Leadership Styles and its impact onThe Development Learning at Universities - Literature review Example

? Leadership Styles and its impact on The Development Learning at Universities Introduction Since time immemorial, humans have constantly been engaging in social activities that out of necessity resulted in some individuals becoming leaders while others took the role of following the roles of the leaders. In as much as some theorist may suggest that every person is a leader of his or her own, but in this case, we would like to speak of a leader one who is at the top of any organizational pyramid after appointment, promotion, attrition or the like. In recent times, as the population continues to expand and there got an increase in interdependence in all human areas, leadership started taking keen toll on management (Northhouse 2007, p.13). As population increases, the need of having appropriate leaders to lead groups of people has emanated. A leader In accordance to Northhouse (2007, p.3), leadership becomes defined as a process where a person influences a certain group of people to achieve a given common goal. Leadership remains to be a term that evolved through time and became lately more popular as interests in it continued (Northhouse 2007, p.5). Leadership began mostly with the productivity law that states that the most productive individuals became awarded something or an honor. It then evolved to become a management law when people became supposed to manage other individuals in order to improve on productivity leading to it becoming leadership law. In any learning institution for instance, there are many different leaders that got different styles plus different levels of popularity. Leadership styles Leadership style in simple terms can be described as how an individual plays a given role. In addition, it could imply how a given individual reacts, decides, interacts and treats other people. Kurt Lewin (1939, p.78) led some researchers in identify various different styles of leadership. From his research and many more on leadership styles, there are over 10 leadership styles that became identified in influencing developmental learning in universities (Goleman 2004, p.18). Examples of basic leadership styles commonly employed in university settings by the leaders include autocratic, bureaucratic, Laissez faire and democratic leadership. Other leadership styles include transformational leadership, transactional, creative, corrective, change, intelligence, multicultural, pedagogical, bridging, servant and purposeful leadership (Dereli 2010, p.6; Glanz 2002, p.3; Kippenberger 2002, p.10). History The interest and documentation of academic leadership more so began in the middle part of the 20th century. It started with seminal works focused specifically on the notion that most successful leaders were in possession of certain intellectual and physical attributes that made them become successful in leading others. The trait theory, emanated as a product of leadership positions bestowed by a higher power historically through birthright therefore, producing the belief that most leaders get born rather than made. One of the first published work in this field belonged to Stogdill. Stogdill and Shartle (1948, p.3) approached this work with intentions of identifying key traits perceived as common attributes associated with successful leaders. After Stogdill and Shartle, many more studies became conducted to add up to their list of leadership traits (Mann 1959, p.34; Locke & Kirkpatrick 1991, p.56; Alliger, Lord 1986, p.67). A lot of differences and commonalities in the leadership traits identified by some of these researchers continued to show prevalence among various academic institutions. After the Stogdill and Shartle, additional efforts became placed on coming up with things that make an individual possess strong leadership skills. This led to the birth of the skills approach in ascertain some leadership qualities (Lewis 1993, p.18). The skills approach disagrees with the trait approach in a number of ways. In as much as both the skills approach and the trait approach identify features of leaders, but the trait approach more so believed in certain uncontrollable factors linked with genetics and birth in prominent leadership creation. On the other hand, skills approach believed in the possibility of obtaining and developing certain traits in individuals by training and life experiences to create excellent leaders (Katz 1955, p.44; Zaccaro, Mumford, Harding, Fleishman & Jacob 2000, p. 66). The skills approach and traits approach became widely used and hence more attention became focused on the leader and paid minute attention to the importance of the process, interactions of all parties or the followers. In accordance to Northhouse (2007, p.3), leadership becomes defined as a process where a person influences a certain group of people to achieve a given common goal. There have been a lot of theories that emanated ever since the first two to give more explanation on leadership and relationship to which they led in academic institutions, for example, the style theory (Greiner, Blake, Mouton, Barnes 1964, p.34). In addition, two other theories that emphasized the leaders and the environment became the situational approach (Blanchard & Hersey 1969, p.56) and the contingency approach (Fiedler 1971, p.76). The situational approach supported the idea of leaders adopting a style so as to cater to and match some needs of a given situation. Hence, it mostly got applied by leaders in differing arenas when they adopted and cared to choose an appropriate method and practiced it. On the other hand, the