Showing papers on "Transformational leadership published in 1997"
TL;DR: The LMX7 (7-item LMX) measure has the soundest psychometric properties of all instruments and is congruent with numerous empirical relationships associated with transformational leadership as discussed by the authors.
Abstract: The leader-member exchange (LMX) literature is reviewed using meta-analysis. Relationships between LMX and its correlates are examined, as are issues related to the LMX construct, including measurement and leader-member agreement. Results suggest significant relationships between LMX and job performance, satisfaction with supervision, overall satisfaction, commitment, role conflict, role clarity, member competence, and turnover intentions. The relationship between LMX and actual turnover was not significant. Leader and member LMX perceptions were only moderately related. Partial support was found for measurement instrument and perspective (i.e., leader vs. member) as moderators of the relationships between LMX and its correlates. Meta-analysis showed that the LMX7 (7-item LMX) measure has the soundest psychometric properties of all instruments and that LMX is congruent with numerous empirical relationships associated with transformational leadership. Within the broad area of organizationa l leadership, leader-member exchange (LMX) theory has evolved into one of the more interesting and useful approaches for studying hypothesized linkages between leadership processes and outcomes. First proposed by Graeri and colleagues (Dansereau, Cashman, & Graen, 1973; Dansereau, Graen, & Haga, 1975; Graen, 1976; Graen & Cashman, 1975), LMX is distinguished from other leadership theories by its focus on the dyadic relationship between a leader and a member. Unlike traditional theories that seek to explain leadership as a function of personal characteristics of the leader, features of the situation, or an interaction between the two, LMX is unique in its adoption of the dyadic relationship as the level of analysis. Although the theory has been modified and expanded
2,810 citations
TL;DR: There is universality in the transactional transformational leadership paradigm as discussed by the authors and the same conception of phenomena and relationships can be observed in a wide range of organizations and cultures, and exceptions can be understood as a consequence of unusual attributes of the organizations or cultures.
Abstract: There is universality in the transactional-transformational leadership paradigm. That is, the same conception of phenomena and relationships can be observed in a wide range of organizations and cultures. Exceptions can be understood as a consequence of unusual attributes of the organizations or cultures. Three corollaries are discussed. Supportive evidence has been gathered in studies conducted in organizations in business, education, the military, the government, and the independent sector. Likewise, supportive evidence has been accumulated from all but 1 continent to document the applicability of the paradigm.
2,082 citations
Book•
01 Sep 1997TL;DR: In Transformational and Transactional Leadership, Commitment, Involvement, Loyalty, and Performance Stress and transactional/Transformational Leadership Contingencies of Transformational Leadership as discussed by the authors.
Abstract: Commitment, Involvement, Loyalty and Performance Stress and Transactional/Transformational Leadership Contingencies of Transformational and Transactional Leadership Transformational and Transactional Organizational Culture Transformational and Transactional Leadership of Men and Women Implications of Transformational Leadership for Organziational Policies Development and Training in Transformational Leadership Prediction of Transformational and Transactional Leadership Rank, Status and Transformational/Transactional Leadership Empowerment and Laissez-Faire Leaderhip Substitutes for Transformational and Transactional Leadership.
1,395 citations
TL;DR: In this paper, the authors used the Multifactor Leadership Questionnaire (MLQ-8Y) to measure transformational, transactional and laissez-faire leadership in Dutch organizations.
Abstract: A questionnaire used often to measure transformational, transactional and laissez-faire leadership is che Multifactor Leadership Questionnaire developed by Bass (Bass & Avolio, 1989). This study aims to test the factor structure of the MLQ as developed by Bass & Avolio. The MLQ-8Y was analysed using data collected in Dutch organizations. Seven hundred employees from eight organizations rated their leader's behaviour with the MLQ. First, an indication of the internal consistency of the scales developed by Bass is reported. The results of subsequent factor analyses show that the three types of leadership can be found in the data; however, the scales found here are slightly different from Bass' scales. Especially, the transactional and laissez-faire scales have been altered on theoretical and empirical grounds. The adapted version of the MLQ covers the domain with fewer items.
