USC Minnesota Studies Discussion

Describe the Minnesota Studies in detail. What was their relevance?

These types of leaders tend to be objective in praise and criticism of the group members.

By Steven Beebe and John Masterson
Presentations Prepared By:
Renee Brokaw
University of Tampa
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Part III
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Chapter 9
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 Trait perspective
▪Intelligence
▪Enthusiasm
▪Dominance
▪Self confidence
▪Social
participation
▪Egalitarianism
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TASK LEADERSHIP
PROCESS LEADERSHIP
 Initiating
 Releasing tension
 Coordinating
 Gatekeeping
 Summarizing
 Encouraging
 Elaborating
 Mediating
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 Authoritarian
▪ Leader makes all policy
decisions
 Democratic
▪ Policies are a matter of
group discussion
Laissez-Faire
▪Complete freedom for group
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 Communication that influences, guides,
directs or controls group
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 Four defining characteristics
▪ Idealized leadership
▪ Inspirational motivation
▪ Intellectual stimulation
▪ Individual consideration
 Change organization by realigning culture
with new vision
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 Building shared vision
 Surfacing & testing mental models
 Systems thinking
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Minnesota Studies
 Leaders emerge through a “method of
residues”
 Members reject dictatorial candidates
 Accepted the contender with the optimum
blend of task efficiency and personal
consideration
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 Task-motivated group members
▪ Rejected a contender too concerned about
feelings to be decisive
 Process-oriented
▪ Reject those they saw as too concerned with
the task.
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Research has changed –
 1960’s- Women reluctant to take leadership
roles
 1970’s- Females more receptive to ideas
 1980’s- Most effective leader was
androgynous
 1990’s- Task-relevant communication for
either gender
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MALE
FEMALE

Concentrate on task

Talk more

Lead equally

Concentrate on task, but
more responsive to
socio-emotional needs

Use evidence and make
procedural suggestions

Lead equally, but may
need to perform better
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The wicked leader is he who the people
despise
The good leader is he who the people
revere
The great leader is he who the people say
“We did it ourselves.”
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