Showing papers on "Transformational leadership published in 1993"

The Motivational Effects of Charismatic Leadership: A Self-Concept Based Theory

Abstract: The empirical literature on charismatic or transformational leadership demonstrates that such leadership has profound effects on followers. However, while several versions of charismatic leadership theory predict such effects, none of them explains the process by which these effects are achieved. In this paper we seek to advance leadership theory by addressing this fundamental problem. We offer a self-concept based motivational theory to explain the process by which charismatic leader behaviors cause profound transformational effects on followers. The theory presents the argument that charismatic leadership has its effects by strongly engaging followers' self-concepts in the interest of the mission articulated by the leader. We derive from this theory testable propositions about a the behavior of charismatic leaders and their effects on followers, b the role of followers' values and orientations in the charismatic relationship, and c some of the organizational conditions that favor the emergence and effectiveness of charismatic leaders.

Improving Organizational Effectiveness through Transformational Leadership

Abstract: Introduction - Bernard M Bass and Bruce J Avolio Transforming Leadership - Karl W Kuhnert Developing People Through Delegation Indirect Leadership - Francis J Yammarino Transformational Leadership at a Distance Transformational Leadership in Teams - David C Atwater and Bernard M Bass Transformational Leadership in Multifunctional Teams - David A Waldman Transformational Leadership and Team and Organizational Decision Making - Bernard M Bass The Alliance of Total Quality and the Full Range of Leadership - Bruce J Avolio Organizational Transformation - Leanne E Atwater and David C Atwater Strategies for Change and Improvement Corporate Reorganization and Transformations in Human Resource Management - K Galen Kroeck Conclusions and Implications - Bruce J Avolio and Bernard M Bass

Transformational leadership, transactional leadership, locus of control, and support for innovation: key predictors of consolidated-business-unit performance

Abstract: The authors used measures of leadership, locus of control, and support for innovation to predict the consolidated-unit performance of 78 managers. Results revealed that 3 transformational-leadership measures were associated with a higher internal locus of control and significantly and positively predicted business-unit performance over a 1-year interval. Transactional measures of leadership, including contingent reward and management by exception (active and passive), were each negatively related to business-unit performance. Causal relationships between the transformational-leadership behaviors and unit performance were moderated by the level of support for innovation in the business unit

Transformational Leadership and Organizational Culture

Abstract: The organization's culture develops in large part from its leadership while the culture of an organization can also affect the development of its leadership. For example, transactional leaders work within their organizational cultures following existing rules, procedures, and norms; transformational leaders change their culture by first understanding it and then realigning the organization's culture with a new vision and a revision of its shared assumptions, values, and norms (Bass, 1985). Effective organizations require both tactical and strategic thinking as well as culture building by its leaders. Strategic thinking helps to create and build the vision of an agency's future. The vision can emerge and move forward as the leader constructs a culture that is dedicated to supporting that vision. The culture is the setting within which the vision takes hold. In turn, the vision may also determine the characteristics of the organization's culture. Transformational leaders have been characterized by four separate components or characteristics denoted as the 4 Is of transformational leadership (Avolio, Waldman, and Yammarino (1991). These four factors include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Transformational leaders integrate creative insight, persistence and energy, intuition and sensitivity to the needs of others to "forge the strategy-culture alloy" for their organizations. In contrast, transactional leaders are characterized by contingent reward and management-by-exception styles of leadership. Essentially, transactional leaders develop exchanges or agreements with their followers, pointing out what the followers will receive if they do something right as well as wrong. They work within the existing culture, framing their decisions and action based on the operative norms and procedures characterizing their respective organizations. In a highly innovative and satisfying organizational culture we are likely to see transformational leaders who build on assumptions such as: people are trustworthy and purposeful; everyone has a unique contribution to make; and complex problems are handled at the lowest level possible. Leaders who build such cultures and articulate them to followers typically exhibit a sense of vision and purpose. They align others around the vision and empower others to take greater responsibility for achieving the vision. Such leaders facilitate and teach followers. They foster a culture of creative change and growth rather than one which maintains the status quo. They take personal responsibility for the development of their followers. Their followers operate under the assumption that all organizational members should be developed to their full potential. There is a constant interplay between culture and leadership. Leaders create mechanisms for cultural development and the reinforcement of norms and behaviors expressed within the boundaries of the culture. Cultural norms arise and change because of what leaders focus their attention on, how they react to crises, the behaviors they role model, and whom they attract to their organizations. The characteristics and qualities of an organization's culture are taught by its leadership and eventually adopted by its followers. At one extreme a leader accepts no deviation from standard operating procedures, managing-by exception in a highly transactional fashion while at the other extreme another leader rewards followers when they apply rules in creative ways or if they break them when the overall mission of the organization is best served. How leaders react to problems, resolve crises, reward and punish followers are all relevant to an organization's culture as well as how the leader is viewed both internally by followers and externally by clients/customers. To reiterate, the culture affects leadership as much as leadership affects culture. For instance, a strong organizational culture, with values and internal guides for more autonomy at lower levels, can prevent top administration from increasing its personal power at the expense of middle-level administration. …

