Leadership Theories of Note: Transitional, Online, Transformational
Northouse (2007) defines leadership as “a process whereby an individual influences a group of individuals to achieve a common goal” (p. 3). Like this definition, the act of leadership itself can cover a broad swath of circumstances and situations. This is particularly true in today’s professional world where the knowledge culture is a driving and pervasive presence. Often dynamic in nature, today’s professional environment calls for special types of leadership personas three of which are the transitional leader, the online leader, and the transformational leader.
Transitional or interim leadership occurs most often when organizations are in the midst of dynamic change (Gardner, 2005). This can occur in times of growth as well as downsizing; both instances will often give rise to there being an individual (or individuals) whose purpose will be to serve in a leading position temporarily to oversee or facilitate the transition.
Robbins (2005) describes online leadership as a unique set of skills requiring an individual to utilize the online environment as both the instrument and the concept of leading and directing as needed (pp. 336-337). This leader can come in many forms and disciples, from a strict academic setting to a specialty area of project management. The skills in this environment are particularly unique because they do require that the individual be internet savvy and adept at applying various related multimedia skills.
Northhouse (2007) describes transformational leadership as a skill that is most effective when an organization is undergoing (or in need of) dynamic change. An individual embodying this theory tends to inspire subordinates and help them transcend (psychologically) the uncertainty of the times they are living in (p. 2). This leadership persona is often present in organizations that have been stagnant in production and/or creativity. The transformational leader concentrates in making “converts” of his subordinates to help them believe in the higher purpose and mission of the organization
The writer has had varying experiences functioning in these roles during his time as an administrator in an academic environment. This paper will analyze the theories embodying the aforementioned leadership styles and it will also provide insight on the writer’s experiences as a leader in these areas.
Transitional (or Interim) Leader
The transitional leader has become increasingly commonplace today as organizations undergo changes in ownership or organizational structure. The transitional or interim leader faces numerous challenges as well as opportunities as he undertakes this role. Understanding both organizational culture and being grounded in fundamental management practices is essential.
Gardner (2005) described the transitional CEO’s role as being one in which the individual had to weigh short term needs of the organization with the reality of his own limited time in the top role. This sort of condition creates, as he describes, a greater urgency to prioritize objectives with precision.
Huxham and Vangen (2002) also noted how one who finds himself in the interim or transitional role is one who will be motivated to be more precise in addressing priorities. They pointed out that such a leader is functioning in a compressed time frame and must be given to assess the culture of the environment quite quickly. To do this with some degree of effectiveness, the authors noted, there must be an earnest effort to engage collaborative outreaches as soon as possible, preferably with key individuals who have a good depth of institutional knowledge.
Kegan and Lahey (2001) considered communication early and often throughout all levels of the organization as being critical for the transitional leader. They noted that the leader should take it on face value that there will be a level of suspicion and general skepticism present among the rank and file (pp. 2-28). To best address this, Kegan and Lahey noted, having an innate understanding about the importance of listening to both what is said (and what is left unsaid) is something that will help the transitional leader build trust and support. Doing so will help the leader create a condition of continuity by being able to apply actions and policies with some degree of understanding about what is important to subordinates.
Despite these conditions of inherent uncertainty that need to be surmounted by the transitional leader, there is one distinct advantage that should be capitalized upon; that, is being an unknown quality. By the very nature of being a transitional leader, being an “unknown” does not carry any history—particularly negative history—with this role. So the leader who is present on an ad hoc basis can actually prompt workers to move out of their comfort zones. It is in this sense that the literature suggests that the transitional leader can often be an amalgamation of other leadership styles such transformational and transactional, depending on the conditions in the organization (McTyre, Liddy, Kruger, 2007, pp. 12-45; McIntoish & Rima. 2007, pp. 2-20). To this point, it should be emphasized that the most effective transitional leader tends to be one that has had experience in several areas of leadership and has gained a solid sense of how best to utilize both his strengths and his weaknesses (Albrecht, 2003, pp. 10-15; Allen & Cherrey, 2000, pp. 12-14).
