Bowers And Seashore Chapter 8 Summary

Gwyn Nunnelee
Week 4 HW
Chapter 7 & 8
MG401

(1) Bowers and Seashore (1966) suggested that group effectiveness was, in part, dependent upon the presence of a set of behaviors that we commonly associate with leadership. They went on to note, however, that it was not necessary that the leader per se directed these behaviors to the group. Discuss what Bowers and Seashore meant by this, and comment upon why a leader is important, assuming that they are not supplying the group with these key behaviors.

Bowers and Seashore meant that the four behaviors associated with leadership, ie; support, interaction facilitation, goal emphasis, and work facilitation, need all need to be present in a group, but that the behaviors do not necessarily need to
Employee behaviors in turn reflect leader effectiveness (Fleishman & Harris, 1962). Leader behavior in the form of structure and consideration affect employee behaviors in the form of grievances and turnovers (Fleishman & Harris, 1962).

There seems to be a direct relationship between leader behaviors of low consideration/high structure to employee behaviors resulting in high rates of grievances and turnover (Fleishman & Harris, 1962). High concentration behavior offset any level of structure, resulting in lower rates of negative employee behaviors, and marginal movement in rates as structure was increased or decreased (Fleishman & Harris, 1962).

The study demonstrates that there is a relationship between leader behavior and leader effectiveness, as high rates of grievances and turnover negate leader effectiveness (Fleishman & Harris, 1962). Leaders that require structure should be also be conscious of consideration to be effective in obtaining goals (Fleishman & Harris, 1962).

(3) Employing the path-goal theory of leadership, discuss how and why leader behavior is related to subordinate motivation. Discuss the process through which leader behavior impacts subordinate performance and
Leadership behavior should promote motivation to increase performance levels, be designed to satisfy needs based on performance, and are conducive to an environment that encourages support and education so that employees can follow the path to goal achievement (House & Mitchell, 1974).

The process of path-goal theory should include recognizing employee’s needs, establishing personal rewards for goal achievement, coaching and educating along the path, clarifying expectancies, removing obstacles, and increasing satisfaction by opportunities related to performance (House & Mitchell, 1974).

References
Bowers, D. G., & Seashore, S. E. (1966) Predicting Organizational Effectiveness with a Four-Factor Theory of Leadership. Administrative Science Quarterly 2,2. Leaders & The Leadership Process: Readings, Self-Assessments & Applications. (6th ed.). USA: McGraw-Hill.
Fleishman, E.A., & Harris, E.A. (1962). Patterns of Leadership Behavior Related to Employee Grievances and Turnover. Personnel Psychology 15. Leaders & The Leadership Process: Readings, Self-Assessments & Applications. (6th ed.). USA: McGraw-Hill.
Pierce, J. L., & Newstrom, J. W. (2011). Leaders & The Leadership Process: Readings, Self-Assessments & Applications. (6th ed.). USA: