The document discusses transformational leadership theory. It describes transformational leadership as enhancing follower motivation by being a role model, challenging followers, and understanding individual strengths. It outlines four dimensions of transformational leadership: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. It also discusses related theorists like Burns and Bass, who developed models of transformational leadership and the Multifactor Leadership Questionnaire assessment.

1. Transformational
Leadership
Theory
Kathy Achen
Henrietta Maestas
Brandon McIntire

2. The Change Oriented Leader
• Transformational leadership enhances the motivation,
morale, and job performance of followers through a
variety of mechanisms.

3. These mechanisims include:
• being a role model for followers that
inspires them and makes them
interested;
• challenging followers to take greater
ownership for their work,
• and understanding the strengths and
weaknesses of followers, so the leader
can align followers with tasks that
enhance their performance.

4. Famous Transformational Leaders

5. 4 Dimensions of Transformational
Leadership Model

6. Geoffrey Canada–
Founder and Transformational leader of the Harlem Children’s
Zone nonprofit organization. He was also featured in the 2010 film, Waiting for
Superman.
https://www.youtube.com/wat
ch?v=WeCtnWBZRTc

7. TL’s Major Theorists
James MacGregor Burns
and
Bernard Bass

8. James MacGregor Burns
• In 1978, Burns first introduced
the concept of transforming
leadership in his descriptive
research on political leaders.
• Burns described
transformational leadership as a
process where “leaders and
followers help each other to
advance to a higher level of
morale and motivation.”

9. Bernard Bass
Bernard Bass extends James
Burns Theory (1985)
•The extent to which a leader is
transformational is measured by
their influence on others.
•Followers feel trust, admiration,
loyalty, and respect for the leader.
•Leaders provide followers with an
inspiring mission and individual
consideration.
•Developed the Multifactor
Leadership Quiz (MLQ)

10. Multifactor Leadership Questionnaire
(MLQ)
Bernard Bass and Bruce Avolio developed the Multifactor Leadership
Questionnaire© (MLQ) to determine the degree to which leaders exhibited
transformational and transactional leadership and the degree to which
their followers were satisfied with their leader and their leader's
effectiveness. The MLQ measures a broad range of leadership types from
passive leaders to leaders who give contingent rewards to followers to
leaders who transform their followers into becoming leaders themselves.
The Multifactor Leadership Questionnaire© offers a full range assessment
of nine leadership factors;
•Transformational Leadership
•Transactional Leadership
•Passive – Avoidant Behaviours

11. A Transformational Leadership
Example
Hoosiers (1986)
https://www.youtube.com/watch?
v=CDJS9rFGCHE

12. Transactional Theory
• Transactional leadership styles
are more concerned with
maintaining the normal flow of
operations.
• Set disciplinary power and an
array of incentives to motivate
employees to perform at their
best.
• The term "transactional" refers
to the fact that this type of leader
essentially motivates
subordinates by exchanging
rewards for performance.
Breaksfast Club (1985)
https://www.youtube.com/watch?
v=Z2WZrxuwDhs

13. Full Range Leadership
When Transactional and
Transformational
Theories are blended,
they each play a
particular role toward
particular ends of
organizational goals and
needs. (Bass and Avolio)

14. Seven Strong Claims On School
Improvement
Transformational Leadership
in schools was advanced by
Kenneth Leithwood, Alma
Harris, and David Hopkins
(2008). They reported
“Seven Strong Claims”
regarding the kinds of
leadership necessary for
transforming schools to the
better. “Better,” is in
reference to the raising of
test scores.

15. The Seven Claims Are:
1. School leadership is second only to classroom teaching as an influence on pupil learning.
2. Almost all successful leaders draw on the same repertoire of basic leadership practices.
3. The ways in which leaders apply these basic leadership practices – not the practices
themselves – demonstrate responsiveness to, rather than dictation by, the contexts in which
they work.
4. School leaders improve teaching and learning indirectly and most powerfully through their
influence on staff motivation, commitment, and working conditions.
5. School leadership has a greater influence on schools and students when it is widely
distributed.
6. Some patterns of distribution are more effective than others.
7. A small handful of personal traits explains a high proportion of the variation in leadership
effectiveness.

