I strongly believe that the goal of life is to provide the next generation with the knowledge necessary to face tomorrow’s problems. Dust off all of the layers of life’s daily struggles and you’ll find this at the very foundation of existence. As abstract and forward-looking as this may seem, it is happening right under our noses everyday.
Pictured above is my son at a t-ball game along the Potomac River in Washington DC. Seemingly discussing the last inning or the upcoming play, he was probably telling the girls about a bug he’d just seen or discussing the after-game snacks he’d brought and would soon disperse. Notice the ever watchful father in the background. Hands on his hips, leading his child and their team toward victory through authoritarian direction. Despite the fact that there’s no winning or losing in t-ball, we were all successful in leading our children toward victory that day. It merely depends on definition of victory. If you consider attributes such as thoughtfulness, compassion, sportsmanship, teamwork, sociability, and athleticism as small victories toward the overall goal, then you’re on my page. Parenting teaches you to take each day, to make the most of it, and to instill all of the desirable attributes that you’ve come to appreciate in those around you. Parenting is a path that we cut through the forest of life until the day we die, only to be woven through the trees by the next generation.
The Path-Goal Theory of leadership can be used to analyze and prescribe more effective methods of leadership towards an overall goal. The theory considers the leader, the follower, and the task that lies between their position and a desired end state. Beginning on the premise that both task and relationship behaviors are required in varying levels to motivate and lead a subordinate, it considers the characteristics of the follower, it then considers the task, and finally, it offers a “best practice” leadership style to move towards the goal.
The subordinate comes with many varying characteristics for the leader to understand and consider, such as: needs for affiliation, preferences for structure, desires for control, and perceived levels of ability (Northouse, 2013). First of all, depending on their individual personality traits, an individual may have a strong need for affiliation. Those high in the need for affiliation may thrive in a team environment with a supportive leader. On the other hand, those low in the need for affiliation may find themselves drained in this setting. Depending on preferences for structure, individuals may also have differing emotions. Those that enjoy extremely structured environments (such as a baseball game) may have trouble in situations where creativity runs the show. Likewise, those that enjoy unstructured tasks may find tasks such as baseball unenjoyable taking a seat at the shortstop position mid-game. Some individuals may see their environment as one they have control over (internal locus of control), or they may feel as though their fate is shaped by their environment (external locus of control). This also creates a world-view worthy of consideration. Finally, each individual comes with their own level of task-affiliated self-esteem. Those confident in their abilities will require a differing level of leader support to get through a task as compared to their apprehensive counterparts. Regardless of characteristic, each one of these individuals can be lead to the desired end state.
Task characteristics are brought into the equation in a number of ways. These consist of the design of the task, the formal authority of organization, and the primary subordinate work group (Northouse, 2013). The design of the task can be structured, unstructured or any variable in-between. The higher the structure of the task, tactical description becomes increasingly easier to accomplish; for instance, running to first base when the ball is hit. Less structured tasks are more abstract in nature, focusing on the end state and avoiding the finer details. Authority structures can also vary along a continuum. When formal authority or group norms are strong, the leaders role lies with keeping followers along a distinct path while reinforcing climate. When formal authority or group norms are weak, a bit more direction and emphasis is required with respect to the leader-follower-group relationship. Task characteristics must be considered prior to choosing a style.
The Path-Goal Theory describes leader behaviors as being placed in one of four mutually exclusive categories: Directive, Supportive, Participative, and Achievement Oriented.
Directive leadership occurs when a leader explicitly states the requirements of a task in specific, measurable terms with expectations and frequent follow-up. In order for this leadership style to be effective, the subordinate must be a bit unsure of the their competence in the task at hand. Take for instance a the first time these kids went up to bat. Of course a bit of prior knowledge built some confidence, but to do it right, they needed some demonstration and constructive criticism.
Supportive leadership occurs when a leader is people and relationship oriented. This leader behavior lies in compassion and understanding, placing a high value on human emotions and connection. In order for this leadership style to be effective, the follower must have a need for affiliation and find the task a bit on the dull side. When a child came off of the field crying because they had struck out and didn’t really enjoy the game, the supportive parents were clearly distinguishable from those stuck in the directive and achievement oriented styles!
Participative leadership occurs when a leader includes the follower in the cutting of a path toward the end state. This type of leadership style takes the thoughts and feelings of the follower into account and incorporates them into the overall game plan. While the task I’ve presented doesn’t really allow for much follower participation, believe it or not, there are some opportunities for participative leadership in t-ball. For instance, when deciding the after-game snacks, my son suggested Capri-Sun juice & little Debbie cupcakes. Guess what I got! This leadership style works best when the task is unstructured and the follower is confident in their abilities to reach the goal.
Achievement-Oriented leadership occurs when a leader pushes a willing and competent follower to be the best at the given task. This type of leadership requires high levels of trust, competency, learns from instances of failure, and recognizes that there is always room for improvement. In the case of our t-ball team, this type of leadership was frequently misused. This leadership style can only work if you’ve got buy-in from the follower, anything short will only push them further from the goal.
We must understand the next generation and make sure we lead them in the right direction. We must understand their individual characteristics, help them find their dreams, incorporate our well educated guidance, build their confidence, help them deal with setbacks, provide a sound path and secure the future. Its a big responsibility, but its done a day at a time, a game at a time, a choice of leadership style at a time. Cut your path through the forest.
Kimberly Jo Mcdonough says
Very enjoyable to read and I can definitely relate to this situation. My daughter participated this past year on a cheerleading squad and at the young age of 7, I figure it was going to be a fun way to be a part of a team with a few of her friends. Boy, was I ever wrong. The coaches for the squad were very competitive and took their roles very seriously, always leading in a directive manner, with most exercising their position power. They often threatened with punishment for the girls not performing up to their standards or if one of the young ladies lost attention to their aggressive direction, true to position power (Northouse, 2013).
I was shocked to hear my daughter tell me of the coaches demeanor and I questioned their approach, only to be told that after years of coaching, they had to become “firm” with the girls in order to get the job done. While I understand it is a difficult age group to organize and lead, I did not agree with their assessment and felt they were trying to exert their power to influence, but it was only causing fear and confusion for the young girls (PSU WC, 2015). I believe the coaches were mistaking their using expert power to try to gain the upper hand on the situation with thinking they were accomplishing referent power and becoming role models, but in fact the girls did not respect them at all (PSU WC). This is a classic way that leaders think by becoming authoritative and when they lack the emotional intelligence to lead their intentions fall through because they want things their way, but their followers may not see it the same.
Northouse, P.G. (2013). Leadership: Theory and Practice. Los Angeles: Sage Publications.
Pennsylvania State University World Campus (2015). PSYCH 485 Module 6: Contingency and Path. Retrieved from https://psu.instructure.com/courses/1486679/modules/items/15963835