Thursday, October 31, 2019

Introduction to film studies Essay Example | Topics and Well Written Essays - 1000 words - 1

Introduction to film studies - Essay Example uelle Seinger is about a book dealer whose primary aim is to make money and who is hired by a wealthy book collector to track down a particular book called ‘The Ninth Gate’. The book dealer is also supposed to authenticate the book. Only one of the three copies of this book exists in the world and the wealthy collector is very keen on getting hold of this book, as he believes that this book will be able to conquer evil. The opening sequence of the film is very arresting and the focus shall be on that particular sequence while analyzing the mise en scene. The director begins the film by taking a wide shot of an old man shown sitting in a room and writing a note at his desk. Then the camera slowly moves towards a small chair focussing on it for about thirty seconds before panning straight to the top of the ceiling where a rope is shown hanging from a chandelier. While the camera is zooming on this sequence, the background music and the sound of a clock ticking away build up the suspense and makes the audience is filled with an ominous feeling that something terrible is going to happen. The director then skilfully cuts the camera from the rope on the chandelier to a medium shot of the old man where it stays on him showing him stopping his writing and then folding the sheet of paper. The atmosphere of suspense is reaching a crescendo as the camera again suddenly cuts from this shot to follow the old man’s legs while he is walking towards the chair. Because of the skilful placement of the camera and shot angles, the audience has already got an inkling of what’s going to happen but the music and the camera shots keep the suspense building till it reaches the man climbing onto the chair, putting his head through the rope and tightening it and then quickly pushing away the chair. As the chair falls down on the second try, the audien ce can see the man’s feet trembling and the sound of the broken neck along with the background score heightens the drama in the

Tuesday, October 29, 2019

History Essay Example | Topics and Well Written Essays - 750 words - 5

History - Essay Example A severe depression between the 1784-5 made the situation even much dire leading to a destabilizing debt servicing standoff between farmers and the government of Massachusetts’ raising of taxes; an impasse that paved the way to a full-blown, armed uprising in central and western Massachusetts akin to the liberation war, the Shay’s Rebellion (woods 285). In the south were spiraling economic problems too with quite similar disruptive effects in the north. The revolution left slave traders, particularly in South Carolina and Georgia, counting a trail of losses with more than 60,000 slaves finding escape mechanisms. The financial breakdown was compounded further by Great Britain’s refusal to link up import trade with the British West Indies; a vital market destination that upheld economic prospects of most southerners. Even though liberation treaty had been signed officially freeing the unite states as a British protectorate, total takeover was a challenge marred by tensions plaguing certain areas with British troops refusal to surrender Detroit, Otsego and New York forts over unsettled Tories land issues. On the international front, the weakness of the new government was even much pronounced given its inability to effectively protect its interests. From the capture of an American merchant ship by the North African Pirates off the coast Portugal to the West Florida Controversy and Mississippi River crises, the government had no decisive powers to effect peace by exerting clear cut authority. Courtesy of a feeble union ratified under the Articles of Confederation, the new union was bombarded right, left and center, with the Continental Army uprising over unpaid dues tipping a pillar rapture to a short-lived unification as was evident in the Newburgh Conspiracy. Proposed and ratified in 1777 and 1781 respectively, the Articles of Confederation was document full of economic and political leakages that ended up piling more problems. With the reorie ntation of the British mercantile system, the sudden shortfalls of managerial cash were never factored in by the framers of the Confederation. There was no provision for a singular command point to enforce laws passed by Congress whenever necessary. A supposedly pluralistic Congress had no powers to tax, to control commerce, to sanction the usage of a common currency, to draft enough soldiers to counter any external aggression, and to generally steer effective governance (Wood 354). The Constitution succeeded in addressing many of the problems hitherto inherent the â€Å"loose confederation of states" that essentially revered state autonomy over effective governance.  The constitution restructured the provisions of the Article of Confederation to a federal system that gave more recognition to the national government with a subsequent delegation of powers hitherto tightly held-up by the state, while reserving and sharing certain functions. The newly created federation not only cre ated a national government with real, acceptably shared power both at the national and at the state level to effect a comprised taxation policy, draft federal troops, control commerce, etcetera, but also created a common command office, the office of the president and the and a federal court system, which were non-existent under the Article Of Confederation (Wood 412). The earlier fears of the framers of the confederation of an overwhelmingly powerful national governme

