Name: Murad Ali

Roll no:Cd600370
Course: School Leadership (8618)
Semester: Spring, 2021
Level: Bed (1.5 Years)

ASSIGNMENT No. 1

Q.1 Why schools need leadership? In your opinion how effective

leadership can improve schools performance?
The question of whether leaders are born or made has
been a topic of discussion since ancient times. Even today, people refer to natural
leadership abilities, but research has shown that training programs and
educational experiences can contribute to the development of skills and qualities
that effective leaders need.

Leadership training is typically available in business,

teacher education, organizations, and higher education. The question that needs
to be addressed is would access to leadership training in middle school and high
school provide students with more self-awareness and confidence? Learning
skills like goal setting, problem solving, communication skills, and interaction
skills can only contribute to the development of the student so why is it not
happening?

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 The case has been made that students involved in sports
and after school clubs and activities have opportunities to develop leadership
skills, but what about the rest of the students? The students not involved in
extracurricular activities, for a myriad of reasons, also need to develop those skills
and knowledge that will make them successful as students and in their future.

Schools provide a safe arena to practice skills and

students can identify their personal strengths and acquire competencies to enhance
their opportunities for success. As an inclusive environment, schools can
encourage inclusion and manage outcomes.

Schneider, Gruman, and Coutts refer to one definition of

leadership as a person exerting influence on others, and other theories present
leadership as not simply an individual exerting influence, but also “dyadic,
shared, relational, strategic, global and a complex social dynamic” (Schneider,
Gruman, Coutts, 2012, p. 219). Focusing on leadership development in schools
would develop self-awareness, listening skills, negotiation skills, goals, and
commitment. Becoming astute with these skills creates a sound base for students
in future endeavors. This venue is also the correct place for students to recognize
their unique talents, whether it’s art, math, music, or emotional intelligence to
figure out how people can work effectively in a group and what they can
personally contribute.

Another value in providing leadership development in

schools is related to Bandura’s social cognitive learning theory. This theory
recognizes the importance of modeling behavior. Providing positive role models
as facilitators children can learn first hand an effective way to manage

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communications and conflict. The process allows the modeling behavior and the
ability to debrief what happened and what could have happened. Experiences like
this can assist them in navigating relationships within and outside of school.

Penn State University offers a program through their Extension programs

entitled: I can be a leader! Leadership fun for children. This program is intended to do the
following: “boost self esteem, improve public speaking, identify their strengths and
weaknesses, develop organizational skills, and work with others” (“I Can be a Leader!,”
n.d.). This example provides a starting point in developing programs that for differing age
groups that could be included in the school setting.
The world needs leaders. Schools, communities, government, and churches all
need leaders. The potential for leadership needs to be recognized, nurtured, and provided
a safe place to be practiced. Schools are the right place for leadership training to begin.

1. They Understand the Importance of Building Community

Effective school leaders build and sustain reciprocal family

and community partnerships and leverage those partnerships to cultivate
inclusive, caring and culturally responsive school communities. To build these
community networks it is essential that school leaders are visible in their schools
and community, develop trust and create a sense of transparency and shared
purpose with parents, staff, community members and students.

Megan Tschannen-Moran, author and professor of

educational leadership at the College of William and Mary, discusses the
importance that trust plays in building communities in her book, “Trust Matters:
Leadership for Successful Schools.”

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Tschannen-Moran explains, “In schools with high levels of trust:

 Teachers are motivated and willing to try new strategies because they trust
leaders to support them.
 Students are motivated and connected to the school because they trust
their teachers.
 Families are supportive because the principal and teachers have built
trusting relationships with them.”

2. They Empower Teachers and Cultivate Leadership Skills

Great school leaders know that they are not running a one-
man show; that they cannot do it all alone. They know that they must surround
themselves with great teachers and colleagues and, not only that, they must fully
support teachers and staff by encouraging them to continually learn, develop and,
perhaps most important, become leaders themselves.

