theoretical analysis

Running head: THEORETICAL ANALYSIS 1

Theoretical Analysis

Meghan Funk

Loyola University Chicago

THEORETICAL ANALYSIS 2

As I continue to better understand and develop my own definition of leadership, I have

come to acknowledge the importance of utilizing leadership theory as a lens to gain perspective

into how and why some individuals may respond to the roles of leader and follower. I have also

come to learn that theory is something I can question and challenge to better determine my

preferred leadership styles. To further my education regarding the establishment of what

leadership means to me, I have defined two leadership theories: transformational leadership and

adaptive leadership. I continued by deconstructing and reconstructing the theories to find deeper

meaning within these specific forms of leadership as a way to incorporate my own critical

thinking and perspective. I then utilized these theories as I analyzed a case study to apply theory

to practice.

Transformative Leadership

Transformational leadership emphasizes the relationship between leaders and followers.

This leadership style requires leaders to push followers to achieve more than followers originally

believed possible for themselves (Northouse, 2016). Northouse (2016) demonstrated how leaders

execute this when he said, “transformational leadership is the process whereby a person engages

with others and creates a connection that raises the level of motivation and morality in both the

leader and the follower” (p. 162). By building relationships, leaders can motivate followers to

address challenges greater than the ones they face individually in order to impact an organization

or societal structure.

Transformational leadership contains four factors that aid leaders in assisting followers to

reach beyond their own expectations (Northouse, 2016). These factors include idealized

influence, inspirational motivation, intellectual stimulation, and individualized consideration

(Northouse, 2016). These factors focus on leaders’ abilities to provide positive environments for


followers so both leaders and followers can focus on emotions, creativity, morals, and values in

order to form a commitment to a larger institution. To better understand transformational

leadership, I will deconstruct and reconstruct two of the four factors.

Deconstruction and Reconstruction of Inspirational Motivation

Factor two of inspirational motivation emphasizes the importance of leaders and

followers committing to a shared vision in the organization (Northouse, 2016). I question

Northouse’s failure to address the role of power within this factor. If leaders are expected to set

expectations for followers as they pertain to the larger goal of an organization, does this practice

leave room for followers to provide input throughout the entire process? Are followers expected

to simply carry out the wishes of a leader? Paulo Freire (2000) wrote “if what characterizes the

oppressed is their subordination to the consciousness of the master, … true solidarity with the

oppressed means fighting at their side to transform the objective reality which has made them

these ‘beings for another’” (pp. 9-10). A main goal of transformational leadership is that

followers are supposed to develop the ability to overcome obstacles they themselves did not

deem possible. However, part of this process is establishing those obstacles for one’s self. By

not allowing followers to establish their own challenges, leaders begin to develop a

pseudotransformational leadership style, in which they become selfish and focus on their own

needs (Northouse, 2016).

In order to reconstruct this theory, I would address what is really meant by shared vision

through the use of commodification. In the case study, the Northeasternish State University’s

(NSU) administration did include student input regarding the decision of creating the new

Multicultural Student unit, but Raymond makes no attempt to utilize student participation or the

contribution of other university departments. In this case, simply getting the student and


administration as followers in the institution’s new goal is not enough if these stakeholders do

not continue to have a voice in the overall mission. Transformational leadership cannot simply

rope followers into a cause just to have leaders continue on with their own agenda. According to

Dugan (2016), “commodification of people along with an emphasis on increasing production and

consumption at all costs can have a dangerous [effect] on our ability to demonstrate agency as

well as think critically” (p. 11). In Raymond’s case, he gains his leadership position by gaining

the trust of the university administration but pushes his own goals leaving followers to feel that if

they go against his view, they are going against the long-term goals of the institution.

Raymond’s actions could also restrict the NSU community from having the ability to question

the current acts of the administration since Raymond does not provide an opportunity for

community engagement.

In reconstructing this factor of the transformational leadership, I would recommend

building interest convergence. Dugan (2016) stated “building interest convergence

acknowledges the difficulty of engaging others in the work of leadership for social change (p.

12). Raymond is so focused on his own path to the university’s goal that he leaves out

administration and student voices in the process leading to others’ doubting his leadership, as

well as the initial goal of the institution. The factor of inspirational motivation should enable

leaders to encourage followers to discover pathways in which they can overcome challenges and

not simply force followers to carry out orders prescribed by leaders.

Deconstruction and Reconstruction of Individualized Consideration

Another factor of transformational leadership is called individualized consideration

(Northouse, 2016). Northouse (2016) described this factor as “representative of leaders who

provide a supportive climate in which they listen carefully to the individual needs of followers”


(p. 169). I challenge this factor because I believe an organization should work to the betterment

of an entire community through a social justice lens. In the case of NSU, the institution clearly

acknowledges the lack of diversity and cross-cultural knowledge among faculty and staff.

Therefore, in regards to individualized consideration, how can a leader work towards a goal

revolving around diversity if knowledge of diversity and student advocacy is not present in the

follower population? Raymond is not listening to the needs of the current student population let

alone including voices that are not present within the division or at the institution. He also has

made no effort to bring education to university administration since he is refusing to interact with

departments outside his own.

