Chapter 6 considers the path-goal concept of leadership, which deals with finding ways in which leaders motivate their followers to achieve goals. This concept provides a useful theoretical framework for understanding how a leader’s behavior affects productivity (Northouse, 2016). The theory suggests an applicable division into directive, supportive, participative, and achievement-oriented leadership (Northouse, 2016). The concept of path-goal leadership informs how to select the appropriate leadership style based on the goals and characteristics of the followers.
The path-goal theory compares favorably with other theoretical concepts of leadership since it pays special attention to the motivation of followers. This model is practical because it highlights the necessary qualities and abilities that are required from a leader to help followers achieve their goals. Unlike situational leadership theory, according to the path-goal concept, the leader interacts with followers through one appropriate strategy rather than choosing it, depending on the circumstances (Northouse, 2016). In general, the theory under consideration helps analyze leadership in terms of motivation and compliance with the expectations of followers. The path-goal theory suggests understanding leadership in the context of mediation between the specifics of the subordinate group and the end result. The path-goal concept is presented in detail, including examples of practical application. However, not enough attention may be paid to the concept of engaged, participatory leadership. A balance between support and doing the work for others is not given enough attention.
Using the path-goal concept, one can rethink one’s own leadership experience and understand what was not done to achieve the goals. In my personal experience of leadership, I didn’t manage to ask for advice from my followers. For example, during an educational project, as a leader, it is easier for me to take on the work myself than to explain my expectations or additionally involve team members in the project. While studying the concept of path-goal leadership, I understand that this skill needs to be developed. In educational organizations, the specifics of work often involve the role of a supportive and directive leader, which is consistent with the concept being studied. The relationship between the formation of personal qualities of followers under a particular type of leadership is missed from the theory. Based on my experience, the theory of path-goal leadership is applicable in the educational field, but it requires more in-depth study, taking into account the specifics of the environment.
The Chapter 6 inventory assesses and measures commitment to a specific leadership style: directive, supportive, participative, or achievement-oriented. According to the results of my survey, presented in Appendix 1, my leadership style can be described as supportive. The lowest score was on the participative leader scale, which may indicate my reduced ability to share work equally within a team. The style of directive and achievement-oriented leadership scores are equal, indicating that I combine approaches for appropriate leadership situations.
In conclusion, I agree with the findings of the leadership styles inventory. Most of all, I am aimed at supporting and organizing comfortable working conditions in a team. The inventory was useful because it included questions about four areas of leadership, each leading to a result. Perhaps the missing feature of the inventory is the lack of recommendations for people whose results are mixed. The results of the questionnaire will change my leadership practice, as I will try to be more involved, give followers the necessary assistance and competently distribute responsibilities in the team.
Reference
Northouse, P. G. (2016). Leadership: Theory and practice. (7th ed.). SAGE Publications.
Appendix 1: Path–Goal Leadership Questionnaire
Key: 1 = Never, 2 = Hardly ever, 3 = Seldom, 4 = Occasionally, 5 = Often, 6 = Usually, 7 = Always
- I let followers know what is expected of them. 1 2 3 4 5 6 7
- I maintain a friendly working relationship with followers. 1 2 3 4 5 6 7
- I consult with followers when facing a problem.1 2 3 4 5 6 7
- I listen receptively to followers’ ideas and suggestions. 1 2 3 4 5 6 7
- I inform followers about what needs to be done and how it needs to be done. 1 2 3 4 5 6 7
- I let followers know that I expect them to perform at their highest level. 1 2 3 4 5 6 7
- I act without consulting my followers. 1 2 3 4 5 6 7
- I do little things to make it pleasant to be a member of the group. 1 2 3 4 5 6 7
- I ask followers to follow standard rules and regulations. 1 2 3 4 5 6 7
- I set goals for followers’ performance that are quite challenging. 1 2 3 4 5 6 7
- I say things that hurt followers’ personal feelings. 1 2 3 4 5 6 7
- I ask for suggestions from followers how to carry out assignments. 1 2 3 4 5 6 7
- I encourage continual improvement in followers’ performance. 1 2 3 4 5 6 7
- I explain the level of performance that is expected of followers. 1 2 3 4 5 6 7
- I help followers overcome problems that stop them from carrying out their tasks. 1 2 3 4 5 6 7
- I show that I have doubts about followers’ ability to meet most objectives. 1 2 3 4 5 6 7
- I ask followers for suggestions on what assignments should be made. 1 2 3 4 5 6 7
- I give vague explanations of what is expected of followers on the job. 1 2 3 4 5 6 7
- I consistently set challenging goals for followers to attain. 1 2 3 4 5 6 7
- I behave in a manner that is thoughtful of followers’ personal needs. 1 2 3 4 5 6 7
Results
- Directive style: 28.
- Supportive style: 31.
- Participative style: 20.
- Achievement-oriented style: 28.