A6: Course Project—Leadership Analysis: Part I of III
TRANSFORMATIVE
LEADERSHIP
STRATEGIES
Stuart Wasilowski
Fall 2012
Walden University
A6: Course Project—Leadership Analysis: Part I of III
A point of reference
Transactional Leadership
• Transactional leadership occurs as an function of an
exchange of valued things. It is understood by both
parties that there is a power relationship between them
(Stewart, 2006).
A6: Course Project—Leadership Analysis: Part I of III
Transformational Leadership Defined
• Transformational leader looks for potential motives in
followers. The leader seeks to address higher level needs,
and engages the full person of the follower (Stewart, 2006
p. 4).
• The result of this leadership is a mutual relationship.
• The result converts followers to leaders and leaders into
moral agents (Stewart, 2006).
A6: Course Project—Leadership Analysis: Part I of III
Leadership values and assumptions
• Values are the foundation and the reflection of the end
point.
• A supportive environment where people can grow.
• Promote harmony with nature and sustainability.
• Create communities of care and shared responsibility.
• Create an environment of dignity, respect, and support.
(Astin, A. W., & Astin, H. S.,2000)
A6: Course Project—Leadership Analysis: Part I of III
Individual qualities
•Self-knowledge
•Authenticity
•Commitment
•Empathy
•Competence
(Astin, A. W., & Astin, H. S.,2000)
A6: Course Project—Leadership Analysis: Part I of III
Transformational Leader as
Change Agent
• Patience - find the right pace for change.
• Persistence – many opportunities exist and a leader
must be persistent to succeed.
• Process – developing and working through a process will
ensure forward progress.
(Bolman & Gallos, 2011)
A6: Course Project—Leadership Analysis: Part I of III
Collaborative Leadership
• Leadership that is derived from the group.
• Leadership driven by the resources of the collective.
• Collaborative design versus collaborative culture.
(Kezar, 2006)
A6: Course Project—Leadership Analysis: Part I of III
Leadership and Sensemaking
Leadership will ….
• Notice something
• Decide what to make of it
• Do something about it
The problem with sensemaking…
• Personal and incomplete
• Interpretive
• Action oriented
A6: Course Project—Leadership Analysis: Part I of III
Reframing
Why reframing?
• Complex organizations
• Internal and external dynamics
• Juggler in Chief (Morrill, 2007)
• Lack of formal preparation for leadership roles
A6: Course Project—Leadership Analysis: Part I of III
Reframing
• To shift perspectives as part of a deliberate process in an
attempt to see a problem, challenge or opportunity
through a different lens.
• The Four Frames
• Structural
• Human Resources
• Political
• Symbolic
(Bolman & Deal, 1997)
A6: Course Project—Leadership Analysis: Part I of III
Four Frames
Structural
Human
Resources
Political
Symbolic
Metaphor for
Organization
Factory or machine
Family
Jungle
Carnival, temple, theater
Central Concepts
Rules, roles, goals,
policies, technology,
environment
needs, skills,
relationships
Power, conflict,
competition,
organizational politics
Culture, meaning, metaphor,
ritual, ceremony, stories,
heroes
Image of
Leadership
Social architecture
Empowerment
Advocacy
Inspiration
Basic Leadership
Challenge
Attune structure to task,
technology, environment
Align org and human
needs
Develop an agenda and
power base
Create faith, beauty, meaning
Bolman & Deal, 1997
A6: Course Project—Leadership Analysis: Part I of III
The practice of reframing
• Shifting perspectives gives new perspectives
• Reframing is only learned over time
• Practical application will lead to greater understanding
and benefit
• This is a learned skill that must be practiced
• The application of these frames is transformational for the
leader and the followers
A6: Course Project—Leadership Analysis: Part I of III
Practical Application - Reorganization
Scenario: The President has outlined a new organizational plan that
will reorganize several departments. Reframing the situation under
the four frames provides insight for leaders to navigate this change.
