transforming leadership - twelve o'clock high

7/23/2019 Transforming Leadership - Twelve o'clock High

http://slidepdf.com/reader/full/transforming-leadership-twelve-oclock-high 1/16

Transforming Leadership:

Matching Diagnostics to Leader Behaviors

Walter O. EinsteinCharlton College of Business

University of Massachusetts Dartmouth

John H. HumphreysCollege of Business

Teas !"M University

This article #as pu$lishe% the JOURNAL OF LEADER!"# TUD"E

&olume '( )um$er *( +ummer ,--*



TRANFORM"N$ LEADER!"#:

MAT%!"N$ D"A$NOT"% TO LEADER BE!A&"OR

)T/ODUCTO)

n the last three %eca%es( the #or0 of Hersey an% Blanchar% 1*232 through *2234( Burns

1*25'4( an% Bass( #ith his colleagues 1*2'6 through *2254( have evo0e% much scholarly activity

aime% at stu%ying the #or0 an% empirically testing its usefulness 1!volio( Wal%man( " Einstein(*2''7 !volio( Wal%man( " 8ammarino( *22*7 Bass( *2'6( *223( *2257 Bass " !volio( *2'2(

*22-( *22947 Bass( Wal%man( !volio( " Be$$( *2'57 Einstein( *2267 :raeff( *2';7 Ho#ell "

!volio( *22;7 <o#e( =roec0( " +ivasu$ramaniam( *2237 &ecchio( *2'57 Wal%man( Bass( "Einstein( *2'57 8ammarino( +pangler( " Bass( *22;4.

To %ate( ho#ever( there have $een fe# attempts to eplicitly com$ine the lea%ershipmo%el of Hersey an% Blanchar% #ith the transactional>transformational lea%ership i%eas of Burns

an% Bass( et. al. in such a #ay as to provi%e $ehavioral gui%ance for lea%er>managers in practicalsituations. Certainly in the ,*st Century #or0place( #ith the emphasis on cross?functional teams

an% participative environments( a%aptation of these important #or0s to such contets is#arrante%. !lthough critici@e% $y some in aca%emia 1Blan0( Weit@el( " :reen( *2'37 :raeff(

*2';4( Hersey an% Blanchar%As +ituational <ea%ership Mo%el 1+<M4 has $een #i%ely a%opte% $y

practitioners 1Butler " /eese( *22*4. +<M has $een a maor component of lea%er training insuch ortune 6-- companies as BM( Mo$ile Oil( an% ero an% is accepte% in all $ranches of

the military 1/o$$ins( *2'24. University !ssociates 1*2'34 suggests that +<M Fhas $ecome

the most #i%ely accepte% managerial philosophy in the Unite% +tates( Cana%a( Meico( Europe(!frica( an% the ar East.G

Moreover( there is evi%ence that transformational lea%ership can lea% to su$stantialorgani@ational re#ar%s 1Bass( *22-7 Deluga( *2''7 Tichy " Ulrich( *2'97 8ammarino " Bass(

*22-7 8ammarino( +pangler( " Bass( *22;4. Transformational lea%er $ehaviors have $een

positively correlate% to lea%er effectiveness ratings( follo#er satisfaction an% effort( an% overall

organi@ational performance 1!volio( Wal%man( " Einstein( *2''7 Bass( !volio( " :oo%heim(*2'57 :aspar( *22,7 Hater " Bass( *2''7 Ho#ell " !volio( *22;7 =essler( *22;7 )ischan( *2257

atterson( uller( =ester( " +tringer( *2267 +elt@er " Bass( *22-7 Wal%man( Bass( " Einstein(

*2'57 Woffor%( :oo%#in( " Whittington( *22'4. n a%%ition( fin%ings have $een reporte% thatsuggest that transformational lea%er $ehavior is associate% #ith employee commitment( trust in

lea%er( an% positive organi@ational citi@enship 1Bycio( Hac0ett( " !llen( *2267 o%sa0off(

Mac=en@ie( Moorman( " etter( *22-4.

Therefore( it is the purpose of this article toI 1*4 present a %iagnostic mo%el that integrates

Hersey an% Blanchar%As situational mo%el #ith the lea%ership #or0 of Bass( et. al.7 an% 1,4

propose a ne# mo%el #hich outlines specific lea%ership $ehaviors #hich( flo#ing from the%iagnostic mo%el( might $e employe% $y lea%er>managers in situations involving formal lea%ers

#ith position po#er an% informal lea%ers #ithout such po#er.

We #ill propose particular lea%ership $ehaviors as they apply to situations #hereI



The lea%er has position po#er 1formal authority4 an%( after %iagnosis( chooses to

eert control over follo#ers7 The lea%er has position po#er an%( after %iagnosis( chooses not to eert control

over follo#ers7 The lea%er %oes not have position po#er 1e.g.( is Fproect lea%erG in a team

environment4 an%( after %iagnosis( chooses to eert control over follo#ers7 an% The lea%er %oes not have position po#er an%( after %iagnosis( chooses not to eert

control over follo#ers.

T/!)+O/M!TO)!< <E!DE/+H

<ea%ership is a$out influence( #hich is often %efine% as the a$ility to change anotherAs

$ehavior. The goal of lea%ership is to eert influence #ith the involvement of others7 e.g.( they

#illingly agree to change7 lea%ership involves the use of po#er an% influence to affect a personor group #hether the person #iel%ing the influence has the ultimate authority 1position po#er4 to

%o so or not.

