Transformational and transctional leadership (oppositioanal and complimentary)

Effective leadership
Leadership can be defined as the ability of an individual or an organization to influence the judgment of people in favor of the achievement of an organizational goal. Leadership has often been considered as an essential aspect of trying to fathom and encourage people in an organization, may it be in terms of politics or a business set up, to try and influence the general masses, in relation with a political set up and the employees, in relation to the organization, so that both the business as well as the political set up can develop and prosper as per the aspirations of the higher management (Homring, 2001). Leadership has also been defined as a creation of a path through which individuals can create and contribute to making something extraordinary happen (Peiers, 1997). As leadership evolved, students of leadership managed to evolve various traits that included the essence of leadership, such as situational interaction, vision and values, intelligence, functions, behavior and charisma, amongst other aspects related to the learning curve. Effective leadership can easily be described through the means of trait theory, as this is a medium of expression through which an individual has the ability to express the thoughts and feelings into practice and then go on to assess the overall affects of the imbibed qualities in a practical scenario (Morris, Brotheridge & Urbanski, 2005). The first academic theory of leadership was developed by Thomas Carlyle, who in turn was considered a pioneer of sorts when it came to developing and enhancing the abilities of an individual in terms of the appropriate identification and the usage of skills, talent and the physical characteristics of individuals who made a mark by rising to power (Kouzes & Posner, 2007).

The transformational leader
There are numerous kinds of leadership models in this world and while most cannot be considered effective, there are a few which are considered effective and proficient to bring about an organizational change, in relation to the human resource set up in the modern era. According to Jim Collins, a management expert, transformational leadership is the only method through which an organization, in relations to the human resource department, can hope to achieve success in any sphere. In his research, he found that only 2 out of 1,473 companies could actually emerge from “good to great” and this is owing to the fundamentals of a transformational leadership (Larson & Jerry, 2009).. Through the concept of a Level 5 executive, Collins revealed the true importance of a transformational leader and how the leader, through the paradoxical blend of professional will and personal humility, allowed the organizations to grow at war speed. As compared to the CEO’s, who also happen to be larger than life characters, the Level 5 leaders proved to be calm, determined, inspired, charismatic, motivated and focused towards the overall improvement of the organization. Hence, in the case of a human resource environment, the need for Level 5 plus leaders is of vital importance. Charisma and presence are two of the most important qualities which are supposedly considered an essential perquisite for human resource managers who aspire to lead their organizations on a path to victory while withstanding the pressures of a modern business environment. If a human resource management is to achieve success in any sphere, the management needs to let go off the traditional transactional leadership model, which works on the basis of punishment and rewards and apply the transformational leadership module, which develops the employees through intrinsic motivation and motivates the workers through long term goals (Larson & Jerry, 2009).

Qualities of a transformational leader
The organizational benefits of leadership styles have been successfully demonstrated by Bernard Bass, the editor in chief of the Leadership Quarterly journal, along with Ronald Riggio, who happens to be a professor of leadership and psychology in Claremont McKenna College (James, 2008). According to their researches, transformational leaderships are oriented towards achieving real and positive changes through an optimum combination of virtues and morals. In the wake of leadership capacity, Robert Quinn has outlined the normal and fundamental states of leadership model by corresponding transactional and transformational leadership qualities (Bass, 1985). During the time of crisis, a transformational leader needs to act in an open an authentic manner so as to allow a transformation and in this way, a leader would be forced to move beyond the transactional state and use means to produce authentic results. In relation with the human resource management, the concerned leaders are supposed to use their transformational skills to enhance the philosophy, core values and the mission, and this in turn ensures that the human recourse management would be able to evolve in the wake of a dynamic cultural landscape (Bass, 1985). The foundational component, which has been considered effective for transformational leadership is supposed to be derived from leaders’ Emotional Intelligence Quotient. Reuven Bar-On, a psychologist in the University of Texas explains that despite the high level of Emotional Quotient (EQ), transformational leaders are fairly effective in a human recourse environment. In order to become the next generation of transformational leaders, we need to imbibe the five elements of Intelligence Quotient, namely, interpersonal skills like self awareness, intrapersonal skills like social awareness, adaptability with the changing environment, stress management through emotional regulation and the general mood through optimism and motivation are of immense importance in a successful transformational leader (James, 2008).

Transformational leadership, in relation with the nursing model clearly represents the efficiency of the module in terms of generating the best out of the existing business. With regards to the organizing factor in a human resource environment, it needs to be noted that the leadership modules play a major role in deciding the final outcome of a business organization. Transformational leadership would lead to the following benefits: (1) better employee engagement- through the means of transformational leadership, the organization can hope to generate seven times the average rate of employee engagement. Likewise, such workers are habitual of sharing best practices, help each other at tasks and have fewer accidents at workplace (Allen, 2008), (2) staff retention is higher- whenever an employee is motivated through the aid and efforts of a transformational leader the chances are that the employee’s retention rate would increase four folds (Ammeter & Dukerich, 2004), (3) better customer satisfaction- transformational leadership module is based upon the ability of an individual to mould the environment in such a manner that the overall business scenario can exceed expectations. When the productivity increases, the overall consumer satisfaction also increases (Bass, 1990), (4) fewer accidents- when the organization is solely based on effort and there exists a harmonious relationship, the chances of accidents are automatically minimized. Transformational leadership equips employees to look after their safety, remain vigilant towards fellow workers and helps employees recover in the act of accidents by informing their families, (5) better coordination- people who are led by informational leaders are supposedly better coordinated in terms of work, and (6) lesser pilferage- whenever employees are governed by the principles of transformational leadership, they tend to respect the organizations property as their own and hence, the chances of pilferage and stealing are very low (James, 2008).

Advantages of transformational leadership
In order to understand the true meaning of transactional leadership and transformational leadership, a researcher needs to first realize and fathom the true meaning which often is like hidden beneath the veil of leadership tips. The first tip is to know you job well as proficiency in your skills would automatically propel people to follow you. A true leader is a true and honest individual who does not believe in the institution of lies. Instead of patronizing the staff by insincere praise, a true leader always lauds the employees with sincere praise. Instead of threatening and indulging in a shallow methodology, a true leader always tries to explain things in a systematic fashion, with the explanation being clear and accurate. In a managerial scenario, with due respect to the human resource environment, a true leader would never talk bad about the managerial staff, for such talk would disrespect the superior’s authority and in turn would degrade a leaders’ position in the eyes of the employees. A true leader learns to keep promises, is optimistic by nature, has a vision for the organization, never confuses coercion, manipulation and power with leadership, is understanding, always lend an ear to listen, is ready to take calculated risks, never looks for a scapegoat, never denies the existence of a problem, seldom jumps to conclusions, is always flexible and ready to mix both transactional as well as transformational leadership styles when the need arises. Leadership is therefore goal oriented and is never about a singe leader but is in relation to a follower ship (Jr & Joseph, 2008).

There has often been a debate regarding the authenticity and benefit of transformational leadership over transactional leadership. There was a time when President Bush during his candidature had cast himself as a transformational leader and people believed that his inspirational style of leadership was far more ethical than compared to modest objectives of a transactional style. Transactional leaders prove to be more successful from the point of view of generating profits because they achieve predetermined goals through the means of rewards and punishments (Bass, 1990). A classic example of a successful transactional leadership was when James Madison, during the formation of the American constitution, clearly stated the application of transactional leadership in a bid to overcome the problem of cleavage and faction. In accordance to Madison’s famous solution, an institutional framework was readied wherein faction was countered through faction and ambition was countered by ambition. Laws were given more importance than leaders through the implementation of balances, powers and checks. Hence, whenever a group disagreed with the ultimate goals, the members of the groups proved successful in creating pluralism and diversity without having to annihilate the group as a whole (Jr & Joseph, 2008). Leaders of repute prefer transactional form of leaderships because it allows leaders to create a systematic framework which helps maintain institutions and systems. As per a high ranking official working with GE, it is indeed the responsibility of the leader to create a framework, which is capable enough of sharing the norms and values, through a wide sharing basis, the end result of which is the strengthening of integrity, which in turn dissuades the leaders and employees to win in the right way. In a nutshell, transactional leadership maintains institutions while transformational leaderships only inspire employees to work effectively (Jr & Joseph, 2008).