Sunday, October 27, 2019

Effective Leadership Styles of School Principles

Effective Leadership Styles of School Principles In order to be effective, schools require skilled leaders. The role of the principal is the key to a schools ability to meet the needs of the teacher it serves. However, the impact and the influence a principal has on teacher commitment is not a simple relationship. Principals in todays schools require the person in the position to carry out a countless number of functions as well act in a variety of different roles. As DeLucca, et al. (1997) found, the literature on educational leadership clearly emphasizes that the principal is a highly complex and demanding role (p. 105). Fullan (1991) described the changing role of the principals over the past two decades as becoming dramatically more complex (p. 144). The study of transformational leadership in the context of principals school leadership is relatively new. Building upon the work of Burns (1978), Bass (1985), and Bass and Avolio (1994), Leithwood (1994) developed a transformational model of school leadership. Leithwood states that transformational leadership skills are necessary skills for principals if they are to meet the challenges of the 21st century. Recent studies completed by various scholars in the field have indicated that administrators who demonstrate a transformational leadership style have teaching staff with increased job satisfaction, a greater sense of teaching efficacy, demonstrate higher levels of organizational commitment, and have less staff turnover (Griffith, 2004; Yu, et al., 2002; Ross Gray, 2006). However, strategic leadership is the main role of the principal while pedagogical leadership is the responsibility of the teachers (Crowther et al., 2000 and, 2002; Smylie-Hart, 1999). Their relationships have been described by Crowther et al. (2000) as parallel leadership. Teacher leaders and administrator leaders work in parallel and develop new roles and relationships within the school. Strategic leadership theory suggested that strategic leaders are individuals who have the ability to think strategically by envisioning, anticipating, innovating, maintaining flexibility, and mobilizing others to adopt changes which provide the organization with a competitive advantage (Elenkov, et al, 2005; Ireland Hitt, 2005). Strategic leaders enable organizational staff to exploit diverse opportunities to adapt and respond to environmental uncertainty. According to Ireland and Hitt, strategic leadership theory advocates that, companies are a reflection of their top managers, and, in particular , of the chief executive officers (p. 65). Hence, Davies (2004) had identified nine factors associated with the strategic leadership styles of school heads. In his terms, Davies classified these nine factors into two parts: firstly, the ability of a school head to undertake organizational activity (strategic competence, strategic orientation, strategic translation, strategic alignment, and strategic interaction), and secondly, his or her individual characteristics (restless, absorptive, adaptive, wise). Teacher commitment is crucial to effective schools, teacher satisfaction and retention. There has been increasing interest among scholars in the concept of commitment and the study of the commitment of several professionals such as students (Staw, 1976; Meyer Allen, 1987). Educational researchers have focused on commitment to the organization in this case, teachers (Firestone, 1990; Tyree, 1996; Nais, 1981). They call this phenomenon teacher commitment, denoting commitment to the school (Ryes, 1989). Commitment is part of a teachers affective or emotional reaction to their experience in a school setting (Ebmeire Nicklaus, 1999). According to the related literature, in these circumstances employees can develop affective commitment: in a more decentralized organizational structure (Robbins, 1997), in an organizational structure having an open and honest communication network (Zangaro, 2001), in an organizational culture encouraging participation (Parnell Crandall, 2003), when they h ave the opportunity to participate in decision-making (Somech Bogler, 2002), especially in strategically important decisions (Lines, 2004; Celep, 2000), and when they are affected by the outcomes of these decisions (Torka, 2004), when they have the opportunity to participate in the strategic planning process (Oswald et al., 1994), when they are provided with autonomy (Firestone Pennell, 1993), when they have the opportunity to acquire knowledge and other resources in the organization (McDermott et al., 1996), when strategic objectives (Enriquez et al., 2001), expectations (OCreevy et al., 1997) and the vision (Oswald et al., 1994) of the organization are communicated to them, when they are treated fairly and justly (Martin Bennett, 1996; Naumann et al., 1998), when they have adequate payment (Abdulla Shaw, 1999), when there is a congruence of ethical values between employee and organization (and/or manager or supervisor) (Schwepker, 1999; Peterson, 2003; Janssen, 2004), when the y have a supportive, facilitative and hearty leader (Kidd Smewing, 2001; Hui et al., 2004) and when they find their leader (or supervisor) trustworthy (Perry, 2004). STATEMENT OF PROBLEM Many researchers have pointed out that in order to be effective in the current context of school improvement, principals need to conform to the role as transformational leaders who have the potential for building high levels of commitment to the complex and uncertain nature of the restructuring agenda (Caldwell, 1992;, Hallinger, 1992;, Leithwood Jantzi, 1997;, Murphy Hallinger, 1992). There are differences in what these roles might include, that is, what the dimensions of principal leadership style are. Building the dimensional measure of principal leadership style, thus, motivated the researcher to conduct this study in the hope that it will contribute to our understanding of the principals transformational leadership style which is considered a foundation of school effectiveness. Another important issue that has not been adequately examined by previous research is the underlying model of the strategic leadership styles of principals. Waldman and Javidan (2002) indicated that little research exists on strategic leadership and its influence on organizational performance. The general problem is that contextual factors influence leadership behaviors across all levels of the organization, thus constraining leaders to adopt behaviors driven by external and internal demands. (Antonakis House, 2002;, Carroll, 2002;, Waldman, et al, 2001;, Waldman Javidan, 2002). It has been widely recognized that many discouraged school behaviours are, to an important extent, due to the low commitment of teachers. Teachers who experience this deficiency would engage in a variety of work behaviours that only reinforce their task failure (Rosenholtz, 1989). In an effort to overcome this, teacher commitment becomes necessary. Leithwood et al. (1994) suggest that committed teachers are less likely to leave the organization and have a desire to improve practices in an effort to realize the schools mission. Therefore, teacher commitment should be examined because it leads to greater job effort and involvement. (Porter, et al, 1974;, Rosenholtz, 1989). Since there is no specific style that is best for all situations, developing skills in selection of appropriate transformational and strategic leadership styles need to be emphasized because if these skills are poor, the consequence can be quite negative. Ubben and Hughes (1992) postulate that effective leadership depends on understanding the condition of a problem situation and assessing correctly how much participation is required to be successful and the form that this participation should take. An incorrect response to the demand of a situation may have a negative impact on-teachers personal satisfaction and may consequently affect their enthusiasm and commitment. Many times staff or teachers are dissatisfied with principals, not because of the nature of their decision, but because of the leadership style used (Leadership Management Development Center, 1997). Moreover, the Ministry of Education in Thailand enforces school principals to obtain quality assurance certification once every five years, where the schools need to ensure the system is developed in accordance with the standards, criteria, principles and guidelines as stipulated in the educational Act. In recent years, the average points obtained in the national test shows that, Islamic private schools in three provinces of southern Thailand ranked bottom compared to other schools in national ranking as far as academic achievement is concerned. (Secretary Board of Educational Office, 2007). In addition, Sermsak and his colleagues (2004) noted, the Islamic private secondary school principals lack of skills especially in educational management. As a member of an educational organization, the researcher considers that it is important to conduct this study. In this study, the researcher focuses on the principals in Islamic private secondary schools in southern Thailand. As mentioned abo ve, principals are educational leaders and teachers are practical instruments in achieving the schools goals. Conducting a study to identify which is the most effective principal leadership style (transformational leadership or strategic leadership) and its effect on teacher commitment is believed to be a worthwhile study. THEORETICAL FRAMEWORK The theory that this study has tried to build was based on the foundations of several existing theories in the literature. Firstly, the study reviewed various dimensions of leadership styles from previous studies by Barnett et al. (2001), Chui et al. (1996), Janzi and Leithwood, (1996), and Leithwood et al. (1996) considering-the present school context in southern Thailand. Five relevant dimensions of leadership styles are specifically proposed to be used in this study (Liethwood, 1996). The five dimensions of transformational leadership styles are visionary leadership, individual orientation, structural leadership, empowering leadership and role modelling Secondly, the study reviewed the strategic leadership styles (Davies, 2004; Davies Davies, 2004). There are nine categories of strategic leadership characteristics. In his terms, Davies classified these nine factors into two categories; individual characteristics (restlessness, absorption, adaptiveness/adaptibility and wisdom) and organizational capability (strategic competence, strategic orientation, strategic translation, strategic alignment and strategic interaction. Thirdly, the study reviewed a theory from perspective of the affective approach on commitment. Commitment is defined as the relative strength of a persons identification with and involvement in an organization (Mowday et al., 1982). According to Buchanan (1974), commitment is a partisan or affective attachment to the aims and values of an organization, to ones role in relation with these aims and values and to an organization for its own sake, Further, according to the cost-benefit approach, commitment is a result of the perception of benefit associated with staying in and the perception of cost associated with leaving from an organization (Kanter, 1968). From the normative approach, commitment is the aggregate