Effective lea%ers( therefore( shoul% $e consciously focuse% on the analysis of po#errelationships. Transformational lea%ers analy@e these relationships $y %iagnosing lea%er?follo#er

relations( un%erstan%ing the o$ %eman%s( an% then matching the maturity level 1rea%iness4 of

follo#ers to the situation 1Bass( *2'64. Thus( they are in control of the situation an% can i%entifysuccessful #ays of %ealing #ith people $y selecting a style of lea%ership calle% contingent

re#ar% 1Bass( *2'64( transferring control( an% moving to#ar% an inter%epen%ent state calle%

responsi$le to. This movement from contingent re#ar% lea%er $ehavior to the mutual state ofFresponsi$le toG is the $asis for the augmentation effect %escri$e% $y a plethora of previous

research eamining transforming lea%ership 1!volio( Wal%man( " Einstein( *2''7 :eyer "

+treyrer( *22'7 8ammarino( +pangler( " Bass( *22;4. Transformational lea%ers $egin the

lea%er>follo#er relationship #ith a sense of Fresponsi$ility forG the gro#th an% %evelopment offollo#ers. They see0 to enhance the relationship $y arousing an% maintaining trust( confi%ence(

an% %esire. The goal is to transform follo#ers to#ar% a relationship that shifts the %epen%ent

Fresponsi$ility forG into a relationship that is inter%epen%ent( an% people are Fresponsi$le toGeach other. ! transformational lea%erKs $ottom line goal is to $ring follo#ers up to the level

#here they can succee% in accomplishing organi@ational tas0s #ithout %irect lea%er intervention.

Unfortunately( many tra%itional lea%ers entrap themselves an% their follo#ers $y ma0ingthemselves in%ispensa$le. Transforming lea%ership reLuires the lea%er to %evelop an% maintain

trust( $y $eing consistent an% authentic in $ehavior to#ar% follo#ers 1an% others4( $uil%

confi%ence $y sharing in the success of goal achievement1s4( an% heighten %esire $y raising thelevel of in%ivi%ual nee%. Transformational lea%ers eercise their s0ill $y #ay of a three?step

process involvingI

Diagnosing the lea%ership situation #ith respect to the po#er %ynamics( the priorities

of the situation 1tas0 or people4( an% follo#er #illingness 1motivation47

Maintaining control #hile transacting the $asic contingent re#ar% relationship

$et#een lea%er an% follo#er1s47 an%( Transferring control #hile transforming follo#ers into inter%epen%ent( effective(



mature people #ho perform $eyon% normal epectations an% have self?control 1i.e.(

control is transferre% as follo#ersA o$ capacity increases4.

D!:)O+): THE <E!DE/+H +TU!TO)

The first step in employing effective transformational lea%ership involves %iagnosing thesituation in terms of three critical issuesI po#er( priorities( an% people 1Einstein( *2264. These

alliterate% sym$ols refer to the current po#er relationship( the lea%erAs role in priorities( an% the

rea%iness of the people 1follo#ers4. igure * presents the %iagnostic mo%elI<E!DE/>O<<OWE/ OWE/ /E<!TO)+H+. osition po#er( coming from the

organi@ation( gives the lea%er the organi@ational right 1authority4 to %eman% compliance from

others. Typically( the lea%er has the formal position po#er to hire( fire( to impose %ecisions( as#ell as to veto the proposals of follo#ers. With position po#er the lea%er controls people $y

allocating re#ar%s 1contingent re#ar%4 or $y %ishing out retri$ution 1contingent punishment4.

osition po#er is a finite resource7 e.g.( the more one must use it( the less po#erful it is( $ecause people %onAt li0e to $e intimi%ate%( an% #ill at some point start to re$el.

igure *.

! Diagnostic Mo%el of <ea%ership +tyles

%ontingent Re'ard Transformationa(

)Responsi*(e For+ )Responsi*(e To+

+ourceI Einstein( W. O. 1*2264. The challenge of lea%ershipI ! %iagnostic mo%el of transformational lea%ership. The

Journal of !pplie% Management an% Entrepreneurship( *1,4( *,-?*;;.

#osition ,,,-LEADER. #O/ER,,,-#ersona(

Tas0 Demands,,,-LEADER. ROLE,,,-Re(ationships

FOLLO/ER. READ"NE

Lo',,,,1"LL AND AB"L"T"E,,,,!igh

Lo',,-,,-,,$OAL FO%U,,,-,,,!igh

Lo',,,,,,-/"LL"N$NE,,,-,,,!igh

D"RE%T #ERUADE "N&OL&E "N#"RE



ersonal po#er( ho#ever( rests #ith the in%ivi%ual regar%less of formal $ureaucratic position. ts $asis is some com$ination of epertise on the part of the lea%er an% #illingness on

the part of the follo#er to $e le%. t also stems from the etent to #hich a lea%er can use

follo#ersK internali@e% values or $eliefs that they have the political s0ill an%>or epertise to fin%

paths lea%ing to value% re#ar%s. ersonal po#er is a rene#a$le resource7 e.g.( the more one usesit successfully( the more strongly the mutually agree% upon po#er relationships $ecome.

Managers freLuently overloo0 personal po#er $ecause they have position po#er to rely

upon as their primary control mechanism. The $ottom line of po#er is simply that lea%ers #ho

eert some com$ination of position po#er an% personal po#er can influence people more easily.:iven the %iagnosis mo%el 1igure *4( it seems clear that the successful lea%er must $uil%

personal po#er to epan% the range of styles availa$le an% move the follo#er1s4 to#ar% a

responsi$le to relationship( since the less personal po#er one has the more one must rely on position po#er.

