Transformational Leadership

Following Carlson and Perrewe (1995), ERIC (1992), Lussier and Achua (2004), and Yukl (1989) there are four stages of organizational change under transformational leadership. First, it is necessary to make a compelling case for change. The transformational leader helps to bring about change by making a convincing case for it.   This characteristically involves heightening followers’ sensitivity to environmental changes and challenges and questioning the status quo. For instance, the case for change within a school or some other educational environment might be made by inviting government department spokespeople to the school to present an overview of policy and related contexts or by highlighting levels of performance relative to other, similar organizations.
Second, it is important to inspire a shared vision, seeking broad input, and encouraging everyone to think of a new and better future. This needs to be cast in ideological rather than just economic terms. This might be achieved by involving all staff in the shaping and reshaping of the school/department’s strategic plan on a regular basis. Staff might be surveyed to establish their wants and needs. For example, in an educational context, a school principal or department head could also visit classrooms regularly (and encourage others to do the same) to better gauge collective requirements (ERIC, 1992). Inspiring a shared vision will also be achieved through coaching and conscious role modeling strategies.
Third, change needs to be led. A sense of urgency must be instilled. Collaboration has to be encouraged and the self-confidence of followers’ must be increased. In effect, it is vital to create an environment conducive to the creation and sharing of knowledge (Bryant, 2003, p. 37). Public recognition of achievements and successful (shared) initiatives might help serve these ends. Private notes of congratulation to successful followers can also help foster self-confidence (ERIC, 1992). It is also necessary at... [continues]

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