In order to reconstruct this factor, there needs to be an acknowledgement of power

(Dugan, 2016). If transformational leadership only addresses the needs of followers, it runs a

probable risk of leaving out voices not represented within the follower population. Therefore, a

group becomes exclusive and will lean toward dominant views while not recognizing the role of

power. In order for the institution to move towards its goal of creating a more diverse

environment by creating support services available on campus, Raymond not only needs to begin

reaching out to students, faculty, and staff, but outside views as well. He could do this by

agreeing to perform national searches for his new staff instead of searching internally and

locally. By expanding his search, Raymond has the potential to bring additional knowledge to

his team. Even though his team members will probably not encompass all identities, there is a

good chance they may have more experience working with more diverse populations outside the

NSU area.

Adaptive Leadership


Similar to transformational leadership, adaptive leadership also involves the leader

motivating followers. Specifically, adaptive leadership involves leaders encouraging followers

to address problems as they relate to change (Northouse, 2016). Northouse (2016) described an

adaptive leader as someone who:

challenges others to face difficult challenges providing them with the space and

opportunity they need to learn new ways of dealing with the inevitable changes in

assumptions, perceptions, beliefs, attitudes, and behaviors that they are likely to

encounter in addressing real problems” (p. 258)

This leadership theory puts emphasis on the followers. Leaders work with followers to

experience challenges and to better understand how to assist followers in confronting those

hurtles. This idea touches on how leaders within adaptive leadership are not seen as authority

figures, but individuals who mobilize and work with followers to create change (Northouse,

2016).

Northouse (2016) described six adaptive leader behaviors, which include get on the

balcony, identify adaptive challenge, regulate distress, maintain disciplined attention, give the

work back to the people, and protect leadership voices from below. These behaviors are meant

to model positive techniques adaptive leaders can take in order to build relationships with

followers and connect their values with others. By doing so, a group can be formed and that

organization can work towards overcoming challenges. As I continue to find deeper meaning to

adaptive leadership, I will deconstruct and reconstruct two behaviors in order to determine how I

view this specific theory, as well as how I can apply it to my everyday life.

Deconstruction and Reconstruction of Maintaining Disciplined Behavior


Northouse (2011) described the behavior of maintaining disciplined behavior as “the

leader [needing] to encourage people to focus on the tough work they need to do” (p. 269). I

question if this behavior only allows the followers to address the challenges named by the leader,

instead of allowing followers to identify challenges for themselves. If followers are not

encouraged to name problems how can they be expected to address them? As I reconstruct this

theory, I think of cultivating agency. Dugan (2016) said “reconstructing theory with this tool

could involve re-centering decision-making, responsibility, and control in those involved in an

activity versus in those with potential authority” (p. 12). In order for followers within adaptive

leadership to focus on tough work, they must first be given the opportunity to name it. In the

case of NSU, Donna hires Raymond into the position and immediately wants to see change.

Hearing about a campus culture and experiencing one can have very different outcomes for an

individual. If Donna had allowed Raymond a short adjustment period before implementing

changes, Raymond’s approaches may be different. If time is not available for Raymond to adjust

to his new position, Donna could have encouraged him to meet with a variety of students and

staff members in order to get a better understanding of how the campus culture was before he

arrived. Raymond needs the opportunity to assess the challenge and name it for himself before

he can act effectively.

Deconstruction and Reconstructing Regulating Distress

Another behavior of adaptive leadership is regulating distress. Northouse (2016) stated

“the adaptive leader needs to monitor the stress people are experiencing and keep it within a

productive range (p. 266). I think this language could be problematic. Stress looks very

different for everybody and I believe it is unrealistic to expect a leader to monitor followers’

stress levels. This approach leaves room for leaders to push their own coping mechanisms onto


others. For example, I once had a supervisor assume I was frustrated with a project because her

and other team members were becoming stressed with the project. As a result, she kept asking

the other team members and myself to talk in detail with her about our work on the project.

Since I was not stressed by the project and did not know my supervisor was under the impression

I was stressed, I interpreted her reaction as micromanaging and a form of doubt in my ability to

be successful when executing this project. When I finally confronted my supervisor as to why

she seemed more concerned with my abilities on this specific project, she informed me she was

not concerned with my skills but knew several members were frustrated over the project and

decided to take more control of the project in order to try and calm the team. Although I could

understand why she made her decision to alter her normal supervision methods, I could not help

but think her actions were keeping me from challenging myself when it came to problem solving.

It may be easy to say my supervisor should have better evaluated the stress for each

individual team member, but realistically, how could she? She cannot read my mind or the

thoughts of my teammates. Also, even if she could predict our stress levels, how could she be

expected to address the stress in a manner that caters to each of our own individual needs? In

adaptive leadership, Northouse (2016) said “rather than seeing the leader as a savior who solves

problems for people, they [conceptualize] the leader as one who plays the role of mobilizing

people to tackle tough problems” (pp. 257-258). If this is a goal of adaptive leadership, I do not

think regulating distress can be included, since it contradicts the ideology of leaders not being

saviors. Northouse (2016) also indicated one way leaders can manage stress is to provide

“protection” for followers. By providing protection, a leader is expressing savior qualities,

which diminishes a pivotal goal of adaptive leadership.


