Transformational Leadership and Adult Learning: The Missing Link in Teaching English Improvement in Saudi Arabia
Introduction
What makes leadership and learning connected? Brown and Posner (2001) recognize the distinctiveness of leadership and learning as two important research areas. On simplest terms, leadership is the ability to lead while learning is the ability to learn. Contemporary trends in today’s world require every person to turn into different means of survival. In organizational setting, leadership and learning intersects each given functions particularly in the development of human knowledge and abilities. Leadership, as supported by other researchers and authors worldwide, is a process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task (Chemers 1997). The major points of this definition are that leadership is a group activity, is based on social influence, and revolves around a common task. Although this specification seems relatively simple, the reality of leadership is very complex. Intrapersonal factors (i.e. thoughts and emotions) interact with interpersonal processes (i.e. attraction, communication, influence) to have effects on a dynamic external environment. Each of these aspects brings complexity to the leadership process. It is then the purpose of this research to attempt to make that complexity a bit more manageable, thus increasing the ability to understand what effective leadership particularly in adult learning within organization. Daft (2003) points out that managing global environment requires managers and leaders alike to have the ability to handle change through innovation and creativity. This is among the commonly perceived end results of transformational leadership.
It is a man’s nature to undergo learning as an essential process of survival. Foley (2004) believes the process of learning is fundamental to human life. The ability to learn differentiates human beings from the rest of creation. It is a distinct ability that constantly develops regardless of exceptional cases. Most, if not all, management experts consider that an organization can achieve competitive position in the niche market and global marketplace if there is a definite and appropriate management system and strategy that sustains its capabilities, strengths, and competitive position (Pearce and Robinson 2000; Thompson and Strickland 2003). Allowing learning to take place within the bounds of the organization and its people is among the most valuable management strategies with lasting and proven effective impact. Today, the adult learning and education classes strive to grant adult learners an opportunity to use and apply what they have learned. It encourages the adult learners to think critically and to constantly redefine the content and process of the learning experience. Adult learning and education is also expected to heighten individual awareness of community issues, motivate learners to create opportunities, embrace new ideas and give direction to positive change. Adult learning and education is certainly affected by the uncertainty that characterizes today’s contemporary global situation. Increasingly, there are difficult questions posed about what constitutes the field of adult education and what are its values and purposes (Bryant et al. 1997). In times when a greater number of adults coming from a diversity of backgrounds enter an increasing variety of programmes, another set of problems is emerging. The difficulty in coping with the current uncertainty is compounded by the nature of the contemporary situation, which itself is difficult to characterize and interpret. Whilst there is general agreement that the world is extremely witnessing profound economic, technological and cultural changes, there is less agreement on whether these constitute a continuation of quality adult education.
This research proposal intends to explore the relationship between leadership and adult learning. It will collect information to explain leadership effectiveness and its importance in learning process particularly on adult learning. Similarly, the barriers that may affect its effectiveness are sought after.
Background of the Study
There has been a significant body of literature written by business and academic researchers, policymakers and experts that specifically discusses the concept of leadership. Accordingly, leadership is noted to be one of the well-documented topics in different nations. Basically, the term leadership comprises the capacity and talent to inspire and influence the thinking, attitudes, and behavior of other people. Among the many definition of leadership provided in worldwide publications, Chemers (1997) is seemingly acceptable in the global setting. But then again, it is always recognized that the dynamic changes of the modern times influences almost all areas of living. So, the said definition may no longer appropriate in the line of thinking and in relation to the existing trends that continuously proliferates in the global marketplace. Yukl (2002) defined leadership as the process of inspiring other people to comprehend and agree on what needs to be done and how to accomplish them effectively. In addition, leadership is also defined as the process of facilitating collective and individual efforts to fulfill shared objectives. On this case, transformational leadership (TFL) is explored. According to Yukl (2002), TFL is the process of developing commitment among followers towards the achievement of organizational objectives and shaping cultural conventions in line with the organizational strategy. The general idea of TFL is derived on the intention of motivating followers to reach maximum productivity and achieve organizational goals instead of serving individual or selfish interests (Ergeneli et al. 2007; Menguc et al. 2007; Rafferty and Griffin 2004).