<E!DE/A+ /O<E ++UE+. The lea%erKs mission is to $alance priorities $et#een

accomplishing tas0s central to the organi@ationKs eistence an% ma0ing people responsive tothose o$ %eman%s. or a lea%er to approach priorities in this #ay is particularly important

$ecause it focuses the lea%erKs thin0ing on #here lea%ership control shoul% $e %irecte%. The

mission of the lea%er is to ma0e %ecisions a$out tas0s( ta0e care of people( an% set priorities $et#een these t#o. !s the lea%er proves successful in tas0 accomplishment( the priority for tas0s

shifts to the follo#er1s4( an% effective use of contingent re#ar% ena$les the lea%er to shift to a

persuasive style. !s personal po#er $uil%s( a $on% $egins to form $et#een the lea%er an% thefollo#er1s4.

O<<OWE/A+ JOB C!!CT8. The thir% element of the lea%erKs %iagnosis has to %o#ith an analysis of the follo#erKs capacity to accomplish the assigne% tas01s4. This area of

%iagnosis is #here the least research has $een %one un%er the hea%ing of transformational

lea%ership. The lea%ing #or0 on the concept of rea%iness has $een accomplishe% $y Hersey an%

Blanchar% 1*232 through *2234( #ho state that rea%iness( in relation to oneKs o$ consists of t#ocom$ine% factorsI 1*4 the rea%iness factor 1innate a$ility( e%ucation( training( an% eperience4(

#hich reflects a personKs capa$ility for performing the o$7 an% 1,4 the psychological maturity

factor( #hich is associate% #ith an in%ivi%ualAs self?confi%ence( %esire for achievement( an%#illingness to accept responsi$ility.

We $elieve there are t#o other critical factors to consi%er in the %iagnosis of the

F#illingnessG part of Fpsychological maturityGI 1*4 the %egree of un%erstan%ing an% commitmentfollo#ers sho# to#ar% organi@ational goals7 an% 1,4 the etent of follo#ersA #illingness to

perform organi@ational tas0s. When a person possesses high capa$ility( high %esire for

achievement( high commitment( high responsi$ility( an% un%erstan%s an% accepts organi@ationalgoals( that person possesses high o$ capacity.

The secon% step for the effective transformational lea%er( $ase% on an appropriate%iagnosis( is to help the follo#ers ans#er the contingent re#ar% LuestionI WhatKs in it for me



The lea%ership style #ith #hich the lea%er accomplishes this step is %epen%ent upon the

%iagnosis ust %iscusse%. or eample( if the %iagnosis sho#s that o$ %eman%s are am$iguous(the follo#erKs capacity to perform is lo#( an% the lea%er has sufficient position po#er( then a high

%egree of %irection an% lea%er control may $e necessary. By %irecting follo#ers to#ar% #hat

must $e %one( there is a greater chance that tas0s #ill $e successfully complete% an%

re#ar%s #ill follo#. The lea%er may conseLuently use a %irective( telling style of lea%ership. !s o$ %eman%s $ecome relatively straightfor#ar% an% follo#ers $egin to %evelop clearer

responsi$le to $ehaviors 1as %etermine% $y effective %iagnoses4( the lea%er may employ a more

persuasive( involving( or inspiring style.

!t its $est( the lea%er is a$le to %iagnose #hich style #ill get the $est results given the

po#er( priorities( an% people #ith #hich the lea%er has to #or0. Effective lea%ers shift from%irecting( to persua%ing( an% then ma0e the control shift of $eing involve% $ut no longer in

control( an% finally to an inspiring style #here transformations can ta0e place.

M!TCH): BEH!&O/+ !)D +T8<EI ! )EW MODE<

Thus far #e have %iscusse% the concepts of Hersey>Blanchar% an% Bass as seen through amo%el propose% $y Einstein 1*2264 as they relate to the selection an% employment of lea%ership

styles #hich match a lea%erKs %iagnosis of a given situation 1igure *4. Hersey>Blanchar%

1*232a( *232$( *2234 set fort the original life cycle theory of lea%ership as a situational mo%el ina ,, matri that has its roots in the #or0 of the *296 Ohio +tate <ea%ership stu%ies 1+hartle(

*26-4 1!lso see Bass( *2'*( chapter ,*( ;6'?;2,.4 an% follo#?up #or0 of the Managerial :ri% N

1Bla0e " Mouton( *2394. The Hersey>Blanchar% mo%el presents various lea%ership styles asappropriate to various situations a lea%er might face #ith various su$or%inates. ic0ing the

appropriate style follo#s a life?cycle approach in the relationship $et#een the lea%er an% the

su$or%inate1s4. igure *. presents the similar situational approach in an easy to follo# format#here the %iagnostics are use% to gui%e a lea%er to the most appropriate style for the situation

face%.

igure , provi%es an overvie# of an epansion of the material ust %iscusse%( #hich can $e use% to help lea%ers to manage their lea%ership responsi$ilities not only #ithin their

supervisory group( $ut outsi%e this group as #ell. Three concepts are presente%I 1*4 lea%ership

$ehaviors %emonstrate% #ithin the group #hen the lea%er has position po#er at his>her %isposal1upper half of the mo%el4 versus those $ehaviors outsi%e the group( #here the lea%er %oes not

have position po#er 1lo#er half of the mo%el47 1,4 $ehavioral styles( presente% on a continuum

from Directive to nspirational( #ith a mi%?point( $et#een ersua%ing an% nvolving( #hich

signals a shift in control from Fresponsi$le forG to#ar% Fresponsi$le toG $ehaviors7 an% 1;4 anotation in%icating the point at #hich Contingent /e#ar% style lea%ership moves from

transactional to a transformational style.



