ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

B.ED (1.5 YEARS)

Assignment No. 1

Course: School Leadership (8618)

Semester: Spring, 2021

Student Name: Nurjis Khatoon

Roll No: CB642426

Tutor’s Name: Shahid Iqbal Farooqi

ASSIGNMENT No. 1

(Units: 1-5)
Question.1.

Why schools need leadership? In your opinion, how effective leadership can improve
schools performance?

Answer:

Since ancient times, the subject of whether leaders are born or made has been debated. People
still talk about innate leadership abilities, but research shows that training programmers and
educational experiences can help develop the skills and attributes that good leaders require.

Business, teacher education, organizations, and higher education are all places where you can get
leadership training. The question that has to be answered is whether or not having access to
leadership training in middle and high school would give children more self-awareness and
confidence. Why isn't it happening? Learning skills like goal planning, problem solving,
communication, and engagement can only benefit the student's development, so why isn't it
happening?

Students that participate in sports and after-school clubs and activities have been shown to have
opportunity to build leadership abilities, but what about the rest of the students? For a variety of
reasons, students who are not active in extracurricular activities must also learn the skills and
knowledge that will help them succeed as students and in the future.

Schools provide a safe arena to practice skills and students can identify their personal strengths
and acquire competencies to enhance their opportunities for success. As an inclusive
environment, schools can encourage inclusion and manage outcomes.

Definition.

Researchers have defined the term leadership in a variety of ways. According to Yukl (2009),
leadership is defined as an individual's action that guides their followers toward a common
purpose. The person with the specialized position of leadership is referred to as the leader, while
the other members are referred to as followers. Because followers might become leaders in a
different environment and vice versa, it's impossible to tell the difference between leaders and
followers. It's a complex phenomenon that includes leaders, followers, and the situation. To
comprehend the complexity of leadership, Hughes, Ginnett, and Curphy (2009) proposed the
following definitions of leadership.

Effective school leaders use their educational expertise and management abilities to direct their
and their teaching staff's efforts toward enhancing the quality of student learning outcomes.
Keeping up with the latest instructional technologies and trends is a big part of it. It also
necessitates strong interpersonal skills, as leaders interact with students, staff, parents, and other
members of the community to obtain continuous input and identify chances for innovation.
School leaders must have a strong understanding of operational best practices as well as the
ability to foster continual improvement.

Most leadership definitions include three terms: influence, aim, and followers. Many facets of
followers' behavior are influenced by leaders. A principal, for example, can influence teacher
conduct to reduce absenteeism and increase teaching and learning.

1. Influence:

Leaders use their power to influence their followers. Leaders have some power, which makes
them influential, according to Lunenburg (2012), because power is the ability to influence. For
leaders, there are two sources of power: personal and organizational. Leaders all have one thing
in common: a vision for achieving a goal. Vision gives leaders an inherent power that allows
them to entice and motivate followers, create meaning in the lives of employees, establish a
standard of excellence, bridge the gap between the present and the future, and transcend the
status quo.

Different types of leaders have different types of personal power to influence others. Charismatic
leaders, for example, have the ability to influence others by their charisma. Transformational
leaders, according to Stone, Russell, and Patterson (2004), build a type of influence based on
their expertise, interpersonal strength, and charismatic talents. The intelligence, expertise,
experiences, and moral values of leaders all contribute to their personal influence.

2. Followers:

Leaders have an influence on their followers during the leadership process. There is a need for
followers in order to lead. Formal groups are led by leaders in organizations, and so leadership is
formal. The followers are not the subordinates in informal leadership. Because of some specific
skills and personality features, the leader has an influence on the followers. In any instance,
followers' abilities and knowledge play a role in influence. Employees in an organization,
according to Whitlock (2013), must have the proper competencies for optimal performance. The
leaders will then be able to accomplish the organization's objectives.

3. Goal:

Leaders have the ability to persuade people to modify their behavior in order to achieve a goal.
Goal attainment is a priority for both leaders and followers. One of a school's objectives, for
example, would be to instill cultural values in students. Teachers and other stakeholders are
influenced by principals to change their behavior in order to achieve this aim. Leaders assist their
followers in forming common visions and objectives. Employees who are unaware of their
business' vision and goals are unlikely to be productive. All of the behaviors of leaders and their
followers were aligned with the organization's goals. Following the completion of existing
objectives, new and higher objectives are set.

Need and Scope of Leadership

Effective leadership helps organizations achieve their objectives. Leaders inspire their followers
by providing a vision, aligning their thinking with the vision, and translating the vision into
goals. Leaders' impacts on followers change their behavior in such a way that it helps them
achieve their objectives. Leaders inspire and empower their followers to achieve their objectives.

Leaders are expected to lead a group, thus how they interact with their followers is critical to
achieving their objectives. School administrators should be aware of diverse leadership styles
and be able to adapt to them in different situations. Educational institutions are confronted with a
variety of issues. Educational leaders set diverse and distinct goals for overall performance in
order to enhance schools and make them successful institutions. For school leaders, Leithwood,
Seashore, Anderson, and Wahlstrom (2004) recognized the following areas for goal formulation.

Levels of Leadership

Leadership is divided into five stages, according to Maxwell (2011). Position, Permission,
Production, People Development, and Pinnacle are the tiers.
Position

This is the lowest level; leaders are regarded leaders because of their position, but they may or
may not exhibit leadership traits. Pseudo-leaders are usually bosses with authority who must be
obeyed. They have subordinates who guarantee that laws and regulations are followed. To
influence others, a leader does not need to be in a position of power. They could not be well-
known or have a huge name. They do, however, have leadership characteristics and may inspire
others to attain a common goal. Those in positions of leadership, such as principal, DEO, or
director, can study leadership skills to become great leaders. They will then advance to a higher
level of leadership.

Permission

At this stage, a leader's followers are influenced in such a way that they go beyond obeying
orders. Leaders have an impact on their followers by liking, caring, valuing, including, and
trusting them, not by their position. Leaders at the position level can advance to this level by
learning leadership skills and altering their conduct.

Production

When permission level leaders achieve or make progress toward achieving objectives, they go
into production mode. Because they are not productive, some leaders remain at the permission
level. They are unproductive due to a lack of abilities, self-discipline, and work ethics.

People Development

At this stage, leaders improve their team and organization while also transforming their followers
into leaders. Leaders at the production level focus on getting their team to produce something,
whereas leaders at the development level focus on personnel development. Leaders at this level
have more advanced leadership skills.

Human resources are a company's most precious asset. Human resource development can help a
company grow and succeed. As a result, in order to go to the developer level, leaders must
improve their leadership talents. It provides organizations with high-productivity teams and
transforms them.

Pinnacle
This is the most senior level of management. At this level, leaders become legends. They have an
impact on the community in addition to their company. They have an impact on people's life. At
this level, leaders have both leadership skills and natural attributes. Typically, this level of
leadership is attained near the end of one's career.

Relationship between Leadership and Management

Although the phrases leadership and management are sometimes used interchangeably, they are
not synonymous. Leaders, for example, advocate for change and are concerned with people's
views and commitments. Managers, on the other hand, push for stability and the status quo, exert
authority, and are concerned with how things are accomplished. The leadership process is
distinct from the management process. Developing an unified vision for the organization,
motivating and empowering individuals, and meeting needs are all part of the leadership process.
The management process, on the other hand, entails planning and budgeting, staffing, and
controlling. It lowers the level of uncertainty in the organization and makes it more stable.

Although leadership and management may be similar in a few ways, they have many very
distinct differences. Both leaders and managers may have involvement in establishing direction,
aligning resources, and motivating people. Managers, however, plan and budget while leaders
establish direction. Managers have a narrow purpose and try to maintain order, stabilize work,
and organize resources. Leaders seek to develop new goals and align organizations…Managers
control problem solve while leaders motivate and inspire.

Activities:

1. Get a list of those principals and teachers who were awarded for their performance by the
governments. Select at least one of them and analyze his personality and work, to find his
leadership skills, and style.

2. Analyze your supervisor’s sources of power used for influence. Please not the behavioral
change caused by the power used.

3. Take a school or any other social organization and identify the areas in which it needs
effective leadership.
Question.2:

Discuss the influence of educational leadership in economic perspective in details.

Answer:

Need and Scope of Educational Leadership

Education has a critical role in people's empowerment and progress. Our national aim in
education is to build individual capacity to better their own and others' lives through three
components: access, quality, and relevance. Only educational leaders, such as policymakers,
educational experts, school principals, and teachers, are qualified to handle the complexities of a
system and understand the fast changing reforms that lead to lasting development in the next
generation in this trying position.

Economic stability is acknowledged globally as a result of educational reforms that benefit both
the young and the old, the wealthy and the poor, and the majority and minority. This results in a
paradigm shift in leadership, with economic indicators being used to guide the development of
the education sector for a brighter future. Instructional leaders are capable of taking a
multifaceted strategy to ensuring quality and outsourcing educational resources. They recognize
that equity and accessibility are the driving forces behind building inclusive education and use
the terms achievement, fairness, and opportunity to describe how they measure achievement,
fairness, and opportunity in the classroom.