Leadership theory and research: Perspectives and directions.

Abstract: The Leadership Situation and the Black Box in Contingency Theories. Legitimacy, Power, and Influence. A Perspective on Relational Features of Leadership. Transformational Leadership. A Response to Critiques. Toward the Integration of Transformational, Charismatic, and Visionary Theories. Leadership, Values, and Accountability. Leadership Perception. The Role of Gender and Culture. The Contingency Model in Cross-Cultural Perspective. Managing Cultural Diversity on the Individual, Group, and Organizational Levels. Toward a Dynamic and Systemic Theory of Groups. An Integration of Six Temporally Enriched Perspectives. Team Research in the 1990's. Four Revolutions in Behavioral Decision Theory. An Integrative Theory of Leadership. Directions for Leadership Research.

Transformational leadership and performance: A longitudinal investigation

Abstract: A model of transformational leadership and performance was developed and tested with a representative sample of 186 United States Navy Officers who were graduates of the United States Naval Academy (USNA) and assigned to the surface warfare fleet. Longitudinal and multisource data concerning these officers were collected from USNA records, 793 senior subordinates of the officers, and the officers' superiors since time of commission. LISREL procedures were used to test the basic model, and results provided support for the proposed conceptualization. Military performance as midshipmen at the USNA predicted officers' subsequent transformational and laissez-faire leadership and officers' appraised performance while on fleet assignment. Officers' transformational leadership while on fleet duty predicted officers' appraised performance. Also, officers' transformational and laissez-faire leadership while on assignment in the fleet predicted attributed effects of the officers' leadership behavior. Implications of the results for leadership theory and practice are discussed.

Leadership and Information Processing: Linking Perceptions and Performance

Abstract: This article presents a review of the book “Leadership and Information Processing: Linking Perceptions and Performance,” by Robert G. Lord and Karen G. Maher.

Developing the Leader Within You

Abstract: Developing the Leader Within You is Dr. Maxwell's first and most enduring leadership book, having sold more than one million copies. In this Christian Leaders Series edition of this Maxwell classic, you will discover the biblical foundation for leadership that John Maxwell has used as a pastor and business leader for more than forty years. These same principles and practices are available for everyday leaders in every walk of life. It is a lofty calling to lead a group-a family, a church, a nonprofi t, a business-and the timeless principles in this book will bring positive change in your life and in the lives of those around you. You will learn: The True Definition of Leader. "Leadership is influence. That's it. Nothing more; nothing less." The Traits of Leadership. "Leadership is not an exclusive club for those who were 'born with it.' The traits that are the raw materials of leadership can be acquired. Link them up with desire, and nothing can keep you from becoming a leader." The Difference Between Management and Leadership. "Making sure the work is done by others is the accomplishment of a manager. Inspiring others to do better work is the accomplishment of a leader." God has called every believer to influence others, to be salt and light. Developing the Leader Within You will equip you to improve your leadership and inspire others.

Personal Attributes as Predictors of Superiors' and Subordinates' Perceptions of Military Academy Leadership

Abstract: Relationships between military academy leaders' personal attributes (e.g., traits, thinking styles) and others' ratings of transformational and transactional leadership were assessed in this study. Regression analyses indicated that personal attributes significantly predicted leadership ratings. Consistent with implicit leadership theories, however, the relevant predictors differed as a function of the positions of the individuals who rated leadership (i.e., superiors vs. subordinates of focal leaders). For example, leader intelligence and athletic experience were related to subordinate ratings of leadership while the leader's degree of conformity was associated with superiors' ratings of leadership. Implications for organizations and for understanding the leadership rating process are discussed.

Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools

Abstract: Reflection, Reflective Practice and the Teacher Toward a 'Culture of Inquiry' in the School Values, Ethics and Reflective Teaching Democratic Schooling, Critical Pedagogy and Reflective Practice The Nexus of School and Community Transformative and Constructivist Curricula and Instruction Transformational Leadership in the School The Teacher as Leader Preparing Reflective Educators The Role of Teacher Education Toward Reflective Practice

On cultural change: Using the competing values framework to help leaders execute a transformational strategy

Abstract: This article describes how the Competing Values Framework (Quinn, 1988) can be used to assess an organization's existing and desired culture and how one organization consultant uses the assessments of an organization's existing and desired cultures to bring about major cultural changes. A process is described that assesses what leaders or leadership teams mean when they say they want to change the culture of their organization, what benefits they expect to accrue from the desired cultural change, what action steps they will take to achieve the desired cultural change, and how evaluation can be carried out to assess whether culture change has actually been achieved. © 1993 by John Wiley & Sons, Inc.

Charismatic leadership in business organizations: Some neglected issues

Abstract: The article reviews some of the recent literature on charismatic leadership and notes that there has been a tendency for research and theorizing to emphasize a number of issues examined by Weber to the relative exclusion of others. Those areas that have been focused upon, have tended to reflect the “applied” emphasis in much research in the field of leadership in organizations. The article takes two areas that were central to Weber's work—routinization of charisma and loss of charisma—to demonstrate that these topics can illuminate and add to our understanding of the operation of charismatic leadership in business and other formal organizations.

Managing transformational change: the role of human resource professionals

Abstract: In the past decade human resource management issues featured prominently in debates over the competitiveness and human resource professionals were expected to ascend to positions of greater influence in corporate strategy making and implementation. Despite numerous calls for a paradigm shift towards a more ‘strategic’ focus for human resource management research, developments in both practice and research fell far short of expectations. Thus, the process of transforming human resource policy into a strategic asset for employees, individual firms or the American economy is not yet complete. The paper suggests that the ‘strategic’ human resource management models of the 1980s were too limited and reactive in character because they depended so heavily on the values, strategies and support of top executives and line managers. A model capable of achieving sustained and transformational change needs to incorporate more active roles of other stakeholders in the employment relationship, including government, empl...

Transformational Leadership in Nursing

Abstract: Traditional management approaches which emphasize controlling and directing staff are no longer appropriate for the complex problems, rapid changes and skilled workforce in health care settings today. Nurse managers are realizing that they must lead, motivate, inspire and empower thier staff to perform up to their potential. One means of accomplishing these goals currently gaining popularity in management circles is transformational leadership. Ann Marriner-Tomey uses the keynotes of transformational leadership: attention through vision, meaning through communication, trust through positioning, deployment of self and empowerment as the organizational framework for the book. The twelve chapters explore these central concepts.

Collaborative School Cultures: How Principals Make A Difference

Abstract: Collaborative school cultures are perceived more and more as being essential for better schools. Therefore, one of the important roles of a principal should be that of culture builder. Results from this secondary analysis suggest that principals could foster collaborative cultures by applying certain strategies. However, this study also indicates that the way principals should use the strategies depends on the level of teachers’ motivation and commitment. The strategies which appear to be important and the attention to be given to teachers’ needs, motivation and commitment seem to agree with the components associated with transformational leadership. 1Presently working at Department for Social Sciences, Loughborough University, Loughborough, LE11 3TU, United Kingdom.

Total quality leadership: Expert thinking plus transformational practice

Abstract: Findings of a study that examined the application of total quality leadership to understand effective leadership practices are presented in this paper, which views total quality leadership as a combination of expert thinking and transformational leadership practices. Data were derived from interviews with 9 secondary school principals (4 female and 5 male) in a large, urban school system, who were identified as effective school leaders, and from a survey of 295 teachers in the 9 schools. Findings showed that one principal exemplified total quality leadership in practice. However, the capacity to exhibit transformational practices is not sufficient for total quality leadership. Two principals demonstrated premature widespread application of such practices, and two applied such practiceF in th service of narrow purposes. In addition, school leaders may be highly expert thinkers, but fail to act as transformationally as do their less expert colleagues. In some cases, high levels of transformational practice are not uncontestable indicators of highly expert thinking. Expert thinking appears to create a propensity to act transformationally, in the long run, but is no guarantee for the use of transformational practices. In conc/usion, transformational leadership theory is not sufficient for total quality leadership because it awards too little explicit weight to the mind of the leader. Five tables are included. (Contains 56 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

Meta-analytic studies of leadership: Added insights or added paradoxes?