igure ,

<ea%er $ehaviors matching lea%erAs style #ithin an% outsi%e supervisory group

%ontingent Re'ard Transformationa(

Leader in

%ontro(

$ro2p in

%ontro(

/hen

the(eader is

'or0ing

'ith

those

2nderhis3her

contro(

and has

position

po'er---

/hen

the

(eader is

'or0ing

'ith

peop(e

over

'hom

she3he

has no

position

po'er---

Directive #ers2asive "nvo(ving "nspirationa(

Maintains

%ontro(

Esta$lish process

+et o$ectives

Monitor follo#er performance

Eva(2ates

#erformance

Coor%inate process

!naly@e activities

!ppraise follo#er performance

Faci(itates

"nteraction

Buil% cohesion

Manage conflict

Develop teams

%reates

Bonds

romote influence

+timulate thought

Consi%er follo#ers in%ivi%ually

Ta0es

%hargeMoves To'ard

Action

%reates

%hange

Faci(itates

%ooperation

Define pro$lems

lan goals

:enerate rules

ocus tas0s

O$tain results

Motivate

intrinsically

!ct supportively

)egotiate i%eas

Buil% personal

po#er

Enhance trust

nstill confi%ence

+trengthen %esire



<E!DE/ ) CO)T/O<I WTH) THE :/OU

f a %iagnosis %etermines the necessity for a lea%er to employ a Directive style( certain $ehaviors #ill $e more successful than others. +pecifically( as a Directive lea%er( one shoul%

maintain control since the priority is to accomplish reLuire% tas0s #ith people #ho lac0 certain

aspects of o$ capacity. t is therefore necessary to help mem$ers esta$lish an or%erly process toaccomplish organi@ational tas0s( #hile simultaneously see0ing #ays to improve the %iagnose%

%eficiencies in their capacities. <ea%ers in such situationsI

Esta$lish process. rovi%e %irect supervision( set up rules to ma0e repeate%

actions more routine( an% provi%e a forum for people to suggest alterations or

improvements to the rules.

+et o$ o$ectives. !ssign specific tas0s7 assure the o$ectives are measura$le7

provi%e mechanisms for ensuring fee%$ac0 that #ill compare performance #ith

past an% epecte% future accomplishment7 an% provi%e the necessary %irect

support to ma0e sure that the o$ectives are attaina$le( realistic( an% timely. !s thelea%er>follo#er relationship moves to#ar% a Fresponsi$le toG relationship( the

lea%er implements a more share% process.

Monitor performance. t is #ell un%erstoo% that people %esire an% reLuire

fee%$ac0 in or%er to regulate their o#n performance. ee%$ac0 is an essentialingre%ient in any situation #here the lea%er #ishes to maintain control #hile

simultaneously fostering personal gro#th in follo#ers.

Careful %iagnosis may in%icate that lea%er control is necessary $ut( $ecause of the

perceive% o$ capacities of the follo#ers( the appropriate $ehaviors shoul% $e persuasive

an% evaluative rather than %irective an% controlling. n such situations( lea%ers #illI

Coor%inate process. This style affor%s more flei$le interpretation of rules an%

more informal tal0 among follo#ers a$out accomplishing tas0s. n this

environment( the lea%er can spen% more time as a coach an% less time as $oss.ee%$ac0 is still an important commo%ity( #ith the primary source of %ata coming

from co?#or0ers.

!naly@e activities. +etting o$ectives $ecomes a share% process as follo#ers ta0e

on a greater role. !s o$ capacity increases( so %oes the personal sta0e in setting

o$ectives. The lea%er is $uil%ing an environment #here capa$le people support

the activities they help create.

!ppraise performance. n this contet( the lea%er is not so much concerne% #ith

formal appraisals $ut( rather( in the lea%er $eing on han% to un%erstan% #hatAsgoing on an% #hat intrinsic re#ar%s might $e appropriate for each of the

follo#ers.



:/OU ) CO)T/O<I WTH) THE :/OU

When %iagnoses in%icate that the group $eing supervise% might $e #illing an% a$le to

eert more control over situations( the lea%er may chose to employ an involving style an%

attempt to facilitate their interaction. n such situations( the lea%er #illI

Buil% cohesion. Cohesion is %evelope% in colla$orative organi@ational climates(

#hich are groun%e% in trust 1<arson an% <aasto( *2'24. Trust flo#s from aclimate that inclu%esI F1*4 honesty ? integrity( no lies( no eaggerations7 1,4

openness ? a #illingness to share7 an% a receptivity to information( perceptions(

i%eas7 1;4 consistency ? pre%icta$le $ehavior an% responses7 an% 194 respect?treating people #ith %ignity an% fairnessG 1p. '64.

Manage conflict. n *2'*( isher an% Ury sa# conflict as a Fgro#th in%ustry.G

To%ay( #ith more emphasis on colla$orative climate $uil%ing( the a$ility to

manage conflict is tantamount to $eing an effective lea%er #hen oneAs %iagnosisin%icates the nee% for an nvolving <ea%ership +tyle. /oy <e#ic0i( et.al. 1*2234(

outline five strategies for re%ucing conflictI 1*4 re%uce tension $y inecting humor1#hen appropriate4( $y separating the parties( or $e facilitating a Fgra%uate%

reciprocation in tension re%uctionG interaction( %uring #hich each person in

conflict ma0es small( usually pu$lic( concession an% invites the other party toreciprocate.G 1pp. *6'?*624.

Develop teams. <arson an% <aasto 1*2'24 provi%e a succinct overvie#(

empirically $ase%( of team %evelopment issues. <ea%ers( #or0ing #ith these

elements( #ill strive to#ar% %eveloping an% maintainingI clear( elevating goals(

results?%riven structures( competent team mem$ers( unifie% commitment( an% principle% lea%ership.

