Running head: FRAMEWORK FOR LEADERSHIP TEITELBAUM 1

Framework for Leadership: Communal Transformation

Alexis Teitelbaum

Framework for Leadership

Dr. Mahady

April 18, 2021

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Framework for Leadership: Communal Transformation

Introduction

Public speaker and pastor John C. Maxwell defines a leader as “one who knows the way,

goes the way, and shows the way.” It is through this simple quote that the primary aspects of how

to attain true leadership are illustrated. An effective leadership framework must not provide the

leader with absolute authority, but guide them to develop the skills and attributes necessary for

them to inspire others, craft a vision to be worked toward, and bring about change and

transformation. In the Communal Transformation Framework, potential leaders are guided

toward a goal of bringing about transformational leadership in any organization, workplace, or

educational setting.

Context and Background

The basis of the Communal Transformation Framework comes from the theory of

transformational leadership, as defined by Green and McKee’s texts on leadership, as well as

other descriptions. Transformational leadership is defined by McKee (2014) as the development

of relationships “in which the leader and followers are bound together around a set of common

beliefs, values, and norms” (McKee, 2014, p. 77). Through the use of collaboration,

empowerment, and reciprocal interactions between leaders and followers, each member of the

team is “raised to higher levels of motivation and morality” (McKee, 2014, p. 77). In this theory

of leadership, the leader is not viewed as the wielder of authority or power. The focus is on the

vision and goals that are shared by the team members, and how they can distribute tasks and

develop a culture that allows them to work toward achieving them.

Green (2017), provides more specifications into the qualities of a transformational leader,

describing them as individuals who “see something bigger than themselves in the leadership
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vision…a vision that is meaningful to them – a vision that inspires them to actively move toward

the future” (Green, 2017, p. 50). This form of leadership, Green emphasizes, relies on emotional

intelligence, self-awareness, a deep understanding and empathy for the needs of others, and the

ability to embrace unconventional and perhaps even risky behaviors and strategies (Green,

2017). This framework embodies the qualities of transformational leadership and its reliance on

the building of a strong sense of community amongst leaders and followers alike.

Description of the Model

The Communal Transformation Framework is a competency-based model that outlines

the establishment of a transformational leadership style, based on accountability, truth, mutual

respect, and a passion for the vision or objectives of the organization. It strives to guide leaders

to fit Green’s definition of a great leader as one who needs to “develop your emotional

intelligence, understand and live your values and ethics, and manage your power wisely”

(McKee, 2014, p. 52), and to provide them with the skills and competencies that they require in

order to “inspire [followers] to look ahead with a focus on the greater good and to function as a

single unit with a common goal in mind” (DiFranza, 2019). The framework is made up of six

domains, which each contain specific behaviors and skills that fall under those core areas.

Individual competencies and behaviors may need to be adapted based on the specific

environment and circumstances of the school or workplace.

Domain #1: Philosophy of Leadership

A leader’s philosophy of leadership refers to the values and beliefs that guide their actions,

interpersonal relationships, vision, and style of leadership. The philosophy behind

transformational leadership depends on “the growth and development” of both leaders and

followers, with an emphasis on change and “what is in the best interest of the group as a whole,
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rather than what only serves the individual” (Wiltshire, 2012, p. 3). The following three

competencies address behaviors that apply to an individual’s philosophy of leadership:

Competency #1 – Self-Awareness: An understanding that “if you’re leading people, what you do,

say, and feel matters to them” (McKee, 2014, p. 66).

 Be mindful of how what you are saying and doing is affecting those around you.

 Maintain a hopeful attitude about the future of the organization.

 Be open to criticism and the differing perspectives and opinions of others.

Competency #2 – Ethics: The development of “values and principles that guide the behavior of

an individual or a group” (McKee, 2014, p. 37).

 Determine what you most value personally and professionally, and the qualities that

are most important to you.

 Recognize when behaviors in the workplace violate your personal set of ethics, and

respond by partaking in open dialogues with colleagues, including those who

disagree.

 Set ethical standards amongst followers and ensure your own adherence to it.

Competency #3 – Emotional Intelligence: The ability to “perceive, control, and evaluate

emotions” (Cherry, 2020) of both yourself and others.

 Understand and manage your own emotions by asking questions such as, “What am I

feeling right now, and how are my feelings affecting my thoughts and actions?”

(McKee, 2014, p. 32)

 Recognize how an environment or interactions with others affects your own

emotional responses.
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 Partake in honest dialogues with colleagues to uncover their motivations, emotions,

and desires, and keep this knowledge in mind during future interactions.