internalized normative pressures to conduct in a manner which meets organizational objectives and interests (Wiener, 1982). It extensively examines the influences of transformational leadership and strategic leadership on teacher identification, involvement, and loyalty to the commitment (Abdulhakam, 2005). The three factors of teacher commitment are identification, involvement and loyalty. RESEARCH OBJECTIVES Based on the statement of research problem and the theoretical model as seen in Figure 1, the objectives of the study are as follows: To examine the factors underlying the transformational leadership styles of school principals in Islamic private secondary schools in Southern Thailand. To examine the factors underlying the strategic leadership styles of school principals in Islamic private secondary schools in Southern Thailand. To examine the factors underlying the teacher commitment of school teachers in Islamic private secondary schools in Southern Thailand. To examine the effect of transformational leadership style of school principals in Islamic private secondary schools in Southern Thailand. To examine the effect of strategic leadership style of school principals in Islamic private secondary schools in Southern Thailand. To examine the effect of transformational leadership of school principals on teacher commitment through strategic leadership style in Islamic private secondary schools in Southern Thailand. To examine the effect of strategic leadership style of school principals on teacher commitment through transformational leadership style in Islamic private secondary schools in Southern Thailand. RESEARCH HYPOTHESES As stated earlier, the objectives of the study are to examine the factors underlying the transformational leadership and strategic leadership styles on teacher-commitment and to examine which leadership style which is dominant among the Islamic private secondary school principals. Thus, the hypotheses of the study are as follows: H1: Transformational leadership styles of school principals are represented by visionary, individual orientation, structural leadership, empowering leadership, and role modelling. H2: Strategic leadership styles of school principals are represented by restlessness, absorption, adaptiveness/adaptability, wisdom, strategic competence, strategic orientation, strategic translation, and strategic alignment. H3: Teacher commitment factors are represented by identification, involvement, and  loyalty. H4: The transformational leadership style of school principals directly and significantly affects teacher commitment. H5: The strategic leadership style of school principals directly and significantly affects teacher commitment. H6: The transformational leadership style of school principals positively and significantly affects teacher commitment through strategic leadership style. H7: The strategic leadership style of school principals positively and significantly affects teacher commitment through transformational leadership style. RESEARCH DESIGN This research adopted a quantitative approach as described by Creswell (2003), by emphasizing the utilization of quantitative surveys to determine if the effects existed between the variables, strategic leadership and transformational leadership styles, and teacher commitment as perceived by Islamic private secondary school teachers in three provinces in Southern Thailand. Structural Equation Modeling (SEM) is used to determine to what extent the model of hypothesized effects is supported, and how well a hypothesized conceptual model fits the associated data. The Structural Equation Modeling (SEM) is preferred because many previous studies supported the employment of SEM in this kind of research (see e.g. Clegg et al. 1997, Neilson 1997). SEM is also selected because of its ability to define and test a comprehensive System Contingency Approach (Hiltz, 1994) type of theoretical models. For instance Chin (1998, vii) has mentioned that, when applied correctly, SEM-based procedures have substantial advantages over first-generation techniques such as principal component analysis, factors analysis, discriminant analysis, or multiple regression because of the greater flexibility that researcher has for the interplay between theory and data. Compared to these first generation techniques often used in these types of analysis, some of the advantages of the SEM include the ability to: (1) estimate the direct, indirect, and total effects of variables; (2) define and investigate relationships among latent constructs; (3) estimate the variance accounte d for in each latent construct by other variables in the model; and (4) estimate error terms associated with each observed and latent variable (Heck and Wolcott 1997; Li, Harmer Duncan, Acock and Boles 1998). Research methods of the study consist of two steps; firstly, a hypothesized model will be developed by reviewing related literatures. The model will be assessed by educational experts. Secondly, the developed learning process reform model will be validated using the SEM to analyze the data collected from the Islamic private secondary school teachers in three provinces in Southern Thailand (Narathiwat, Yala, and Pattani,) Instrumentation In addition, at the end of the questionnaire there is an open space, where respondents have the opportunity to write about their experiences on commitment or comment on the questionnaire or the study in general. The Thai language questionnaire is filled out anonymously and it took about 20 minutes to complete. Validity and Reliability Content validity The validity of the measurement-items will be assessed in order to determine if a measure adequately reflects the real meaning of the construct under consideration. Two types of validity checks were performed in the initial stages of scale development: (1) Content Validity and (2) Construct Validity (Hair et al., 2006). Construct validity Construct validity or factorial validity, describes the logic of items which comprise measures of social concepts; this refers to the extent to which the empirical definition of the construct corresponds to the conceptual definition of the construct (Hair et al., 2006). Two types of validity were used to assess Construct Validity: (i) Convergent Validity and (ii) Discriminant Validity. Reliability The Cronbachs Alpha value is used to assess the reliability parameters. It provides a summary of the intercorrelations that exist among the set of items. Any suspect measurement-items will be removed. For this research study, the expected Cronbachs Alpha value is above than 0.7 as suggested by Hair et al. (2006), implying a statistically acceptable internal consistency reliability. Population and Sample The population in this study is Islamic private secondary school teachers in three provinces in Southern Thailand who teach in the school that are generally based on the Western Educational model. A simple random sampling is used to select the participants. The expected margin of error (accuracy) should  ± 4 % and confidence interval of 95% (Ferguson, 1981; Vockell Asher, 1995). All survey instrument will mailed to and administered by the Principal and Manager for administration for the respective schools. All completed survey instruments will return to researcher using enclosed envelopes. Data analysis method and Statistical technique This study will employed Structural Equation Modeling (SEM) techniques to determine the extent to which the model of the hypothesized effects is supported. All the statistical procedures are performed using SPSS 11.5 and AMOS 16.0. SEM evaluates how well a hypothesized conceptual model fits the associated data. Sometimes SEM is called a latent variable causal modeling because it is used to test causal models and theories, and because it involves the measurement of latent variables. The SEM is usually viewed as a confirmatory rather than as an exploratory procedure. It can also be seen as a family of statistical techniques which incorporates and integrates path analysis and factor analysis. The model consists of two parts, the measurement model and the structural model. The measurement model specifies how latent variables or hypothetical constructs depend upon or are indicated by the observed variables. It describes the measurement properties (reliabilities and validities) of the observed variables. The structural model instead specifies the causal relationships among the latent variables. By causal what is meant is the assumption that, everything else being constant, a change in the variable at the tail of the arrow will result in a change in the variable at the head of the arrow (Loehlin,1987, p.4). SIGNIFICANCE OF THE STUDY Result of this study are pictured to provide empirical data on factors of effective leadership styles among Islamic private secondary school principals in Southern Thailand that have not been fully studied. Therefore, this study will fill this research need. Thus, the results of this study are expected to help in the understanding of teachers and principals which is in accordance with effective leadership styles. The findings are extremely important to understand or determine the effect or failure of factors affecting the implementation of principal leadership styles both in terms of on transformational leadership and strategic leadership styles as perceived by the teachers. Such information can help to improve the strategy in order to accomplish school success. Finally, this study will aid teacher educators, administrators, professional development coordinators, and government officials to adequately prepare, train, and support principals so they may become effective Islamic principals in line with the current educational reform endeavour as intended by the Ministry of Education in Thailand. These considerations make this study worthwhile. DEFINITION OF TERMS Principal Leadership Behaviour The behaviour on the part of principals that transforms change in their followers through visionary leadership, individual orientation, structural leadership, empowering leadership, and role modelling. Strategic Leadership It is defined as educational executives who adopt a new way of thinking and acting. More than ever before, strategic educational leadership depends upon a restlessness, absorption, adaption, wisdom, strategic competence, strategic orientation, strategic translation, strategic alignment, and strategic interaction Teacher commitment It is defined as the relative strength of teachers identification with, involvement with, and loyalty in a school organization. In this study, teacher commitment is measured primarily by the Organizational Commitment Questionnaire (OCQ) developed by Mowday and his colleagues (1979) and also by selected items from other scale developers (e.g., Allen Meyer, 1990; Buchanan, 1974; Blau, 1985; Cook Wall, 1980). Islamic Private School (IPS) The schools, which are established by private individuals, offering both religion and secular subjects are fully subsidized or partly subsidized, or not subsidized at all. Those schools that are not subsidized enjoy a certain degree of freedom in educational operation and organizing educational activities (e.g. manpower, finance, and material resources). The present study deals with the first category of schools (fully subsidized) whose educational activities are under the governments supervision.

