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THEORIES OF CHANGE MANAGEMENT AND LEADERSHIP

THEORIES OF CHANGE MANAGEMENT AND LEADERSHIP 8OwP

The theories of leadership and management of change form the crust of organizational formations as such, various scholars have adopted different approaches in discussing the dual multifaceted phenomenon. Organizational Leadership entails the management approach whereby the administrators or leaders supervise or oversee the formation of strategic goals for the organization while propelling the members of the group to discharge their duties in service to those goals (What Is Organizational Leadership? ). Management of change is a systematic approach to organizational changes to ensure the continued safety of the workforce throughout the process. It saddles these systematic approaches with ensuring that the change is dealt with proactively (“What Is Management of Change (MOC)? ”). To this end, there's has been a lot of discourse on the application and essentially of both in the vast literature of the workplace. These theories are not just applicable to the general workplace, the theories mentioned here are directly related to the educational institutions particularly institutions of higher learning. Amongst the seminal literature on leadership is a work titled Implicit Leadership Theories: Content, Structure, and Generalizability co-authored by Lynn. R Offerman, John Kennedy Jr, and Philip w. Wirtz (Offermann et al. ). Researched and written in 1992, the authors defied the sacrosanct belief in explicit theoretical theories by examining the role of implicit leadership theories as products of leader stimuli and perceiver characteristics. The study which tested the content and causal structure variation between male and female perceivers across three leader stimuli: leaders, effective leaders, and supervisors concluded that eight factors which are (sensitivity, Commitment, Tyranny, Charisma, Attraction, Manliness, Intellect, and strength) remained relatively stable across both the perceiver’s sex and stimuli (Offermann et al. ). The authors argued that implicit theories of leadership unequivocally diverge across the systematic spectrum, and further emphasized the importance of exploring beyond the mere existence of the theories in understanding the variations that characterize the perception of leaders. This is quite relevant to discourse here, as the perception of a leader by their subjects is essential to the leaders' exhibition of management of change characteristics. An important aspect of the literature on leadership that exemplifies the theories of leadership tailored to the educational institutions is an article entitled Relationship between Transformational Leadership Style and Innovative Work Behavior in Educational Institutions co-authored by Ghulam Abbas, Javed Iqbal, Ajmal Waheed, and M. Naveed Riaz and published in 2012, the authors established the relationship between aspects of transformational leadership and innovative work characteristics amongst staffs in universities and colleges. To establish the relationship, the study utilized the Multifactor Leadership Questionnaire (Abbas et al. ), and an innovative work behavior scale (Abbas et al. ). It also collected the information of about 200 employees from across universities and colleges. The further utilized a non-random sampling for data collection across the educational institutions (Abbas et al. ) and the Pearson correlation to study the correlation between transformational leadership and innovative work practice (Abbas et al. ). The study highlights three leadership theories under the Full Range Leadership theory which are the laissez-faire, transactional and transformational theory (Abbas et al. ). The study describes the transformational leadership style as the superior of the Full Leadership theory and established the positive correlation between transformative leadership style and innovative work behavior and its aspects. To this end, the study further shows that given the important role that educational institutions play in development, the adoption of innovative practices by the leadership would influence innovative behavior amongst the staff and faculty of the institution. If the leadership introduces some changes within a department, the other members of the department would conveniently welcome the change by being innovative. This is relevant in the case of a new institution either formed newly or as a result of a merger. Organizational Development and Change in Higher Education: Implications for the Romanian Universities is another vital contribution to the discourse on leadership theories and management change in educational institutions. This article authored by Mariana Cernicova-Buca and published in 2010, extrapolates the theories of leadership to the changes in the Romanian universities. The author a professor at the Politehnica University of Timisoara in Romania conducted a postmortem into the leadership theories and their relationship to the management of change in the institutions of higher learning and established the causation of the failure of some of these theories whilst also taking into account their receptions by members of the educational institutions. The author describes organizational development as a universal process that utilizes the collection of procedures and formations to attain organizational effectiveness (Cernicova-Buca). The study describes the facets of Organizational development as the following “1. Diagnosis of institutions and groups (collecting data, feeding back diagnosed information). 2. Designing interventions 3. Leading and managing change. 