1. A NEW MODEL OF
TRANSFORMATIONAL
LEADERSHIP
Nick Burnett
LRDL Associate and MD of i-for-k
Pty Ltd

2. Leadership research
• The ‘old paradigm’ models of Situational
leadership
• 1980s: emergence of the ‘new
paradigm’

3. The ‘New Paradigm’ Models of
Leadership
• Visionary
• Charismatic
• Transformational

4. But management
(transactional leadership)
is essential!

5. Transformational leaders’...
Staff ….
• have higher levels of satisfaction, motivation,
and performance
• have lower levels of stress & burnout
Teams….
• are more innovative, harmonious and
effective
Organisations…
• respond more quickly and productively to
change
• are more effective
• have healthier, humane cultures
Source: Bass, B.M. (1998) Transformational Leadership: Military, Industrial &
Educational Impact. London: Lawrence Erlbaum

6. Why develop another
leadership model?
• Most leadership research is from the US
• Criticism of the ‘charismatic/heroic’ models:
how ‘safe’ are they?
• Focus typically on CEOs: ‘distant’ leaders
• Gender & ethnic bias of leadership research
• ‘New paradigm’ based on ‘leaders’’
perspectives, rather than the arbiters of
leadership

7. Development of the TLQ©
(Public sector version)
Interviews with 150 male & female managers and
professionals in Local Government & NHS
↓
Around 2,000 constructs elicited
↓
Pilot LQ© developed & distributed to 600+
organisations
↓
3,500 responses received
↓
Factor analyses conducted

8. Development of TLQ©
(Private sector version)
Interviews with 24 male & 23 female managers and
professionals in 3 FTSE companies
↓
Around 1,200 constructs elicited
↓
Pilot LQ© developed & put on SHL website
(Organisations encouraged to participate)
↓
184 female, & 559 male responses received
↓
Cluster analysis conducted

9. A New UK Model of
Transformational
Leadership

10. The Transformational Leadership
Questionnaire scales (1)
(1) Leading others
• Showing Genuine Concern
• Enabling
• Being Accessible

11. The Transformational Leadership
Questionnaire scales (2)
(2) Personal Qualities
• Being Honest & Consistent
• Acting with Integrity
• Being Decisive
• Inspiring Others
• Resolving Complex Problems

12. The Transformational Leadership
Questionnaire scales (3)
(3) Leading the Organisation
• Networking & Achieving
• Focusing Effort
• Building Shared Vision
• Supporting a Developmental Culture
• Facilitating Change sensitively

13. Other recent validation studies
include
• In Education sector (Alban-Metcalfe & Alimo-
Metcalfe, 2003)
• In the UK Police Service: Independent report
undertaken by the UK Government’s Home
Office (Dobby et al., 2004)
• US study using the TLQ (PhD currently under
submission by Miller, M. Nov 2004)

14. TLQ also includes ‘Leadership
Impact’ measures
The effect of the manager on direct reports’:
• Stress
• General motivation
• Motivation to achieve beyond
expectations
• Job satisfaction
• Job commitment
• Organisational commitment
• Self-confidence

15. Positive Impact of Development Using the TLQ:
Evidence from the Public Service Leaders Scheme
Raters’ Perceptions of behavioural change
Interpersonal changes
• Positive : 84.2%
• Negative : 7.9%
• Both positive & negative : 5.3%
Organisational Changes
• Positive 76.5%
• Negative : 2.9%
• Both
The British Government’s Cabinet Office positive & negative : 14.7%
Alban-Metcalfe, Juliette. (2003). ‘Evaluation of the Public Service Leaders Scheme: TLQ Data’. Report for

16. It’s not that competencies aren’t
important, but that leadership is
about…
…performing the competencies
of one’s job, in a
Transformational way!

17. Transformational Leadership in
Schools (TLiS)
• To inform teachers who have recently obtained the
National Professional Qualification for Headship
(NPQH) and other staff, about the nature of
transformational leadership and its implications for
schools;
• To measure transformational leadership among the
sample of NPQH graduates and to make comparisons
between them and corresponding groups in other
public and private sector organisations;
• To provide the participants with detailed assessments
of their own transformational leadership behaviour,
qualities and attitudes, based on 360-degree feedback;

18. Transformational Leadership in
Schools (TLiS)
• To identify strengths, to diagnose developmental
needs, and to propose developmental activities to
increase transformational leadership behaviour,
qualities and attitudes;
• To support the development of research
capabilities and skills among NCSL Research
Associates attached to the project;
• To propose and/or to collaborate in associated
research activities in the area of transformational
leadership.

19. Outcomes of the TLiS Project
• Evaluation of the TLiS project can be seen to be
extremely positive
• Quality of the data given in TLQ Reports, which
was recognised as being precise
• Written in behavioural terms, in a form that
enables the participant to propose specific
courses of action
• Process of diagnosis and the formulation of
personal development plans was fully recognised
– role of Project Associates

20. Outcomes of the TLiS Project
• Almost unanimous recommendation from
the NPQH graduates that the TLQ be
offered for use by other NPQH graduates
and by head teachers who are not NPQH
graduates
• Two-thirds were also in favour in
recommending its use among deputy
heads and middle managers who are not
NPQH graduates.

21. Implications of the TLiS Project
• The implications of these findings are
four-fold:
– Firstly, it is that the leadership qualities and
behaviours identified by direct reports are
those that a leader at any level should strive
to develop, and toward which leadership
programmes should be aimed.
– Secondly, is that if schools are to develop in
ways that suit them to the needs of the 21st
century, then programmes of leadership
development at all levels, must have the
development of transformational behaviours,
attitudes and qualities at their core.

22. Implications of the TLiS Project
– Thirdly, if schools do become more
transformationally-orientated, they can ensure
that the quality of life in schools is such that
teachers not only want to remain within the
profession, but also seek promotion to middle
and senior management positions.
– Fourthly, for a transformational culture truly
to be embedded in the school, the most
senior teachers must adopt such a model in
their own day-to-day behaviour – a model
based on feedback from others, leading to
appropriately targeted personal development
plans.

23. Contact Details and References
• Nick Burnett
• www.i-for-k.com.au
• nick@i-for-k.com.au
• 0405 411 871
• www.lrdl.co.uk