Leadership Research and Implications for the Effective Management of People and Outcomes - Coursework Example

Leadership Research and Implications for the Effective Management of People and Outcomes Student’s Name Course Tutor’s Name Date Introduction Different concepts about leadership have been explored at length in literature. Such concepts range from the great man theories which are based on the assumption that leaders are born with an innate capability to lead, to the transactional theory which argues that leaders need to nurture the relationship between them and their followers (Bolden et al. 2003). Other theories that inform the leadership literature include the contingency theory, transformational theory, situational leadership, behaviourist theories, and trait theories. Each of the aforementioned theories holds some wisdom that can assist managers in developing effective leadership skills and capabilities. However, and since different concepts have different propositions, each manager ought to understand which concept provides the most wisdom for dealing with different situations that they face in their respective organisations. This paper starts by arguing that that while leadership skills and capabilities may be an innate quality in some people, most managers charged with the responsibility of leading their organisations have to deliberately undertake to learn and acquire such skills and capabilities. Additionally, and as noted by Bolden et al. (2003), experience always has a good way through which a person can utilise what was learnt in schools, determine what works best, and pinpoint what does not work. This paper is organised into several segments, which include the introduction, the body which explains how the concepts and findings in literature can assist managers to develop effective leadership skills and capabilities, and a conclusion, which reiterates the need for modern-day managers seeking to have effective leadership skills and capabilities to understand themselves, understand their followers, and understand the perfect leadership style fit that would enhance motivation and task accomplishment in their respective organisations. Practice and experience Unless they are acted out, leadership concepts learnt in schools remain just that – theories. For the concepts and findings explored in leadership theories in literature to assist managers in developing effective leadership skills and capabilities, they need to be packaged not for detached contemplation, but for involved action (DeRue & Wellman 2009). For example, it has been observed that of all the money that organisations spend on development and learning, almost half of it goes into leadership development (O’Leonard 2007). Yet, despite such huge investments, scholars and critics alike agree that off-job activities such as mentoring, coaching, training and assessments do not add as much value to managers’ leadership capabilities when compared to on-job activities and experiences. Indeed, Benjamin and O’Reilly (2011) and McCall (2004) observe that the most important place where one can learn to lead effectively is in a leadership position. The foregoing proposition is further supported by McCall and Hollenbeck (2002), who found out in a research that most developmental experiences by leaders were encountered in challenging work experiences. In the foregoing experiences, leaders were required to undertake novel tasks that they would otherwise have found hard to envisage in a class-based environment. The importance of situation variables in the strategy, decisions and approaches that a leader takes is further underscored by Mujtaba, Cai, Lian and Ping (2013) who argue that most leaders fall someplace between the two extremes of task-orientation and people orientation. In other words, not most leaders can lay claim to be 100 percent perfect in subordinate satisfaction; similarly, 100 percent group performance is hard to achieve. However, for effective leadership to occur, and especially where motivation of people and the attainment of organisational objectives are desirable, leaders need to somehow master the art of enhancing subordinate satisfaction and enhancing group performance. The concepts and findings explored in literature Away from the role that practice and experience play in enhancing skills and capabilities in leaders, one of the theories that explain what makes effective leadership is the contingency theory, which argues that the interplay between the leader’s behaviours or traits and situational factors determine leadership effectiveness (Seyranian 2009). The contingency theory was informed by research done by the Ohio State University in the 1950s, and where the researchers found out the two behaviours they deemed necessary for effective leadership. The identified consideration – i.e. a leader’s behaviour as related to supporting subordinates, showing them concern, building a good rapport with them and establishing and nurturing interpersonal relationships, and initiating structure – i.e. leader’s behaviour in relation to providing structures such as planning, scheduling, and role assignment – as the two prerequisites for effective leadership (Seyranian 2009). Another survey conducted by the University of Michigan’s Survey Research Centre found similar leadership behaviour types as had been found by researchers from Ohio State University, but termed the two behaviours as: i) relation-oriented behaviour; and ii) task-oriented behaviour (Conger & Riggio 2006; Seyranian 2009). The contingency theory of effectiveness was developed by Fred Fieler in the 1960s, and its premise is that leadership effectiveness, especially in a group setting, is pegged on the leader’s relations or task motivations and the prevailing situation (Bass & Bass 2009; Bycio, Allen & Hacket, 1995; Judge & Bono 2000; Seyranian 2009). The theory further purports that a leader’s relations or task motivations depend on whether he/she can have control over the group he/she leads, and whether, he/she is able to predict a group’s outcome. In other words, the relations or task motivations that a leader has depend on the situational favourability. According to Seyranian (2009), situational favourability is determined by three factors namely: the relations that exist between the leader and his/her followers, the structure of tasks that the followers are meant to accomplish under the guidance of the leader, and the position power or level of authority that the leader has over his/her followers. Situational favourability, according to Base and Stogdill (1990), further implies that a leader is certain of predictable results based on decisions made and actions taken, is certain that they will achieve targeted goals, and is satisfied by their position in an organisation relative to what followers thought of them. The path-goal theory is yet another contingency theory that draws from the Michigan and Ohio leadership behaviour studies. This theory argues that a leader has a responsibility to behave in a specific manner in specific situations in order to motivate followers towards accomplishing specific tasks (Seyranian, 2009). According to the theory, the leader can have participative leader