Influence of Educational Leadership in Economic Perspective

Over the last decade, extensive study has been conducted on the relationship between education
and employment in order to better the individual's basic needs. In this context, West-Burnham
(2003) defined education as:

• Enhancing each individual's personal, social, cultural, ethical, and spiritual development.

• Preparing people to participate actively in their communities as citizens in a democracy.

• Developing the potential to be employable and play a full economic role in society.

• Maximizing life chances through education.

• Building a culture based on tolerance and acceptance.

While the Organization for Economic Co-operation and Development (OECD)-Institutional
Management in Higher Education recommended that.

• Career-oriented tertiary level programmers be designed to optimize educational impact on

society.

Recognizing the relevance of economics in the educational growth process, national curriculum
experts underline the need of providing chances for students to pursue higher levels of study.
They suggest that the teacher educates students for subject-related vocations and involves them
in student-centered activities that are tailored to their interests and talents. The national scientific
curriculum of 2006, for example, has framed these related aims to educate our future generation.

• Prepare students to think critically about scientific and technology-related social, economic,
ethical, and environmental challenges.

• Develop diverse aptitudes, interests, and knowledge of a wide range of science, technology,
and environmental jobs.

These goals promote individual development by emphasizing the importance of relevant

education and connecting to the concept of the "Knowledge Economy," which refers to the
utilization of human capital knowledge to generate physical and intangible goods. Its reach is
extensive in terms of providing relevant opportunities to the competent task force and
broadening their vision on the possibilities of their chosen field.

Education is a social instrument for leaders through which they guide people, visualize their
destiny and shape future of the nation. They are the founder of socioeconomic development and
have a skill to boost the literate and skilled citizen to play a pivotal role in the
development/prosperity of the country.

Future of Educational Leadership- Global Perspective

The popularity of educational leadership is growing all around the world due to the large range
of technological choices and the flexible method of teaching. As a result, both rich and
developing countries have discovered that combining formal and informal education has the
potential to expand educational clients and potentially include them in problem solving,
community service, and linking research and action on a global scale.

The globe has progressed beyond the ‘scenario' of a single-nation country. The difficulty in
today's multi-cultural global village is learning how to live together. The only long-term
successful solution appears to be to improve knowledge and comprehension, which leads us back
to the need for more study. There will undoubtedly be concerns of how, who, and what in
research, which will test ontology, epistemologies, and methodology. Even if we can't agree on
any answers, the questions themselves will make us all think.

First, there is less unanimity today than in previous years concerning the major issues that
scholars should study. Second, scholarly approaches appear to be shifting, with a growing
number of academics considering educational leadership and management as a humanistic and
moral endeavor rather than a scientific endeavor. Third, while there are more diversified and
rigorous methodological tools available for investigation, there are few programs of long-term
empirical research. Fourth, an unwillingness to assess the value of differing conceptual and
methodological approaches using a set of agreed-upon academic criteria forces researchers,
policymakers, and practitioners to rely on their own personal judgements of what is useful and
legitimate knowledge. A fifth, a lack of empirical rigour in the discipline continues to have an
impact on the training of future researchers.

More focus on vertical development

Horizontal growth relating to leadership competencies that can be "transferred" from an expert to
the student. It would be new abilities, skills, technical knowledge, and behaviors. It's most useful
when a problem is well stated and a person knows how to solve it, such as during a medical
procedure. Vertical development necessitates the acquisition of cognitive skills at various
developmental stages by oneself, which must be achieved continually throughout one's life.
There is nothing inherent in us that aids in effective performance, yet it is a truth that as
adolescents, we perform better than toddlers and can think in more sophisticated ways.

According to McGuire and Rhodes (2009) of the Center for Creative Leadership: “Each
successive level (or stair) holds greater ability for learning, complex problem solving, and the
ability to set a new direction and leadership change. People who gain another step can learn
more, adapt faster, and generate more complex solutions than they could before. Those at higher
levels can learn and react faster because they have bigger minds; people in later stages are better
at seeing and connecting more dots in more scenarios (which means they are better at strategy).
That’s all. But that’s a lot.”

Transfer of greater developmental ownership to the individual

People develop the most quickly when they believe they are in charge of their own development.

They are inspired to face the obstacles and make their own decisions. People in the traditional

model feel that human resources, their boss, or their trainers are in charge of their growth. We'll
need to help people get out of the passenger seat and into the driver's seat of their own
development, according to Nick Petrie. The use of technology and research in the workplace
makes it easier to practice a sense of autonomy. Ownership denotes permanence, and it gains
greater relevance when ethnicity or identity is linked to educational achievement.

Educational Leadership for Community Development

The nature of education in the schools and its significant implication in the community is a
debatable and the favorable theme in every educational forum. The main concerned area of
educational leaders is to reduce the major barrier and to provide educational opportunities in
terms of equity, access, quality and relevance of education. They experienced their life that the
strong community system is formed with social justice in economic, social and cultural respect.
They comprehend the active promotion of education in a society based on positive acceptance on
legislation and engagement of people in the process of educational development. These leaders
also form teams of educational personnel to empower the community talents and energies to
accomplish the societal educational need. The school is a place to disseminate educational
practices for the community development and their school leaders (head & teachers) are well
witty to replicate education policies, procedures, norms, etc. according to community need to
lead in this mission.

Educational Leadership for Lifelong Learning

The educational experts have main concern about learning methods and techniques. Many
researches reveal that different learning theories and strategies are used to develop constructive
learning among students which link in their lifelong learning.

Educational Leadership in Pakistan – Pre and Post Independence

The Mughal Empire (1526–1857) made significant contributions to education and cultural
development in the Indo-Pak subcontinent. Sher Shah is most known for his changes in the field
of revenue administration. He established a revenue collection system based on land
measurement. The Mansabdari system, created by Akbar, established the foundation for Mughal
military and civil administration. The reign of Akbar was a period of Persian literature
Renaissance, with works such as Abul Fazl's Akbarnama and Ain-i-Akbare. During his reign, the
Mughal architectural style became a distinct movement. Sufis used this time to innovate
religiously and to resurrect Islam. Sheikh Ahmad, Mujaddid Alf Sani, Qazi Mulla Muhammad of
Jaunper, and Qazi Mir Yaqoob of Bengal were known for their prophetic teachings and
explanations of human intelligence deficiencies. For informal information transmission, Muslim
education in the subcontinent was based on maktabs, mosques, Khanqahs, madrassas, and private
households. The Madrassa was regarded as a center of higher learning, where students were
taught the Arabic alphabets, including proper pronunciation, punctuation, and vocalization,
before moving on to other subjects (Ramzan & Rabab, Dec.2013).

Under the Aurangzeb’s rule, the borders of the Mughal Empire spread out farther than ever
before. Gulbadan Begum’s “Humayun Namah,” Jahangir’s autobiography “Tuzk-i-Jehangiri,”
Abdul Hamid Lahori’s “Padshahnama” and Inayat Khan’s “Shah Jehannama are some of the
examples of Mughal literature in the latter period of Shah Jehan’s reign. But, later on no
particular reforms were made in the administrative policies of the Mughal and the influence of
British merchants was increased in the administrative matters. It was difficult for Muslim leaders
hold the empire together and at last, in 1614, the British East India Company opened its first
office in Bombay.

The British Government took direct control of India in the mid-nineteenth century, and they
significantly entangled India's politics. The decree was passed in 1835 by Governor General
Lord William Bentinck, who replaced Persian with English and introduced a secular kind of
education. As a result, the Madrassa system suffered a setback (Spear, 1938). Muslim leaders
saw British educational policies as a danger to their religion's and culture's integrity. The
fundamental goal of the government's education program was to improve India's civilization
through Missionary institutions.

During the freedom or Pakistan movement, a group of Muslim students had an opportunity to
call on the Quaid to Mohammad Ali Jinnah. He always advised the students to go to their
educational institutions and devote time to their studies and acquire knowledge which he
explained was their best weapon. Sense of justice and fair play was implicit in the actions of
Quaid right from the beginning. He advocated equal rights for all citizens in his government
policies after independence, (Javed, 2008). Similarly, Mohammad Iqbal has said a lot for the
Youth of Muslims. Iqbal's poetry is so dynamic 32 and everlasting which teaches the a way of
life. He is a leader called Shayer-e-Mashrik, who envisioned a sovereign and independent state
for the Muslims of Sub-continent. His contribution is in educating people and promote their self
efficacy to execute the real socio-politico-economic system. He imparted the message of hope
and belief with visionary and innovative thoughts, (Moin, 2009).