When the %iagnoses in%icate that the group can han%le it( a lea%er might engage in

inspirational $ehaviors aime% at creating $on%s. +uch $ehaviors #oul% inclu%e promotingfollo#er influence( stimulating intellectual inspiration( an% $eing in%ivi%ually consi%erate

1clearly an% specifically eLuita$le as oppose% to eLual4. This material is covere% at length in the

#or0s of !volio( Wal%man( an% Einstein 1*2''4( !volio( Wal%man( an% 8ammarino 1*22*4( Bass1*2'64( Bass an% !volio 1*22-4( an% Einstein 1*2264. We o$viously $elieve the i%eas to $e of

great importance $ut space constraints( an% our focus in this paper( %o not allo# for etrapolation

here.

<E!D): :/OU+ OUT+DE O)EA+ +!) O CO)T/O<

Much of a lea%erAs time is spent in activities outsi%e the group over #hich she>he haslegitimate hierarchical authority 1position po#er4. Whereas( in previous %iscussions( the lea%er

has ha% $oth personal an% position po#er at her>his %isposal( in these circumstances the lea%er

must evo0e po#er on the $asis of personal characteristics outsi%e the realm of organi@ationalauthority 1personal po#er4.



The %iagnostic process is essentially the same #ith the eception that the lea%er has no

position po#er. or eample( a lea%er may see it necessary to apply %irective control #ith a

group #ith lo# o$ capa$ility( $ut must %o so using %ifferent $ehaviors. Ho#ever( the process iseactly the sameI %iagnosis is crucial. The use of contingent re#ar%s is still important( $ut in

these instances( the lea%er must rely almost eclusively on intrinsic re#ar%s offere% to follo#ers.

<ea%ers( consistent #ith %iagnoses( shoul% still move from Directive to ersuasive to nvolvingto nspirational 1along #ith the correspon%ing shift from a Fresponsi$le forG to#ar%s a

Fresponsi$le toG relationship4 styles of lea%ership. The %ifferences in lea%er $ehaviors may $e

su$tle( $ut are nonetheless of great importance 1see igure ,( at the $ottom( un%er the hea%ingFOutsi%e the :roup the <ea%erG4.

<E!DE/ ) CO)T/O<I OUT+DE CH!) O COMM!)D

The lea%er of a proect team 1or other such group outsi%e his>her Fchain of comman%G4 is

in charge of a proect that is strictly time?$oun%( the success of #hich is often crucial to the

survival of an organi@ation. !fter %iagnosis of the proect team mem$ers( the lea%er %etermines

that it is necessary to eert some control. This lea%er has t#o styles availa$le( %epen%ing uponthe %iagnosis of the team mem$ers an% the preferre% styleI Directive or ersuasive. f the lea%er

sees a %irective style as $eing most appropriate( the focus #ill $e on provi%ing the group a%efinition of the pro$lems or mission( planning the goals relate% to the pro$lem solution or

mission accomplishment( an% generating the groun% rules for successful completion of the

proect. n other #or%s( the lea%er( using personal po#er( ta0es charge of the group. The successor failure of the mission #ill %epen% upon the correct %iagnosis of the situation an% the amount

of personal po#er attri$ute% to the lea%er $y the follo#ers in the situation.

f( given the same situation( a %etermination is ma%e( through %iagnosis( that a ersuasivestyle is $etter suite%( the lea%er #ill( after %efining the pro$lems an% %eveloping the goals an%

groun% rules( #in acceptance from the group of these rules an% goals( help the group focus on the

tas0( an%( using personal po#er( an% intrinsic re#ar%s 1superor%inate goals( sense ofaccomplishment( etc.4 as motivators( #in support from the group as lea%er an% move them

to#ar% action.

:/OU ) CO)T/O<I OUT+DE THE CH!) O COMM!)D

Where %iagnosis of the situation( the organi@ational climate( an% lea%er>follo#er relations

#arrant( lea%ers may %etermine that the $est style man%ates more intensive group involvement.n such situations( the lea%er #ill attempt to facilitate cooperation $yI acting supportively(

employing communication s0ills such as active listening 1/ogers( *2654( an% Fprinciple%

lea%ershipG $ehaviors 1<arson " <aasto( *2''( p.*''47 negotiating i%eas( using the strategics0ills outline% in <e#ic0i( et. al. 1*22347 an%( through the %evelopment an% use of such s0ills(

$uil%ing personal po#er. Unli0e position po#er( personal po#er is given to lea%ers $y follo#ers(

an%( #hen use% appropriately( $ecomes stronger #ith use.

n situations #here change initiation an% management is a primary issue an% #here

%iagnosis of lea%er>follo#er relationships( climate( an% personal style preferences #arrant( the

lea%er may attempt a Transformational style of lea%ership. revious research has in%icate% causalrelationships $et#een transformational lea%ership an% innovation>change 1Bass( *2'67 Conger "

=anungo( *2'57 House( *2557 Ho#ell " !volio( *22;7 Ho#ell " Higgins( *22-7 O$erg( *25,4.



Treating people as in%ivi%uals an% provi%ing opportunities an% support for intellectual

stimulation are at the heart of BassA 1*2'64 transformational lea%ership mo%el( an% instill

confi%ence an% strengthen %esires of follo#ers to %o their $est.