What is transformational leadership? Historically, the conception and idea of transformational leadership is attributed to James MacGregor Burns in 1978 where he mainly relates it to the field of politics (Bass 1998). From politics, TFL was extended to various fields including organizational psychology and management. It is acknowledged that this type of leadership is the extension of transactional leadership (Bass 1998). Transactional leadership is popularly described by two major components: contingent rewards and management by exemption (Smith et al. 2004). While transactional leadership are reward-based (the achievement of goals is linked with rewards), TFL extends this practice by inculcating commitment, stimulating change, and achieving performance from both leaders and followers. Meanwhile, many leadership-related authors have their own sets of definitions but the common variables in their definitions are the strong emphasis on high levels of motivations and commitment in achieving organizational objectives. The works of Bernard Bass from 1980s up to the early 1990s are frequently adopted in defining concepts related to transformational leadership. Bass’s ideas on transformational leadership are bounded on four key tenets: idealized influence (charismatic leadership), inspirational motivation, intellectual stimulation, and individualized consideration (Bass 1996). These principles are discussed in the subsequent sections of this report. In earlier studies, Avolio (1999) define TFL as a leader’s process of stimulating change on followers particularly on their beliefs, values, capabilities, and motives with the main objective of raising organizational performance beyond self-interest. It is also identified as a type of leadership that is engaged to change (Eisenbach et al. 1999).
What are the characteristics of TFL? Referring to the works of Bernard Bass, the characteristics of this type of leadership are: idealized influence (charismatic leadership), inspirational motivation, intellectual stimulation, and individualized consideration. Wu and group (2007) describe each characteristics starting with individualized consideration, followed by inspirational motivation and idealized influence, and lastly of intellectual stimulation. Individualized consideration is the dimension where the leader attends to the needs and wants of the followers. This is done through mentoring, supporting, encouraging, and coaching with special attention given on how to enhance and properly use their individual competencies. Inspirational motivation is the dimension where the leader poses a compelling vision to be achieved by using affective and values-relevant arguments that aims to generate a sense of collective identification. Further, idealized influence is the dimension where the leader acts as the role model whom the followers emulate. This is exemplified in situations that require sacrificing personal benefits for the group’s common good, projecting an image that is supported by commendable performance, , and holding on the practices of ethical decision making. Lastly, intellectual stimulation is the dimension where the leader is challenged by the followers to have critical and analytical skills in facing problems and looking on different perspectives in order to come up with most appropriate solutions. It also includes the encouragement of followers to be mindful of impending problems and challenges that will affect the group and the whole organization.
Who is a transformational leader? Practically, a transformational leader is someone who adheres and exercises the dimensions of TFL. In a more rational perspective, a transformational leader is someone who is able to initiate transformation from personal and selfish to collective interests in an organizational setting. It is recognized that TFL facilitates the achievement of short- and long-term goals (Rafferty and Griffin 2004). According to Tekleab and associates (2007), in order to achieve these goals, a transformational leader focuses on the development of vision and provides inspiration for followers to work on the pursuit of the vision. Most leaders who use the principles of TFL stimulate changes or alignment of systems in dealing with a new vision instead of working within current and static systems. A transformational leader recognizes conditions that may affect organizational operations. This foreshadowing ability prompts the leader to inform the followers beforehand, thus, making them ready to face such conditions directly. Followers are also able to improve their individual risk management abilities and other competencies. The provision to change is recognized by transformational leaders. In cases where changes are directed to the organization, transformational leaders are always ready to act on providing the followers with the required and essential information about the change process (Wu et al. 2007). This leadership function is based on the dimension of individualized consideration where the leaders are providing followers’ needs. During change management process, the dimension of inspirational motivation is heightened because the leader needs to articulate clear visions for the group and provides practical reasons on why do the followers need to fulfill these visions. Wu and group (2007) assert that the explication of visions is tantamount to the development of better and performance-directed group relationships wherein personal interests are neglected in favor of communal achievement or common good. The leader who believes in TFL principles is worth emulating where his/her conducts are based on appropriate standards of behavior. Amidst the incontrollable uncertainties of change, the followers look up on the transformational leader and imitate leadership activities.