4. Evaluating and institutionalizing Organizational Development interventions” (Cernicova-Buca). The study concluded that for change to be effective and sustainable, it is essential that the change process includes every stakeholder and gets infused into the leadership principles. This establishes that the method or the principles of change applied should be tailored to the needs of each university and department depending on the structure of each. This gives an insight into the case of the merger of the different departments into a single one since it is an external change to the former departments, the new department would benefit from the institutionalization of the core principles into the leadership and constituents of the old departments. The study admits to its inconclusive nature and acts as a preamble for further research into the concept of organizational development. An additional work entitled A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management co-authored by Rose Ngozi Amanchukwu, Gloria Jones Stanley, and Nwachukwu Prince Ololube, gives a detailed insight into the effectiveness of leadership theories in educational institutions or establishments (Amanchukwu et al. ). Published in the year 2015, the authors gave an insight into the various theories, styles, and principles of leadership that come to play in the educational establishments. In the article itself a synthesis of several established leadership theories and styles, some of whose effectiveness different institutions have proven, the authors grouped the various theories into three categories namely leadership as a procedure, leadership as a collection of traits, and personality features, and leadership as specific behaviors. The article also highlights different leadership styles, namely autocratic, bureaucratic, charismatic, democratic, laissez-faire, and transactional styles. The authors argued that the challenge in leadership isn't just the theories and styles but the ability to bridge the gap between the theoretical understanding of the theories and the practical applications. This informs a watered-down understanding of the management of change since no instance of change management exists in a vacuum or isolation, the ability to bridge the gap between the theoretical aspect and the practical one would inform what would one effective either the synthesis of the theories or the singling out of one. Another contribution in the literature is a work entitled Management Change Impact on Organizational Learning in a Business School. Co-authored by Karen Voolaid and Üllas Ehrlich and published in the year 2019, the authors established the consequence of management system change on organizational learning in one of the schools in a university. To achieve this, they circulated the Dimensions of Learning Organizations questionnaire amongst 120 employees of the school and measured the difference in organizational learning between the period preceding the change, and after it by having them rate from -3 to +3 where a negative rating shows deterioration and a positive one shows an improvement (Voolaid and Ehrlich). The results of the study were measured against seven dimensions which are “Provide continuous learning opportunities, Foster inquiry and dialogue, promote collaboration and team learning, create systems to capture and transform learning, Foster movement towards a collective vision, connect the organization to its external environment, and provide strategic leadership for learning” (Voolaid and Ehrlich). To this end, the study reveals the most significant changes in the areas foster inquiry and dialogue” and “promote collaboration and team learning (Voolaid and Ehrlich) an indication that management change not only impacts the organizational learning negatively, it also creates a loss of confidence in the organization and conceives a more competitive environment. One other contribution from the literature that talks about leadership and management of change in educational institutions of higher learning is the article entitled Organizational Culture Theme Theory and Analysis of Strategic Planning for a New Medical School. The article co-authored by Dennis Wiedman and Iveris L. Martinez and published in 2017, analyzes the role of culture in the development of organizational structures (Wiedman and Martinez). To achieve this, the authors measured the recurrence of different themes across years between two divisions which are the longitudinal theme analysis to gather data on the individuals in the institutions, and triangulation of evidence from external sources (Wiedman and Martinez). To this end, the study revealed cultural themes as instrumental in the emergence of organizational structure. Alongside Organizational Culture Theme Theory and Analysis of Strategic Planning for a New Medical School, another article that provides an evaluation into the impact of leadership and management change on culture is entitled The Impact of Leadership and Change Management Strategy on Organizational Culture and Individual Acceptance of Change during a Merger co-authored by Marie H. Kavanagh and Neal M (Kavanagh and Ashkanasy). Ashkanasy. In the article which is about the role of leadership and change on culture in the case of a merger, the authors argued that for leadership and change to be effectively successful on culture, the individual perceptions and internalization of the change would play a core role in the whole situation. This article emphasizes the acquisition of skills and competence as the deciding condition for leadership and hinges the success of the change in the organization as conditional upon effective communication and the direction of the culture. The various theories of leadership are effective in different situations, while the effectiveness of some would only be achieved when combined with others, some can be adopted unilaterally. Leadership, as it applies to the management of change, depends on bridging the gap amongst the different theoretical assertions and their practical implementation. The success of change according to a universal position held by the pieces of literature contributions depends on the effectiveness of the leadership in place. In the same vein, the literature contributions converged on the position that the perception of the leadership by the subordinates is also essential.

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