Professor M.S. Rao uses a real life institutional crisis to demonstrate the machinations of the transformative style of leadership. Success in one\u27s career ‒ as well as for one’s collective team ‒ requires a firm yet open disposition, regular dialogue and feedback between stakeholders, and above all, the willingness to risk

Rao, M. S.

English

ValpoScholar

The Journal of Values-Based Leadership
Volume 6
Issue 2 Summer/Fall 2013 Article 8
August 2013
Turning Around an Academic Institution through
Transformational Leadership
M. S. Rao
Follow this and additional works at: http://scholar.valpo.edu/jvbl
Part of the Business Commons
This Article is brought to you for free and open access by the College of Business at ValpoScholar. It has been accepted for inclusion in The Journal of
Values-Based Leadership by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at
scholar@valpo.edu.
Recommended Citation
Rao, M. S. (2013) "Turning Around an Academic Institution through Transformational Leadership," The Journal of Values-Based
Leadership: Vol. 6 : Iss. 2 , Article 8.
Available at: http://scholar.valpo.edu/jvbl/vol6/iss2/8
 
 
 
 
 
 
 
VOLUME VI • ISSUE II • SUMMER/FALL 2013 
 
 
 
 
 
 
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Turning Around an 
Academic Institution 
through Transformational 
Leadership 
PROFESSOR M. S. RAO, PH.D., HYDERABAD, INDIA 
 
 
 
 
 
 
Introduction 
 
Every business has its unique challenges requiring the right leaders and the right style of 
leadership to face challenges responsibly and successfully. In this case study, I will 
discuss a style of transformational leadership which respects stakeholder interests, 
precipitates dialogue, is task-oriented, and in one situation, served to revamp an 
educational institution.  
 
What is Transformational 
Leadership? 
 
According to James MacGregor 
Burns (2003), transformational 
leadership is a process in which 
“leaders and followers help each 
other to advance to a higher level of 
morale and motivation.” In this vein, 
transformational leadership can be 
generally defined as the process of 
developing the people, who, in turn, 
develop their organizations by 
accomplishing pre-determined goals 
and objectives. And while the importance of achieving organiza- tional objectives cannot 
be underestimated, the methods adopted during the process command even more 
 
“Transformational leadership recognizes 
and exploits an existing need or demand 
of a potential follower . . . (and) looks 
for potential motives in followers, seeks 
to satisfy higher needs, and engages the 
full person of the follower.” 
— James MacGregor Burns  
“A business short on capital can borrow money. But a business 
short of leadership has little chance of survival.” 
 
 —Peter Drucker 
 
 
 
 
 
 
 
 
JOURNAL OF VALUES-BASED LEADERSHIP 
 
 
 
 
 
 
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deliberation. In fact, the means to the end necessitates the understanding and 
implementation of a transformational style of leadership. 
 
Transformational leadership incentivizes ordinary people to achieve extraordinary 
performance. It develops, enriches, and reinforces an ever-evolving set of values and 
ethics among the various participants in an organization. Transformational leaders may 
be described as charismatic “myth-makers” and “tale-tellers.” However, unlike prototypal 
charismatic leaders, they are not defined by their own hubris. They leave a rich legacy 
behind them, with suitable successors, unlike charismatic leaders whose departure 
often precipitates a leadership vacuum. They emphasize the importance of both the 
means and the ends, unlike transactional leaders who myopically dwell only upon the 
final results.  
 
Transformational leaders demonstrate a profound trust and confidence in their team 
members and set high ethical and moral standards. They radiate energy and 
enthusiasm. They are comfortable with working in teams and resolutely believe in their 
people and their potential. They direct the energies of those under their purview in a 
manner to derive the very best from them. Consequentially, the heightened focus on 
means ultimately serves to accomplish their objectives as well. 
 
