TRANSFORMATIONAL LEADERSHIP

1
TRANSFORMATIONAL LEADERSHIP

• EXTRAORDINARY LEADERS
• ABLE TO INSPIRE FOLLOWERS TO PERFORM BEYOND
  COMMONLY HELD EXPECTATION
• ALTER ENVIRONMENT
• NOT TO REACT BUT TO CREATE CIRCUMSTANCES

2
CHARACTERISTICS OF TRANFORMATIONAL LEADERS

• CHARISMA LEADERS ABILITY TO AROUSE DEVOTION
  INVOLVEMENT
• 2 INSPIRATION INCREASE FOLLOWERS AWARENESS
  UNDERSTANDING OF MUTUALLY DESIRED GOALS TROUGH
  SYMBOLS

3

• INDIVIDUALIZED CONSIDERATION
• LET SUBORDINATE DEVELOP CAPABILITIES
• TREAT FOLLOWERS ON ONE TO ONE BASIS
• RAISE FOLLOWERS NEEDS PERPECTIVES
• INTELLUCTUAL STIMULATION
• TAKE RISK
• CHALLENGE STATUSQUO
• FOLLOWERS ARE SUPPORTED FOR HIS CREATIVITY AND
  SELF DIRECTION

4
TRANFORMATIONAL LEADERS

• CHARISMA- ADA VISI,MISI,MARUAH PEKERJA DIHORMATI
  DAN ADA RASA KEPERCAYAAN TERHADAP KEMAMPUAN
  MAREKA
• INSPIRATION- KOMUNIKASI,GUNA SIMBOL BAGI SESUATU
  USAHA
• INTELECTUAL STIMULATION- CEKAP,RASIONAL DALAM
  MENYELESAIKAN MASALAH
• INDIVIDUALIZED CONSIDERATION- PERHATIAN PERIBADI
  MEMBIMBING, MENASIHATI

5

• IS DEVELOPMENT ORIENTED FOR THE PURPOSE OF CHANGE
• FOCUS ON THE INDIVIDUAL SUBORDINATE DEVELOPMENT
  TO ENHANCE THEIR PERFORMANCE. SO THE LEADER
  SHOULD FOCUS ON
• ABILITY TO SHOW CONFIDENCE
• VISION / MISION
• BEHAVE TO REINFORCE VISION AND MISION
• MAINTAIN AND CREATE POSITIVE IMAGE IN THE MINDS
  OF FOLLOWERS

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DIMENSI KEPEMIMPINAN TRANFORMATIONAL

• DEVELOPMENT OF VISION AND GOALS
• DEVELOPMENT OF COLLABORATIVE DECISION MAKING
  STRUCTURE
• SYMBOLIZING GOOD PROFESSION PRACTICE
• PROVIDING INDIVIDUAL SUPPORT
• PROVIDING INTELLECTUAL STIMULATION
• HOLDING HIGH PERFORMANCE EXPECTATION

7
TRANSACTIONAL LEADERSHIP

• CONTINGENT REWARDS - BASED ON EXCHANCE
  RELATIONSHIP. FOLLOWERS COMPLIANCE IS EXCHANGED
  FOR EXPECTED REWARDS
• CONCENTRATE ON CLARIFYING, EXPLAINING AND
  IMPLEMENTING THE STATUS QUO REQUIREMENT,ROLES AND
  REWARDS OF THE TASK

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• CONTINGENT REWARDS (EXCHANGE OF APPROPRIATE
  REWARDS FOR MEETING OBJECTIVES THAT HAD BEEN
  AGREED)
• TRANSACTIONAL LEADERS PRACTICE MANAGEMENT BY
  EXCEPTION
• DO THE WORK,BILA ADA PROBLEM BARU AMBIL TINDAKAN
  

