The example is a type of transformational leadership because of Dr. Cook, the college professor seeks to encourage the students to use their abilities, creativity, and diversification to motivate themselves during the archeological dig. In his statement, he talks of the first weeks at the Middle East archeological site when the group of students seems unaware, unmotivated and uncoordinated in their work. However, Dr. Cook does not impose on them his expectations of the project but simply motivates them. He simply monitors them do their work each day. According to him, he lets the students find out their way in the meaning of the whole project. The fact that he does not set out the objectives and targets for the project is transformational because it allows the students to find out their own motivation in the archeological work at the site. In the first week, he simply allowed the students to work alone as he watched.
The story acknowledges the diversity of the 25 students who visit the Middle East archeological site. The diversity also brings differences in their talents, abilities, and strengths. Individual strengths lead to accomplishment for the whole project. Transformational leadership demands that the leader allows the people to develop shared responsibility in the outcome of the project. Dr. Cook held a meeting in the second of the previous visit to discuss with the students the importance of the project. He simply let them know certain facts on accomplishing the tasks in place. Moreover, he talks of liberty by the individual teams to have their schedules on how to accomplish their tasks. The outcome of the meeting was tremendous because every student played a part in ensuring the success of the project. Transformational leadership seeks to use the abilities of each person towards achieving goals for the whole organization or project.
Question 2: Corresponding Action Logics
After observing the work ethics of the students within the first week, Dr. Cook decides to have a meeting with all students and leaders to develop a work plan. In the meeting, he explains the shared benefit of accomplishing tasks in the archeological site. He emphasizes on individual contribution towards the success of the trip. On the same note, he also allows the teams to develop schedules and work plans that would help achieve success in the mission. Dr. Cook understands how to utilize social interplay to achieve shared success. His strategy motivates all students to build ownership of the project.
Dr. Cook uses the students from various colleges to help him accomplish archeological tasks for his project. Therefore, as much as the students have travelled to the Middle East to exploit the land, he lets them know that the outcome of the work will also help him achieve scholarly ends. He is aware of the fact that the more organized the teams are, the better the outcome for his project.
The professor is an achiever because he seeks to achieve success of the project through teamwork. He seats down the whole team to have a chat with them on matters of the archeological dig and the outcome. He is aware of the fact the without teamwork, he will not achieve the reason for the archeological visit. The travelling teams are different each year; therefore, he listens to them in order to help them fit within their smaller working teams for effective outcome. The uniqueness of the people is essential for achieving the goals.