Abstract: This research examines the extent to which meta-analysis of leadership research fulfills its promise to bring order into a body of literature characterized by inconsistent, equivocal findings. Manual and computer searches yielded 14 meta-analyses which clustered around the following leadership topics: (1) theories of leadership (n=7); (2) leadership in small groups (n=2); and gender differences in leadership (n=5). In all three categories, the results of the meta-analyses were as inconsistent as those of primary research. Differences in the types of meta-analystic techniques used, differences in judgment calls including decisions defining the research domain, establishing criteria for inclusion of studies, coding characteristics and selection of potential moderators are, at least in part, responsible for the differences observed. In addition, areas of leadership research which have produced sizable bodies of empirical studies such as the effects of power on leadership outcomes, leader effectiveness as well as the effects of leadership competencies and leadership contexts on leader-follower relations have not been subjected to statistical aggregation and summarization of results across studies. Recommendations for improving the quality of meta-analytic research on leadership are offered.

Managerial Coping Strategies during Organizational Change

Abstract: The present study examined the socio‐demographic, personality and contextual predictors behind the use by managers of appraisal‐focused, problem‐focused and emotion‐focused coping strategies. Respondents were 78 male managers employed in a large public sector organization that was experiencing considerable organizational restructuring and change. Managers completed measures of their coping strategies, together with personality measures and theirperceptions of levels of uncertainty and disruption. Results revealed that managers most frequently used analysis of the situation and problem‐solving as strategies to cope with organizational change. More confident managers, and those with a more internal locus of control, were more likely to cope by examining the situation and alternative solutions. On the other hand, managers who were less satisfied with the nature of information about changes coped by using emotional outbursts. The greatest use of emotional discharge was also linked with having experienced more physical dislocation during the organizational change. Discussion considers the utility of these findings for managers and their organizations which are attempting to cope with transformational change. 1993 Australian Human Resources Institute (AHRI)

Secondary School Teachers' Commitment to Change: The Contributions of Transformational Leadership.

Abstract: Findings of a study that examined the extent to which transformational forms of leadership contribute to teacher commitment are presented in this paper. Teachers' commitment to change is expressed as a function q personal goals, two types of personal agency beliefs, and emotional arousal processes. Alterable variables giving rise to commitment are conceptualized as a set of eight in-school and out-of-school conditions as well as seven dimensions of transformational leadership practices. Data were derived from a survey of 168 teachers (of whom 91 percent were involved in implementing school improvenent efforts) in 9 secondary schools in a large urban school district. Path analysis was used to generate three models. Findings indicate that each class of variables appeared to exercise a significant influence on teachers' commitment. Vision-creating and goal consensus-building practices of school leaders had especially strong effects on motivational conditions associated with teachers' personal goals, which, in turn, wyre significantly related to teachers' context and capacity beliefs. In summary, the dimensions of leadership practice that contributed most to teachers' commitment to change were those that helped to give direction, purpose, and meaning to teachers' work. Four figures and four tables are included. (Contains 68 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

Preparing Leaders for Change-Oriented Schools.