Transactional leadership
Transactional leadership is a model that is based upon the overall process of social exchange wherein the leader explains and clarifies the details of the assigned task. Transactional leadership also involves the leader clarifying the details of the rewards that would be showered upon the successful completion of the tasks as well as the punishments that may be applied if the assigned task is not completed in the required manner (Bass, 1990). Henceforth, a transactional leadership is a module wherein the employees are required to successfully accomplish a task by fulfilling the requirements of the leader and seeking rewards after the successful completion of an assigned task. Transactional leadership consists of two aspects. The first is active leadership, wherein the leader takes extra initiative in deciding and gathering relevant information regarding the mistakes, exceptions, deviations from the set standards, irregularities, adherence to rules and regulations, complaints as well as failures. In terms of an active leadership, it is the duty of the leader to take corrective and remedial action on or before such an event takes place. In case of an active leadership, the leader does not wait for the irregularities to happen and is ready to take remedial action before the outbreak of an issue. Passive leadership implies that the leadership management is not at all efficient in handling problems. It waits for the employees to point out the mistakes and once the flaws have been made and the damage done, the management gets into gear and considers a remedial action. In a nutshell, a transactional leadership is a model through which the management and the employees are made aware of the hierarchical levels and the overall functionality of an organization rests on the award and punishment relationship (Robert; Joseph & Craig, 2008).

In relation with the current cultural transformations, it is the duty of the organizational management to capitalize on the current cultural transformations and ensure that they reach their goals without creating a feeling of insecurity and lack of knowledge in any way (Morris et al, 2005). Leadership is of immense importance in a public school environment, wherein it is of vital importance to use transactional leadership skills to respond to the systematic cultural shifts in this fast changing global scenario. In order to seek inputs, align, guide, inspire, direct, sustain and reach the related constituent groups, the human resource administrations of the 21st century schools would have to adopt the principles of the transformational leadership skills to achieve the desired goals. A classic example of transactional leadership was displayed when Karl Fisch held a small presentation titled, “Did You Know/Shift Happens?” The talk was based on the works of the Pulitzer Prize winning author Thomas Friedman, educator Ian Jukes and many other renowned personalities. The presentation was an insight into the future of students, wherein it was categorically stated that school graduates would hold between 10 to 14 jobs by the time they turn 38 and that the top students of India and china would surpass and outnumber all the students in North America. It was also revealed that the number one English speaking country would be China and that one week of the New York Times news page would contain more information than what an 18th century individual was exposed to in his/her entire lifetime (Larson & Jerry, 2009).

Transactional leadership-The 21st century challenge
In relation with the education standards in the United States of America, it has been noticed that in the 100 years, there has been no significant change whatsoever and that, the standards have remained more or less static in nature (Homring, 2001). While the world is changing with the emerging technologies, the methodology in schools has remained unfazed by the dynamics of a global scenario. Most schools in the United States, with exception of a handful, have been modeled on an industrial set up. There is a hierarchical setup, wherein the teachers expect a level of compliance from their students and vice versa. While this model has been long standing and with most schools readily accepting this rigid framework, the fact remains that the need for a fundamentally structured learning organization is the need of the hour, wherein the organization is focused towards the overall improvement of the institution by paying adequate attention towards all its constituents. With the need for implementing transactional leadership models, institutions from all walks of life, including corporations, communities and schools have begun using models which are far more inclusive and transparent. By making use of transactional leadership, schools would be provided with a greater sense of preparatory facilities which are essential for preparing students for an interconnected world and while this may cause tensions between school leaders, parents, boards and even students, the end results would certainly be appreciated by all. Through collaborations and partnerships, the National Association of Independent Schools have begun initiate the methodologies of an interdependent partnerships in a bid to allow the academic institutions to sustain and thrive through the medium of a transactional leadership model. The end result would be that the schools would be working towards a greater good (Larson & Jerry, 2009).

Traits of a transactional leader
A transactional leader is supposed to be an ideal manager, who is disciplined, is aware of the social obligations, is perfect with his skill set and has the ability to lead an organization by considering the position of the chair as a trademark for passing orders and getting the work done (Baker, 2006). An ideal transactional leader should also be a perfectionist in the task and should ideally see to it that the task is accomplished to perfection. While trying to execute the tasks to perfection, the leader needs to realize that the methods are fairly rigid in nature and that nothing much can be done in terms of flexing them to suit the needs of both the management as well as the employees. While the disadvantage is fairly clear as the employees have to either face the wrath of the leader in the form of a punishment, if they fail in a task, or they can always receive a reward, in case the assigned task is accomplished to the best of their ability. Over here, the employees do not have much choice on their hands. On the other hand, from the point of view of the management, the assigned tasks are provided with a greater sense of reliability as strictness of procedures ensures that deadlines are met on a random basis. Likewise, the transactional leader tries to behave in a self disciplined and organized manner and carried an attitude which is considered socially acceptable in the managerial environment (Baker & Gerlowski, 2007). The leader is bound by guidelines, which in turn are chained by rules and regulations. Lack of flexibility can, at times, cost the management to loose out in terms of accomplishing a task on a timely basis.

Drawbacks of transactional leadership
Transaction leadership module is completely dependent on the ability of leader to either surpass the set boundaries by exhibiting the values of a positive framework or allow the passive behavior to take a pioneering step and prove to be a failure in all aspects of business ethics and values (Bass, 1990). While transactional leadership is often touted as an essential means of instilling the required discipline in the production of finished and non finished goods, the rigidity of rules and regulations, at times, proves to be a hindrance in developing and nurturing the overall emotional quotient of an employee. There has often been a debate whether a non profitable institution or business organization is considered efficient while functioning through the means of a transactional leadership regime. Researches clearly state that the rigidity of the rules and regulations, with regards to the lack of flexibility in the norms set by the higher management and the factors which govern rewards and punishment, are primarily suitable for profit generating industries and are therefore not conducive for the overall functionality of the non-profit institutions (Allen, 2008). A major drawback with transactional leadership model is the lack of transparency and emotional satisfaction on the part of employees and hence, inner motivation is said to lack when we consider the final outcome of a transactional leadership approach. At times, this rigid approach, in relation with the laid down rules and regulations, can often hamper the overall process of the designated goals, as leaders cannot go beyond the prescribed limit and are therefore helpless when the situation demands and extra effort, in relation to a more flexible approach. Lastly, the leaders themselves are fairly ill equipped while dealing with situations which demand negotiating the labyrinths of a successful business campaign (Jens, 2008).

Leadership has no parallels when one needs to make optimum use of it in a bid to achieve managerial goals at the earliest given opportunity. Unlike what most researchers think, true leadership is far above simple structural hierarchy and has a lot to do with a definition which almost all researchers know but only a few can define (verbally). In order to ascertain the true meaning of the term leadership, the concerned individual requires observing a few good leaders, reading a few good books and attending a few selective leadership classes. Interestingly, a renowned researcher by the name of Mica Calfee (Mica, 2008), categorically stated that while interviewing numerous individuals, including government servants and firemen, not one had the ability to define leadership as a single entity, although many managed to define the qualities of leadership besides providing a headcount of a few well known leaders. It is evident through numerous researches that leadership is allowing those who follow a leader to do what is best because a leader wants them to. Likewise, management and leadership are two separate entities, management is what one knows and leadership is all about one’s persona (Buckley, Kicza & Crane, 1987). Individuals need to be proud of their leaders, so as to follow their directions without a second thought. While transformational and transactional leaderships are two separate ends of the same branch, in order to know more about them, an individual needs to first understand then imbibe the basic qualities of a leader. This is only possible when that individual has the capacity to define leadership in its actual sense. Henceforth, instead of attending leadership classes, which are more to do with personnel management than leadership skills, it is advisable that the participant is given an insight regarding the true nature of leadership skills (Mica, 2008).

Human resource leadership
With regards to a set up wherein an institution requires adequate leadership qualities, the need for a sound human resources managerial skills are considered imperative. While administrative support has no relevant definition , statistical data reveals that a suitable administrative support needs to include adequate time for meetings, adequate aid for in-service training, timely payment for time which is spent outside school hours, adequate support towards district service requirements and finally, suitable help for scheduling and record maintenance. This is in relation to a typical school data. In relation with school leadership, pertaining to the human resource approach, Anderson (2004) developed three distinct approaches, which in turn seem to imply for collaborative team support. Also known as a buffered approach, a contested approach and an interactive approach, these approaches have been considered inevitable for the successful functioning of the human resource management of a school (Craig et al, 2008).

The buffered model
The first model is a buffered model, wherein the principal serves as the leader and is in turn is buffered by various teachers. This model was designed by Whitaker and Conley. Over here, teacher mediators act as mediators between the principal and the remaining staff members. Unit leaders have been known to operate in large institutions. The biggest drawback of a buffered model is the lack of transparency in the approach, mainly because not all teachers are capable of becoming leaders and not all leaders are capable of leading the institution towards success. Owing to a lack of team collaboration from the staff members, the collaborative model is often considered as a laidback model and is certainly not as effective as the others (Craig et al, 2008).

The interactive model
The interactive model is a leadership model in which the principal interacts with all the staff members and reaches a conclusion after having had a conversation or a debate with all the concerned staff members (French et al, 2005). Hence this model takes an input from all the staff members. In relation to internal and external variables, the interactive model, the influence on decisions is based on both individuals as well as groups. In relation to collaborative problem solving abilities, an interactive model is supposed to work wonders and has the ability to take better decisions through individual teacher empowerment. Hence, diffused leadership influences, interrelation between staff members and a positive environment of shared decision making is essential for the success of the interactive model (Craig et al, 2008).

