Many things ran through my mind when I decided to become a college student at the ripe old age of 46: Will I be the oldest person in the class? How will I manage the coursework and a job? What if I’m older than the instructor? What if I fail? Will I be, like, the class mom? How will the financial investment impact my future? What is Twitter anyway? I ran through countless scenarios in my mind to prepare myself. But, with several semesters now under my belt, I realize that nothing could have prepared me for the discovery of just how many things I didn’t know…or that many of the skills, tips, and tricks that I thought I came up with through blood, sweat, and tears on the job are scientific theories that have been analyzed and studied for years. Who knew?
Leadership at work is like that. My discovery, as a field supervisor, that successful store managers have similar characteristics? Well, that’s trait approach: Traits such as intelligence, self-confidence, determination, integrity, and sociability—among others—have been identified as consistent contributors to effective leadership (Northouse, 2016). My idea that any store employee can be a store manager if they want to move in that direction? Is not “my idea”, but rather skills approach: The knowledge and abilities needed for effective leadership can be learned and developed (Northouse, 2016). The genius I exhibited, as a sales manager, by changing my style when I visited different regions? Turns out that’s the situational approach: Leaders should change their style to match the competence and commitment of followers (Northouse, 2016). That light bulb that started burning when I realized that understanding the reason behind an emotional reaction helps me make a better leadership decision? Psychodynamic approach: “Leaders are more effective when they have insight into their own psychological makeup” (PSU WC, 2018, L.3, para.3). So, how did I manage to trudge my way through progressively demanding leadership situations at work before studying leadership?
Good parenting; in addition to passing on traits that can influence a propensity for leadership, parents are cast in roles as our first leaders. And good parents embody path-goal leadership theory. “Path-goal theory is about how leaders motivate followers to accomplish designated goals” (Northouse, 2016, p.115). Through coaching and direction, removing obstacles, and making work personally satisfying, leaders help followers along the path to their goals by selecting specific behaviors that are best suited to followers’ needs and the situation in which followers are working (Northouse, 2016). Throughout their lives—from first steps, to college degrees—parents motivate their children. Parents support, guide, and encourage their children in the selection, planning, execution, and evaluation of a wide-range of activities based upon each child’s needs and the situation at hand. Path-goal theory suggests that “it is the leader’s responsibility to help followers reach their goal by directing, guiding, and coaching them along the way “(Northouse, 2016, p.135) …just as parents assume responsibility for a child’s success.
Path-goal theory (parenting) is complex and considers several different components: leader (parent) behaviors, follower (child) characteristics, task characteristics, and motivation (Northouse, 2016). The theory suggests that each type of leader behavior has a different impact on a follower’s motivation, and whether a follower is motivated by a leader behavior depends on the follower’s characteristics and the task (Northouse, 2016). Like how children will respond differently to a parent based on the parent’s approach, their frame of mind, and their perception of the task at hand. Path-goal theory suggests that leaders change their styles with various followers, in different situations (PSU WC, 2018, L.6). And parents will often change their style with each child in different situations.
Directive leadership sets clear standards and makes rules and regulations clear to followers (Northouse, 2016). Supportive leadership consists of being friendly and approachable as a leader, and attending to the well-being of followers (Northouse, 2016). Participative leadership invites followers to share in decision making (Northouse, 2016). Achievement-oriented leadership challenges followers to pursue excellence and difficult goals (Northouse, 2016). Parents employ all these leadership behaviors over the course of a child’s life: They set standards and make rules, nurture, promote familial interaction, and challenge children to be their best self and pursue their dreams. Follower (child) characteristics will determine how a follower (child) interprets a leader’s (parent’s) behavior. For example, as a follower’s (child’s) confidence in their ability to complete a task goes up, the follower (child) may view directive leadership as controlling (Northouse, 2016). Task characteristics can also impact the way a leader’s behavior influences followers, and path-goal theory suggests that it is a leader’s responsibility to help followers reach their goals by either removing the obstacles on their path or helping them get around them (Northouse, 2016). For example, a leader can provide a follower with a new computer to help a follower complete their work more quickly; parents can offer to pay a portion of their child’s college tuition.
Northouse (2016) points out that path-goal theory is very leader oriented and does not promote follower involvement in the leadership process…and I guess the same thing can be said for parenting at different phases. But, although not consciously aware of it at the time, I now believe that I was able to “figure things out” along my career path—without any formal leadership training—because of the foundation my parents provided. And they utilized path-goal theory. Who knew?
References
Northouse, P.G. (2016). Leadership: Theory and Practice. Los Angeles: Sage Publications.
Penn State World Campus (2018). Lesson 3: Psychodynamic approach. Retrieved February 20, 2018 from https://psu.instructure.com/courses/1923777/modules/items/23736159
Penn State World Campus (2018). Lesson 6: Contingency theory and path-goal theory. Retrieved February 20, 2018 from https://psu.instructure.com/courses/1923777/modules/items/23736210
Edward W Klock says
Great post! I like how you use the path-goal theory in every day life. Although I don’t have children yet, I like to know that I have learned the abilities to succeed at parenting. I would also like to add that the path-goal theory depends on the situation, which I believe change a lot when it comes to parenting. Having to achieve different goals and take different paths is essential when raising a child.The path goal theory states that the leader should help followers define their goals and help them figure out what path to take to reach these goals (PSU,2018). To me this is the goal of every parent or leader.
The only challenge that I see with the path-goal theory and parenthood is the fact that it is considered as a one way street.Like you noted, it is very leader orientated. Path-goal theory assumes that the leader affects the subordinate, but the follower does not affect the leader. As we know, leadership is about the interaction between leaders, followers, and situations (PSU,2018). Although I do not have children, I do have nephews. They teach me knew things about myself, life and leadership every time I am around them. This is only one weaknesses of the theory and is argued in any case but I do not think it takes away from why the theory is important when raising children. I enjoyed your thoughts and I believe you have many valid points that I hope to use some day.
Penn State World Campus (2018). Lesson 6: Contingency theory and path-goal theory. Retrieved February 24, 2018 from https://psu.instructure.com/courses/1925331/modules/items/23786562