16. Self Reflection – Starting With
You
 Begin with your own reflection what values do you
possess to allow you to make and disseminate
change within your organization
 Reflect on your goals and how they are aligned
with the mission or vision of your institution
 Set the stage for the change you wish to establish
so your follower group is motivated to embrace the
change

17. After the “You Analysis”
After Self-Reflection
Once self-reflection is established and a clear focus on
your goals, preferences, and capabilities (the text
states) “the transformative leader can more carefully
craft a vision, understand its potential pitfalls and
biases, and transparently ask others to help her or him
through such challenges by seeking their expertise”.
(pg. 164)

18. 4 Elements of Transformational
Leadership

19. Idealized Influence
• Charisma personality traits that support the superhero/superhuman
perception of the leader
• Larger than live perspective many aspects of the leadership style are
more than they appear
• Debate/argumentation skills - this trait is not inherent but a learned
quality to be more open and deliberate in how leadership is
established and carried out to subordinates
• Emotional responses allow for organizations to establish confidence
by excitement and adventure in the leadership style – subordinates
show enthusiasm for professional and organizational growth
• Displays conviction, trust and remains strong on difficult issues,
presentation of the leaders most important values, emphasize the
importance of purpose, visible commitment, ethical values and
consequences for decisions, leaders generate pride, loyalty and
confidence and an aligned purpose or vision is prevalent

20. Inspirational Motivation
Using symbols or images to focus on organizational and member efforts
 Displays of what your mission or purpose is for your organization and the
population to strive to serve. This outward display of purpose allows
subordinates to bring forth the true meaning of service and leadership
Showing your followers that a true visible commitment to the
organization or purpose allows for the influx of inspirational motivation –
challenges to subordinates or the leaders alone will showcase how well
the leader is articulating the mission or vision everyone is collectively
working toward
Examples of inspirational motivation
 Your pastor
 Your mentor
 Motivational speakers
 Your organizational cheerleaders
 Those to demonstrate, motivation, commitment and excitement for the task
and the organizations mission/vision

21. Individualized Consideration
Supporting the one on one relationships with your subordinates/followers
 Allow your subordinates and your member leaders to visualize your
two-way communication and attention to different needs
Ability to delegate responsibilities to those individuals that are following the
same leadership path that you as a leader have established
Recognizing the different needs of individuals
 Determine what needs those individuals are searching for
 Determine how to satisfy those needs within the organization
 Support the complex personalities of future leaders and recognize the
uniqueness of those individuals and what they bring to the leadership
dynamic
The ability to consider what differences are supportive to the organization
and those supporting and enhancing the organizations overall purpose
This area of transformational leadership works with Maslow’s Hierarchy of
Needs

22. Intellectual Stimulation
• Allows for the leader to stimulate the creativity hidden within the
followers and subordinates to showcase the exact capabilities
• When faced with challenges these leaders help to support the
needed organizational changes regardless of the radical
perception
• Followers and subordinates remain on the path to corrective action
and foster new changes to extinguish the previous unsuccessful
processes within the organization

23. A Minute With John Maxwell

24. The Personality Test
A personality test of the leader can be found at
http://similarminds.com/maslow.html. this test allows for individuals
to openly and honestly answer questions about themselves to
determine where they fall in Maslow’s Hierarchy of Needs. This
personality test can help future leaders establish the types of
needed change to support and enhance their leadership qualities
 Answering these questions accurately requires honest
ref lection on how you really think, feel, and act in general
and maybe taking the test on more than one occasion. Some
of the questions on this test measure personality traits differently than
you might guess so trying to answer the test in a way you think would be
ideal is just going to screw up your results, so just focus on being
honest if you want the most accurate results.

25. • I have more general
knowledge/skills than specific
knowledge/skills.
• I am more interested in
intellectual pursuits than
anything else.
• I am satisfied with my
connections to others.
• I am closer to 'tried everything'
than 'mastered one thing'.
• I like to be impressive to others.
• I relate to wizards.
• I (or my guardian) don't have
enough money for food.
• I can afford everything I really
need.
• Fame is attractive.
• I am prestigious or attracted to
prestige.
• I am content with the quality of
my friendships.
• I would rather be a generalist
than a specialist.
• Answers to the questions are on a scale
basis such as below
(SELECTING THE MIDDLE ANSWER MEANS A STATEMENT IS
AROUND 50% ACCURATE)
Very
Inaccurate
Very
Accurate
• After the assessment results reflective
of the Hierarchy of Needs is established
in a legend such as below
Physiological Needs |||||||||||||| 57%
Safety Needs |||||| 30%
Love Needs |||||||||||||||||| 77%
Esteem Needs |||||||||||| 50%
Self-Actualization |||||||||| 36%
• The assessment allows you to what you
are sufficient in, in terms of needs and
what needs more attention or
consideration this test can be taken
multiple times and can be used as a
guide on improving your leadership
style

26. Maslow’s Hierarchy of Needs
The hierarchy of needs
has been established to
show the needs of
individuals when they
are motivated for a
defined goal.