The contested model
This is the final model; the principal is supposed to be outside the teachers’ power structure and at times is aligned against them. In accordance with the contested model, the principal is not the final decision making authority and although there may be supporters, they are not actively enlisted in the overall process of decision making. In relation to contested schools, it is the teacher leaders who stand up to protect the rights of the schools by protecting the establishment against the principal as well as prospective new teacher leaders.

It is important to take note of the situation by trying to understand the complete implication of the leadership models in an educational institution. Here, the human resource department proves to be a pioneering force behind the success or the failure of a school and while comparing the leadership models in terms of a futuristic approach, it is essential to deviate from the rigid norms and take a middle path, which contains the positives of all the three approaches (Craig et al, 2008). Transformational and transactional leadership borrows traits, concepts and theories from the above three models.

The distinction between transformational and transactional leadership
Transformational and transactional leadership both exist in our organizations today either by default or by design. “Transformational leadership is the ability of a leader to get people to do more than they originally expected to do in support of large-scale innovation and change”(Essays, 2008 p.1). Leadership best practice is like a vision that needs to be realized by all employees. It is a process that need to be taken stage by stage with points of check and balance to see if the strategies agreed on are either working or not and if the model is still valid with the current organization structure or not. Maxwell contends, “although it’s true that some people are born with greater natural gifts than others, the ability to lead is really a collection of skills, nearly all of which can be learned and improved. But that process does not happen over night. Leadership is complicated. It has many facets: respect, experience, emotional strength, people skills, discipline, vision, momentum and timing” (Maxwell, 1998 p. 67).

It seems that transactional leadership prevalence is a little bit complicated, for once; management does not accept that this kind of leadership does exist. It is just like a myth and those that do practice this kind of leadership are in denial; they simply do not take auditing of what they do that put them in the transactional leadership category, they simply consider themselves as transformational leaders. “Transformational leader set examples to be emulated by their followers. On the contrary, a transactional leader acts, but has no intention of sacrificing their self-interests for goods of others. Accordingly, they may be manipulative and deceiving” (Essays, 2008, p.1). The cure for transactional leadership is in humility, “Given its potential importance in generating organizational and leader effectiveness, humility may offer a new lens through which to view and understand the leadership process” (Morris et al, 2005 p.1323)

In understanding transactional leadership and how it might compliment transformational leadership, we may need to understand the basics of leadership. “Leadership principles are timeless, while, the models that examine those principles may change” (Morris et al, 2005, p.1). So it is fair to say that transactional leadership comes to exist when leaders are not in touch with the updated model that examines the principles of their leadership. This may impact an organization because if a transactional leader is not in touch with the model and principles of leadership. It is easy not to be in touch with the concepts of efficiency and employees’ positive relationship with the management that promote efficiency and job satisfaction. Transactional leaders operate through the use of charismatic power, which is exploitative in nature and aimed primarily at serving leaders' self-interests. Although these leaders may exhibit expected transformational behaviors, their focus is self-benefit (Bass, 1996). For organization to understand the impacts of transactional leadership, the starting point is likely a great deal of self-reflection (Bowles, 1997), examining one's personally held beliefs, becoming aware of one's self-serving biases, and becoming 'self-affirming yet self-forgetful, positive yet realistic, grace-filled and unpretentious' (Myers, 2000: 174). Leaders need to work together in getting probable solutions for their organization rather than pointing fingers at each other “Such leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality. Their purposes, which might have started out as separate but related, as in the case of transactional leadership, become fused” (Homrig, 2001, p.1).

Conclusion
Transactional leadership can be transformed into transformational leadership; however these two models compliment each other in different ways. Leadership is the art and science of providing direction and translating visions into action. Discipline plays a central role in ensuring that transformational and transactional leadership do not exist in a utopian setting and mind. There is no right or wrong leadership approach or models, however these two models provide more angles that a leader could look at a situation in an effort to promote effective leadership and provide an opportunity for other leaders to be involved and developed in an organization. The basic for success in leadership models, styles and theories is on strategies that translate the future position of the organization. Models alone cannot produce needed results; it takes a leader willingness and curiosity to look at what these models and theories stand for and what they can offer to the leadership.

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Analyzing Research Methods (Mixed, Qualitative and Quantitative methods)

In order to draw a conclusion, the need to include various methods of research is of vital importance. Evaluation is done on the basis of assumptions, philosophical positions and values, which in turn are shared and based on intended usages. The result of the evaluation is directly dependent upon the discretion of the evaluator. Evaluation is primarily done on the basis of the quality of work and henceforth, the result of all researches is directly dependent upon the numerous research methodologies that have been formulated after a detailed case study and eminent researches (Creswell, 2003). Whenever researches are carried out on the basis of quantitative standards, their end results are always based upon the quality standards, which in turn, are defined by making adequate use of the concept of validity (Cook & Campbell, 1972). In relation to this method, one needs to first establish a relationship between two variables and then decide whether that relationship is valid or not. While conclusion validity and internal validity are developed to access the validity between two distinct variables, the construct validity is primarily used to ensure that both these variables are realized in a practical sense. Qualitative tradition includes the concept of conceptual validity, wherein the interpretative inquiry is judged on the basis of a solid approach (Lincoln & Guba, 1985; Guba & Lincoln, 1989). The mixed method approach must include notions of credibility and transferability, whereby information gathered is evaluated careful within the concepts and notions that guide internal and external validity. The qualitative and quantitative approaches are poles apart and hence they cannot be measured in the same weighing scale. Traditional integration using mixed method approaches have brought about a conclusion through which, each approach is considered a compliment to the other approach (Brenda, 2009).

The mixed method approach
A mixed method methodology is often looked on as an essential tool to conduct and then measure leadership qualities pertinent to the modern human resource environment. In relation to Green et al (1989) design approach, mixed method is considered better than both qualitative and quantitative research methods. According to the designer, a mixed method approach has the ability to enhance the evaluation procedure through the means of these five elements, which in turn, are often interpreted as advantages: (1) The implementation of triangulation tests, through which an evaluator’s chances of controlling and assessing threats is increased and the evaluator is presented with multiple causes for influencing the results, (2) Through the usage of complementary, wherein the evaluator has the distinct advantage of clarifying and illustrating results from one method by making use of another for scores and statistics process and purposes, (3) Development of methods, one method leads to another method and this in turn spurns a chain reaction which ultimately aids in the research process. Partial methods of preprogram methods clearly suggest that there is need for other assessments, which therefore need to be incorporated in haste, (4) The process of initiation through which, an evaluator is able to create new search questions or challenge results that are based on a single method of evaluation. The perception of programs gets a new insight through in-depth interviewing procedures, and (5) the scope of expansion. The evaluator is able to fathom the richness of details on the ongoing study, which in turn opens the doors for detailed evaluation.

Mixed methods and literature review
In relation to quantitative and qualitative methods, the role of the solo investigator is never considered inappropriate (Creswell, 2003). The mixed method approach is therefore more appropriate and plausible for studies which require vast resources and a large team of investigators. Qualitative methods such as the mixed method approaches have often been considered as a commonplace in social work research and their journals have circulated worldwide through annual conferences of the Society of Social Work and numerous Social Work Education programs. Mixed methods strategies involve triangulation of data, negative case analysis, peer debriefing and support, formulating and maintaining an audit trail, cross checking members and prolonged engagement. The goals and the designs of the study are the final deciding factors with regards to the choice and usage of such strategies, nonetheless, it has been noticed that the results are better if you make use of all the above mentioned strategies which unearthing a case study through mixed methods of input (Rossman & Wilson, 1994).

To determine the impact of a technological breakthrough on industry, Tushman and Anderson (1986) researched histories of domestic airlines, Portland cement manufactures, and minicomputer manufacturers. For each of the three industries, the author’s examined eight variables. Key features of data collection for the variables were via books, journals, government data, and trade journals. Prominent numeric data collection was start of industry, entry and exit dates, and dates of breakthroughs for the three industries. The author’s presented seven hypotheses in the introduction section. Technological breakthroughs are argued to be creators of environmental (i.e., strategic) uncertainty and munificence by the authors. These breakthroughs were tested to determine the effect on the three industries. Uncertainty refers to the degree the future can be predicted by the organization. Munificence refers to the capacity of a strategic environment to support growth (Tushman & Anderson, 1986). The author’s indicate data was collected on the variable uncertainty by comparing mean forecast error, a published statistic, five years before and five years after a technological breakthrough. Munificence of the products and services in the study were quantitatively determined by calculating inflation adjusted demand over various time periods.