Professional experiences. The writer was named to an assistant dean position just about a year ago. This took place during a time of significant transition that included the upcoming retirement of the dean of the school the writer is employed, and a name and organizational change to the school which was slated to occur in one year. The writer took this position knowing that it would be phased out in a year’s time but with the understanding that he would have the opportunity to apply for a new administrative post when the transition was complete. What the writer was not prepared for, however, was the significant difference in the culture from the off-campus sites he had been working at for the last five years. The new position required him to work on the main campus which is located in a mostly rural area of the state (Michigan) and the off-campus sites tend to be located in urban and suburban areas of the state. The more conservative environment made it difficult for the writer to build alliances and collaborations. Also there was a general sense among the rank and file that the transition could ultimately result in the loss of jobs. This was played out in the workplace as there being a general skepticism and the presence of “closing ranks” and factional infighting. These conditions further marginalized the writer as an effective leader and made it difficult to move policies through successfully.
Additionally, the writer had to return to school for an accredited Ph.D. because the doctoral degree he had received was determined not be recognized by the university. So he was literally learning the new job while also “learning” as a first-year student in Capella University’s doctoral program (organizational management with a specialization in leadership).
As a result of these experiences the writer learned a host of new things. First, he learned what his strengths and weaknesses were as a leader. He kept a journal of his experiences and so was given to reflect on what he was learning and this helped give him a more balanced perspective. As he began to understand himself and the conditions more, he realized he was actually growing as leader and had come to have a more realistic and mature viewpoint about what it means to be a leader. The writer also learned the importance of asking as many questions as possible until something was fully understood. Early in his tenure he encountered many new concepts but he went on assumptions about what was understood and not enough of a solid grasp on the subject matter itself. The writer also learned to believe in himself and to not be given to “deify” superiors simply because of their seniority status in the institution. He learned that such individuals do not always have the right answers and that there are times when cultural and political situations can make wrong situations and decisions appear that they are correct, when in fact they are not.
The Online Leader
The online leader takes on the unique role of leading in a virtual environment. This role may be undertaken as a leader of business meetings or conferences in virtual settings or as instructors or project managers. Skills that transcend those normally needed in a face to face settings are required in order for the leader to be successful. In today’s world with the ever pressing issues of globalized business processes and concerns about fuel and energy consumption, the online leader will increasingly be a leadership condition that all workplaces will have to better understand.
As a rule, online leaders can also be those who function in hybrid conditions, that is, partially online and partially face to face. This is often the case with project managers and executives who host trans-global video-conferences but will also have many smaller meetings at local sites with clients, constituents, and/or employees.
Robbins (2005) describes the online leader as a unique individual who takes the instruments of online activity and turns them into a virtual persona. In other words, this leader holds to the basic tenets of leadership as described by Northouse, but the way that leadership itself is carried out is extrapolated into a number of media-type expressions. The “leader” is expressed in the online world by the way individual uses both verbal and visual communication. One strong point for the effective online leader would be having the ability to design messages in a way that are both instructive but also persuasive (pp. 213-214).
In this sense the online leader must be creative (in an artistic sense) to some degree while also holding to the more traditional tenets of leadership. In the SAUonline Blackboard Instructor Training Manual (2005) the instructor is encouraged to think in terms of creating a sense of community by which learners are able to find the best fit for resources that will accommodate their learning styles. This means that a variety of intuitive-type tools should be made available that will facilitate the dissemination of knowledge. For instance, some online participants can navigate smoothly by using basic email functions and the use of attachments, but others may require having a discussion forum (threaded discussion) as an added communication device. And depending on both the leader’s and the participants’ level of skill, these communication devices might also include blogs, wikis, YouTube, and so forth.