918 citations
TL;DR: In this article, the authors discuss how four contextual factors affect organizational receptivity to transformational leadership and how the configuration of these factors may be used as a framework for enriching transformational research.
Abstract: In the existing transformational leadership research, little attention has been paid to contextual influences on transformational leadership. To more fully understand transformational leadership as an organizational process, researchers must study it in relation to a contextual framework. We discuss how four contextual factors affect organizational receptivity to transformational leadership. We also examine how the configuration of these factors may be used as a framework for enriching transformational leadership research.
597 citations
TL;DR: The authors found that followers who were supported by their leaders and who were committed to the organization were more likely to be innovative, while transformational leadership was negatively related to innovative behaviors of followers.
Abstract: This paper evoked leader-member exchange (LMX) and transformational leadership theories to explain innovative behavior in leader-member dyads. Data from 225 leader-member dyads in a Fortune 500 manufacturing plant found exchange quality to be positively related to follower autonomy, leader support of followers, and follower commitment to the organization. Further, followers who were supported by their leaders and who were committed to the organization were more likely to be innovative. Also, exchange quality was directly related to innovative behaviors. Contrary to expectations, transformational leadership was negatively related to innovative behaviors of followers.
502 citations
Book•
01 Jun 1997TL;DR: The Contingency Model and its Sequelae as discussed by the authors is a model of leadership in organizations that is based on the concept of Contingencies, and it can be seen as a function and process integration model.
Abstract: Preface. The Functions of Leadership in Organizations. Early Research on Leadership. The Contingency Model and Its Sequelae. More Contingency Theories. Transactional and Exchange Theories. Transformational Leadership. Cognitive Approaches. Influences of Culture on Leadership Processes. Women in Leadership. A Function and Process Integration.
494 citations
TL;DR: In this article, a longitudinal experiment was conducted to evaluate the effects of leadership style (transactional vs. transformational) and anonymity level (identified vs. anonymous) on group potency and effectiveness of 36 undergraduate student work groups performing a creativity task using a GDSS.
Abstract: A longitudinal laboratory experiment was conducted to evaluate the effects of leadership style (transactional vs. transformational) and anonymity level (identified vs. anonymous) on group potency and effectiveness of 36 undergraduate student work groups performing a creativity task using a Group Decision Support System (GDSS). GDSS are interactive networks of computers for generating solutions to unstructured problems. Results indicated that GDSS anonymity amplified the positive effect of transformational leadership on group potency relative to transactional leadership in the group writing session of the task. GDSS anonymity also increased the effect of transformational leadership relative to transactional leadership on group effectiveness. Implications for practice and future research are discussed.
433 citations
TL;DR: In this paper, the authors consider how a leader induces rational followers to follow her in situations when the leader has incentives to mislead her followers, and explore the role of leadership within organizations.
Abstract: This paper explores leadership within organizations. Leadership is distinct from authority because following a leader is a voluntary rather than coerced activity of the followers. This paper considers how a leader induces rational followers to follow her in situations when the leader has incentives to mislead her followers.
396 citations
TL;DR: In this paper, the authors suggest that developments in personality theory, transformational leadership theory, and visionary leadership theory can contribute to a more realistic view of top managers, and identify future research directions for scholars interested in studying strategic leadership.
351 citations
Journal Article•
TL;DR: In this article, the authors explored the relation between leadership style and empowerment and its effect on job satisfaction among the nursing staff of a regional medical center and found that both transformational and transactional leadership were positively related to job satisfaction, as was empowerment.
