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Electronic copy available at: http://ssrn.com/abstract=1791924
Transformational Leadership: Increasing Institutional Effectiveness through Participative
Decision Making
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TRANSFORMATIONAL
LEADERSHIP
INCREASING INSTITUTIONAL EFFECTIVENESS
THROUGH PARTICIPATIVE DECISION MAKING
By
Erin McCann
Electronic copy available at: http://ssrn.com/abstract=1791924
Transformational Leadership: Increasing Institutional Effectiveness through Participative
Decision Making
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Table of Contents
Introduction .............................................................................................................. 4
Importance of Effective Academic Leadership ..................................................... 4
Participative Decision Making as a Leadership Tool ............................................. 5
The Committee Approach ....................................................................................... 6
Effective Teamwork ................................................................................................ 7
Shared Responsibility and Vision ........................................................................... 8
Managing Conflict .................................................................................................. 9
Empowerment ........................................................................................................ 10
Creating Organization Stakeholders ..................................................................... 11
Supporting Emerging Leaders .............................................................................. 11
Transforming Organizations ................................................................................ 13
Increasing Productivity and Building Communities ............................................ 13
Promoting Independent Thought and Action ....................................................... 15
Reflective Summary and Conclusions .................................................................. 16
References ............................................................................................................... 18
Transformational Leadership: Increasing Institutional Effectiveness through Participative
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Abstract
No leader operates alone. This paper reviews the tenets of transformational
leadership and the practical application of this leadership in supporting employees
and transforming higher education organizations into more productive and
cohesive work environments. This paper focuses on the main issues related to
empowering followers through participative decision making and committees and
team approaches to achieving institutional strategic mission, vision and goals.
Transformational Leadership: Increasing Institutional Effectiveness through Participative
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Introduction
Effective academic leadership supports the professional development and lifelong
learning of talented and engaging administration and faculty. It provides opportunities for
faculty and administration to be active participants in academic decision making. Administrators
and faculty will have an opportunity to become stakeholders in the planning process which will
make the execution and implementation of new academic goals and programs smoother. The
paper will focus on how the inclusion of staff and faculty in the college decision making process
is an essential part of effective academic leadership through scholarly research and practical
applications of course competencies. It will also address how empowering staff and faculty can
offer leadership development opportunities and groom emerging leaders. This will focus on how
delegation and individual responsibility can increase the effectiveness of a higher education
institute.
Importance of Effective Academic Leadership
Rhodes, former president of Cornell University, states, “Creating this visionary purpose
is not the work of a day or a week. Nor can it be a solo effort” (Rhodes, 1998, p.13). In this
article, Rhodes (1998) writes that leaders must create organizations that can withstand external
pressures and still advance its mission and goals. Effective Academic Leadership in Higher
Education is essential to a College’s survival. With the absence of clear direction and strategic
vision, most colleges would be unable to remain competitive in an oversaturated educational
market. Effective academic leadership directly correlates to student success and outcomes. An
effective academic leader clearly defines the mission and purpose of the university. Effective
leaders provide support and growth opportunities to their administration. They are well-versed
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on collegiate matters and innovative problem solvers. Successful leadership also leads initiatives
to promote learning, team building and unite the college community. Effective Academic
Leaders can also be described as transformational leaders.
Ramsden’s (1998) definition of transformational leadership can be used to accurately
depict an effective academic leader. A transformational leader in the Academic community
effectively communicates the mission and vision of the college in relation to the task at hand.
Transformational leadership requires precise explanations and the creation and fostering of an
environment where staff can contribute and collaborate. Ramsden (1998) points to
transformational leadership as an excellent opportunity to gain trust and loyalty from followers
(Ramsden, 1998, p.66). Hoy and Brown (1998) claim that the behavior of an effective academic
leader can be summarized in their attention to two key elements. Hoy and Brown (1998) state,
"A large body of research on schools has consistently demonstrated that the most effective leader
behavior is strong in both initiating structure and consideration" (Hoy & Brown, 1988, p. 27).
Transformational Leaders consider their followers and provide professional development
opportunities. They understand the need to reward talent and cultivate an environment where
emerging leaders are encouraged to lead task forces and committees. Ultimately
transformational leaders recognize that their employees are the most important resources in their
organization. However, they also understand their role in the college. They are there to be the
heads of a department; to manage it; oversee compliance and ensure policy and procedure is
being adhered to and enforced.