“Apni Millat par qayaas aqwaam-e-maghrib say na kar Khaas hai tarkeeb mein qaum-e-
Rasool-e-Hashmi”

“Un ki Jamiat ka hai mulk-o-nasb par inhesaar Qoowat-e-Mazhab say mustahkam hai
jamiat teri”

Another educational effort was raised for educational advancement of the Muslims of Sind on
the new and modern lines by Hasan Ali Affindi in the form of Sind Madressahtul-Islam. The
students from nearly all sections of the society and from areas far and wide joined the institution
which later made an impact on national life. Maulvi Umeruddin Sahib was the first Principal of
the Sind Madressah. This is the proud institution where the founder of Pakistan Quaid-e-Azam,
Dr. Daud Pota, Sir Ghalam Hussain Hidayatullah, Sheikh Abdul Majeed Sindhi, Hasan Ali
Abdul Rehman, Tufail Ali A. Rehman and A.K.Baruhi received their early education.Pakistan
achieved independence from over a century of British colonial rule in August 1947. The colonial
period did witness some progress in education. But, modification in the education system was
required to create and form an ideological Muslim state, which based on a philosophy of life.

Question .3:
What is difference between cognitive resource theory and strategic contingency theory?
Explain it.

Answer:

Contingency Theories

Contingency theories of leadership are based on variables relating to the environment and
specific surrounds of the organization in which the leader is in charge. It may also identify a
specific leadership style that is best suited to the situation. As a result, the theory asserts that
there isn't any. In all scenarios, the optimum leadership style is. Success in every scenario is
contingent on a variety of factors. The leadership style, the quality of the followers, and the
circumstances are all variables. The Various researchers use various models and ideas to describe
the contingency method.

The contingency hypothesis emphasizes the importance of a leader's personality as well as the
context in which he or she functions. Fiedler and his colleagues researched leaders in a number
of settings, but mostly in the military, and their model is based on their findings.

They distinguish between two types of leadership:

 Task-motivated
 relationship-motivated

are two different types of motivation.

Relationship motivation refers to interpersonal interactions, while task motivation refers to task
completion.

Fiedler’s Contingency Theory

The Fred Fiedler Contingency theory is based on a Model which was created in the mid 1960s, to
study the personality and characteristics of leaders. The model states that the best or effective
style of leadership is based on the situation or event. The model uses Least-Preferred Co-Worker
(LPC) Scale, to identify leadership style.

Fiedler said that the leader is analyzed on leadership styles, which are task- oriented and
relationship –oriented. He described the model that task-oriented leaders usually view their LPCs
more negatively, resulting in a lower score and called these low LPC-leaders. But, the low LPCs
are very effective at completing tasks. The leaders are quick to organize a group to get tasks and
projects done. Relationship-building is a low priority.

Path-Goal Theory

Robert House, an American Psychologist, created Path-Goal Theory in 1971, then refined and
updated it in The Leadership Quarterly Article in 1996. The notion is based on Victor Vroom's
(1964) and Martin G. Evans's (1970) work and assumes that leaders are adaptable and may
modify their style as situations demand. Transactional leadership can be classified as a type of
path–goal model. The theory is based on the expectation approach to motivate followers through
leadership communication styles and research into numerous situational circumstances.

He further said, “In an organization of effective followers, a leader tends to be more an overseer
of change and progress than a hero. As organizational structures flatten, the quality of those who
follow will become more and more important,” (Kelley, 1988).

Cognitive Resource Theory (CRT)

The idea is based on Fred Fiedler and Joe Garcia's industrial and organizational psychology,
which they developed in 1987 as a reinterpretation of the Fiedler contingency model. The theory
emphasizes the impact of a leader's intelligence and experience on his or her personality, level of
situational stress, and group-leader relationships. The notion originated in studies of military
leadership style, but it is currently used in sports and training to evaluate an individual's
performance and contribution to specified duties.

Strategic Contingencies Theory

It discusses intra-organizational power and proposes that organizations are made up of

interconnected subunits with a power distribution based on the division of labor (Hickson,
Hinings, Lee, Schneck, & Pennings, June 1971). The notion emphasizes on the personality of the
leader and the talents required to address challenges. It indicates that if a person lacks charm but
is capable of solving problems, he or she can be a good leader. In this case, the leader plays a key
role and has the ability to assess the situation and its challenges. Simply said, the theory aids in
the objective evaluation of leadership tactics rather than relying on people. In scientific and
formal academic problem situations, the theory would have shown more force and effect,
because, the persons are rational agents in this situation to identify and orient the problem and
able to address it directly.

Situational Theories

According to situational theories, leaders choose the optimal course of action based on
situational variables and employ different leadership styles for different sorts of decision-
making. An authoritarian style might be appropriate in a circumstance where the leader is the
most knowledgeable and experienced member of a group, but a democratic style would be more
beneficial in a situation where group members are skilled and experts.