It is no secret that when people are fulfilled and given

opportunity for career growth, as well as autonomy and control over their careers,
they are more productive, more engaged and more effective overall. In a
recent Gallup poll, it was discovered that 33 percent of U.S. teachers are engaged
in their work, while 51 percent are not engaged and 16 percent are actively
disengaged. These statistics are startling to say the least.
Through offering professional development opportunities
and support services to teachers, as well as by creating an environment where
teachers are able to experiment, innovate and lead, principals can ensure a healthy
environment for educators that will have positive repercussions for students.
Another Gallup study found that “highly talented principals on Gallup’s Principal
Insight assessment were 2.6 times more likely to have above average employee
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engagement at the schools they lead three years later.” Gallup has studied the
issue closely, even issuing a report titled “Six Things the Most Engaged Schools
Do Differently.”
In his book, “What Great Principals Do
Differently,” education author and researcher Todd Whitaker wrote: “Great
principals focus on improving the quality of the teachers within their buildings.
By carefully hiring the best teachers, by supporting their efforts and their
ambitions, by holding all staff members to high expectations, and by working to
carefully support the individual development of each professional, principals
impact student achievement.”

3. They Utilize Data and Resources

Successful school leaders use data, including standardized and

school-based assessments, to drive continuous improvement through site-based
decision-making for the express purpose of promoting equitable and culturally
responsive opportunities for all students. The opportunities that data present are
many and the most effective leaders are able to leverage that data to make
strategic decisions to benefit their students.

According to educational technology company Illuminate

Education, “building a foundation for data-driven decision making” is the first of
“Six Steps for School Leaders to Use Data Effectively.”
A report from the Wallace Foundation asserts that: “When it
comes to data, effective principals try to draw the most from statistics and
evidence, having ‘learned to ask useful questions’ of the information, to display it
in ways that tell ‘compelling stories’ and to use it to promote ‘collaborative

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inquiry among teachers.’ They view data as a means not only to pinpoint
problems but to understand their nature and causes.”

4. They Have a Vision and a Plan

The very best leaders are also visionaries. They have a goal
that they can unite a team around and a plan to help them get there. Not just that,
but they are able to clearly articulate their school vision and goals.

Vision is perhaps one of the most important qualities a

leader can have as it provides momentum and direction, not just for the team
leader but for each and every team member. Of course, in order for leaders to be
successful in pursuing their vision and enacting their plan, they must pair their
vision with unrelenting passion. Vision and passion from an effective leader
should generate inspiration, motivation and excitement that permeates throughout
the school.

According to a “Successful School Leadership” report

published by UK-based Education Development Trust, “Effective headteachers
provide a clear vision and sense of direction for the school. They prioritize. They
focus the attention of staff on what is important and do not let them get diverted
and sidetracked with initiatives that will have little impact on the work of the
students.”

5. They Create Collaborative, Inclusive Learning Environments

Inclusive learning provides all students with access to
flexible learning choices and effective paths for achieving educational goals in
spaces where they experience a sense of belonging. The best educators know this
and prioritize inclusivity, creating safe learning environments that nurture every
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student. Leaders that prioritize inclusive learning also typically believe that every
person can contribute to the greater learning community and therefore they
encourage collaboration between faculty as well as students.
“Perhaps the most critical role in successful inclusive
schools is the role of the principal,” wrote the Inclusive Schools Network. “The
school principal’s active participation is the single most important predictor of
success in implementing change, improving services, or setting a new course. The
school principal is central to facilitating systemic change and leading faculty to
adopt new attitudes and new practices.”
Q.2 Discuss the influence of educational leadership in economic
perspective in
details.
Educational leadership