The purpose of Tushman and Anderson (1986) relates to the positivist approach through its use of cause and effect, objectivity, hypotheses, and statistical tests. The variables are intertwined with the hypotheses. The cause of technological changes is studied to determine its effect. Results are fixed and measurable, unlike interpreting data of the qualitative approach. Data collection is driven by hypotheses, specific variables are established, and “predetermined approaches” focus the researcher on the one reality (Creswell, 2003, p. 19). Contrasted to the qualitative school where multiple realities exist and methods emerge. The epistemological assumptions of the post positivist were apparent in reading Tushman and Anderson in the author’s development of a theory, data collection, results, and discussion (1986). Ontologically, the post positivist has one reality – fixed, measurable, and objective (Capella University, n.d.). This is evident in Tushman and Anderson (1986) through a predetermined approach, numeric data, and statistical tests.

A mixed method approach is in reality a qualitative study, which requires a wide array of global standards (Lincoln & Guba, 1985). A few women were interviewed on the basis of their childhood sexual abuse and the results were analyzed using all the six strategies of mixed method approach. This evidentiary adequacy included 220 hours of audio and video tapes, 24 hours of group cessions, 165 hours of interviews, 25 hours of follow up interactions lasting well over 6 months and finally 2000 pages of transcriptions, documents and field notes.

In order to study the anti-poverty experiment in Milwaukee, Northwestern University researcher, Greg J Duncan (Kuhn, 1961), made use of the mixed method approach to realize the truth, which revolved around the local street gangs and the sneakers. Had they restricted their research to just one research method, they would never have been able to fathom the truth. In the research, the evaluators made use of quantitative methods, through which they came to realize the disparities amongst the boys as well as the girls. The boy’s families which took active part in the program tended to fair better as regards to families which decided to steer clear of the research methodology. At the same time, in relation to wage supplements, insurance benefits and child support facilities, the girls seemed to fare better than the boys regardless of whether their families had enrolled for the research procedure or not. The puzzling disparity was revealed when the evaluators interviewed the parents of the families and were shocked to learn from the mothers that it was indeed the local street gangs who were responsible for luring young boys away from school in the pretext of buying them brand new sneakers. In a bid to counter those temptations, the mothers had to work extra in order to generate an additional income through which they could put their boys back on track, not the girls. Mr. Duncan’s mixed method research tactics led to the introduction of various methods through which evaluators could fathom the secrets of a case study. The strategy’s success led the U.S. Department of Education to adopt the methodology of the mixed method of researching and to conduct random field trials and assess the needs of classrooms and students. Hence, in order to measure the leadership in modern human resource environment, there is no parallel to the mixed method approach (Kuhn, 1961).

Recommended use of mixed methods
A mixed method is a procedure wherein an evaluator makes a judicious mix of both qualitative as well as quantitative methods, in order to reach a conclusion. When an entire body of research addresses a particular research question, the evaluator is stated to be making use of a mixed method of research (Campbell & Stanley, 1963). One of the main reasons why mixed methods are considered useful is because they tend to provide a solution which is based on collective search and not just a single case study (Creswell, 2003). Such group based interpretations, generate a report which is the resultant of multitudes of contributors. In relation to the cultural aspects, it has been noticed that the mixed method approach is the most suited. This is because culture is a subtotal of collective, shared and collaborative constructed processes, which in turn can only be described through the usage of mixed methods of research. The use of mixed methods in relation to cultural biases, keeps the general phenomenon intact which ensuring that it is suitably connected with the cultural elements of the researched topics. Likewise, Vygotsky’s rule is also adhered to by mankind judicious use of the levels of abstractness while moving the research process from abstract to concrete. Secondly, in order to explain a well-defined psychological phenomenon, you cannot make use of a set methodology as diverse cultures would harbor biases that can only be removed through the means of mixed methods approach .A mixed method approach involves the collection of data in a systematic form, which is ideally obtained by making use of the main method, before incorporating the collected ideologies into the base method. Mixed method designs are therefore methodological in nature. (Tashakkori &Teddlie, 2002).

Qualitative methods
Qualitative methods, as the name well suggests, refers to the method of data collection which is primarily concerned with the evaluation of leadership qualities that are pertinent for measuring the leadership qualities in a human being. There are three kinds of data collection methods used in a qualitative method. The first method is an in-depth, open ended interview, the second is a direct observation and the third is written documents, including sources such as personal diaries, questionnaire and program records (Creswell, 2003). Through the means of data collection open ended interviews, which include direct quotations through the means of interview cessions, knowledge, feelings and opinions, the final analysis is exacting in nature. Through detailed description of program activities, the data from observations consists of participant behavior, a complete motion of human interactions and staff actions, which can then be merged into the entire program. Excerpts, quotations, correspondence, passages from records, open ended surveys and official reports, make up for document analysis. At the very outset, a qualitative evaluation begins with the collection of raw data, which in turn is a descriptive information regarding the programs as well as the people in the program. In order to make a first hand evaluation, the evaluator has to visit the programs and engage personally in those activities by donning the hat of a participant observer. The experiences and perceptions of the participants are then noted by the interviewer through a detailed interview session. Thereafter, the records and documents are also examined by the evaluator, after which, the data from the observations, interviews and documents are organized into systematic themes, case studies and related categories. This is only possible through content analysis. The end result is a near perfect evaluation of the leadership qualities in an individual or a team (Herman, 1987).

The result of qualitative evaluation
A basic quality evaluation report, provides a detailed description of program descriptions along with its implementations, a detailed analysis of all the major program procedures, a detailed description of the various kinds of participants and the various kinds of participations, a detailed description of how the program has affected the involved participants, the observed changes, the impacts, the outcomes, a detailed analysis of the strengths and the weaknesses of the program and finally, inputs from the people interviewed, which include, the participants, the fenders, the informants of the society and finally, the staff members (Fowler, 2002). Whenever the evaluation of data has to take place, evaluators prefer to include a suitable combination of both qualitative as well as quantitative methods for better results. Recent studies have shown that researchers prefer making use of multiple methods to evaluate the leadership qualities in a human resource environment. This includes a judicious mix of both qualitative as well as quantitative methods. The overall validity of qualitative methods depends upon the methodological skills, the level of training of the evaluator and level of sensitivity. A rigorous evaluation procedure involves far more that asking a few questions or looking around for relevant data, or looking for information through researched papers. A suitable qualitative evaluation involves the generation of data through interview sessions, observations, disciplined content analysis, knowledge base, training, hard work and consistent practice sessions. Data evaluation strategies depend on who the information is for, who would be making use of the findings, the kind of information required to execute the process, the purpose of evaluation, the usage of information, the time of information gathering and finally, the various kinds of resources available for conducting the evaluation procedure (Herman,1987).

When to use qualitative observations
Qualitative methods are not appropriate for all situations and all evaluation questions cannot be answered through this method. Listed below is a checklist which decides whether qualitative methods are appropriate for evaluation or not (Herman, 1987): (1) individualized outcomes, in terms of participations are a part of qualitative approaches. Participants affected in quantitative ways and where decisions are based on individualized client’s outcomes, are appropriately measured by qualitative observations, (2) case studies which involve the evaluation of program strengths, weaknesses and the overall process, with regards to the internal dynamics of the programs, are also most suited for qualitative methods, (3) in depth information for client based researches, in relation to particularly successful cases, unprecedented failures and critical cases pertaining to programmatic, political or financial reasons, are ideal for qualitative measurements, (4) whenever individual clients have to be described through their unique qualities, through the location of unity in diversity and where standardization and uniform methods are of no use, qualitative methods are best suited in analyzing the results, (5) when the research requires experienced analysis, evaluation of services, organization of programs, functionality of the staff members and the details of the decision making procedures, the need for qualitative methods is considered imperative, (6) when the research requires detailed and descriptive information about the program, with the purpose of improvising the program through formative evaluation, a qualitative method is considered imperative, (7) whenever the research procedures require the nuances of the program quality, a qualitative method is considered most effective. Here, levels, amounts and quantities are superseded by the descriptive information regarding the quality of program activities and their qualitative results, and (8) when the research analysis is in need for a quality assurance system, which is case specific, then a qualitative method is considered of vital importance.

While planning an evaluation through qualitative methods, researchers need to look for the conceptual as well as the technical issues. The overall thought process which is involved in the process of evaluation is analyzed through the means of conceptual issues. Conceptual issues relate to the process of negotiating with participants, including stakeholders, information users and decision makers. The conceptual issues can be initiated by the evaluator but they cannot necessarily be unilaterally dictated by the evaluator. In order to improve the credibility of the evaluation procedure, the use of conceptual evaluation is considered imperative (Herman, 1987)

The requirements of qualitative directions
For the evaluative decision to reach a qualitative end, the evaluator needs to derive the right kind of interest in the descriptive area, needs to have focus on interactions and process, needs to understand the exploratory nature of the problem, take a closer look at individualized experiences and problems and ascertain which variable would be most suited to fulfill the interaction (Cooper & Schindler, 2008). When taking the example of describing the overall achievement and the leadership quality of a human resource individual, the evaluator needs to decide as to what is the right amount of detailing and probing is essential in deciding upon the evaluation criteria. In this scenario, qualitative methods need to emphasize on the depth and details of the evaluation procedure. As against quantitative methods, which use relatively large samples and few questions, qualitative methods aim at obtaining information from relatively few cases. According to a human relation specialist, you can never really ascertain the real experience of the other person. In order to get to a conclusion, an evaluator needs to make use of an open ended interviewing procure, which in turn would result in volumes of narrative data (Herman,1987).