Abstract: Objective The authors explore the relation between leadership style and empowerment and its effect on job satisfaction among the nursing staff of a regional medical center. Background Several empirical studies on transformational leadership-found that transformational leadership behaviors were positively related to work team success and leadership effectiveness. Transformational leadership processes have also been suggested to enhance followers' work-oriented values and shape the self-efficacies of followers. Employee empowerment may be influenced by the perception that the organization cares about its employees' well-being and that their work is valued. Empowering nurses may increase job satisfaction and improve patient care. Leadership style and empowerment influence job satisfaction among workers. Methods All nursing department staff were invited to complete a self-report questionnaire with no identifying information. Leadership style was measured using Bass's Multifactor Leadership Questionnaire, empowerment was measured with items from Spreitzer's Psychological Empowerment instrument, and job satisfaction was measured by Warr, Cook, and Wall's job satisfaction questionnaire. Results Both transformational and transactional leadership were positively related to job satisfaction, as was empowerment. Differences in the contributions of empowerment and leadership style in predicting job satisfaction for licensed and unlicensed workers was evident. Conclusion Designing interventions that allow for the relative influence of leadership style as well as empowerment on varying classifications of nursing personnel may be a more effective strategy and have a greater effect on staff attitudes and behaviors.
TL;DR: This article found that despite collaborative efforts, teachers maintain their entry level fundamental beliefs about the nature of scientific content knowledge, teach- ing, and assessment practices, and that major contextual barriers to change are identified and support should be provided to help teachers interpret and rethink their practice in venues beyond institutes.
Abstract: Current literature reports that the reorganization of schools through national ef- forts is not closely paralleled to subsequent local classroom changes. The focus of this study concerns teachers' beliefs and their interpretations of a 2-week summer institute intended to change their treatment of scientific knowledge and assessment strategies at the classroom level. Furthermore, this study suggests that major contextual barriers to change should be identified and support should be provided to help teachers interpret and rethink their practice in venues beyond institutes. Despite collaborative efforts, participants were found to maintain their entry level fundamental beliefs about the nature of scientific content knowledge, teach- ing, and assessment practices. Reaching beyond past research on reform and reports of change in teachers, this study attempts to explicate the struggle of making lasting and deeply rooted change in teacher beliefs that results in the transformation of traditional science teaching. © 1997 John Wiley & Sons, Inc. Sci Ed 81:137 - 159, 1997.
TL;DR: In this article, the authors examined the relationship between personality attributes and transformational leadership and the effects of transformational leaders on subordinate satisfaction and performance, finding that high scores on transformational leader were associated with a distinct personality pattern characterized by higher levels of pragmatism, nurturance, and feminine attributes and lower levels of criticalness and aggression.
Abstract: The relationship between personality attributes and transformational leadership and the effects of transformational leadership on subordinate satisfaction and performance were examined. High scores on transformational leadership were associated with a distinct personality pattern characterized by higher levels of pragmatism, nurturance, and feminine attributes and lower levels of criticalness and aggression. This enabling pattern formed the core of transformational leadership. Although leader scores on transformational leadership correlated significantly with subordinate satisfaction, no performance effects of transformational leadership were found for six different objective measures of performance. Implications for models of transformational leadership are discussed.
TL;DR: Designing interventions that allow for the relative influence of leadership style as well as empowerment on varying classifications of nursing personnel may be a more effective strategy and have a greater effect on staff attitudes and behaviors.
Abstract: Objective The authors explore the relation between leadership style and empowerment and its effect on job satisfaction among the nursing staff of a regional medical center. Background Several empirical studies on transformational leadership-found that transformational leadership behaviors were positively related to work team success and leadership effectiveness. Transformational leadership processes have also been suggested to enhance followers' work-oriented values and shape the self-efficacies of followers. Employee empowerment may be influenced by the perception that the organization cares about its employees' well-being and that their work is valued. Empowering nurses may increase job satisfaction and improve patient care. Leadership style and empowerment influence job satisfaction among workers. Methods All nursing department staff were invited to complete a self-report questionnaire with no identifying information. Leadership style was measured using Bass's Multifactor Leadership Questionnaire, empowerment was measured with items from Spreitzer's Psychological Empowerment instrument, and job satisfaction was measured by Warr, Cook, and Wall's job satisfaction questionnaire. Results Both transformational and transactional leadership were positively related to job satisfaction, as was empowerment. Differences in the contributions of empowerment and leadership style in predicting job satisfaction for licensed and unlicensed workers was evident. Conclusion Designing interventions that allow for the relative influence of leadership style as well as empowerment on varying classifications of nursing personnel may be a more effective strategy and have a greater effect on staff attitudes and behaviors.
