The Path Goal Theory to leadership is very familiar to me, but in my world we refer to it as mentoring. In 2006, the Marine Corps implemented the Mentoring Program in order to replace the antiquated counseling program which focused primarily on job performance. I will attempt to help leader’s understand how the Path Goal Theory is practically applied by comparing it with the Mentoring Program. Northouse (2016) suggests Path Goal Theory is about teaching leaders how to properly motivate their subordinates to achieve established goals. The theory operates on the assumption that good leaders will identify goals and then motivate their followers along a path towards accomplishing those goals (PSU, 2015). Path Goal Theory stresses the importance of the leader choosing their style depending on the task characteristics and motivational needs of the follower (Northouse, 2016). The Marine Corps views mentoring as a professional relationship between the mentor and mentee (leader/follower): where the mentor shoulders the majority of the responsibility for initiating and developing the relationship in order to properly motivate the mentee towards achieving their goals (Guidebook, 2006). A mentor is encouraged to adapt their behavior and be ready to assume the role of motivator, sponsor, coach, and advisor (Guidebook, 2006) just as a leader would change behaviors in Path Goal Theory. We can clearly see the similarity between both theories when we examine the two more closely.
The foundation of the Path Goal Theory is supported by the four principles of:
- Defining Goals
- Clarifying a path
- Removing obstacles
- Providing support
- (adapted from Northouse, 2016)
By looking at each of the four principles, we can see how a leader or mentor can use different behaviors in order to assist their followers or mentees achieve success.
Goals
Developing goals can require a leader to use several different behaviors depending on the situation and the needs of the follower. In Path Goal Theory, this can be accomplished through participative leadership if the tasks are ambiguous and the follower needs control (PSU, 2015). A good example is setting the goal of achieving a professional certification within two years for an entry level employee. This would likely require the leader to work with the follower and incorporate their ideas and desires while making the requirements clear. It would also satisfy the follower’s desire for control as they worked to complete the requirements. In the mentoring program, a mentor is likely to employ directive behavior when establishing goals because most Marines are authoritarian and prefer structure due to the nature of their job (Northouse, 2016). An example of this is preparing themselves for promotion to the next rank. This would require the mentor to outline tasks and establish benchmarks for performance in order to receive the mentor’s recommendation for promotion.
Clarifying A Path
Determining a clear path is another opportunity for a leader to practice different behaviors. Sticking with the previous examples, both the mentor and the leader could use a supportive behavior when deciding on a path. For the follower pursuing a certification, the leader could sit down and outline a plan for meeting the requirements and explain how the leader achieved the same certification. For the mentee pursuing the promotion, the mentor would establish an Individual Leadership Development Plan which specifically outlines tasks and establishes follow on meetings until the goal is complete (Guidebook, 2006). The idea behind the supportive behavior is for the leader to treat the follower as an equal and assist them with meeting their goals and making the experience enjoyable (Northouse, 2016).
Removing Obstacles
This principle provides an opportunity for leaders to utilize all four behaviors, but for the sake of our example we will choose directive and supportive. In both cases, the goal is established and the path is laid out. Undoubtedly, the follower and the mentee are going to need to be told exactly what is expected of them and how long they have to accomplish the goal (Northouse, 2016). Remember, in accomplishing both goals some of the required tasks are probably going to be unclear or complex and require leader involvement in helping them overcome inherent obstacles (PSU, 2015). For the follower this could be tuition reimbursement by the company for special training, and for the mentee it could require the mentor to adjust the work schedule so he or she can pursue off duty education.
Providing Support
Perhaps the best leadership behavior for this principle for our follower and mentee is achievement oriented leadership. The focus of this behavior is to challenge the subordinate to perform their duties at the highest possible level while improving them as individuals (PSU, 2015). Along the way, some tasks may become boring or cumbersome and this is where they will need to be engaged and motivated. You could also use supportive behavior by reinforcing their confidence and celebrating milestones as they progress along the path towards accomplishing their goal.
Conclusion
I tried to provide a comparison example to demonstrate how a leader could utilize the Path Goal Theory. I am confident that as you were reading this some of you questioned my use of behaviors with certain principles and that is fine. We are all different in our leadership approach and it is important to remember that there is not one specific behavior that is preferred or recommended; it depends on the follower and the situation. (PSU, 2015). One of the strengths I see with the Path Goal Theory and the Mentorship Program is as Northouse (2016) indicated, it forces me to consider the morale of those I lead and ask myself poignant questions about how I can improve their motivation while recognizing and rewarding their efforts.
General John Lejeune once said, “One must put himself in the place of those whom he would lead; he must have a full understanding of their thoughts, their attitude, their emotions, their aspirations, and their ideals; and he must embody in his own character the virtues which he would instill into the hearts of his followers.”
I highly recommend checking out the resources below. One is the Marine Corps Mentoring Program Guidebook which is extensive and provides a treasure of resources in the form of goals development, assessment methods and tips on handling situations that may arise in the leader and follower relationship. The other is a short Mentoring Guide which lists: roles, responsibilities for both parties and an overview of the process. Both are military oriented, but can be adapted by any leader wishing to incorporate elements of Path Goal leadership to their approach.
Marine Corps Mentoring Guidebook
Northouse, P. G. (2016). Leadership theory and practice. Los Angeles, CA: Sage.
Pennsylvania State University, (2015). Lesson 6: Contingency and path theories, Part 2: Path-goal theory. Retrieved from https://courses.worldcampus.psu.edu/fa15/psych485/001/content/06_lesson/04_topic/02_page.html
United State Marine Corps, (2006). Marine Corps mentoring program guidebook. Retrieved from http://www.marines.mil/Portals/59/Publications/NAVMC%20DIR%201500.58.pdf
United States Marine Corps, (2006). HQMC mentoring guide. Retrieved from http://www.hqmc.marines.mil/Portals/143/Docs/HQMC_Mentoring_Guide.pdf
Great post, the media was a nice added touch. Path-goal Theory and mentorship seem to go hand and hand. Path goal theory is used by leaders to motivate followers to accomplish designated goals. As mentorship in practice is responsible for motivating the mentee towards achieving goals. The four theories behind path goal are well described in regards to your guidebook on mentoring as the comparisons are both logical and effective. As you indicated, and I have learned by secondary knowledge, U.S. militaries teachings styles and strategies have been antiquated for some time as this seems to be an applicable solution. The directive behavior of 0the military closely relates to characterizes of dogmatic and authoritarian. For instance, subordinate soldiers only follow with little power to lead, as the demands are ambiguous.
Every practice has an entirely new situation that entails components of unfamiliar territory. The principles you discussed are not innate to me, but for some they will hit home. It depends on the follower and the situation, as these are merely assumptions of how various leadership styles interact in certain settings. If one style does not fit that situation the leader can choose a more appropriate style. In your conclusion you question, “How I can improve their motivation while recognizing and rewarding their efforts”. If your leadership style is failing then I would consider change. I do not know the details of your situation completely, but it appears your leadership style is directive oriented. Motivation is important as I would consider supportive style to create a positive reward by satisfying personal gratification. Remember that there is not one specific behavior that is preferred or recommended for every leadership situation. Path-goal has many strengths such as using any behavior to accomplish goals and reward followers when these goals are met.