Use of analysis in qualitative evaluation
In the case of qualitative analysis, the evaluator has to mould the approach of the research from the point of view of events, occurrences and incidents. For example, a quality assurance effort in relation to analyzing the leadership quality in a human relations approach may pay adequate attention towards only those critical incidences which are known the world over for accessing the leadership quality of an individual. This could be through the means of a holistic analysis. Qualitative methods focus their analysis directly on the unit, which could either be a program, a group or a unity. While using qualitative techniques in order to ascertain the leadership qualities in a modern human resource environment, the evaluator needs to have sufficient time to interact with the participants as well as having an in depth knowledge about the program itself, as this would allow the qualitative evaluator to obtain an in depth knowledge about the program. Secondly, the qualitative examiner is also supposed to provide a suitable answer and a practical explanation to what is being discussed and collected during the overall process of evaluation (Cooper & Schindler, 2008). Thirdly, in relation to people, activities and interactions, the evaluator is supposed to provide a great deal of pure description. Last but not the least; it is the evaluator’s duty to capture the direct quotes of participants, both in terms of written as well as verbal formats. The observation skills of the observer are of vital importance as face to face conversation is directly dependent on the observation skills of the interviewer. During the course of program participation, it is indeed the skill set of the participation observer, which would prove to be the deciding factor when an analysis needs to be drawn on the basis of both the formal as well as informal data sources (Herman, 1987).

The quantitative research methods
Quantitative method is a research methodology which is focused on the collection and analysis of statistical data and numerical findings. A quantitative method does not rely upon interviews, mail questionnaires, observations, reports, case studies and focus groups. A quantitative method clearly states that social phenomenon can be measured and analyzed in a numerical fashion and it can therefore be quantified (Fowler, 2002). A social phenomenon can be expressed in numerical terms and then analyzed statistically, the observations are in the form of numeric variables and the data matrix is the starting point for the analysis. A quantitative approach is therefore subject to a scientific investigation wherein quantitative phenomenon and their relationships are studied with ease. Quantitative analysis is based on applying and developing mathematical models, including theories and hypothesis, which in turn pertain to the natural phenomenon. The overall measurement procedure is central to the quantitative approach, as it provides a valid connection between empirical observations and mathematical expressions, which in turn provide the basis of quantitative relationships. The use of quantitative research is based on various parameters, which include social sciences, natural sciences, biology, sociology, physics and journalism. In relation to education, a quantitative method can often be used to analyze various aspects of education. The use of quantitative research is often in the sphere of social sciences, which in reality is fairly different from the methodologies of the qualitative approach. Quantitative approach is a methodology through which, evidences are evaluated, theories as well as hypothesis are streamlined and finally, technical advances are provided with a finishing touch. In order to quantify physical sciences, the use of quantitative methods is considered of vital importance (Kuhn, 1961).

A quantitative method would necessarily consist of models, hypothesis and theories. It would also include methods used for measurements and instruments primarily used for the development of research. Likewise, it is an experimental control system through which the evaluator can manipulate variables in favor of a definite conclusion (Creswell, 2003). Quantitative data is also considered to be a storehouse of empirical data and it is mainly based on the modeling and analysis of the procured data. In the end, quantitative methods are essential and imperative for evaluating data in its purest forms. Through the means of scientific disciplines in relation to anatomy and taxonomy, quantitative analysis and analytical analysis, an evaluator can be helped to reach to a definite conclusion. The role of statistics is of vital importance whenever an evaluator is scheduled to evaluate and analyze data in its original format (Cooper & Schindler, 2008). In relation with biology, economics and social sciences, the usage of statistical data, in relation to the quantitative approach is supposed to be the most effective form of presenting a quantitative opinion based solely on an open ended survey. Measurement also plays an important role in the overall decision making process and henceforth, it has been noted that quantitative methods make use of numerical data as it allows the evaluation process to become more sterile (Kuhn, 1961). Quantitative searches are therefore symbolic to social sciences and are mainly used in the field which requires numerical analysis. A few examples of such approaches would include biology, economics and mathematical researches. When considering the application of quantitative method in analyzing the leadership qualities in a modern human resource scenario, you cannot hope to reach a decisive conclusion.

Methods in quantitative research
Whenever an evaluator needs to research on a topic which requires a numerical analysis, the approach which is best suited to analyze the results in an effective manner is the quantitative methodology. Quantitative methods make effective use of graphs, tables and statistics to present the results in an appropriate manner. In relation with sciences such as physics and biology, the application of quantitative methods is considered most effective while trying to analyze and draw an appropriate conclusion. At the same time, some researchers are on the opinion that in such circumstances, even qualitative methods are supposedly effective and quite irrelevant in their approach. When the area of decision making is gathered around sociology, psychology and social anthropology, researchers differ in their opinion and while some clearly advocate the usage of qualitative methods, other are in favor of the quantitative methods (Fowler, 2003). Regardless of the opinions, in certain global scenarios such as, the measurement of the human resource leadership qualities in the present scenario, evaluators prefer to choose and make use of mixed methods of research. Quantitative searches are applicable in scenarios wherein evaluators are supposed to measure the elements in the earth’s atmosphere and preset them in terms of percentages, conduct a survey which involves the total number of man hours a patient needs to waste in the waiting room before the doctor finally arrives or conduct a survey wherein two groups are given two different tablets and the analysis is based on the numerical effect of the medications on both the groups. Quantitative methods are used in the fields of marketing wherein the evaluator is required to assess the scope of a business on the basis of product, price, place and promotion (Kuhn, 1961).

A comparison of quantitative, qualitative and mixed research methods
In the context of social research, there has often been a heated dialogue regarding the effectiveness of a quantitative method in social research. Most females are of the opinion that quantitative approach is of little use when the need of the hour is to get the facts organized in an appropriate manner (Fonow & Cook, 1991). When the information is classified into categories which are predefined by the researchers, the actual voice of the participant is often bogged under numerical data and hence, this distortion can often bring about a major change in the final evaluation procedure. While people who defend quantitative methods clearly state those researchers who are biased in nature, would prove to soil the records by taking advantage of qualitative methods of research. In relation to methodologies that are related to females, there has been a mixed response of sorts and while some women have categorically stated that quantitative methods need to be ignored and replaced with qualitative methods, others are of the opinion that quantitative methods are unbiased and methodical in their approach (Fonow & Cook, 1991). In relation to feminist goals and ideologies, it would be appropriate to state that quantitative methods are of vital importance and are much more relevant as compared to the contemporary methods of research, which happen to project feminist values through an antithetical approach (Fonow & Cook, 1991). The biggest advantage of using a quantitative method is the end result. It is a humanitarian approach which clearly acknowledges the emotional quotient in a human being and is therefore less mechanical in nature. It helps improves the relationship between the researcher and the researched. The goal to find out more about people is best achieved when both the interviewers as well as the interviewee are related to each other in a nonhierarchical manner and where a conclusion is drawn on the basis of a personal identification of the interviewer (Fonow & Cook, 1991).

While mixed methodology considers the mixed use of both qualitative and quantitative methods to reach a scientific conclusion, qualitative analysis involves the process of “making sense of data that is not expressed in numbers” (Tesch (1990) as cited by Mohrman, Gibson, & Mohrman Jr., 2001, p. 363) and quantitative methods presents results in the form of words or themes and does not use hypotheses. A unique use of qualitative methodology is the use and purpose of data collection procedures which relates to the interpretivist / social constructivist philosophic assumptions (1) ontologically in multiple realities and social construction by the individuals, and (2) are epistemologically dependent on the observer through interaction to understand the participants’ realities (Creswell, 2003). The researcher looks for the multiple, subjective views in the natural environment of the organization, collecting data and making observations. The interpretation of data is filtered through the “personal lens” (Creswell, pp. 181-182) of the researcher. The qualitative researcher’s preference of “meaning (versus measurement)” in purpose and data collection supports multiple realities and observing in a natural environment in the traditions of interpretivism and social constructivism (Gephart, 1999). The qualitative methodology uses case study, while its data presentation uses text versus numerical data. Interviews and documentation is the approach to data collection to fulfill the purpose of qualitative study. The basic philosophy of qualitative research is subjective. The interpretation is molded by the researcher’s own experiences and background (Creswell, 2003) and the researcher makes sense of the world through interpretation and then develops a theory.

