Question 1
Public leaders in the contemporary workplaces are those persons that that are critical to exercising authority at different levels with the goal of directing and coordinating how their subordinates do their work (Dinh, Lord, Gardner, Meuser, Liden & Hu, 2014). In the context of the planned academy in the scenario, the leader could execute his or her authority either directly or indirectly. The indirect way of exercising authority in public leadership is through delegating duties to juniors with the goal of achieving the same set goals when the leader is not directly communicating with some workers in the workforce (Solomon, Costea & Nita, 2016). Notably, leadership theories and styles can be applied to analyze the anticipated leadership in the academy, aiming at presenting evidence-based information concerning the best theories that the leader in the institution may adopt as well as the best leadership styles. In the current world, there is a significant number of changes that have occurred; thus, public leadership should be unique to address the ever-dynamic workplace.
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"Theories of Leadership".
Transformational leadership theory may be applied at many levels of the academy to attain the goals in the short-term and long-term. The theory emphasizes the roles of leaders in establishing surroundings that support unique performance outcomes by inspiring the workforce beyond task requirement levels. The model of leadership proposes that leaders in institutions are typified by unique features, such as being visionary, risk-takers, innovative, and daring in their jobs, among others. The other leadership theory that is essential for the discussion in this paper the servant leadership theory, which was proposed for the first time in 1970 and is being used today to lead firms. Using the model, the public leader in the academy should aim at serving his or her juniors first. Therefore, the model pays more attention to serving others rather than leading them. By so doing, followers may be inspired to produce the best outcomes since they feel that they are being served and led by a unique leader (Antonakis & House, 2014).
The two styles of leadership styles that can be associated with public leadership are democratic and Laissez-faire styles. Public leaders who are democratic intend to make decisions after consulting with their followers so that they can also feel a part of the management and organization. Consequently, members of different organizational teams tend to be satisfied in their job tasks and produce the best outcomes. Laisser-faire style holds that leaders should create an environment that has the highest levels of freedom concerning how they perform their tasks and setting their time-frames for completing their assignments. If implemented in the best way, the style could lead to unique levels of job satisfaction; however, if the leader is not keen enough, the strategy could be damaging, especially when members of different teams do not focus on managing their time using effective ways (Parris & Peachey, 2013).
Question 2
The transformative leadership model has four components that are proposed for exemplary leaders in the workplace, which could be applied to assess the extent to which it could be effective. First, motivational inspiration is concerned with being consistent with the organizational mission and vision (Antonakis & House, 2014). Transformational leaders are aware of their wants from all interactions with workers or visitors in the workplace. They are critical to attaining unique goals by guiding followers through a system marked by customized meanings and challenges. In addition, they are enthusiastic and optimistic in the organization, fostering a culture of teamwork and high levels of commitment. Second, intellectual stimulation implies that when leaders are transformative, they are critical to encouraging followers to create a culture of innovation. As such, they reward workers who have unique ideas that would be necessary for gaining a competitive advantage. Interestingly, this component holds that such leaders are not afraid of discarding their previously proposed strategies or ideas if they are shown to produce minimal benefits.
The third component, idealized influence, holds that a leader could bring about significant changes if he or she can do what he or she says to the followers. In other words, such leaders should be role models, and they seek to be emulated since they know that their actions are results-based. The last part of the leadership model, individualized considerations, implies that leaders mentor their followers and reward them on the platforms of creativity and innovation. They are critical to empowering their juniors in the processes of making decisions and impacting them to work toward executing those decisions (Antonakis & House, 2014).
In comparison to other models of leadership, servant leadership theory is unique, and is effective in accomplishing many goals in the workplace. For example, in the proposed academy, the public leader could adopt them the model and serve his or her followers, aiming at motivating them to achieve exceptional outcomes. When juniors feel that they are being served in the right ways, they are motivated to work and may be satisfied in their job. Imagine this scenario: Workers could be faced with the challenge of executing a new system, but they are aware of the fact that their public leader could help them. In this context, the leader could devote his or her time to serve the followers concerning the execution of the new system. Through this, the workplace team members could feel motivated to work using the system to achieve organizational goals. Through such motivation levels, organizational changes could be achieved both in the short-term and long-term in the academy. Therefore, the model could not only be effective in motivating workers but also critical to helping them to develop a sense of belonging to the academy (Parris & Peachey, 2013).
Question 3
Through the Laissez-faire form of leadership, the workers act based on their choices. In other words, the leadership offers them the freedom to manage their time-frames and being innovative on their own. Imagine this scenario: The academy wishes to achieve short-term goals concerning unique customer service, but the leader hopes to let the workers feel free to act to attain the objectives. In this context, the public leader may use the style of leadership, whereby he or she sets up teams of workers to create the stage for changes and leaves, leaving team members to accomplish team tasks by their deadlines. Another illustration could be relevant in s situation where the leader wants to hire experts to achieve a set of goals. The experts are given the freedom to manage their time as they know why they hired. This could be effective in creating a culture of innovation in the workplace (Parris & Peachey, 2013).
Democratic style of leadership could also be useful in the organization. For example, in the academy, if the leader wants to implement a new system, he or she could use the participative form of leadership to seek the opinions concerning the program. In this context, team members would feel encouraged and motivated to produce excellent goals, especially those associated with the new system. Another illustration involves a scenario where a firm could be faced with the challenge of high turnover. The leader may apply the democratic style of leadership to solve the issue. Here, the workers would be consulted to help to suggest approaches to reducing the high turnover in the firm (Solomon et al., 2016). The style would be quite effective in ensuring that the followers are part of the team that proposes the changes for the management of human resources.
- Antonakis, J., & House, R. J. (2014). Instrumental leadership: Measurement and extension of transformational–transactional leadership theory. The Leadership Quarterly, 25(4), 746-771.
- Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J. (2014). Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives. The Leadership Quarterly, 25(1), 36-62.
- Parris, D. L., & Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organizational contexts. Journal of business ethics, 113(3), 377-393.
- Solomon, I. G., Costea, C., & Nita, A. M. (2016). Leadership Versus Management in Public Organizations. Economics, Management and Financial Markets, 11(1), 143.