Robbins and Judge (2007) advocates that transformational leaders are keener on inspiring followers to go beyond self-interests and are capable of affecting followers by showing commendable leadership examples. Also, Jung (2001) notes that transformational leaders “seek to transform followers’ personal values and self-concepts, and move them to higher level of needs and aspirations” (187). These leadership activities cultivate the condition of creativity and innovation as the leader teaches the followers new knowledge that will help them in specific situations. It is also a manifestation of learning and developing organizational culture. Bass (1997) asserts that TFL is universally effective across cultures. Considering the diversity of followers, the leader is able to cope up with personal differences by coming up with unified vision towards the organization. What is remarkable on the TFL theory is the provision where the leader is able to motivate the followers regardless of cultural orientation (Jung et al. 2003). For instance on the case of Google, which is known for having successful Internet-based business operations in the dotcoms years (in late 1990s) and remains to be an industry leader (Murphy and Scharl 2007, 301; Henry 2006), the provision of diversity is a challenge. In recognizing the diversity of skills and Google employees, conflict is a risk because employees have differing values and experience differing situations (Darling and Walker 2001). The transactional leader is able to establish unity amidst diversity by means of training. Diversity in culture is an advantage for it is where the leader is served with various human resources that complement each other. In here, change in culture is necessary. The TFL theory supports behaviors that will help effectively manage organizational change amidst a diversified team by reducing pessimistic attitudes toward the intended change.
According to Smith and group (2004), “a transformational leader strives to create new learning opportunities for followers and tends to act as a coach or mentor” (81). This is based on the dimension of individualized consideration where the leader serves as the mentor of the followers. New processes of learning and body of knowledge are proliferated and supported by the leader. Ethical practices are very crucial (Price 2003). In managing change, the expertise of the leader based on professional experiences is handed over to the followers. In this way, the knowledge of the followers are amplified and improved. The leader who shares knowledge to the followers contributes to the establishment of new conventions and set of ideas that the organization and its people can use in pursuing premeditated objectives. This situation also facilitates the emergence or development of organizational culture. For example, on the case of Google where there is no formal culture or organizational structure. Every organization must have a core management structure (Hitt et al. 2003). Although Google has Sergey and Larry plus Schmidt as key figures, the rest of the staff are not strictly structured. Literatures on organizational structure and control acknowledge solid management structure as a basic element in strategic planning and decision-making (Thompson and Strickland 2003; Kay 1996). On the case of Google’s project engineers and even the rest of the workforce, the unclear definition of management structure can lead to organizational conflict. The leader is unable to teach the followers the needed skills or information that can possibly avoid or reduce risks. In transformational leadership, there is a high regard on the role of leader as reputable head of the group. The lack of hierarchy in Google resulted to confusion about control and decision making power and practically affects overall working conditions. To address this, leaders must able to provide established body of knowledge that will guide the engineers and project managers in making excellent decisions for the benefit of the whole organization. In organizational learning, Bass (1996) declares that transformational leaders accept the mistakes of their follower because they believe that this is an avenue in acquiring new learning. Provided that the follower is able to realize his/her mistake, it is an advantage. The activities of the organization require transformational leaders to combine initiatives with taking the presence of risks as a critical feature of success and readiness to hold more helpful systems and practices. This support the development of culture resulted by changes that occur within the organizational context.