Friday, October 25, 2019

The Identifying Factors in the Development of Aggression and Violence i

The Identifying Factors in the Development of Aggression and Violence in Youth Today Tragic events like the shootings at Columbine High School capture public attention and concern, but are not typical of youth violence. Most adolescent homicides are committed in inner cities and outside of school. They most frequently involve an interpersonal dispute and a single victim. On average, six or seven youths are murdered in this country each day. Most of these are inner-city minority youths. Such acts of violence are tragic and contribute to a climate of fear in schools and communities. Research findings are identifying factors in the development of aggressive and antisocial behavior from early childhood to adolescence and into adulthood. Prospective longitudinal and intervention studies have identified major correlates for the initiation, escalation, continuation, and cessation of serious violent offending. Many studies indicate that a single factor or a single defining situation does not cause child and adolescent antisocial behavior. Rather, multiple factors contribute to and shape antisocial behavior over the course of development. Some factors relate to characteristics within the child, but many others relate to factors within the social environment (e.g., family, peers, school, neighborhood, and community contexts) that enable, shape, and maintain aggression, antisocial behavior, and related behavior problems. The research on risk for aggressive, antisocial and violent behavior includes multiple aspects and stages of life, beginning with interactions in the family. Such forces as weak bonding, ineffective parenting (poor monitoring, ineffective, excessively harsh, or inconsistent discipline, inadequate super-vision), exposure to violence in the home, and a climate that supports aggression and violence puts children at risk for being violent later in life. This is particularly so for youth with problem behavior, such as early conduct and attention problems, depression, anxiety disorders, lower cognitive and verbal abilities, etc. Outside of the home, one of the major factors contributing to youth violence is the impact of peers. In the early school years, a good deal of mild aggression and violence is related to peer rejection and competition for status and attention. More serious behavior problems and violence are associated with smaller numb... ...earch on violence has built upon that foundation. In 1966, NIMH created a Center for Studies of Crime and Delinquency, which was the locus of pioneering research on aggressive, antisocial, and violent behavior and its consequences. NIMH-supported research has generated information needed to identify, treat, and prevent not only the causes of violent behavior but also the effects of violence on victims, for example, child abuse. Most recently, the NIMH has assumed a lead role, along with the Substance Abuse and Mental Health Services Administration and the Centers for Disease Control and Prevention, in developing a Surgeon General's report on the topic of youth violence. The NIMH believes that this report, as follow-up to the Surgeon General's Report on Mental Health, will be an effective and highly credible means of educating the public about the interaction of mental disorders and youth violence. For More Information About NIMH The Office of Communications and Public Liaison carries out educational activities and publishes and distributes research reports, press releases, fact sheets, and publications intended for researchers, health care providers, and the general public.

Thursday, October 24, 2019

Rhetorical Devices Essay

The Importance of Rhetorical Devices We, as students from America, may not be familiar with religions other than our own and especially religions from other countries. There are many factors of religions and cultures we may not be used to; Catholics go to Church on Sundays and that is considered to be their â€Å"day of rest.† Some Mormons have to maintain a certain appearance and dress in an appropriate manner. In the Muslim religion it’s perfectly normal and expected to have an arranged marriage. In â€Å"A Proposal I Never Thought I’d Consider† Sabaa Saleem gives us an insight regarding marriage in the Muslim religion by sharing her thoughts and why she decided to eventually have an arranged marriage. Saleem was born from two Pakistani parents and lived in a small town in the Mojave Desert (Saleem 323). Despite the fact she’s lived in California throughout most of her life, her culture and religion remain with her and are prominent especially during the time she and her parents star ted to discuss her plans for marriage. By applying good techniques and specific rhetorical devices throughout her article, Saleem allows her audience of people who aren’t as informed about the Muslim religion to get a better idea of why Muslims would have an arranged marriage, as well as their views and ideas. She uses a variety of tools such as repetition, including personal history and appealing to pathos. However, the tools that made â€Å"A Proposal I Never Thought I’d Consider† more effective and enjoyable was Saleem’s use of tone and employing comparing and contrasting lists throughout. â€Å"A Proposal I Never Thought I’d Consider† is written with an informative tone. It’s filled with information regarding why arranged marriages are favored in Islam, why it’s expected and the consequences of refusing to have an arranged marriage. Saleem does a good job employing this tool because all throughout her piece she explains to her audience more about the culture and religion. In Islam an arranged marriage is a tradition that promotes the masculinity of a man because women need to be handed over to a man for â€Å"safekeeping† (Saleem 324). Saleem explains to her audience that Muslims are obligated to abstain from intimacy with the opposite sex; she says an arranged marriage would â€Å"easily satisfy her religious obligation† (Saleem 325). Employing an informative tone for an article whose audience is to less educated individuals is beneficial because they gain better knowledge of the topic. If the reader remains unknowledgeable a bout the topic they’re reading or why it’s essential, they become confused and lose interest. Saleem’s use of an informative tone allows the reader to better understand why she has conflictions of having an arranged marriage or not. Although â€Å"A Proposal I Never Thought I’d Consider† conveys an informative tone, she presents the article with two contrasting tones such as serious and humorous. This helps the reader remain interested and keeps the paper light hearted. She is serious about the topic of an arranged marriage, yet remains light-hearted and appeals to pathos by using humor. She says â€Å"I should make a decision after five or six meetings†¦our engagement would likely last a year or two†¦ (Saleem 325)† When Saleem discusses the process of how arranged marriages work, it has a strict timeline and makes you sense a serious tone of the article. Adding a serious tone conveys to the reader that this really is a serious topic; arranged marriages are highly important and must be discussed and planned thoroughly. Saleem wouldn’t be sharing her thoughts and ideas with us if it wasn’t an important matter. Understanding that arranged marriages are a serious matter also ties in with having an informative tone because it helps us recognize that this is vital to their culture and religion; it teaches us more about it. Despite the fact that Saleem has a serious tone, she still makes her article enjoyable to the reader by adding humor. In the beginning she talks about certain qualifications a man must meet in order to be her husband. Her list of criteria is humorous, especially when she says her stringiest test is whether or not he owns and regularly listens to every Radiohead album (Saleem 324). Authors need hooks to gain the reader’s attention. The reader most likely has no idea who Sabaa Saleem is or what her writing style is. Starting off with a humorous introduction entices the reader at an early stage and makes them want to keep reading because they’ll think she’s funny and entertaining. By continuing to apply humorous statements throughout the rest of her piece, the reader stays engaged and has a more enjoyable time reading. Because Saleem is able to joke about arranged marriages, Saleem’s humor shows us that she is open to the idea of an arranged marriage. Her use of a variety of tones is an effective tool because no one would want to read an article where the author portrays no emotion. Having no emotion or set tones makes writing bland and less enjoyable. Saleem is continuous ly presenting one idea regarding arranged marriages and comparing and contrasting her feelings with her parent’s. First she mentions how her brother decided not to have an arranged marriage, how that affected her parents and how they eventually accepted it. She then discusses about how her friendships with men were generally frowned upon, but as she got to college they were more lenient than other Muslim parents by allowing her to attend college away from home and enjoy her youth. Because of their leniency, Saleem wanted to just make her parents happy. When her father had a stroke, Saleem felt that her father would be more at peace if she had an arranged marriage, to make it seem as if his responsibility of being a good Muslim parent was fulfilled (Saleem 326). This list of conflicts she presents builds up to the climax and keeps the reader constantly questioning whether or not she will decide to have an arranged marriage. It was a good idea for Saleem to wait until the ending of her article to present to the audience her final decision because that way they’ll keep reading and learning about the Muslim religion in order to find out what Saleem will end up doing. Providing a climax makes an article more interesting and appealing. This is an effective tool because if there was no climax or build up to the story, there would be no point reading. The readers are reading Saleem’s story to find out how her culture affected her and what her final decision was. The climax is what gets the reader to ask â€Å"why.† Why does the reader share this story and how is it related to her decision? Climactic points keep the reader questioning her decisions. Not only did providing a list of conflicts help build to a climax, Saleemâ€℠¢s problems were from her own personal stories. Adding personal stories and writing in a first person point of view allows the readers to feel more connected with Saleem and relate. Personal stories and climactic points are all effective ways of having the reader engaged and more connected. â€Å"A Proposal I Never Thought I’d Consider† was well written. Saleem strategically employed various rhetorical devices to write an appealing article. Utilizing rhetorical devices are vital for writing an effective article because it’s what keeps the reader interested and allows them to see a topic from the author’s perspective. After reading Saleem’s article the readers are left with a better understanding of why people agree to arranged marriages and the Muslim religion as well. By employing specific tools such as tone and a climax in her article, she was able to achieve her ultimate goal of informing her readers about the difficult choices concerning arrang ed marriages. Sabaa Saleem wrote â€Å"A Proposal I Never Thought I’d Consider† that advantageously used rhetorical devices to write an informative and interesting article and I enjoyed reading it. Works Cited Saleem, Sabaa. â€Å"A Proposal I Never Thought I’d Consider.† 75 Arguments: An Anthology. Ed. Alan Ainsworth. New York: McGraw Hill, 2008. 323-328. Print. View as multi-pages