Participative Decision Making as a Leadership Tool
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There are numerous ways effective leaders can include their staff in the decision making
and goal setting of a higher education institute. The Academic Community is well-known for
including staff and faculty in the decision making process from new academic programs to
departmental goals and objectives. Many academic leaders employ strategies to involve their
employees, such as, committees, senates and task forces. The key to any academic
environment’s success depends upon the ability for every employee to recognize how they can
contribute to the mission of the college and best serve the students. This inclusion fosters
healthy communication within the work environment. DeNardis (2001), in his article on shared
governance, points out, “Leaders who engage the right groups in everyday decisions and in
designing and executing change will benefit both in terms of the quality of decisions and the
speed of execution that derives from people who feel ownership of the outcome” (DeNardis,
2001, p.38). DeNardis (2001) focuses on the rewards and challenges associated with his role as
president of the University of New Haven and also addresses how the discontent of the
university administration and faculty early in his presidency lead to sweeping changes about how
policies are created. Although DeNardis (2001), a proponent of sharing leadership recognizes
the pitfalls of sharing responsibility with other members of the college communities and the
importance of establishing clear guidelines and vision is essential to the success of the
organization.
The Committee Approach
There have been numerous studies done on the committee approach to devising goals and
identifying areas of improvement for higher education institutes. The committee approach can
create accountability, increased morale and opportunities for new leaders to emerge. Parr et al
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(2006) state that effective academic leaders can create dynamic productive committees. They
also note that leaders can encourage participation and provide structure in the decision making
process without micromanaging or interfering in the committee proceedings (Parr et al, 2006). A
leader must effectively learn to chair the committee while encouraging not only idea sharing but
also heated debate. Parr et al (2006) note that in an ideal committee, a leader serves as a
moderator. The leader should set the agenda, move discussion forward and guide decision
making procedures (Parr et al, 2006). The committee approach can also split groups and create
silos or factions within higher education. In order for a leader to ensure a committee’s success,
they must create a team environment, instill shared responsibility and vision in their members
and effectively manage conflict when it arises.
Effective Teamwork
An effective leader will create workgroups that are effective and productive. Leaders
carefully use committees to generate new ideas and celebrate diversity of opinions. In order to
promote a collaborative work environment, leaders need to strive toward bringing together
people who are innovative and have a desire to see the college succeed. An effective academic
leader will support a team by fostering a safe and secure environment where individuals are
encouraged to engage in discussion with objectives and goals in mind. DeMoulin (1996)
examines Lewin’s Leadership Ability Evaluation and applies it to the higher education setting as
an area of professional development for administrators. DeMoulin (1996) creates teams of
varying leadership styles to assess accountability and effectiveness in completing minor tasks.
By observing the group’s interaction with different leaders at the helm of each task, DeMoulin
(1996) creates a checklist for leaders on how to create a functional team. DeMoulin (1996)
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determines that a leader who possesses a democratic parliamentary approach has the highest
success rate (DeMoulin, 1996, p. 348). DeMoulin (1996) explains, “a parliamentarian oriented
decision process, where team development is primary basis for action. Here all action involves
the "team" approach” (DeMoulin, 1996, p.348). Womack and Loyd (2004) further qualify the
role of the leader by taking an unbiased look at both the rewards and pitfalls of teamwork.
Womack and Loyd (2004) emphasizes how leaders must provide the framework and demeanor
to positively influence the group. Without leaders most teams would be unable to complete their
tasks (Womack and Loyd, 2004). However, Womack and Loyd note that an effective leader
must recognize and accept their position with the teams they created. They state, “leaders must
allow them [team members] to prove their worth to the organization. Visionary leaders
understand the necessity to observe while resisting the urge to encroach” (Womack and Loyd,
2004, p.10).
Shared Responsibility and Vision
How can effective academic leaders lead their administration and faculty into feeling a
level of responsibility and ownership when they are involved in the decision making or goal
setting process? One of the key aspects of transformational leadership is the ability to build
confidence and trust in their followers. A university president cannot implement their goals and
vision with the buy-in of the university community. A Dean cannot launch a new program
without the support of their faculty. Sharing power through committees and teams is only
effective when they agree or understand the direction their leader is pointing them in. In his
article, “The people. What else is there?” Wilkens (1995) takes an in-depth look at Vermont
Senator Harold Boyden. Wilkens (1995) details how Senator Boyden went from working in the
school district to becoming superintendent. Boyden attributes his success to hiring the right
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people to support him. Wilkens (1995) states, “He [Boyden] wants people to feel his investment
and, in turn, to invest themselves” (Wilkens, 1995, p.77). Wilkens attributes Boyden’s success
as a leader to his view of himself as a team player. Boyden’s leadership style has proved
effective and he shares how he created an environment where all staff members can contribute
and take pride in the results.
Managing Conflict
All groups, as evidenced in our Bolman text, may experience strife and discord when
dealing with multiple opinions, attitudes and diversity. A sign of effective leadership is the
ability to handle and manage conflict when it arises. Another idea is external conflict that may
affect a team’s ability to maintain deadlines and arrive at decisions. An effective leader is often
tested when major problems or challenges arise. Facilitating and managing teams and
committees can be daunting tasks but it doesn’t have to be. Olsen and Murphy (1998) point out
that all teams do not work (Olsen and Murphy, 1998). Olsen and Murphy (1998) also note,
“teams within organizations need leaders to inspire them, mentor them, and coach them” (Olsen
and Murphy, 1998, p.36). Effective teams are comprised of individuals with diverse skill sets
and opinions. Leaders rely on the divergence of opinions to arrive at creative and well thought
out solutions. Instead of hindering progress, effective leaders use conflict to create learning
opportunities to their team members to learn how to debate and interact with others in a fair and
professional manner.
One of the traits of an effective leader is being a good listener. Often times, just
understanding and being able to articulate the needs and opinions of team members will enable
the group to mediate a solution. Inexperienced leaders can hinder team progress by failing to
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understand the reason the conflict occurred. When a team member feels that the leader is not
listening, the conflict can led to mistrust. A leader will never take sides. Objectivity is
paramount in facilitating open dialogue between followers. Gardner (1990) explains that leaders
must also insist that each side also listen to each other and understand their opponent’s point of
view (Gardner, 1990, p.105). Gardner (1990) sees leaders as experienced mediators, “opening
lines of communication, letting each side have their say and requiring that each listen” (Gardner,
1990, p.105).
Empowerment
Enabling administrators and faculty is an important hallmark of effective academic
leadership. Leaders motivate, coach and create a culture of shared responsibility. Effective
leaders utilize their “human capital” to the best of their abilities and prepare their followers to
assume autonomy in their decision making and actions. Both effective and ineffective leadership
directly impact employee morale, productivity and retention. Weichun et al (2004) present a
model for authentic leadership, similar to Arygris and Schon’s Model II. The authors claim that
authentic leadership will result in empowerment and individual responsibility, two concepts that
are crucial to an organization’s success and prosperity (Weichun, 2004).
Empowerment is also relevant to the success of the leader’s organization.
Transformational leaders recognize the benefit in empowering their followers. Weichun et al
(2004) agree. They state, “Empowerment is another important construct that can potentially lead
to positive organizational and individual level outcomes” (Weichun et al, 2004, p.20). Talented
individuals can lead a college to the next stage in achieving their goals. It is also important to
note that leadership must change and adapt to address new markets, new technology and external
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issues. Leaders leave to pursue new opportunities; they retire. The organization must be ready
to replace them with emerging leaders and innovative thinkers. Each leader has the unique
opportunity to foster talented individuals. In academia, colleges want to hire people from within
the organization. They have been groomed by effective members of the organization and they
already have an intimate knowledge of how the college or university functions. However, an
effective academic leader must seek out the right people in order to effectively move forward.