In recognition to the politics of change, the transformational leader is always willing to take risks as he/she believes that risks defines the essential elements of future success (Smith et al. 2003). In facing risks, the transformational leader is willing to use innovative practices and systems. Currie and Lockett (2007) describe the transformational leader as someone who develops a vision for the whole team. For example, on the vision of increasing sales and marketing productivity amidst the rapid and difficult competition, the leader stimulates pride, respect and trust to personal and organizational levels towards exploring innovative means and implementing new strategies or systems to improve performance. He/she motivates staff by creating high expectations, modeling suitable behavior, employing symbols to focus efforts and providing personal attention to followers by giving respect and responsibility (Currie and Lockett 2007). By looking on the tenets of TFL theory, a transformational leader is geared towards the challenge of facing impending challenges on both people and organization. The importance of self-concept is important for a transformational leader because the views of one’s self and others affect the practice of leadership and management (Elkin and Sharma 2007). Goal-achievement is central to TFL and this is the rationale behind the leader’s motivation to followers to achieve beyond what they thought was possible or surpassing their set expectations (Khoo and Burch 2008). In sum, all transactional leaders are guided with individual and organizational commitment to create and share knowledge and practices that will improve every organizational aspect as well as stakeholder.
Meanwhile, the learning processes for adult learners are specialized and called as adult learning. In adult learning, there are four (4) dimensions of learning namely: formal, non-formal, informal, and incidental (Foley 2004). While it is true that people learn in various styles, most theorists counteract the definition that learning styles is characterized by the presence of four (4) essential categories namely: visual (learning by seeing); aural or audial (learning by hearing); reading/writing (learning by processing text); and kinesthetic or practical (learn by doing) (Sternberg and Zhang 2003; Sims and Sims 1995). Instead, it is advocated that learning is complex, multifaceted, and all-encompassing. It is also argued that learning occurs in various locations – in the workplace, at home, in groups, or alone – and not only, or primarily limited within the bounds of formal educational environment (Raggatt et al. 2002). This case focuses within the workplace or the organization. Workplace or organizational learning is a significant feature that plays a major role in the development of latest and relevant competencies and innovations. It also serves as vital instrument in addressing changes within the internal and external boundaries of the organization. According to Pham and Swierczek (2006), the potential role of employees in improving organizational effectiveness is rooted on the need to focus on the types of knowledge and skills learned at work including on how these types of knowledge and skills can be supplied, supported, and developed. These are all rooted on the practice of workplace or organizational learning. As there are indispensable, countless, and rewarding consequences noticeable in learning, it is considered to be very much relevant and valuable particularly in relation to holistic development of people and organizations as well as the overall processes drawn in the general organizational environment. The related approaches of learning, such as adult education, employee training and development in workplace or organizational learning are also important in planning the future operations and activities of the organization. Through learning, the organization is able to identify needs, predict trends, eliminate risks, solve problems, and cope up with the challenges in the market.
Research Objectives
This study mainly focuses on leadership and learning. It specifically tackles the subject of transformational leadership and adult learning within the organization. The following specific objectives are to be achieved:
- To explore the relationship between transformational leadership and adult learning in English language improvement.
- To collect information to explain leadership effectiveness and its importance in learning process particularly on adult learning in English language improvement.
- To identify the barriers that may affect its effectiveness.
Statement of the Problem
This research study will work on the following research questions as problems:
Research Design and Instrument
In order to come up with the most suitable research approaches and strategies for this study, the research process “onion” is undertaken. This is because conducting a research is like peeling the back layers of an onion – in order to come to the central issue of how to collect the necessary data needed to answer the research questions and objectives, important layers should be first peeled away. With the said process, the researcher was able to create an outline on what measures are most appropriate to be applied in the study.