These theories are the essence of contributions of American authors, Dr. Paul Hersey (1931 -
December 18, 2012), professor and author of the book “The Situational Leader,”and Kenneth
Hartley Blanchard (Born in 1939), leadership trainer and author of popular book “The One
Minute Manager.” In the late 1970s or early 1980s, the authors both developed their own models
using the situational leadership theory; Hersey - Situational Leadership Model and Blanchard et
al. Situational Leadership- II Model and both characterized leadership style in terms of the
amount of Task Behavior and Relationship Behavior that the leader provides to their followers,
(https://, 2016) (Clayton, 2016) (Shea, 2016), (Sheroo, 2011)

Leadership Development: Past, Present, and Future Trends

Researches indicate that the effective leadership is more strongly correlated with lower turnover
rates, higher productivity, and higher employee satisfaction. The Command Coordinate-Control
(CCC) is the strategy used to value the leadership techniques. The past and present trends of
leadership provide recognition of the importance of a leader’s emotional resonance with others,
along with the organizational activities like coaching, mentoring, action learning, and 360-degree
feedback. Future trends require exciting potential advances in globalization, technology, return
on investment (ROI), and new ways of thinking about the nature of leadership and leadership
development, (Hernez Broome & Hughes). Universities Project to provide enabling environment
to the students helping them with their research and learning opportunities through ubiquitous
access of internet. Educational leaders disagree that education needs to be delivered inclusively,
effectively and equitably across the country to ensure that, it is a driver of social cohesion and
resilience. They are making all efforts to recuperate both the quality and the coverage of
education through effective policy interventions and expenditure allocations and transform
educational services at a grass roots level.

Q.4: Compare contras Transactional and Transformational leadership in detail.

Answer:

1. Transactional Leadership

The best way to understand transactional leadership is to think of a typical transaction: I give you
this, and you do this in return.

That is really the basis of this leadership style. Transactional leaders dish out instructions to their
team members and then use different rewards and penalties to either recognize or punish what
they do in response.

Think of a leader offering praise to applaud a job well done or mandating that a group member
handle a despised department-wide task because they missed a deadline. Those are examples of
rewards and punishments in a work setting.

Needless to say, this approach is highly directive, and is often referred to as a “telling” leadership
style.

Pro: Confusion and guesswork are eliminated, because tasks and expectations are clearly
mapped out by the leader.

Con: Due to the rigid environment and expectations, creativity and innovation may be stifled.

You Might Be a Transactional Leader If…

 You frequently use the threat of having to stay late when you need to motivate your team.
 You’re constantly brainstorming clever ways to recognize solid work—your team can’t
wait to see what you come up with after last month’s taco party.

Transactional leaders use reward and punishments to gain compliance from their followers. In
any case, transactional leaders are not concerned with the well-being of the workers as compared
in transformational leadership. They are extrinsic motivators that bring minimal compliance from
followers. They accept goals, structure, and the culture of the existing organization.
Transactional leaders tend to be directive and action-oriented. Transformational leaders want
followers to achieve intrinsic motivation and job fulfillment.
Transactional leaders are willing to work within existing systems and negotiate to attain goals of
the organization. They tend to think inside the box when solving problems. On the other hand,
transformational leaders are pragmatic and think outside the box when solving problems

Transactional leadership is primarily passive. On the other hand, transformational leadership is

interactive and inspiring. The behaviors most associated with this type of leadership are
establishing the criteria for rewarding followers and maintaining the status quo.

The overall effectiveness of transactional management is that it can be very practical and
directive. Through transactional management, an explicit measure of success can be discovered
through the consistent monitoring of managers. The model is also viewed as very straightforward
and understandable due to the simple reward and punishments system.

Within transactional leadership, there are two factors, contingent reward and management-by-
exception. Contingent reward provides rewards for effort and recognizes good performance.
Management-by-exception maintains the status quo, intervenes when subordinates do not meet
acceptable performance levels, and initiates corrective action to improve performance.

The benefits of transactional leadership depend greatly on the circumstances – its benefits will
not be realized in all situations. Where it can be useful, there are distinct advantages, but also
some drawbacks. Some of the advantages include it rewards individuals who are self-motivated
and follow instructions, its benefits tend to be realized quickly when quickly achieving short-
term goals, workers have clearly defined rewards and penalties, it encourages productivity, it
provides a clear and easy to understand structure, it is great for work environments where
structure and systems need to be reproduced (e.g., high volume manufacturing), and it serves to
align everyone in large organizations.

