Developing transformational leaders: the full range leadership model in action

Abstract

Purpose

To explain and illustrate the innovative full range leadership (FRL) model from Bass and Avolio and to demonstrate how this model can be utilized within organizations to develop transformational leadership.

Design/methodology/approach

This paper describes in detail the FRL model and shows how the transformational leadership styles identified within the model are highly correlated with leader performance. Drawing on extensive personal consulting experience, the paper then outlines how the model, and the associated multifactor leadership questionnaire (MLQ), can be used successfully in training/development interventions in organizations.

Findings

The FRL model is probably the most research and validated leadership model in use world‐wide today. The transformational styles described by the model are highly correlated with leadership success. Transformational leadership can be successfully taught by a development process which utilizes a combination of 360 degree feedback using the MLQ, structured workshops, and one‐to‐one coaching sessions.

Practical implications

This paper offers a very practical leadership path approach to developing transformational leadership competence, drawing on extensive experience of delivering such programmes with large client organizations world‐wide.

Originality/value

The originality of the FRL model lies in the concept of a “range” of leadership behaviors which all leaders demonstrate. Rather than insisting that one must lead “like this”, the FRL model makes the point that what is required is a change in the balance of leadership behaviours, away from the more transactional and more towards the transformational. The value of the paper lies in the description of a tried and tested methodology for applying the FRL model in an organizational setting.

Citation

Kirkbride, P. (2006), "Developing transformational leaders: the full range leadership model in action", Industrial and Commercial Training, Vol. 38 No. 1, pp. 23-32. https://doi.org/10.1108/00197850610646016