Case Study on Transformational Leadership 
 
RW was a young leadership consultant and researcher who received a call from the 
Chairman of the Board of Directors of a private business college. RW had performed 
some consultancy work for him previously, so the Chairman had already gained 
substantial trust and confidence in his abilities. During the meeting, the Chairman 
narrated the problems confronted by the institution. 
 
The Chairman had received many complaints about the Principal and a senior faculty 
member. The Principal was perceived as weak and took a long time making decisions or 
deciding upon a course of action — even on pressing issues. The senior faculty member 
realized this and begin influencing, and to a certain extent, controlling the decisions and 
actions of the Principal. Consequentially, substantial interpersonal problems ensued 
between faculty members, negatively impacting their teaching and academic work. 
Steadily, industrial-based research grants, the presence of recruiting companies, and 
new student enrollments all began to decrease. The Chairman feared that if no remedial 
action was taken immediately, the college would have to be closed. RW listened patiently 
to the problems and decided to accept the assignment. He promised to develop a 
comprehensive course of action within delay. 
 
After a week, RW returned with his recommendations. He assessed the situation at the 
college to be dire and the quality of teaching to be stagnant and substandard. Without 
immediate and drastic reforms, the college would inevitably be closed. He proposed that 
both the Principal and the senior faculty member in question be promptly removed from 
their respective positions. Since there was no time available to recruit a new principal, he 
offered his services on a three-year contract. But his remuneration would be substantial 
— almost twice the amount his services had been previously commanding. 
 
The Board of Directors deliberated over the proposal with great consternation. The 
scenario proposed by RW was unconventional. However, as they had allowed the 
 
 
 
 
 
 
 
VOLUME VI • ISSUE II • SUMMER/FALL 2013 
 
 
 
 
 
 
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situation to deteriorate by not taking action earlier, they now felt compelled to accept 
RW’s proposal. The fact that his work and reputation were known to the Chairman was 
also taken into consideration. Consequentially, the proposed firings were adopted and 
RW was appointed as the new Principal. 
 
Solution 
 
Without input from faculty members or other stakeholders associated with the college in 
sanctioning this hiring decision, RW’s appointment by the Board was ostensibly received 
with reluctance and hostility. Some senior professors felt that they could have been 
given the opportunity, especially in view of their long association with the college. 
However, RW was unperturbed and moved ahead with his plan of reform.   
 
He met with every member of the faculty and non-teaching staff and individually noted 
their concerns. He prepared a list of their misgivings and doubts and prioritized them 
according to severity and importance. He created a time-bound action plan to resolve 
each one of them. When he announced this plan, everyone was amazed. They had not 
seen things moving at such a rapid pace in the past. 
 
The academic activities were already delayed by three weeks. There were no teachers for 
three subjects and a timetable had to be prepared. RW called a meeting of the entire 
faculty and asked for volunteers to instruct these three courses. Fortunately, a junior 
faculty member, who was a dedicated and committed professor, came forward and 
offered to shoulder the responsibility of handling one of the subjects. The other teachers 
were reluctant to increase their respective workloads. Finally, by offering monetary 
incentives, RW recruited a second instructor to agree to teach a course. Ultimately, in an 
effort to fill the remaining vacancy, RW decided to teach the third subject himself — he 
wanted to lead by example. 
 
RW realized that there had been a historic lack of transparency and open 
communication between management and the academic staff. Additionally, he noted a 
paucity of coordination between the persons who marketed the courses and the 
instructors who taught them. In an attempt to resolve this situation, RW scheduled 
monthly meetings wherein members of both groups could generate meaningful and 
constructive dialogue and raise the issues that concerned them for immediate debate 
and potential redress. During these meetings, RW encouraged participants to think 
creatively about the problems and postulate potential solutions. Often, the issues could 
be resolved by the team members themselves — without the intervention of 
management.  
 
Many good ideas and suggestions for improving school operations emerged from these 
meetings. A team spirit was created among all the members. They were motivated to 
view issues and develop potential solutions as a collective entity, using their individual 
resources as a singular team to achieve their organizational goals and objectives. This 
also contributed to make the working environment more positive and enjoyable. A sense 
of collective purpose had been imbued which entailed the use of a variety of individual 
talents.  
 
While the above actions were underway, RW gave substantial attention to meeting the 
commitments he had presented in his initial time plan. He referred to the list several 
 
 
 
 
 
 
 
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times a day to ensure that even the smallest task was not overlooked. He knew that a 
true leader had to deliver upon his or her promises. RW infused confidence among the 
employees by replacing the prevailing pressure with pleasure, distrust with trust, and 
miscommunication with prompt and open communication.  
 
During the transformation of the college, RW undertook various initiatives. He identified 
the areas where there were conflicts and promptly addressed them. He did not shirk 
from seemingly insurmountable challenges, but rather assumed full responsibility and 
accountability. RW also realized that the previous principal had encouraged petty politics 
by favoring a few people and alienating the rest. He had been surrounded by sycophants.  
RW changed this by ensuring that everyone who had a stake in a decision was involved 
in the decision-making process. Additionally, he made sure that the faculty members 
were always kept informed of all developments. He persuaded administration to act 
quickly on all transmitted feedback. Gradually, a climate of trust and confidence was 
created as direct involvement by all affected stakeholders was encouraged and fostered.  
 
During this time, two dissatisfied faculty members were found to be spreading rumors 
and negative stories about the inner machinations of this transformative process. RW 
quickly made the decision to fire them immediately to stymie any potential setbacks to 
the progress being made. He assured that everyone was informed of the true reasons for 
their departure — not only to serve as a deterrent, but to demonstrate his firm 
commitment to complete transparency of all actions undertaken. 
 
RW introduced several training and development programs to enhance the skills of the 
faculty and the members of the administrative staff. People felt valued and their ongoing 
input was encouraged with this gesture. This infused faith and self-confidence, opening 
the doors to better performance and growth. Additionally, RW arranged regular meetings 
between students and their teachers. The informal atmosphere allowed the 
establishment of better relationships. He explained to the faculty that the students were 
essential to their existence — if there were no students, there would be no teachers 
either! 
 
Whenever any feedback emerged from these interactions, RW assured that 
commensurate action would be undertaken. When a few students talked of problems 
with a particular faculty member, he investigated the matter immediately. On occasion, 
he discovered that a particular faculty member was disparaging and short-tempered in 
class.  RW arranged a meeting with the faculty member and provided constructive 
feedback to improve his behavior.  This produced the desired result and the faculty 
member’s relationship with the students improved substantially. RW’s success in 
tactfully and adroitly handling this case further enhanced the respect he received from 
the college. 
 
Three years passed by quickly. When the Chairman reviewed the situation, he discovered 
that the primary areas of conflict and contention had dramatically improved. Industry 
grants had increased to record levels, a large number of students were applying to the 
college for admission, and the institution had gained an enviable record of placing all its 
graduating students several months before the conclusion their academic tenure. The 
number of research papers published by the faculty was at a record high. The 
atmosphere in the college was spirited and uplifting. The faculty, administrative staff, 
 
 
 
 
 
 
 
VOLUME VI • ISSUE II • SUMMER/FALL 2013 
 
 
 
 
 
 
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and student body had created and fostered constructive and productive relationships 
with one another.   
 
Bernard M. Bass’s 4 I’s   
 
According to leadership researcher, Bernard M. Bass, there are four behavioral 
components that comprise transformational leadership: charisma/idealized influence, 
motivational inspiration, intellectual stimulation, and individualized consideration 
(1985). Charisma is the identification with, and emulation of, the leader’s mission and 
vision (Bass & Avolio, 1994). Motivational inspiration is “the arousal and heightening of 
motivation among followers that occurs primarily from charismatic leadership, while 
individualized consideration is evident when subordinates are treated individually 
according to their needs” (Reichenau, 2005 quoting Bass, 1985). Intellectual stimulation 
refers to the leader’s influence on followers' thinking and imagination (Bass, 1985). RW 
effectively adopted and implemented the 4 I’s defining Bass’s transformational 
leadership paradigm — individualized consideration, intellectual stimulation, 
inspirational motivation, and idealized influence — to truly reform this particular 
educational institution.  
 
