Transformational Leadership: Understanding the Knowledge and Applying the Concepts West Virginia 21...

Transformational Leadership: Transformational Leadership: Understanding the Understanding the

Knowledge and Applying the Knowledge and Applying the ConceptsConcepts

West Virginia 21West Virginia 21stst Century Century Leadership InstituteLeadership Institute

November, 2008November, 2008Jerry ValentineJerry Valentine

Our Process TodayOur Process Today

Brief look at Leadership in generalBrief look at Leadership in generalBackground perspective: Transactional Background perspective: Transactional and Transformational Leadership and Transformational Leadership Small group activity: Contrast Small group activity: Contrast Transactional and Transformational Transactional and Transformational LeadershipLeadershipCurrent perspective: Transformational Current perspective: Transformational Leadership Functions and PracticesLeadership Functions and PracticesThe Big Picture for Principal LeadershipThe Big Picture for Principal Leadership

LeadershipLeadership

I find the great thing in this world is not so I find the great thing in this world is not so much where we stand, as in what direction much where we stand, as in what direction we are moving. To reach the port of we are moving. To reach the port of heaven, we must sail sometimes with the heaven, we must sail sometimes with the wind and sometimes against it—but we wind and sometimes against it—but we must sail, and not drift; nor lie at anchor.must sail, and not drift; nor lie at anchor.– Oliver Wendell HolmesOliver Wendell Holmes

Goal of LeadershipGoal of Leadership

The goal of leadership is improvement…The goal of leadership is improvement…more specifically, establishing widely agreed more specifically, establishing widely agreed upon and worthwhile directions for the upon and worthwhile directions for the organization and doing whatever it takes to organization and doing whatever it takes to prod and support people to move in those prod and support people to move in those directions directions Leadership is working with members so the Leadership is working with members so the organization improves.organization improves.

(Leithwood et al., 2006)(Leithwood et al., 2006)

Absence of Leadership…Absence of Leadership…

In the absence of leadership an In the absence of leadership an organization experiences Drift and organization experiences Drift and Detachment.Detachment.– DriftDrift

Drift is sailing without a rudderDrift is sailing without a rudder

– DetachmentDetachmentDetachment is a psychological state where the Detachment is a psychological state where the group lacks any deep commitment…just going group lacks any deep commitment…just going through the motions.through the motions.

(Dan Duke, U. of Va at WVa Institute, 11-3-07)(Dan Duke, U. of Va at WVa Institute, 11-3-07)

Drift-DetachmentDrift-Detachment

You know you are in Drift or have You know you are in Drift or have Detachment when members of the Detachment when members of the organizationorganization– cannot visualize what the leader wantscannot visualize what the leader wants– cannot visualize what the leader believescannot visualize what the leader believes– cannot identify any of the priorities of the cannot identify any of the priorities of the

organizationorganization– cannot discern which of the (too) many cannot discern which of the (too) many

priorities are really the key priorities. priorities are really the key priorities.

James McGregor BurnsJames McGregor Burns

LeadershipLeadership (1978) seminal book (1978) seminal book conceptualized transformational conceptualized transformational leadershipleadership

Explains and contrasts leadership asExplains and contrasts leadership as– ““transactional”transactional”

or or – ““transformational” transformational”

Burns: Transactional LeadershipBurns: Transactional Leadership

is initiated solely by the formal leaderis initiated solely by the formal leaderis based upon the exchange of valued goods is based upon the exchange of valued goods between the leader and followersbetween the leader and followersis based on tangible (money, resources) or is based on tangible (money, resources) or intangible (time, recognition, praise, etc.) goodsintangible (time, recognition, praise, etc.) goodsis not based on an enduring relationship; is not based on an enduring relationship; therefore both parties go their separate waystherefore both parties go their separate waysis based on a shrewd eye for opportunity, a is based on a shrewd eye for opportunity, a good hand at bargaining, persuading, and good hand at bargaining, persuading, and reciprocatingreciprocatinguses extrinsic motivationuses extrinsic motivation

Burns: Transformational LeadershipBurns: Transformational Leadership

is initiated by the leaderis initiated by the leader

is based on mutual reciprocal relationshipis based on mutual reciprocal relationship

elevates both leader and followers to higher elevates both leader and followers to higher levels of motivation and moralitylevels of motivation and morality

promotes high levels of conduct and ethical promotes high levels of conduct and ethical aspirationsaspirations

uses intrinsic motivationuses intrinsic motivation

Burns: Transactional and Burns: Transactional and Transformational Transformational LeadershipLeadership Compared Compared

