Learning Theory : Transformational Learning

Becoming a transformational leader can occur either because the leader has a model or mentor that is a transformational leader, because he/she is a born transformational leader, or through reflection. Senge (1990) wrote that “Learning through reflection is about finding the creative tension...between an understanding of current reality and a vision of desirable practice” (as cited in Johns, 2004, p. 24). In addition, Schuster (1994) noted that one who desires to become a transformational leader can cultivate certain qualities that are characteristic of such a leader: a stimulating vision for the organization, honesty, empathy, authenticity, the ability to defer self-interest to ensure that others are recognized, a holistic concern for the organization, the ability to share power with others, and the ability to develop others (as cited in Johns, 2004, p. 25). The transformational leader is also an effective communicator who persists during hard times and still has the courage to continue to move ahead even when fatigued and encountering difficulties (Schuster, 1994, as cited in Johns, 2004, p. 25).

In addition, leadership itself can be described in various forms and through the highlight of different skill sets, but the one thing that all definitions have in common is that “leadership involves influencing the attitudes, beliefs, behaviours and feelings of other people” Spector’s work (as cited in Curtis, de Vries, & Sheerin, 2011, p.306). When the skill set of a leader is compared to that of a manager, true differences are noted. Some of these key differences are apparent even in the approach utilized to reach the desired goals. While a manager directs, a leader transforms, a manager sustains and a leader improves, a manager controls, a leader motivates, a manager’s focus is on short-term goals and a leader’s is long-term based, managers ask how and when, while

Devine and Winter (2012, p. 25) state, “there is nothing magical about leadership, and there is nothing magical about teaching it or learning it.” They go on to define leadership as the ability to influence those who work for you to want to accomplish and strive to reach organizational goals and objectives. Those who influence others must understand the theories of motivation so that these theories can be applied, communicated and taught in order to motivate followers (Devine and Winter, 2012). Different from supervision, leadership implores the desires of those around you to want to succeed in meeting a goal through you the leader’s motivational abilities.

Caldwell, C., Dixon, R., Floyd, L., Chaudoin, J., Post, J., & Cheokas, G. (2012). Transformative Leadership: Achieving Unparalleled Excellence. Journal Of Business Ethics, 109(2), 175-187. Retrieved from:

Transformational Learning consist of four stages which are, “recognizing a significant problem; confronting it intensely; finding a solution; and integrating a new prospective” (R-Model, 2010, p.115). When making any major life transition you will probably use transformational learning. You will first recognize that there is a problem or that there is something in your life that you would like to change. Second, you will need to confront the problem. You will need to do so with great intensity, so that you may find a solution. Once you have gone through the third stage to find your solution, you will then start to integrate that solution into your life. Transformational learning is something that everyone will go through at some point

The book The Heart of Change shows the practical side of the theories that are taught in the course textbook. It presents stories of successes and failures based in the application of concepts discussed in Organizational Behavior and Management and in class. Although we talked about several different concepts the ones that are evident in the examples in The Heart Of Change are the more progressive and individual centered approaches. The leadership characteristics that are important to successful change in an organization are those that are espoused in the transformational theory of management. It makes sense that ideals in line with the transformational management theory

Following the ONE Decision seminar, a transformative learning shift resonated with me. Jack Mezirow, professor and leading Transformative Learning thinker describes, “Transformative learning refers to the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action.” Following this seminar, I began looking at my life, how my beliefs were formed and I questioned what kind of life I wanted to lead. Transformative learning took place for me following my involvement in teaching the ONE Decision seminar and I began gaining greater control over my life as a “socially responsible, clear-thinking decision maker.” I began discovering how the beliefs I held as a child were not necessarily beliefs I wanted to hold as an adult. Beliefs that I needed to please others in order to have worth and to be liked were not in line with my ONE Decision. I saw how my current view of the world was not in support of the type of lifestyle I wanted to lead. Mezirow writes that transformative learning “demands that we be aware of how we come to our knowledge and as aware as we can be about the values that lead us to our perspectives.” Through my assignments, research, writing, and coaching, I became capable of

This section of the monograph provides a brief overview of transformative learning theory from the perspective of Jack Mezirow. Also discussed are the conditions that need to be present, from his perspective, to foster transformative learning. Its intent is to provide a synthesis of its major premises, not an exhaustive discussion, that includes enough information from which to understand the implications and insights gained from discussing the various unresolved issues about transformative learning theory. This overview is followed by two alternative perspectives of transformative learning: Boyd’(transformative education) and Freire’(social transfors s mation) that contribute to our

Many young adults who happened to just cross over into their eighteenth year of life, have had to overcome many life hurdles to get where they are today. Unfortunately, it has only just begun. As a young adult in their senior year of high school, one could assume that after thirteen years of schooling, that certain individual has already become sick of school and is ready to graduate. One could also assume that they can’t even fathom the slightest thought of trying to go for another degree beyond high school. To a graduated senior, at least in their head, they think it’s just four more years and they’re finally done. With this dreadful attitude already sunken in their mind, they’re already contemplating everything going into their first college

Organizations constantly face changes that require an increasingly adaptive and flexible leadership. (Doody & Doody, 2012) refer to this type of adaptive leadership as 'transformational'; under it, environments of shared responsibilities that influence new ways of knowing are created. Transformational leadership motivates followers by appealing to higher ideas and moral values, where the leader has a deep set of internal values and ideas. This leads to followers acting to sustain the greater good of the organization, rather than their own interests, and supportive environments where responsibility is shared.

Further research can be done to correlate executive outcomes with transformational moments. In general, there is a lack of research on transformational learning outcomes. Stuckey, Taylor, and Cranton (2014) developed the transformative learning survey that assesses transformative learning outcomes and processes. The instrument demonstrates reliability and validity and can be used to evaluate learning outcomes for future studies. Perhaps the survey could be used to further justify the desirability of transformation – linking it to job performance and

(1990). From transactional to transformational leadership: learning to share the vision. Organizational Dynamics, 18, (3), Winter, 1990, 19-31.

This paper takes a journey of one person’s struggle to acquire skills that during the course of his life reached the pentacle of sound footing in a career as Director of Materials and Management for a local Mining Company. A brief overview of the concepts of transformational and authentic leadership and motivation of enabling others to act, thru fostering collaboration, creating a climate of trust, and facilitating relationships during this journey. Through this journey, key vision of concepts will allow individuals to develop a perception of implementation of action to incorporate added skills to apply in their quest to be more effective in leadership.

Many researchers questions the role of transformative learning, and why researchers would even attempt to overlay this framework in such a historically inhospitable environment. For her part, Meyer (2009) concludes that organizations may greatly benefit from the emancipatory benefits of transformative learning. In doing so, she writes that certain factors are important for paving the way for transformative learning, but that actualizing these concepts may be more difficult (p. 50):

Transformational leaders set the organizational values, aspirations, and ethical measurements required. Additionally, the result of the transformational leader concerns them with creating growth of the follower. Developing the followers into leaders through coaching, directing, and raising their awareness levels to know or expect the unexpected and the overall issues of consequences. This development builds a collective future through the shared values of the leadership and the followership. The developments further drive the followership to accomplish the necessary right and appropriate good that falls within the vision and mission of the organization. Believing in the core organizational values, the transformational leader expects high performance from the followers. The followers enter the process of being a transformational leader by adding increasing influence, inspiration, and intellectual stimulation from the leader. This leadership style engages the follower and increases the expectation and set in motion a value that projects future achievements (McCloskey, 2015). All three styles complement the current leadership genres.