Wednesday, October 23, 2019

Phd Comprehensive Exam. in Leadership

Comprehensive Examination Written Responses Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy by George E. Anderson III Leadership School of Business and Technology Capella University QUESTION 1 The mixed method has recently become a popular method of research. Analyze and compare the mixed method, qualitative and quantitative research methods. Evaluate the effectiveness of each as a valid method of research on models of military leadership. IntroductionThe sociological effects discussed by Kuhn (1996) as to the institutionalization of knowledge paradigms, may account for the fact there is a great deal of concurrence as to the nature of both qualitative and quantitative research methods. There seems to be almost universal agreement as to the epistemological and theoretical roots of each methodology. There is however, substantial disagreement as to the appropriateness of one methodology over the other. â€Å"The researcher’s view of reali ty is the cornerstone to all other assumptions, that is, what is assumed here predicates the researcher’s other assumptions† (Holden & Lynch, 2004).Both quantitative and qualitative methodological purists â€Å"view their paradigms as the ideal for research† (Johnson & Onwuegbuzie, 2004). While making the case for their chosen style of research, many quantitative and qualitative researchers both implicitly and explicitly argue the inadequacy of research paradigms other than their own. Quantitative research methodology starts with an objectivist epistemological assumption and logically moves through the theoretical perspective of positivism. A ositivistic quantitative researcher believes that in the universe â€Å"things exist as meaningful entities independently of consciousness and experience† (Crotty, 1998, p. 5). The world view of an objectivist â€Å"revolves around the ontological assumption that the social world external, to individual cognition is a real world made up of hard, tangible and relatively immutable structures. In other words, the social world exists independently of an individual’s appreciation of it†(Burrell and Morgan, 1979).In contrast, the qualitative research methodology flows from the epistemologies of constructionism and subjectivism, and the interpretive or transformative theoretical perspectives. For the epistemology of subjectivity â€Å"the social world external to individual cognition is made up of nothing more than names, concepts and labels which are used as artificial creations, whose utility is based upon their convenience as tools for describing, making sense of, and negotiating the external world†(Burrell and Morgan, 1979).For a qualitative researcher â€Å"human behavior depends on how individuals interpret the conditions in which they find themselves† and â€Å"social reality is regarded as the product of processes by which social actors negotiate the meanings for ac tions and situations† (Blaikie, 1991). â€Å"Meaning is not discovered, but constructed†¦. different people may construct meaning in different ways† (Crotty, 1998). The differences in â€Å"the underlying assumptions of the quantitative and qualitative paradigms result in differences which extend beyond philosophical and methodological debates† (Sale, Lohfeld, & Brazil, 2002). Quantitative ResearchQuantitative Research: Defined Initially, quantitative sociological research methodology was developed as an extension of existing scientific research into the nature of the universe. â€Å"The purpose of research is to discover answers to question through the application of scientific procedures† (Baker, 2001). Chemistry, astronomy, mathematics and geology are all objective, quantitative sciences which are governed by the rules of inquiry known as the scientific method. Likewise for the social objectivists researcher, â€Å"human activity is understood as observable behavior taking place in observable, material circumstances† (Blaikie, 1991).Social objectivists draw their research techniques from the â€Å"hard† sciences and attempt to follow a comparable scientific methodology . â€Å"The major goal of objectivists is aligned with that of the natural scientists – they identify causal explanations and fundamental laws that explain regularities in human social behavior† (Holden & Lynch, 2004). â€Å"Logical positivism uses quantitative and experimental methods to test hypothetical deductive generalizations† (Karami, Rowley, & Analoui, 2006). Social â€Å"science is characterized by empirical research; all phenomena can be reduced to empirical indicators which represent the truth† (Sale et al. 2002). â€Å"positivistic research assumes†¦ social reality is a complex of causal relations between objects and causes of human behavior which are external to the individual† (Schulenberg, 200 7). Einstein discovered the laws of the universe. The attempt by objectivists to discover the laws human social interactions logically follows. Quantitative Research Techniques â€Å"Research methodology is influenced by the logic of experimental designs derived largely from biological science† (Lee, 1992).For a researcher in the hard sciences to validly study any phenomenon, the researcher must be detached and separate from the phenomenon being studied. Hard scientists believe that if the researcher interferes with the phenomenon in any way the value of the study is reduced or negated. Social â€Å"objectivists perceive that their studies can be (and of necessity need be) done independently of what is being observed and that their interests, values, beliefs, etc. will have no influence on what they study or what methods they use† (Holden & Lynch, 2004).It is the belief of the positivist school that for a quantitative social researcher to validly study any phenomenon, the researcher must likewise be emotionally and intellectually detached from the objects of their study and the methods of their study. Their conclusions must not be influenced by interference or prejudice. The view that â€Å"quantitative research is usually confined to filling in questionnaires, paper & pencil-style or administered on line† (Koller, 2008) is not entirely correct. Quantitative researchers utilize three basic designs; observation, experimentation and survey. Baker, 2001) Observation is usually the first step in the scientific method. It is not simple viewing rather â€Å"observation consists of the systematic gathering, recording and analysis of data† (Baker, 2001). Experimental research design is â€Å"usually undertaken to determine if there is a causal relationship between the variables under investigation† (Baker, 2001). However, in social research there are serious questions as to any experimental construct. Has the experiment, by its very structure, destroyed the objectivity so prized by quantitative researchers and introduced statistical bias which would limit its value?Is the experimental design within an ethical and moral frame which has been approved by an Institutional Review Board (IRB). Survey research is perhaps the most common quantitative research method. The overall technique is divided into three subsets; factual, opinion and interpretive. Factual surveys are concerned with securing hard, quantitative data. For example, determining the median age of a population might be achieved through a simple survey asking individuals their date of birth.Opinion surveys are to acquire hard data on respondents’ views upon the topic at hand, for example asking members of the sample if they approve or disapprove of a proposed bill before congress. â€Å"Interpretive surveys are used in circumstances where the respondent is asked to explain why they hold particular beliefs or behave in a particular way† (Bak er, 2001). The principal advantage of the survey method is its ability to sample a population and from that sample to be able to draw statistically viable inferences for the entire population from the results. (Dale, 2006) Many surveys use techniques to reduce data collection costs.Such techniques run the risk of introducing statistical errors resulting in erroneous conclusions. â€Å"If sampling errors are not corrected, results may appear to reach statistical significance level when in fact they do not† (Dale, 2006). Further, a survey instrument is constructed by people and â€Å"because of the subjectivity built into its development, any interpretations of the scores yielded cannot be 100% objective† (A. Onwuegbuzie & Leech, 2005). The introduction of bias can be unconscious or deliberate. Examples of deliberately engineered survey results can often be found within political opinion research.Questions such as; â€Å"Do you agree with the President’s irrespon sible and highly risky course of action or would you support our safe and reasonable approach to the question? † will almost always result in a predictable but inappropriate response. Finally, although the positivist quantitative researcher applies the best techniques of the â€Å"hard† science community, they are still dealing with people and not inanimate objects. It is â€Å"difficult, if not impossible, for the social scientist to predict outcomes with the same accuracy and reliability as the pure scientist† (Baker, 2001).The results achieved by quantitative social scientists will not be totally consistent, because people are not totally consistent. Qualitative Research: Defined The qualitative research method is used by social researchers which view reality not in the hard terms of the physical sciences, but rather as subjective intellectual constructs perceived by individuals. The battle flag carried by the armies of the Confederate States of America is fam iliar to many people; however the symbolic meaning of the flag is intuited entirely differently depending upon the perspective of the individual viewing it.For one individual it represents repression and misery, for another individual the same cloth represents nobility and courage. Qualitative research develops a rich, deep holistic understanding of the event studied. It is particularly useful in sorting and screening ideas, investigating complex behavior, developing explanatory models, and defining unfilled needs. (Baker, 2001) â€Å"The purposes of qualitative research are broad in scope and centered around promoting a deep and holistic or complex understanding of a particular phenomenon, such as an environment, a process or a belief† (Gay, Mills, & Airasian, 2006, p. 99) For the qualitative researcher, reality is subjective. â€Å"Subjectivists.. argue that researchers cannot distance themselves from: (1) what is being observed, (2) the study’s subject matter, or ( 3) the methods of study† (Holden & Lynch, 2004). â€Å"research is based on the fundamental assumption that there is more than one reality due to a process of interpretation whereby the social actors negotiate meaning and understanding† (Schulenberg, 2007). In contrast to the positivist perception of reality, for the qualitative researcher, each individual perceives their environment differently and each perception is equally valid.To discover facts about any social interaction, the qualitative researcher must â€Å"share† the experience being studied. They must not be aloof, but rather they must inject themselves into the research so they can fully understand the experiences of the subjects. The â€Å"phenomenological approach uses qualitative and naturalistic approaches to inductively and holistically understand human experience† (Karami et al. , 2006). â€Å"the qualitative paradigm is based on interpretivism and constructivism†¦ there are multipl e realities or multiple truths based on one’s construction of reality† (Sale et al. , 2002).It is â€Å"extremely useful for obtaining insights into regular or problematic experiences and the meaning attached to these experiences of selected individuals† (Leech & Onwuegbuzie, 2007). Qualitative Research: Methodologies Qualitative research can be done in a variety of ways, including participation in the setting, direct observation, focus groups, in depth interviews and analysis of existing documents and materials. What is key is that for the qualitative researcher, â€Å"The process of data collection involves a dynamic interaction between the researcher and the participant in context under investigation† (Gerdes & Conn, 2001). The analytical process involves an interactive, creative and intuitive examination of the data, all in the search for patterns, themes, or emerging insights, each unfurling form the research process and grounded in the data† (G erdes & Conn, 2001). However, by whatever the means a qualitative research study is conducted, the â€Å"findings, interpretations, and conclusions should be assessed for truth value, applicability, consistency, neutrality, dependability, credibility, confirmability, transferability, generalizability or the like† (A.J. Onwuegbuzie & Leech, 2007). The collected qualitative data are â€Å"disassembled, then reassembled to find uniqueness’s in pattern or principle of process or behavior† (Gerdes & Conn, 2001). Although, the importance of validity is principal among quantitative researchers, â€Å"this concept has been an issue of contention among qualitative researchers† (Leech & Onwuegbuzie, 2007). Many qualitative researchers see validity not as a statistical test but as being inherent in individual perception.Especially for researchers who move from a transformative philosophy, the importance of qualitative methods is that they â€Å"can serve as an impe tus for cultural change as the method explores dynamic systems and processes often unrevealed through traditional studies† (Gerdes & Conn, 2001). A prime example of such a study was the memoir Black Like Me by journalist John Howard Griffin first published in 1961. It recounted the trials of an African American male during the late 1950s in the American South. The work contributed significantly to increased ocial awareness and was a prime literary work supporting the American Civil Rights Movement. Quantitative and Qualitative Methodologies Contrasted Quantitative and qualitative methodologies spring from very different roots and they have very different qualities. â€Å"each type of research operates with a different conception of reality† (Schulenberg, 2007). However, â€Å"many of the differences that are perceived to prevail between quantitative and qualitative research stem from the misconceptions and miss-claims of proponents of both camps† (A. Onwuegbuzie & Leech, 2005).Accusations by qualitative researchers that quantitative research cannot attach meaning to social reality often are met by accusations from quantitative researchers that qualitative research dismisses the concept that social reality might be within an immutable reality. Quantitative researchers maintain that there are real causes of social outcomes that through scientific investigation can be discovered with statistical certainty. Qualitative researchers believe that it is only through human perception and interactions that one can achieve a full understanding of any phenomenon being investigated.A qualitative researcher â€Å"challenges the objectivist view on the fundamental issue of whether or not human being can ever achieve any form of knowledge that is independent of their own subjective construction† (Lee, 1992). For example, a quantitative researcher may ask