Research validity and reliability
The above three research methods qualitative, quantitative and mixed all contribute to various methods of collecting data. The quality of a research study depends to a large extent on the accuracy of the data collection procedures. That is, the instruments or tools used to collect the data must yield the type of data the researcher can use to accurately answer his /her questions. Whether one is using a self developed questionnaire, interview schedule, observation checklist or standardized test, the data so obtained must be pertinent to the research hypotheses. In research, a researcher needs to maximize the reliability and validity of the data collected (Creswell, 2003). According to Creswell, validity of research, data collection and instruments needs to be meaningful so a researcher can draw useful inferences for his/her scientific inquiry (Creswell, 2003).

Conclusion
The overall purpose of any research methodology is to draw a conclusion which is both unbiased and capable of discovering the truth about the discipline. While a quantitative approach has its strengths and weaknesses, it has often been considered essential for projects which require a final analysis on the basis of numerical data. When the argument is to consider an appropriate approach to measure the leadership qualities pertinent to the modern human resource approach, the answer could be evaluated through any of the three methods. While a quantitative approach would provide an unbiased analysis based on numerical facts and figures, a qualitative approach on the other hand would provide a more concise data as it is based on case studies, interviews and questionnaires. In such a scenario, the best approach to be able to judge the true leadership qualities of an individual in a modern human resource environment, would be by adopting the methodologies of both the quantitative as well as the qualitative methods. Henceforth, a mixed method approach is often considered the best and the also most effective, in a scenario that requires both numerical as well as human relations data. In the above chapters, the discussion has been clearly based on the meanings, advantages and drawbacks of all three methods, namely mixed method approach, qualitative method approach and quantitative method approach. When the question revolves around measuring the leadership qualities which are pertinent to the modern human resource environment, the most appropriate research methodology to evaluate the truth would undoubtedly be the mixed method research tool.

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Organizations need to attract, retain and motivate employees.

Contemporary organizations need to understand how to attract, retain and motivate employees of different ages, genders and ethnic backgrounds. The importance of trust, contribution, and reward (Pfau & Kay, 2002) cannot be ignored as an area of commonality for all employee groups. Generational differences affect organizational and work perceptions in the above three areas.