Various definitions of educational leadership have

been developed that include a wide spectrum of knowledge, characteristics,
dispositions, and skills containing competing perspectives and understandings
with little agreement of what is or should be included in the discipline
(Bush, 2007). Beaudoin (2003), for instance, argued that ‘leadership speaks to a
ubiquitous, identifiable set of human activities that support and assist, particularly
in relation to change’ (p. 520). Characterized as a ‘notoriously perplexing and
enigmatic phenomenon’ (Allix & Gronn, 2005, p. 181), educational leadership is
a construct that means different things to different people (Yukl, 2002). As
Timperley (2005) noted, definitions of the term are fraught with arbitrariness and
subjectivity, a point succinctly summarized by Allix and Gronn (2005), who
remarked that:

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 Despite a long history of interest and fascination, and a
relatively shorter history of systematic investigation, the phenomenon that is
referred to as ‘leadership’ remains in large part a theoretical enigma and paradox
… In recent years, doubts concerning the integrity of the concept have raised the
question of whether leadership refers to anything real at all, and whether it is even
fruitful to entertain such a notion (pp. 181–182).

Overall, as Stack et al. (2006) stated, “Despite much

promotional activity, there is no widely accepted definition of leadership and no
consensus on how to best develop it or foster it“ noting “disagreement about
‘what leadership means and how it is related to management or administration’ (p.
31). Added to this, although much work has been done on what educational
leaders do, very little is known about the ‘how’ and ‘why’ of school leadership
(Spillane, Halverson, & Diamond, 2004).

Generally, ‘different definitions of leadership abound

and one central feature that scholars agree upon is that leadership involves the
exercise of influence over others. Unlike management, it can take place outside as
well as inside of formal organizations’ (Christie & Lingard, 2001, p. 3). Although
the concept of educational leadership varies across societies and cultures, there is
a lack of research exploring the definition of educational leadership and the
terminology used to define this concept from an Arab perspective. Even though
some educators do acknowledge this fact, many unwittingly adopt ‘norm’
practices rather than customizing them to their contexts. After all, contextualized
culturally sensitive studies of educational leadership are lacking (Escobar-Ortloff
& Ortloff, 2003). In the context of the Arab world, the concept of educational
leadership and its definition(s) do not necessarily carry the same meaning. In this
regard, it is important to stress that Arab countries display great diversity despite a

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‘common’ language, culture, religion, history, and physical and geographic
environment. As Al-Krenawi, Graham, Dean, and Eltaiba (2004) observe, ‘Arab
societies are highly diverse and consist of heterogeneous systems of social
differentiation based on ethnic, linguistic, sectarian, familial, tribal, regional,
socioeconomic, and national identities’ (p. 103).

To illustrate, some studies link Tarbiyyah to Islamic

education in particular. For example, Tarbiyyah is associated with an
understanding of human growth, as was pointed out by Ahmed
(2012). Tarbiyyah is identified as ‘a complex synthesis of moral, spiritual,
intellectual, and social development, understood in relation to the primary aim of
Islamic education toward Tawhid or oneness with God both in this world and
beyond death’ (Islamic Studies Resources, n.d). Central to the notion
of Tarbiyyah, for Arabs, is human responsibility to seek knowledge and embed
human values and ideals. Intellectual knowledge (Ta’leem) is acquired not only
through Tarbiyyah; people also actively participate in its development and are
thereby transformed morally, spiritually, intellectually, and socially
(Pedder, 2016).

While studies on educational leadership are increasing

in Arab societies, some limitations are worth highlighting. One limitation
concerns the fact that Arabs have a history of education that is very different from
the concept currently used and known as Tarbiyyah (Paramboor &
Ibrahim, 2013), as can well be seen in the different names used for the ministries
of education in Arab countries, as was indicated above. Generally speaking, the
use of different terms and definitions used interchangeably by Arabs to refer to
education and educational leadership has resulted in a conceptual and theoretical
confusion as well as concomitant educational practices.

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Policy borrowing, indigenization, and educational leadership

Globalization has provided opportunities for

governments worldwide to borrow educational theories, policies, and practices
anticipating an improvement in their educational system (Romanowski,
Alkhateeb, & Nasser, 2018). The literature on educational policy borrowing
employs a collection of broad descriptors such as “copying’, ‘appropriation’,
‘assimilation’, ‘transfer’, and ‘importation’ (Phillips & Ochs, 2003, p. 451). For
this paper, the term borrowing’ is used to refer to the process whereby countries
borrow educational policies and practices ‘originally developed and operated, and
which appeared to be effective, in a very different cultural context to that of their
own societies’ (Nguyena, Elliottb, Terlouwc, & Pilota, 2009, p. 109). The
borrowing of these policies is often based on the assumption that Western forms
of knowledge are considered superior to indigenous forms of knowledge
(Wiseman, Alromi, & Alshumrani, 2014). Nations, therefore, incorporate
borrowed knowledge to solve existing or emerging problems and improve the
educational system (Ellili-Cherif, Romanowski, & Nasser, 2012; Phillips &
Ochs, 2003).

There are sound justifications for combining various theories

and concepts from different educational systems in an effort to improve
education. However, following Burdett and O’Donnell (2016), to learn from
examples of different other countries, it is important to ‘ensure that we understand
what happens at each step in the transference of a particular policy idea from one
context another’ (p. 113).

Still, policymakers often neglect to examine particular

aspects of the culture and heritage of the originating country and the

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appropriateness of the policies to their particular cultural context (Dimmock &
Walker, 2000; Steiner-Khamsi, 2004). Hence, the borrowing process implicitly
promotes ‘de-territorialization and de-contextualization of reform and challenges
the past conception of education as a culturally bounded system’ (Steiner-
Khamsi, 2004, p. 5). The result is educational policymakers adopting blueprints of
leadership practices and giving little consideration to their cultural fit (Dimmock
& Walker, 2000; McDonald, 2012)

Concerning the borrowing of educational leadership

theories and practices in the Gulf Council Countries, over the past decade, there
has been an increase in public, private, and nonprofit leadership programs
demonstrating the importance of leadership development in the Arab world (Al-
Dabbagh & Assaad, 2010). As was mentioned above, this increase in leadership
programs is that the majority of these programs are a result of educational
borrowing where educational programs are imported, often lacking any thought
regarding the particular cultural context (Hallinger & Leithwood, 1996). More
importantly, Dimmock and Walker (2000) suggests that concepts, theories, and
practices in education are predominantly ethnocentric, embedded in Western
philosophy and values. For example, considering the leadership programs
developed in the United Arab Emirates, Al-Dabbagh and Assaad (2010) stated,
the:

various theoretical lenses that have been adapted to

leadership development programs in the Arab world share the common process of
“importing” leadership paradigms from (mostly) Western scholarship and
practice. While there are few exceptions to this rule, most of the programs that are
“tailor-made” to the needs of the region are, in fact, modeled after existing
programs and paradigms, mainly in the US and Europe.

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 Al-Dabbagh and Assaad (2010) suggested that
educational leaders and educators are strongly influenced by a Western
understanding of educational leadership, often overshadowing their Arab
perspective and understanding of educational leadership. The issue these
leadership programs face pertains to ‘the tension between dominant “Western”
perspectives on leadership and “local” needs and realities’ (Al-Dabbagh &
Assaad, 2010, p. 11). These programs present ‘cultural transformations and
exchanges that challenge traditional values and norms’ (Suarez-Orozco & Qin-
Hilliard, 2004, p. 12). More importantly, educational borrowing entails a process
of decontextualization that involves ‘a model, practice, or discourse [that] is
transplanted from its original context and applied to a new one, the process of
recontextualization, ’indigenization’ or local adaptation, will become key for
understanding the educational transfer process’ (Steiner-Khamsi & Quist, 2000, p.
275). This process often branded colonization, implies the local or ‘indigenous’ is
threatened by the slow eradication of the collective memory of the community
and nation and the cultural norms (Al-Tikriti, 2010).