RW cared for his people. He empathized with their problems and solved them 
comprehensively and promptly. He recognized their motivational needs and acted 
accordingly.  He stimulated the various participants intellectually by encouraging them to 
be creative and to think “out of the box” in solving the challenges presented. He gave 
them freedom to act without undue constraint and counseled them only when they were 
not able to resolve the issues themselves. He clearly articulated the vision of the 
institution and challenged various categories of stakeholders by setting high standards. 
He exuded confidence and optimism and demonstrated energy and enthusiasm 
throughout the reform process. He motivated his people continuously and constantly. 
Finally, he set an example through his own performance and became a role model for 
others.  
 
RW demonstrated his integrity, set an example, established organizational goals and 
objectives clearly, communicated unambiguously and in a timely manner, connected 
with various stakeholders by fostering new relationships, and opened unfettered 
channels of communication. He encouraged, supported, and inspired his people to 
transform the educational institution which was on the verge of collapse and elevate it to 
greater heights. Ostensibly, RW was a true transformational leader. 
 
From this case study, it becomes clear that the right style of leadership is warranted to 
properly develop an organization in a sustainable and responsible manner. This 
particular situation called for transformational leadership to prevent the college from 
closing down, to safeguard the jobs of the employees, and to provide quality education to 
the students.  
 
Conclusion 
 
Although institutions are not typically defined by their individual actors, at times it is the 
individual called upon to transform the organization through his or her visionary and 
transformative style of leadership. Individuals like RW made a substantial difference 
through his exemplary actions to reform a failing educational institution. The results of 
 
 
 
 
 
 
 
JOURNAL OF VALUES-BASED LEADERSHIP 
 
 
 
 
 
 
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his perseverance, creativity, and tenacity demonstrated that the right style of leadership 
is integral to enabling institutions to achieve organizational excellence and effectiveness. 
Hence, transformational leadership will inevitably play a crucial role in years to come. 
Leaders have to act according to the situation, with greater emphasis on 
transformational leadership and less on transactional leadership to advance the 
interests and meet the objectives of their respective stakeholders and organizations.   
 
 
References 
 
 
Bass, B. M. (1985). Leadership and Performance Beyond Expectations. New York: Collier 
Macmillan Publishers. 
 
Bass, B. M. & Avolio, B. J. (1994). Improving Organizational Effectiveness through 
Transformational Leadership. Thousand Oaks, CA: Sage Publications. 
 
Bass, B. M. (1998). Transformational leadership: Industrial, military, and educational 
impact. Mahwah, NJ: Erlbaum. 
 
Bass, B. M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational 
leadership behavior. Leadership Quarterly, 10(2): 181. 
 
Burns, James MacGregor (2003), Transforming Leadership. New York: Grove Press. 
 
(Author’s Blogs): http://professormsraoguru.blogspot.com; http://professormsrao.blog 
spot.com; http://profmsr.blogspot.com. 
 
http://speakerpedia.com/speakers/professor-msrao 
 
Rao, M.S. (2012). Smart Leadership: Lessons for Leaders. New Delhi, India: Sterling 
Publishers. 
 
Reichenau, M.B. (2005). Transformational Leader: What Does it Take to be One?  
Accessed July 4, 2013, http://www.uri.edu/research/lrc/research/papers/Reich 
enauLeadership .pdf. 
 
