Adopting The Transformational Leadership Perspective In A Complex .
Research Management Review, Volume 18, Number 1Spring/Summer 2011Adopting theTransformational Leadership Perspectivein a Complex Research EnvironmentTimothy N. Atkinson and Tom PilgreenUniversity of Central ArkansasABSTRACTTransformational Leadership is a popular topic among leadership scholars, but for researchadministrators, Transformational Leadership might seem like an enigmatic approach given itsvarious contexts. Research administrators might think the transformational approach is only forexecutives, or that they do not have enough staff to call themselves transformational leaders, orthat organizational transformations belong at the level of chief executive or the board. Bass(1990) noted that transformational leadership can be taught, learned, and practiced. Thefollowing argument supports this statement, promotes Transformational Leadership as anacceptable approach for research administrators, illustrates how different philosophies can beintegrated into Transformational Leadership, and provides an illustration of the various waysTransformational Leadership can be applied.BACKGROUNDcompetent people, step aside, and let therest take care of itself. Leadership scholarsknow this approach is not active leadership;rather, this behavior is more like the laissezfaire dimension of the full model ofleadership described by Bass (1990, 1999).Gibbons (1986) researched thedevelopmental process of transformationalleaders through a qualitative study of seniormanagement. The leaders were asked tospeak about events and experiences fromIn a world of fad leadership, book-ofthe-month, and CEO biographies it seemsthe Transformational Leadership (TL)model provides an intuitive framework thatseparates scholarship from anecdotaladvice. The compendium of leadershipadvice is so copious that leaders mightresign themselves to claiming that theirleadership model is simply to hire1
Research Management Review, Volume 18, Number 1Spring/Summer 2011Research administrator behavior isinfluenced by the organizationalenvironment and each environment has itsown variables (Atkinson & Gilleland, 2007;Atkinson, Gilleland, & Barrett, 2007;Atkinson, Gilleland, & Pearson, 2007). Itwould be important for a researchadministrator to know how to apply the TLprocess to his/her given context. Bass (1990,1999) also noted that the interests of theorganization and its members need to bealigned. The leader is one of the vitalmembers in the organization, and theresearch administrator as professional is adefault leader when it comes to researchand grant functions.More specifically, it has been establishedthat research administrators areprofessional leaders because they sit at theintersection between academic andadministrative organizational behaviors(Atkinson & Gilleland, 2007; Atkinson,Gilleland, & Pearson, 2007). Researchadministrators must cope with increasedamounts of stress (Shambrook, 2011), seeklegitimacy through credentialing (Atkinson,2002; Roberts, 2006), and work in a contextin which there seem to be varying degreesof support (Hamilton, 2010). The RA’sworking environment is composed ofshifting contexts governed by a dualhierarchy that is often at odds with the rolethe research administrator has to play(Atkinson & Gilleland, 2007; Hamilton,2010). Warden (2011) noted that leaders inthese positions assume a “quantum”approach because so many differentvariables affect the leader’s actions and sochildhood to where they were then.Through research by Gibbons (1986) andfurther analysis by Avolio and Gibbons(1988), seven factors evolved: Highexpectations from parents and urging ofchildren to perform at high levels;grounded family environment; leaders’ability to manage their owndisappointments or failures; exposure to avariety of leadership opportunities; strongdesire in professional, ethical, and socialissues throughout life; contact with otherleaders or role models; and the ability toreflect and draw conclusions. Bass (1990)noted that TL could be taught, learned, andpracticed.TL is based on the following threeassumptions: subordinates will bandtogether around a person that inspires;leaders with a vision and passion canaccomplish amazing things; and the way toaccomplish great things is to interjectvehemence and encouragement. It is notreally leading if one does nothing, but ithelps to define one’s actions. The literatureindicates that transactions, whetherpsychological or monetary, must take placebetween the leader and the follower toproduce an observable “leadership process”and that the relationship between leaderand constituent must be mutually beneficial(Northouse, 2004). It seems a weakness ofthe model is exactly how to carry out the TLprocess and what perspectives to use whencarrying it out, especially in researchadministration, which is formed from somany different perspectives.2