However, Hallinger and Hammad (2017) suggest that the

past two decades have witnessed a growing concern for the indigenization of
borrowed theories and practices and a questioning of the hegemony and viability
of Western perspectives on leadership and management. The result is a dramatic
increase in scholarship originating from developing countries that particularizes
the significance of cultural, political, and socio-economic contexts of societies
and how these shape school leadership and management (Hallinger &
Bryant, 2013; Oplatka & Arar, 2017). The notions behind this emerging research
is the realization that the universality of the educational leadership and
management knowledge base is limited (Hallinger & Hammad, 2017; Oplatka &
Arar, 2017) and that the context of the society must be considered when
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developing and implementing leadership and management practices (Hallinger &
Hammad, 2017; Mertkan, Arsan, Inal Cavlan, & Onurkan Aliusta, 2017). More
specifically, in the Arab World, scholars in non-Muslim contexts have developed
the current theories and practices of educational leadership. Hammad and
Hallinger (2017) suggest that a critical mass of scholars are beginning to study
educational leadership and management ‘outside of traditional Anglo-American
centers of management scholarship’ (p. 435), generating indigenous models of
leadership and management

Therefore, it is vital to understand how indigenization is

important, though often overlooked, aspect of educational borrowing.
Indigenization integrates indigenous ways of knowing and doing and culture; it
also emphasizes the validity of indigenous worldviews, knowledge, and
perspectives. This demands that opportunities are provided for indigeneity to be
expressed. In the context of the discourse of educational leadership, it is important
to consider indigenous Arabic terms for education and leadership, noting the
similarities and differences from Western discourse while avoiding the frequently
made assumption that meanings are the same. We must acknowledge that there is
no homogenous definition and understanding of educational leadership and that
each indigenous nation or community will have their own views and
understandings.

Q.3 What is difference between cognitive resource theory and strategic

contingency theory, explain it.

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Cognitive Resource Theory

The cognitive resource theory states the influence of the leader's resources on his
or her reaction to stress. The cognitive resources of a leader are experience,
intelligence, competence, and task-relevant knowledge. Stress is common in
resource managing situations, and this cognitive theory emphasizes how
intelligence and experience are each best under different stress situations. This
theory is the reconceptualization of the Fiedler model.

In the early 1990s, the original model of Fiedler was re-conceptualized by Fiedler
and his associate Joe Garcia, as Cognitive Resource Theory. In this model, the
focus has been laid on the role of stress as a form of situational un-favorableness
and how a leader’s intelligence and experience influence her/his reaction to stress.

What is meant by cognition?

Cognition is the mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses. Good examples of
cognition are learning and our ability to reason through logic. Cognitive
processes use existing knowledge and generate new knowledge. Cognitive
processes are analyzed from different perspectives within different contexts like
psychiatry, psychology, education, philosophy, and computer science.

Cognitive Resource Theory of Leadership

The Contingency Model developed by Fiedler was criticized for its lack of
flexibility and also over the accuracy of the LPC scale. Fiedler then went on to

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develop the Cognitive Resource Theory (CRT) which takes into account the
personality of the leader, degree of situational stress, and group-leader relations.

The assumption behind this theory is that stress impacts the ability to make
decisions. It is the enemy of rationality and a leader cannot think in a logical and
analytical manner if she/he is under a high level of stress. According to this
proposition, the importance of a leader’s intelligence and experience to
effectiveness differs under low and high-stress situations.

Fiedler and Gracia state that a leader’s intellectual ability correlates positively
with performance under low stress but negatively under high stress. And
conversely, a leader’s experience correlates negatively with performance under
low stress but positively under high stress.

Thus, according to Fiedler and Gracia, the level of stress in a situation, determines
whether an individual’s intelligence or experience will contribute to leadership
performance.

Predictions of Cognitive Resource Theory

The Cognitive Resource theory predicts that the leader's abilities and intelligence
can aid organizational success only when leaders adopt a directive leadership
style, the situation is stress-free, the group members are supportive and the task
requires high intellect. These attributes are discussed below:

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1. Directive Approach

When a leader is better in cognitive abilities like intelligence, planning, and

decision-making, he must follow a directive approach to improve the overall
performance of the team. He needs to communicate to the group what to do, to
ensure his plans and decisions are implemented, hence improving the overall
performance of the group.

When the group and the people on the group are better than the leader in cognitive
abilities, then the leader should choose a non-directive approach. He should seek
ideas from the group and identify the best approach/idea and move ahead with the
same.

A leader's cognitive ability contributes to the performance of the team only when
the leader uses the directive leadership style.

2. Impact of Stress

Stress has a direct co-relation with intelligence and decision quality.

When there is a low stress, then intelligence is fully functional and makes an
optimal contribution.

When there is high stress, natural intelligence does not make any difference, but
may also have a negative effect.

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3. Supportive Group Members

A leader's abilities will contribute to group performance only when group

members are supportive of the leader and his goals. In such a situation leader's
directions can be easily followed and implemented.

4. Cognitively Demanding Tasks

The intellectual abilities and intelligence of the leader can only be utilized
efficiently in difficult, cognitively demanding tasks.

practical applications of Cognitive Resource Theory?

The theory proposes the style of leadership required depending on three variables
– the degree of stress, situational control, and task structure.

Leaders should be trained on stress management so that a leader's intellect can be

most effectively utilized and also to train leaders to take a directive
approach when their knowledge will benefit the group but a less directive
approach when group member abilities will contribute to performance.

Based on this theory, for a given situation, depending on the level of the stress,
leaders can decide on whether to rely on intelligence or on experience. For low-
stress situations, one should rely on intelligence; however, for high-stress
situations, one should rely on experience.

In high-stress situations, leaders who are more experienced will produce more
quality results. In high-stress situations, rational solutions are generally not

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available and hence intelligence will not be able to support the decision-making
process, whereas previous experience can allow the leader to react.

Strategic Contingency Theory

The theory is based on two concepts i.e. ‘Contingency’ and ‘Strategic’ aspect of
contingency.
A Contingency is a need for different tasks of a subunit in an organization on
which tasks of other subunits create an effect. This contingency becomes strategic
once other subunit starts controlling more contingencies and becomes powerful in
an organization.

As per the Strategic contingency theory, a leader becomes a central part of an

organization due to his/her unique skills to solve issues or problems which others
are unable to solve. Too much dependency lies on a leader so he/she is not easily
replaceable.

Hickson who is the founder of this theory wrote:

“Organizations can be described as a collection of departments or functions
that align together to cope with uncertainty.”
Factors like politics and power play an important role in the management of
strategic contingencies. Hickson also stated a practical example in support of his
strategic contingency theory concept.
According to him, an engineering subunit of an organization is powerful due
to its functional skills i.e. it removes uncertainty by its quality of fixing
breakdown quickly which affects workflows in the organization at different
output levels.

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In the Strategic Contingency model, Hickson discussed the effect of some outside
variables on the power of organizations. He concluded that both relationships
factor of departments and differences of individuals affect organizational power.
Power decisions can be influenced by departmental relationships and also
individual differences play a vital role too as individuals are different in their
skills, capabilities, etc.

Hickson also refuses the concept of earlier leadership theory i.e. Great Man theory
which stated that a person having the charisma or leadership trait by birth can
only be an effective leader. According to him, a person without Charisma but has
the problem-solving ability can be an effective leader.

3. Assumptions
Strategic contingency theory is based on the below assumptions:
 The power of a subunit or individual depends on a few contingencies.
 A leader’s problem-solving skills or capabilities are a source of power as
except him/ her no one can resolve issues in an organization. It gives him/
her bargaining power.
 Above results in fixing up a leader’s position and are not easily
replaceable.

