Traditional Leadership Style Analysis

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The Characteristics of Leadership There are two distinguished leadership styles that will be discussed in the section – the traditional leadership and the contemporary leadership styles with the inclusions of examples.
Traditional Leadership The main characteristic of traditional leadership is power; subsequently, the leader has the authority to dictate what, whom, how and when a task is to be done. The leader is at the top and the employees are on the bottom stair of power. An example of traditional leadership is the rank of people in the military, such as a captain have power over a sergeant. Traditional leadership is found in many corporations; subsequently, managers make the decisions to be executed by workers. Traditional leadership
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Within the adult learning praxis, there is a need for organizations to adopt a learning culture in which learning is continuous to meet the challenges of the changes occurring in the learning environment (Mavrinac, 2005). In the adult learning praxis, there are areas that will line up with the traditional leadership style, such as the cost of education. The learners have little input on how much items will cost, such books and what fees they are required to pay; therefore, this is a form of traditional leadership because someone else is responsible for making the decision about the cost. The traditional leadership style can be a source for problem-based learning that is focused upon a problem; thus, a person seeks information about the problem to gain better insight of the problem. This type of learning portrays a characteristic of the adult learning praxis; subsequently, there becomes a situation that needs to be addressed resulting in new skills. The information the person obtains about the problem allows them to use it immediately. Adult learners prefer problem-based learning above other learning; henceforth, it lends itself to immediate application that in turn solidifies the learning (Merriam …show more content…
The most recent scheme to understanding transformative learning is centered upon a three-part framework consisting of the cognitive perspective, beyond rational and social change (Merriam & Bierema, 2014). The cognitive perspective asserts transformative learning is a learning process of making meaning of one’s experience (Merriam & Bierema, 2014). The utilization of the unconscious, emotions, relationships, culture, spirit, aesthetics, and ecology are characteristics of transformative learning that encompasses beyond rational (Merriam & Bierema, 2014). The element of social change that is applicable to transformative learning involves challenging and transforming oppressive structures in society (Merriam & Bierema, 2014). Transformative learning can occur in an instructional setting when there is a space created for it, such areas that provide artistic modes of expression that reflects or identify with the adult learning praxis through the creation of practice situations involving learning, thinking, and reflecting. Transformative learning can adopt to a learning culture in which learning is continuous in meeting the challenges of the occurring in the learning

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