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KAITAN TRANFORMATIONAL LEADERSHIP DGN SEKOLAH

• VISION- LEADER IDENTIFY NEW OPPORTUNITY FOR HIS
  SCHOOL. HE SHOULD DEVELOP,INSPIRE AND ARTICULATE
  OTHERS ALSO - CONSENSUS ON SCHOOL GOALS AND
  PRIORITIES
• 2 COLABORATIVE DECISION MAKING. LEADER AIM TO
  INVOLVE STAFF IN DECISION MAKING AND FACILITATING
  THE DISTRIBUTION OF LEADERSHIP AMONG STAFF

10

• SYMBOLIZE GOOD PRACTICE- LEADER SET
  EXAMPLE,LEADER DEMONSTRATE OPENNESS TO CHANGE
  BASED ON NEW UNDERSTANDING
• PROVIDE INDIVIDUAL SUPPORT.LEADER RESPECT
  STAFF,LEADER CONCERN ABOUT FOLLOWERS FEELING AND
  NEEDS

11

• INTELECTUAL STIMULATION LEADER CHALLENGE STAFF
  TO REEXAMINE AND RETHINK TO DO WORK
• 6 HIGH PERFORMANCE EXPECTATION LEADER EXPECTS
  EXCELLENCE, QUALITY AND INCREASE PERFORMANCES

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• WHO ARE THE TRANSFOMATIONAL SCHOOL LEADERS?
• THEY ARE THOSE PRINCIPAL WHO SET HIGH STANDARDS
  OF CONDUCT AND BECOME A ROLE MODEL GAINING
  TRUST,RESPECT AND CONFIDENCE FROM TEACHER
• THEY ARTICULATE THE FUTURE DESIRE STATE AND A
  PLAN TO ACHIEVE IT

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• THOSE WHO QUESTION THE STATUS QUO AND
  CONTINUOUSLY INNOVATE, EVEN AT THE PEAK OF
  SUCCESS
• THOSE WHO ENERGIZE TEACHERS TO DEVELOP AND
  ACHIEVE THEIR FULL POTENTIAL AND PERFOMANCE

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• TRANSFORMATIONAL LEADERSHIP INVOLVES INFLUENCE BY
  A LEADER ON SUBORDINATES,BUT THE EFFECT ON THE
  INFLUENCE IS TO EMPOWER SUBORDINATES TO
  PATICIPATE IN THE PROCESS OF TRANSFORMING THE
  ORGANIZATION

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• CHARACTERISTICS OF TRANSFORMATIONAL LEADER

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IDEALIZED ATTRIBUTTES/ BEHAVIOR (CHARISMA)

• INSTILL PRIDE IN OTHERS
• GO BEYOND THEIR SELF INTEREST
• ACT IN WAYS THAT BUILD OTHERS RESPECT
• DISPLAY A SENSE OF POWER AND COMPETECE
• MAKE PERSONAL SACRIFICES
• REASSURE OTHERS THAT OBSTACLES WILL BE OVERCOME

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• TALK ABOUT MOST IMPORTANT OF HAVING A STRONG
  SENSE OF PURPOSE
• CONSIDER THE MORAL AND ETHICAL CONSEQUENCES OF
  DECISION
• CHAMPION EXCITING NEW POSSIBILITIES
• TALK ABOUT THE IMPORTANCE OF TRUSTING OTHER

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INSPIRATIONAL MOTIVATION-INSPRING OTHER

• TALK OPTIMISTICALLY ABOUT THE FUTURE
• TALK ENTHUSIASTICALLY ABOUT WHAT NEED TO BE
  ACCOMPLISHED
• ARTICULATE A COMPELLING VISION OF THE FUTURE
• PROVIDE AN EXCITING IMAGE
• TAKE A STAND ON CONTROVERSIAL ISSUE