In the online world there are a host of symbols that can be used for emotive purposes, that is, conveying the expressing of emotions and these are symbols that an online leader will want to master (Bates & Watson, 2008). In this sense, the online leader finds a way to be most effective by building a physical persona that will establish a presence in the mind of those being led. This can often be shaped by employing a certain style of consistency in communicating messages (i.e. being given to providing carefully thought through statements, being measured in responding to information that is not complete). Bates and Watson researched how hybrid platforms (partially online, partially face to face [or “on ground”]) can add to the building of this persona by using “face time” in socially constructive ways (having a meal while also having discussions) and using online time to engage specific tools and resources germane to that environment. Their point is that the leader must be careful to not use the online environment just for the sake of using it (like taking the expressway to a destination when a street route would be just as expedient). In this sense the online leader must spend more time “thinking online,” that is, visualizing how to make the best use of the online environment for the purpose of accomplishing the task(s) at hand. Griffiths and Howard (2008) admonish online leaders to press for accountability for both themselves and those they are leading. This translates to mean that a system needs to be in place that continually evaluates the effectiveness of communication (i.e. some form of assessment). They also note that leaders need to be clear about when the online environment can be most effective and when it might be a better idea to function in the face to face setting.
Patel and Patel (2006) pointed out that business leaders have to pay closer attention to trends emerging in the general population as the more sophisticated they get in online skill sets, so will business leaders need to have resources and environments that will allow them to remain competitive. One development which has served to be a direct example of this is in the area of blogging. Once considered the instrument of choice by computer geeks, the blog is now appreciated by most major businesses as a venue requiring serious attention as a disgruntled customer can make significant impact on the bottom line by posting comments about a company in a widely read blog. In response, many companies now include the monitoring of blogs (and in some instances launching and posting their own blogs with counter or proactive messages) as a way to keep such developments in check.
Personal experiences. As part of his duties as assistant dean the writer was required to oversee the academic side of the online management program. This meant that all course revisions and curriculum development came in his purview as did addressing delivery system issues (i.e. instructor or student problems; needed adjustments in curriculum). Because he brought to the position extensive experience in being both an online instructor and a developer of online curriculum the writer thought himself very well prepared for this aspect of his new position. What he discovered, however, was something similar to what he first encountered the cultural differences between the main campus and the off-campus sites; the administrative world of the online academic department had its own unique culture and it was one, surprisingly akin, in some ways, to the face to face environment. His assumption was that this world would be one more progressive and innovative than the more traditional areas of the university but this was found not to be the case. He also found that there were intra-departmental struggles greatly driven by many departments being intimidated by the power that the online department wields in the university and therefore some reluctance for change was pervasive. One noted areas was in the training of instructors for online teachings and learning to expand resources in face to face settings using online resources. Both the writer and the academic director for online training (who have a strong professional friendship) encountered great difficulty getting faculty to participate in such activities.
What the writer learned from this experience is that in order to be an effective online leader he had to be well grounded in using the many tools and resources available. He then had to become an advocate between faculty and the online department to encourage increased use of these resources. In this sense the writer realized he was laying the ground work (as a transitional leader) for there to emerge a culture of continual interest in learning about applications and uses of online learning for instructors.
Transformational Leader
The transformational leader is known for being a motivator of people. He is the antithesis of the transactional leader in that the transformational leader inspires people to get things done while the transactional leader bargains and negotiates with subordinates to get things done. The transformational leader is one who enters the workplace with an agenda—that is, to turn the organization around and to do so by getting the subordinates to believe in themselves and in their abilities. In this sense the transformational leader has to have some degree of charisma although it may vary from person to person. What this leader will have consistently presented in his personality will be strong belief in the mission being undertaken. This type of zeal is not unlike that which is found in some religious segments of society. Where it is a departure, however, is that the transformational leader ideally wants the “follower” to find the wherewithal in him or herself to go forth and do the job at hand. In this sense a central skill the transformational leader has is the ability get people to feel good about themselves, and then feel good about the purpose (or objectives) being driven by the organizations.
Northouse (2007) identifies the transformational leader as one who can be a powerful force for change in an organization (p. 191). This leader functions best when things in the organization are at its worst. Irrespective of financial circumstances that may be the problem, it is at the level of the “people problems” that the transformational leader may be most effective in helping to resolve (pp. 179-184).
