Evolution and Revolution in

Business
Week – 2 Evolution in Leadership
Lecture Learning Outcomes
• To understand the broad background of academic studies into
leadership.
• To understand the 4 paradigms (ways of thinking) of leadership
studies.
• To be able to analyse leadership styles and theories and their context.
• To be able to apply different leadership styles and theories to
ourselves and others.
4 Paradigms of Leadership

• Trait Theories Paradigm.

• Behavioural Theories Paradigm
• Contingency/Situational Theories Paradigm
• Integrative Theories Paradigm
Trait Theories Paradigm

• The Trait school of thought suggests that leaders are born, not made.
• Leadership is natural to some, and following is natural to others.
• A leader has natural traits, or distinguishing behaviours and
characteristics, that means that they are sure to be a successful
leader.
• Early studies were based on this belief.
• Do you agree or disagree?
Born or made…..?
Big Five Model of Personality
• Dominance
• Extraversion

• Surgency • Energy

• Sociability
• Agreeableness • Emotional Intelligence

• Adjustment • Emotional stability and Narcissism

• Self-confidence

• Conscientiousness • Dependability
• Integrity
• Flexibility
• Openness
• Intelligence
• Locus of control
Trait Theories Paradigm
• LEADER MOTIVE PROFILE THEORY suggests that successful leaders
tend to have the same motives.
• The motives are:
• A high need for POWER, as power brings influence and dominance.
• For the power to be SOCIALISED, rather than personalised (it can be
used to help others, as well as the leader, rather than just to help the
leader).
• Successful leaders have a moderate need for ACHIEVEMENT and a
lower need for AFFILIATION.
Behavioural Theories Paradigm
 The University of Iowa Studies
Leadership styles:
• Autocratic Leadership:
• Persons showing high concern for the task and low concern for people.
• Democratic Leadership:
• Persons showing a high concern for both people and task.
• Laissez-faire Leadership:
• Person showing a low concern for both people and task.
The University of Michigan Studies

•People-oriented behaviors
• Showing mutual trust and respect
• Concern for employee needs
• Desire to look out for employee welfare

•Task-oriented behaviors
• Assign specific tasks
• Ensure employees follow rules
• Set “stretch goals” to achieve performance capacity
The Leadership Grid Model
Contingency Theories Paradigm
• By the 1960s, it had become clear that there was no one leadership
style that was best in all situations. A specific set of traits or
behaviours would not be applicable at all times.
• Based upon behavioural leadership theories and research conducted
in the 1950s, the Contingency Theory paradigm developed to suggest
that successful leaders must adjust their behaviours dependent upon
the situation.
• Several studies focused upon the 3 factors of LEADERS, FOLLOWERS
and SITUATION.
Contingency theories
• While trait and behavior theories do help us understand leadership,
an important component is missing: the environment in which the
leader exists

• Contingency Theory adds this additional aspect to our understanding

leadership effectiveness studies

• Three key theories:

• Fiedlerʼs Model
• Hersey and Blanchardʼs Situational Leadership Theory
• Path-Goal Theory
Fiedler Model
• Effective group performance depends on the proper match between
leadership style and the degree to which the situation gives the
leader control.
• Assumes that leadership style (based on orientation revealed in LPC
questionnaire) is fixed
• Considers Three Situational Factors:
• Leader-member relations: degree of confidence and trust in the leader
• Task structure: degree of structure in the jobs
• Position power: leaderʼs ability to hire, fire, and reward
• For effective leadership: must change to a leader who fits the
situation or change the situational variables to fit the current leader
Findings of the Fiedler Model

17–16
Situational Leadership Theory
• Hersey and Blanchardʼs Situational Leadership Theory (SLT)
• Argues that successful leadership is achieved by selecting the right leadership
style which is contingent on the level of the follower’s readiness.
• Acceptance: leadership effectiveness depends on whether followers accept or reject a
leader.
• Readiness: the extent to which followers have the ability and willingness to accomplish
a specific task.
• Leaders must relinquish control over and contact with followers as they
become more competent.
Situational Leadership Theory
Hersey and Blanchardʼs Situational Leadership Theory (SLT) creates four specific
leadership styles incorporating Fiedlerʼs two leadership dimensions:

S1: Telling Style S3: Participating Style

• Letting subordinates know what they • Consulting with subordinates and
are expected to do, taking their opinions and suggestions
• Giving specific guidance, into account
• Asking subordinates to follow rules and
procedures

