Theory of Path Goal Leadership

Path Goal Theory

THEORY AND PRACITCE: PATH GOAL THEORY

DEFINITION OF PATH GOAL THEORY

Path Goal theory is reported to be about "how leaders motivate subordinates to accomplish designated goals." (Northhouse, 2010, p.125) Path Goal theory is reported to have first been written early in the decade of the 1970s "in the work of Evans (1970), House (1971), House and Deasler (1974) and House and Mitchell (1974)." (Northhouse, 2010, p. 125) The goal of this theory of leadership is reported to enhance of performance and satisfaction of employees through a focus on motivation of employees. (Northhouse, 2010, paraphrased) Reported as the basis for Path Goal theory is that which is gained from "expectancy theory, which suggests that subordinates will be motivated if they think they are capable of performing their work, if they believe their efforts will result in a certain outcome, and if they believe that the payoffs for doing their work are worthwhile." (Northhouse, 2010, p. 125) The leader must choose the style of leadership that is the best match for the needs of the subordinates in order to motivate them and this is accomplished by the choice of behaviors "that complement or supplement what is missing in the work setting." (Northhouse, 2010, p. 125)

II. FOUR STYLES IN PATH GOAL THEORY

There are four styles of leadership in Path Goal theory including: (1) Directive leadership (2) supportive leadership; (3) participative leadership; and (4) achievement oriented leadership. (Northhouse, 2010, p. 131) Directive leadership is such that provides "guidance and psychological structure." (Northhouse, 2010, p. 131) The subordinate characteristics with directive leadership are: (1) dogmatic; and (2) authoritarian and the task characteristics are: (1) ambiguous; (2) unclear rules; and (3) complex. (Northhouse, 2010, p. 131) The supportive leadership behavior is such that makes provision of nurturance to subordinates and subordinates characteristics are: (1) unsatisfied; (2) a need for affiliation; and (3) a need for the human touch. (Northhouse, 2010, p.131) The task characteristics under the supportive leadership are: (1) repetitive; (2) unchallenging; and (3) mundane. (Northhouse, 2010, p. 131) The participative styles of leadership are such that makes provision of involvement and the subordinate characteristics are: (1) autonomy; (2) need for control; and (3) need for clarity. (Northhouse, 2010, p. 131) The task characteristics under the participative leadership style are: (1) ambiguous; (2) unclear; and (3) unstructured. (Northhouse, 2010, p. 131) Finally, the achievement oriented style of leadership is such that makes provision of challenges. (Northhouse, 2010, paraphrased) The characteristics of subordinates under the achievement oriented leader are: (1) high expectations; and (2) the need to excel. (Northhouse, 2010, p. 131) The task characteristics under the achievement oriented leader are: (1) ambiguous; (2) challenging; and (3) complex. (Northhouse, 2010, p. 131)

III. EXAMPLE OF LIFE EXPERIENCE OF THIS THEORY IN ACTION

The participative style of leadership is used when the leader participates fully with the subordinates taking part in the achievement of their goals and tasks working in a hands-on environment side-by-side with the subordinates and listening to their minute-by-minute views on the task at hand. According to North (2010) participative leadership is comprised of "inviting subordinates to share in the decision-making" and through consulting with subordinates, gaining their views and ideas and then integrating the views of the subordinates into the decision making process about how the organization or group will proceed toward its goals. (Northhouse, 2010, p. 128)

IV. SUPERVISION BY INDIVIDUAL USING THIS MODEL

Supervision by someone using this model would be a pleasant way to work toward goals in the organization because it would allow the subordinate to have input. This is particularly important when there are many levels in the organizational hierarchy because often those higher in the hierarchy of the organization are calling the shots and those lower in the hierarchy are actually doing the hands-on work. Hands-on work often results in problems that are unknown and that cannot be foreseen from the higher levels in the organizational hierarchy and where the workers in the hands-on aspect of the task have no input and no decision-making authority there is often a time delay in completing a task or project and furthermore the frustration level is high for all involved and the success level is reduced due to the disconnect between the orders issued for a task and the actual ability to complete the task as viewed by those who are not doing the hands-on work on the project or task.

V. APPLICATION OF THEORY TO CASE 7.2

In case 7.2 Shivitz manages a small business 'The Copy Center' located near a university and employs about 18 individuals who are generally going to school part-time and working for the business part-time. The focus of the business is publishing of course packs as well as desktop publishing and standard copying services. The business owns three copy machines that are state-of-the-art and quite a few computer workstations. Shivitz's leadership style is such that allows employees certain freedoms while at work because the work is so mundane and although the work the employees are performing is insignificant in nature, Shivitz goes out of his way to make sure that his employees all feel significant as individuals. In addition, Shivitz is well-known for helping his part-time employees with scheduling conflicts always ensuring that schedules are adjusted to accommodate employees.