Comparison Matrix

Comparison Matrix

Introduction

In article 1, the authors discuss the possible application of transformational leadership skills in public organizations. These skills might be hindered by the structure and management in the public organizations. They also argue that motivation will only work if the members of the organizational structure are flexible and accommodative enough to allow leader to motivate them. Article 2 looks at the impact of transformational leadership on customer care officers. The writers specify certain leadership techniques that can improve the performance of personnel in the customer care department. The authors assert that satisfied employees will address the needs of customers satisfactorily. Article 3 examines the continued progress witnessed in elementary schools that are using the Positive Behavior Support program and reasons behind the effectiveness of the program.

Comparison of Research Questions

The research questions differ in all three articles. Article 1 poses questions on transformational leadership behavior and its correlation with the structure of a given organization, continued communication in organizations and improved organizational formalization. The authors imply that an organization’s hierarchy should not run too high and communication in any organization should not be destabilized. Organizations should not encumber transformational leadership behavior such as measurement of performances and rewarding employee performances.

Authors of article 2 feel that the relationship between employees and customers should be reviewed by the organization. Transformational leadership can only be defined through the impact it has on the attitudes of human resources. The writers also present the question on determining whether positive employee attitudes go hand in hand with transformational or transactional leadership. Employee dedication to the customer is witnessed more in employees whose leaders practice transformational leadership styles than those whose leaders practice transactional leadership styles. This difference in leadership styles also applies to employees who feel that they have an elevated job fulfillment level. Article 3 poses questions to do with the PBS model and educational accomplishment in elementary schools. The author also asks what results have been found regarding the noted elementary schools that apply this model in their teaching and learning processes.

Comparison of Sample Populations

The authors of article 1 carried out their research on 1,322 sophisticated public administrators who work in municipalities with a population of more than 50,000. In article 2 the research involved 77 managers from three banking institutions. These managers were picked from 77 branches of the banking institutions within that region. The sample populations of article 3 are 30 schools in 30 states that are presently using the Positive Behavior Support program at elementary level of education.

Comparison of Limitations

All three articles had limitations. In article 1 the writers felt that the average age of the participants in the sample population was 50 years. Other limitations of the research included the fact that most of the respondents were Caucasian and not of any other race and most of the represented regions only had 3 participants which does not represent the opinions of other regions. When asking question about transformational leadership, some of the questions were omitted and this might have caused counterfeit and questionable responses regarding transformational leaders. Contrary to popular belief that transformational leadership results from less hierarchical organizations, this reduction of hierarchy in organizations could also be caused by transformational leadership. There has not been proof as to which of the two came before the other.

Article 2 experienced limitations in terms of the number of male branch managers to female. The exceeding number of male of branch managers may have altered some of the data due to gender imbalance. All participants for the bank and the food store were female. In addition, tellers responded better than the checkers did and this raises the question of whether a proper connection existed in the questions being asked. The limitation in article 3 is that the PBS program is not being applied in all the states in terms of the number of school using the method. States such as Michigan receive adequate funding making it easier to spread the program to most of its schools. Other states, like California, have not been granted federal funding but are employing the program locally in schools and steadily expanding to other areas.

Conclusion and Recommendations

The three articles discuss different issues namely transformational leadership in the public sector, effects of transformational and transactional leadership styles to employees and the Positive Behavior Support programs in elementary schools. According to article 1, organizational structure in the public sector matters during the implementation of transformational leadership skills. The members of this structure need to be open-minded when it comes to accepting the transformational leader. Following article 2, leaders are recommended to apply the best leadership style in order to enhance the commitment and satisfaction of their customer contact personnel. Looking at article 3, the recommendation goes to the federal government to ensure that all elementary school in all states apply the PBS model in the teaching and learning process since it has displayed tremendous progress in the school that are using it.

Reference

Wright, B. E & Pandey, K. S (2010). Transformational Leadership in the Public Sector: Does Structure Matter? Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=52860455&site=ehost-live&scope=site

Emery R. C. & Barker J. K (2007). The Effect of Transactional and Transformational Leadership Styles on the Organizational Commitment and Job Satisfaction of Customer Contact Personnel. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=27436222&site=ehost-live&scope=site

Chelsea T. Siegel (2008). School-wide Positive Behavior Support Programs in Elementary Schools. Retrieved from http://www.eric.ed.gov/PDFS/ED502074.pdf

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