Fielder’s Contingency Model

Fred Fiedler developed the Fielder Contingency Model to evaluate leaders’ personalities and attributes in order to determine their effectiveness. The best leadership style, according to this paradigm, does not come in a single package. Instead, a leader’s effectiveness is situational. As a result, the model generates two concepts: “”leadership styles and situational favorableness“” (Bello, 2015).

Fielder contends that leadership style is not dynamic but set, and that it can be determined using the Least-Preferred Coworker Scale (LPC). The measure requires participants to name all of the persons they have worked with who they are less comfortable working with.  Then one is expected to rate them using a bipolar scale numbered 1 to 8. The feelings of particular individuals are then rated against each factor, and scores added up. High LPC scores suggest a leadership which is relationship-oriented while low LPC scores indicate a relation which is task-oriented. The model, therefore, suggests that relationship-oriented individuals usually portray their Least Preferred Co-workers more positively, for example, friendlier and more efficient, thus generate higher LPC scores. Fielder acknowledges that low LPCs can complete tasks more efficiently. On the other hand, task-oriented leaders portray the LPCs in a negative light, resulting in lower LPC scores. High LPCs are, therefore, more focused on personal connections and are good at managing conflicts (Bello, 2015).

According to Fielder, situational favorableness can get determined using three distinct factors. The first factor comprises of leader-member relations, which entails trust and confidence levels team participants have in their leader. A more trusted leader has more influence and is said to be in the more favorable situation compared to leaders with least trust (Bello, 2015). The second factor is the task structure, in which tasks are either structured or unstructured. Highly unstructured task pose serious challenges on teams and leaders and are mostly regarded as unfavorable. Leader’s position power is the third factor for determining situational favorableness. It includes the amount of authority one can exercise on a group and can administer a reward or punishment. Leaders with increased powers are viewed to in a more favorable situation. Leaders, therefore, experience strong or weak powers.

Question 2

Cultural and Gender Similarities and Differences in Leadership

Gender role is a critical personality trait with considerable influence on leadership styles. Thus, Masculinity is attributed to a leadership style which is task-oriented while femininity is associated with a leadership style which is relationship-driven. The majority of women managers have been found to possess democratic leadership styles when compared to men. A meta-analysis of previous studies investigating transformational leader behaviors has revealed that transformational style of leaders is more a preserve of women than men. Males are more impersonal and task-oriented in their leadership while women are more nurturing, and pursue a relationship-oriented style of leadership. Women, therefore, utilize the transformational leadership approach (Jovanovica & Ciricb, 2016).

Leaders from across both genders have been observed to be task-oriented as well as people-oriented (Jovanovica & Ciricb, 2016). Significant differences between men and women have not gotten established in their styles of leadership, efficiency in leadership and competencies. Both males and females have recorded similarities in self-monitoring managerial self-efficacy and managerial effectiveness. Consequently, men and women leaders are being treated with comparable salary and hierarchical progressions and performance appraisals.

Cultural backgrounds may result in the formation of different traits to determine effective leadership. For instance, while the Australian culture advocates for egalitarianism, the Chinese culture greatly emphasizes on authority orientation. On the other hand, leadership styles have also revealed cultural similarities which concern for followers’ interests, innovative, diplomatic, inspirational, and team-player (Bello, 2015).

Question 3

Transformation Leadership Characteristics and Limitations

According to Jovanovica & Ciricb (2016), the transformation leadership characteristics include the following:

Idealized Influence

Transformational leaders are viewed as role models with a charismatic personality thus influencing others to behave like their leader. The willingness of a transformation leader to assume risks and their adherence to ethical principles in whatever they undertake helps to express this idealized influence. Through idealized influence, leaders can build trust in their supporters to gain more in confidence them (Jovanovica & Ciricb, 2016).

Inspirational Motivation

Refers to the ability of a leader to inspire a sense of purpose, motivation in their subjects. A transformation leader articulates a clear vision; communicate the group’s expectations and shows commitment to meet objectives. As such, transformational leaders must deliver their messages precisely, powerfully and authoritatively (Jovanovica & Ciricb, 2016).