Transactional…Transactional…– is based upon the fulfillment of lower-order needs, such as is based upon the fulfillment of lower-order needs, such as

psychological well-being and safetypsychological well-being and safety– is based upon model of punishment, deference to authority, is based upon model of punishment, deference to authority,

conformity, and social conventionconformity, and social convention

Transformational…Transformational…– is based upon the fulfillment of higher-order needs, such as self-is based upon the fulfillment of higher-order needs, such as self-

esteem, self-actualizationesteem, self-actualization– is based upon a model of principled moralityis based upon a model of principled morality– is grounded in the needs and values of both leaders and followersis grounded in the needs and values of both leaders and followers– provides the opportunity over time followers have the potential to be provides the opportunity over time followers have the potential to be

changed (transformed) into leaders themselveschanged (transformed) into leaders themselves– is a mechanism for the authentic empowerment of followersis a mechanism for the authentic empowerment of followers

Scenario: Transactional or Scenario: Transactional or TransformationalTransformational

For this activity, we will work first in pairs and then For this activity, we will work first in pairs and then quartets. quartets. Working first in your assigned pairs, read the scenario Working first in your assigned pairs, read the scenario and then discuss the scenario.and then discuss the scenario.In your pairing, indicate for each scenario whether the In your pairing, indicate for each scenario whether the description represents a principal who is functioning as a description represents a principal who is functioning as a Transactional or Transformational leader. Discuss what Transactional or Transformational leader. Discuss what makes the leadership transactional or transformational.makes the leadership transactional or transformational.Move into your quartet, share/discuss your findings from Move into your quartet, share/discuss your findings from your pairing, then for each Transactional scenario your pairing, then for each Transactional scenario determine how the scenario would be different if the determine how the scenario would be different if the leader was functioning as a Transformational leader…be leader was functioning as a Transformational leader…be prepared to share with whole group as time permits.prepared to share with whole group as time permits.

Scenario A Scenario A Principal: M. Y. Way Principal: M. Y. Way (female)(female)

In the spring the new principal must address, for the first In the spring the new principal must address, for the first time, the assignment of teachers to specific classes time, the assignment of teachers to specific classes and/or grade levels for the coming year. and/or grade levels for the coming year. Principal Way studies the course (or grade level) Principal Way studies the course (or grade level) assignments for a couple of weeks and then posts them assignments for a couple of weeks and then posts them on the schedule board in the faculty lounge. on the schedule board in the faculty lounge. She then calls each teacher into her office for a private She then calls each teacher into her office for a private conversation with the intent to convince the teacher that conversation with the intent to convince the teacher that his/her respective assignment is the best for the school. his/her respective assignment is the best for the school. For the few teachers who complain, Principal Way offers For the few teachers who complain, Principal Way offers incentives (e.g. released time) to convince the teacher incentives (e.g. released time) to convince the teacher that the assignment is appropriate.that the assignment is appropriate.

Small Group TasksSmall Group Tasks

Pairs: Is the leadership in the scenario Pairs: Is the leadership in the scenario transactional or transformational?transactional or transformational?Pairs: Why (what evidence) do you see Pairs: Why (what evidence) do you see that supports your conclusion?that supports your conclusion?Quartet: If you decided it was Quartet: If you decided it was transactional, what aspects of leadership transactional, what aspects of leadership could the principal change that would could the principal change that would move the leadership style from move the leadership style from transactional to transformational?transactional to transformational?Whole group discussion/share-out… Whole group discussion/share-out…

Scenario BScenario BPrincipal: I. M. Visual Principal: I. M. Visual (male)(male)

Principal Visual really wants to improve the school’s mathematics Principal Visual really wants to improve the school’s mathematics achievement scores on the state test. achievement scores on the state test. He calls a special faculty meeting in September to discuss his vision He calls a special faculty meeting in September to discuss his vision for the math program.for the math program.Principal Visual shares with the faculty a PPT presentation Principal Visual shares with the faculty a PPT presentation describing in detail the school math achievement data and describing in detail the school math achievement data and explaining why the math program must change.explaining why the math program must change.When he asks for teacher volunteers from all content (or grade When he asks for teacher volunteers from all content (or grade levels) to serve on a task-force to design a plan to reach the vision, levels) to serve on a task-force to design a plan to reach the vision, no teachers volunteer.no teachers volunteer.Principal Visual decides on the spot that the only way to move Principal Visual decides on the spot that the only way to move forward is to assign the task-force members, so he indicates that he forward is to assign the task-force members, so he indicates that he will make those assignments next Monday if he does not have six will make those assignments next Monday if he does not have six volunteers between today and Monday.volunteers between today and Monday.Principal Visual concludes the meeting by saying that he believes Principal Visual concludes the meeting by saying that he believes those who step up and serve will truly become key leaders in the those who step up and serve will truly become key leaders in the school over the next two or three years because of the impact they school over the next two or three years because of the impact they will make on the school’s achievement scores.will make on the school’s achievement scores.