 
 
 
About the Author 
 
 
Professor M.S. Rao is an internationally-acclaimed leadership educator, executive coach, 
speaker, and consultant with over 32 years of experience. He is the author of 21 books 
including the award-winning 21 Success Sutras for Leaders; has been honored as an 
upcoming International Leadership Guru by Leadership Gurus International 
(http://www.leadership gurus.net/upcoming.php); and serves as an Advisor and Board 
Member for several international organizations including the American Institute of 
Business Psychology (AIOBP). He coined the innovative teaching tool, Meka’s Method; 
the leadership teaching tool, 11E Leadership Grid; and the newly-released leadership 
tool, Soft Leadership Grid, based on his new leadership style, Soft Leadership — 
copyrighted with Jossey Bass. His Soft Leadership webinar, organized by the 
International Leadership Association, can be accessed at http://www.ila-net.org/ 
Webinars/Archive/Rao082012.html and his top-rated speaker ranking in India is 
 
 
 
 
 
 
 
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acknowledged as per reviews on the Speakerpedia.org video link, http://speakerpedia 
.com/speakers/professor-msrao. Professor Rao can be contacted at 
msrlctrg@gmail.com, through his blogs (as referenced above), or via Twitter at 
@professormsrao. 
  


Turning Around an Academic Institution through Transformational Leadership

Valparaiso University

The Journal of Values-Based LeadershipVolume 6Issue 2 Summer/Fall 2013 Article 8August 2013Turning Around an Academic Institution throughTransformational LeadershipM. S. RaoFollow this and additional works at: http://scholar.valpo.edu/jvblPart of the Business CommonsThis Article is brought to you for free and open access by the College of Business at ValpoScholar. It has been accepted for inclusion in The Journal ofValues-Based Leadership by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member atscholar@valpo.edu.Recommended CitationRao, M. S. (2013) "Turning Around an Academic Institution through Transformational Leadership," The Journal of Values-BasedLeadership: Vol. 6 : Iss. 2 , Article 8.Available at: http://scholar.valpo.edu/jvbl/vol6/iss2/8       VOLUME VI • ISSUE II • SUMMER/FALL 2013       1 LEADERSHIP    Turning Around an Academic Institution through Transformational Leadership PROFESSOR M. S. RAO, PH.D., HYDERABAD, INDIA       Introduction  Every business has its unique challenges requiring the right leaders and the right style of leadership to face challenges responsibly and successfully. In this case study, I will discuss a style of transformational leadership which respects stakeholder interests, precipitates dialogue, is task-oriented, and in one situation, served to revamp an educational institution.   What is Transformational Leadership?  According to James MacGregor Burns (2003), transformational leadership is a process in which “leaders and followers help each other to advance to a higher level of morale and motivation.” In this vein, transformational leadership can be generally defined as the process of developing the people, who, in turn, develop their organizations by accomplishing pre-determined goals and objectives. And while the importance of achieving organiza- tional objectives cannot be underestimated, the methods adopted during the process command even more  “Transformational leadership recognizes and exploits an existing need or demand of a potential follower . . . (and) looks for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the follower.” — James MacGregor Burns  “A business short on capital can borrow money. But a business short of leadership has little chance of survival.”   —Peter Drucker         JOURNAL OF VALUES-BASED LEADERSHIP       2 LEADERSHIP deliberation. In fact, the means to the end necessitates the understanding and implementation of a transformational style of leadership.  Transformational leadership incentivizes ordinary people to achieve extraordinary performance. It develops, enriches, and reinforces an ever-evolving set of values and ethics among the various participants in an organization. Transformational leaders may be described as charismatic “myth-makers” and “tale-tellers.” However, unlike prototypal charismatic leaders, they are not defined by their own hubris. They leave a rich legacy behind them, with suitable successors, unlike charismatic leaders whose departure often precipitates a leadership vacuum. They emphasize the importance of both the means and the ends, unlike transactional leaders who myopically dwell only upon the final results.   Transformational leaders demonstrate a profound trust and confidence in their team members and set high ethical and moral standards. They radiate energy and enthusiasm. They are comfortable with working in teams and resolutely believe in their people and their potential. They direct the energies of those under their purview in a manner to derive the very best from them. Consequentially, the heightened focus on means ultimately serves to accomplish their objectives as well.  