Intellectual Stimulation

The follower’s creativity and autonomy are key elements of a transformational leadership. Leaders are expected to allow their followers to participate in decision-making to enhance their creativity and innovativeness in finding solutions. Additionally, a transformational leader should solicit the followers’ ideas and frame problems and obstacles aimed at sharpening the intellect of their followers (Jovanovica & Ciricb, 2016).

Individualized Consideration

Transformation leadership recognizes the needs and desires of an individual in the group. Different individuals are motivated by different factors. Some may seek motivation from financial incentives while others derive their motivation from non-monetary incentives. Therefore leaders must be in a position to determine what motivates each member in the team. By doing so, the individual growth and satisfaction in their positions will be achieved (Jovanovica & Ciricb, 2016).

Limitations of Transformation Leadership

By using the success of a leader to define transformation leadership suggests that leaders who bring about change are viewed as transformation, yet they may not engage in transformational behavior (Jovanovica & Ciricb, 2016). Secondly, transformational leaders are supposed to bring change and develop personal potential among team members. However, these members are likely to experience uncertainty and ambiguity in their transformation. Another limitation is that transformational leadership is treated rather than contingency dependent. Consequently, transformation leadership may be perceived differently depending on the diversity of cultures

Question 4

A leadership which is people oriented is more inclined towards developing human relations among the members while a task-oriented leadership emphasizes on completing the task assigned (Bello, 2015).

The teacher who taught me biology happens to be my favorite teacher. Some behavior which she portrayed could be much more people oriented. These include being cooperative and friendly, giving a manageable homework, conducting tests at everyone’s convenience and always available to attend extra classes in the examinations periods to assist students. She is also well endowed with task-oriented leadership behavior which can be attributed to her timely completion of the syllabus. She also managed to perform many practical sessions in Monday and Wednesday evenings after regular classes, which gave most students an opportunity to score highly when it comes to practical lessons. Furthermore, she would take all homework and assignments very serious as they generated the average score at the end term exams.

Students will in most cases prefer an instructor whose style of leadership is more people-oriented due to some reasons. First, the trust and confidence build by their instructor will give the students a source of comfort and motivation. Secondly, the students will find the task more interesting .Thirdly; the students will develop a positive attitude towards their teacher and the subject as well. Finally, this style of leadership will create a favorable situation for the instructor and students alike.

People-oriented leadership is more inclined towards developing human relations among the members while a task-oriented leadership emphasizes on completing the task assigned (Bello, 2015).

The teacher who taught me biology happens to be my favorite teacher. Some behavior which she portrayed could be much more people oriented. These include being cooperative and friendly, giving a manageable homework, conducting tests at everyone’s convenience and always available to attend extra classes in the examinations periods to assist students. She is also well endowed with task-oriented leadership behavior which can be attributed to her timely completion of the syllabus. She also managed to perform many practical sessions in Monday and Wednesday evenings after regular classes, which gave most students to score highly when it comes to practical lessons. Furthermore, she could take all homework and assignments very serious as they generated the average score at the end term exams.

Students will in most cases prefer an instructor whose style of leadership is more people-oriented due to some reasons. First, the trust and confidence build by their instructor will give the students a source of comfort and motivation. Secondly, the students will find the task more interesting .Thirdly; the students will develop a positive attitude towards their teacher and the subject as well. Finally, this style of leadership will create a favorable situation for the instructor and students alike.

References

Bello, B. A. (2015). The relevance of Fiedler’s Contingency Leadership Theory to the Management of School Organization. ATBU Journal of Science, Technology, and Education, 3(2), 182-189.

Jovanovica, D., & Ciricb, M. (2016). Benefits of Transformational Leadership in the Context of Education. Retrieved July 18, 2017 from http://www.futureacademy.org.uk/files/images/upload/WLC2016FA063F.pdf