a survey participant who had not eaten for several days the question â€Å"On a scale of one to five with one being the lowest and five being the highest, how hungry are you now? † Such inquiry, when applied to a statistically significant sample will lead to a statistically valid number.But perhaps not a real understanding of what that number actually means. The qualitative researcher would not necessarily ask an individual who had not eaten for several days, â€Å"How hungry are you? † rather the qualitative, experiential researcher might stop eating for an equivalent period of time and then record feelings not just of hunger but also of weakness and mental depression. In our example, the purist quantitative researcher would point out; the work done by the qualitative researcher was totally subjective and lacked any statistical validity.The purist qualitative researcher would point out; the cold statistics of the quantitative research results might be statistically valid, but they are meaningless to individual humans. Ultimately, â€Å"any research method chose n will have inherent flaws, and the choice of that method will limit the conclusion that can be drawn† (Scandura & Williams, 2000). A quantitative researcher would challenge the experiential standard of many qualitative researchers and their claim of reality being created from individual perceptions.If you stand in the path of a flying bullet, it does not matter what your perception of that bullet maybe, are about to be hurt. The experience of being shot is not required. Quantitative and Qualitative Methodologies Compared There are substantial differences between the quantitative and qualitative approaches to methodology; however there are also significant similarities. Each style attempts to further understanding of the human experience and this search for understanding leads to the examination of a wide range of phenomena; including experiences, attitudes and culture. The paradigms are essentially epistemic, and thus focus on matters that do not impinge on the collection and analysis of data† (Scott, 2007). â€Å"Both quantitative and qualitative procedures involve the use of observations to address research questions† (A. Onwuegbuzie & Leech, 2005). Both approaches use empirical observations. They â€Å"describe their data, construct explanatory arguments from their data, and speculate about why the outcomes they observed happened as they did† Sechrest and Sidani (1995). They are bound by their Institutional Review Boards (IRB).Their obligation to first and foremost â€Å"do no harm† drives them equally to incorporate safeguards for their subjects. Finally, legitimate researchers from both schools attempt to build in procedural safeguards to minimize bias and other influences which denigrate the validity of their study. â€Å"both quantitative and qualitative investigators utilize techniques to verify their data† (A. Onwuegbuzie & Leech, 2005). Ultimately, within both approaches to research â€Å"meaning results from the interpretation of data, whether represented by numbers or by words† (A. Onwuegbuzie & Leech, 2005).That interpretation in itself is universal and a major limiting factor. Mixed Methodology – Quantitative and Qualitative Methodologies Synthesized The debate between quantitative and qualitative is divisive and counterproductive. â€Å"The quantitative versus qualitative contest has often been so divisive that many social and behavioral science students†¦are left with the impression that they have to pledge allegiance to one research school of thought or the other† (A. Onwuegbuzie & Leech, 2005). A myopic devotion to a particular school of research has limited the advancement of the social and behavioral sciences.The proponents of mixed methodology point out that while both quantitative research and qualitative research share similarities, at the same time they both have significant limitations and conflicts in their assumptions. Such considerations gave r ise to the pragmatist school of research. â€Å"Pragmatists embrace both approaches and reject the assumptions contained in the post-positivism and constructivism dichotomy† (Tashakkori & Teddlie, 2003). A quantitative approach might be more appropriate when used to address one issue and a qualitative approach might be more appropriate when addressing an alternative issue.Pragmatists believed in â€Å"the existence of both subjective and objective points of view. Asserting that research is influenced by theory/hypothesis and by observations, facts and evidence, pragmatists utilized both inductive and deductive logic, choosing explanations that best produced desired outcomes† (A. J. Onwuegbuzie, 2000). â€Å"If all that matter is that scientists go about their business†¦using methods appropriate to the problems they have to deal with, then philosophical worries about ontology and epistemology are an irrelevance† (Hughes & Sharrock,1997).Naval navigators, or naval pilots, for centuries had difficulty determining their exact location on the water. The identification of a landmark on the shore provided a point of reference was usually sufficient but of limited value in the shifting vastness of the ocean. When it became important to precisely locate a ships position, a single point of reference was simply inadequate and sightings of multiple reference points on the shore were added to the calculation so the position of the ship could be triangulated.The more points of reference a naval pilot used to confirm their position, the more confident they could be of having a precise reading. The concept of triangulation in research was taken from those piloting procedures. In physical research variables can be controlled with some accuracy and replication of a quantitative research can yield a high level of validity as to the results. Two parts oxygen added to one part hydrogen has always made water and one can reasonably expect that formula to co ntinue working.In social science simply replicating an experiment using the same methodology is inadequate to provide a high level of confidence in the findings. There are simply too many uncontrollable variables in social science. Americans perception of Arab terrorists was different on the tenth of September 2001 than it was on the twelfth of September 2001. Mixed methodology first appeared within the concept of research triangulation, or the utilization of separate methodologies within the same study to increase or confirm the understanding of the question being investigated. Increased triangulation should improve the ability of researchers to draw conclusions from their studies† (Scandura & Williams, 2000). â€Å"Mixed Methodology strategies are really refined forms of triangulating strategies with one or more added assumptions† (S. Miller & Gatta, 2006). â€Å"The underlying logic of mixed methodology appears to be the belief that systematic multiple ways of looki ng at a phenomenon can yield deeper insights than if the phenomenon were looked at using what is referred to as a monostrand (single) approach† (S.Miller & Gatta, 2006). Any researcher is looking to understand the subject matter at hand and if â€Å"truth is a normative concept, like good. Truth is what works† (Sale et al. , 2002). Then instead of arguing the virtues of one methodology over another, the logical next step would be to take the best from each style, forming mixed methodology, which â€Å"combine(s) qualitative and quantitative methods in a single study is (now) widely practiced and accepted in many areas† (Sale et al. , 2002).Medical researchers have provide two reasons for combining qualitative and quantitative approaches; â€Å"The first is to achieve cross-validation or triangulation-combining two or more theories or sources of data to study the same phenomenon in order to gain a more complete understanding of it. The second is to achieve comple mentary results by using the strengths of one method to enhance the other† (Sale et al. , 2002). Psychology â€Å"researchers were approximately twice as likely to use mixed-methods sampling designs that were sequential than concurrent† (Collins, Onwuegbuzie, & Jiao, 2006). Methodologies of Military Leadership ResearchThe study of military leadership represents a unique set of challenges when compared to studying corporate or educational leadership. Because of the truly deadly nature of their business, the autocratic hierarchical organizational nature, and the contractual nature of the employment sociological studies of military leadership pose special challenges. Driven by the fundamental deadly nature of the military enterprise military leadership is autocratic and hierarchical. In any army, one’s immediate supervisor has almost total control and the failure to obey direction can result in severe consequences included imprisonment.Employment within the military is highly contractual. There is little or no freedom of employment. Once a contract is in place, the individual will serve out their time obligation or face serious consequences. Because of these factors, the requirements placed on civilian leaders are significantly different than those placed upon military officers. Only in first line positions does the term â€Å"leader† apply to military officers. A lieutenant maybe a platoon leader but higher ranking officers are commanders. Overall, military officers tend to consider themselves to be much more managers than they consider themselves to be leaders.That said, the study of leadership within the military has taken many forms. Depending upon the inclinations of the researcher and the specific question at hand, quantitative, qualitative and mixed methodologies have all been used at various times. Military Leadership Research: A Sampling A common form of military leadership research is through the qualitative analyses of histor ic data in histories or biographies. (Simonton, 2003) By comparing various leadership techniques used by a variety of successful military commanders qualitative conclusions may be drawn.Such studies avoid the potential embarrassment of having the researcher draw the â€Å"wrong† conclusions about current military leadership. Luke McCormick and David Mellor in their study â€Å"The role of personality in leadership: An application of the five-factor model in the Australian military†(2002) utilized a mixed methodology by cross referencing a quantitative personality inventory taken by ninety-nine junior Australian commissioned officers with the qualitative efficiency assessment reports given by their superiors. The goal was to develop a personality profile optimizing pre-assessment of a successful military career. The relationship between gender role stereotypes and requisite military leadership characteristics† by Lisa A. Boyce and Ann M. Herd (2003) is a highly ex periential and interpreted qualitative work. Moving from what appears to be a transformative philosophical position, the authors provided a group of volunteers from the US Air Force Academy opinion surveys the researchers analyzed. The sample was â€Å"balanced† and the study’s conclusions were tragically predictable. (I suspect as an old soldier, my conclusions on this work were also tragically predictable. ) Paul Bartone et. l. (2002) conducted a quantitative longitudinal study on a large body of students over a four year period with multiple regression procedures to identify which aspects of a student’s personality could be used to successfully predict a particular students success within the Corps of Cadets at West Point. Over 1000 cadets were studied over a four year period of time. The study revealed a gender affect with females scoring higher than males. Motivation to Lead: Research on the motives for undertaking leadership roles in the Israel Defense For ces (IDF) by Amit, et. l. (2007) was a mixed methodology study cross referencing the author’s quantitative â€Å"Motivation to Lead† (MTL) instrument with the qualitative leadership assessment of 420 Israeli soldiers. The MTL instrument was administered to 420 soldiers upon completion of basic training and compared to their individual assessments from that period. The study of military leadership can take many forms; quantitative, qualitative or mixed methodology. The form of the research is determined by the researcher’s epistemological and theoretical perspectives.Each study has the opportunity of providing significant contributions. At the same time, each study contends with the limitations imposed by its particular approach. Is there then the ability to select a specific style of research which might be most applicable to the study of military leadership? This student would have to conclude that there is not. Taken from a simply pragmatist point of view, mil itaries are highly complex social structures and to be effective a wise researcher selects an appropriate methodology to most effectively investigate the issue at hand.QUESTION_2: Charan, Drotter, and Noel (2001) posit â€Å"there is a particular gestalt to leadership. † Leadership style is an element of this gestalt. Transformational and transactional leadership styles have been portrayed in the literature as both oppositional and complimentary leadership styles (Bass, 1985). Identify the distinctions between transformational and transactional leadership styles. Analyze the relevant scholarly literature and cite examples illustrating the influence of these leadership styles. Transactional and Transformational Leadership DefinedThe study of transformational and transactional leadership styles has dominated the last quarter of the 20th century and the beginning of the 21st century. Dr. J. M. Burns (1978) was the first to conceptualize transformational leadership. However, shor tly thereafter through numerous books and articles, Dr. Bernard Bass became recognized as the major proponent of the transformational leadership concept. Transactional leadership is the older of the two conceptualizations and stems from the early work on Scientific Management (Taylor, 1911). Transformational Leadership Bass’s (1985) conceptualization of leadership initially included seven leadership factors, which he initially labeled charisma, inspirational, intellectual stimulation, individualized consideration, contingent reward, management by exception and laissez-faire leadership† (Avolio & Bass, 1999). Bass later exchanged the term â€Å"charisma† for the term â€Å"idealized influence† for semantic reasons. When compared to traditional leadership theories, which emphasized rational processes; the study of transformational leadership emphasizes emotions and values. Yukl, 1999) Of the seven total leadership factors Bass conceptualized, there were four which applied specifically to transformational leadership. Those four leadership components were idealized influence, inspirational motivation, intellectual stimulation and individual consideration. Idealized influence (originally charisma) implies that followers respect, admire and trust the leader, emulate their behavior, assume their values, are committed to achieving the leaders vision and make personal sacrifices towards that goal.This dedication stems from three major sources; the leader being moral and ethical, the leader’s dedication to the organization and the people within the organization, and the leader’s confidence in the competence of the people within the organization