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INTELLECTUAL STIMULATIONS-STIMULATE OTHERS

• REEXAMINE CRITICAL ASSUMPTION
• GET OTHERS TO LOOK AT PBROLEMS FROM MANY
  DIFFERENT ANGLES
• SUGGEST NEW WAYS IN LOOKING AT HOW TO COMPLETE
  ASSIGNMENTS
• ENCOURAGE NON- TRADITIONAL THINKING TO DEAL WITH
  TADITIONAL PROBLEMS
• ENCOURAGE RETHINKING - THOSE IDEA WHICH HAVE
  NEVER BEEN QUESTIONED BEFORE

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INDIVIDUAL CONSIDERATION COACHING AND
DEVELOPEMENT

• SPEND TIME TEACHING AND COACHING
• TREAT OTHERS AS INDIVIDUALS RATHER THAN JUST
  MEMBER OF THE GROUP
• CONSIDER INDIVIDUALS AS HAVING DIFFERENT NEEDS,
  ABILITIES, ASPIRATION
• HELP OTHERS TO DEVELOP THEIR STRENGTHS
• LISTEN ACTIVELY
• PROMOTE SELF DEVELOPMENT

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• LEADERS ARE CHANGE AGENTS LEADERS ARE SEEN AS
  ONE WHO CAN RESPOND TO CHANGE POSITIVELY AND ONE
  WHO ACTIVELY CREATES CHANGE , THEY ARE
  TRANSFORMATIONAL LEADERS
• FOLLOWERS ARE ELEVATED FROM THEIR EVERYDAY
  SELVES TO THEIR BETTER SELVES
• THESE LEADERS CAN BE ANYBODY IN THE ORGANIZATION
  IT INVOLVED PEOPLE INFUENCING PEERS OR
  SUPERIORS AS WELL SUBORDINATES. COACH THEM TO
  DEVELOP THEIR FULL CAPABILITIES.

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• TRANSFORMATIONAL LEADERS AND
• EFFECTIVNESS
• TRANSFORMATIONAL LEADERSIP HAS BEEN SHOWN TO HAVE
  A DIRECT POSITIVE RELATIONSHIP WITH PERFORMANCE
• TRANFORMATIONAL LEADERSHIP MAY RESULT IN HIGHER
  LEVEL OF SATISFACTION AND EFFECTIVENESS AMONG THE
  FOLLOWERS

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• U.S MARINE OFFICERS WERE MORE PRODUCTIVE WITH
  THIS TRANSFORMATIONAL LEADERSHIP
• FINANCIAL PERFRMANCES OF 27 BUSINESS FIRMS WAS
  HIGHER WHEN THE 27 PRESIDENTS WERE EVALUATED AS
  TRANSFORMATIONAL
• THERE WAS A SIGNIFICANT RELATIONSHIP BETWEEN
  TRANSFORMATIONAL LEADERSHIP AND TEACHERS
  ATTITUDES TOWARDS SCHOOLS IMPROVEMENT

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• TRANSFORMATIONAL LEADERSHIP IS THE MOST
  APPROPIATE STYLE OF ACHIEVING TEACHERS
  PERFORMANCES BEYOND THEIR USUAL LIMITS, AND IN
  DEVELOPING TEACHERS POTENTIAL.
• EMPLOYEE OF A MANUACTURING FIRM HAVE GREATER
  SATISFACTION WITH TRANSFORMATIONAL LEADERSHIP AND
  VIEWED THE APPROACH AS MORE EFFECTIVE

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• TRANSFORMATIONAL LEADER BEHAVIOUR HAS INFLUENCE
  ON SUBORDINATESTRUST AND SATISAFCTION. THE CORE
  CHARACTERISTIC OF TRANSFORMATIONAL BEHAVIOUR
  INDIVIDUAL CONSIDEATIONAND INTELECTUAL
  STIMULATIONARE THE KEY DETERMINANTS OF TRUST AND
  SATISFACTION
• LEADERS WHO EXHIBITS IDEALIZED ATTRIBUTES ALSO
  REPESENT THE HIGHEST LEVEL OF TRANSFORMATIONAL