contingency theory became based on the concept of a given situation choosing an appropriate leader rather than leader matching a given situation. Today, many more modern approaches, become developed in an attempt to move from the more simplistic forms of classifying leadership. Examples of modern theories include leader-member exchange (Uhl-Bien 1995, p.56), transformational leadership (Downton 1973, p.16; Burns 1978, p.45) and path-goal theory (House 1996, p.34; Hood 2007, p.6). Education in Universities State of theory Universities often become associated with organizational multiplicity and complexity of leadership roles. It is mandatory for administrators in academics, scholarly roles, student affairs to demonstrate leadership in a number of ways (Wolverton et al., 2001, p.8). Leaders in universities often influence the developmental learning in many ways. In accordance to Burns, the author that first researched in detail the concepts of transformational versus transaction leadership, leadership played a key role in influencing academics. Wolverton et al.(2001, p.34) researched on the role of leaders like Deans in influencing learning in a given university. Burns approach in accordance to Wolverton et al. somehow lacked the emotional aspect in it. Furthermore, Wolverton et al. (2001, p.43) argues that deans becomes successful leaders with the inclusion of emotional elements in their leadership as it would enable them to become understanding. Development learning involves the normal acquisition of knowledge. In any university setting, there often remains a hierarchy of power and that somehow impacts on learning in that given institution. Leadership styles and their impact on development learning at universities Authoritarian leadership (Autocratic) This is the classical form of leadership styles. It majorly entailed leaders who had most of the power under him or her. Such leaders made choices without consulting their juniors. In academic institutions, there are some leaders who employ authoritarian leadership style. In autocratic leadership, the leader took most responsibility of decision making (Seseer 2007, p.61; Ricketson 2008, p.59). Furthermore, such leaders assigned role to their juniors using authoritarian tendencies. For example, the vice chancellor of a given university might exhibit authoritarian leadership style by writing a circular to order all deans of schools to impose a given rule urgently. In such a case, the deans have no choice but to ensure the orders given to them by the vice chancellor becomes followed to the later (Ogu 2009, p.44). In as much as such a leadership style might look archaic in most academic institutions, it mostly has its pros and cons on the way in influences developmental learning in universities and other institutions of higher education. Impact on development learning at universities In any university, authoritarian leadership style could be beneficial in a number of ways. Autocratic leadership style in a university setting could impact development learning through many means. First of all, authoritarian leadership often ensures that the individuals under the leader oversee whatever the leader said done. In an institution of higher learning that got authoritarian form of leadership, implementation of certain rules and regulation often becomes easy (Robert & Lussier 2009, p.30). Robert and Lussier (2009, p.45) researched and found out that certain laws and rules became more easily implemented in academic institutions when tey had autocratic leadership in place. Autocratic leaders often instil fear in their juniors and often threaten to sack those who do not follow their orders (Pettine 2007, p.82). Therefore, in case of implementing certain programmes in favour of developmental learning in universities, this form of leadership styles proves to initiate that process quite fast. On the contrary, students and other people under the authoritarian leadership often feel intimidated when forced things upon them by their seniors. In as much the authoritarian leader in a given university likes ordering people around to have some of his or her decisions carried out, it could also lead to motivation of the workforce. Deans and lecturers in such institutions often get fed up by such a system and purposefully perform less in retaliation thereby affecting the learning process negatively. In accordance to Mehrota (2005, p.102), the people who become mostly affected in the university in case of demotivated teaching staff, are the students. In the end, development learning in such institutions often becomes impaired unless a change in leadership style takes place (Walsh 2009, p. 46). Another advantage of having an authoritarian leadership style in the university is the improvement of working velocity. A vice chancellor, dean or lecturer that orders people around often ensures that such people work. Authoritarian leadership provides a way in which people get turned to work. In a university, that aims at achieving certain learning goals and objectives, soemtimes authoritarian leadership might prove useful in ensuring that the works stay in course (McCusker 1991, p.76). Leaders with authoritarian tendecy often keep their workers on toes towards the set goals and objectives, for instance, once a given university has come up with a target of aiming towards becoming an acdemic excellent institution by the end of a given year such leaders will ensure such targets become met (Birgit 2010, p. 102). In this situation, the student benefits most as lectures and deans will shift all their attention towards achieving that given goal. On the other hand, authocratic leadership style got