Research Management Review, Volume 18, Number 1Spring/Summer 2011many variables affect the outcome ofdecisions. She noted, “where there isrelationship and sharing of newinformation, transformational leadership isthe method for new energy to do the work”(Warden, 2011, p. 4). Warden’s work echoesconcepts such as “fractal leadership” or“new science leadership” by Wheatly (1999)and more recently Harle (2011). Fractalleadership assumes that we do not have allthe variables and that in many cases thevariables are unknown until seen inretrospect. The research administrator,therefore, is required to be savvy and useleadership skills that promote collaboration,the individual, and the intellect because theinformation produced by the organizationis ever changing and fluid.“The research administrator . . . isrequired to be savvy and useleadership skills that promotecollaboration, the individual, andthe intellect because informationproduced by the organization isever-changing and fluid.”The following analysis will focus on theTransformational Leadership modeldescribed by Bass and Avolio (1990) andadapted by Northouse (2004). The basicpremise is that leaders should move awayfrom transactional and contingent rewardtype leadership to focus more on theindividual (Figure 1). The analysis,therefore, will focus primarily on the 4I’s orIdealized Influence, IndividualConsideration, Inspirational Motivation,and Intellectual Stimulation aspects of themodel. These dimensions define the TLbehaviors and are characterized as follows(Table 1; Figure 1.)Table 1. Dimensions of Transformational Leaders (Bass & Avolio, 1990)Idealized Influence (II)Making others feel good, making others proud, earning faithfrom the subordinateInspirational Motivation (IM)Leader communicates his/her goals, the manipulation ofimages, helping others find meaning in their workIntellectual Stimulation (IS)Leader’s ability to make others think about new ways toperform work, new ways to look at work, ways to be creativein their own problem-solving methodsIndividual Consideration (IC)Individuals develop themselves, leader feedback tosubordinates, time taken by the leader to bring workers intothe team or group3
Research Management Review, Volume 18, Number 1Spring/Summer 2011Figure 1. Simple Model of Transformational vs. Transactional Leadershipbased on Bass (1990)Idealized Influence (II)encourages individuals to developthemselves, how much feedback the leaderthinks he or she gives to subordinates, andhow well the leader takes the time to bringworkers into the team or the group.According to Bass (1990), IdealizedInfluence is the dimension characterized bymaking others feel good, making othersproud to be associated with the leader, andearning faith from the subordinate.“The transformational leaderfocuses on the individualthrough multiple means andmethods. The result is asubordinate or follower orcolleague who does work out offeeling important and connectedto the leader and theorganization.”Inspirational Motivation (IM)Bass (1990) noted that this dimension ischaracterized by how well the leadercommunicates his or her goals, themanipulation of images, and helping othersfind meaning in their work.Intellectual Stimulation (IS)Bass (1990) noted that this dimension ischaracterized by the leader’s ability to makeothers think about new ways of performingwork, new ways of looking at work, and tobe creative in their own problem-solvingmethods.Individual Consideration (IC)Bass (1990) noted that this dimension ischaracterized by how well the leaderThe transformational leader focuses onthe individual through multiple means andmethods. The result is a subordinate orfollower or colleague who does work out offeeling important and connected to the4
Research Management Review, Volume 18, Number 1Spring/Summer 2011be” as in laissez-faire leadership or to “getthe job done or lose my job” as inTransactional Leadership (Bass, 1990).Northouse (2004) noted that thestrengths of the TL model are that it allowsfor multiple perspectives, it is intuitive, andit is process-based (Table 2). Anotherstrength is that the process seems intuitiveto the leader because of the focus on thefollower’s needs.leader and the organization. For purposesof this analysis, from this point forward,followers will be referred to as constituentsin order to move further away from the“people are machines” model as well as the“people are entirely dependent on theleader” model (Warden, 2011).With TL, the constituent feels involvedwith and finds meaning in the work,because the leader interacts with themrather than hiring them only to “let themTable 2. Strengths and Weaknesses of Transformational Leadership (Northouse, 2004)StrengthsWeaknessesMulti-perspectiveValidity not fully testedIntuitiveState or traitProcess-basedElitistAugments other modelsVery “I”- and “me”-basedFollowers’ needsDifferent contextsEffectiveMore study neededin which leaders work. Many organizationalfactors affect the effectiveness of the leader.Some of the weaknesses noted byNorthouse (2004) were that the validity ofthe tool used to measure TransformationalLeadership, the Multifactor LeadershipQuestionnaire (MLQ) (Avolio, Bass, & Jung,1999), was not fully established; there is stillsome debate about whether thetransformational leader possesses thesetraits at birth, gains them through theenvironment, or finds them throughspecialized training and experiences. TheMLQ itself can seem very “I”- and “Me”based because of the way the questions areworded; at the same time, the MLQ doesnot account for the many different contextsPROPOSED WAYS OF ENACTINGTRANSFORMATIONAL LEADERSHIPThe following argument is not anattempt to discover the universal means toachieve a Transformational Leadershipstyle; rather, it an illustration of the multiplepossibilities for aligning other models andskills within TL. These models are familiarto most people and may be used to enhancethe TL process and perhaps make it moreuseful for leaders like researchadministrators. At the conclusion of theanalysis, it should be clear that a5