Bernard Bass: Transformational Bernard Bass: Transformational Leadership (1980s/1990s)Leadership (1980s/1990s)

Proposed a four-factor definition of TL:Proposed a four-factor definition of TL:– Idealized InfluenceIdealized Influence (serves as a role model) (serves as a role model)– Inspirational MotivationInspirational Motivation (provides meaning (provides meaning

and challenge to followers; vision/goals)and challenge to followers; vision/goals)– Intellectual StimulationIntellectual Stimulation (solicits and (solicits and

encourages ideas, challenges assumptions)encourages ideas, challenges assumptions)– Individualized ConsiderationIndividualized Consideration (coach and (coach and

mentor followers; personnel growth and mentor followers; personnel growth and development)development)

Leithwood’s 1996 Six Factor Model of Leithwood’s 1996 Six Factor Model of Transformational LeadershipTransformational Leadership

Provides Vision

Models Behavior

Fosters Commitment

Provides Individual Support

Provides Intellectual Stimulation

Holds High Performance Expectations

Leithwood’s 2006 Model of LeadershipLeithwood’s 2006 Model of Leadership

Four Primary functions of LeadershipFour Primary functions of Leadership– Setting DirectionSetting Direction– Developing PeopleDeveloping People– Redesigning the OrganizationRedesigning the Organization– Managing the Instructional (Teaching/Learning) Managing the Instructional (Teaching/Learning)

ProgramProgram

Setting DirectionSetting Direction

The transformational leader’s critical The transformational leader’s critical practices:practices:– Building a shared vision Building a shared vision (Provides Vision)(Provides Vision)– Fostering the acceptance of group goals Fostering the acceptance of group goals

(Fosters Commitment)(Fosters Commitment)– Conveying high performance expectations Conveying high performance expectations

(Holds High Expectations)(Holds High Expectations)

(Leithwood et al., 2006) (Original 6 factors in yellow)(Leithwood et al., 2006) (Original 6 factors in yellow)

Developing PeopleDeveloping People

The transformational leader’s critical practices:The transformational leader’s critical practices:– Providing individualized support/consideration Providing individualized support/consideration

(Provides Individualized Support)(Provides Individualized Support)– Providing intellectual stimulation Providing intellectual stimulation (Provides Intellectual (Provides Intellectual

Stimulation)Stimulation)– Providing an appropriate model Providing an appropriate model (Models Behavior)(Models Behavior)

(Leithwood et al., 2006) (Original 6 factors in yellow)(Leithwood et al., 2006) (Original 6 factors in yellow)

Redesigning the OrganizationRedesigning the Organization

The transformational leader’s critical practices:The transformational leader’s critical practices:– Building collaborative culturesBuilding collaborative cultures– Restructuring the school’s management structuresRestructuring the school’s management structures– Building productive relationships with families and Building productive relationships with families and

communitiescommunities– Connecting the school to its wider environment.Connecting the school to its wider environment.


Managing the Instructional Managing the Instructional (Teaching and Learning) Programs(Teaching and Learning) ProgramsThe transformational leader’s critical The transformational leader’s critical practices:practices:– Staffing the programsStaffing the programs– Providing instructional (teaching and learning) Providing instructional (teaching and learning)

supportsupport– Managing school activityManaging school activity– Buffering staff from distractions to their workBuffering staff from distractions to their work


The following slides provide examples of The following slides provide examples of principal behavior from the Principal principal behavior from the Principal Leadership Questionnaire developed by Leadership Questionnaire developed by Jantzi and Leithwood, 1996. Jantzi and Leithwood, 1996.

Examples of Transformational Examples of Transformational Principal BehaviorsPrincipal Behaviors

VisioningVisioning– Excites faculty with visions of what we may be Excites faculty with visions of what we may be

able to accomplish if we work together as a able to accomplish if we work together as a team. team.

– Makes faculty members feel and act like Makes faculty members feel and act like leaders. leaders.

– Gives the faculty a sense of overall purpose Gives the faculty a sense of overall purpose for its leadership role.for its leadership role.


Models BehaviorModels BehaviorLeads by “doing” rather than simply by “telling.”Leads by “doing” rather than simply by “telling.”

Exemplifies success and accomplishment within Exemplifies success and accomplishment within the profession of education.the profession of education.


Fosters CommitmentFosters Commitment– Provides for participation in the process of developing Provides for participation in the process of developing

school goals. school goals. – Encourages faculty members to work toward the Encourages faculty members to work toward the

same goals. same goals. – Uses problem solving with the faculty to generate Uses problem solving with the faculty to generate

school goals. school goals. – Works toward whole faculty consensus in establishing Works toward whole faculty consensus in establishing

priorities for school goals. priorities for school goals. – Regularly encourages faculty members to evaluate Regularly encourages faculty members to evaluate

progress toward achievement of school goals.progress toward achievement of school goals.