Book•
01 Jul 1997
TL;DR: The shared vision transformational leadership in american community colleges is well known book in the world, of course many people will try to own it as discussed by the authors, why don't you become the first? Still confused with the way?
Abstract: Why should wait for some days to get or receive the shared vision transformational leadership in american community colleges book that you order? Why should you take it if you can get the faster one? You can find the same book that you order right here. This is it the book that you can receive directly after purchasing. This shared vision transformational leadership in american community colleges is well known book in the world, of course many people will try to own it. Why don't you become the first? Still confused with the way?
TL;DR: In this article, a multiple-level-of-analysis investigation of transformational and contingent reward leadership and outcomes involving female leaders is presented. And they tested multisource data from male and female leaders.
Abstract: This study provides a multiple-levels-of-analysis investigation of transformational and contingent reward leadership and outcomes involving female leaders. We tested multisource data from male and ...
TL;DR: This article examined the relationship of American presidential narcissistic behaviors with charismatic leadership and rated performance using historical documents and found that narcissism was generally positively associated with presidential charismatic leadership, and that charismatic leadership was correlated with presidential narcissistic behavior.
Abstract: This research examines the relationship of American presidential narcissistic behaviors with charismatic leadership and rated performance. Using historiometric procedures, raters assessed narcissism in unidentified profiles describing 39 American Presidents. Archival sources were tapped for two charisma and five performance assessments. Supporting the prediction, narcissism was generally positively associated with presidential charismatic leadership and rated performance. The results were explained in terms of Kohut's psychoanalytic self theory. The beneficial and detrimental aspects of leader narcissism, as well as future research directions, are addressed.
TL;DR: In this article, a basic ingredient in transformational leadership development consists in identifying leadership qualities via distribution of the multifactor leadership questionnaire MLQ to followers of the target leaders, and it is vital that the MLQ yields an accurate and unbiased assessment of leaders on the various leadership dimensions.
Abstract: A basic ingredient in transformational leadership development consists in identifying leadership qualities via distribution of the multifactor leadership questionnaire MLQ to followers of the target leaders. It is vital that the MLQ yields an accurate and unbiased assessment of leaders on the various leadership dimensions. This article focuses on two sources of bias which may occur in identifying leadership qualities. First, when followers assess the strengths and weaknesses of their leaders, they may have difficulty in differentiating between the various transformational and transactional leadership behaviours. It is found that this is only the case for the transformational leadership attributes because the four transformational leadership dimensions measured by the MLQ correlate highly and cluster into one factor. MLQ ratings on the three transactional leadership dimensions are found not to be interrelated and show evidence for three distinct factors: contingent reward, active management-by-exception an...
TL;DR: This paper evaluated the effects of high and low levels of transformational leadership style and anonymity on 36 undergraduate student work groups using a Group Decision Support System (GDSS) to perform an idea generation task.
Abstract: A laboratory experiment was conducted to evaluate the effects of high and low levels of transformational leadership style and anonymity on 36 undergraduate student work groups using a Group Decision Support System (GDSS) to perform an idea generation task. Transformational leadership was manipulated through confederate leaders who displayed leadership behaviors and entered comments into the GDSS according to scripts. Results of analysis of variance indicated that groups working under high transformational leadership generated more original solutions, supportive remarks, solution clarifications, and questions about solutions and reported higher levels of perceived performance, extra effort, and satisfaction with the leader than groups working under low transformational leadership. Results also indicated that anonymous groups generated more critical comments and less problem clarifications than identified groups. Implications of these results for organizational researchers and managers are discussed.