It is imperative that organizations understand the aspects of recruiting, retaining, and motivating a diverse group of personnel that range across four generations. This will allow them the optimal opportunity for success in their organizations. This article evaluates the importance of trust while identifying the many components that comprise this trust between the organization and the employee. Next, it evaluates the importance of contribution as employees want to contribute and become involve in the decision-making processes. Further, this article evaluates the importance of rewards and its’ impact on the organization. Finally, this article evaluates whether the generational differences affect organizational and work perceptions in trust, contribution, and reward.
Importance of Trust
The importance of trust is breakable like glass, once it is broken, that piece of glass is never the same. Individual’s trust in organizations is very similar to this analogy and once it is shattered, it influences the organization severely. With the current economy sinking, CEOs are proving this point as they forsake the consumers, shareholders, and employees as they accept large payoffs as the company goes bankrupt. A Gallup poll confirmed this point when it found that 90% of American did not trust CEOs to look after the interest of their workers while only 18% trusted them to look after their shareholders (Bennis & Goldsmith, 2003).
Shurtleff (1998) provided the following three meanings for trust: (1) employees believing that words mean what they appear to mean, (2) employees experiencing actions that are consistent with the verbal or written message, and (3) employees having faith that people and the organization as a whole will do what they say they will do. Many companies acknowledge the value of building commitment among employees and customers as a realistic approach to improve the organization. Commitment and trust are joined at the hip. Leaders who earn trust
from their subordinates will have lower turnover and create long-term loyalty (Shurtleff, 1998).
Leaders must promote trust in their companies and understand the importance of trust. Many factors make up trust in the organization. Within organizational trust, factors such as integrity, competence, and employee rapport are at the forefront (Shurtleff, 1998). Even with these factors at the forefront, trust was still one of the most complicated traits to sustain. Employees need to feel important, appreciated, trusted, and that the organization will act in their best interest. Several events in recent years have made this task a very difficult endeavor.
Employees have a tough time trusting an organization after a violation of their trust. Scandals such as Author Anderson accounting fiasco, Enron, Tyco, and World Com validated this mistrust (Robbins, 2005). In addition, other world events such as 9-11, turmoil in Middle East, and the Catholic priests abuse of children have contributed to this mistrust. Of course, this left a huge challenge for leaders as they undergo this scrutiny (Levit, 2007). Employees are just waiting for the leaders to displace ethics in order to benefit themselves vice the employees or firm. It leaves the employees with a cynical impression of the leadership when this happen. Therefore, it is important that leader’s actions must be of the highest standard and match their words, which allows trust to prevail in the organization.
The bottom line in trust is that only individuals can earn, develop, or retain employee trust, organizations cannot (Levit, 2007)). Trust is about interaction between individuals even though the company may determine policies and practices for the promotion of trust (Pfau & Kay, 2002). Primarily, the leader’s behavior establishes the level of trust in an organization. Honesty between the leaders and subordinates is a sure way of sustaining trust (Robbins, 2005). Consistency and predictability in a leader’s action are critical. A leader’s integrity forms this organizational trust and it does not waiver whether the times are good or bad. It is these small events, merge together that help secure and preserve trust within organizations. According to Pfau & Kay (2002), leaders must create trust in organizational effectiveness through an effective vision and capable leadership skills.
Trust is the critical element that inspires a leader’s followers and allows them to make a significant contribution (Gibb, 1991). Individuals desire and want to be part of an organization that they can trust. Trust is quite different from competency and much more difficult to obtain. This provides validity to the fact that there are many more managers than leaders. The primary difference between trust and competency is that leaders gain competency through means such as experience and practice while followers impart trust upon leaders (Gibb, 1991).
The perception of a leader’s performance is more important than the actual performance (Levit, 2007). In general, people allow their actions to speak for them. For example, what they espouse is what they do and this is synched with what workers want and need. Leaders are able to control themselves in difficult situations. They are calm under pressure and do not act recklessly. Leaders are ambitious or they would not be leaders, however, they are also ambitious for their workers (Gibb, 1991). They trust the workers as much as the workers trust them. In addition, their actions bring out the best in the subordinates.
Trust supplies the energy and motivation that makes it possible for organizations to be successful (Shurtleff, 1998). Organizations without trust are normally not long-term or visionary and often fail. Trust motivates heroism, sells product, and keeps communication thriving in the unit (Shurtleff, 1998). Another analogy for trust is to compare it with leadership since they are both hard to depict or define. Individuals know when leaders display these elements and when they do not. Followers trust predictable leaders with known positions. In tune with this, trusted leaders make themselves known and their positions clear.
Trusted leaders have inspiring visions for the organization that are clear, attractive, and attainable (Robbins, 2005). Their vision provides a context of shared beliefs and a common organizational purpose with which the followers can identify. The followers feel involved in the vision, empowered to bring the vision to fruition and integrate it into their lives. The leader must communicate the vision in such a way that it is available and inspiring to others so that it will be a catalyst for change (Pfau & Kay, 2002). This endeavor requires careful planning by the leaders while understanding that others have different concerns from them. Leaders want to keep the foundation of their vision but allow subordinates to rework it so they can have maximum buy-in from them.
Trusted leaders have unconditional empathy for those who live in their organizations. Followers trust leaders who they know can walk in their shoes and the leaders let them know that (Pfau & Kay, 2002). Trusted leaders may have a plethora of viewpoints, but they still can see the world as their followers see it and understand what their followers are going through. When leaders empathize, they are making a conscious effort to listen to the other person and hear what they are saying in the context of their own orientation, needs, and perceptions (Gibb, 1991). The leader’s attention is on the other person rather than themselves. Leaders accomplish this through feedback, asking questions, interaction, and displaying their point of view as it was your own.
The behaviors of trusted leaders are consistent with their values and the commitments they have. Employees tend to trust leaders when they know where they stand in relation to their organizations, as well as how they seek to orient their organizations in relation to the larger environment (Robbins, 2005). Followers understand how these leader’s commitments have evolved and are willing to reconsider them in the face of new evidence. Many times these values and commitments become the standard for the organization. For example, in the Air Force, a commander, in conjunction with their values and commitment, establishes the standards for a 600 plus personnel unit.
A trusted leader’s integrity is indisputable. According to Bennis & Goldsmith (2003), followers trusted leaders who stand for a higher moral order and who demonstrated their ethics and values through actions they observed. Leaders uphold a standard of ethics, encourage others to act on their shared values, and call themselves and others to account for deviations from what they know is right. In the Air Force, there are many opportunities to violate a subordinate’s trust, but trust through integrity is doing the right thing even though no one is looking.
Importance of Contribution
Leaders must give employees a chance to contribute by developing the worker’s skills and potential (Pfau & Kay, 2002). Capable employees are devoted and assume more control and ownership over their tasks. Leaders are able to concentrate on broader issues because their subordinates require minimal supervision. Leaders use a plethora of options to enable their employees the best opportunity to contribute to the success of the organization. Leaders need to ensure that the employees understand the long-term visualization of the organization and the impact of this on their job and potential (Pfau & Kay, 2002).
They also need to provide specific feedback to their subordinates on their performance so that they can provide the best possible contribution (Robbins, 2005). In providing feedback, leaders must ensure that the employees also comprehend the company’s expectations and that they listen to ideas and suggestions from them. Challenge the employees, involve them in the decision making process and give them the freedom to accomplish tasks without unnecessary restrictions (Robbins, 2005). Leaders should also pay for developmental training so employees can grow their skills at workshops.
Satisfying work, job security, clear opportunities for upgrade and promotion, a challenging corporate mission, ability to share in the organization's success, and a feeling that their skills are effectively used and challenged, all contribute to the employee’s perception of contribution (Slack & Parent, 2006). If an employee identifies himself or herself with the organization, love their work, and perceive their organization to be flexible, then they will want to stay with the organization. According to Pfau & Kay (2002), leaders need to provide the opportunity for employees to contribute by allowing them to use their skills and involving them in decision-making.
An important feature pertaining to the importance of contribution is giving employee a chance to use their skills (Pfau & Kay, 2002). Employees do not want to perform repetitious work with no challenge, day after day. They understand that repetitive jobs are a part of any occupation; however, they still want some aspect of that job to provide some element of interest to them. With an interesting job, complacency does not become a factor, and an organization can reap the benefit of employees who are fully utilizing their talents and skills. It is imperative that organizations understand this dynamic and take the appropriate action to ensure they provide the employees with challenging opportunities so they can maximize their skill in completing the mission of the organization.
Employers can give employees a chance to contribute through effective information. This knowledge or information is power and employees must have this information to be effective and maximize efficiency in the workplace (Robbins, 2005). Leaders should inform the employees of their individual performance along with the overall performance of the organization. An open avenue of communication such as this enables vision sharing, information sharing, inspiring employees and fosters a friendly climate to ask questions.
Another vital ingredient regarding the importance of contribution is employee’s involvement in the decision-making process. In order for employee’s involvement in the decision-making process, the company must implement decentralization. A company will decentralize because it is virtually impossible for an individual to comprehend all the challenges to make the appropriate decisions in a organization (Slack & Parent, 2006). For example, in the military, how can the commander of a major command with geographical dispersed units make informed decisions without input?
Even in the age of advance technology, a single individual does not have the time or capability to make such decisions. Employee’s involvement who understands the intricate details of the event is necessary for efficiency efforts. In addition, by involving the workers, the leaders now are able to dedicate their efforts to strategic challenges for the organization.
Employee’s involvement in the decision-making process enables an organization to respond rapidly to changes (Slack & Parent, 2006). Information does not have to be disseminated through the bureaucracy before the organization can render a decision. Furthermore, the employees are usually the closest to the decision, therefore, they can respond best with the necessary information needed for resolution. This greater commitment because of employee’s involvement results in greater acceptance of the decision by the employees. They will take responsibility for the decision and the implementation of the decision. Due to this buy-in from the employees, they demonstrate more effort in the execution of the decision.
One of the biggest advantages of employee’s involvement is the motivation potential that it offers for the employees (Slack & Parent, 2006). It enables them to better understand their role in the organization how their efforts contribute to the goals of the organization. This is critical for employees in understanding decisions that may affect them. It also improves communication throughout the organization and results in greater commitment to the organization from the employees. Filley et al. (1976), confirmed this point in an analysis of a study on participative management. In addition, Miller & Monge (1986) conducted an additional study and reported comparable results.
Many opportunities and problems confront leaders today and as the speed of business continues to increase, their decision time decreases. Employee’s involvement can serve as management development for your employees. This is invaluable training for your subordinates as they grow and mature into senior leaders. This involvement equips the employees with much needed experiences that they can apply with decision-making as a senior leader.
Importance of Reward
Pfau & Kay (2002) said that it was through the importance of rewards that attracted, retained, and motivated employees to do well. People want a competitive reward system, see the appropriate personnel rewarded, and poor performers trained or terminated (Pfau & Kay, 2002). Through the use of positive performance, employees continued the performance and behavior for which they were rewarded. A key under this concept is that leaders must know what is of value in order for subordinates to be the most effective (Milkovich, 1991). The organization must match the reward and the person. For example, if an organization promotes a person to activity manager and their desire is promotion to flight chief, then a mismatch exist because the reward does not match the individual desire. The mismatch serves the same purpose as no reward to the employee.
A reward system is ineffective if it is of no importance to the workers. The worker will not strive to reach the expected performance because of the reward system. If the worker sees no benefit from the reward, then there probably will be a lack of motivation and commitment to the task (Milkovich, 1991). For one individual, a move from a base-level position to a wing-level position may be unwarranted since they wanted more money and not more responsibility. In this case, the individual sees the reward as insignificant, thus the reward does not motivate the individual. Leaders should use a reward system where all employees have the opportunity to participate in and receive rewards from the system (Wilson, 2002). If the reward is meaningful to the employee, then it is an effective reward system.
