Johns Hopkins University School of Professional Studies in Business and Education

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Early Leadership Studies

1. Differentiated between leaders and followers by
   identifying the characteristics necessary to
   complete a task
2. Others identified leaders by observable behaviors
3. Some theorists looked at situational or
   contingency approaches to leadership

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Leadership Definitions from the Early Studies

1. The ability of an individual to influence others
   to pursue defined goals and objectives
2. Includes establishing relationships with
   individuals affiliated with the organization
   sufficiently to gain commitment
3. Involves acquiring a knowledge of individuals and
   situations (recognizing the individual)

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R.M. Stogdill (1948)

• Looked at over 100 studies from the 30s and
  40s. There were no characteristics or traits
  that distinguished leaders from non-leaders.

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Later Studies

• The Iowa Studies (1930s ) tried to identify
  styles or behaviors of leadership
• Kurt Lewin- looked for a style or pattern of
  leadership behaviors
• Determined three leadership styles Autocratic,
  Democratic, and Laissez-Faire

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Autocratic very direct decision making and
power centralized with the leader full
responsibility for the task from beginning to
end.Democratic shared decision making
followers considered equals group discussion and
decisions
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Laissez-Faire complete freedom to the group
little concern for completing the job
subordinates left on their own to complete the
task
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Democratic leadership viewed as the most
effective and as a resultLeadership must be
democratic, driving fear out of the workplace and
fostering a community of leaders who collaborate
on all major issues
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The Ohio State Studies- Late 50s

• What behaviors do leaders display?
• Leadership is the behavior an individual displays
  when directing a group toward goal attainment
• Found two categories Initiating structures (task
  orientation) and Consideration (people
  orientation)

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Quadrant 1 high consideration and low
structureQuadrant 2 high consideration and
high structureQuadrant 3 low consideration and
high structureQuadrant 4 low consideration and
low structure
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Michigan Studies

• Focused on the identification of relationships
  among leader behaviors, group processes, and
  measures of group performance
• Studies indicated three types of leader behaviors
  that differentiated effective and ineffective
  managers

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Task-oriented behavior focus on subordinates,
high standards, highly organized, identification
of methods to obtain objectives, close supervision
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Relationship-oriented behavior development of
personal relationships, focusing on the personal
needs of staff, behaviors that motivate
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Participative leadership use of group
supervision, enhance follower participation in
decision making, communication, cooperation, and
resolving conflict
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Michigan studies revealed that effective leaders

• Possess task-oriented behavior
• Set high performance goals
• Focus on planning, coordinating, and facilitating
  work
• Develop positive interpersonal relations
• Allow subordinates a degree of autonomy (high
  productivity results in high morale)
• Believe in SHARED LEADERSHIP

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Blake and Mouton Managerial Grid (1985)

• Two dimensions of leadership
• Concern for production (task orientation)
• Concern for people (relationship orientation)

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Country Club management- focus on relationships
at the expense of productivityAuthority/obedienc
e management- power and control used to get
results
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Impoverished management- leader does only what is
necessary to remain employedOrganizational
management- maintain the status quo
go-along-to-get-alongTeam management- high
concern for both task completion and maintenance
of relationships
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Hersey and Blanchard (1977)Situational Leadership

• Q1 High task Low relationship
• Q2 Low task Low relationship
• Q3 Low Task High relationship
• Q4 High task High relationship

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Hersey and Blanchard

• Q1 Directive gives specific direction with
  close supervision
• Q2 Delegation gives responsibility for problem
  solving/decisions to subordinates
• Q3 Supportive facilitates and supports
  subordinates, shares responsibility
• Q4 Coaching specific direction, close
  supervision, explains, solicits, supports

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POWER and AUTHORITYJohn French (1993)

• Legitimate or position power
• Referent or personality power (charismatic)
• Reward power
• Expert power

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For additional information

• http//ollie.dcccd.edu/mgmt1374/book_contents/4dir
  ecting/leading/lead.htm