Transformational Leadership Precis
Northouse defines transformational leadership in its simplest form as “a process that changes and transforms people” (2019, pg. 163). There is strong evidence that transformational leadership is one of the most effective leadership models, as it relies on behaviours that leaders can learn and practice. A transformational leader focuses on follower self-development and empowerment, with the goal of achieving high quality performance. Studies have also shown that in longer term leader-follower relationships, morals and values are also influenced in a positive way (Mulla & Krishan, 2011).
There is a continuum of transformational leadership, and it can be argued that the most effective transformational leaders use elements of each of these, depending on the context, situation and goal. Leaders may be fully transformational in their approach and seek to inspire, motivate, and personalize the process. They may also be transactional in their approach, whereby they offer rewards and incentives for performance. Finally, the laissez-faire approach may be a choice if a leader wishes to allow followers to fully engage in an independent problem solving process (Northouse, 2019).
Many researchers have studied transformational leadership and have identified various practices. Bennis and Nanus (2007) describe 4 common strategies which include having a clear vision, being social architects, creating trust, and developing creative deployment of self. Kouzez and Posner, (2000, 2017) describe 5 fundamental practices of transformational leaders, which include modelling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart (Northouse, 2019). In general, then, the common practices of transformational leaders Northouse identifies includes: empowering followers, setting a good example, listening to others, creating a shared vision, being social architects, and working well with people (2019, pg. 177, 178)
Transformational Leadership is similar to servant leadership, in that it focuses on identifying positive employee characteristics, seeking to develop them and providing opportunity for growth (Searle & Barbuto, 2011). Both transformational and servant leadership have a foundation in charismatic leadership and share elements such as methods of influence, developing motivation and being individualized (Northouse, 2019; Smith, Montagno, & Kuzmenko, 2004). However, they have different motivational entry points, as servant leadership has a foundation in egalitarianism and transformative leadership is based on mission and vision (Smith, Montagno, & Kuzmenko, 2004, pg. 86).
There are 4 standard key elements to transformational leadership researchers have identified and are commonly called “The Four I’s”: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Hughes, 2014; Smith, Montagno, & Kuzmenko, 2004; Northouse, 2019)
An Example of a Transformational Leader in the Education Sector: Vicky Colbert
One example of a leader who exemplifies the Four “I’s” of transformational leadership as discussed by Hughes (2014), is Vicky Colbert. She founded the Escuela Nueva organization out of a sense of injustice and inequity in the in the education practices and models used in rural schools in Colombia. Her goal was to create equal opportunities for all children regardless of their income (Hughes, 2014, pg. 43). For her work, she won the Henry R. Kravis Prize, which recognizes leaders who exemplify transformational leadership. Qualifications include the ability to bring vision to life and demonstrate strong mission based core competencies (Hughes, 2014, pg. 14) Hughes discusses how Colbert’s model of Escuela Nueva is based strategically on transformational leadership principles, as its primary components include transformation in the areas of curriculum, training, community, and administration. In developing the program, Colbert focused on solving the isolation of rural teachers, by petitioning and recruiting other community members and governmental bodies for support. (Idealized Inspiration). In the Escuela Nueva model, students are empowered to be agents of change to mitigate against high teacher turnover (Inspirational Motivation). The curriculum approach is student-directed and personalized, incorporating multi-graded projects and individualized programming, where the teacher’s role is to coach the students in their personal education journey (Intellectual stimulation, Individualized consideration). (Hughes, 2014, pg.43-48). Through her work, Vicky Colbert has impacted the lives of Columbian students by raising the level of student achievement, providing them with the skills and tools required to navigate life.
References:
Hughes, Tawney A. (2014). Idealized, inspirational, and intellectual leaders in the social sector: Transformational leadership and the kravis prize. CMC Senior Theses, Paper 906.
Mulla, Z.R. and Krishnan, V.R. (2011). Transformational leadership: Do the leader’s morals matter and do the follower’s morals change? Journal of Human Values 17(2), 129-143.
Northouse, P. G. (2019). Leadership: Theory and practice, Eighth Edition. Thousand Oaks, CA: Sage Publications.
Searle, T.P. and Barbuto, J.E. (2011). Servant leadership, hope, and organizational virtuousness: A framework exploring positive micro and macro behaviors and performance impact. Journal of Leadership & Organizational Studies 18(1), 107-117.
Smith, B.N., Montagno, R.V. and Kuzmenko, T.N. (2004). Transformational and servant leadership: Content and contextual comparisons. Journal of Leadership and Organizational Studies 10(4), 80-92.