The researcher uses the qualitative research design utilizing the descriptive research method, which is primarily concerned with describing the nature or conditions of the current situation in detail (Creswell, 1994). According to Kumar (2005), the qualitative research approach is most appropriate when conducting descriptive and exploratory study in order to quantify data that seem immeasurable, such as feelings, beliefs, and thoughts. Qualitative research is defined by Collis and Hussey (2003) as “a subjective approach which includes examining and reflecting on perceptions in order to gain an understanding of social and human activities” (p. 353). The emphasis is on describing rather than on judging. This study employs qualitative research method, since it intends to find and build theories that would explain the relationship of one variable with another variable through qualitative elements. These qualitative elements does not have standard measures, rather they are behavior, attitudes, opinions, and beliefs. So, the goals of qualitative research are primarily to advance new theory, interpret the significance of individual events and giving voice to particular groups.
So, the goals of qualitative research are primarily to advance new theory, interpret the significance of individual events and giving voice to particular groups. In contrast quantitative research is primarily about testing theory, identifying broad patterns and making predictions. Quantitative researchers are interested in how variables co-vary across cases. Therefore, they seek a limited amount of information about many cases. Qualitative research, on the other hand, seeks a lot of information about a limited number of cases. In this case, the choice of research strategy depends at least in which part and what the researcher wants to achieve.
This type of research will utilize case study. When a person make a detailed study about one person or unit over a considerable period of time, he/she is engaging in what is known as a case study. Punch (1998, p. 150) states that case studies involve looking one or more cases, which are “studied n detail, using whatever (research) method seems appropriate”. It aims to develop full understanding of the case as possible and is not linked with any particular research technique. This method involves the researcher to inquire deeper and examine thorough behaviors of a person or a circumstance. It is also noted how these behaviors change as the individual or circumstance adapts and reacts to the environment. Furthermore, it includes the discovery and identification of all the important variables which have contributed to the history or development of the chosen subject. This means that the researcher is going to gather data which include the past experiences and present condition of the subject as well as the environment. It will attempt to find out how these factors relate to one another and how they have affected the subject.
Case studies may sometimes involve small social units such as clubs, a family, a school, or any group of individual who shares common interest. The researcher who uses the case study research design needs such respondents as he/she searches for solutions of some important problems. Researches in the field of guidance illustrate the use of case studies to solve some of the most important problems and queries. Accounts of respondents’ thoughts, dreams, and actions are noted down to provide an insight into human behavior which may lead to the discovery of new findings not known before.
The case study method refers several advantages. The greatest advantage a researcher can derive in this method is its depth. By digging deeper into the whole personality of an individual or group or a certain situation, the researcher can probably tell some imperative knowledge or explanation such as on the kind of behavior or attitudes. Another advantage that can be derived from case studies is the opportunity of the researcher to gain insights into the basic concepts of human behavior or any given body of knowledge. Through intensive investigation, it is possible that the researcher may come across previous unsuspected relationships of variables.
On the contrary, case studies also have few disadvantages. Its depth can mean its lack of breadth. Generally, it is difficult to generalize findings to include other people when these findings have been drawn only from a certain fragment of a given population. In short, it is not really a representative of the entire population. Hence, it lacks of extent. As a researcher, the possibility of subjectivity or even prejudiced is high. This is because there might be preconceived events, things, and people or any other condition that may affect the flow of the research. Such preconceptions may also affect the insight and the bias might determine what behaviors to be studied or to be ignored. It will likewise affect the procedures of interpreting the observation, which will not be scientific. But in the long run, these situations can be avoided and solved by being objective at all times. The researcher opted to use this kind of research purpose considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.
Subject of the Study
Population, or the subject of this study, is defined as a set of categorized group that can be people, objects or any items from which the selection can be made to be used in statistical treatment such as a group of young individuals, manager and literary books. Herein, the researcher will used the sampling method which is defined as a strategic way of choosing the most appropriate sample or the most suitable part of the population for determination of the characteristics or restriction.