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  It is based on uncertainty i.e. less information on future predictions and
due to this different solution and their results cannot be predicted. This
uncertainty is the main issue that the organization faces.
Q.4 Compare contras Transactional and Transformational leadership in
detail.
Transactional leadership definition

Transactional leadership focuses on results, conforms to

the existing structure of an organization and measures success according to that
organization's system of rewards and penalties. Transactional leaders have formal
authority and positions of responsibility in an organization. This type of leader is
responsible for maintaining routine by managing individual performance and
facilitating group performance.

This type of leader sets the criteria for their workers

according to previously defined requirements. Performance reviews are the most
common way to judge employee performance. Transactional, or managerial,
leaders work best with employees who know their jobs and are motivated by the
reward-penalty system. The status quo of an organization is maintained through
transactional leadership.

Differences between transactional leadership and

other leadership styles
Transactional leaders differ from charismatic and transformational leaders in both
structure and method. Charismatic leadership emphasizes influencing a group or
organization to make the world a better place. In transactional leadership, the
emphasis is on managing the performance of the individual and determining how
well he or she performs in a structured environment.

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 The difference between transactional leadership
and transformational leadership is also quite large. Simply put, transactional is a
"telling" leadership style, and transformational is a "selling" style. While the
transactional approach features positive and negative reinforcement,
transformational leadership emphasizes motivation and inspiration. Transactional
leaders are reactive; transformational leaders are proactive. Transactional
leadership appeals to the self-interest of individuals, while the transformational
style prioritizes group progress

Examples of transactional leadership

The transactional model is likely to succeed in a crisis or in

projects that require linear and specific processes. This model is also useful for
big corporations, such as Hewlett-Packard, a company known for its extensive use
of management by exception.

Many high-level members of the military, CEOs of large

international companies, and NFL coaches are known to be transactional leaders.
Transactional leadership also works well in policing agencies and first responder
organizations. Here are four examples of transactional leaders.

Norman Schwarzkopf
Gen. Norman Schwarzkopf was born in 1934 and
graduated from West Point. He went to Vietnam as an advisor to the South
Vietnamese army. During that war, he was wounded twice and awarded three
Silver Star medals. In 1978, he became a brigadier general; he attained a four-star
ranking in 1988. General Schwarzkopf was commander-in-chief of the U.S.
forces in Operation Desert Storm, responsible for tens of thousands of troops in
Iraq and Kuwait. He used the rules and regulations of the military to coordinate
operations on several continents.
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Vince Lombardi
Born in 1913, Vince Lombardi is best known as the
coach for the Green Bay Packers. He signed a five-year contract with Green Bay
in 1959. Under his leadership, the team never had a losing session. Over the
course of his career, he led the team to a 98-30-4 record and five championships.
The Super Bowl trophy is named after him. He used to run the Packers through
the same plays in practice over and over again. The team's opponents knew the
plays Lombardi would run, but the team was so well trained that many teams had
trouble defending against them.

Bill Gates
Bill Gates was born in Seattle in 1955. In his early
teens, he met Paul Allen at the Lakeside School, where they both developed
computer programs as a hobby. When Gates went to Harvard, Allen went to work
as a programmer for Honeywell in Boston. In 1975, they started Microsoft, and by
1978, the company had grossed $2.5 million, when Gates was 23. In 1985,
Microsoft launched Windows. Bill Gates is now one of the richest people in the
world. As a transactional leader, he used to visit new product teams and ask
difficult questions until he was satisfied that the teams were on track and
understood the goal.

Transformational Leadership
Transformational leadership is a leadership style that can
inspire positive changes in those who follow. Transformational leaders are
generally energetic, enthusiastic, and passionate. Not only are these leaders
concerned and involved in the process; they are also focused on helping every
member of the group succeed as well.