some disadvantages on developmental learning in universities. University workers under authoritarian leadership often have increased workload compared to other forms of leadership styles. Workers under autoocratic leadership accept roles without questioning their seniors, thereby ending up in the long run with a lot of tasks to accomplish. Overworked workers often have little time to cater for needs of students in the universities leading to poor development learning (Lewis 1993, p.98). Furthermore, in having authoritarian leadership in place in universities often provides a chance for the given leaders oversee lots of issues and notice problems prematurely and have the problem fixed before they worsen. Authoritarian leaders ensure that every work that continues in any learning institutions becomes done to the end. In overall, such leaders ensure near perfect work becomes done (McCusker 1991, p.66). On the contrary, in as much as such a university will be benefiting from having quick decisions made in case of problems without consulting subordinates, a lot of mistakes could also be made by the leader in trying to solve problems. In an academic institution, improper coordination in times of problems often leads to worsening of the situation and impairing of developmental learning. Another problem commonly seen in universities and institutions that got authoritarian leadership is the loss of staff capability to make some decisions on their own (McCusker 1991, p.110). Since such a staff becomes fond of receiving orders from their seniors, they complete losing their decision making capacity even on minute issues that could be solved internally. In the end, the leaders are the ones that end up stressed up (McCusker 1991, p.112). Beareucratic leadership style It is a leadership style that majorly follows a given close set of standards. Such a leadership system, everything becomes done in an exact manner in order to ensure safety and accuracy in whatever they do. Such a leadership style often gets found in work environments that remain dangerous, and safety remains required at all times. In any institution that entails the use of large sums of money or got involvement of jobs that entails people’s safety, then bureaucratic leadership serves such a place best. Chancellors, vice chancellors, deans and lecturers in charge of hazardous courses like biotechnology, medicine and surgery, engineering and many other courses that entail a lot of safety in working, such leaders become forced to become bureaucratic in their management so that everything gets done in accordance to the book. Impact In having a university that got bureaucratic leadership, students and the staff tend to benefit most since such leaders believe they know what is best for them. Individuals who often work under bureaucratic form of leadership become the shield from injurious elements. In school work for instance, bureaucratic leadership skills may become necessary in case students get involved in group projects like in that of science class. In any science laboratory session for instance, instructors often are bureaucratic so as the students follow the rules regarding a given science experiment to the later. In the absence of such a leadership in such scenarios, serious accidents might result in the injury of the students and at some point risking their lives. On the contrary, bureaucratic leadership often leads to rigid individuals that follow everything by the book. In the academic section, in case of a change to a newer form of technology or instructions, such people tend to lag advancements as they are rigid. Furthermore, in any bureaucratic leadership environment, lecturers, deans and other people in authority often follow whatever they become assigned to do. Lastly, this form of leadership in a university setting often discourages creativity among school workers that receive and carry out the instructions. Laissez faire The laissez-faire leadership style sometimes often called the "hands-off? style. This form of style in a university setting entails the leaders leaving employees much freedom to carry tasks themselves. In this form of leadership, for instance, deans can be given maximum freedom to run their respective schools with minimal control from the vice chancellor. In addition, head of departments could also be availed much freedom to carry out what is beneficial in their department. Therefore, such leaders often give all power or authority to some of their employees to make decisions, goals plus resolve problems they wish. Impact Laissez faire form of leadership often becomes practiced in university settings where the deans and lecturers become accorded maximum freedom in their respective positions. This mostly often becomes applied in institutions where the leader or vice chancellor gives the deans and department leaders authority in their respective areas to make decisions and solve problems. This form of leadership is advantages to such leaders as it relives them of a lot of tasks. In addition, decisions made by these leaders at their respective areas are more beneficial to encouraging developmental learning (Wood 2011, p. 56). This form of leadership style often applies in areas where the vice chancellors or the respective leader in charge of a given area trusts individuals under him or her to carry out various tasks. For instance, a given vice chancellor might be a professor in management, but may leave full authority to the dean of health science. In contrary, laissez faire leadership style might have a number of downfalls. In case of allocating freedom to make and solve decisions to some members of staff, some may