Domain #2: Vision for Leaders

A leader’s vision is the mission or the ideal future for the organization or team that they wish to

strive toward. In a transformational leadership setting, it involves the changes that a leader

wishes to make in order to better “reflect the core values of the leader, individuals who work in

the organization, and individuals of the external community” (Green, 2017, p. 15). The following

three competencies address behaviors that apply to a leader developing and sharing their vision.

Competency #1 – Goal-Setting: The ability to set “an outcome that a person, group, or

organization is attempting to achieve, accomplish, or attain” (McKee, 2014, p. 82).

 Determine goals that are specific, measurable, and based on results.

 Place focus on “being” goals, which allow for ongoing improvement and change

(McKee, 2014).

 Collect and analyze data in regards to specific goals to measure progress.

Competency #2 – Collaboration: The act of bringing various ideas to the table and refining the

vision through “dialogue, debating and fine-tuning” (McKee, 2014, p. 156).

 Create dialogues with a combination of people, including leaders, followers,

managers, and employees.

 Consider each team member’s stake in the vision and its effects on them individually.

 Place value on the differing opinions and perspectives of others in the discussion.

Competency #3 – Integrity: An understanding of one’s own moral values and principles, and the

ability to openly commit to those viewpoints.

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 Keep a sense of consistency between your thoughts and actions by practicing what

you preach.

 Do not compromise your personal values and beliefs in the development of your

vision.

 Maintain a sense of authenticity, of a “genuine presentation of [your] thoughts,

feelings, and beliefs” (McKee, 2014, p. 55).

Domain #3: Vision for the Organization or School

This domain refers to taking the personal vision a step further and determining the goals of the

organization as a whole, and what transformations need to occur in order to achieve that future.

The specific needs and culture of the school or organization will play a heavy role in this vision

and mission.

Competency #1 – Developing Strategy: The “overarching plan that articulates [an organization’s]

direction, approach, major areas of focus, and major goals” (McKee, 2014, p. 157). Alternatively,

the details that allow a vision to be brought to life.

 Step out of your comfort zone by asking difficult questions about the reality and

future of the organization or team.

 Define exactly what you and the team must do in order to set a path to achieving the

vision.

 Consider student or employee needs and how proposed changes may affect those

needs.

Competency #2 – Cultural Awareness: Developing an understanding of and respect for the

culture and diversity of the school or organization, in order to “demonstrate and promote

inclusive practice” within it (Te Kete Ipurangi).

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 Acknowledge and challenge inequitable practices in the current organization’s

framework and operations.

 Maintain open communication with the students or employees and their input on

changes that they would like to see take place.

 Ensure the inclusion of diverse populations in any meetings or dialogues while

developing and implementing the organization’s vision, which are representative of

the overall community.

Competency #3 – Transparency: Ensuring that the organization’s mission, vision, and plan of

action are properly and honestly communicated to the wider population.

 Keep written records of strategies, changes, and practices implemented in striving to

meet the established vision.

 Encourage attendance and participation in dialogues and meetings.

 Be open about mistakes and missteps that take place throughout the process of growth

and change.

Domain #4: Method of Professional Growth

Professional growth is the ongoing development of a leader as they partake in self-evaluation and

reflection to continually improve their abilities, understanding, and knowledge.

Competency #1 – Professional Development: Ongoing participation in organized opportunities

for growth and learning from other leaders and educators.

 Identify professional weaknesses and seek out sessions or courses that target those

specific areas. Note weaknesses within your organization and bring in development

opportunities that address them.

 Keep resources or takeaways from sessions to incorporate into your own leadership.
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 Seek out individual development opportunities through books, documentaries, or

online resources.

Competency #2 – Self-Reflection: The process of thinking back on your actions in order to

“renew their personal qualities, as well as the personal qualities of [your] followers” (Green,

2017, p. 84).

 Seek out honest feedback from your followers on your behaviors, communication,

and leadership style.

 Remain open to criticism, from both others and yourself, and resist the urge to

become defensive or argumentative.

 Provide opportunities for direct self-reflection through the use of surveys and

evaluations.

Competency #3 – Coaching and Mentorship: The establishment of a relationship in which the

more experienced individual encourages “the release [of] self-knowledge and potential that

everyone possesses” (Parsloe and Leedham, 2017, p. 5).

 Become self-aware of your strengths and weaknesses, and in what areas you could

gain knowledge or expertise from others.

