Proceedings of the 8th International Conference on Intellectual ...

Irra Chrisyanti Dewi
was carried out by relying on <strong>the</strong> transactional approach mechanistic and technical nature, which men
tend to be viewed as an economic entity that is ready to be manipulated by using a system <strong>of</strong> rewards
and negative feedback, in order to achieve economic benefits as much as possible (Bass, 1990; Bass
and Avolio, 1990; Hater and Bass, 1988, as quoted by Hartanto, 1991).
Fur<strong>the</strong>rmore, according to Bass (1998) in Tschannen-Moran (2003) to be able to generate
productivity, transformational leadership has been defined as "fours I's" (individualized influence,
inspirational motivation, intellectual stimulation, and individualized consideration).
The library staff are using transformational management elements that are stated by Burns (1978)
and Avolio et al., (1999) to inspire, motivate and facilitate <strong>the</strong> renewal strategy by empowering <strong>the</strong>ir
staff to question old assumptions. Transformational managers who regard change as a process and
give staff an opportunity to express <strong>the</strong>mselves and create a vision <strong>of</strong> possible future interest for
<strong>the</strong>mselves and <strong>the</strong>ir stakeholders.
4. Relationships Between Organizational Learning and Transformational
Leadership
According to <strong>the</strong> meta-analysis <strong>of</strong> Burke et al. (2006) in Hugo, et al. (2009) investigated <strong>the</strong>
relationship between leadership behavior within <strong>the</strong> team with <strong>the</strong> results <strong>of</strong> team performance.
Results are from 50 empirical studies (until <strong>the</strong> year 2004), only three were included as an
organizational learning outcome variables and nine <strong>of</strong> <strong>the</strong>se studies examined <strong>the</strong> relationship
between transformational leadership and organizational learning. From a number <strong>of</strong> recent studies,
Aragon-Correa et al. (2005) in Hugo, et al. (2009) using data <strong>of</strong> 408 large Spanish firms and found
that transformational leadership facilitates <strong>the</strong> ability <strong>of</strong> member organizations to create and use
knowledge. Likewise, a study that examined 202 Spanish companies that build a strong and positive
impact <strong>of</strong> leadership that supports organizational learning (Llorens Montes et al., 2005 in Hugo, et al.,
2009). Recent studies in <strong>the</strong> non-pr<strong>of</strong>it Israel (school) indicates that transformational leadership
provides a significant positive direct effect on organizational learning (β = 0.21) (Kurland / Retz-
Lazarowitz 2006 in Hugo, et al., 2009). Effect <strong>of</strong> transactional leadership is still positive, but weaker (β
= 0.15).
Organizational learning will not occur in a vacuum. The librarian who accept <strong>the</strong> importance <strong>of</strong>
organizational learning for transformation and renewal strategy must also understand and apply
transformational techniques. At this time, <strong>the</strong> librarian who managed differently by <strong>the</strong> librarian mostly
due to <strong>the</strong>ir ability to move forward and anticipate <strong>the</strong> information needs <strong>of</strong> students, lecturers and
o<strong>the</strong>r stakeholders as appropriate. In an excellent review <strong>of</strong> leadership, Vera and Crossan (2004)
makes a direct connection between organizational learning and leadership styles.
Burns (1978) suggested that <strong>the</strong> <strong>the</strong>ory <strong>of</strong> transformational leadership and organizational
effectiveness is very important, although Burns studied transformational and transactional leadership
as opposite management styles. Bass (1998) and Howell and Avolio (1993) supports <strong>the</strong> idea that
managers who truly effective must be capable <strong>of</strong> using transformational and transactional leadership
styles. Although <strong>the</strong> statement Bass, Howell and Avolio probably right, at <strong>the</strong> level where <strong>the</strong> librarian
can change <strong>the</strong> management style <strong>of</strong> <strong>the</strong> time required by <strong>the</strong> state is important both practically and
<strong>the</strong>oretically. This is not an easy thing, because transformational and transactional management style
is very different as a result <strong>of</strong> business conditions that increasingly makes <strong>the</strong>m different.
5. Research methods
Based on <strong>the</strong> identification <strong>of</strong> classification variables, <strong>the</strong> operational definition <strong>of</strong> each variable
studied were:
Organizational learning is <strong>the</strong> perception <strong>of</strong> respondents regarding <strong>the</strong> ability <strong>of</strong> his boss (Head <strong>of</strong>
Library) to create, acquire, interpret and share knowledge aimed at modifying behavior, through
<strong>the</strong> development <strong>of</strong> science, <strong>the</strong>ories practical and cognitive skills in library staff member.
Transformational leadership style is <strong>the</strong> perception <strong>of</strong> respondents about <strong>the</strong> boss who is likely to
provide motivation to subordinates to work better and focus on behavior to help <strong>the</strong> transformation
<strong>of</strong> individuals and organizations.
The population in this study was college librarian in Surabaya. Based on data in Kopertis VII region <strong>of</strong>
East Java, <strong>the</strong>re are 84 universities <strong>of</strong> 26 Universities, 5 Institute, 31 High School, 15 Academy and 6
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