Fostering Positive Program and

Organizational Relationships
Using Transformational
Leadership
David C. Berry, PhD, AT, ATC, ATRIC
Department of Kinesiology
Saginaw Valley State University
University Center, MI
Image this?

• 22 year-old exercise science student is in need of

an 8-week internship to graduate
• A local fitness club recently expanded their
facility and programming and as a result, they’re
now short staff
• They contact the University’s internship
coordinator who is more than glad to provide
student “helpers”, assuming the facility does
what they [the University] dictates- giving no
regards to the facility’s needs
Image this?

• Good or bad idea?

Image this?

• Why is this a good or bad idea?

• What type of leadership style would be classified
as?
• How does or can this/these attitudes foster a
positive working relationship between
organizations?
• Who, if anyone is the winner in this case?
Model of Transactional Leadership

• A transactional leader focuses more on a series

of "transactions”
• This person is interested in looking out for
oneself [program in this case], having exchanged
benefits with their subordinates and clarify a
sense of duty with rewards and punishments to
reach one’s goals
Model of Transactional Leadership

• Transactional leaders are-

– Well aware of the link between the effort and reward
– Rely on standard forms of inducement, reward,
punishment and sanction to control followers
– Motivate followers by setting goals and promising
rewards for desired performance
– Dependent on one’s power to reinforce
subordinates for their successful completion of
the bargain
Image this?

• 22 year-old exercise science student is in need of an

8-week internship to graduate
– University is likely functioning under Transactional
Leadership
• We give you student helpers, but you need to do
what we say- why, because you need us- we don’t
need you!
Ask yourself?

• Do you want your preceptors/clinical

instructors to be happy?

• Do you work to make your preceptors/clinical

instructors happy?

• Do you care?
Model of Transformational
Leadership
• Changes and transforms
individuals and
organizations
• Concerned with ethics,
morals, and the long-term
goals of individuals and
organizations
• Process
– Determine what motivates
individuals
– Satisfies subordinates needs
James MacGregor Burns – Leadership
– “Treat as full human beings” 1979
Model of Transformational
Leadership
• Differs from Transactional Leadership because-
– Being a transformational leader is more than
merely payment, goods, or promotions for
services completed
• Working for the greater good (creating a culture)
of the organization, while not compromising the
needs of the individual
• Characteristics
– Typically charismatic
– Strong role model
– Value-driven goals
Model of Transformational
Leadership
• Focuses on follower’s needs
• Followers inspired to put the needs of the
organization above their own needs
– Need to buy-in and believe the organization’s
vision
Transformational Leadership
Research
• Transformational leaders generated higher
commitment from followers in numerous other
studies (Avolio, 1999; Bass, 1998)

• Transformational leaders motivate and inspire

followers to achieve extraordinary goals (Avolio
& Bass, 2004), are process-oriented, and focus
on being a leader (van Linden & Fertman).
Transformational Leadership
Research
• Nursing managers described as transformational
leaders had greater organizational commitment
from followers (McGuire & Kennerly, 2006)

• Transactional leadership resulted in greater

attrition of staff nurses than transformational
leadership (Kleinman, 2004)

• Transformational Leadership resulted in greater

job satisfaction for teachers (Bogler, 2001)
How to Become a Transformational
Leader
• Be a strong Role
model!
• Demonstrate your
integrity – Build trust!
• Put the needs of others
above your own
• Listen more than you
talk-active listening
• Encourage creativity
and ingenuity
• Sell your vision (without
being too pushy)
Selling your Vision…

• Ask for input in developing the vision for those

in the organization
• Together, develop a plan for achieving the vision
• Explain where you are limited by accreditation
standards or institutional guidelines
• Be willing to consider alternative visions… this is
potentially, the most difficult task…
Fostering Positive Relationships

• All relationships
require nurturing

• All relationships have

room for
improvement

• When conflicts do
arise, resolutions are
easier to achieve
Strategies for Fostering Positive
Relationships with
Practicum/Internship Instructors
• Integration of faculty and
preceptors/clinical instructors
– Decision-making input
– Involvement with their
activities
– Seek win-win solutions
• Positive reinforcement
– Are you their biggest fan?
Decision-Making Input

• Program admissions • Hiring decisions

• Scholarships/awards • Equipment purchases
• Curriculum revision • Clinical assignments
• Self study/site visit • Faculty evaluations
preparation
• Handbook revisions
Off-Site Involvement