 Develop clear goals with a mentee which aligns with both of your sets of values.

 Set up opportunities for team members to collaborate and work directly with those

who have different skill sets or experience levels.

Domain #5: Communication Styles

This domain revolves around the use of effective communication, both verbal and nonverbal,

with team members and the larger community, in order to cultivate an environment of respect,

trust, and progress.

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Competency #1 – Active Listening: The act of viewing communication “as a people process,

rather than a language process” by being “available, approachable, and [listening] intelligently

and carefully to others” (Green, 2017, p. 145).

 Maintain proper eye contact and open, expressive body language while

communicating with others.

 Take note of the tone, body language, and emotions of the speaker and understand

how those aspects affect what they are communicating.

 Respond with open-ended questions to help the speaker further develop their message

and work out any problems or issues with which they are struggling.

Competency #2 – Empowerment: Feeling self-assured and confident in your communication, and

ensuring that others feel the same way in their interactions with you.

 Stay in regular contact with followers or employees, making sure that they are kept

up to date with any relevant information.

 Understand that “everyone in the room has some type of power and can use that

power to negatively or positively influence” the environment and reaching of goals

(Green, 2017, p. 154). Recognize that although you are a leader, your power is not

absolute.

 Dedicate time to listening to each team member’s perspective and point of view in

both one-on-one and group settings.

Competency #3 – Culture of Trust: The establishment of a community in which “the leader is

consistent in words, actions, and deeds, and there are no gaps between what the leader says and

does” (Green, 2017, p. 152) in order to strengthen interpersonal relationships.

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 Attend every possible meeting, dialogue, or professional development opportunity to

make your presence seen and known.

 Refrain from withholding information from colleagues in order to set the standard of

trust and openness.

 Within the process of transformational change, consult each team member and

incorporate their feelings and perspectives on decisions into the dialogue.

Domain #6: Method of Vision Attainment

This final domain concentrates on how leaders go about making their personal and organizational

visions a reality, both through their own development and through inspiring their followers to

share in and progress toward that vision.

Competency #1 – Providing and Receiving Feedback: The process of both giving and receiving

effective, useful feedback in regards to practices, goals, and transformative changes.

 Base feedback in evidence-based practices and data collection and analysis,

particularly in regards to the effectiveness in changes made within the organization.

 Recognize that good ideas in theory are not always equally effective in practice, and

be willing to adjust accordingly.

 Combine critical feedback with positive elements to ensure motivation is maintained.

Competency #2 – Motivation: The internal or external influences that “cause a person to behave

in a certain way while maintaining a certain level of effort and persistence” (McKee, 2014, p.

64).

 Discover how the attainment of your vision connects to your personal values and core

beliefs.
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 Cultivate a resonant environment that is “characterized by excitement, energy,

optimism, efficacy, and hope – positive and powerful emotions when it comes to

motivation” (McKee, 2014, p. 67).

 Maintain equity in the organization by ensuring that each team member is treated as

equally as possible.

Competency #3 - Internal Organization: Maintaining organized and consistent routines,

materials, and practices best ensures that visions can be worked toward without the team falling

apart.

 Keep up regular and open communication amongst all team members in order to

make sure all are on the same page.

 Set attainable, step by step timelines in which tasks are delegated to team members

and each individual is aware of each other’s duties and responsibilities.

 Make regular note of the overall vision of the organization and refer back to it to

maintain a sense of purpose and keep the team on track for success.
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References

Cherry, K. (2020, June 3). What is emotional intelligence? Verywell Mind. Retrieved April 17,

2021, from https://www.verywellmind.com/what-is-emotional-intelligence-2795423

DiFranza, A. (2019, March 27). Transformational leadership: How to inspire innovation in the

workplace. Northeastern University. Retrieved April 17, 2021, from

https://www.northeastern.edu/graduate/blog/transformational-leadership/

Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to

implementing the professional standards for educational leaders (5th ed.). Pearson.

McKee, A. (2014). Management: A focus on leaders (2nd ed.). Pearson.

Parsloe, E., & Leedham, M. (2017). Coaching and mentoring: Practical techniques and

developing learning and performance (3rd ed.). KoganPage.

Using digital technologies to support culturally responsive leadership. (n.d.). Te Kete Ipurangi.

Retrieved April 17, 2021, from https://elearning.tki.org.nz/Leadership/Culturally-

responsive-leadership

Wiltshire, E. D. (2012). Transformational leadership: What's your motivation? Leadership

Advance Online, (22), 1-7.