CO)C<U+O) !)D M<C!TO)+

Bass asserts that for organi@ations to achieve long?term superior performance( a ne# type

of lea%er must emerge. These transformational lea%ers #ill have the a$ility to F$roa%en an%

elevate the interests of their employees( generate a#areness an% acceptance of the purposes an%missions of the organi@ation( an% stir the employees to loo0 $eyon% their o#n self?interests for

the goo% of the overall entityG 1Bass( *22-4. We $elieve it is crucial that as management thin0ing

moves into the ,*st Century( effective lea%ership 1$oth contingent re#ar% an% transformational4

must $e %evelope% at all levels of the organi@ation. Eactly ho# practicing managers %eterminean% %eliver the appropriate transforming lea%er $ehaviors( ho#ever( has not $een as clear.

n this article( the authors provi%e% a %iagnostic mo%el of lea%ership styles. n

a%%ition( a ne# mo%el #as propose% that outline% specific lea%ership $ehaviors that( #hen use%#ith the %iagnostic mo%el( coul% provi%e gui%ance to lea%ers. ! classic eample of ho# this

mo%el #or0s is portraye% in the *292 movie FT#elve OAcloc0 High(G a story from Worl% War an% ho# a failing $om$er group #as $rought $ac0 to success $y a lea%er 1:regory ec0( playing

the comman%er of the 2*'th Bom$ :roup in Englan%4. Briga%ier :eneral +avage #as sent to the

failing 2*'th to %etermine #hy the group suffere% so high a casualty. By first sho#ing a %irectivelea%ership style #here he o$taine% control $y virtue of his position po#er( he #as a$le to

esta$lish processes an% set o$ectives that ena$le% the group to survive the $om$ing rai%s more

successfully. Then( as the group respon%e% to his effective approach +avage shifte% to a

persuasive style of lea%ership. Evaluating their performance he #as a$le to coor%inate theiractivities( analy@e the positive results an% positively appraise the cre#As performance. ollo#e%

$y more successes he #as a$le to involve all mem$ers of the unit to #or0 together for the

eventual success of the organi@ation. ! happy Holly#oo% en%ing( $ut a true story :regory ec0#as playing a character largely inspire% $y much?%ecorate% Worl% War Maor :eneral ran0

!. !rmstrong( Jr. )aturally( there are many eamples from $usiness that parallel these successes

of effective lea%ership7 among the most prominent of these is <ee acoccaAs approach at Chrysler.

!s a lea%er( <ee acocca Luic0ly provi%e% strong( active %irection concerning internal

control an% communication systems. !fter a careful %iagnosis( it #as apparent that there #as

little time for a high %egree of participative management( an% $y a large measure follo#ers #erenot capa$le enough to han%le the self?control nee%e% to $ecome involve% in the companyAs tas0s

#ithout %irect lea%er control an% %elegation #as impossi$le. acoccaKs first acts of %irective

lea%ership #ere effective in the short?term( especially since he ha% the a$ility an% 0no#le%ge toma0e goo% %ecisions an% ha% sufficient personal po#er or charisma to get his i%eas

implemente%. Even in the longer?term( styles associate% #ith transactional lea%ership can result

in the maintenance of epecte% performance. Each time the %iagnosis sho#s a %ifferentrelationship among the %iagnostic varia$les of po#er( priorities( an% people the really effective

transactional lea%er shifts to an appropriate style of lea%ership to fit the situation. But thatKs as

far as it goes. urthermore( this mo%e of lea%ership maintains the status Luo in that follo#ers

$ecome %epen%ent on the lea%er7 if the lea%er leaves the group( follo#ers either $ecome lost orlethargic in terms of accomplishing organi@ational goals.



Using the %iagnostic mo%el( lea%ers can evaluate the lea%er?follo#er relationship 1po#er4(

the o$ %eman%s versus relationship $uil%ing 1priorities4( an% the rea%iness of the follo#ers

1people4 in or%er to select an appropriate style of lea%ership that fits the situation. Then lea%ingthe group to#ar% in%epen%ence from the lea%er to a share% Fresponsi$ility to(G the lea%er can

move $eyon% contingent re#ar% to lea%ership $ehaviors that are truly transforming. By applying

the characteristics of transformational lea%ership( lea%ers can gui%e their follo#ers to#ar% etraeffort an% performance $eyon% epectations 1Bass( *22-4.

urther( the ne# mo%el( #hen use% in conunction #ith effective %iagnosis( provi%esgui%ance to lea%ers in situations #here they have position po#er as #ell as those #here such

po#er is lac0ing. We $elieve that this issue( #here the lea%er has no position po#er an% is

charge% #ith effecting an%>or managing change( is rich in research possi$ilities. /esearch in

organi@ations shoul% no# $egin to not only test the efficacy of these mo%els( $ut perhaps moreimportantly( eamine the informal lea%ership $ehaviors necessary to create an% manage change

in environments #here innovation is simply a $usiness imperative. Ho# %o such lea%ers enhance

trust( instill confi%ence( an% strengthen %esires in their Ffollo#ersG To #hat etent can

organi@ations that have $een successful at managing change attri$ute their success to suchinformal lea%ers What specific $ehaviors %o such lea%ers ehi$it Ho#ell( et. al. 1*22-4 provi%e

some insights that may $e %evelope% more fully.

!nother area of research that may $ring us closer to un%erstan%ing ho# lea%ers succee%

is to evaluate the nature of a lea%erAs temperament( character( an% intelligence. =eirsey " Bates1*25'4 an% =eirsey 1*22'4 among others have sought to ans#er these Luestions. n the

meantime #e are confi%ent that the mo%els propose% here #ill fin% their use in the offices an%

shops aroun% !merica. There is a natural %esire in people to fin% ans#ers to perpleing

pro$lems in gui%es( chec0lists( an% %iagnostic tools.

or the past several years( lea%ership researchers an% management practitioners have

ma%e a strong argument that !merican history is in %esperate nee% of more lea%ership. Much ofthe %iscussion in this article has to %o #ith #ays that lea%ers can play their role more effectively.

n particular( #e have trie% to point out ho# a lea%er can ma0e effective changes in the

organi@ation $y acting transformational. Transformational lea%ership is not more lea%ership7 it is $etter lea%ership. t is the ne# #ave of un%erstan%ing various issues that #ill help us to %evelop

an% train effective lea%ers in the future.