behaviours: can be achievement oriented, task oriented or relations oriented. Depending on the situation, the path-goal theory indicates that two aspects namely task characteristics and follower characteristics affect leadership behaviours. In cases where followers are supposed to accomplish taxing tasks for example, one would argue that the path-goal theory insinuates that supportive behaviours by the leader can increase the followers’ interest in, and ability to accomplish the tasks. Should the task be ambiguous, the leader would be expected to provide directions by clarifying issues, and perhaps even showing how to accomplish the task. Through such behaviours, the leader may be able to inspire trust and confidence among followers and even motivate them towards achieving specific goals. A leader who understands the followers well can also according to the propositions made by this theory, complement the followers’ abilities and compensate their insufficiencies. Although the path-goal concept is among the contingency theories that have highlighted the potent influence that leaders have on the motivation of those who follow them, it is worth noting that the developer of the theory (Robert J. House) has admitted that the validity of the theory has been put into question by scholars (House 1996). Another contingency theory that holds potential lessons for managers in leadership is the normative decision model. Unlike other contingency theories, this model focuses on prescribing strategies that leaders can use to optimise their decision-making processes. According to Seyranina (2009), the theory indicates that there are two types of consultative leadership styles where leaders consult with followers but ultimately make the decision alone; two types of autocratic leadership where the leader decides alone; and a group decision-making approach where the leader seeks consensus among followers. By a leader questioning of what nature a problem is, a decision is, and what the consequences will be, he/she can then decide the level of involvement in decision-making that other people (followers) should have (Vroom & Jago 1988). For example, depending on the problem at hand, a leader may make a decision alone based on information sourced single-handedly or information discussed collectively with group members or with individual group members. In a different scenario (and again depending on the problem at hand) the leader may choose to discuss the situation with group members, and without imposing his/her will, let the group to make the final decision. It would appear that this model can help leaders assess and determine how best to involve their subordinates in decision making. Arguably, this model informs leaders that different approaches can be used in handling complex situations. The choice that leaders have to make however should focus on getting the best outcome in both structured and unstructured problems. The effect of this theory on motivation and the attainment of goal is arguably pegged on the concept that employees’ involvement in decision-making (although more time consuming) enhances their relationships with leaders, and can lead to better performances, especially if they feel appreciated (Gooraki , Noroozi, Marhamati & Behzadi 2013; Ivan 2012) The situational leadership theory is yet another concept that has potential assistance to managers. It proposes that a leader’s ability to behave in a manner that meets the demands presented by a particular situation determines his/her effectiveness (Seyranian 2009). The theory builds on the Ohio and Michigan studies mentioned earlier in this paper, but indicates that leadership behaviour fits in any four categories namely: telling, selling, participating and delegating. Whatever the category a leader chooses to use, the dominant situational factor for consideration should be the readiness of their followers. In other words, a leader must gauge how well their followers are ready before delegating, participating, selling or telling. In relation to motivating followers and the achievement of desired goals, the situational leadership theory arguably offers some kind of support system where, depending on how ready the followers are, the leader can choose to be more hands-on by offering direct instructions and support and providing assurances; or, he/she can choose to provide some leeway for his followers to make decisions and implement tasks on their own. Such leeway may be perceived as an acceptance or validation of the employees’ skills and/or decision making abilities and as Scholl (2001) indicates, some of the conditions for success (especially in relation to meeting set goals and objectives) include the value that followers place on their leader as a source of validation. To earn such a position, the leader not only needs to conduct oneself in a fair and equitable manner, but also needs to earn respect and trust from the followers. Overall, the concepts available in literature are diverse and as indicated in the introductory section, it is every leader’s prerogative to decide what works best and what does not work so well. Ideally however, learning from different concepts is only a beginning of gaining the skills and competencies needed to become an effective leader who motivates his/her followers and ensures that tasks are accomplished and targets met. A leader’s self-concept is critical in working with, motivating, and even ensuring that followers perform their tasks well (Bartol 2007; Scholl 2001). A leader’s self-concept determines whether he/she is able to identify his/her dominant leadership style. Additionally, a strong self-concept in leaders enables them give credit to followers, place the greater good of the followers above their own, and to avoid a continual dependence of validation from external sources (Sharma & Krishnan 2005). Conclusion Effective leadership is not a straightforward undertaking as illustrated from different theories. It looks like all four leadership theories identified above contribute to the understanding of effective leadership. A common characteristic in all concepts identified in this paper is that each concept identifies a different style of leadership and suggests the situational factors that affect its effectiveness. Notably however, since the concepts focus on different styles and situational factors, modern-day managers seeking to develop effective leadership skills and capabilities would need first to understand themselves, understand their followers, and understand the perfect leadership style fit that would enhance motivation and task accomplishment in their respective organisations. References Bartol, K.M 2007, Management foundations, McGraw-Hill Australia, Sydney. Bass, B & Stogdill, R. M 1990, Bass & Stogdill’s handbook of leadership: theory, research & managerial applications, Free Press, London. Bass, B M &Bass, R 2009, The bass handbook of leadership: theory, research, and managerial applications, Simon and Schuster, New York Benjamin, B & O’Reilly, C 2011, ‘Becoming a leader: early career challenges faced by MBA graduates,’ Academy of Management Learning & Education, vol. 10, no. 3, 452-472. 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