Process
Reorganizing
Structural
Realign roles and
responsibilities to fit tasks
and environment
Bolman & Deal, 1997
Human Resources
Political
Maintain balance between Redistribute power and form
human needs and formal
new coalitions
roles
Symbolic
Maintain image of accountability
and responsiveness; negotiate
new social order
A6: Course Project—Leadership Analysis: Part I of III
Practical Application - Communication
Scenario: The use of communication tools in the organization is
essential. Understanding communications from the four frames will
help leadership understand the impact.
Process
Structural
Human Resources
Communication
Transmit facts and information Exchange information, needs, and
feelings
Political
Symbolic
Influence or manipulate others Tell Stories
A6: Course Project—Leadership Analysis: Part I of III
Practice Scenario 1
Scenario: Strategic planning is a critical part of the organization.
Using the four frames, outline how strategic planning fits in the
frames. Compare and contrast in small groups the differences in the
frames.
Process
Structural
Human Resources
Political
Symbolic
Process
Structural
Human Resources
Political
Symbolic
Strategic
Planning
Strategies to set objectives
and coordinate resources
Gathering to promote
participation
Arenas to air conflicts and
realign power
Ritual to signal responsibility,
produce symbols, negotiate
meanings
Strategic
Planning
Answer
A6: Course Project—Leadership Analysis: Part I of III
Practice Scenario 2
Scenario: Meetings are the lifeblood of higher education. Using the
four frames, outline how meetings fit in the frames. Compare and
contrast in small groups the differences in the frames.
Process
Structural
Human Resources
Political
Symbolic
Meetings
Answer
Process
Structural
Human Resources
Political
Symbolic
Meetings
Formal occasions for making
decisions
Informal occasions for
involvement, sharing
feelings
Competitive occasions to win
points
Sacred occasions to celebrate and
transform the culture
A6: Course Project—Leadership Analysis: Part I of III
Choose a Frame
select which frames go with each question
Question
EXAMPLE:
Are individual commitment
and motivation essential
to success?
Is the technical quality of the
decision important?
Are there high levels of
ambiguity and uncertainty?
Are conflict and scarce
resources significant?
Are you working from the
bottom up?
Bolman & Deal, 1997
Yes
No
Human Resource
Symbolic
Structure
Political
A6: Course Project—Leadership Analysis: Part I of III
Choose a Frame – Answer Key
select which frames go with each question
Question
Yes
No
Human Resource
Symbolic
Structure
Political
Is the technical quality of the
decision important?
Structural
Human Resource
Structure
Political
Are there high levels of
ambiguity and uncertainty?
Symbolic
Political
Human Resource
Structure
Are conflict and scarce
resources significant?
Symbolic
Political
Human Resource
Structure
Political
Human Resource
Structure
Symbolic
Are individual commtment
and motivation essential
to success?
Are you working from the
bottom up?
Bolman & Deal, 1997
A6: Course Project—Leadership Analysis: Part I of III
Change
• Leadership is about change and disruption.
• Measuring the extent to which your organization is able to
absorb change is critical.
• It is critically important that as change is implemented that
respect is paid for the losses people sustain as part of the
change.
(Bolman & Gallos, 2011)
A6: Course Project—Leadership Analysis: Part I of III
References
• Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in
social change. Battle Creek, MI: W.K. Kellogg Foundation.
• Bolman and Deal; Reframing Organizations; 1997
• Bolman, L. G., & Gallos, J. V. (2011). Reframing academic leadership. San Francisco, CA:
Wiley, Jossey-Bass.
• Kezar, A. (2006). Redesigning For Collaboration in Learning Initiatives: An Examination of
Four Highly Collaborative Campuses. Journal of Higher Education, 77(5), 804–838.
• Stewart, J. (2006). Transformational Leadership: An Evolving Concept Examined through the
Works of Burns, Bass, Avolio, and Leithwood. Canadian Journal of Educational
Administration and Policy, (54), 1–29.