Abstract: The authors draw on case studies of change-oriented school leadership and on other research to promote a discussion of how administrator preparation must change if we are to meet children's needs. Most programs for training school administrators range in quality from embarrassing to disastrous.[1] THE EDUCATIONAL challenge of the 21st century is to achieve higher levels of learning for all children. To attain this all, public school teachers and administrators must undertake changes that are specifically and significantly directed toward that end. While it is well-recognized that schools now serve linguistically, racially, and ethnically diverse student populations, educational administration programs have not responded to this diversity of needs. Daniel Griffiths, a long-time observer of educational administration whose words appear at the beginning of this article, may be more direct and damning of current preparation programs than are most commentators. However, he is not alone in his concern about the quality of programs and the implications of that quality for public education. Even though the reform of administration preparation programs has been debated and discussed since 1987,[2] to our knowledge there have been no fundamental changes in such programs, but only isolated initiatives that have refined components of existing programs.[3] One possible reason for the inertia found in both initial preparation and continuing professional development programs for principals and superintendents is the absence of models of change-oriented leadership. Recent research and development at the National Center for School Leadership (NCSL) at the University of Illinois, Urbana-Champaign,[4] has focused on conceptions of leadership within changing environments and on case studies of current administrators who have reputations for success in such environments. In this article we will draw on this research to promote a discussion of how administrator preparation must change if we are to meet children's needs. At NCSL we embrace a specialized view of leadership throughout our research programs, while acknowledging that no one particular form of leadership is effective in every imaginable situation. Similarly, our conceptions of leadership and leaders are inherently tied to the nature of relationships between school leaders, school culture and climate, and the community the school serves. Position titles and job descriptions do not define qualities of effective leaders. Rather, the processes the participants engage in when presented with specific educational problems are what characterize their effectiveness. One fundamental issue that runs through all our work is the degree to which leaders can initiate, nurture, and maintain changes that benefit students. This basic theme led us to develop four postulates as essential elements of change-oriented leadership that benefits students: 1. Leaders for change are transformational and engage in relationships with school personnel that inspire all participants to accept and accomplish goals that rise above self-interest. 2. Leaders for change create collaborative, inclusive decision-making processes. 3. Leaders for change are oriented toward continuous learning; they believe that the school's context partially defines the school's needs and thus that responses to those needs must be tailored to the school's context. 4. Leaders for change use a variety of student outcomes to evaluate the effects of improvement efforts.[5] To test these postulates, we began four case studies of schools whose principals and teachers had local and national reputations for commitment to and progress toward change. We examined the claim of progress at each of these schools. Once we were able to determine that student benefits had occurred, we then studied the four schools to better understand how their principals and teachers managed to effect change within their buildings. …

Leading with charisma

Abstract: Traditionally, leaders have used characteristics related to authority, control, competition and logic. Such approaches are more autocratic, and task-oriented. With changes in society, employers are focusing less on tasks and more on job satisfaction. Leaders are focusing on co-operation versus competition. Human relations and recognition are being used as motivators. Charisma is an important characteristic for leaders who wish to motivate by interpersonal characteristics. Transformational leadership is an emerging paradigm for modern management and can be important to the modern nurse manager as well. This paper describes charisma and how it can be useful to the nurse manager.

Changing performance among Russian retail workers: Effectively transferring American management techniques

Abstract: Recent political and social activities in Central and Eastern Europe have created an environment of "transformational change" (Jick, 1992). Jick describes such a magnitude of change as representing a complete abandonment of traditional behaviour, expectations and theories in favour of completely new alternatives or innovations. Such change may be a proactive decision for organizational renewal, or a reaction to recognized obsolescence. The concept of transformational change has also been recently popularized in practitioner work under the slogan of "Paradigm Shifts" (Barker, 1992). Paradigm shifts, in this context, are cited as a complete change in the rules, tools, and approaches to behaviour. Little stretching of the imagination is required to conclude that Central and Eastern European nations are currently experiencing paradigm shifts, or transformational change. Our focus in this article is on whether it is appropriate and effective to apply American management techniques to implement change in Russian enterprises. Current events in Russia provide an unprecedented opportunity for assessing the capability of existing theories of change and development to assist in revitalizing economic and management practices. While there is a closer cultural similarity to Western Europe (McNulty, 1992), Russia (as well as many other Central and Eastern European countries) has preferred to actively seek assistance from the United States. In response to these requests, American universities and federal agencies have created several programmes to facilitate the change process. Indeed, the desire of Central and Eastern Europeans to change, and the desire of Americans to help them change has led to many symbiotic relationships. We, the authors, have been fortunate enough to be involved in some of these efforts. However, before getting swept up in the current of good intentions, Americans might evaluate their ability to serve effectively as change agents in these ventures.

Weber's social history and Etzioni's structural theory of charisma in organizations: Implications for thinking about charismatic leadership

Abstract: The article argues that the new theories of leadership which give primary attention to the concept of charisma have insufficiently used insights from the work of Max Weber and Amitai Etzioni. Three points are made: (1) the concepts of charisma most referenced in the work of Weber, Etzioni, and the new leadership theories address different levels of analysis which should be considered together; (2) for both Weber and Etzioni, charisma is about wisdom, but this conception is missing in the new theories of leadership; and (3) both Weber and Etzioni gave primary attention to the tensions in the emergence and development of charisma, whereas this is not a concern discussed in the new leadership theories. Each of these points are important for a fuller understanding of charismatic leadership in organizations.