Creating Organization Stakeholders
Professional organizations have a vested interest in having their employees and
communities. As evidenced by Gardner’s text “On Leadership,” leaders work toward gaining
trust and loyalty of their followers. Higher Education leaders are no different. Academic
Leadership, built on the values of academic freedom and integrity, must gain the “buy-in” of the
academic community in order to advance the institution. Using library staff as a research
subject, Moore (2004) applies both Model I and Model II developed by Argyris and Schon and
Roger Schwartz four components of facilitative leadership, namely, “valid information, free and
informed choice, internal commitment, and compassion” (Moore, 2004, p.232). Moore’s (2004)
focus on facilitative leadership can lead to an increase in not just individual responsibility but
also pride in the educational workplace. Moore (2004) concluded that a practical application of
both Model II and Schwartz’s facilitative leadership concepts can transform a staff; bond
employees and promote teamwork; and create organization stakeholders on all levels of
management. Olsen and Murphy (1998) call on leaders to “practice what they preach.” Leaders
must be self-aware of how they interact with peers and colleagues as well. By modeling their
own behavior, employees will emulate the leader and thus follow suit.
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Supporting Emerging Leaders
As higher education institutes move forward, leaders must accept the responsibility of
grooming the next group that will take over if the mission and vision is to move forward.
Effective academic leaders can support professional development and leadership opportunities
with the next generation of higher education administrators. Gardner (1990) states that a good
leader “must create or strengthen systems that will survive them” (Gardner, 1990, p.10).
Although leadership does not require individuals to leave a legacy; there is a reason that Gardner
draws upon some many well-known people. Emerging leaders often learn by example. We see
people in action and decide if they are worthy of our trust and if we agree with their vision or
direction. We judge leaders by their confidence and their dedication to those they lead. In turn,
we emulate the behavior and actions of those who inspire us and push us to do better and be
better. Gardner (1998) defines the “capacity to motivate” as “the heart of the popular notion of
leadership” (Gardner, 1998, p.51).
Davis and Page (2006) reviewed Raymond Walters College and its successful
professional development and leadership program for junior faculty. Senior faculty serves as
mentors and expose junior faculty to committee work and decision making immediately. This
program is an excellent example of how effective leaders can enhance emerging leaders.
Through succession planning, leadership has a unique opportunity to groom the next generation
of leaders. The constant leadership pool at Raymond Walters is what the college community
attributes to its continued success (Davis and Page, 2006). Davis and Page (2006) attribute the
willingness of senior faculty to share in decision making as a major ingredient in the process.
The faculty have identified emerging leaders that can benefit from being immersed in college
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committees and this will only bolster their own leadership abilities. It has also provided
opportunities for senior faculty to share their knowledge and experience with the next generation
of leaders. Junior faculty had role models to emulate in their development as a leader.
Transforming Organizations
Academic Leaders have a responsibility to not only align the strategic goals and mission
of the college to promote continued success but also to make sure that the administration and
faculty are not lost in the process. The leader must work toward having their followers impart
their goals and ideals on the community at large. Participative decision making can further
advance institutions in a rapidly changing global society. In order to transform organizations
into “empowered organizations” leaders need to employ techniques, such as, participative
decision making, building shared vision, and fostering independent thought. Carr (1994) focuses
on the perfect storm of leadership qualities and style that can bring a foster change and increase
morale and individual responsibility. Carr (1994) states, “fundamental leadership functions are
required to support an empowered organization and to ensure that people support organizational
goals” (Carr, 1994). When organizational goals are valued by staff at all levels, organizations
thrive.
Increasing Productivity and Building Communities
Motivation is a key to foster a productive workplace. Leaders must actively and
continuously motivate their administration and faculty. Academic Leaders who work with their
followers and listen carefully have healthier and successful working environments. Higher
Education Institutes pride themselves on building happy communities. Academic leaders can
promote or destroy the sense of community in a collegiate environment which in turn relates
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directly to the productivity of the organization. Moving an organization forward requires a
leader to embrace change and motivate his followers to do the same. Elizondo-Montemayor et al
(2008) discuss how an academic leader can work with multiple departments and break down the
departmental silos often existing in large campuses. Using a medical school as a real world
example, the authors take a closer look at how the Provost created a new curriculum with
multiple participates. The curriculum project used multiple techniques to increase support and
garner feedback from members of the college community. They review was done by utilizing
seven subcommittees, several task forces, review committees and culminated in a weekend
retreat for all members involved. During the process the college started to thrive as members
from multiple departments worked toward the common goal of creating an innovative
sustainable curriculum. The final result of the project was not just a new curriculum by a sense
of pride throughout the college on such large scale collaboration. Elizondo-Montemayor et al
(2008) summed up the most important change that occurred during this process stating,
“Teachers were enthusiastic about being involved in the curriculum development process.
