TEORI KEPIMPINAN SITUASI ARAHAN SILA BACA MENGENAI TEORI

TEORI KEPIMPINAN SITUASI ARAHAN: SILA BACA MENGENAI TEORI INI DAN BUAT LAPORAN TENTANG APLIKASI TEORI YANG DIKEMUKAKAN OLEH VROOM- YETTON

Fiedlers contingency model of leadership Hersey and Blanchards situational leaderships theory House path – goal theory of leadership Yulk’s multiple linkage of leader’s effectiveness Vroom – yetton (p. 145) theory 2

Measure & intepretation of LPC- least preferred coworkers Motive of LPC – if high, that means you have a close interpersonal relationship with other people i. iii. considerate supportive close 3

Low LPC – is to achieve task objective - concerned about doing a good job - task oriented behavior 4

Establishing good relation only if group performing well or no serious task problem Low (1)Value task success High LPC leaders (2)Value interpersonal success 5

In Fiedler’s Model The relationship between leader LPC score and leader effectiveness depends on a complex situational variable i - situational favorability ii - situational control - measured by: a) leader-member relation* task structure c) position power b) 6

Situation control is greatest when leader-member relation is good. Task is highly structured and the leader has substantial position power. * MOST IMPORTANT 7

High and low LPC leaders are more effective in some situation Causal relationships in fiedler’s theory Causal variable End result variable leader’s LPC score group performance Situational mederator variables • Leader member relation • Leader position power • Task structure CRITISMS P. 139 8

A) TWO CATEGORIES OF LEADERSHIP BEHAVIOR i. ii. Task behavior (initiating structure Ohio) Relationship behavior (consideration) B) SITUATIONAL MODERATOR VARIABLE i. maturity 9

Defining of maturity: Capacity to set high but attainable goals (ACH. Motivation) willingness to take responsibility, education, experience. EMPLOYEE CAN BE Matured or Unmatured * It depends on the task 10

MATURITY JOB MATURITY PSYCOLOGICAL MATURITY TASK MATURITY TECHNICAL KNOWLEDGE FEELING OF SELF CONFIDENCE SELF RESPECT 11

HIGH MATURITY HIGH DEGREE OF SELF CONFIDENCE HIGH ABILITY TO DO THE JOB LOW MATURITY LACKS ABILITY AND CONFIDENCE 12

Casual variables End results variable - Task behavior - Relationship behavior - Developmental intervention - Leader effectiveness Situational moderator variables • Subordinate maturity HOW LONG IT TAKES TO MATURE A SUBORDINATE DEPENDS ON THE COMPLEXITY OF THE TASK AND THE CHARACTERISTIC OF THE SUBORDINATE 13

1. DIRECTING Give specific instruction and supervise staff closely. appopriate for first year teacher 2. COACHING Explain decision and solicit suggestion from followers but continue to direct task 14

Coaching Works well for 2 nd OR 3 rd Year teacher They are gaining confidence and competence 3. SUPPORTING Make decision together with staff members and support their efforts. Appopriat for creative teachers. Support those with excellent ideas 15

4. DELEGATING Turn over decision and responsibility for implementing them to staff members Appropriate for teachers who go above and beyond their instruction 16

ORIENTASI PEKERJA A(1, 9) B(9, 9) SUPPORTING COACHING Q 3 Q 4 DELEg. ATING DIRECTING C(1, 1) VERY HIGH Q 2 Q 1 D(9, 1) HIGH LOW VERY LOW 17

A=PARTICIPATING (LT, HR) B=SELLING (HR, HT) C=DELEGATING (LR, LT) D=TELLING (LR, HT) HERSEY+MOUTON STUDY 18

PARTICIPATING=HR, LT, HM MENYOKONG SELLING=HR, HT, LM M=KEMATANGAN COACHING R=RELATIONSHIP TELLING=LR, HT, LM T= TUGAS DIRECTING DELEGATING=LT, LR, HM DELEGASI 19

To explain how the behavior of a leader influence the motivation and satisfaction of subordinates 20

1. House’s Path-Goal Theory of Leadership Path-goal theory of leadership assumes that a leader’s key function is to adjust his or her behaviors to complement situational contingency. Directive leadership spells out the what and how of subordinates’ tasks. Supportive leadership focuses on subordinate needs, well-being, and promotion of a friendly work climate. 21

Summary of major path-goal relationships in House’s leadership approach Leadership Factors Contingency Factors Subordinate Outcomes Leadership Behaviors: Directive Supportive Achievement oriented Participate Subordinate Attributes: Authoritarianism Internal-external orientation Ability Job Satisfaction: Job leads to valued rewards Work-Setting Attributes: Task Formal authority system Primary work group Acceptance of Leader: Leader leads to valued rewards Motivational Behavior: Expectancy that effort leads to performance Instrumentality that such performance is the path to valued rewards 22

Achievement oriented leadership emphasize setting challenging goals, stressing excellence in performance, and showing confidence in people’s ability to achieve high standards of performance. Participative leadership focuses on consulting with subordinates and seeking and taking their suggestions into account before making decisions. 23