Research Management Review, Volume 18, Number 1Spring/Summer 2011interesting perspective on the function ofsymbols in society.As for TL’s Intellectual Stimulationdimension, in which subordinates andcolleagues are challenged to see things in adifferent light, and are challenged to findcreative ways of finishing work, etc.,perhaps research administrators shouldlook at the work done in the creativityliterature, specifically Estes and Ward(2002), who described how creative peoplecontinue to find new ways to look at theircreative work and how to access newcreative endeavors. The perspectivematches assertions made by Burn (2011),who noted that artists bring skills to theleadership process that have usually beenignored.TL’s Individual Considerationdimension seems to encapsulate the entiretheory because it involves the leaderbringing the individual in to theorganization and communicating feedback.The dimension seems to also be informedby mentoring strategies, linguisticstrategies, and perhaps attribution theory.transformational leader must almost alwaysshift perspectives and must use all the toolsavailable to achieve transformations amonghis/her colleagues and followers whilereducing the less effective transactional and“hands off” leadership styles. Theexamples, then, are only scratching thesurface of the potential of opening thebackbone of TL to other philosophies.Because the TL model is so flexible andallows for multiple perspectives, perhapsthe model would allow for the integrationof other knowledge and literatures in thefield of organizations, leadership, andphilosophy. For instance, the mentoringmodel seems to fit very well within the TLdimension of Idealized Influence where theleader makes others feel proud andemphasizes the formation of mutual trust.The subordinate wants to follow the leaderout of faith, which seems to follow thephilosophies proposed by Bertrand (2004)or a leadership perspective proposed byWarden (2010). If examined carefully, onemight find that the linguistic strategiesproposed by Brown and Levinson (1987)might also inform TL’s Idealized influencein that their strategy allows individuals to“save face” in daily interactions with peoplewith or without power.In addition, Attribution Theory (AT)(Weiner, 2010) is a way into understandinghow others are motivated in variousorganizational contexts. Both would seem toinform “Inspirational Motivation” in TL.Likewise, semiotics (Chandler, 2007; Danesi,2007; van Leewen, 2005) provides anMENTORING INFORMS INDIVIDUALCONSIDERATION (IC)Individual Consideration (IC) is part ofthe TL model. Individual Considerationshares some aspects of the mentoringconcept. Therefore, it seems a mentoringapproach can inform TransformationalLeadership. The research administrator isfamiliar with the mentoring concept. ICdeals with a focus that expands theindividual’s development, providing6
Research Management Review, Volume 18, Number 1Spring/Summer 2011and the relationship begins somewhere inthe future. In the realm of unsharedexperiences the leader and follower makeconnections and find commonalities. As therelationship builds, each party learnssomething new about the other, moving therelationship beyond organizationalposition, face, and stature. The relationshipis more personal. After all, according toBass (1990, 1999), personal attention, faith,and pride of association are keycomponents of IC.The transformational leader should notuse the mentoring tool to seek totalpsychological control—some havesuggested TL might cause leaders to do this(Northouse, 2004), but leaders should usethe tool to build mutual respect. Influenceover the individual, it seems at this stage,would become easier because of the trustbuilt between the two parties. If trust exists,the ethical transformational leader shouldnot take advantage of the relationship forselfish means. Truly, human behavior isinconsistent and unpredictable; one wouldhope that the ethical leader would notchoose a manipulative approach.It is clear, however, that mentoring is apowerful tool for engaging inTransformational Leadership throughIndividual Consideration. It is not beingsuggested here that the leader should dropprofessionalism and “make friends” withhis/her subordinates. In many cases it willstill be necessary to maintain a professionaldistance in the relationship.feedback between parties and making theindividual feel included in the work.Mentoring is a good framework for thisdimension because