to successfully accomplish the organizational vision. It is the emotional connection between the leader and the followers of the organization. Perceptions of the transformational leader are at least as important as the actual actions of the transformational leader.The power of a transforma tional leader â€Å"is, at least in part, an attribution based on the perceptions of a leader’s behaviors† (Feinberg, Ostroff, & Burke, 2005). â€Å"Based on the leader’s behaviors, followers will form some consensual attribution about the leader† (Feinberg et al. , 2005). It is in such a way that transformational leaders can enhance collective efficacy by providing â€Å"emotional and ideological explanations that link followers’ individual identities to the collective identity of their organization† (Walumbwa, Peng, Lawler, & Kan, 2004).A transformative leader has a gift for seeing what is emotionally important to their followers. â€Å"Transformational leaders rely on empathy to understand followers’ thoughts, feelings, and points of view† (Barbuto & Burbach, 2006). The leader communicates on an emotional level, as well as an intellectual level, exuding confidence and stimulating similar feelings in their followers. Through this emotional connection the transformational leader gains their followers commitment to a shared organizational vision. A transformational leader’s moral and ethical behavior is a major key to their connection with their followers.It is about doing the right thing not simply avoiding doing the wrong thing. Of all the attributes of a transformative leader, perceived integrity is perhaps the single most important element of their success. â€Å"Leader integrity correlated most strongly with rater satisfaction and rater perceptions of leadership effectiveness† (Parry & Proctor-Thomson, 2002). The importance of leadership integrity can perhaps be illustrated by the rapid decline of the Rev. James Baker and his wife Tammy Fay Baker. At one point, the Rev. Baker was the head of a highly successful television evangelical Christian Ministry.The ministry had a huge following and significant fund raising capability. Upon the announcement that the Rev. Baker was being charged w ith the embezzlement of millions of dollars, the news quickly spread and the ministry quickly folded. His image of moral integrity had disappeared. Inspirational motivation refers to the leader’s enthusiasm and optimism in creating a vision of the future. A transformative leader uses the emotional connection they have developed with their followers to transmit excitement and confidence. For the followers, the vision is clear, exciting and achievable.At the beginning of the Second World War, the British Cabinet debated surrender to Germany. The only man who voted to continue fighting was Winston Churchill. He offered the British people nothing but â€Å"Blood, sweat, toil and tears†. He promised that if the British Empire lasted another thousand years, this would be Brittan’s â€Å"Finest Hour†. He instilled a clear, exciting and achievable vision of the future. A transformative leader attempts to intellectually stimulate each follower. The leader encourag es followers to think in new ways and emphasizes problem solving.They allow latitude in action and encourage the use of reasoning before taking action. â€Å"Leaders create situational contexts and conditions in which followers engage in creative efforts to accomplish their goals† (D. I. Jung, 2000). They understand that to optimize organizational health and growth, the talents of each member must be optimized. Overly formalized organizational structures which place the emphasis upon member seniority over member talent are at risk of atrophy. In a free market society, such organizations soon fail.The transformative leader provides individualized consideration to all members of the organization. They delegate projects so as to create individual learning experiences for their followers. Then they provide coaching and developmental counseling with the ultimate goal of personnel development. They treat each follower as an individual and attempt to be responsive to their individua l goals and aspirations. â€Å"Leaders pay attention to each individual’s need for achievement and growth by acting as a coach or mentor† (Boerner, Eisenbeiss, & Griesser, 2007). The transforming leader looks for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the follower. The result of transforming leadership is the relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agents† (Burns, 1978). The effective transactional leader is described as a leader who can identify the expectations of his or her followers and can respond to them fully so as to satisfy them by establishing a close link between effort and reward (D. I.Jung, 2000). The result of the emotional, intellectual and caring approach exhibited by the transformational leader is that they connect with their followers. â€Å"Interpersonal skill was positively correlated with most factors of tra nsformational leadership, suggesting that interpersonal skill was an influential component in the development of transformational leadership style† (Hayashi & Ewert, 2006). It is that connection which gives them the power to motivate. The transformative leader â€Å"motivates followers to do more than originally expected† (B. M. Bass, 1985).No matter what way the transformational leader chooses to implement their leadership, the â€Å"followers of transformational leaders demonstrate high levels of job satisfaction and commitment, and less withdrawal intentions† (Walumbwa et al. , 2004). â€Å"Transformational leaders are able to influence their followers by connecting followers’ self-concept to the mission of the group† (Walumbwa et al. , 2004). Transformative leaders are pro-actively engaged within their organization. They feel empowered; because they believe that they can influence their environment. (Barbuto & Burbach, 2006).Transformative leade rs believe they can make a difference and they can. Transformational leadership is a predictor of collective efficacy and plays an important role in the achievement of organizational goals. â€Å"Studies have consistently revealed that transformational leadership is positively related to work outcomes† (Walumbwa et al. , 2004). Statistically, people simply work better when they believe in what they are working for. Studies â€Å"have consistently shown stronger relationships to effectiveness outcomes for transformational as compared to transactional leadership† (Seltzer & Bass, 1990).Transactional Leadership In contrast to transformational leaders who attempt to connect with their followers on an emotional level and inspire them with a vision of the future, â€Å"transactional leaders cater to their followers’ immediate self-interests† (B. M. Bass, 1999b). Transactional leadership at the core involves a simple social exchange process where the leader clar ifies what the followers need to do as their part of a transaction and then compensates them for their effort. Transactional leadership tends to be based on an exchange process whereby followers are rewarded for accomplishing specific goals† (D. I. Jung, 2000). Attempts by subordinates to go beyond their assigned task are generally not welcome. Followers are not expected or motivated to create new solutions for the benefit of the organization or with the goal of changing their personal status within the organization. Transactional leadership was widely adopted as the preferred management style enshrined in Frederick Taylors concept of scientific management (1911).All employees were to be treated in the same fashion. Uniformity was fairness. â€Å"Transactional leadership is explicitly designed to clearly define and reward in-role performance† (Boerner et al. , 2007). The employee does what is required; then they receive a reward for their service. Transactional leadersh ip, within scientific management, is implicitly designed to insure compliance with simple pre-designated functions. It should be noted that unlike transformational leadership, philosophically there is not a moral component to transactional leadership.The only moral obligation of the leader is to fulfill the implicit and explicit terms of their agreement with the followers. It may be argued that the lack of a moral basis within transactional leadership and scientific management was the logical underpinning which supported the labor abuses during the early industrial revolution. The principal approaches to transactional leadership as defined by Bass (1985) include; contingent reward, management by exception (both active and passive) and laissez-faire leadership.Within contingent reward approach, the transactional leader provides rewards if follower performs in accordance with the employment contract or if the follower expends the required effort for the achievement of a designated tas k. The employee participation does not extend beyond the designated task. Henry Ford and the early Ford Motor Corporation are great examples of transactional leadership and contingent reward system. Henry became financially successful and legendary by the perfection of the assembly line in automotive production.The employees of Ford Motor were expected to perform specific functions in a highly regulated environment. For their participation, Ford Motor employees were comparatively well rewarded with a high hourly rate and benefits, but it was clear the company was transactional in nature and not interested in potential contributions they might make outside what had been hired for. Ford paid well but was simply buying their time. Management by exception is the concept where a leader generally avoids giving direction if the existing processes are operating at expected levels. Followers operate independently so long as performance goals are met.Leadership personnel are separate from the followers and active engagement with them is the exception rather than rule. There are active and passive approaches to management by exception. Within active management by exception, the leader only intervenes if there is a deviation from expected organizational performance but is proactive in the measurement of that performance. The leader looks for mistakes, irregularities, exceptions and failures and then takes corrective action whenever they are identified. Within the passive approach to leadership by exception, the leader is reactive.The leader waits to be informed about errors and deviances before taking action. If the leader is in an adversarial situation with their workers, the first the time a reactive leader may hear of a problem is when it has evidenced itself outside his organization. When your company is making its first delivery to a new customer, is not the time any leader wants to hear of a problem with their product. Management by laissez-faire is often defined as the hands off style of management. A laissez-faire manager provides little or no direction to the followers and provides them as much freedom as practical.While, laissez-faire maybe conceptualized by some as liberating, it is often very difficult for followers which receive little or no direction. Laissez-faire often indicates significant emotional limitations of the leader. â€Å"laissez-faire leadership style was negatively correlated with all the constructs of emotional intelligence† (Hayashi & Ewert, 2006). Transactional leadership may be closer to the concept of management than it is to the concept of an inspirational transformative leader. A manager is simply concerned with insuring the processes they are supervising continue to operate within acceptable performance levels.They are not concerned with the establishment of an emotional connection with, or the development of their subordinates. A transactional leader could be directive or participative (B. M. Bass, 1998) but because at the core, transactional leadership is the exchange of employer money for employees time there cannot be pseudo-transactional leadership. Failure to fulfill the explicit or implied terms of an employment contract is emotional, legal and moral fraud. It is quickly discovered and the relationship terminated. The employer who fails to meet payroll on a Friday, will find few employees on the job comeMonday morning. The employee who fails to perform within the standards expected will soon find themselves without work. Transactional and Transformational Leadership Synthesized Since Bass (1985) introduced the concept of transformational leadership many have viewed transactional and transformational leadership as diametric ends of a leadership continuum, each style exclusive of the other. Others have seen transformative and transactional leadership styles as simply complementary. However, neither such conceptualization is adequate. The interrelationship of the two leadership s tyles is much more complex.For purposes of this paper, I will use the term â€Å"organizational context† to refer to the entirety of an organizations external environment. I am using the term â€Å"organizational environment† to refer to an organizations internal and cultural environment. Organizational context and organizational environment are interrelated and dictate the predominant leadership style appropriate for the situation. Organizational Context It has been argued that organizations succeed when they are well connected to external environment. Those connections range across a wide spectrum of issues and players including customers, suppliers, regulators, etc.The life of the organization depends upon its connectivity and responsiveness to the entirety of its external context. That connectivity is considered in two of the four factors of the strategic planning acronym SWOT. (Pickton & Wright, 1998) Both opportunities and threats are to be found in the external organizational context. Some contexts require organizational participants to have large investments in hard capital, such as assembly lines or blast furnaces. Other contexts require organizational participants to have large investments in soft capital such as the software industry with its requirement for a highly educated work force.To a very large degree, the industry context will dictate the organizational environment required for long term success. Organizational Environment Organizational environment â€Å"has a powerful effect on the performance and long-term effectiveness of organizations† (Masood, Dani, Burns, & Backhouse, 2006). There is a large body of evidence that â€Å"transformational leadership has been positively correlated with how effective the leader is perceived by subordinates†¦ how satisfied the subordinates are with the leader and how well subordinates perform as rated by the leader† (Hater & Bass, 1988).The followers of a transformational l eader â€Å"produce high levels of subordinate effort and performance that went beyond what would occur with a transactional approach† (Seltzer & Bass, 1990). As importantly, the increased effort and performance was accompanied by â€Å"higher levels of creativity measured by divergent thinking among group members† (D. I. Jung, 2000). To do this the transformative leader has to â€Å"establish an organizational environment in which subordinates feel safe in trying out innovative approaches without the fear of punishment for failure† (D.I. Jung, 2000). Such transformative