Case Study on Transformational Leadership  RW was a young leadership consultant and researcher who received a call from the Chairman of the Board of Directors of a private business college. RW had performed some consultancy work for him previously, so the Chairman had already gained substantial trust and confidence in his abilities. During the meeting, the Chairman narrated the problems confronted by the institution.  The Chairman had received many complaints about the Principal and a senior faculty member. The Principal was perceived as weak and took a long time making decisions or deciding upon a course of action — even on pressing issues. The senior faculty member realized this and begin influencing, and to a certain extent, controlling the decisions and actions of the Principal. Consequentially, substantial interpersonal problems ensued between faculty members, negatively impacting their teaching and academic work. Steadily, industrial-based research grants, the presence of recruiting companies, and new student enrollments all began to decrease. The Chairman feared that if no remedial action was taken immediately, the college would have to be closed. RW listened patiently to the problems and decided to accept the assignment. He promised to develop a comprehensive course of action within delay.  After a week, RW returned with his recommendations. He assessed the situation at the college to be dire and the quality of teaching to be stagnant and substandard. Without immediate and drastic reforms, the college would inevitably be closed. He proposed that both the Principal and the senior faculty member in question be promptly removed from their respective positions. Since there was no time available to recruit a new principal, he offered his services on a three-year contract. But his remuneration would be substantial — almost twice the amount his services had been previously commanding.  The Board of Directors deliberated over the proposal with great consternation. The scenario proposed by RW was unconventional. However, as they had allowed the        VOLUME VI • ISSUE II • SUMMER/FALL 2013       3 LEADERSHIP  situation to deteriorate by not taking action earlier, they now felt compelled to accept RW’s proposal. The fact that his work and reputation were known to the Chairman was also taken into consideration. Consequentially, the proposed firings were adopted and RW was appointed as the new Principal.  Solution  Without input from faculty members or other stakeholders associated with the college in sanctioning this hiring decision, RW’s appointment by the Board was ostensibly received with reluctance and hostility. Some senior professors felt that they could have been given the opportunity, especially in view of their long association with the college. However, RW was unperturbed and moved ahead with his plan of reform.    He met with every member of the faculty and non-teaching staff and individually noted their concerns. He prepared a list of their misgivings and doubts and prioritized them according to severity and importance. He created a time-bound action plan to resolve each one of them. When he announced this plan, everyone was amazed. They had not seen things moving at such a rapid pace in the past.  The academic activities were already delayed by three weeks. There were no teachers for three subjects and a timetable had to be prepared. RW called a meeting of the entire faculty and asked for volunteers to instruct these three courses. Fortunately, a junior faculty member, who was a dedicated and committed professor, came forward and offered to shoulder the responsibility of handling one of the subjects. The other teachers were reluctant to increase their respective workloads. Finally, by offering monetary incentives, RW recruited a second instructor to agree to teach a course. Ultimately, in an effort to fill the remaining vacancy, RW decided to teach the third subject himself — he wanted to lead by example.  RW realized that there had been a historic lack of transparency and open communication between management and the academic staff. Additionally, he noted a paucity of coordination between the persons who marketed the courses and the instructors who taught them. In an attempt to resolve this situation, RW scheduled monthly meetings wherein members of both groups could generate meaningful and constructive dialogue and raise the issues that concerned them for immediate debate and potential redress. During these meetings, RW encouraged participants to think creatively about the problems and postulate potential solutions. Often, the issues could be resolved by the team members themselves — without the intervention of management.   Many good ideas and suggestions for improving school operations emerged from these meetings. A team spirit was created among all the members. They were motivated to view issues and develop potential solutions as a collective entity, using their individual resources as a singular team to achieve their organizational goals and objectives. This also contributed to make the working environment more positive and enjoyable. A sense of collective purpose had been imbued which entailed the use of a variety of individual talents.   