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• LEADERSHIP BECAUSE THEIR ASSOCIATES HAVE TRUST
  IN SUCH LEADERS, THEY EMULATE THE LEADERSS
  BEHAVIOUR,THEY ASSUME THE VALUES THE LEADER
  PORTRAY, AND THEY ARE COMMITTED TO ACHIEVING THE
  LEADERS VISION, EVEN IF SACRIFICES AE NECESSARY.
• (MEMERLUKAN CONTOH DAPATKAN KAJIAN SEKITAR THN
  1990-an)

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• RUMUSAN
• BURNS (1978) DAN BASS (1985) PREFERED TO
  STUDYEXTRA ORDINARY LEADERS
• THE LEADERS FOCUS ON THE INDIVIDUALS DEVELOPMENT
  OF SUBORDINATES, EXNCHANGE THEIR PERFORMANCES
  WHICH INTURN LEADS TO ORGANIZATION GROWTH

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WHAT ARE THE RESULT OF THIS KIND OF LEADERSHIP?

• Evidence of the effect transformational
  leadership, according to Leithwood, is uniformly
  positive. He cites two findings from his own
  studies (1) transformational leadership
  practices have a sizable influence on teacher
  collaboration, and (2) significant relationships
  exist between aspect of transformational
  leadership and teachers own reports of changes
  in both attitudes toward school improvement and
  altered instructionl behavior.
• Segiovanni suggest that student achievement can
  be remarkably improvedby such leadership.

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• EXAMPLES OF STRATGIES TO PRACTICE TRANFORMATIONL
  LEADERSHIP
• Visit each classroom everyday assist in
  classroom ,encourage teachers to visit one
  anothers classes.
• Help teachers work smarter by seeking different
  interpretations and checking out assumptions
  place individual problems in the larger
  perspective of the whole school avoid commitment
  to preconceived solutions clarify and summarize
  key points during meeting and keep the group on
  task but do not impose own perspective.

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• Use action research teams or school improvement
  teams as a way of sharing power. Give everyone
  responsibilities and involve staff in governance
  functions. For those not participating, ask them
  to be in charge f a committee.
• Find the good things that are happening and
  publicly recognize the work of staff and students
  who have contributed to school improvement. Write
  private notes to teachers expressing appreciation
  for special efforts.

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• Survey the staff often about their wants and
  needs. Be receptive to teachers attitudes and
  philosophies. Use active listening and show
  people you truly care about them.
• Let teachers experiment with new ideas. Share and
  discuss research with them. Propose questions for
  people to think about.
• Bring workshops to your school where its
  comfortable for staff to participate. Get
  teachers to share their talents with one another.
  Give a workshop yourself and share information
  with staff on conference that you attend.

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• When hiring new staff, let them know you want
  them actively involved in school decision
  making hire teachers with a commitment to
  collaboration.
• Have high expectations for the teachers and
  students, but dont expect 100 percent if you
  arent also willing to give the same. Tell
  teachers you wan them to be the best teachers
  they possibly can be.

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• Use bureaucratic mechanism to support teachers,
  such as finding money for a project or providing
  time for collaborative planning during the
  workday. Protect teachers from the problems of
  limited time, excessive paperwork, and demands
  from other agencies.
• Let teachers know they are responsible for all
  students, not just their own classes.

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Analysis of Head of Departments Leadership
Styles Implication for Improving Research
University Management Practices

• Zaidatol Akmaliah Lope Pihie
• Amir Sadeghi
• Habibah Elias

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Introduction

• The vision of Malaysias government for the
  country is to be a fully developed nation by 2020
  (National Higher Education Action Plan, 2007).
• The vision of government for higher education
  sector is to transform Malaysia to an
  international center of higher education
  excellence until 2020 and beyond.
• In order to facilitate the transformation of the
  higher education sector, Ministry of Higher
  Education (MoHE) has chosen four public
  universities as Research Universities (RUs) at
  2006.