of the focus on trust.Webster’s Dictionary defines a mentor as “Atrusted counselor or guide”. Using thisstrategy, it seems that a leader would beengaging in Transformational Leadership atthe individual consideration level.When the leader acts as mentor, he orshe has to focus on consistency and trust inthe relationship. The leader makes aconscious decision to move away from thatwhich tends to create a toxic leadershipstyle (Goldman, 2009, in Warden, 2011). Acounselor also provides advice, so theTransformational Leader might findthemselves in a passive mode but stillleading. This is not necessarily Laissez-FaireLeadership either. The leader is notomniscient and cannot know all. But byresisting the urge to speak and lead, bysettling down to listen to the environment, aleader can build trust that can helpempower the relationship between theleader and the constituent, and as the trustbuilds, constituents emerge. People willcome to the leader for advice because of hisor her experience and position and, finally,trust. In order to do this effectively, it issuggested that the transformational leadermight recognize and take the stance that thementor and protege relationship begins atthe intersection of two lives.Consider Figure 2. The leader and theprotege begin their lives at different stages7
Research Management Review, Volume 18, Number 1Spring/Summer 2011Figure 2. One Model of the Mentoring Relationshiptrying to trick and manipulate each othervia insincere means. Trickery andmanipulation are all around us and a basicfact of life, but the TL transcends thisbehavior through trust.The perspective aligns with Warden(2011), who suggested that if leaders wantto orient themselves for change, it would benecessary to adopt the perspectives of“natality” and “mortality salience” wherenatality encourages the leader to think ofnew ideas and mortality salienceencourages the leader to remember, echoingBertrand (2004), that all humans face thesame final destiny. Built into mortalitysalience, noted Warden (2011), is also animpulse to resist the fear of death whilerecognizing the fate.Within the realm of unsharedexperiences, how would thetransformational leader go about sharingthese experiences and which ones areappropriate? Bertrand (2004) noted thateach individual has a view of him/herself asa “universal me” that contains many of theelements of human nature that can beshared, or can be used for learning andteaching (Figure 3; Table 3). Bertrand (2004)noted that all individuals possess habitsthat can be both annoying or endearing;each individual deals with imperfectionsand tries to hide them; almost all humanswant to know their destiny, where they willend up in life, how they will die. Humanscrave meaning. But at the same time, peoplemust deal with other “Fake People” orpeople pretending to be something else, or8
Research Management Review, Volume 18, Number 1Spring/Summer 2011Figure 3. Bertrand’s (2004) Elements of Shared ExperienceTable 3. Proposed Ways to Integrate Other Theories with the Transformational LeadershipProcessTransformational Leadership DimensionsModels ConsideredIdealized Influence (II)Mentoring(Bertrand, 1978, 2004, etc.)Linguistic Strategies(Brown & Levinson, 1987)Social Semiotics(Chandler, 2007; Danesi, 2007; van Leeuwen,2008, etc.)Attribution Theory(Weiner, 2010; etc.)Creativity Research(Estes & Ward, 2002)MentoringLinguistic Strategies(Brown & Levinson, 1987)Inspirational Motivation (IM)Intellectual Stimulation (IS)Individual Consideration (IC)takes on a new meaning, and it becomesclear that the transformational leader’sinfluence can be expanded in a verypowerful and meaningful way.Many of these elements cross cultures,too. Some cultures emphasize some of theseelements over others, but in the end peopleshare many of the same problems,challenges, hopes, and dreams. When seenin this light, Transformational Leadership9
Research Management Review, Volume 18, Number 1Spring/Summer 2011IDEALIZED INFLUENCE (II)INVOLVES POLITENESSautonomy and the desire to work without“interference” (Brown & Levinson, 1987). Itis important to note that “negative” face isnot negative in the sense of causing harm. Itis an approach to handling potentiallynegative situations in which individualscould experience threats to their image. Theconcept of “face”, then, can be used by thetransformational leader to find commonground with proteges, colleagues, andsubordinates—a vital skill for the researchadministrator.The transformational leader might carrythis out in practice by making sure to avoidcriticism that would violate commonality(Figure 4). Brown and Levinson (1987) listedmultiple cross-cultural strategies forbuilding positive face. They recommendedusing humor and phrases that the protegecan relate to in order to save face. Instead ofemphasizing a mistake, one strategy for thetransformational leader would be to findcommon ground by saying, “It happens topeople when they first get into thebusiness.” If the impact of the mistake onthe organization is obvious, then thetransformational leader need not belaborthe point. But by focusing on making theindividual feel better