On the other hand, there are some down sides to transactional leadership: it does not work well in
flexible work environments, it only rewards workers with perks or money, no other real
motivators are used, it does not reward individuals who take personal initiative, it can be viewed
as limiting and not personal, creativity by employees is limited or non-existent, the structures can
be very rigid, and there is no room for flexibility with goals and objectives.
2. Transformational Leadership

Again, with this leadership style, it’s all in the name: Transformational leaders seek to change
(ahem, transform) the businesses or groups in which they lead by inspiring their employees to
innovate.

These leaders are all about making improvements and finding better ways to get things done.
And as a result, they inspire and empower other people to own their work and chime in with their
suggestions or observations about how things could be streamlined or upgraded.

Under transformational leaders, people have tons of autonomy, as well as plenty of breathing
room to innovate and think outside the box.

Transformational leadership is a theory of leadership where a leader works with teams or

followers beyond their immediate self-interests to identify needed change, creating a vision to
guide the change through influence, inspiration, and executing the change in tandem with
committed members of a group; This change in self-interests elevates the follower's levels of
maturity and ideals, as well as their concerns for the achievement. it is an integral part of the Full
Range Leadership Model. Transformational leadership is when leader behaviors influence
followers and inspire them to perform beyond their perceived capabilities. Transformational
leadership inspires people to achieve unexpected or remarkable results. It gives workers
autonomy over specific jobs, as well as the authority to make decisions once they have been
trained. This induces a positive change in the followers’ attitudes and the organization as a
whole. Transformational leaders typically perform four distinct behaviors, also known as the four
I's. These behaviors are inspirational motivation, idealized influence, intellectual stimulation,
individualized consideration.

Transformational leadership serves to enhance the motivation, morale, and job performance of

followers through a variety of mechanisms; these include connecting the follower's sense
of identity and self to a project and to the collective identity of the organization; being a role
model for followers in order to inspire them and to raise their interest in the project; challenging
followers to take greater ownership for their work, and understanding the strengths and
weaknesses of followers, which allows the leader to align followers with tasks that enhance their
performance. It is also important to understand the qualities a transformational leadership can
bring to a work organization. Transformational leadership enhances commitment, involvement,
loyalty, and performance of followers. Followers exert extra effort to show support to the leader,
emulate the leader to emotionally identify with him/her, maintain obedience without losing any
sense of self-esteem. Transformational leaders are strong in the abilities to adapt to different
situations, share a collective consciousness, self-manage, and be inspirational while leading a
group of employees.

Inspirational motivation is when the leader inspires their followers to achieve. This leader sets
high and reasonable goals for their followers and their organization. They inspire commitment
and they create a shared vision for their organization. Leaders that utilize inspirational
motivation motivate followers extrinsically and intrinsically, and they are able to articulate their
expectations clearly. Inspirational motivation is closely tied to productivity. Productivity leads
directly to having a source of worth, and could be considered both inspirational and visionary,
leading to a positive emotional impact on that leader's followers.

Idealized influence is when the leader acts as a strong role model for their organization and leads
by example. These types of leaders consider the needs of their followers and prioritize their
needs. They typically have loads of commitment and are very ethical. Followers of these leaders
typically try to emulate their leader as they tend to identify with them easily.

Intellectual stimulation is when the leader encourages their followers to think for themselves.
These leaders are creative, innovative, and are very open to new ideas. They tend to be tolerant
of their followers' mistakes, and even encourage them as they believe they promote growth and
improvement within the organization. These leaders create learning opportunities for their
followers and abandon obsolete practices.

Individualized consideration is when the leader establishes a strong relationship with their
followers. These leaders act as a caring supportive resource for their followers and their
organization. They mentor their followers and allocate their time to developing their follower’s
potential.

Pro: Leaders are able to establish a high level of trust with employees and rally them around a
shared vision or end goal.
Con: In environments where existing processes are valued, this desire to change things up can
ruffle some feathers.

You Might Be a Transformational Leader If…

 You look at every single existing process with a discerning eye and a strong sense that it
could be better.
 You’re always encouraging others to get outside their comfort zones and push their own
limits.
 You could burst with pride whenever you see a team member achieve something that was
previously thought to be impossible.