Similar to the adaptive leadership behavior of maintaining disciplined behavior,

regulating distress can be reconstructed utilizing the idea of cultivating agency. When leaders

determine the level of stress of another person and the actions to take to address that distress,

they are weakening followers’ sense of agency. If leaders are to empower followers to tackle

difficult situations, leaders must first empower followers to address their own challenges.

Leaders can help create positive environments for followers to acknowledge stress, but they

cannot project their own opinions onto followers. For example, the case study indicates one of

Raymond’s staff members voiced her lack of confidence in the office providing diversity

education and student advocacy with current staffing and funding structures. Instead of being

asked why she feels this way, the worker was silenced. The case study hints that another party

may have told her to get over her doubts and get on board with the office’s planned initiatives. If

this is true, as the leader, Raymond should listen to the worker’s concerns and ask what she feels

comfortable working on and what would be the best steps for her moving forward so she is not

effected by great amounts of stress.

Addressing the Case Study

In moving forward with NSU, it is important to consider both transformational and

adaptive leadership. Considering transformational leadership, I would make two

recommendations in order to address the current predicament. First, I would encourage

Raymond to network with other departments on campus, as well as with a variety of students and

student organizations in order to receive different perspectives regarding the current thoughts

around diversity knowledge and student advocacy. In accordance with transformational

leadership, Raymond will need to build connections with others in order to motivate individuals

to come together as a community to address the challenges faced by the institution. According to


Wheatley (as cited in Boggs, 2012) “the real engine of change is never ‘critical mass’; dramatic

and systemic change always begins with ‘critical connections’” (p. 50). Raymond needs to focus

on creating an atmosphere where individuals can utilize critical thinking with others, instead of

pushing his own ideas on everyone and assuming they will rally behind him. By connecting with

the NSU community, Raymond can move away from the pseudotransformational leadership style

he has developed and move towards actively working with others in creating change at the

university.

Considering transformational leadership, I would take the next step of recommending

Donna to address her concerns with Raymond. Donna expressed some of her apprehensions but

not to the people who really needed to hear them including Raymond who is the root of Donna’s

worries. Bass (as cited in Northouse, 2016) argued “transformational leadership motivates

followers to do more than expected by… getting followers to transcend their own self-interest for

the sake of the team or organization” (p. 166). As a leader, Donna cannot expect change to occur

if she is unwilling to have a conversation with Raymond. Donna needs to confront her concerns

around Raymond addressing his own interests instead of the division’s overall diversity mission.

This idea ties to a recommendation I would make through an adaptive leadership lens.

I would encourage Donna, Raymond, and Raymond’s staff to have a meeting where they

outline tangible steps that can be taken in the upcoming semester to aid the division’s diversity

goals. During this meeting I think it is important to discuss their roles as student affairs

professionals at NSU. It is vital the team addresses Northouse’s (2016) words pertaining to

adaptive leadership:

Leadership revolves around work and how people are mobilized to do work. It is not

defined by position, so anyone can exhibit leadership. In contrast, authority revolves


around power and how it informally and informally conferred to leaders by followers” (p.

258)

I think it would be very helpful to bring in an outside facilitator to work with this team

regarding the definitions of leadership and authority, as well as the differences between the two.

It would also be beneficial to relate these terms to how they work and relate with students.

The last recommendation I would make is getting students involved in the process of

working toward providing diversity education on campus, as well as student advocacy. One

behavior I believe is crucial to adaptive leadership is giving the work back to the people

(Northouse, 2016). If a central goal of adaptive leadership is for the theory to be focused on the

followers (Northougse, 2016), the division of student affairs needs to include the students in the

process of creating support services and programs available on campus. Raymond and the

Multicultural Office could create student intern positions in which students organize programs

such as diversity workshops and trainings, affinity spaces, and open forums where university

administrators can hear the students’ voices. By involving the student population, Raymond and

his team can engage students as part of a resolution in working towards spreading diversity

knowledge and advocacy across the NSU campus.

Conclusion

Although I have made great progress in my discovery of transformational and adaptive

leadership, I understand there is more to learn as I continue to grow and gain new experiences

within my own life. A fellow classmate told me to think of my leadership knowledge as a

journey and not a finite answer. I believe this idea to be true. For if I determine my leadership

style without taking into account my own experiences and seeking to understand the experiences

of others, how can I ever expect to be someone who pushes myself beyond what I believe is


possible? Therefore, if I do not push myself as a leader, I will be unable to motivate others. I

hope that by continuing to question and challenge a variety of leadership theories, I can better

relate them to my own life and the world around me.


References

Boggs, G. L., & Kurashige, S. (2012). The next American revolution: Sustainable activism for

the twenty-first century. University of California Press.

Dugan, J.P. (2016)

Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Bloomsbury.

Northouse, P. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage

Publications.

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