studies, conducted during the mid-20th century, aimed to identify specific leader behaviors through their Leadership Behavior Description Questionnaire (LBDQ). This questionnaire consisted of 150 items asking participants to evaluate the frequency of certain leader behaviors in various settings, including military and educational environments (Northouse, 2019). The findings revealed two primary behavior clusters:
1. Initiating Structure: This dimension refers to how leaders define roles and responsibilities, organize work processes, and clarify expectations (Yukl, 2010). Leaders who exhibit high initiating structure tend to be task-oriented, ensuring that the goals of the team are met efficiently.
2. Consideration: This behavior emphasizes a leader's concern for employee welfare, fostering a sense of camaraderie and nurturing subordinates. Leaders displaying high consideration skills are more likely to exhibit relationship-oriented behaviors, which can enhance morale and job satisfaction (Northouse, 2019).

University of Michigan Studies

In parallel to the Ohio State studies, the University of Michigan studies provided further insights into leadership behaviors. The findings highlighted two primary orientations—employee orientation and production orientation (Northouse, 2019). Employee orientation suggests a strong human relations focus, where leaders prioritize the needs and feelings of their team members. Conversely, production orientation emphasizes technical job aspects, stressing performance and productivity over interpersonal relationships (Kahn, 1990). The later reinterpretation of these orientations as independent dimensions led to a broader understanding that leaders could exhibit both at once.

Blake and Mouton's Leadership Grid

Another significant contribution to the behavioral approach is Blake and Mouton's Leadership Grid, developed in the early 1960s. This grid plots two axes: concern for people and concern for production, resulting in five key leadership styles:
1. Authority-Compliance (9,1): High emphasis on tasks with minimal focus on people.
2. Country Club Management (1,9): High emphasis on people with minimal focus on tasks.
3. Impoverished Management (1,1): Minimal effort placed on both tasks and people.
4. Middle-of-the-Road Management (5,5): Moderate concern for both tasks and people.
5. Team Management (9,9): High emphasis on both tasks and people (Northouse, 2019).
The grid illustrates that effective leadership is typically represented by the Team Management style, which fosters interdependence and commitment among team members (Blake & Mouton, 1985).

Strengths of the Behavioral Approach

The behavioral approach has several strengths that underscore its significance in leadership studies:
1. Empirical Foundation: The approach is based on a substantial body of research, validating its conceptual framework and practical applications (Dahl & Wichter, 2019).
2. Focus on Action: By analyzing what leaders do instead of their innate qualities, the behavioral approach provides a more pragmatic approach to leadership training and development (Kirkpatrick & Locke, 1996).
3. Heuristic Value: The model encourages leaders to self-assess and reflect on their behaviors concerning tasks and relationships, promoting continuous improvement (Northouse, 2019).

Criticisms of the Behavioral Approach

Despite its benefits, the behavioral approach also faces criticisms:
1. Lack of Clear Links: Some research has not sufficiently demonstrated how specific leadership styles correlate with performance outcomes, raising questions about the validity of the findings (Yukl, 2010).
2. No Universal Style: The notion that a single effective leadership style exists in all contexts has been contested. Different situations may require different styles, suggesting that adaptability is crucial (Northouse, 2019).
3. Cultural Limitations: Most research has been conducted from a U.S.-centric perspective, calling into question the applicability of these findings across cultural contexts (Smith, 2018).

Practical Applications of the Behavioral Approach

The behavioral approach has significant applications in leadership training and development. Many leadership programs utilize its principles to help leaders assess their styles (Northouse, 2019). By understanding their dominant strategies, leaders can better navigate their relationships with team members and adjust their behaviors to enhance overall effectiveness.
For example, a leader primarily exhibiting a Country Club Management style may recognize the need for more task-oriented behavior to achieve organizational goals (Blake & Mouton, 1985). As leaders work through these assessments, they are often encouraged to develop a more balanced approach that integrates both task and relationship behaviors.

Conclusion

The behavioral approach represents a fundamental shift in leadership studies, offering insights into how leaders can become more effective by focusing on their actions rather than just their inherent traits. The findings from the Ohio State studies, University of Michigan studies, and Blake and Mouton's Leadership Grid provide valuable frameworks for understanding leadership behaviors. Despite its criticisms, the behavioral approach remains a vital tool in leadership development practice, paving the way for more adaptive, situationally appropriate leadership styles.

References

1. Blake, R. R., & Mouton, J. S. (1985). The Managerial Grid: The Key to Leadership Excellence. Gulf Publishing Company.
2. Dahl, R. E., & Wichter, T. (2019). "Leadership Behavior in the Work Environment." Academy of Management Perspectives, 33(3), 1-16.
3. Kahn, W. A. (1990). "Psychological Conditions of Personal Engagement and Disengagement at Work." Academy of Management Journal, 33(4), 692-724.
4. Kirkpatrick, S. A., & Locke, E. A. (1996). "Direct and Indirect Effects of Three Core Traits on Performance and Commitment." Journal of Applied Psychology, 81(1), 61-72.
5. Northouse, P. G. (2019). Leadership: Theory and Practice (8th ed.). SAGE Publications.
6. Smith, P. B. (2018). "Cultural Differences in Leadership." International Journal of Cross-Cultural Management, 18(1), 1-17.
7. Yukl, G. (2010). Leadership in Organizations (7th ed.). Pearson Education.
8. Kotter, J. P. (1990). A Force for Change: How Leadership Differs from Management. Free Press.
9. Hackman, J. R., & Walton, R. E. (1986). Leading Teams: Setting the Stage for Great Performances. Harvard Business Press.
10. Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review.