27. Transformational
Leadership Steps to becoming a transformational leader
 Set the agenda
 Make changes to your mission vision
statements
 Make them tangible and realistic
 Goal connection
 Should connect to the real world (insert
citation) pg.166
 Self-reflection
 Potential to create a new mission for the
organization

28. Impacts of Transformational
Leadership
Impacts of transformational leadership
 Increased commitment among organizational constitutes
 Increased employee satisfaction
 Higher degree of trust among leadership and followership
 Greater organizational productivity (Marion & Gonzales, pg. 170)

29. Research on TL
One study examined the TL on head (nurse) leadership
styles on staff (nurse).
 Results: The head nurses that utilized TL styles,
received greater employee satisfaction than those
who didn’t utilize the TL style.
 Medly and Larochelle (Researchers) were unable to
pinpoint the exact ways and means of the
correlations.
 Significant correlations were found between TL and:
professional status, interaction, organizational
polices, and autonomy (Marion & Gonzales, pg. 171)

30. School Settings & Transformational
Leadership
• TL practiced in school settings, does not have the same effects
as in the hospitals.
• TL in schools has a greater impact at the organizational level,
as opposed to the individual level. In other words, individual
change is usually indirect, coming from other structural
circumstances.
 The work of staff and classroom instruction is more directly
related to student and achievement than the work of
principles (TL leaders) (Marion & Gonzales, pg. 171).
• It was found that in schools, distributed leadership, makes the
greatest impact.

31. Complexities of
Transformational Leadership
Many scholars agree that it is difficult to measure the
impact of transformational leadership. TL leadership
plays out in complex ways, because organizations are
complex.
A Singapore hospital study showed high levels and
commitment to goals and the mission under TL. These
results were moderated by two factors:
The sense of empowerment that individuals felt in their
position.
The distance between the individual and the
transformational leader.

32. Critiques of Transformational
Leadership
Pseudo transformational leaders: They may
exhibit TL qualities, but, in the long run, they are
only carrying out their own self interests.
Pseudo Trans Leaders are difficult to spot.
 TL are generally only viewed authentic if they
embody morality, ethical values, and integrity.
This theory lacks multidimensionality because
what one person considers moral, another
may consider something completely opposite.
(Marion & Gonzales, pg. 173)

33. Transformational Leadership
and Founder’s Syndrome
Founder’s Syndrome :
Influential powers and privileges
that the founder exercises or that
others attribute to the founder. The
use of the word syndrome further
suggests unhealthy organizational
situations in which founders are
more heavy-handed and
indifferent about the imbalance of
their control over organizations
(Bass, 1998, p. 15).
•If the followers look to the TL for
the answers, then the opposite
process is occurring from the TL
theory.
• The followers should not look to
the leader in a hero fashion.

34. Morality under Fire
Morality of TL has been questioned.
Key criticism’s of TL are:
Abuse of power
Some leaders have Narcissistic
tendencies
Followers may have dependent
characters and form unfortunate
bonds
TL lacks checks and balances

35. Transformational Leadership’s
Power Problem
• TL’s are supposed to act purely moral, selfless,
and socially responsible.
• TL’s have to be aware that what may be
transformational to one group, may not be to
another.
• Issues may arise when a follower raises
questions in relation to a TL’s power.

36. Summary
TL’s can shape, move, and inspire
large groups of people.
TL’s contribute to an organization's
productivity, in unanswered ways.
TL theory’s are not without
opposition.
https://www.youtube.com/watch?
v=60O2OH7mHys

37. References
• Bass, B.M. (1985). Leadership and performance beyond expectations. New
York: Collier Macmillan.
• http://www.langston.edu/sites/default/files/basic-content-files/
TransformationalLeadership.pdf
• http://www.nytimes.com/2014/07/16/us/james-m-burns-a-scholar-of-presidents-
and-leadership-dies-at-95.html?_r=0
• http://www.centerforleaderdevelopment.com/blog/?page_id=14
• Marion, R. & Gonzales L. D. (2014) Leadership in Education : Organizational
Theory for the Practitioner. (2E). (pp. 163-170). Long Grove, IL: Waveland
Press , Inc.
• McLeod, S. A. (2007). Maslow’s Hierarchy of Needs. Retrieved from
http://www.simplypsychology.org/maslow.html
• Personality Test. Retrieved from http://similarminds.com/cgi-bin/maslow.pl
(2014)