by finding commonground, the leader activates twocomponents of the TransformationalLeadership model: Idealized Influence andIndividual Consideration, as discussed inthe last section.Idealized Influence is part ofTransformational Leadership. Elements ofIdealized Influence are also part ofPoliteness Theory. Therefore, PolitenessTheory can inform TransformationalLeadership. Idealized Influence is markedby making others feel good, making othersproud, and earning faith from thesubordinate. The leader must do thisthrough interaction that will involve someform of communication, either verbal ornonverbal.Politeness Theory (Brown & Levinson,1987) is a communication theory thatinvolves the interactions of people, butemphasizes the issues of buildingcommunity and finding common ground.Politeness Theory is what happens whenpeople consider the thoughts and feelingsand respect for others to ultimately getalong with each other. Erbert and Floyd(2004) noted that, “A fundamentalassumption of politeness theory is that allindividuals have and are concerned withmaintaining, face” (p. 255). A strongdefinition of “face” was provided byGoffman (1959, 1967) in Erbert and Floyd(2004): “Face is a person’s desired publicimage” (p. 255). Brown and Levinson (1987)broke the concept of face into twodimensions: negative and positive. Positiveface creates the feeling of community andagreement, while negative face is anoutward expression of respect for a person’s10
Research Management Review, Volume 18, Number 1Spring/Summer 2011Figure 4. Positive Face Illustrated for the Sake of Idealized Influence of the TL Modelwithout necessarily violating theirautonomy. They recommended “going offrecord” or giving the benefit of the doubt.For instance, rather than acting mad andfrustrated if a report is late, the alternativeTL strategy might be to say, “I know it wasa busy week last week” or “I know I pusheda lot of fires your way last week, but thesereports are important because they let thepresident know how well the institution isdoing.” The strategy allows assertion of theimportance of submitting reports on time,but does not emphasize the mistake to thepoint of isolating the constituent. Ifsomeone violates a policy, rather thanpursuing the perpetrator like a criminal, theTL strategy might be to provide the policies,emphasize why the policies wereestablished, and describe the big pictureimpact of violating the policies. Theapproach provides an avenue formaintaining commonality and avoidingIn essence, Politeness Theory highlightsthe overlap in the TL model but alsobecomes a vital tool for the transformationalleader’s toolbox. Again, the leader’sintentions should be grounded in a “do noharm” ethical stance when garneringinfluence in this manner. It is easy to seehow TL can be highly manipulative if notcareful.Negative face seems to coincide with anethical stance, because the strategiesdiscourage TL from assuming andpresuming anything (Figure 5). It requiresthe transformational leader to make aneffort to gather facts. Negative face requiresrespecting autonomy and avoidingcoercion, both of which are oftenemphasized as a basic human rights.Research administrators are familiar withthese concepts as well. Brown and Levinson(1987) provided several strategies forpointing out problems to subordinates11
Research Management Review, Volume 18, Number 1Spring/Summer 2011rifts. The strategy also seems to buildrespect because the transformational leaderappears assertive rather than passive. Theleader is not avoiding punishment, butusing the event as an opportunity to train,teach, and improve the performance of theindividual. That is active leadership. Alaissez-faire approach toward policyviolations or mistakes might lead to moredisaster, so the transformational leader’sstrategy of saving face respects autonomy,allows for development of the individual,and opens the door for building theprofessional relationship.“If someone violates a policy,instead of pursuing theperpetrator like a criminal, theTL strategy might be to providethe policies, emphasize why thepolicies were established anddescribe the big picture impact ofviolating the policies . . . the TLleader is using the event as anopportunity to train, teach, andimprove the performance of theindividual.”Figure 5. Negative Face Illustrated for the Sake of Idealized Influence of the TL Model12
Research Management Review, Volume 18, Number 1Spring/Summer 2011As the analysis proceeds, more overlapamong the factors should be obvious,specifically when it comes to InspirationalMotivation (IM) and IntellectualStimulation (IS). The concepts werepresented in this order on purpose becauseit seems that in order for thetransformational leader to get to the IM andIS dimensions, he/she must have firstestablished a rapport with the protege,subordinate, or colleague.At this point it should be obvious howclosely Idealized Influence (II) andIndividual Consideration (IC) areinterconnected. Both strategies, saving faceand assuming a mentoring posture, areprobably good strategies to use as atransformational leader, but not the onlystrategies. It would be important for theleader-scholar to explore more strategies tobuild his/her leadership perspective. Thetransformational leader would see themodel in Figure 6 as fluid and perhaps addmore arrows as he/she accounts for context,preference, and study.Figure 6. One Illustration of the Transformational Leader using Both IdealizedInfluence and Individual ConsiderationINFORMING INSPIRATIONALMOTIVATION (IM)These perspectives, then, can inform the TLperspective in the IM dimension. These arenot the only philosophies or perspectivesthat can inform this dimension. The leader-IM is part of TL. IM shares elementswith semiotics and Attribution Theory.13