! main point to remem$er from this article has to %o #ith the %iagnosis of the group an%even in%ivi%ual group mem$ers. That %iagnosis inclu%es evaluating the lea%er?follo#er

relationship 1po#er4( the o$ %eman%s 1priority4( an% the s0ills( goal focus( an% #illingness of the

#or0er 1person4. Being a$le to use that %iagnosis so that a lea%er can select an appropriate styleof lea%ership that fits the situation #ill inevita$ly help the organi@ation to succee%. Then moving

the group to#ar% in%epen%ence from the lea%er an% a share% responsi$ility to is really #hat

separates the transactional lea%er from one #ho is transformational. We have %evelope% thesei%eas to help managers move a#ay from $eing the struggling manager #ho simply tries to

maintain the status Luo to one #ho un%erstan%s the %ynamics of effective transformational

lea%ership. By applying the characteristics of a transformational lea%er( a lea%er can move the

group to#ar% etra effort an% performance $eyon% epectations. We see the %imensions oftransformational lea%ership to $e a%%itive to those of a transactional lea%er. n that #ay the mar0

of a true transformational lea%er is the etent to #hich the lea%er shifts or transforms follo#ers to



the point #here people in the organi@ation are strong enough to stan% on their o#n #ithout the

lea%er. !lthough our eamples have %ealt #ith lea%ers at high levels( #e $elieve that

transformational lea%ership has a place at all levels of management. Can you accept thechallenge

/EE/E)CE+

!volio( B. J.( Wal%man( D. !.( " Einstein( W. O. 1*2''4. Transformational lea%ership in a

management game simulationI mpacting the $ottom line. Journal of :roup an%Organi@ational +tu%ies( *; 1*4( 6'?'-.

!volio( B. J.( Wal%man( D. !.( " 8ammarino( . J. 1*22*4. The four Ks of transformational

lea%ership. Journal of European n%ustrial Training( *6194( 2?*3.

Bass( B. M. 1*2'*4. +to%gillAs han%$oo0 of lea%ershipI ! survey of theory " research 1revise%

an% epan%e%4 )e# 8or0I The ree ress.

Bass( B. M. 1*2'64. <ea%ership an% performance $eyon% epectations. )e# 8or0I The ree

ress.

Bass( B.M. 1*22-4. rom transactional to transformational lea%ershipI <earning to share the

vision. Organi@ational Dynamics( *'1;4( *2?;*.

Bass( B. M. 1*2234. s there universality in the full range mo%el of lea%ership nternational

Journal of u$lic !%ministration( *2134( 5;*?53,.

Bass( B. M. 1*2254. Does the transactional ? transformational lea%ership para%igm transcen%

organi@ational an% national $oun%aries !merican sychologist( 6,1,4( *;-?*;2.

Bass( B.M.( " !volio( B.J. 1*2'24. Manual for the Multifactor <ea%ership uestionnaire rofile.

)e# 8or0I ree ress.

Bass( B. M.( " !volio( B. J. 1*22-4. Developing transformational lea%ershipI *22, an% $eyon%.

Journal of European n%ustrial Training( *9 164( ,*?,5.

Bass( B. M.( " !volio( B. J. 1E%s.4 1*2294. mproving organi@ational effectiveness throughtransformational lea%ership. Thousan% Oa0s( C!I +age.

Bass( B.M.( !volio( B.J.( " :oo%heim( <. 1*2'54. uantitative %escription of #orl%?classin%ustrial( political( an% military lea%ers. Journal of Management( *;( 5?*2.

Bass( B.M.( Wal%man( D. !.( !volio( B.J.( an% Be$$( M. 1*2'54. Transformational lea%ershipIThe falling %ominoes effect. :roup an% Organi@ation +tu%ies( ,9( 5;?'5.

Bla0e( /./.( " Mouton( J.+. 1*2394 The managerial gri%. HoustonI :ulf.

Blan0( W.( Weit@el( J./.( " :reen( +.:. 1*2'34. +ituational lea%ership theoryI ! test of

un%erlying assumptions. aper presente% at the national !ca%emy of Management



Conference( Chicago.

Burns( J. M. 1*25'4. <ea%ership. )e# 8or0I Harper " /o#.

Butler( J.=.( " /eese( /.M. 1*22*4. <ea%ership style an% sales performanceI ! test of the

situational lea%ership mo%el. Journal of ersonal +elling an% +ales Management(**1;4( ;5?93.

Bycio( .( Hac0ett( /.D.( " !llen( J.+. 1*2264. urther assessments of BassAs 1*2'64conceptuali@ation of transactional an% transformational lea%ership. Journal of !pplie%

sychology( '-194( 93'?95'.

Conger( J. !.( " =anungo( /. ). 1*2'54. To#ar% a $ehavioral theory of charismatic lea%ership inorgani@ational settings. !ca%emy of Management /evie#( *,( 3;5?395.

Deluga( /.J. 1*2''4. /elationship of transformational an% transactional lea%ership #ith employee

influencing strategies. :roup an% Organi@ation +tu%ies( *;194( 963?935.

Einstein( W. O. 1*2264 The challenge of lea%ershipI ! %iagnostic mo%el of transformationallea%ership. The Journal of !pplie% Management an% Entrepreneurship( *1,4( *,-?*;;.

isher( /.( " Ury( W. 1*2'*4. :etting to yesI )egotiating agreement #ithout giving in. )e#8or0I enguin Boo0s.

:aspar( +. 1*22,4. Transformational lea%ershipI !n integrative revie# of the literature.

Unpu$lishe% %octoral %issertation( Western Michigan University( =alama@oo.

:eyer( !.<.J.( " +treyrer( J.M. 1*22'4. Transformational lea%ership an% o$ective performance

in $an0s. !pplie% sychologyI !n nternational /evie#( 951;4( ;25?9,-.