MOTIVATION FUNCTION OF A LEADER CONSIST OF: 24

Increasing personal payoffs of subordinates for work goal attainment Opportunities for personal satisfaction Reducing roadblocks and pitfall Provide subordinate with ØCoaching ØGuidance ØPerfomance incentives 25

CAUSAL RELATIONSHIP IN PATH-GOAL THEORY OF LEADERSHIP CAUSAL VARIABLE INTERVENING VARIABLES END-RESULT VARIABLES LEADER BEHAVIOR & VALUES SUBORDINATE EXPECTATION SUBORDINATE’S EFFORTS AND SATISFACTION SITUATIONAL MODERATOR VARIABLES Characteristics of Task and Environment Characteristics of Subordinates 26

Pembolehbah **Ciri intervening kumpulan dan individu **Kesan tingkahlaku pemimpin dalam jangkamasa pendek keatas prestasi akan di ganggu oleh pembolehubah intervening ini 27

1. Usaha subordinat = sejauh mana betul-betul ia berusaha untuk mencapai prestasi tinggi dan penuh bertanggugjawab/komited? 2. Kejelasan tugas subordinat: sejauh mana subordinat faham tugasnya, t/jawabnya dan apa yang diharapkan darinya 28

3 Kemahiran subordinat untuk laksana tugas Pengalamannya v Latihan v Kemahiran v 4. Sumber dan perkhidmatan sokongan v Sejauh mana subordinat berkemampuan mendapatkan alat, kelengkapan dan segala yang diperlukan untuk buat tugas dengan baik 29

5. Oraganisasi tugas dan peranan v 6. sejauh mana unit kerja itu dekendalikan dengan tersusun untuk mempastikan stafnya layak, tiada pertindanan tugas dan tidak membuang masa ‘Kohesif’kumpulan dan kerja berpasukan v sejauh mana subordinat mampu bekerjasama dengan rakan sekerja, berkongsi idea, mesra, bantu membantu, bertimbang rasa, dan berjaya 30

7. Hubungan pemimpin – pengikut v Sejauhmana subordinat menyenangi tingkah laku pemimpinnya, mesra, seronok bekerja dengannya dan puas hati PENJELASAN 1. 2. 3. Keupayaan sebenar Peranan yng jelas Usaha / kemampuan 31

1. 2. Walaupun subordinat memang bermotivasi tinggi, berkemahiran, faham kehendak tugas, tetapi prestasi sebenar masih kurang daripada potensi maksima sekiranya peralatan, dan kelengakapan tidak ada atau tak cukup Prestasi berkumpulan kakitangan juga bergantung kepada faktor lain yang mempengaruhi prestasi individu. Juga, bergantung kepada organisasi peranan tugas dan kohensif kumpulan 32

3. 4. Jika penyempurnaan projek seperti yang diharapkan sesuai dengan kemahiran subordinat, maka prestasi kumpulan akan meningkat. Kohesif kumpulan dan teamwork melibatkan hubungan interpersonal antara subordinat, bila terjadi hubungan baik barulah ada peningkatan prestasi kumpulan. 33

5. Sekiranya hubungan pemimpin dan pengikut tidak mesra, subrdinat akan Membataskan komunikasi keatas dengan merahsiakan maklumat dan menyorok kesilapan dan kelemahan v Tercicir daripada kerja – ponteng v Sabotaj – tak boleh buat kerja – komplen lebih v Kurangkan usaha – tidak buat kerja dengan baik / lambat v 34

Pembolehubah situasi akan mempengaruhi secara langsung pembolehubah intervening Contoh – contoh situasi mempengaruhi usaha subordinat ialah 1. Subordinat mungkin menjadi bermotivasi dalaman tinggi sekiranya mereka mempunyai etika kerja yang kuat, professional dan mempunyai nilai kerja seperti dalam syarikat Jepun. 35

2. 3. 4. Penentu situasi utama berkaitan kejelasan peranan dalam model multiple linkage adalah struktur tugas dan role formalization (rules and regulation) Kemahiran melaksanakan tugas berbeza bagi setiap kakitangan. Kemahiran masakini akan mempengaruhi prestasi kumpulan. Tahap kemahiran subordinat jua tertakluk kpd proses perlantikan dan ini juga merupakan satu pemboleh ubah situasi subordinat. Yang terakhir ialah tahap kemahiran subordinat melalui latihan yang diterima sebelum terlibat melaksanakan tugas bersama pemimpin. 36

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Leader Characteristics Need Achievement Need Power Self Confidence Emotional Maturity Technical skills Conceptual Skills Interpersonal Skills Personal Power Intervening Variables Managerial Behavior Planning Recognizing End-result Variables Unit Performance Profitability Survival & Growth Goal Attainment Member Satisfaction Follower Effort Ability & Role Clarity Organization of Work Cooperation Resource Adequacy External Coordination Prob. Solving Rewarding Clarifying Supporting Monitoring Mentoring Informing Networking Motivating Consulting Conflict Mgt. Representing Situational Variables Position Power Nature of subordinates Task/Technology Organization Structure Nature of Environment External Dependencies Social Political Forces Organizational and Culture 38