Griffin (2008) and Autry (2001, pp. 10-25) blends the concepts of the transformational leader with that of the servant leader, an individual whose leadership modality is given to conditions of empathy with subordinates and leading from this perspective. The servant leader is someone who holds the inherent belief that leading is a dynamic and adaptive process and sometimes being most effective is being able to provide subordinates with the resources to make their own decisions as to what is best. This level of leadership requires both a deep sense of trust in the people being led as well as emotional intelligence on the part of the leader (Goleman, 1998, p. 5). In this sense the transformational leader is very akin to the servant leader in that there is deep analysis conducted by the leader about the people he is serving. If this individual is an organizational development specialist he may spend some time examining the culture of the organization first, but with a keen eye on the type of persona that emerges from this culture. Further probing will be targeted at a person by person assessment of individuals being led. In some instances personality tests such as the Myers Briggs Type Indicator might be employed as might other similar qualitative instruments designed to better understand individual personalities.
Conger and Hunt (1999) identify this sort of analysis as an essential first step in creating an environment of information that will lend itself to making the best decisions how to connect with those being led. They also talk at length about charisma as valuable capital to be expended in measured amounts and some forethought. This commodity of personality is one that the transformational leader will have to rely upon but, the authors note, charisma can become a detriment if the leader does not temper it with staying grounded in the basic objectives at hand.
In Leading Quietly: An Unorthodox Guide to Doing the Right Thing, these ethical areas are addressed at a deeper level. It is indicated that the leader who seeks to use the force of personality to persuade has to have, within himself a strong sense of moral rightness present. This sort of self-policing serves a failsafe for untoward behavior that can occur when followers are given to do what the leader so indicates. Barth (2004) adds to this by admonishing the leader to work toward shaping a personal life that holds to certain standards and values that would be consistent with what he would like to see reflected in those he works for and serves (p. 22).
Dungy (2007) described trust as a critical element in getting those who follow to do so in an empowered way. He cited several examples where he drew upon his own experiences as a professional football player and used them as illustrations to the players he coached as examples of taking actions that were not for the betterment of the team (pp. 22-67). His point was that each individual must take on the mantle of leadership, an admonition consistent with the transformational leader’s basic tenet. Similarly Quinn (2006) talks about the need for the leader seeking to persuade and motivate followers to do so by first connecting to what drive and motivates himself, also the hallmark of the transformational leader.
Professional experiences. The writer found his greatest strength as assistant dean in being a transformational leader. He found that while he could not reform the larger culture in moving in a direction more in line with his vision for the betterment of the school, he could transform individuals in favorable way. And he did this by taking stock of these individuals and then helping them to establish goals and direct them in a low pressured way. It is from this experience that the writer came to discover one of the areas of research he is going to want to include in his dissertation. It involves a critical assessment of subjective conditions that can be used with other strategies in order to motivate employees.
Conclusion
This paper has addressed theories involving the transitional leader, the online leader, and the transformational leader. Each of these theories was analyzed from perspectives that offered some defining information about the leadership style and also functionality in professional settings. Additionally this paper provided insight in to the writer’s professional experiences in these areas.
The capstone to his experiences of the last year was when, recently, he participated in the interview process for the person who would succeed him. Some co-workers thought it being an act of humiliation to be involved in the selection of the person who will, in effect, be taking his job. But the writer had actually volunteered to be part of the interview and selection process. The writer believed that doing so just made perfect sense because 1) whoever the candidate selected, the writer would be expected to train that person so getting a first hand “sense” of that person was important 2) the writer has a vested interest in who comes along after him because he is very committed to working for the betterment of the future of the organization.
As it turned out, the selection process brought forth someone that the writer holds in great esteem. And he has been able to advance his transitional leadership skills further by preparing a training agenda for his successor. This has made him have to think deeply about what his job entails and has also made him better prepared to teach other leaders.
Overall, the experiences in the past year have made the writer even more impassioned about the leadership process, and particularly in the areas of transitional leadership, online leadership and transformational leadership.
References
Autry, J.A. (2001). The servant leader. Roseville, CA: Prima Publishing.
Badacco, J.L. (2003).
Barth, R. (2004). Learning by heart. San Francisco: Jossey-Bass.
Conger, J.A. & Hunt, J.G. (1999). Charismatic and transformational leadership: Taking
stock of the present and the future. Special Issue (Parts 1 & 2) Leadership
Quarterly, 10(2&3), 121-127.
Dungy, T. (2007). Quiet strength. Carol Stream, IL: Tyndale House Publishers, Inc.