â€Å"followership† is vital within an appropriate context. Most of an organizations context is outside managements control, therefore the internal organizational environment must be constructed in such a way as to optimize external connectivity. There are some organizational contexts in which individual initiative and creativity are largely undesirable, for example, within a basic servic es organization, an engineering organization or within a government agency. Basic services tend to be highly repetitive.The development of a transformative organizational vision in an industry which removes trash or delivers mail tends to meaningless for those who are doing the actual function. As illustrative, I once had an acquaintance who was a postman by profession. I indicated my belief that it was the postman who made commerce happen and brought messages with life and emotional connections from one person to the next. He informed me that his job was simply â€Å"to put paper into the right slots†. It is hard to be inspired through the daily routine.The relationship government agencies have with their employees is highly transactional. They are â€Å"generally dominated by a hierarchy culture, as evidenced by large numbers of standardized procedures, multiple hierarchical levels, and an emphasis on rule reinforcement† (Masood et al. , 2006). Within all transaction al governmental organizations, militaries tend to be the most hierarchical and transactional. The context of military operations changes comparatively slowly. Because of the life and death nature of any military endeavor the inclination towards scientific management is compounded.Military organizations are â€Å"dominated by the hierarchy culture, the leadership style shown is that of organizing, controlling, monitoring, administering, coordinating, and maintaining efficiency† (Masood et al. , 2006). Operationally, military’s tend to be very scientific in their nature and highly transactional in their leadership style. The military organizational environment prizes compliance over creativity. To be successful within an army any individual needs to be first and foremost a transactional leader.This has historically led to organizational atrophy and the cliche that the army is always getting ready to fight the last war. The bayonet charge was one of the principal techniqu es used by the French Army under Napoleon Bonaparte. It became a deeply ingrained part of the French Army’s organizational environment. It was only after the deaths of a million French soldiers and a mutiny by the army that the French Higher Command concluded bayonet charges against machine guns were not wise. The First World War taught the French Army the best way to fight was from well fortified fixed positions.During the 1920s and the 1930s, at great expense, the French Army built the â€Å"impregnable† Maginot Line. The line was circumvented in 1940 and the French Army fell in less than a month to the new German Blitzkrieg. At the other end of the spectrum is the industry context of a high tech Silicon Valley development firm. It is an industry context which is rapidly developing with new and dramatic innovations every year. It is a market which is so dynamic that a company with last year’s technology is soon â€Å"last year’s company†.Of neces sity the organizational environment needs to be characterized by a dynamic, entrepreneurial, and creative workplaces. Unlike the very tall and hierarchical military organizations, high tech organizations tend to be entrepreneurial and flat with divisions operating semi autonomously. If an organization is to succeed in such a context, people need to stick their necks out and take risks. It is â€Å"essential that individual creative ideas and divergent perspectives be pronounced and shared with co-workers† (Boerner et al. 2007). Effective organizational leadership needs to be â€Å"visionary, innovative and risk oriented† (Masood et al. , 2006). Because of the context in which they function a high tech organization requires an environment which prizes creativity over compliance. Organizational Leadership Comparative long term organizational success is based upon the ability of the organization to align and interconnect with its external context. To achieve such alignmen t an internal environment must be created to match that external context.The appropriate internal environment is best created by senior management with an aligned leadership style; the transformative leader for an open free exchange environment and the transactional leader for highly structured military environment. It takes a transformative tech geek to create and operate the internal environment of a high tech company in a fast pace industry. It takes a transactional general to manage an army in a scientific and orderly fashion. Hopefully without the atrophy which was evidenced by the French Army twice in the twentieth century. Leadership is not in itself sufficient.It is the role of any senior leader to insure the organizational environment is aligned with the organizational context. This includes, â€Å"structural changes, job redesign and revised human resource practices are needed to add weight to culture change efforts† (Masi, 2000). The expectation of transformative b ehavior within a hierarchical autocratic organizational structure is unrealistic. An expectation of organizational success by a transactional leader in a high tech environment may be unwarranted. Participative and Authoritarian Leadership Unfortunately, â€Å"many people equate being transformational with being participative† (B.M. Bass, 1999a). In contrasting transformative and transactional leadership, it is important not to confuse transformative leadership with a participative leadership style or transactional leadership with authoritarian leadership style. â€Å"Transformational leaders can be directive or participative, authoritarian or democratic† (B. M. Bass, 1999b). Winston Churchill is an example of a great transformative leader however he was not a particularly participative leader. Churchill would listen in cabinet meetings, and then he would make a decision. Once made, he was immoveable.Likewise, Adolph Hitler was certainly a transformative leader, inspiri ng millions to die for his vision of a future Germany, but Hitler was also clearly authoritarian in his approach to government and military operations. Transformational â€Å"leaders can be directive or participative† (B. M. Bass, 1998, p. 12). Transformative Leadership and Transactional Leadership Synthesized Such a characterization of the context and environment of necessity aligning with transactional and transformative leadership styles is obviously much too simplistic. A synthesis of the two styles requires much more.History is full of examples of dynamic, inspirational and transactional military leaders acting in a transformational way. Likewise American industrial history is full of highly successful transformational leaders acting in a transactional fashion. All organizations require both transactional and transformational leadership. It is a matter of position and degree. The intertwining of transformational and transactional leadership styles depends as much upon th e position of an individual leader within the organization as the organizational environment within the industrial context.An army is a large organization managed on scientific, transactional principles but an army also needs transformative leadership. A general leading his army needs to be transformational when providing a vision as to why the army was going to fight. Upon assuming command of the Third Army in Europe, Gen. George Patton gave a stirring transformational speech to his soldiers as to why they were fighting Germany and as to why they were destined to succeed. The speech was purely transformational. However Gen. Patton was as clearly transactional when giving orders to his army.Later research documented this effect â€Å"as was expected from military leaders, senior staff officers scored the highest on transformational leadership† (Eid et al. , 2004). Can an army platoon leader be transformative in their leadership style? Certainly, but much more often they are c alled to be transactional in the accomplishment of the generals transformative vision. In contrast, the head of a high tech company must be substantially more transformational than military leaders. In a military organization, people are secondary to the mission and if necessary their lives are expendable.Within a high tech organization, the employees are often the greatest asset of the company. To lose the developers and engineers of a high tech company through the actions of a transactional authoritarian leader would signal financial disaster. Any high tech company needs their employees to be diligent, brilliant and loyal. The leader must be transformative to create the environment which will limit employee turnover; however that same leader must be transactional when addressing housekeeping issues. If you want someone to clean a toilet, it is very difficult to inspire them with visions of the future.It is much easier and much more practical to inspire them in a transactional way with an extra dollar an hour. Layering If we are attempting to synthesize the concepts of transactional and transformational leadership we must consider a strong element of layering. Conceptually based upon Maslow’s Hierarchy of Needs, (Maslow, Stacey, & DeMartino, 1958) if any leader cannot provide basic transactional benefits, such as food, then it is very hard for them to provide transformational leadership. Grand vision often fades when an individual’s stomach is empty. There are certainly dramatic historic examples of this layering effect.During the Revolution the American Army encamped at Valley Forge Pennsylvania. Gen. George Washington had been able to inspire his army with the transformative vision of a new independent nation. However, hundreds of soldiers weekly were deserting and few were reenlisting. The army simply had no food with which to feed them. It was the leadership of Gen. Wayne and Gen. Lee who were able to provide provisions during the Valley For ge encampment which overcame the basic transactional needs of the American Patriots. In the modern business world, the same transactional / transformational layering effect is clear to see.A software engineer may work for a reduced salary in anticipation of their corporate stock options being highly valuable some day. However, the first time a pay check does not arrive, they are rightfully looking for a new employer. The Transactional-Transformational Gestalt to Leadership Early research into leadership focused upon the personality traits which a successful leader exhibited. (Lowin, Hrapchak, & Kavanagh, 1969) There was debate as to whether appropriate leadership traits could be taught or if they were somehow genetically inherent within unique individuals.But it was accepted that a person’s personality traits are what made one individual a leader and one individual a follower. The difficulty is the concept of leadership by its very nature is developmental. Senior organization al leaders were once first line supervisors. In their book, The Leadership Pipeline (2001) Ram Charan et. al. wrote of the â€Å"gestalt to leadership†. Leadership development â€Å" takes the form of six career passages†¦ involve a major change in job requirements, demanding new skills, time applications and work values† (Charan et al. , 2001, p. 6).If leadership was fixed in an individual’s personality then a shift in the leadership balance between transactional and transformational as an individual traversed those career passages, could not be accomplished. But a myriad of such changes in the approach to leadership go on every day â€Å"maybe that transformational and transactional leadership behaviors are more malleable, more transient and less trait like than one might otherwise believe† (Bono & Judge, 2004). There is a strong element of sequencing when we think in terms of transactional and transformative leadership.As an individual moves throu gh the various stages of leadership, their approach to leadership needs to change. A first line supervisor is responsible for a few individuals in a single department. It is the supervisor’s role to insure each individual completes their assigned organizational tasks. The leadership a first line supervisor provides is mainly transactional in nature. By the time a leader has reached senior management that individual needs to have shifted from fundamentally transactional leadership form to fundamentally transformational leadership form.They spend much less of their time supervising and much more of their time setting forth organizational vision. To be successful any organization needs to assist developing leaders to successfully traverse through all the stages from first line transactional supervisors to transformational upper management. QUESTION_3: According to Conger, â€Å"Two fundamental processes often lead to leadership derailment – the leader's own potential for narcissism and control, and the dynamics of dependence cultivated among followers† (Conger, 2002).The framework for evaluating leadership provides an accurate assessment of strengths and weaknesses based on what it takes to become a leader in our society, with specific behavioral goals, and developmental activities. Compare and contrast the leadership styles between a great leader and a dark leader. Analyze and evaluate the impact of cultural values on how dark leaders and great leaders are defined and accepted. Reference: Conger, Jay A. , Danger of Delusion. The qualities that make Leaders Great, Financial Times; London (UK); November 29, 2002 Leadership DefinedBy definition leadership is the ability for one person to influence and coordinate the actions of a group of people towards a common goal. Leadership can be exercised in such small contexts as a single individual influencing his or her friends to go out to a movie or as grandiose as a politician rising to be the leade r of a country. Leadership can be gained and lost; it is always ephemeral. Leadership counts. â€Å"We maintain that individuals, in high-power positions can and do make a difference in the way organizations behave in their environments† (Flynn & Staw, 2004).Organizations with transformative leaderships are more likely to smoothly operate towards their organizational goals. Companies with dynamic transformational leaders are better at attracting shareholders, as evidenced by increased stock prices. (Flynn & Staw, 2004) Leaders serve â€Å"as a role model for the team members and increased cooperation among the members† (Tucker & Russell, 2004). They reach their highest level of influence and power when they have been able to establish a personal, emotional connection with their followers.The concept of follower identification is defined as the condition when members of a group come to personally identify themselves as followers of a particular leader. (Gardner & Avolio , 1998) They are no longer individuals but conceptualize themselves as disciples of a particular leader. By closely indentifying the leader, followers draw their personal image and sense of self from their association with that leader. (Sinha & Jackson, 2006) The concept of leadership is inherently amoral. Leadership ca