Provides Individualized SupportProvides Individualized Support– Provides for extended training to develop teachers’ Provides for extended training to develop teachers’

knowledge and skills relevant to being a member knowledge and skills relevant to being a member of the school faculty. of the school faculty.

– Provides the necessary resources to support Provides the necessary resources to support implementation of the school’s program. implementation of the school’s program.

– Treats me as an individual with unique needs and Treats me as an individual with unique needs and expertise. expertise.

– Takes my opinion into consideration when initiating Takes my opinion into consideration when initiating actions that affect my work. actions that affect my work.

– Behaves in a manner thoughtful of my personal Behaves in a manner thoughtful of my personal needs.needs.


Provides Intellectual StimulationProvides Intellectual Stimulation– Challenged me to reexamine some basic Challenged me to reexamine some basic

assumptions I have about my work in the assumptions I have about my work in the school. school.

– Stimulates me to think about what I am doing Stimulates me to think about what I am doing for the school’s students.for the school’s students.

– Provides information that helps me think of Provides information that helps me think of ways to implement the school’s program.ways to implement the school’s program.


Holds High ExpectationsHolds High Expectations– Insists on only the best performance from the Insists on only the best performance from the

school’s faculty. school’s faculty. – Shows us that there are high expectations for Shows us that there are high expectations for

the school’s faculty as professionals. the school’s faculty as professionals. – Does not settle for second best in the Does not settle for second best in the

performance of our work as the school’s performance of our work as the school’s faculty. faculty.

Movies and LeadershipMovies and Leadership

Name a movie where the main character Name a movie where the main character is a leader who must accomplish certain is a leader who must accomplish certain goals. What were the leadership goals. What were the leadership characteristics of that leader…characteristics of that leader…transactional or transformational? transactional or transformational?

Synthesis: The Big PictureSynthesis: The Big Picture

What are the key concepts we should take What are the key concepts we should take with us from our discussion of with us from our discussion of Transformational Leadership?Transformational Leadership?

andand

What are basic leadership competencies or What are basic leadership competencies or behaviors exhibited by a transformational behaviors exhibited by a transformational leader?leader?

Use the following Scenario if time…Use the following Scenario if time…

Scenario C Principal: I. Care Scenario C Principal: I. Care (female)(female)

Principal Care recently learned about the importance of school culture at the Principal Care recently learned about the importance of school culture at the state’s leadership institute and led a discussion with her faculty about what a state’s leadership institute and led a discussion with her faculty about what a caring, collaborative culture looks like in a highly successful school and caring, collaborative culture looks like in a highly successful school and provided a reading and encouraged her teachers to read and discuss the provided a reading and encouraged her teachers to read and discuss the reading in the professional groups.reading in the professional groups.She obtained permission to use a culture instrument and asked teachers to She obtained permission to use a culture instrument and asked teachers to complete the 36-item survey and return their responses to the school secretary complete the 36-item survey and return their responses to the school secretary by the end of the week.by the end of the week.32 of the 56 teachers returned completed surveys by Friday afternoon.32 of the 56 teachers returned completed surveys by Friday afternoon.Over the weekend, Principal Care sent an email to all teachers. She indicated Over the weekend, Principal Care sent an email to all teachers. She indicated that she did not know who had or had not responded since the survey was that she did not know who had or had not responded since the survey was anonymous, but reiterated the importance of the faculty’s upcoming analysis of anonymous, but reiterated the importance of the faculty’s upcoming analysis of the school’s culture and encouraged those who might not have responded to the school’s culture and encouraged those who might not have responded to take time to respond before next Wednesday’s faculty meeting discussion.take time to respond before next Wednesday’s faculty meeting discussion.By the Tuesday afternoon, 52 of 56 teachers had responded. She computed By the Tuesday afternoon, 52 of 56 teachers had responded. She computed the results Tuesday night.the results Tuesday night.Principal Care opened the faculty discussion on Wednesday by thanking those Principal Care opened the faculty discussion on Wednesday by thanking those who took time to respond and expressing understanding for those who did not who took time to respond and expressing understanding for those who did not because she knew everyone on the staff was busy and feeling overworked. because she knew everyone on the staff was busy and feeling overworked. She divided the faculty into small groups of 5-6 teachers, distributed the survey She divided the faculty into small groups of 5-6 teachers, distributed the survey results, and asked the faculty to discuss what they learned from the data that results, and asked the faculty to discuss what they learned from the data that informed their school improvement plan for next year.informed their school improvement plan for next year.As the small groups shared their discussions, she typed their thoughts on the As the small groups shared their discussions, she typed their thoughts on the projector and facilitated the discussion.projector and facilitated the discussion.



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