A511.5.3.RB_DellElceCamila

A511.5.3.RB – Remote Transformational Leadership

•    What was the point of the research?

The article, Remote Transformational Leadership, attempts to analyze transformational leadership by demonstrating the finding of the two studies conducted with different students. The author’s purpose is based on whether leaders can direct electronic communications effectively without interrupting the main idea, which is delivering the message. While critical thinking “begins with asking questions; thinking critically about solving a problem, on the other hand, begins with asking questions about the problem and about ways to address it” (Nosich, 2012, p. 6). Therefore, Kelloway, Barling, Kelley, Comtois, and Gatien (2002), conduct two studies in search to differentiate between a transformational electronic mail communications and charismatic email with problem solving tasks.

•    What were the hypotheses?

Different hypotheses were found in between the two studies. In the first study, the author’s main concern was to answer: “Can recipients perceive and accurately identify leadership ‘styles’ communicated by e-mail? (Kelloway et al., 2002, p. 164). In addition, they wanted to understand if, “receiving an e-mail with a positive (i.e. transformational) leadership message as opposed to a negative message (i.e. management-by-exception or laissez-faire) perceived to be associated with positive outcomes?” (Kelloway et al., 2002, p. 164). The authors, Kelloway et al. (2002), expected to find that emails sent from supervisors would have no effect if used with a laissez-faire style. Another hypothesis they found was that individuals are greatly exposed to motivation and higher levels of performance if they were to receive charismatic or intellectual stimulating email messages.

•    What was the research method used?

To initiate the research, the first study conducted a review of one hundred and seventy five students, while the second study had one hundred and five undergraduate students. The research method they used was laboratory-based investigation. “As in most areas of investigation, the use of a laboratory- based procedure is most appropriate in the early stages of research when the questions of interest focus on internal validity” (Kelloway et al., 2002, p. 167). Moreover, they also had students read one vignette by using the vignette approach and perceptual variables. Furthermore, most of the data they gathered was based on self-reports, mono-method, and mono-sources. The second study included both a laboratory environment, and a survey technique to collect data following the group interaction.

•    Were the results supportive of the research goals? Of what value was the research?

To begin with, the results presented in the first study do not provide a firm foundation for concluding remote leadership can be effective. Continuously, after evaluating all the results, it was easy to conclude individuals do identify the difference between leadership styles when it comes to email. In the second place, based on their hypothesis, e-mails containing transformational leadership messages were associated with greater interpersonal justice and satisfaction compared to messages based on the management-by-exception or laissez-faire styles. “Transforming leadership appeals to the moral values of followers in an attempt to raise their consciousness about ethical issues and to mobilize their energy and resources to reform institutions” (Yukl, 2013, p. 329).

References

Kelloway, E. K., Barling, J., Kelley, E., Comtois, J., & Gatien, B. (2002). Remote transformational leadership. Leadership and Organization Development Journal , 24 (3), 163-171.

Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum (4th edition). Boston, MA: Pearson.

Riggio, R. (2009). Transformational Leadership Theory - Its Definition, Function, and Application [video file]. Retrieved from http://transformleadership.org/files/2011/07/dr_ron_riggio.mov

Yukl, G. (2013). Leadership in organizations. (8^th ed.) Dorling Kindersley / Pearson Education, Inc.