Working together towards a common goal enhanced communication among all those involved”
(Elizondo-Montemayor et al, 2008, p.17).
Another benefit of the team and committee process is building solid community within
the college environment. When academic leaders share responsibility and decision making, they
create an atmosphere of trust and pride. Elizondo-Montemayor et al (2008) state, “Although the
resistance that is inherent to any institutional change is still in the air, change continues and it is
being greatly facilitated by the current sense of ownership” (Elizondo-Montemayor et al, 2008,
p.18). Sharing Responsibility can be the tie that binds employees to their organization. Being
acknowledged for a great idea or following through with a strategic goal increases not only
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productivity but pride and accountability. Ramsden (1998) acknowledges that academic leaders
have to carefully navigate change. Issues, such as, academic freedom, tenure and external
government involvement can often negate the idea of a strong academic community (Ramsden,
1998). Transformational leaders will be able to affect change positively by addressing these
issues immediately and involving everyone in executing the mission of the academic community.
Faculty can effect change if they feel supported by leadership. Administration and staff will
provide unlimited support if they feel valued and included in decisions. Finally, students will
benefit from a cohesive academic community. The next step in the process is allowing all
members of the community to act autonomously in the decision making process. Once they
understand and have internalized the mission and goals, they must be trusted to act
independently to move the organization forward.
Promoting Independent Thought and Action
Autonomy is a crucial quality of effective leadership. Leaders must be independent
thinkers and decision makers. The real test of academic leadership however is how they foster
that same quality in their administration and faculty. Good leaders do not want a bunch of
mindless drones following them. They surround themselves with high-achievers and stellar
performers. Leaders must constantly ensure that their followers are exercising independent
thought and have the tools they need to act appropriately in any given situation with little
oversight from their leader. Kezar et al (2006) build on a 1989 study conducted by Benison,
Neumann, and Birnbaum on models that leaders can follow to create dynamic and transformative
organizations. Kezar et al (2006) introduces new leadership models since the 1989 and applied
them to an academic setting. With globalization and technology in mind, the authors reinvent
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and redefine leadership in terms of what it means to be a leader in today’s educational landscape.
Kezar et al (2006) point to promoting independent thought and action in followers as a key
concept in transforming organizations.
Autonomy is the last key ingredient in transforming a college into a successful, thriving
cohesive organization. Although the leadership must ensure that they remain the main decision
makers; they need to support their follower’s ability to make their own decisions and effectively
run their functional areas. Autonomy ultimately results in a leader’s confidence that they have
conveyed their mission and that their followers have the tools and resources needed to implement
that mission. They have to trust in their hiring decisions and adhere to the policies and
procedures they also enforce. Ramsden (1998) states, “Leadership’s unique function is to bring
out the best in people and to orientate them towards the future” (Ramsden, 1998, p.120).
Reflective Summary and Conclusion
Through practical application of transformational leadership and employee empowerment
effective academic leaders have the ability to transform organizations and enact change.
Transformational leadership is ultimately a leader’s ability to communicate their values and
vision confidently to engage, motivate and strength their followers. Effective Academic Leaders
care about the values and vision of not just the organization but of the people that make up the
organizations.
In relation to my own profession, I work hard to provide effective leadership and also
empower and include my employees in the decision making process. I also continuously strive
to be a transformational leader. Change is difficult and at times cumbersome. It takes a strong
leader to involve staff and trust in their ability to act appropriately and align themselves with the
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mission and goals of the department. However, when my employees feel valued they can
accomplish more in less time. Gardner (1990) states, “In a conventional mode people want to
know whether the followers believe in the leader; a more searching question is whether the
leader believes in the followers” (Gardner, 1990, p.199). In my own experiences, I have
responded best to the very type of leadership I seek to emulate daily. I have excelled in
environments where I believe and trust my leader. By taking pride in seeing my contributions
and ideas incorporated into strategic objectives and implemented, I have a vested interest in the
success of the organization as a whole. I seek to instill the same sense of ownership in my own
staff.
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