:raeff( C.<. 1*2';4. The situational lea%ership theoryI ! critical vie#. !ca%emy of Management

/evie#( '( ,'6?,2*.

Hater( J.J.( " Bass( B.M. 1*2''4. +uperiorsA evaluations an% su$or%inatesA perceptions of

transformational an% transactional lea%ership. Journal of !pplie% sychology( 5;194(

326?5-,.

Hersey( .( " Blanchar%( =. H. 1*232a4. <ife cycle theory of lea%ership. Training an%

Development Journal( ,;( ,3?;9.

Hersey( .( " Blanchar%( =. H. 1*232$4. Management of organi@ational $ehavior. Engle#oo%

Cliffs( )JI rentice Hall.

Hersey( .( Blanchar%( =. H.( " Johnson( D. E. 1*2234. Management of organi@ational $ehavior.

15th e%.4 Engle#oo% Cliffs( )JI rentice Hall.

House( /. J. 1*2554. ! *253 theory of charismatic lea%ership. n James :eral% Hunt an% <ars <.

<arson 1e%s.4 <ea%ershipI The cutting e%ge. Car$on%ale( <I +outhern llinois University



ress. *'2?,-5.

Ho#ell( J.M.( " !volio( B.J. 1*22;4. Transformational lea%ership( transactional lea%ership( locusof control( an% support for innovationI =ey pre%ictors of consoli%ate%?$usiness?unit

performance. Journal of !pplie% sychology( 5'134( '2*?2-,.

Ho#ell( J.M.( " Higgins( C.!. 1*22-4. Champions of technological innovation. !%ministrative

+cience uarterly( ;6( ;*5?;9*.

=essler( T.:. 1*22;4. The relationship $et#een transformational( transactional( an% laisse@?faire

lea%ership $ehaviors an% o$ satisfaction in a research environment. Unpu$lishe%

%octoral %issertation( )ova University( t. <au%er%ale.

=eirsey( D. " Bates( M. 1*25'4. lease un%erstan% meI Temperament( character( intelligence. Del

Mar( C!I rometheus )emesis Boo0 Co.

=eirsey( D. 1*22'4. lease un%erstan% me I Temperament( character( intelligence. Del Mar( C!Irometheus )emesis Boo0 Co.

<arson( C.( " <aasto( .M.J. 1*2'24. Team#or0I What must go right>#hat can go #rong.

Beverly Hills( C!I +age.

<e#ic0i( /.J.( Hiam( !.( " Olan%er( =.W. 1*2234. Thin0 $efore you spea0I ! complete gui%e

to strategic negotiation. )e# 8or0I John Wiley " +ons.

<o#e( =.B.( =roec0( =.:.( " +ivasu$ramaniam( ). 1*2234. Effectiveness correlates of transformational an% transactional lea%ershipI ! meta?analytic revie# of the M<

literature. <ea%ership uarterly( 5( ;'6?9,6.

)ischan( T.. 1*2254. Transformational lea%ership as a pre%ictor of effectiveness( etra effort(

an% satisfaction in the community college classroom environment. Unpu$lishe%

%octoral %issertation( )ova +outheastern University( t. <au%er%ale.

O$erg( W. 1*25,4. Charisma( commitment( an% contemporary organi@ation theory. M.+.U.

$usiness topics( ,-( *'?;,.

atterson( C.( uller( J.B.( =ester( =.( " +tringer( D.8. 1*2264. ! meta?analytic eamination of

lea%ership style an% selecte% follo#er compliance outcomes. aper presente% at +O(

Orlan%o( <.

o%sa0off( .M.( Mac=en@ie( +.B.( Moorman( /.H.( " etter( /. 1*22-4. Transformational

lea%er $ehaviors an% their effect on follo#ersA trust in lea%er( satisfaction( an%organi@ational citi@enship $ehaviors. <ea%ership uarterly( *1,4( *-5?*9,.

/o$$ins( +.. 1*2'24. Organi@ational $ehaviorI Concepts( controversies( an% applications.

Engle#oo% Cliffs( )JI rentice?Hall.

/ogers( C./. 1*2654. !ctive listening. ChicagoI University of Chicago ress.



+elt@er( J.( " Bass( B.M. 1*22-4. Transformational lea%ershipI Beyon% initiation an%

consi%eration. Journal of Management( *3194( 32;?5-;.

Tichy( ).M.( " Ulrich( D.O. 1*2'94. The lea%ership challenge P ! call for the transformational

lea%er. +loan Management /evie#( 62?3'.

University !ssociates 1*2'34. +ituational lea%ership resource gui%e. +an Diego( C!I

University !ssociates.

&ecchio( /.. 1*2'54. +ituational lea%ership theoryI !n eamination of a prescriptive theory.

Journal of !pplie% sychology( 5,( 999?96*.

Wal%man( D.!.( Bass( B.M.( " Einstein( W.O. 1*2'54. <ea%ership an% outcomes of performance

appraisal. Journal of Occupational sychology( 3-( *55?*'3.

Woffor%( J.C.( :oo%#in( &.<.( " Whittington( J.<. 1*22'4. ! fiel% stu%y of a cognitive approachto un%erstan%ing transformational an% transactional lea%ership. <ea%ership uarterly(

21*4( 66?'9.

8ammarino( .J.( " Bass( B.M. 1*22-4. Transformational lea%ership an% multiple levels of

analysis. Human /elations( 9;1*-4( 256?226.

8ammarino( .J.( +pangler( W.D.( " Bass( B.M. 1*22;4. Transformational lea%ership an%

performanceI ! longitu%inal investigation. <ea%ership uarterly( 91*4( '*?*-,.

transforming leadership - twelve o'clock high

Documents