Transactional and transformational are the two modes of leadership that tend to be compared the
most. James MacGregor Burns distinguished between transactional leaders and transformational
by explaining that: transactional leaders are leaders who exchange tangible rewards for the work
and loyalty of followers. Transformational leaders are leaders who engage with followers, focus
on higher order intrinsic needs, and raise consciousness about the significance of specific
outcomes and new ways in which those outcomes might be achieved. Transactional leaders tend
to be more passive as transformational leaders demonstrate active behaviors that include
providing a sense of mission. Transactional leadership focuses on supervision and performance;
leadership is a task-oriented transaction. Transactional can be active or passive. Active refers to
leaders who actively monitor performance and take corrective actions when needed. Passive
refers to leaders who do not actively monitor follower behavior and only take corrective action
when serious problems arise. The two theories are said to be on the opposite sends or this
spectrum. It turns out that transactional leadership does a better job with predicting the job itself,
as opposed to transformational being best for the organization behavior (Afsar, B., Badir, Y.F.,
Saeed, B. B.,& Hafeez, S., 2017).
Q.5 What do you understand by the term values as perceptual filter discuss in detail.

Answer:

Perception is how you interpret the world around you and make sense of it in your brain. You do
so via stimuli that affect your different senses — sight, hearing, touch, smell, and taste. How you
combine these senses also makes a difference. For example, in one study, consumers were
blindfolded and asked to drink a new brand of clear beer. Most of them said the product tasted
like regular beer. However, when the blindfolds came off and they drank the beer, many of them
described it as “watery” tasting (Ries, 2009). This suggests that consumers’ visual interpretation
alone can influence their overall attitude towards a product or brand.
Perceptual filtering refers to the process of taking in new information and interpreting it
according to prior experiences and cultural norms. People use these perceptual filters to help
reduce uncertainty about new experiences. As the term suggests, perceptual filtering regards
people's perceptions, the way people take in and make sense of information
The perceptual process begins when our sensory receptors (eyes, ears, tongue, nose, and skin)
meet sensory stimuli (sights, sounds, tastes, odors, and textiles) around us. Through our sensory
system, we are exposed to an infinite amount of stimuli, some of which we pay attention to, and
some we tune out completely. Those that receive our attention we evaluate and interpret their
meaning based on our methods of cognitive and behavioral processing. After time, some of these
stimuli become adapted and we seize to remark on their significance.
Perception is the process of selecting, organizing, and interpreting information. This process
includes the perception of select stimuli that pass through our perceptual filters, are organized
into our existing structures and patterns, and are then interpreted based on previous experiences.
Although perception is a largely cognitive and psychological process, how we perceive the
people and objects around us affects our communication. We respond differently to an object or
person that we perceive favorably than we do to something we find unfavorable. But how do we
filter through the mass amounts of incoming information, organize it, and make meaning from
what makes it through our perceptual filters and into our social realities?
Ultimately, the perceptual process develops a consumer’s perception of a brand and formulates
the brand’s position vis-à-vis the competition on what marketers call a positioning strategy.
The Importance of Perception
If consumers were to only rely on sensation, it is unlikely they would be able to draw any
distinction between similar products. Peanut butter, cola, ice cream…each of these product
categories have competitors vying to differentiate their products from one another. If you were to
organize blind taste-tests with your friends where they could only rely on the sensation of taste,
they may not be able to distinguish between them. So while sensation is what we experience
when our sensory receptors are engaged, it is perception, that ultimately influences our consumer
decisions and forms the basis of our preferences.

For marketers, having your brand stand out in a crowded and noisy marketplace is critical to
success: playing to consumers’ senses is “next level” marketing as these rich experiences can
code a brand into the consumer’s memory. Capturing the consumer’s attention through stunning
visual appeals, catchy sounds, tasty samples, delicious aromas and hands-on experiences (also
known as Guerilla Marketing) have completely over-taken the passive advertisements and
billboards of the past. When done successfully, sensory marketing transitions a brand from
“barely being noticed” to earning a top position in the consumer’s mind.

The absolute threshold of a sensation is defined as the intensity of a stimulus that allows an

organism to just barely detect it. The absolute threshold explains why you don’t smell the
cologne someone is wearing in a classroom unless they are somewhat close to you.

The differential threshold (or just noticeable difference, also referred to as “JND”), refers to the
change in a stimulus that can just barely be detected. In other words, it is the smallest difference
needed in order to differentiate between two stimuli.

The German physiologist Ernst Weber (1795-1878) made an important discovery about the JND
— namely, that the ability to detect differences depends not so much on the size of the difference
but on the size of the difference in relation to the absolute size of the stimulus. Weber’s
Law maintains that the JND of a stimulus is a constant proportion of the original intensity of the
stimulus.

As an example, if you have a cup of coffee that has only a very little bit of sugar in it (say one
teaspoon), adding another teaspoon of sugar will make a big difference in taste. But if you added
that same teaspoon to a cup of coffee that already had five teaspoons of sugar in it, then you
probably wouldn’t taste the difference as much (in fact, according to Weber’s Law, you would
have to add five more teaspoons to make the same difference in taste).