Gardner, J.R. (2005). Managing CEO transition. Trustee, 58(10), 33.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam
Books.Griffin, S. (2008). Servant leadership, ethics and the domains of leadership.
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22, 2008.
Griffiths, G.H. & Howard, A. (2008). Balancing clicks and bricks—strategies for
multichannel retailers. Journal of Global Business Issues, 2(1), p. 69.
Huxham, C. & Vangen, S. (2002). Leadership in the shaping and implementation of
collaboration agendas: How things happen in a (not quite) joined up world.
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Kegan, R. & Lahey, L.L. (2001). How the way we talk can change the way we live. San
Francisco: Jossey-Bass.
Leading quietly: An unorthodox guide to doing the right thing.
Cambridge, M.A.: Harvard Business School Press.
McTyre, R., Liddy, J & Krueger, G. (2007). Leadership: I know it when I feel it.
Michigan: Unpublished.
McIntosh, G. L. & Rima, S.D. (2007). Overcoming the dark side of leadership. Grand
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systems. E-Service Journal, 4(2), p. 27.
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Arbor University. [Online]
Transitional or interim leadership occurs most often when organizations are in the midst of dynamic change (Gardner, 2005). This can occur in times of growth as well as downsizing; both instances will often give rise to there being an individual (or individuals) whose purpose will be to serve in a leading position temporarily to oversee or facilitate the transition.
Robbins (2005) describes online leadership as a unique set of skills requiring an individual to utilize the online environment as both the instrument and the concept of leading and directing as needed (pp. 336-337). This leader can come in many forms and disciples, from a strict academic setting to a specialty area of project management. The skills in this environment are particularly unique because they do require that the individual be internet savvy and adept at applying various related multimedia skills.
Northhouse (2007) describes transformational leadership as a skill that is most effective when an organization is undergoing (or in need of) dynamic change. An individual embodying this theory tends to inspire subordinates and help them transcend (psychologically) the uncertainty of the times they are living in (p. 2). This leadership persona is often present in organizations that have been stagnant in production and/or creativity. The transformational leader concentrates in making “converts” of his subordinates to help them believe in the higher purpose and mission of the organization
The writer has had varying experiences functioning in these roles during his time as an administrator in an academic environment. This paper will analyze the theories embodying the aforementioned leadership styles and it will also provide insight on the writer’s experiences as a leader in these areas.
Transitional (or Interim) Leader
The transitional leader has become increasingly commonplace today as organizations undergo changes in ownership or organizational structure. The transitional or interim leader faces numerous challenges as well as opportunities as he undertakes this role. Understanding both organizational culture and being grounded in fundamental management practices is essential.
Gardner (2005) described the transitional CEO’s role as being one in which the individual had to weigh short term needs of the organization with the reality of his own limited time in the top role. This sort of condition creates, as he describes, a greater urgency to prioritize objectives with precision.
Huxham and Vangen (2002) also noted how one who finds himself in the interim or transitional role is one who will be motivated to be more precise in addressing priorities. They pointed out that such a leader is functioning in a compressed time frame and must be given to assess the culture of the environment quite quickly. To do this with some degree of effectiveness, the authors noted, there must be an earnest effort to engage collaborative outreaches as soon as possible, preferably with key individuals who have a good depth of institutional knowledge.
Kegan and Lahey (2001) considered communication early and often throughout all levels of the organization as being critical for the transitional leader. They noted that the leader should take it on face value that there will be a level of suspicion and general skepticism present among the rank and file (pp. 2-28). To best address this, Kegan and Lahey noted, having an innate understanding about the importance of listening to both what is said (and what is left unsaid) is something that will help the transitional leader build trust and support. Doing so will help the leader create a condition of continuity by being able to apply actions and policies with some degree of understanding about what is important to subordinates.