take advantage to make absurd decisions that may end up to become detrimental to learning activities. Therefore, such leadership should mostly be put in places where the people assigned remain qualified and experts in that field. Democratic leadership Some universities often have a democratic form of leadership in place. Democratic leadership is a form of leadership that entails giving the people more participatory role when it comes to decision making process (Woods 2005, p. 45; Thomas 2000, p. 55). In this form of leadership, in as much as one person got the final say on all decisions, but still allows other individuals to share insight plus ideas in the process of decision making. It could even be implied to a ballot box system of the ruling, that is, before any final decision gets made by a leader in a given university, one must get support of the majority for such a decision to pass (Woods 2005, p. 46). Impact Universities that have leaders practicing this form of leadership often provide a fair ground for people to contribute in decision making and make them feel to be changers of events occurring in that university. Students and leaders in universities under this form of leadership often excel in whatever they intend to carry out. For instance, in a crucial decision that entails academic empowerment of the students, it is often fair for the student leaders and other members to take an active role in bringing such changes (Woods 2005, p. 50). Developmental learning often takes place best in such situations as students and lecturer make decisions that favour them in the learning process instead of getting decided upon. Furthermore, students often feel a part of the decision making team when such decisions becomes passed (John 2011, p. 13). In any university setting, productivity and quality of work often improves significantly in having such form of leadership. In addition, the teaching staff often becomes motivated since this leadership style does not involve forcing orders on them or overworking them. Universities often apply this form of leadership when they come up with projects that entail support from the whole university members (Woods 2005, p. 52). In as much as the democratic leadership got quite a lot of advantages, it also got some pitfalls. For instance, when working in a given project, often there are members who constantly work hard while others less. Democratic leadership may have a hard time in case of tie during making decisions as it represents the number of people that like the decision or not. In such situation, democratic leadership often becomes useless unless another form of leadership style becomes introduced (Woods 2005, p. 56). In a university setting, in case of significant decisions that would have benefited developmental learning in the institution not passed, leads to more problems academically. Transformational leadership Transformational leadership initially became introduced by a leadership expert called James MacGregor Burns. In accordance to Burns, transformational leadership could only be seen in the scenario where the followers and leaders advance themselves to higher levels of motivation and morals (Normore 2010, p. 89). In addition, it is via the strength of their personality and vision that transformational leaders manage to inspire their followers and change their expectations, motivations and perceptions to the extent of each working towards a common goal (Stanley 2004, p. 37; Stephen 2003, p. 104). Later, Bass came up with an improved version of transformational leadership theory, and it suggested four different components. Bass suggested that transformational leadership become expected to stimulate their followers intellectually in order to encourage creativity (Bernard & Bass 1994, p.76). Such leaders often encourage followers to try new opportunities. In addition, Bass suggested that transformational leadership should offer support plus encouragement to individual followers (Robert & Lussier 2009, p. 33). Furthermore, they should also inspire other people to be like them in their respective areas. Ideally, transformation leaders often become role models of the given followers. These leaders gain trust and respect from their followers. Impact In universities, this form of leadership could prove much useful in enhancing developmental learning. Students often look upon their lecturers, deans, vice chancellors and many other leaders in a university setting as their primary role models (Bernard & Bass 2006, p. 33). Universities often choose successful individuals with strong morals and high levels of education as heads of various departments and areas in the university to serve as role models to the students. Students often look upon these leaders and get inspired after knowing their life stories, the hardships they underwent plus the problems they had to succumb to arrive at their current positions (Stanley 2004, p. 38; Stephen 2003, p. 107). Students become often motivated leading to a positive improvement in the academic area. Transactional leadership Some universities often have transactional leadership in place. Transactional leadership sometimes can be referred to as managerial leadership as it focuses more on the interactions between followers and leaders. Transactional leaders often utilize punishment and rewards to motivate their employees. In some universities, this form of leadership style often becomes well applied in cases that have problems fairly uncomplicated and clear-cut (Bernard & Bass 2008, p.45). Transactional leadership style became described by Max Weber (1947) and Bernard Bass (1981). It is the leadership style mostly employed by leaders. It mostly focuses on the management process of organizing, controlling and short-term planning. This form of leadership often motivates and directs followers through appealing their own self-interest. Transactional leaders often possess power that originates from their formal authority plus responsibility in the institution. The main goal of any follower remains to obey the instructions given by their leaders. Impact Lecturers for instance in a university setting often become enticed to work harder and improve developmental learning through a system of rewards and punishment put in place. Subordinates often follow the instructions put forth by their leaders and ensure they do excellent jobs in orders to get rewards and avoid being mediocre at work for fear of getting punished. All in all, this form of leadership stimulates hard work and discipline in staff members in a given university. Transactional leaders often link goal to rewards and clarify expectations, provide the rightful resources for workers with the rewards to those individuals who will attain such goals (Bernard & Bass 2008, p.56). In a university setting, lecturers and other staff members often get rewarded by promotions, allowance increase and increase in payment when they achieve the expected goals set by the university. In the contrary, those members who would not have achieved the expected goals set by the transactional leader, and then punishment becomes accorded to them. Furthermore, transactional leaders in a given university often monitor work their subordinates do and ensure they are in line in accordance to the stated goals at all cost. Such leaders only intervene when standards become not met or when got low performance by the workers. In such scenarios, they may use punishment as an example for not tolerating the unacceptable performance, for instance, demotion or sacking one of the subordinates to set an example for others. Transactional leaders in a university often emphasize on short term and detailed goals, standard rules and procedures. Furthermore, these leaders do not try to make any effort of enhancing employee’s creativity plus generation of new ideas. Commonly, transactional leader’s best work in environments that require cutting down cost plus improving productivity. In the contrary, transactional leadership creates individuals in a university setting that are not self motivated. Creative leadership and impact Creativity remains to be a vital element in the human race. Without creativity and innovation, man would have remained archaic up to now (Ellen 2010, p. 144). Universities that provide creative leadership often stands tall when it comes to research work. This form of leadership often entails inspiriting people to become innovative and creative. Institutions that commonly have more creative people often progresses a lot compared to those with less innovative individuals (Jeanette 2004, p. 156). Leaders tend to influence the subordinates to become creative. This form of leadership can be well applied in institutions that require innovativeness to progress. In overall, creativity always got a positive bearing on the students’ developmental learning (Gerald & Puccio 2010, p. 45). Corrective leadership style and impact In a university setting, this is a form of leadership that empowers the staff to become synergistic and cooperate in whatever activity they do. In majorly entails working with plus through other people without bowing to authoritarianism (Normore 2010, p. 102). University leaders that possess such leadership skills often take the initiative in correcting others in order to stay right on track. This hence can become beneficial towards enhancing developmental learning in many institutions. Change leadership style and impact Change leadership in one that involves alteration of a given system in a university. Sometimes universities require a change in order to progress. For developmental learning to become enhanced, change always has to be present (Palmer 2010, p.152). A change leader is an individual who thinks beyond individuals, the individual organization, single solutions and single problems. Such a leader often rethinks about systems that could introduce changes in the whole or part of the organization without interfering with relationship between one another (Orridge 2009, p. 44). Universities often benefit a lot from such individuals since they contribute positively towards developmental learning in the universities (Ark 2010, p.88). Intelligence leadership style and impact Intelligence is often a quality that few leaders possess. Intelligent leaders are ones who can steer a given institution or university to better heights. Such individuals take such institutions to unchartered territory (Richard 2007, p. 67). They are able to oversee and look at problems as opportunities to become great. Universities that have such intelligent leaders often benefit a lot when it comes to enhancing developmental learning in that institution (Mant 1999, p. 90). Multicultural leadership style A university is often a place with a mixture of races and culture. With the increasing with many international degree programmes offered in the universities, there is a need for multicultural leadership (Sheffield 2005, p. 98). Multicultural leadership style often focuses not only on an individual, but more in forming mutual relations among the various cultures and races. In addition, it always ensures unity and harmony becomes established. Impact In an environment diverse of cultures and races, multicultural leadership often plays a key role in bringing this students and members of staff together with