• Occasional coverage/guest lecture

• Special events
• CEU opportunities
• Community involvement

– Seek reimbursement for services

Positive Reinforcement

• Catch the instructor doing well and say

“THANK YOU”
• Summarize evaluations and focus on positives-
but do not ignore the negative
• Thanks for-
– Equipment loans
– Guest lectures
– Feedback on academic issues
Saying Thank You…

• Thank you letters/e-mails

• Holiday cards
• Providing faculty status
• Recognition in alumni newsletters and/or on
website
• Letters to the “Boss”
Additional Perks

• Stipends/tuition waivers
• Adjunct teaching opportunities
• Parking pass
• Faculty/staff ID
• Tickets to games
• Invitations to cookout at your house, student
club gatherings
• Club t-shirts
• Textbooks
Be their biggest fan!

• Tell everyone how wonderful your

practicum/internship sites are to-
– Other sites
– Faculty
– STUDENTS!!!
• Current & Prospective
– Administrators
– Community
Case Discussion

You’re putting together your tenure file and realize

that your department requires a narrative describing
your current leadership style. You have faced
several leadership challenges over the past several
years and realize that being a leader is more than
someone who has written a self-study and
navigated a site visit.
Case Discussion
Question
• Using the characteristics of a transformational
leader, identify what qualities you currently
possess and how you utilize these leadership
qualities within your program to facilitate a
positive working relationship between
academics and your practicum/internship
sites?
• Do these strategies work? What, if any of
these strategies hasn’t worked.
• What other strategies do you employ to
promote a positive working relationship
between you and your practicum/internship
sites?
Group Discussion

• What current challenges do you face with your

practicum/internship sites?
• What strategies based upon the transformational
leadership styles presented could you utilize to
improve these challenges?
• Do you see your practicum/internship sites
being receptive to these changes?
Conflict Resolution Theory

• Analytical- not a “gut” reaction

• Recognizes the individual
• Helps to identify the root of the problem
• Seeks a mutually agreeable resolution
Conflict Resolution – What it is not!

• Does not (should not) manage the problem!

• Does not (should not) settle a problem!

• Rather, it seeks to identify the cause of the

problem and resolve it… so it finds common
ground – a mutually agreeable resolution.
Conflict Development

• A helpful tool in identifying where to go is

identifying the cause of apprehension or conflict
– both yours and theirs-
– Lack of or low self-esteem
– Lack of being heard
– Lack of involvement
• Not feeling a part of something
• Not being needed
– Feeling threatened
Conflict Research

• Nursing educators felt increased preparation was

necessary in conflict resolution and management
(Vivar, 2006)
• Deutsch (1973) discussed cooperative vs.
competitive conflict resolution
• Ingles (1960) found the need for conflict
resolution between nursing practitioners and
nursing educators
Conflict Resolution Strategies

Good website: Conflict Resolution Network

http://www.crnhq.org/twelveskills.html
• 12 strategies for conflict resolution
• Be willing to shift your attitude
• Think dialogue not debate
• Move away from win/lose and either/or
Conflict Resolution Strategies
• Win/Win approach
– How can we solve this as partners rather than opponents?
• Empathy
– Develop communication tools to build rapport. Use
listening to clarify understanding.
• Appropriate assertiveness
– Apply strategies to attack the problem not the person.
• Co-operative power
– Eliminate "power over" to build "power with" others.
• Creative response
– Transform problems into creative opportunities.
• Broadening perspectives
– Agree to disagree
Conflict Resolution Strategies
• Managing emotions
– Express fear, anger, hurt and frustration wisely to effect change.
• Willingness to resolve
– Name personal issues that cloud the picture.
• Mapping conflict
– Define the issues needed to chart common needs and concerns.
• Negotiation
– Plan and apply effective strategies to reach agreement.
• Mediation
– Help conflicting parties to move towards solutions.
• Development of options
– Design creative solutions together.
When All Else Fails…

• Documentation
– Consistent language
– Patterns of behavior
– Objective
• Communication with
your supervisors
• Respect
Case Discussion
• You are about to make a curricular change
(students can only work for 10 hours a week
now) that you know is not going to sit well with
most of your practicum/internship sites and
you’re dreading the fallout and possible conflicts
that are going to arise.

