Leadership In history, there came a time whereby administration was considered as a scarce commodity having high demand during World War 2. There was a need for advancements which would help to meet the requirements of leadership. The best way was to teach leadership behaviors instead of focusing on inherent traits which people acquired by birth. People in need of learning could easily monitor the leader's actions. The understanding and knowledge were gained from the observation process which would be utilized to help in producing the expected outcomes (Derue, Nahrgang, Wellman, & Humphrey, 2011). Furthermore, the behaviors are reliably engaged on the basis of the end outcomes of the applied leadership. Given that the anticipated results were not attained, it indicated a lack of leadership skills. Additionally, behaviors of leadership can be taught by using several methods. Given that personalities and individuals are different, one approach cannot suit everyone.
Task leadership behaviors involve focusing on the activities by leaders which require being completed to help produce a specific set of goals.
Leadership This model of leadership postulate that the success of a leader is conditional to factors which are conditional to the external and internal factors. These factors include the categories of job situations that require being undertaken and the individuals' temperament that determine the nature of the leaders. Successful leaders are more effective due to their methods of guidance which are properly harmonized to a given situation at hand. To attain a better understanding of the style of leadership that should be applied in a presented case, contingency leadership theory provides an assessment scale. According to Kriger & Seng, (2005), the assessment scale highlights areas which motivate leaders to achieve their goals. The other crucial factor of contingency leadership theory is that it assists in determining the amount of control that is posed by the leaders handling a given situation. There are three conditions (1) interaction between the team and leader (2) the level of organizational assignment, and (3) the authority that is held within an organization.
Leadership Skill refers to competence that is used in performing a given function that has minimal thought during the process which is acquired over a particular time via practice. Skills of leadership entail immediate response to the expected occurrence. The skills leadership theory usually presumes the abilities of effective leaders may be learned by any person. The skills may be then transferred by teaching specific actions that should be taken when given situations arise (Northouse, 2018). Mentorship, training, and development are the main aspects of conducting for the skills to become successfully passed on. Leadership as a skill requires individuals to become effective in attaining the standards of the governing position.
Situational Leadership Situational leadership theory is a style of leadership that is grouped within the model of contingency leadership which is adaptable and to changing of organization's condition. The capacity of a leader's effectiveness is determined by the capacity to change their actions when coordinating with their team of workers (Thompson & Vecchio, 2009). Situational leadership model combines the usage of supportive behavior and directive. Directive behaviors include behaviors that portray a leader's direction and the guidance given to the team members. Supportive behavior entails the behaviors that a leader applies when showing considerations for the wellbeing of employees.
There are several elements of leadership theories that are similar to the culture and structure of Mary's House for Older Adults. A significant element of behavioral leadership theory is that it emphasizes that the outcome of the applied leadership is as a result of the leadership behaviors. Provided that Mary's House for Older Adults attains all its anticipated goals, it shows that the organization has its management having enough leadership skills. Mary's House for Older Adults adopts different methods of teaching leadership behaviors to its workers as the company has employees who are different in terms of their personalities. Mary's House for Older Adults has adopted a method of providing incentives to its workers; this is an element similar to contingency theory as the company utilizes a strategy meant to identify areas that require to be used in motivating leaders to attain their goals. Mary's House for Older Adults provides training to its workers which enable employees to learn essential leadership skills.
One element that is different in the structure and culture of Mary's House for Older Adults is that the organization does not use directive behaviors in portraying the direction and the guidance that is provided by the team members. This element of the organization differs with situational leadership model as the theory articulate postulate that the capacity of a leader's effectiveness is determined by the ability to change their actions when coordinating with their team of workers.
Mary's House for Older Adults can benefit a lot when it adopts the contingency theory of leadership. Contingency leadership theory provides an assessment scale. The method includes assessment scale highlights areas which motivate leaders to achieve their goals. The other crucial factor of contingency leadership theory is that it assists in determining the amount of control that is posed by the leaders handling a given situation.
The theories of leadership can strengthen leadership and teams by providing mentorship, training, and development are the main aspects of conducting for the skills to become successfully passed on.
Derue, D. S., Nahrgang, J. D., Wellman, N. E. D., & Humphrey, S. E. (2011). Trait and behavioral theories of leadership: An integration and metaanalytic test of their relative validity. Personnel Psychology, 64(1), 7-52.
Kriger, M., & Seng, Y. (2005). Leadership with inner meaning: A contingency theory of leadership based on the worldviews of five religions. The leadership quarterly, 16(5), 771-806.
Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.
Thompson, G., & Vecchio, R. P. (2009). Situational leadership theory: A test of three versions. The Leadership Quarterly, 20(5), 837-848.
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