Despite these conditions of inherent uncertainty that need to be surmounted by the transitional leader, there is one distinct advantage that should be capitalized upon; that, is being an unknown quality. By the very nature of being a transitional leader, being an “unknown” does not carry any history—particularly negative history—with this role. So the leader who is present on an ad hoc basis can actually prompt workers to move out of their comfort zones. It is in this sense that the literature suggests that the transitional leader can often be an amalgamation of other leadership styles such transformational and transactional, depending on the conditions in the organization (McTyre, Liddy, Kruger, 2007, pp. 12-45; McIntoish & Rima. 2007, pp. 2-20). To this point, it should be emphasized that the most effective transitional leader tends to be one that has had experience in several areas of leadership and has gained a solid sense of how best to utilize both his strengths and his weaknesses (Albrecht, 2003, pp. 10-15; Allen & Cherrey, 2000, pp. 12-14).
Professional experiences. The writer was named to an assistant dean position just about a year ago. This took place during a time of significant transition that included the upcoming retirement of the dean of the school the writer is employed, and a name and organizational change to the school which was slated to occur in one year. The writer took this position knowing that it would be phased out in a year’s time but with the understanding that he would have the opportunity to apply for a new administrative post when the transition was complete. What the writer was not prepared for, however, was the significant difference in the culture from the off-campus sites he had been working at for the last five years. The new position required him to work on the main campus which is located in a mostly rural area of the state (Michigan) and the off-campus sites tend to be located in urban and suburban areas of the state. The more conservative environment made it difficult for the writer to build alliances and collaborations. Also there was a general sense among the rank and file that the transition could ultimately result in the loss of jobs. This was played out in the workplace as there being a general skepticism and the presence of “closing ranks” and factional infighting. These conditions further marginalized the writer as an effective leader and made it difficult to move policies through successfully.
Additionally, the writer had to return to school for an accredited Ph.D. because the doctoral degree he had received was determined not be recognized by the university. So he was literally learning the new job while also “learning” as a first-year student in Capella University’s doctoral program (organizational management with a specialization in leadership).
As a result of these experiences the writer learned a host of new things. First, he learned what his strengths and weaknesses were as a leader. He kept a journal of his experiences and so was given to reflect on what he was learning and this helped give him a more balanced perspective. As he began to understand himself and the conditions more, he realized he was actually growing as leader and had come to have a more realistic and mature viewpoint about what it means to be a leader. The writer also learned the importance of asking as many questions as possible until something was fully understood. Early in his tenure he encountered many new concepts but he went on assumptions about what was understood and not enough of a solid grasp on the subject matter itself. The writer also learned to believe in himself and to not be given to “deify” superiors simply because of their seniority status in the institution. He learned that such individuals do not always have the right answers and that there are times when cultural and political situations can make wrong situations and decisions appear that they are correct, when in fact they are not.
The Online Leader
The online leader takes on the unique role of leading in a virtual environment. This role may be undertaken as a leader of business meetings or conferences in virtual settings or as instructors or project managers. Skills that transcend those normally needed in a face to face settings are required in order for the leader to be successful. In today’s world with the ever pressing issues of globalized business processes and concerns about fuel and energy consumption, the online leader will increasingly be a leadership condition that all workplaces will have to better understand.
As a rule, online leaders can also be those who function in hybrid conditions, that is, partially online and partially face to face. This is often the case with project managers and executives who host trans-global video-conferences but will also have many smaller meetings at local sites with clients, constituents, and/or employees.
Robbins (2005) describes the online leader as a unique individual who takes the instruments of online activity and turns them into a virtual persona. In other words, this leader holds to the basic tenets of leadership as described by Northouse, but the way that leadership itself is carried out is extrapolated into a number of media-type expressions. The “leader” is expressed in the online world by the way individual uses both verbal and visual communication. One strong point for the effective online leader would be having the ability to design messages in a way that are both instructive but also persuasive (pp. 213-214).
In this sense the online leader must be creative (in an artistic sense) to some degree while also holding to the more traditional tenets of leadership. In the SAUonline Blackboard Instructor Training Manual (2005) the instructor is encouraged to think in terms of creating a sense of community by which learners are able to find the best fit for resources that will accommodate their learning styles. This means that a variety of intuitive-type tools should be made available that will facilitate the dissemination of knowledge. For instance, some online participants can navigate smoothly by using basic email functions and the use of attachments, but others may require having a discussion forum (threaded discussion) as an added communication device. And depending on both the leader’s and the participants’ level of skill, these communication devices might also include blogs, wikis, YouTube, and so forth.