The researcher, in choosing subjects or respondents for the topic at hand, is usually thought of to have the power over who the respondents of the study will be. Such a task would have been easier, except a researcher cannot simply choose out of urge; the subjects must be selected carefully with the intention of having subjects who each posses characteristics that, when put together, will represent a community. It is not only themselves, whom these subjects will represent, but the bigger whole or the whole population. The characteristics which the researcher has chosen them for will determine which part of the community they belong and what part of the community they are representing.
Sampling Procedure
In this research paper, it is important to distinguish and determines the respondents of the study. In this manner, the researcher will have the respondents through a sample. Sample is known as a predetermined element of a statistical population that undergoes specific study. In conducting a research this population is called a set of respondents that has been selected from a greater number of populations for survey purposes. This research study used the random sampling method. Random sampling is the selection of respondents in a casual condition provided that it mainly caters to the key characteristics needed for a population.
Data Collection Procedure
Primary data are gathered with the aid of the predetermined questionnaire consistently distributed to the respondents. The researcher used a checklist. This type of survey questionnaire is categorically considered as close-ended questionnaire. Close-ended survey questionnaire are also used in obtaining the information relevant to this study in order to draw out substantial amount of information yet limited in number (Saunders et al. 2003). In administering the tool, respondents gathered self-reported information through self-administration of questions in a paper-pencil format. This method is useful in collecting data for the following reasons: subjects were asked to respond to the same set of questions in the same order, they had the same set of options for their responses, and it is economical. In a questionnaire using closed-ended questions, the researcher offered a list of answers that will be checked or chosen by the respondent. Close-ended questionnaires are not limited two alternative replies of true or false from which the subjects choose the one that matched the appropriate answer. Further, close-ended questionnaires facilitate easy tabulation and orderly treatment of data. The questionnaires are more convenient and provide fairly straightforward information relatively useful for the solutions of the problem posed. It also served as an aid for deliberate and immediate tallying because of the limitation of time for the prescribed duration of the research investigation.
The researcher opted to use the questionnaire as a tool since it is easy to construct having the rules and principles of construction are easy to follow. Moreover, copies of the questionnaire could reach a considerable number of respondents either by mail or by personal distribution. Generally, responses to a questionnaire are objectified and standardized and these make tabulation easy. But more importantly, the respondents’ replies are of their own free will because there is no interviewer to influence them. This is one way to avoid biases, particularly the interviewers’ bias. The researcher will also use graph and charts for data presentation.
Data analysis employed in the study will be carried out in steps. Every data form will be carefully read in order to have an idea of the whole results concept. The text will then be read again and divided into meaningful units as the researcher see fit. Data will be condensed and formed into syntheses which will be integrated to form the address the research questions. Once the data has been collected and collated, the final task is to interpret the results. It is important to exercise caution when interpreting results and drawing conclusions from data, since it relates only to a sample. The more carefully the sample size and make-up has been selected, the more value the final data will have. However, the results can only ever be a guide and will never predict totally accurately. There will be a certain amount of statistical error in any results and the conclusions drawn from those results.
For this study, the researcher, after gathering the relevant data needed, it will be collated together with published studies from different local and foreign universities and articles from educational and social science journals. Afterwards, a critical analysis will be rendered on the collected documents and materials. A summary of all the information gathered would also be provided by the researcher, as well as a conclusion and insightful recommendations.
Statistical Instrument
When the entire survey questionnaires have been collected, the researcher used statistics to analyze all the data. This research will utilize the frequency, percentage, weighted mean, and correlation statistics in order to determine the differences and relationship of the responses of the respondents regarding their perception on the variables of the study. It is important to note that these statistical instruments are to be used on the survey method alone.
In detail, the following statistical instruments will be used.
Frequency – This is the total of similar responses acquired per item and asked in the survey questionnaire.
Percentage – The percentage is used to compare and present the findings on the frequency of responses obtained from the questionnaire. The formula is:
P = _n x 100
N
Where; P – Percentage
n – Number of responses falling under a particular category
N – Total number of respondents
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