Already missing half of the ship’s lifeboats, the two crewmembers radioed for help and got as many people as they could onto available lifeboats, and then coordinated with rescue helicopters to get everyone off the ship. The most amazing thing is that these two emerging leaders had no leadership experience; they used inspirational motivation to lead, and also, to inspire and motivate others to get every last person off the sinking cruise ship.

This is a perfect example of transformational leadership — when one or more persons engage with others in such a way that leaders and supervisee raise one another to higher levels of motivation and morality (Kotlyar, 2007). The cruise ship entertainers engaged the passengers in such a way that motivated them to work together; and the passengers motivated the two crew members to be leaders in this time of crisis. It would have been easy for these low-level crewmembers to save themselves, or sit back in shock. They are not just heroes, but true leaders who transformed a ship full of victims into empowered people in a time of panic and crisis.

This scenario also is the perfect example of the leadership from a distance model, where leaders are not good examples because they are removed from the situation, and are not involved with being changed or motivated by their supervisees. In this situation, rather than taking charge of the passengers, the captain left the ship. The captain claimed that he could coordinate the rescue better from the safety of the shore. He had also stated that when he gives the order to abandon ship that means everyone.

In the drug and alcohol treatment profession there are many clinical supervision models. One of the best clinical supervision models is  the blended model. It is by far one of the most flexible models. The difference is the transformational leadership model motivates and inspires clinical supervisor and supervisee. The blended model relies more one counseling models modified for clinical supervision. Transformational leadership models designed for leadership (Powell, 1997). Fortunately, the transformational leadership model can be used with Powell’s blended model, or used as a stand-alone model.

In 1978, James MacGregor Burns introduced the transformational leadership concept, which includes the concepts of transformational as well as transactional leadership in the treatment of political leadership (Burns, J.M., 1978). Transformational leadership has been adopted in organizational psychology, and now, in clinical supervision in the drug and alcohol treatment profession. According to Burns, the difference between transformational is what leaders and followers offer one another.

Transformational leadership happens 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 (Kotlyar & Karakowsky, 2006). The relationship between the supervisor and supervisee, and the synergy that builds between them is what raises the bar and increases motivation in both parties. In the clinical supervision model of transformational leadership, the supervisor acts as a mentor or coach to his or her supervisees and listens to their concerns and needs (Kotlyar, 2007). This also includes the need to respect and appreciate the individual contribution that each supervisee can make to the team. As a supervisor, diversity is one of the keys to giving the team its true strength (Kotlyar & Karakowsky, 2006). This model embodies a true team environment. Rather than a team that is headed by a dictator, team members carry the motivation and vision even when the leader is not around (Belasco & Stayer, 1993).

Inspiring change

Clinical supervisors who inspire motivation challenge supervisees with high standards; communicate optimism about future goals; and provide meaning for the task at hand. Supervisees need to have a strong sense of purpose if they are to be motivated to act. By articulating his or her vision with precision and power in a compelling and persuasive way, the supervisor is inspiring his employees, who in turn, will inspire the supervisor with their progress.

The supervisor develops these principals through an individual development plan (IDP) that focuses on increasing the leadership practice through focused activities. IDP starts with an evaluation of the four major areas for a clinical supervisor: management and administration; assessment and evaluation; counselor development; and professional responsibility.

After an honest self-evaluation, the supervisor sets career and professional goals for the year, including long and short-term goals and time management guidelines for accomplishing the work (Stoltenberg, C. & Delworth, U., 1987). The clinical supervisor focuses on his or her own leadership practices, such as vision, empowerment, culture, competence, reinforcement, confidence, authenticity, creativity, communication and stewardship, rating each from most important to least important. The supervisor must evaluate what practices he or she will work on, and what activities will help in the development of the leadership practice. With transformational leadership the improvement in the leadership practice will be mutually beneficial to both the supervisor and supervisee, and sometimes, they will participate in a mutual activity.

The clinical supervisor’s passion and vision for change can have a huge impact on the supervisees. With the transformational model, the supervisor forms a powerful alliance with the supervisee, which is similar to the therapeutic alliance a counselor forms with a client. The therapeutic alliance is the most powerful tool in counseling, just as this transformational alliance is in clinical supervision with supervisees.

If you are considering this model, ask yourself this question: Has there ever been someone who motivated you to change or just do better by his or her actions and encouragement?  Ask someone who has had a good clinical supervisor, and they will tell you that the inspiration was very important to their development as a counselor and a professional.

References

Burns, J.M. (1978). Leadership. New York. Harper & Row.
Belasco, James A. & Stayer, Ralph C. (1993). Flight of the Buffalo: Soaring to Excellence, Learning to Let Employees Lead. New York, NY: Warner Books, Inc.
Kotlyar, Igor. (2007). Falling Over Ourselves to Follow the Leader. Journal of Leadership & Organizational Studies, Vol. 14, No. 1, 38-49.
Kotlyar, Igor & Karakowsky, Leonard. (2006). Leading Conflict? Linkages Between Leader Behaviors and Group Conflict, Small Group Research, Vol. 37, No. 4, 377-403.
Powell, D. (1997). Clinical supervision in alcohol and drug abuse counseling. New York, NY: Lexington Books.
Stoltenberg, C., & Delworth, U. (1987). Supervising Counselors and Therapists. San Francisco: Jossey-Bass.

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