Transformational Leadership 

Burns (1978) developed the transformational leadership theory based on the premise that leaders
can appeal to followers' moral values to achieve goals and influence them to transcend their self-
interest for the larger good of their team and the organization, which realizes optimal employee
performance levels. Bass (1985) furthered the transformational leadership construct by adding
four sub-dimensions: Individualized consideration, inspirational motivation, idealized influence,
and intellectual stimulation (Bass, & Avolio, 2004;). All four transformational leadership sub-
dimensions are associated with positive outcomes and are often found to be highly interrelated,
and is why they frequently collapse the four sub-dimensions into one overarching
transformational leadership construct (Alatawi, 2017b; Bass, 1985).

 The theoretical foundation supports the principle that transformational leadership and a high
trust relationship between leaders and followers influence followers to identify with leaders'
values and goals (Fernet et al., 2015; House, 1995). Managers who possess transformational
leadership characteristics motivate employees to go beyond their interests and commit to
excellence reflected by their work (Alatawi, 2017;  Waldman et al., 2015). Furthermore, those
who lead with transformational characteristics move their team members to higher moral
responsibility standards, engage them and help them through their struggles (Waldman,
2015; Saunders et al., 2015). Bass (1985) continued Burns (in Northhouse 2015) revealing that
transformational leaders motivate followers to exceed the leader's expectations by:
 a) boosting followers' interest in the importance and value of goals,
 b) transcend their self-interest for the benefit of the company
 c) addressing higher-level needs.

 Committee responsibilities
 
• Consult with the student regularly and meet with him or her.
• Assist the student in selecting faculty members to serve on the dissertation committee. 
• Ensure that everyone on the committee is aware of the roles of the Chair, other committee
members, and students. The frequency and level of detail with which members other than the
Chair(s) engage with the student's work varies by committee. Expectations should be established
from the start, and all members should keep in touch regularly.
• Inform the student about their working style and what the student can do to help maintain a
positive working relationship.
• Work with the student to schedule and plan committee meetings while keeping the department
or program's norms in mind.
• Guide the student through the proposal/prospectus writing process (e.g., understanding the need
for a clearly defined problem statement, precise research questions, viable methodology, focused
literature review, and thorough bibliography)

Burns (1978) developed the transformational leadership theory based on the premise that leaders
can appeal to followers' moral values to achieve goals and influence them to transcend their self-
interest for the larger good of their team and the organization, which realizes optimal employee
performance levels. Bass (1985) furthered the transformational leadership construct by adding
four sub-dimensions: Individualized consideration, inspirational motivation, idealized influence,
and intellectual stimulation (Bass, & Avolio, 2004;). All four transformational leadership sub-
dimensions are associated with positive outcomes and are often found to be highly interrelated,
and is why they frequently collapse the four sub-dimensions into one overarching
transformational leadership construct (Alatawi, 2017b; Bass, 1985).

The theoretical foundation supports the principle that transformational leadership and a high
trust relationship between leaders and followers influence followers to identify with leaders'
values and goals (Fernet et al., 2015; House, 1995). Managers who possess transformational
leadership characteristics motivate employees to go beyond their interests and commit to
excellence reflected by their work (Alatawi, 2017; Waldman et al., 2015). Furthermore, those
who lead with transformational characteristics move their team members to higher moral
responsibility standards, engage them, and help them through their struggles (Waldman, 2015;
Saunders et al., 2015). Bass (1985) continued Burns (in Northhouse 2015) by revealing that
transformational leaders motivate followers to exceed the leader's expectations by:
 a) boosting followers' interest in the importance and value of goals,
 b) transcend their self-interest for the benefit of the company
 c) addressing higher-level needs.

References

Alatawi, M. A. (2017b). The myth of the additive effect of the transformational leadership

model. Contemporary Management Research, 13, 19-30. doi:10.7903/cmr.16269.

Bass, B. (1985). Leadership and performance beyond expectations. New York, NY: The Free

Press.

Bass, B.M., and Avolio, B.J. (2004). Transformational leadership and organizational culture.

Public Administration Quarterly, 17, 112-121

Burns, J. M. (1978). Leadership. New York, NY: Harper & Row, Publishers, Inc.

Fernet, C., Trepanier, S. G., Austin, S., Gagne, M., & Forest, J. (2015). Transformational

leadership and optimal functioning at work: On the mediating role of employees'

perceived job characteristics and motivation. Work & Stress, 29,11-31.

doi:10.1080/02678373.2014.1003998.

House, R, J. (1995). Leadership in the twenty-first century: A spectacular inquiry. In A, Howard

(Ed.), The changing nature of work, 411- 450. San Francisco: Jossey-Bass.

Northouse, P.G. (2015) Leadership: Theory and Practice. Thousand Oaks, CA: Sage

Saunders, M. N. K., Lewis, P., & Thornhill, A. (2015). Research methods for business students

(7th ed.). Essex, England: Pearson Education Limited

 mitigate team member turnover intentions thus reducing team member turnover

(Alkharabsheh & Bin Ismail, 2017; Fernet et al., 2015;Furthermore, Burns' (1978)

transformational leadership theory