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Quick Background
The concept of transformational leadership was initially James MacGregor
Burns. According to Burns, transformational leadership can be seen when
"leaders and followers make each other to advance to a higher level of moral and
motivation."1

develop what is today referred to as Bass’s Transformational

Leadership Theory. According to Bass, transformational leadership can be
defined based on the impact that it has on followers. Transformational leaders,
Bass suggested, garner trust, respect, and admiration from their followers.

Components

Bass also suggested that there were four different components of transformational
leadership.

1. Intellectual Stimulation: Transformational leaders not only challenge the

status quo; they also encourage creativity among followers. The leader
encourages followers to explore new ways of doing things and new
opportunities to learn.
2. Individualized Consideration: Transformational leadership also involves
offering support and encouragement to individual followers. In order to
foster supportive relationships, transformational leaders keep lines of
communication open so that followers feel free to share ideas and so that
leaders can offer direct recognition of the unique contributions of each
follower.
3. Inspirational Motivation: Transformational leaders have a clear vision
that they are able to articulate to followers. These leaders are also able to

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 help followers experience the same passion and motivation to fulfill these
goals.
4. Idealized Influence: The transformational leader serve as a role model for
followers. Because followers trust and respect the leader, they emulate this
individual and internalize his or her ideals.

So what are some typical signs of a transformational leader?

Groups led by this type of leader tend to be both successful and loyal. They give a
lot to the team and care deeply about the group's ability to accomplish its goals.
Turnover tends to be quite low as transformational leaders are able to inspire a
great deal of commitment in their followers.

Q.5 What do you understand by the term values as perceptual filter

discuss in
detail.

Perceptual Filters

Values - are the next most unconscious filter and are

the first level at which the filters have content as they are based upon our
experiences to date. Values are those things we are prepared to fight for and also
those things we try to live up to. Values are those things we are prepared to invest
resources in to either achieve or avoid. Values are how we know right from
wrong, good from bad, what's important and what isn't, and they are also how we
decide about how we feel about our actions and the actions of others.

Values are arranged in a hierarchy, usually with most

important one at the top and the lesser ones below. Values are also context

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dependent - your values about what's important to you in a relationship are
probably very different from you values about what's important to you in your
career. Values can also be linked to and vary with changes in emotional state.

Beliefs - on one level beliefs are convictions that certain things are true or real
and are also generalisations about the state of the world around us. Beliefs are
presuppositions that we have about certain things and can create or deny personal
power for us i.e. we have a better chance of achieving an objective if we first truly
believe we are capable of doing so. If we believe that we will fail then the
likelihood of that being our outcome increases. In modelling an ability we admire
in another individual and desire for ourselves, finding out what the enabling
beliefs are that allow that person to have that ability is vital.

Attitudes - are collections of values and beliefs around a particular subject. Often
we are quite conscious of our attitudes and often we share them with others i.e.
'Well that's the way I feel about.....'. Change made at the level of attitude is far
more difficult to achieve than change made at the level of values.

Memories - the collection of memories we build up during the course of our lives
deeply affect both our perceptions and our personality. Our memories are who we
are. Some psychologists believe that as we get older our
reactions to present external events actually have very little to do with the present,
and are in fact reactions to gestalts - collections of past memories organised in a
certain way around certain subjects. Gestalts are formed when a number of
individual experiences of the same type get squashed together to form one single
generalised memory.

Decisions - the sixth filter, also related to memories are decisions which we made
in our past. Decisions about who we are and what we are capable of, especially
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negative or limiting decisions, can affect our entire lives. The decisions we make
may generate beliefs, values and attitudes or they may just affect our perceptions
though time.

Sometimes we make decisions unconsciously or at a very

early age and then forget them. These decisions may not get re-evaluated in the
context of new experience and as a result can affect our lives in ways which were
not originally intended.

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