the goal of learning to achieve (Farid 2010, p.96). Students learn best in an environment free of racial and cultural discrimination. A multicultural leader is one who fosters unity among various races and cultures and ensures there is harmony (Sheffield 2005, p. 100). University lecturers, deans and other subordinates always practice multicultural leadership in a diverse environment to avoid minimal problems and to ensure maximum developmental learning. Often, a multicultural leader in the university is one that thinks best for the students irrespective of their ethical or cultural background. Staff members under a multicultural leader become prone to work harder in an environment of understanding plus mutual respect (Sheffield 2005, p. 105). Pedagogical leadership style and impact Pedagogic leadership styles in the universities earned its place long time ago as it entailed a constellation of knowledge and skills required any leader in school. In addition, pedagogical leadership often defines the roles of a school leader (Autumn & Tooms 2009, p.67). People termed as pedagogic leaders in school always lead effective schools and their teachers teach effectively (Forssell 2008, p. 24). Pedagogic leader always align people in one sense of direction once the vision of that given university becomes established. Such outcomes become achievable if the leader got an understanding plus the working knowledge of informed and successful pedagogic practice. Furthermore, pedagogic leadership often takes a broader view on learning and teaching acts. In addition, pedagogic leadership often becomes based on dialogue with certain learners in regard to the learning process. Evans (1999, p 22) commented that leaders not guided by pedagogic principles often resort to bureaucratic way in relating to subordinates in a university setting. Pedagogic leaders can also contribute substantially towards empowering developmental learning in any academic institution. Bridging leadership style and impact In a university setting, bridging leadership style remains one that fosters synergy and reinforces behavior plus motivation by the use of communication which creates a climate of confidence and trust. This leadership style often aims at projecting confidence during tough times. Lectures and deans often become expected to possess this kind of leadership style so as to contribute positively towards developmental learning in the university (Autumn & Tooms 2009, p.77). Furthermore, students often gain a lot of confidence to overcome challenges facing them at academic and non-academic level in the presence of such leaders. In addition, this form of leadership ensures that various members of a university work together for the betterment of developmental learning in that institution. Servant leadership style and impact In some universities, servant leadership style exists. This form of leadership style entails the leader acting to serve first the subordinates by setting an example. The leader here leads the way through doing an act which the subordinates become expected to do (Locke 1999, p. 45). The servant leaders in this case often become the first servants and ensure that the needs and priority of other people becomes followed. In a university setting, characterized by this form of leadership, subordinates and other members of staff often become obliged to follow the example their leader’s set them (Locke 1999, p. 67). In as much as this leadership style is quite rare in the universities, but it could have contributed too to developmental learning of the students in that university. A servant leader remains as one who depicts the following features: listens, emphatic, and persuasive. Purposeful leadership style and impact In this leadership style, the leader and the subordinates share a common purpose. It is that purpose that then drives them into having the commitment to undertake a given project (Jeffrey 2007, p. 56). In a university setting, the major aims of leaders and subordinates remain to ensure the students excel (Whitt 2005, p. 76). Universities commonly have goals that they became established. All people working under it tend to contribute towards the achievement of that purpose in making small and significant contributions in learning. Students benefit in the long run as developmental learning becomes set first in the priority list of purposeful leaders (Whitt 2005, p. 78). Conclusion All in all, being a leader in a university entails a lot. Regardless of whatever leadership style became used in the university, it all had its implication on development learning whether positive or negative (Mayer 2008, p. 57). From the lengthy discussion on leadership styles and their impacts on development learning in universities, one can conclude that different situations allow for different leadership styles to operate (Mayer 2008, p. 65). In addition, some leaders often express more than on type of leadership style. Irrespective of the leadership style, the main goal in a university is to ensure that the students welfare become catered for. In summary, the following are the leadership styles that could be found in a university setting: Autocratic, bureaucratic, Laissez faire and democratic leadership, transformational leadership, transactional, creative, corrective, change, intelligence, multicultural, pedagogical, bridging, servant and purposeful leadership (Dereli 2010, p.6; Glanz 2002, p.3; Kippenberger 2002, p.10). Bibliography Arceo, R., 2011, A Study of Perceived Leadership Styles of Seven Jesuit University Presidents in Mexico, New York: BiblioBazaar. Daniel Goleman, R. 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