TL;DR: The authors found that teachers' attributions of transformational school leadership were largely explained by alterable rather than unalterable variables, and that teachers attribute leadership qualities to some principals and not others.
Abstract: What factors influence teachers to attribute leadership qualities to some principals and not others? In particular, what accounts for attributions of transformational school leadership? Guided by an information processing perspective to explain teachers’ attributions, answers to these questions were explored through data provided by an achieved sample of 1,253 elementary and secondary teachers from a single large school system. Replicating the framework and design of an earlier study by the same authors, this, as well as the previous study, found that teachers’ leadership attributions were largely explained by alterable rather than unalterable variables.
TL;DR: This article investigated gender differences in transformational and transactional leadership, and gender-related stereotypes for these forms of leadership, finding that there were no differences in the way the primarily Caucasian subordinates evaluated their actual male and female managers.
Abstract: This study investigated gender differences in transformational and transactional leadership, and gender-related stereotypes for these forms of leadership. Results indicated that there were no differences in the way the primarily Caucasian subordinates evaluated their actual male and female managers. There were, however, differences in ratings of stereotypic male versus stereotypic female leaders on transformational and transactional leadership, but only by female respondents. Finally, congruence between ratings of actual managers and ratings of stereotypic managers was found primarily for male respondents. Results suggest that stereotypes may be one explanation for gender differences found in prior research on transformational and transactional leadership.
TL;DR: The authors designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years.
Abstract: We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997.
TL;DR: In this paper, the distinction between the process of leadership, the person of the leader, and the job of leading is made, and it is argued that the concept of leadership can and must be distinguishable and definable separately from our understanding of what and who leaders are, although the phenomenon of the leadership can only be known and measured in particular instantiation of a leader doing a job.
Abstract: This paper develops and examines the distinctions between the process of leadership, the person of the leader, and the job of leading. I argue that leadership is a delicate combination of the process, the techniques of leadership, the person, the specific talents and traits of a/the leader, and the general requirements of the job itself. The concept of leadership can and must be distinguishable and definable separately from our understanding of what and who leaders are, although the phenomenon of leadership can only be known and measured in the particular instantiation of a leader doing a job.
TL;DR: This paper examined the relationship between a full range of leadership styles including laissez-faire, management-by-exception-passive, management by exception-active, transactional and transformational leadership, and five specific TQM behavior factors derived from Deming's (1986) Fourteen Points.
Abstract: Although total quality management scholars, including W. Edwards Deming, consider leadership to be important, there has been little work which considers linkages between specific leadership styles and TQM behaviors/policies. This paper examines the relationship between a full range of leadership styles (Bass & Avolio, 1994) including laissez-faire, management-by-exceptionpassive, management-by-exception-active, transactional and transformational leadership, and five specific TQM behavior factors derived from Deming's (1986) Fourteen Points, i.e., change agency, teamwork, trust-building, short-term goal eradication and continuous improvement.
TL;DR: In this paper, the authors explored the relationship between leadership style and post-merger satisfaction, finding that appropriate leadership style can greatly enhance merger effectiveness, but that effective leadership style profiles vary for these two groups of employees.
Abstract: Explores the relationship between leadership style and post‐merger satisfaction, noting from the results that leadership style is significantly related to merger satisfaction for both acquiring and acquired firm employees, but that effective leadership style profiles vary for these two groups of employees. Shows that, for acquiring firm employees, the use of reward power is the strongest predictor of merger satisfaction, while merger satisfaction for acquired firm employees is most closely associated with transformational leadership. Suggests that appropriate leadership style can greatly enhance merger effectiveness.
01 Jan 1997
TL;DR: In this paper, a reconsideration of transformational leadership is presented, by not requiring charisma, and suggests that transformational leaders can operate and effectively transform an organization using inspiration, intellectual stimulation, and individual consideration.