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Leadership and lecturers Job Satisfaction as
crucial factors of organizational effectiveness

• Based on National Higher Education Action Plan
  (2007) leaders and lecturers are two important
  factors for achieving goals of higher education
  transformation.
• Job satisfaction positively affects employees
  performance, commitment and reduces their
  absenteeism and turnover. This in turn leads to
  organizational effectiveness and goal
  achievement.
• Leadership style as a key factor affects
  subordinates job satisfaction which in turn is
  essential for success of each organization.

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Transformational Leadership As a new Paradigm

• Transformational leadership refers to the
  process of building commitment to the
  organizations objectives and empowering
  followers to accomplish these objectives.
• In this leadership style, leaders use their
  personal values, vision, commitment to a mission,
  and passion to energize and move others towards
  accomplishment of organizational goals.
• Applying transformational leadership gives a set
  of capabilities to leaders to recognize the need
  for change, to create a vision to guide that
  change, and to carry out the change effectively.
  
• This leadership style is significant to the
  continued success of organizations because it
  enhances team cohesion, organizational
  commitment, and higher levels of job satisfaction
  which result in leadership and organizational
  effectiveness.

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Transactional Leadership

• Transactional leadership emphasizes the
  transaction or exchange that takes place among
  leaders, colleagues, and followers.
• This exchange is based on the leader discussing
  with others what is required and specifying the
  conditions and rewards these others will receive
  if they fulfill those requirements.
• This type of leadership focuses on maintaining
  the status quo and motivating people through
  contractual agreement.
• This form of leadership is basically the same as
  management in which it involves usual and
  organized activities

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Laissez-faire Leadership

• Laissez-faire leadership is the avoidance or
  absence of leadership.
• This type of leader gives up responsibility, and
  do not use their authority.
• A laissez-faire leader exhibits passive
  indifference about the task and subordinates by
  ignoring problems as well as subordinates needs.
  
• Laissez-faire is generally considered the most
  passive and ineffective form of leadership

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Methods

• A quantitative correlational study.
• Participants academic staff of three Malaysian
  RUs
• Sampling procedure stratified proportional
  random sampling
• Simple size 305
• Instruments MLQ 5x and WFJSDS
• a Values of pilot study MLQ .93 and WFJSDS .97

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Findings
Table 1 Distribution of Transformational,
Transactional and Laissez Faire leadership styles
Variables Mean SD Interpretation MLQ Norms
Transformational 2.52 .72 Fairly often 2.85
Idealized Influence (attribute) 2.55 .82 Fairly often 2.94
Idealized Influence (behavior) 2.61 .80 Fairly often 2.77
Inspirational Motivation 2.73 .84 Fairly often 2.92
Intellectual Stimulation 2.37 .76 Sometimes 2.78
Individualized Consideration 2.33 .79 Sometimes 2.85
Transactional 2.02 .53 Sometimes 1.86
Contingent Reward 2.54 .82 Fairly often 2.87
Management-by-Exception (active) 2.20 .83 Sometimes 1.67
Management-by-Exception (passive) 1.33 .80 Once in a while 1.03
Laissez Faire 1.14 .90 Once in a while .65
Interpretation Score Not at all0-.8 Once in a
while.81-1.6 Sometimes1.61-2.4 Fairly
often2.41-3.2 Frequently if not always3.21-4
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Findings
Table 2 Distribution of Intrinsic, Extrinsic,
and Overall Job Satisfaction
Variable Mean SD Interpretation
Intrinsic Satisfaction 3.65 .43 Moderate
Achievement 3.60 .48 Moderate
Growth 3.73 .55 High
Recognition 3.52 .65 Moderate
Responsibility 3.49 .57 Moderate
The Work Itself 3.91 .50 High
Extrinsic Satisfaction 3.47 .52 Moderate
Interpersonal Relations 3.82 .54 High
Policy and Administration 3.32 .62 Moderate
Salary 3.12 .83 Moderate
Supervision 3.52 .68 Moderate
Working Conditions 3.58 .63 Moderate
Overall Satisfaction 3.56 .45 Moderate
Interpretation Score (1- 2.33) Low Satisfaction,
(2.34 - 3.67) Moderate Satisfaction, (3.68 - 5)
High Satisfaction
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Findings
Table 3 The Descriptive Statistics, Zero-order
Correlation of Head of Departments
Transformational, Transactional and Laissez-faire
Leadership styles and Lecturers Intrinsic,
Extrinsic, and Overall Job Satisfaction
Variables Intrinsic Satisfaction Extrinsic Satisfaction Overall Satisfaction
Transformational .365 .506 .465
Transactional .263 .297 .297
Laissez-faire -.192 -.356 -.297
correlation is significant at the 0.01 level
(2-tailed), n298
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Findings
Table 4 Stepwise Multiple Regression Analysis
of Overall Job Satisfaction on Predictive
Variables
Independent Variables Beta R R² Adjusted R² R² change
Transformational Leadership .405 .465 .216 .213 .216
Laissez-faire Leadership -.21 .505 .257 .251 .041
Note R².26, F 2, 294 50.726, Sig F.000.
Transactional Leadership was not significant and
excluded.
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Discussion