S2: Selling (coaching) style S4: Delegating Style

• Letting subordinates know what they • Setting challenging goals
are expected to do and giving specific • Seeking better performance
guidance, • Emphasizing excellence
• Giving consideration to the needs of • Showing confidence that
subordinates subordinates will attain high
• Displaying concern for their welfare standards
Situational Leadership Theory

• Posits four stages follower

readiness:
• R1: followers are unable and unwilling
• R2: followers are unable but willing
• R3: followers are able but unwilling
• R4: followers are able and willing
Hersey and Blanchardʼs Situational Leadership Model
PATH - GOAL MODEL

The theory states that the leaderʼs job is to assist his or her followers in attaining
their goals and to provide direction or support to ensure their goals are
compatible with organizational goals.
• Leaders assume different leadership styles at different times depending on
the situation:
• Directive leader
• Supportive leader
• Participative leader
• Achievement oriented leader
PATH - GOAL MODEL
• Leaders assume different leadership styles at different
times depending on the situation:
Directive leader Participative leader
• Letting subordinates know what they • Consulting with subordinates and
are expected to do, taking their opinions and suggestions
• Giving specific guidance, into account
• Asking subordinates to follow rules and
procedures, and
• Scheduling and coordinating the work

Supportive leader Achievement oriented leader

• Giving consideration to the needs of • Setting challenging goals
subordinates • Seeking better performance
• Displaying concern for their welfare, • Emphasizing excellence
and • Showing confidence that
• Creating a friendly climate in the work subordinates will attain high
unit standards
Path-Goal Theory
Applications
Should Should not
1 Tasks are ambiguous
2 Tasks are clear to followers
3 Followers are high perceived
ability
4 There is conflict in the group
5 Followers are external locus of
control
6 • Followers are internal locus
of control
7 • Tasks are ambiguously
constructed
• Effort will result in high
performance
Leadership Continuum Model
Integrative Leadership Theories Paradigm

• The Integrative Leadership paradigm attempts to tie in all three

previous paradigms and was largely developed in the 1970s and in
subsequent decades.
• The paradigm recognises that the same traits or behaviours may have
different impacts on employees depending on the situation.
• Therefore, there is no single leadership style that can be applied to
situations, even though the situations may appear similar, as the
response of followers may change, as may the behaviour of the
leader.
Lecture Summary
• The study of leadership has developed over millennia and continues
to this day.
• There are more theories and styles than can possibly be described in
a single lecture.
• Academic studies have, broadly speaking, produced 4 paradigms –
Traits, Behaviours, Contingent and Integrative Theories.
• The majority of leadership studies now focus upon Integrative
theories – an amalgamation of the 3 previous paradigms.
Any questions so far?
Theory X and Y

• You must complete the questionnaire in this week’s folder.

• Your tutor will ask you to discuss your results.

Any questions so far?
Using Discover

• Your tutor will take you on a tour of DISCOVER – the University’s

online resource database for academic journal articles etc.

• Please spend any spare time on using Discover and exploring its
capabilities/tools etc.
Any questions so far?
A recap…..

• Your tutor will quickly recap the BREO unit shell and its layout.
• This is largely for the benefit of late registering students.
• However, there may be questions that you wish to ask about the unit
or using the resources – now is the time to ask.
Any questions so far?
Research Activity
• None of the theories/models discussed in the lecture slides have
been referenced with the author etc.
• You will be put into groups of 4/5 people (depending on class size).
• You must research as many of the theories/models as you can –
finding out who produced them and when.
• You must then, as a group, present your findings with your summary
of how the models work.
• You may be presenting to the whole class or just a few other groups,
depending on class size, but everyone must take part!
Any questions so far?
Assessment 1 and 2 Briefing
• Your tutor will now introduce the assessments – in a very limited
format.
• You must look at the company list for Assessment 2 and start to think
about which companies you will examine in the assessment.
Any questions so far?
Sage Leadership Test

• Take the SAGE leadership test included in this week’s folder.

• Evaluate your score in the three areas and discuss the results with
your colleagues.
Any questions so far?
Guided Learning

• Upload your research from the research activity into this week’s
Research Log (in the Assessment and Feedback folder).
• Find the academic text-book referenced in the final slide and read the
chapter Who is a leader and what skills do leaders need? (earlier
editions of the text-book are available on the Library Catalogue as an
e-resource).
• Start thinking about the companies that you will examine in
Assessment 2.
• Start to fill out the process log.
Any questions so far?
References
• The lecture slides are summarised from:

• Lussier, R.N and Achua, C.F, (2023) Leadership – Theory, Application

and Skill Development. 7th Ed. Cengage Learning Inc. Boston, USA.