Style Approach

task and relationship.
• Provides a broad conceptual map to understand
complexities (multi-parts) of leadership.
Weaknesses:
• The research has not shown how leaders’ styles are
concerned with achieving organizational tasks.
• Concern for people: Refers to how a leader
attends to the people in the organization who are trying to achieve its goals.
4. Middle-of-the-Road management (5,5): Leaders who compromise, have an intermediate (half-way) concern for the task and an intermediate concern for the people.
• Implies (suggests) that the most effective leadership style
is the high-high style (high task and high relationship). This may not be useful in every situation.
associated (related) with performance outcomes.
• Failed to find a universal (common) style of leadership
that could be effective in almost every situation.
Class Activity
• Turn to page 87 • Form groups of 4-5, read and analyze one of the Case Studies.
• Analyze your case from the perspective (view) of the style
comfortable with themselves, with each other, and with the situation they are in.
Three Main Studies conducted:
• The Ohio State studies • The Michigan studies
• The studies by Blake and Mouton (1964,
1978, 1985)
The Ohio State Studies
• Researched how individuals acted when they were
leading a group or an organization.
STYLE APPROACH
Melody Duckins
Description
• The style approach emphasizes the behavior of
the leader.
• Focuses on what leaders do and how the act. • Expands the study of leadership to include the
approach.
• Write your answers in complete sentences on a separate
piece of paper.
• Write ALL team members’ English and Chinese Family names
along with the Case Study number.
• Six years later, Stodgill (1963) published the LBDQ-XII,
which became the most widely used instrument in leadership research.
Response of LBDQ-XII
• The questionnaire centered around two types of leader
• In 1957, a questionnaire was used in these studies, that
determined typical leadership behaviors called the: Leader Behavior Description Questionnaire (LBDQ).
How does the Style Approach Work?
• Provides a framework for assessing leadership in
a broad (wide) way.
• Reminds leaders that their actions toward others
3. Impoverished Management (1,1): Not concerned with both the task and interpersonal relationships. *Turn to page 80, Figure 4.1
Five leadership styles cont.
• Consideration: Behaviors that arethat include building camaraderie (friendship), respect, trust, and liking between leaders and followers. **According to this study, it is best to have a balance of both to be an effective leader.
leadership research.
• Has a wide range of research that validates (proves) this
type of approach and gives understanding of the leadership process.
• Leadership style consists of two major types of behavior:
• Has been used hugely in organizational training and
development.
• Has been re-named the Leadership Grid. • Designed to explain how leaders help organizations to
actions of leaders toward subordinates in various situations.
Researchers
• Determined the style approach is composed of
two kinds of behaviors:
• Task behavior: goal accomplishment • Relationship behavior: help subordinates feel
5. Team Management (9,9): Places a strong emphasis on both tasks and interpersonal relationships.
Two additional styles identified in the Leadership Grid are:
technical and production aspect of a job.
Blake and Mouton’s Managerial (Leadership) Grid
• This is the best known model of managerial behavior. • It first appeared in the early 1960s.
• Employee orientation: The behavior of leaders who
approach subordinates with a strong human relations emphasis.
• Production orientation: The behaviors that stress the
occur on a task and relationship level.
• Offers a means of assessing the behaviors of
leaders.
Strengths:
• A major shift (change in direction) in the focus of
• Opportunism: A leader who uses any of the five
styles for the purpose of personal advancement. Putting their own self-interest ahead of everything else.
behaviors:
• Initiating structure: Behaviors that are essentially task
behaviors; organizing work, giving structure, defining role responsibility and scheduling work activities.