The Transforming Leader: A Meta-Ethnographic Analysis

Community College Review, Winter, 1998 by C. Dean Pielstick

Decision-making with transforming leaders is most likely to involve participatory processes to arrive at a consensus. However, Bums has expressed concern that consensus de-escalates the role and importance of conflict in transforming leadership (Rost, 1991). It is not clear whether he was referring to conflict within the organization or external sources of conflict toward which efforts could be directed to help achieve the vision and purpose of the organization. A pulling together for a common purpose in times of crisis is well documented as source of unifying group motivation.

Transforming leaders also lead by guiding the organization through strategic planning processes, even though highly structured approaches are being widely discarded. Transforming leadership is "systematic, consisting of purposeful and organized search for changes, systematic analysis, and the capacity to move resources from areas of lesser to greater productivity ... [for] strategic transformation" (Tichy & Devanna, 1986, p. viii). Scanning the environment for trends and issues that may affect the community college; designing strategies, programs, and policies to meet the needs of an array of students and other stakeholders; adapting organizational designs for increased effectiveness and efficiency; and institutionalizing changes, such as changing the reward system to include performance pay are but a few examples.

Transforming leaders encourage taking reasonable or calculated risks, experimenting, and innovating. This is particularly true in such areas as educational reforms (competency-based learning, classroom research, active and collaborative learning, creative-critical-reflective thinking, and so forth) and using technology (distance learning, interactive multimedia, and electronic admissions and registrations). At the same time, transforming leaders take care to assess the degree of risk and take steps to reduce the risk of failing by providing risk takers with the necessary resources and connections to facilitate success; they monitor progress and suggest changes to avoid traps and pitfalls.

Another important means of guiding implementation used by transforming leaders involves team building. Creating task forces, collaborating, coalition building, managing conflict and change, and preventing or moderating stress help to build team spirit and commitment toward the shared vision. Professional development can enhance team building and team-based activities. The transforming leader may also help make initial contacts with other community college professionals, thus broadening the web of connectedness.

The shared visions nearly always include high expectations for quality or excellence. Transformational leaders promote inclusion of continuous improvement, benchmarks, total quality management, and customer service. Community colleges often use these approaches to enhance student success, student services, and institutional effectiveness.

Exhibiting Character

As with shared vision and values, these leaders are principle-centered, believing in and demonstrating honesty, integrity, trust, and other qualities. They are particularly noted as being ethical, "noble of mind and heart; generous in forgiving; above revenge or resentment" (Bennis, 1989, p. 118). These leaders are guided by principles of justice, equity, dignity, and respect for every individual.