Abstract: Transformational and cliarismatic leadership are critically assessed. A theoretical exploration of each reveals contradictions and research limitations for the two constructs. Charisma is defined in its origins as a social phenomenon and as a magical gift" possessed by leaders. Followers of cliarismatic leaders typically emulate or strongly identify with the leader. The transformational leader, in contrast, inspires followers to pursue organizational goals in lieu of self-interests. Followers oftransfonnational leaders are empowered to pursue organizational goals. The paper moves towards a reconsideration of transformational leadership, by not requiring charisma" and suggests that transformational leaders can operate and effectively transform " an organization using inspiration, intellectual stimulation, and individual consideration. Research implications are discussed.
TL;DR: In this article, the authors present a preliminary framework for teacher leadership in which aspects of transformational and educative approaches to leadership are evident, with strategic approaches less so, based on a study of the leadership approaches of highly successful teachers and paraprofessionals who work in socioeconomically disadvantaged school communities.
Abstract: Based on a study of the leadership approaches of highly successful teachers and paraprofessionals who work in socioeconomically disadvantaged school communities, presents a preliminary framework for teacher leadership in which aspects of transformational and educative approaches to leadership are evident, with strategic approaches less so. Concludes that the work of highly successful teachers is not sufficiently recognized in the development of most theories of educational leadership. This may be particularly the case with theories that originate in corporate and managerial systems, raising serious doubts about the potential of much existing theory to meet the needs of the education profession in emerging educational contexts.
TL;DR: In this article, the authors investigated whether the broader dimensions of transformational and transactional leadership can be inferred from subordinate reports of leadership behaviors collected using instruments not specifically designed for this purpose.
Abstract: The present study investigated whether the broader dimensions of transformational and transactional leadership can be inferred from subordinate reports of leadership behaviors collected using instruments not specifically designed for this purpose. The leadership measurement instrument used was the Leadership Practices Inventory (LPI). Alternative second-order factor models were evaluated using LISREL 7, and results suggested that subordinate assessments made using the LPI also can be used to measure transformational and transactional leadership. This suggests that transformational and transactional leadership approaches may be thought of as underlying dimensions, with more particularistic leadership behaviors, such as those described by the five LPI dimensions, being related to them.
TL;DR: The authors showed that uncertainty about the type of leader significantly decreases the ameliorating impact of leadership and that although leadership is crucial for coordinating followers, it is not a panacea.
Abstract: It is often assumed that leaders serve as focal points around which followers rally when confronted with a coordination problem. This research begins with one component of leadership—its coordinating role—and disentangles how leadership matters for followers. This analysis proceeds as a simple one-sided signaling game from leaders to followers and investigates when a leader's signals are credible. The empirical analysis is based on a series of laboratory experiments in which groups of four actors were involved in a series of one-stage coordination games. The findings show that although leadership is crucial for coordinating followers, it is not a panacea. The introduction of uncertainty about the type of leader markedly decreases the ameliorating impact of leadership.
TL;DR: In this article, the authors investigated the principal's leadership behavior in schools which educate moderately and severely disabled students in regular education classrooms on a full-time basis and found that the results of the study indicated that principals were perceived by teachers to exhibit more transformational leadership behaviours than they exhibited transactional leadership behaviours.
Abstract: Reveals the results of a study which investigated the principal’s leadership behaviour in schools which educate moderately and severely disabled students in regular education classrooms on a full‐time basis. More specifically, notes that the purposes of this study were to determine whether the leadership behaviours of principals, as perceived by teachers, tended to be more transformational or more transactional; and whether there was a difference in the leadership behaviours of principals and the extent to which principals motivated teachers to exert effort beyond the ordinary. Forty‐four teachers from five school districts responded to the Multifactor Leadership Questionnaire (MLQ) developed by Bass (1985). The independent variable was leadership behaviours of principals, defined as varying degrees of transformational and transactional leadership. The dependent variable was defined as principals’ ability to affect teacher motivation. Shows that the results of the study indicated that principals were perceived by teachers to exhibit more transformational leadership behaviours than they exhibited transactional leadership behaviours. Also, teachers tended to be more highly motivated under the leadership of principals who they perceived to be more transformational than transactional.