• Question
– Using some of the strategies just learned, how can
you overcome this situation and resolve it peacefully?
– How could this situation help to foster/improve your
relationship with your practicum/internship sites ?
Group Question

• Identify a recent issue, confrontation and/or

difficult practicum/internship site or instructor
you’ve had to handle recently. How did you
originally handle this situation, was it successful?
• What strategies learned today could be utilized in
this situation? Do you think the results would be
different?
Questions to Ponder
1. What makes transformational leadership more effective
than transactional leadership? Where do you fall on this
continuum? What do you think works best within your
program to facilitate a positive working relationship?
2. Do you help to empower your practicum/internship
sites and instructors? Are they more receptive to
program changes because of this? Has it improved your
working relationship?
3. If you do not currently empower your
practicum/internship sites and instructors what
strategies based on the concept of transformational
leadership might you employ?
Questions to Ponder
4. What mechanisms/strategies do you currently have in
place to attend to your practicum/internship sites and
instructors needs? What changes might you make today
to address these needs?
5. Do transformational leadership strategies have to be
confined to your practicum/internship sites and
instructors? Do you see any use of these strategies in
the classroom?
6. What was your most recent situation which required
conflict resolution strategies? Did they work? How
could this be avoided in the future?
 References
1. Avolio BJ. Full Leadership Development: Building the Vital Forces in Organizations. Thousand Oaks, CA: Sage, 1999.
2. Avolio BJ, Bass B.M. Multifactor Leadership Questionnaire: Third Edition Manual and Sampler sSt. Redwood City, CA: Mind Garden,
2004.
3. Bass BM. Transformational Leadership: Industrial, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum, 1998.
4. Bogler R. The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly. Dec 2001; 37(5): 662-
83.
5. Burns JM. Leadership. New York : Harper Colophon Books, 1979.
6. Covey SR. The 7 habits of highly effective people. New York: Simon & Schuster; 2004: 204-60.
6. Deutsch M. The Resolution Conflict: Constructive and Destructive Processes. New Haven: Yale University Press, 1973.
7. Deutsch M. Conflict resolution: theory and practice. Political Psychology 1983; 4: 431-453.
8. Gage, MJ. Bridging the Gap between Athletic Training Academia and Clinical Athletic Trainers. Free Communication. Rocky Mountain
Athletic Trainers' Association Annual Meeting. 2006.
9. Hater JJ, Bass BM. Superiors’ evaluations and subordinates’ perceptions of transformational and transactional leadership. Journal
of Applied Psychology. 1988;73(4): 695-702.
10. House RJ. A 1976 Theory of charismatic leadership. In J. G. Hunt & L. L. Larson (Eds.), Leadership: The cutting edge. Carbondale:
Southern Illinois University Press; 1976: 189-207.
11. Ingles T. On Developing Skilled Practitioners: How The Increasing Gap Between Nursing Service and Nursing Education Might
Be Bridged. The American Journal of Nursing. 1960; 60 (10); 1482-1484.
11. Kirby PC, Paradise LV, King MI. Extraordinary leaders in education: Understanding transformational leadership. Journal of
Educational Research. 1992;85(5): 303-311.
12. Kleinman C. The relationship between managerial leadership behaviors and staff nurse retention. Hospital Topics: Research and
Perspectives on Healtcare. Fall 2004; 82(4): 2-9.
13. McGuire E, Kennerly SM. Nurse Managers as Tranformational and Transactional Leaders. Nursing Economics. July-Aug 2006;
24(4): 179-85.
14. Murray F, Feitler FC. An investigation of transformational leadership and organizational effectiveness in small college settings. Paper presented
at the Annual Meeting of the American Educational Research Association, San Francisco, CA. March 1989.
15. Northouse PG. Leadership: Theory and practice. Thousand Oaks, CA: Sage Publications; 1997: 211-12.
16. O'Toole J. Leadership A to Z: A Guide for the Appropriately Ambitious. San Francisco: Jossey-Bass Publishers; 1999.
17. Perkins SA, Judd MR. Dilemmas of program directors: Then and now. Journal of Athletic Training. 2001; 36: 396-400.
18. Perrin DH, Lephart SM. Role of the NATA curriculum director as clinician and educator. Athletic Training Journal of the National
Athletic Trainers’ Association. 1988; 23: 41-43,63.
19. Ray R. Management Strategies in Athletic Training. Champaign, IL: Human Kinetics; 2005: 2-17, 64-70.
20. Vivar CG. Putting Conflict Management Into Practice. Journal of Nursing Management. 2006; 14(3); 201-206.
21. Waldman DA, Bass BM, Einstein WO. Leadership and outcomes of performance appraisal processes. Journal of Occupational
Psychology. 1987; 60: 177-86.
22. van Linden, J, Fertman CI. Youth Leadership: A Guide to Understanding Leadership Development in Adolescents. San Francisco: Jossey-