In the online world there are a host of symbols that can be used for emotive purposes, that is, conveying the expressing of emotions and these are symbols that an online leader will want to master (Bates & Watson, 2008). In this sense, the online leader finds a way to be most effective by building a physical persona that will establish a presence in the mind of those being led. This can often be shaped by employing a certain style of consistency in communicating messages (i.e. being given to providing carefully thought through statements, being measured in responding to information that is not complete). Bates and Watson researched how hybrid platforms (partially online, partially face to face [or “on ground”]) can add to the building of this persona by using “face time” in socially constructive ways (having a meal while also having discussions) and using online time to engage specific tools and resources germane to that environment. Their point is that the leader must be careful to not use the online environment just for the sake of using it (like taking the expressway to a destination when a street route would be just as expedient). In this sense the online leader must spend more time “thinking online,” that is, visualizing how to make the best use of the online environment for the purpose of accomplishing the task(s) at hand. Griffiths and Howard (2008) admonish online leaders to press for accountability for both themselves and those they are leading. This translates to mean that a system needs to be in place that continually evaluates the effectiveness of communication (i.e. some form of assessment). They also note that leaders need to be clear about when the online environment can be most effective and when it might be a better idea to function in the face to face setting.
Patel and Patel (2006) pointed out that business leaders have to pay closer attention to trends emerging in the general population as the more sophisticated they get in online skill sets, so will business leaders need to have resources and environments that will allow them to remain competitive. One development which has served to be a direct example of this is in the area of blogging. Once considered the instrument of choice by computer geeks, the blog is now appreciated by most major businesses as a venue requiring serious attention as a disgruntled customer can make significant impact on the bottom line by posting comments about a company in a widely read blog. In response, many companies now include the monitoring of blogs (and in some instances launching and posting their own blogs with counter or proactive messages) as a way to keep such developments in check.
Personal experiences. As part of his duties as assistant dean the writer was required to oversee the academic side of the online management program. This meant that all course revisions and curriculum development came in his purview as did addressing delivery system issues (i.e. instructor or student problems; needed adjustments in curriculum). Because he brought to the position extensive experience in being both an online instructor and a developer of online curriculum the writer thought himself very well prepared for this aspect of his new position. What he discovered, however, was something similar to what he first encountered the cultural differences between the main campus and the off-campus sites; the administrative world of the online academic department had its own unique culture and it was one, surprisingly akin, in some ways, to the face to face environment. His assumption was that this world would be one more progressive and innovative than the more traditional areas of the university but this was found not to be the case. He also found that there were intra-departmental struggles greatly driven by many departments being intimidated by the power that the online department wields in the university and therefore some reluctance for change was pervasive. One noted areas was in the training of instructors for online teachings and learning to expand resources in face to face settings using online resources. Both the writer and the academic director for online training (who have a strong professional friendship) encountered great difficulty getting faculty to participate in such activities.
What the writer learned from this experience is that in order to be an effective online leader he had to be well grounded in using the many tools and resources available. He then had to become an advocate between faculty and the online department to encourage increased use of these resources. In this sense the writer realized he was laying the ground work (as a transitional leader) for there to emerge a culture of continual interest in learning about applications and uses of online learning for instructors.
Transformational Leader
The transformational leader is known for being a motivator of people. He is the antithesis of the transactional leader in that the transformational leader inspires people to get things done while the transactional leader bargains and negotiates with subordinates to get things done. The transformational leader is one who enters the workplace with an agenda—that is, to turn the organization around and to do so by getting the subordinates to believe in themselves and in their abilities. In this sense the transformational leader has to have some degree of charisma although it may vary from person to person. What this leader will have consistently presented in his personality will be strong belief in the mission being undertaken. This type of zeal is not unlike that which is found in some religious segments of society. Where it is a departure, however, is that the transformational leader ideally wants the “follower” to find the wherewithal in him or herself to go forth and do the job at hand. In this sense a central skill the transformational leader has is the ability get people to feel good about themselves, and then feel good about the purpose (or objectives) being driven by the organizations.