While the above actions were underway, RW gave substantial attention to meeting the commitments he had presented in his initial time plan. He referred to the list several        JOURNAL OF VALUES-BASED LEADERSHIP       4 LEADERSHIP times a day to ensure that even the smallest task was not overlooked. He knew that a true leader had to deliver upon his or her promises. RW infused confidence among the employees by replacing the prevailing pressure with pleasure, distrust with trust, and miscommunication with prompt and open communication.   During the transformation of the college, RW undertook various initiatives. He identified the areas where there were conflicts and promptly addressed them. He did not shirk from seemingly insurmountable challenges, but rather assumed full responsibility and accountability. RW also realized that the previous principal had encouraged petty politics by favoring a few people and alienating the rest. He had been surrounded by sycophants.  RW changed this by ensuring that everyone who had a stake in a decision was involved in the decision-making process. Additionally, he made sure that the faculty members were always kept informed of all developments. He persuaded administration to act quickly on all transmitted feedback. Gradually, a climate of trust and confidence was created as direct involvement by all affected stakeholders was encouraged and fostered.   During this time, two dissatisfied faculty members were found to be spreading rumors and negative stories about the inner machinations of this transformative process. RW quickly made the decision to fire them immediately to stymie any potential setbacks to the progress being made. He assured that everyone was informed of the true reasons for their departure — not only to serve as a deterrent, but to demonstrate his firm commitment to complete transparency of all actions undertaken.  RW introduced several training and development programs to enhance the skills of the faculty and the members of the administrative staff. People felt valued and their ongoing input was encouraged with this gesture. This infused faith and self-confidence, opening the doors to better performance and growth. Additionally, RW arranged regular meetings between students and their teachers. The informal atmosphere allowed the establishment of better relationships. He explained to the faculty that the students were essential to their existence — if there were no students, there would be no teachers either!  Whenever any feedback emerged from these interactions, RW assured that commensurate action would be undertaken. When a few students talked of problems with a particular faculty member, he investigated the matter immediately. On occasion, he discovered that a particular faculty member was disparaging and short-tempered in class.  RW arranged a meeting with the faculty member and provided constructive feedback to improve his behavior.  This produced the desired result and the faculty member’s relationship with the students improved substantially. RW’s success in tactfully and adroitly handling this case further enhanced the respect he received from the college.  Three years passed by quickly. When the Chairman reviewed the situation, he discovered that the primary areas of conflict and contention had dramatically improved. Industry grants had increased to record levels, a large number of students were applying to the college for admission, and the institution had gained an enviable record of placing all its graduating students several months before the conclusion their academic tenure. The number of research papers published by the faculty was at a record high. The atmosphere in the college was spirited and uplifting. The faculty, administrative staff,        VOLUME VI • ISSUE II • SUMMER/FALL 2013       5 LEADERSHIP  and student body had created and fostered constructive and productive relationships with one another.    Bernard M. Bass’s 4 I’s    According to leadership researcher, Bernard M. Bass, there are four behavioral components that comprise transformational leadership: charisma/idealized influence, motivational inspiration, intellectual stimulation, and individualized consideration (1985). Charisma is the identification with, and emulation of, the leader’s mission and vision (Bass & Avolio, 1994). Motivational inspiration is “the arousal and heightening of motivation among followers that occurs primarily from charismatic leadership, while individualized consideration is evident when subordinates are treated individually according to their needs” (Reichenau, 2005 quoting Bass, 1985). Intellectual stimulation refers to the leader’s influence on followers' thinking and imagination (Bass, 1985). RW effectively adopted and implemented the 4 I’s defining Bass’s transformational leadership paradigm — individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence — to truly reform this particular educational institution.   