Leaders must create an environment where workers have a diverse amount of rewards in the work they do. These rewards are lateral or vertical and can come from linkage to the work, peer related, or special recognition from management. In a customer service environment, the reward system should allow for a win for the workers and customers. Reward systems provide workers the chance to share in the success of their contributions. Reward systems are not established to manipulate the workers, because this would result in certain failure. They are established to bolster progress, accomplishments, and service to the customers, which will result in successful operations (Wilson, 2002).
Leaders should not have a rigid reward system. For maximum efficiency, flexibility in the reward system is necessary. Leaders that customize the reward to the employee have a better chance of motivating their personnel. The individual feels special and identifies more with the reward. Of course, this should benefit the motivation of the individual. The frequency of the rewards is another important element. Employees like to know with certainty that a reward is forthcoming. This frequency definitely adds trust to the reward system. Employees are confident in the timely rewarding of their work efforts.
Pfau & Kay (2002) acknowledged that an important characteristic of a reward system is its ability to separate the performers from the nonperformers. If a company is not providing this distinction, it is wasting efforts on a system that is ineffective. An effective reward system is one of the most dominant resources in a company’s toolbox for recruitment, retention, and motivation of the best personnel. Pfau & Kay (2002) also recognized that organizations must back up their words with actions when it comes to the execution of the reward system. For example, companies must deal with poor performance in the same manner as they reward good performer. It is important for the good performers to see the poor performers either trained or removed.
Milkovich (1991) identified internal benefits from a reward system such as better productivity, reduced nonattendance and reduced turnover. A good reward system inspires individuals to do more than they would normally do. This increased efficiency saves the company money and resources. These reduced nonattendance rates and higher job longevity provide long-term impact to the success of the organization and save resources. Milkovich (1991) also acknowledged that externally, a good reward system would allow the company to attract top personnel. This is because personnel that are job hunting seek out those companies with attractive reward systems.
Leaders must ensure the reward system is appropriate for their organization. If the reward system is inappropriate for the organization, negative consequences may results. Reward system that set workers as rivals in reaping the reward tend to undermine the credibility of the company along with the dedication of the workers (Wilson, 2002). A quick evaluation of this type of reward system leads to the conclusion that management should only reward workers who achieve or exceed the stated objective. For the other workers, leaders must provide the necessary training so that they can also meet their objectives. This is a huge challenge for leaders, but the long-term pay-off from such an endeavor is well worth the effort. In the end, it results in a
triumphant system for management and the employees.
Wilson (2002) described reward systems as entitlements for some employees. This occurred when there was a mismatch with the alignment of the reward system with the performance of the workers. The workers feel that the reward is a right for them no matter what. They do not think they have to do anything out of the ordinary to receive the reward. This becomes a culture in the organization and workers view the reward as automatic. Wilson (2002) provided an excellent example of this with the employee health insurance premiums. Employees balked when they had to make a higher co-payment even though there was a significant change in the market. That is the problem when leaders allow their reward system to become an entitlement system versus a system dictated by the performance of the employees.
Impact of generational differences
The four generations of today’s workplace cover nearly eighty birth years, from 1922 to 2000 (Zemke, 1999). They are the Veterans, 1922 - 1943; the Baby Boomers, 1943 - 1960; the Generation X’ers, 1960 - 1980; and the Nexters/Generations Y’ers, those born 1980 and after (Zemke,1999). Each of these four generations, their formative forces, values, and views, their workplace aspirations and dreads, their hopes and fears, their delights and disappointments, permeates the workplace (Zemke, 1999). The four generations in the areas of trust, contribution, and reward influence organizational and work perceptions. Different attitudes, loyalties, and career aspirations influence each generation impact on the workplace.
The four generations, Veterans, Boomers, Xers, and Nexters/Y’ers’ have unique work ethics, different perspectives on work, distinct and preferred ways of managing and being managed, idiosyncratic styles, and unique ways of viewing such issues as quality, service, and, just showing up for work. Managing this diversity of ages, faces, values, and views is an increasingly difficult duty. For one thing, few Americans are able to understand their own generation in context.
It is difficult to look at one’s own life as part of a segment, trend, era, or generation. It feel too unique and individual, an overarching American value, and too isolated to be a simple statistic. People of all ages feel a disconnection with history. Many have difficulty placing their own thought and actions, even their own lives, in any larger story. It is diversity management at its most challenging. The obvious markers of race and sex have less clear impact on the differences and signal less in the way of differential treatment than do generational differences.
As business grows more and more competitive and companies continue to right size, reengineer, and reorganize, severe challenges confront frustrated managers. In evaluating the military, it exercises excellent control of these generational differences, which eases these challenges. Organizations are working hard to identify clues that will show them how to attract the people they most want to hire. The best way to do this is to focus on what people have in common. Most studies show that when people are asked what they like most (or least) about work, most answers were the same across the various employee groups. In addition, companies must know what make employees feel committed to their companies.
Organizations must understand the uniqueness of the various generations such as the
expert use of the internet by Generation X’ers and Y’ers. Companies must understand that the failure to understand this difference can results in miscommunication, harsh feelings, and create dysfunctional supervisor-employee relationships. Employers will have to clarify the needs and values of all working generations while maximizing productivity among them.
Generational conflict in the workplace is not new, and it is not going to go away. Employers must sort through the stereotypes and delineates the strengths and weaknesses of Veterans,
Boomers, X’ers, and Y’ers and turn conflict into harmony (Zemke, 1999).
Nevertheless, at the same time, companies must understand the important needs of their employees are the same, which includes company effectiveness, personal utilization or effectiveness, economic and interpersonal treatment, and enjoyment of work. Organizations are beginning to realize that while focusing on the differences in individuals they find that individuals are more alike. When companies query individuals about what makes them feel committed to their companies, things at the top of their list were the same.
Employees agree on what inspires their commitment, what companies do right, and what needs to be improved. Companies who successfully address these issues will solve the most pressing issues for every employee group (Pfau & Kay, 2002). The bottom line for an organization to attract and retain employees is to places its focus on the fundamentals. Companies that succeed in addressing company effectiveness, personal utilization effectiveness, economic and interpersonal treatment and enjoyment of work will win the battle of finding talented workers (Pfau & Kay, 2002). One way to win this battle is to understand each generation and deal with them appropriately in regards to trust, contribution, and reward in the workplace.
Trust and the generations
All of the generations value the importance of trust. The Veterans and Baby Boomers are less incline to trust their leaders than X’ers and Y’ers (McGuire et al., 2007). They do not have complete confidence in the information that they receive from their leadership. The exposure of downsizing, reengineering, and economic uncertainty contributed to this lack of confidence for the Veterans and Baby Boomers (McGuire et al., 2007). On the other hand, X’ers and Y’ers are likely to have their confidence rattled because of the lack of exposure; however, it will be interesting to see how the current economic downturn will affect the X’ers and Y’ers outlook upon trust for management.
Time will tell if this group will maintain their high level of trust as significant economic upheaval continues. In addition, the Veterans and Boomers normally do not place their leaders in their social contact network, while this is the norm for the X’ers and Y’ers (McGuire et al., 2007). Further, Veterans and Boomers expressed fewer concerns about being managed by someone younger than they are versus the X’ers and Y’ers (McGuire et al., 2007). Finally, Veterans and Boomers feel that their access is restricted to their leaders while the X’ers and Y’ers feel the opposite (McGuire et al., 2007). Overall, the Veterans and Boomers expressed more apprehension over their leader’s capabilities and the vision of the company than the X’ers and Y’ers. In the area of contribution, the generational differences are even more obvious.
Contribution and the generations
Each employee group wants the opportunity to contribute by using their talents and participating in decision-making. X’ers and Y’ers expect meaningful work so they can utilize their skills (Aldisert, 2002). They will continue to work as long as they feel they are making a valuable contribution to the organization. They also expect to grow and learn from the job experience. In addition, they also want the opportunity for engaging in leisurely events (Aldisert, 2002). X’ers and Y’ers want challenging tasks accomplished within the workday while Veterans and Boomers want their challenging tasks to be accomplished over several days (Sessa, et al., 2007). Further, X’ers and Y’ers want to have flexible hours while the Veterans and Boomers preference is regularly scheduled hours (Sessa, et al., 2007). There are also varied differences pertaining to each generation participating in decision-making.
Involving the employees in the decision-making process is an important element of
effective management. It is a key attribute in creating subordinate’s loyalty and buy-in to the organization (Hendricks, 1996). The generations respond differently to this process. It is important that leaders understand their employees so that they can maximize efficiency with their involvement. Different employee groups respond in different ways. The majority of the times, pertaining to involvement, the Veterans and Boomers are more tolerant of less involvement than the X’ers and Y’ers (Hendricks, 1996). X’ers and Y’ers respond negatively to exclusion in decisions about their jobs, therefore, they will resist the decision if collaboration is missing (Hendricks, 1996).
Aldisert (2002) espoused a similar view regarding the importance of contributions among the generations. For example, an area of discourse among the generations was rigid structure versus teamwork. The Veterans were more tolerant of rigid structure and directive type leadership due to growing up in the manufacturing environment (Aldisert, 2002). The Boomers tolerated the rigid structure and directive leadership style but are not fans of it (Aldisert, 2002). Generation X is a huge proponent of teamwork and can shut down in a rigid structure (Aldisert, 2002). Generation Y supports a similar view in that they do not understand bureaucracy and directive leadership since it is not part of their view of the world. These groups further exacerbated these differences in reward expectations.
Reward and the generations
Sessa et al. (2007) discovered that promotions were of greater concerns to X’ers and Y’ers than for the Veterans and Boomers. There was also a greater probability of X’ers and Y’ers terminating their employment if they won the lottery. In addition, Veterans and Boomers considered their work a more significant part of their lives than the X’ers and Y’ers. Further, X’ers and Y’ers differed with the Veterans and Boomers on retirement plans. For example, Veterans and Boomers preferred retirement plans with benefits while X’ers and Y’ers preferred a portable 401K with lump sum distribution (Sessa et al., 2007).
Veterans and Baby Boomers are fans of long-term reward packages, whereas X’ers and Y’ers are fans of the short-term reward and benefits packages. This is probably a reaction to the loss of final salary pension schemes. Organizations are offering pensions, child-care vouchers and buying or selling holidays to meet the needs of the different life stages of their employee groups (Hankin, 2004). Organizations must recognize these differences, but at the same time, it must promote outstanding personnel even if it means promoting a younger generation worker over an older generation worker. If not, eventually, the X’ers and Y’ers will depart the organization due to the longevity based recognition and promotion systems.
The Veterans and Boomers think that length of service vice merit should determine the appropriate pay (McGuire et al., 2007). Of course, this is the complete opposite of the X’ers and Y’ers, who think that performance should be the controlling factor and not length of service for determining pay. The X’ers and Y’ers will engage with the formal performance processes in the organization to assist with improvement in their performance. This is foreign territory to the Veterans and Boomers because they expect pay to be determined by time served versus good performance. According to Hankins (2004), Veterans is the generation that understood about cash only and how to save their money. They are true proponents of structure and think that leaders should reward seniority in regards to promotions or raises.
Conclusion
Today’s business environment pace is lightning fast. The competition is tough, smart, and coming from every direction. Those who succeed, in the end, will do so because of the talent they put on the field. Companies without creativity, performance, and problem solving at every level of the organization will never even get into the game. The workforce and workplace consist of constant change. Organizations face a difficult task in attracting, retaining, and motivating employees due to generational differences, Boomer’s retirement, potential labor shortage, and increasing number of minorities in the workforce. This challenge confronts all organizations as they try to sustain high performing employees. The organizations must comprehend the importance of trust, contribution, and reward along with their impact of generational differences.
The importance of trust, contribution, and reward is a critical area of focus for employee groups. The workplace consists of four generations and their differences directly affect trust, contribution, and reward. Trusted and capable leaders with a vision are essential to the success of the organization in managing each of these generations. Further, in each generation, employees desire the opportunity to contribute using their talents and participating in the decision-making. The degree of decision-making varies according to the generation. Finally, leaders must offer competitive rewards. Even through the various desires of each generation for rewards, they want the appropriate personnel rewarded and poor performers trained or their employment terminated.

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Article Credits: Capella University.