Northouse (2007) identifies the transformational leader as one who can be a powerful force for change in an organization (p. 191). This leader functions best when things in the organization are at its worst. Irrespective of financial circumstances that may be the problem, it is at the level of the “people problems” that the transformational leader may be most effective in helping to resolve (pp. 179-184).
Griffin (2008) and Autry (2001, pp. 10-25) blends the concepts of the transformational leader with that of the servant leader, an individual whose leadership modality is given to conditions of empathy with subordinates and leading from this perspective. The servant leader is someone who holds the inherent belief that leading is a dynamic and adaptive process and sometimes being most effective is being able to provide subordinates with the resources to make their own decisions as to what is best. This level of leadership requires both a deep sense of trust in the people being led as well as emotional intelligence on the part of the leader (Goleman, 1998, p. 5). In this sense the transformational leader is very akin to the servant leader in that there is deep analysis conducted by the leader about the people he is serving. If this individual is an organizational development specialist he may spend some time examining the culture of the organization first, but with a keen eye on the type of persona that emerges from this culture. Further probing will be targeted at a person by person assessment of individuals being led. In some instances personality tests such as the Myers Briggs Type Indicator might be employed as might other similar qualitative instruments designed to better understand individual personalities.
Conger and Hunt (1999) identify this sort of analysis as an essential first step in creating an environment of information that will lend itself to making the best decisions how to connect with those being led. They also talk at length about charisma as valuable capital to be expended in measured amounts and some forethought. This commodity of personality is one that the transformational leader will have to rely upon but, the authors note, charisma can become a detriment if the leader does not temper it with staying grounded in the basic objectives at hand.
In Leading Quietly: An Unorthodox Guide to Doing the Right Thing, these ethical areas are addressed at a deeper level. It is indicated that the leader who seeks to use the force of personality to persuade has to have, within himself a strong sense of moral rightness present. This sort of self-policing serves a failsafe for untoward behavior that can occur when followers are given to do what the leader so indicates. Barth (2004) adds to this by admonishing the leader to work toward shaping a personal life that holds to certain standards and values that would be consistent with what he would like to see reflected in those he works for and serves (p. 22).
Dungy (2007) described trust as a critical element in getting those who follow to do so in an empowered way. He cited several examples where he drew upon his own experiences as a professional football player and used them as illustrations to the players he coached as examples of taking actions that were not for the betterment of the team (pp. 22-67). His point was that each individual must take on the mantle of leadership, an admonition consistent with the transformational leader’s basic tenet. Similarly Quinn (2006) talks about the need for the leader seeking to persuade and motivate followers to do so by first connecting to what drive and motivates himself, also the hallmark of the transformational leader.
Professional experiences. The writer found his greatest strength as assistant dean in being a transformational leader. He found that while he could not reform the larger culture in moving in a direction more in line with his vision for the betterment of the school, he could transform individuals in favorable way. And he did this by taking stock of these individuals and then helping them to establish goals and direct them in a low pressured way. It is from this experience that the writer came to discover one of the areas of research he is going to want to include in his dissertation. It involves a critical assessment of subjective conditions that can be used with other strategies in order to motivate employees.
Conclusion
This paper has addressed theories involving the transitional leader, the online leader, and the transformational leader. Each of these theories was analyzed from perspectives that offered some defining information about the leadership style and also functionality in professional settings. Additionally this paper provided insight in to the writer’s professional experiences in these areas.
The capstone to his experiences of the last year was when, recently, he participated in the interview process for the person who would succeed him. Some co-workers thought it being an act of humiliation to be involved in the selection of the person who will, in effect, be taking his job. But the writer had actually volunteered to be part of the interview and selection process. The writer believed that doing so just made perfect sense because 1) whoever the candidate selected, the writer would be expected to train that person so getting a first hand “sense” of that person was important 2) the writer has a vested interest in who comes along after him because he is very committed to working for the betterment of the future of the organization.
As it turned out, the selection process brought forth someone that the writer holds in great esteem. And he has been able to advance his transitional leadership skills further by preparing a training agenda for his successor. This has made him have to think deeply about what his job entails and has also made him better prepared to teach other leaders.
Overall, the experiences in the past year have made the writer even more impassioned about the leadership process, and particularly in the areas of transitional leadership, online leadership and transformational leadership.
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