Early Leadership Studies
1.
2.
3.
Differentiated between leaders and
followers by identifying the
characteristics necessary to complete a
task
Others identified leaders by observable
behaviors
Some theorists looked at situational or
contingency approaches to leadership
Johns Hopkins University
School of Professional Studies in Business and Education
2006
Leadership Definitions from
the Early Studies
1.
2.
3.
The ability of an individual to influence others
to pursue defined goals and objectives
Includes establishing relationships with
individuals affiliated with the organization
sufficiently to gain commitment
Involves acquiring a knowledge of individuals
and situations (recognizing the individual)
Johns Hopkins University School of Professional
Studies in Business and Education
2006
R.M. Stogdill (1948)

Looked at over 100 studies from the 30’s
and 40’s. There were no characteristics or
traits that distinguished leaders from nonleaders.
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Later Studies
The Iowa Studies (1930’s ) –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 LaissezFaire
Johns Hopkins University
School of Professional Studies in Business and Education
2006
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
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Laissez-Faire: complete freedom to
the group; little concern for
completing the job; subordinates
left on their own to complete the
task
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Democratic leadership viewed as
the most effective and as a result:
Leadership must be democratic,
driving fear out of the workplace
and fostering a community of
leaders who collaborate on all
major issues
Johns Hopkins University School of Professional
Studies in Business and Education
2006
The Ohio State Studies- Late 50’s



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)
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Quadrant 1 high consideration and low
structure
Quadrant 2 high consideration and high
structure
Quadrant 3 low consideration and high
structure
Quadrant 4 low consideration and low
structure
Johns Hopkins University School of Professional
Studies in Business and Education
2006
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
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Task-oriented behavior: focus on
subordinates, high standards,
highly organized, identification of
methods to obtain objectives, close
supervision
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Relationship-oriented behavior:
development of personal
relationships, focusing on the
personal needs of staff, behaviors
that motivate
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Participative leadership: use of
group supervision, enhance
follower participation in decision
making, communication,
cooperation, and resolving conflict
Johns Hopkins University School of Professional
Studies in Business and Education
2006
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
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Blake and Mouton
Managerial Grid (1985)

Two dimensions of leadership


Concern for production (task orientation)
Concern for people (relationship orientation)
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Country Club managementfocus on relationships at the
expense of productivity
Authority/obedience
management- power and
control used to get results
Johns Hopkins University School of Professional
Studies in Business and Education
2006
Impoverished management- leader does
only what is necessary to remain employed
Organizational management- maintain the
status quo; go-along-to-get-along
Team management- high concern for both
task completion and maintenance of
relationships
Johns Hopkins University School of Professional
Studies in Business and Education
2006
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
Johns Hopkins University School of Professional
Studies in Business and Education
2006
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
Johns Hopkins University School of Professional
Studies in Business and Education
2006
POWER and AUTHORITY
John French (1993)

Legitimate or position power

Referent or personality power (charismatic)

Reward power

Expert power
Johns Hopkins University School of Professional
Studies in Business and Education
2006
For additional information:

http://ollie.dcccd.edu/mgmt1374/book_co
ntents/4directing/leading/lead.htm
Johns Hopkins University School of Professional
Studies in Business and Education
2006