Research Management Review, Volume 18, Number 1Spring/Summer 2011sign was defined as “what we see and hearplus what we think about what was seenand heard”. Using YouTube, an inventoryof videos was created that depicted variouspre-game rituals found among sports teams(Table 4). Sports was chosen for thisdemonstration because rituals are oftenused as a “motivating” factor and emotionsrun high. In the following inventory, someof the sports represented were Americanfootball, soccer, and rugby. The dominanttheme among these rituals was that theteam expressed an increased sense ofexcitement as the ritual was performed. Forrugby and American football, the fans couldbe heard screaming and yelling theirexcitement in response to the ritual, whichadded another dimension to the effect signsand symbols have on individuals. Somecommon semiotic themes were rhythmicmotion and chanting, hopping, andscreaming fans. Watching the rituals wastypically inspiring and it seemedmotivating for the team.scholar should use them to see thepossibilities. It could be said that the core ofIM is to for the transformational leader tomanipulate words and symbols in a waythat motivates people to act around ashared sense of duty. It sounds intentional.But the truth is that leaders use symbolsand words, both intentionally andunintentionally, to manipulate the thoughtsand feelings of others (Danesi, 2007; vanLeewen, 2005). The fact is well-established.The literature on this topic is expansive, butit might help the transformational leader tolook to various works in semiotics to findsome strategies for motivating and inspiringpeople.To demonstrate how symbols and signsaffect behavior and motivation, a “signinventory” was created following in thetradition of semiotic inquiry (van Leewen,2005). Creating sign inventories is one of themethods sign scholars use to examinecommunication in life (Danesi, 2007; vanLeewen, 2005). Following van Leewen(2005) and many others, for this analysis a14
Research Management Review, Volume 18, Number 1Spring/Summer 2011Table 4. Semiotic Inventory of Pre-game Rituals in SportsSport DepictedBaseballProfessional RugbyAmerican FootballSoccerAmerican FootballSoccerRitualObservationsFansRhythmic chant that featured Teams’ heightened sense No visible fans; some offswaying with interlaced arms of camaraderiecamera clappingStadium was full of fansPlayers’ faces were fierce,Haka or war dance.; rhythmicwho screamed theirseemed angry, focused;motions with arms, legs, andapproval, and the noisecarried out the ritual withbodylevel rose with eachpurposephase of the ritualNew Orleans Saints pre-game Players’ heightened sense No visible fans; some offchant; rhythmic, compelling. of camaraderiecamera clappingNo visible fans; some offcamera clapping butRhythmic chant that featured Team’s heightened senseseveral side observershoppingof camaraderieseemed moved by thedisplayCollege football teamPlayers’ faces were fierce, Fans screamed theirperforming its own Haka;seemed angry, focused; approval and the noiserhythmic motions with arms, carried out the ritual with level rose with eachlegs, and bodypurposephase of the ritualNo visible fans; some offRhythmic chant that featured Teams heightened sense camera clapping, buthoppingof camaraderieseveral observers seemedmoved by the displaySource: YouTubecognitive or shared experience (Atkinson,2008). In some situations, the missionstatement backs up other assertedstatements. Mission statements (textsymbols) can take the form of policy insome situations simply by stating “What weare doing here aligns with the mission ofthe University and the Strategic Plan.” Thestatement may not be inspirational, but i
Transformational Leadership Perspective in a Complex Research Environment . Timothy N. Atkinson and Tom Pilgreen . University of Central Arkansas . ABSTRACT Transformational Leadership is a popular topic among leadership scholars, but for research administrators, Transformational Leadership might seem like an enigmatic approach given its
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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School principal's transformational leadership: theoretical framework Transformational leadership, which is related with the word to transform, is defined as leadership which changes or transforms others (Harris, 1999, p. 10). Transformational leadership theory was first substantiated by J. M. Burns in his work 'Leadership'. Burns
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