Transformational and transactional leadership and skills approach

Abstract

Purpose The purpose of this paper is to identify the required leadership styles and skills for stadium management, and examine the relationship between transformational and transactional leadership styles and the skills approach: technical, human and conceptual skills. Design/methodology/approach A quantitative methods approach was used to gather the data, using a sample of 212 registered individuals in stadium settings. Findings The results revealed that there are significant relationships between leadership styles and the skills approach: technical, human and conceptual skills. More importantly, leadership styles were found to be equally important even though the effect between these styles and the skills approach: technical, human and conceptual skills, varied in the three levels of management. Further details have been reported in the results. Research limitations/implications The paper provides an insight into the relationship between leadership styles and the required skills, using a quantitative methods approach. While this is an appropriate method, in-depth interviews are needed to understand why/why questions in stadium settings. Practical implications Managers should be carefully selected in the three levels of management because unqualified people can have negative consequences on the reputation of a stadium and the hosting of major events. An effective selection program focusing on mid-level managers is essential. Originality/value This research represents the first attempt to investigate and understand the relationship between leadership styles and the required skills, using evidence from stadium settings.

Mediating effect of innovative culture and organizational learning between leadership styles at third-order and organizational performance in Malaysian SMEs

“…Transactional leadership entails an exchange in the relationship between followers and leaders like followers collect prestige and wages for obeying task from leader's side. While transactional leadership consists into three main dimensions like contingent rewards, management exception (active), and management exception (passive) (Avolio, Bass, & Zhu, 2004;Bass & Riggio, 2006;Megheirkouni, Amaugo, & Jallo, 2018).…”

“…Bass (1985) give an argument that the most usual and significant part of transformational leadership is called charisma. Leadership with the charisma or idealized influence has superior standards of ethical and moral conduct and can be counted upon to do the right things (Megheirkouni et al, 2018). Charisma refers to the gift of grace or gifted individuals presented by ALLAH and describe individual characteristics that ordinary language generally cannot depict (Levine, Muenchen, & Brooks, 2010).…”

“…Inspirational motivation is considered a significant factor of transformational leadership. According to Megheirkouni et al (2018), leaders that have superior inspirational motivation can communicate higher expectations of their subordinates, inspire subordinates through motivation to become more committed to, and a part of, the joint vision of the firm. Moreover, inspirational communication refers to the team spirit, optimism displayed, and enthusiasm; organizational leaders gets subordinates or followers involved in an attractive vision and commitment to objectives and shared vision features this domain (Yaslioglu & Erden, 2018).…”

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

“…While both transactional and transformational leadership have been measured in leadership behavior (e.g. Megheirkouni et al, 2018 ), “leaders who are more satisfying to their followers and who are more effective as leaders are more transformational and less transactional” (Bass, 1999 p. 11). Thus, even in higher education, it is suggested that leadership development efforts should be designed to emphasize transformational, rather than transactional, leadership models (Turnbull & Edwards, 2005 ).…”

Servant Leadership Dimension in Higher Education

“…According to Huang et al (2016), Greenleaf was the first person to propose the concept of servant leadership, which is leadership that starts from a sincere feeling that appears to serve and serve first or a leadership style where leaders recognize their moral responsibility, not only for the success of the company, but also for their subordinates, customers, and shareholders. The concept of servant leadership was developed by Liden, Wayne, Zhao, and Henderson (2008, 2014) followed by Megheirkouni (2018) and states that there are three main components, namely, preliminary conditions, servant leader behavior, and leadership results to measure seven main dimensions of servant leadership, namely, conceptualizing, emotional healing, prioritizing followers, helping coworkers to grow, behaving ethically, empowering and creating value for the community. Sendjaya (2015) developed a working definition of servant leadership as a "holistic approach to leadership that engages both leaders and followers through its (1) service orientation, (2) authenticity focus, (3) relational emphasis, (4) moral courage, (5) The highest servant leadership dimensions mean of private university respondents are in covenantal relationship, and the lowest mean is in authentic-self dimension.…”