• The lecturers perceived their heads of
  departments fairly often exhibit transformational
  and sometimes display transactional leadership
  behavior. They perceived the heads of departments
  once in a while exhibit laissez-faire leadership.
• Based on the findings for intrinsic satisfaction,
  the work itself received the highest mean score,
  followed by growth, achievement, recognition,
  while responsibility had the lowest mean score.
• In terms of extrinsic satisfaction,
  interpersonal relations received the highest mean
  score at a high level of satisfaction, followed
  by working condition, supervision, policy and
  administration, while salary received the lowest
  mean score.

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Discussion

• In terms of the relationship between
  transformational leadership and respondents
  intrinsic, extrinsic and overall job
  satisfaction, the findings demonstrated positive
  and moderate correlations between this type of
  leadership and intrinsic, extrinsic, and overall
  satisfaction.
• Findings revealed a positive and weak
  relationship between the heads of departments
  transactional leadership and lecturers
  intrinsic, extrinsic, and overall satisfaction.
• In connection with laissez-faire leadership and
  respondents intrinsic, extrinsic and overall
  satisfaction, the findings disclosed that there
  are negative and weak correlations between
  laissez-faire leadership and respondents
  intrinsic as well as overall satisfaction. Also
  there was a negative and moderate relationship
  between laissez-faire leadership and the
  lecturers extrinsic satisfaction.

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Discussion

• The results of stepwise multiple regression
  analysis demonstrated among the three different
  types of leadership, transformational and
  laissez-faire leadership styles were the
  significant predictors of overall job
  satisfaction.
• They explained 26 of the variance in overall
  satisfaction.
• Transformational leadership was the prominent
  predictor of overall job satisfaction (beta
  .40), followed by laissez-faire (beta -.21).

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Conclusion

• The findings revealed that RUs heads of
  departments exhibited a combination of
  transformational, transactional, and
  laissez-faire leadership styles.
• Research Universities, as forefronts of
  transforming Malaysias higher education into
  centers of excellence, require administrators who
  should pay more attention to lecturers
  creativity and innovation to solve the
  institutional problems with a new point of view.
• They should consider lecturers need as an
  important issue and try their best to delegate
  appropriate responsibility to them, coach
  lecturers as persons who can be capable
  individuals that can help RUs to confront with
  complicated situations.
• Since the RUs were selected to be the forefront
  of Malaysian higher education institutions in
  obtaining characteristics of world-class
  universities, moderate levels of job satisfaction
  are not sufficient for achieving their goals.
  Therefore, different aspects of lecturers job
  satisfaction should be more considered by RUs
  policy makers and administrators.

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Thank you for your attention