RW cared for his people. He empathized with their problems and solved them comprehensively and promptly. He recognized their motivational needs and acted accordingly.  He stimulated the various participants intellectually by encouraging them to be creative and to think “out of the box” in solving the challenges presented. He gave them freedom to act without undue constraint and counseled them only when they were not able to resolve the issues themselves. He clearly articulated the vision of the institution and challenged various categories of stakeholders by setting high standards. He exuded confidence and optimism and demonstrated energy and enthusiasm throughout the reform process. He motivated his people continuously and constantly. Finally, he set an example through his own performance and became a role model for others.   RW demonstrated his integrity, set an example, established organizational goals and objectives clearly, communicated unambiguously and in a timely manner, connected with various stakeholders by fostering new relationships, and opened unfettered channels of communication. He encouraged, supported, and inspired his people to transform the educational institution which was on the verge of collapse and elevate it to greater heights. Ostensibly, RW was a true transformational leader.  From this case study, it becomes clear that the right style of leadership is warranted to properly develop an organization in a sustainable and responsible manner. This particular situation called for transformational leadership to prevent the college from closing down, to safeguard the jobs of the employees, and to provide quality education to the students.   Conclusion  Although institutions are not typically defined by their individual actors, at times it is the individual called upon to transform the organization through his or her visionary and transformative style of leadership. Individuals like RW made a substantial difference through his exemplary actions to reform a failing educational institution. The results of        JOURNAL OF VALUES-BASED LEADERSHIP       6 LEADERSHIP his perseverance, creativity, and tenacity demonstrated that the right style of leadership is integral to enabling institutions to achieve organizational excellence and effectiveness. Hence, transformational leadership will inevitably play a crucial role in years to come. Leaders have to act according to the situation, with greater emphasis on transformational leadership and less on transactional leadership to advance the interests and meet the objectives of their respective stakeholders and organizations.     References   Bass, B. M. (1985). Leadership and Performance Beyond Expectations. New York: Collier Macmillan Publishers.  Bass, B. M. & Avolio, B. J. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage Publications.  Bass, B. M. (1998). Transformational leadership: Industrial, military, and educational impact. Mahwah, NJ: Erlbaum.  Bass, B. M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership Quarterly, 10(2): 181.  Burns, James MacGregor (2003), Transforming Leadership. New York: Grove Press.  (Author’s Blogs): http://professormsraoguru.blogspot.com; http://professormsrao.blog spot.com; http://profmsr.blogspot.com.  http://speakerpedia.com/speakers/professor-msrao  Rao, M.S. (2012). Smart Leadership: Lessons for Leaders. New Delhi, India: Sterling Publishers.  Reichenau, M.B. (2005). Transformational Leader: What Does it Take to be One?  Accessed July 4, 2013, http://www.uri.edu/research/lrc/research/papers/Reich enauLeadership .pdf.     About the Author   Professor M.S. Rao is an internationally-acclaimed leadership educator, executive coach, speaker, and consultant with over 32 years of experience. He is the author of 21 books including the award-winning 21 Success Sutras for Leaders; has been honored as an upcoming International Leadership Guru by Leadership Gurus International (http://www.leadership gurus.net/upcoming.php); and serves as an Advisor and Board Member for several international organizations including the American Institute of Business Psychology (AIOBP). He coined the innovative teaching tool, Meka’s Method; the leadership teaching tool, 11E Leadership Grid; and the newly-released leadership tool, Soft Leadership Grid, based on his new leadership style, Soft Leadership — copyrighted with Jossey Bass. His Soft Leadership webinar, organized by the International Leadership Association, can be accessed at http://www.ila-net.org/ Webinars/Archive/Rao082012.html and his top-rated speaker ranking in India is        VOLUME VI • ISSUE II • SUMMER/FALL 2013       7 LEADERSHIP  acknowledged as per reviews on the Speakerpedia.org video link, http://speakerpedia .com/speakers/professor-msrao. Professor Rao can be contacted at msrlctrg@gmail.com, through his blogs (as referenced above), or via Twitter at @professormsrao.   

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Turning Around an Academic Institution through Transformational Leadership

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