Strengths and Limitations of Path-Goal Theory as Applied in the Field of Public Health

Introduction

Path-goal theory of leadership is focused on meeting individual goals as well as meeting the needs of each of the members (Braveman, 2016; Wang, Bain, Hope, & Hansman, 2016). This leadership theory emphasizes that the crucial role of good or exemplary leaders is first to assist their subordinates or followers in identifying their goals and then help them craft a clear road or strategy aimed at attaining these goals (Holroyd, 2015). Because of this, the primary role of a leader in the path-goal theory of leadership is to facilitate the followers' identification of the path for realizing the goal as well as removal of barriers along the identified path. The theory posits that the critical role of a leader is to help the subordinate identify educational needs and work with them to achieve these needs.

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Strengths of Path-Goal Theory: Empirical Testing and Leadership Behaviors

Path-goal theory of leadership has been reported to have some strengths as well as limitations. One of the key strengths of this leadership approach is that it enables us to understand leadership through empirical tests (Francis, 2017). This implies that the effectiveness of the path-goal theory of leadership can be tested empirically rather than theoretically. The second key strength of this leadership approach is that it provides a set of assumptions regarding how a particular set of leadership behaviors can interact with followers' or subordinates' contingencies thus resulting in improved motivation and performance (Muenjohn et al., 2018). Consequently, this leadership model is seen as a reflective tool for those in leadership positions to gain insights into how their leadership approach can be modified to improve work outcomes.

There are various ways in which path-goal leadership style can be aligned with situational variables with the primary aim of enhancing work outcomes. First, if the follower lacks confidence, the leader can utilize supportive leadership to communicate can-do attitude to the follower thus resulting in increased confidence on the subordinates' side (Griffin, 2016). Secondly, in a situation where the follower experiences job ambiguity or complexity, the leader can offer directive leadership aimed at clarifying and articulating paths towards rewards (Williams, 2016). Third, in a situation where workers are not challenged to produce high-quality work, leaders who utilize the path-goal model employ achievement-oriented leadership to set challenging goals (Aamodt, 2015). Lastly, in a situation where inappropriate rewards are offered to the subordinates, the leader can utilize participative leadership for clarification of subordinates' motivational drives and reward them appropriately (Northouse & Lee, 2015).

There also exists limitations of the path-goal theory of leadership. One of these limitations is that it has been seen as being undemocratic (Francis, 2017). This is because this leadership style seems to be based on the assumption that the followers do not know what is right for them. That is, this model seems to only view the leader as one that is capable of showing the followers ways of achieving their goals with little regard to followers' contribution. The second disadvantage of this theory is that if the leader has some flaws, the whole organization is bound to fail (Francis, 2017).

Similarities and Differences of Path-Goal and Situational Leadership Theories

One of the fundamental similarities between path-goal and situational theories of leadership is that both have four leadership style recommendations (Gupta & Wart, 2015). Among these four leadership styles recommendations, three of them have been reported to be comparable. Specifically, both of these leadership models have moderately supportive leadership style (supporting and participating), highly supportive leadership approach (coaching and supportive), and directive style (Gupta & Wart, 2015). However, a difference between path-goal and situational models of leadership can be seen in their fourth leadership styles where the path-goal model advocates for achievement-oriented style while situational leadership style roots for the delegative style.

Another similarity between the two leadership styles is that both emphasize the importance of situations in adapting leadership styles to meet the followers' needs (Pagano, 2017). In both of these leadership styles, the different situations presented by the followers in the organizations determine the most appropriate leadership style that can be used to ensure that the organizations meet their objectives and goals.

Explanation of Whether Path-Goal Theory is a Valid Theory of Leadership

I believe that the path-goal theory is a valid theory of leadership. This is because it has been reported that an employer utilizing this leadership style can adopt four approaches to assist his or her followers or subordinate to ensure that they are identifying their goals and then help them craft a clear road meant to achieve these goals (Holroyd, 2015). At the hand of a leader who employs this leadership style are supportive leadership, directive leadership, achievement-oriented leadership, and participative leadership depending on followers' needs. These approaches have been empirically proven to be effective in leading others (Francis, 2017). Lastly, I believe that this leadership theory is valid because it has been found to lead to enhanced employee motivation and performance (Muenjohn et al., 2018).

References

Aamodt, M. G. (2015). Industrial/organizational psychology: an applied approach. Boston, MA: Cengage Learning.

Braveman, B. (2016). Leading & managing occupational therapy services: an evidence-based approach. Philadelphia, PHL: F.A. Davis.

Francis, S. (2017). Education for community health building a community of learning for the 21st century. CENMEDRA.

Griffin, R. W. (2016). Management. Boston, MA: Cengage Learning.

Gupta, V., & Wart, M. V. (2015). Leadership across the globe. Abingdon, UK: Routledge.

Holroyd, J. (2015). Self-leadership and personal resilience in health and social care. Learning Matters.

Muenjohn, N., McMurray, A., Fernando, M., Hunt, J., Fitzgerald, M., McKenna, B., ... Waterhouse, J. (2018). Leadership. Cambridge, UK: Cambridge University Press.

Northouse, P. G., & Lee, M. (2015). Leadership case studies in education. New York, NY: Sage Publications.

Pagano, M. P. (2017). Health communication for health care professionals: an applied approach. New York, NY: Springer Publishing.

Wang, V. C. X., Bain, B., Hope, J., & Hansman, C. A. (2016). Educational leadership and organizational management: linking theories to practice. Charlotte, NC: IAP Publishing.

Williams, C. (2016). Mgmt. Boston, MA: Cengage Learning.