CIO Transformation Leader

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CIOS’ TRANSFORMATIONAL LEADERSHIP BEHAVIORS IN COMMUNITY

COLLEGES: A COMPARISON-BASED APPROACH TO IMPROVING JOB

SATISFACTION OF INFORMATION TECHNOLOGY WORKERS

by

Mahmoud S. Abouelenein

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Management in Organizational Leadership

UNIVERSITY OF PHOENIX

May 2012


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© 2012 by Mahmoud AboueleneinALL RIGHTS RESERVED


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ABSTRACT

The purpose of this quantitative, descriptive research study was to determine, through

statistical analysis, any correlation between the perceived transformational leadership

traits of CIOs at two-year community colleges in Kansas and measures of the job

satisfaction among IT workers at those community colleges. The objectives of this

research project were to help fill the gap in the body of knowledge about the growing

number of employees of technology in higher education, and arm community college

leaders with the information needed to better serve staff, and more positively affect

employee experiences, leading to improved campus-based outcomes. Four research

questions were used in this examination. These research questions included the extent to

which Kansas-based community college CIOs are perceived as transformational leaders,

whether information technology workers of Kansas-based community colleges express

satisfaction with their jobs, how job satisfaction ratings of those IT workers compare to

national norms, and the extent to which workers’ job satisfaction correlates with

perceptions of the CIOs’ transformational leadership behaviors. The research methods

employed included: (a) defining the variables, (b) the ethical collection of data, (c)

aligning statistical hypotheses with the research questions, and (d) calculating appropriate

t-tests and Pearson product moment correlation coefficients (r ), and conducting ANOVA

analyses. The results of this research suggested that CIOs were perceived to display

transformational leadership behavior similar to national norms; workers expressed overall

job satisfaction, but were not satisfied with opportunities for promotion, and were

ambivalent about pay; and a positive relationship between transformational leadership

behavior and workers’ job satisfaction was identified.


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DEDICATION

This dissertation is dedicated with love and affection to my daughters, Ameerah

and Maya Abouelenein, who inspire me with their vibrancy and energy. Ameerah told

me recently, “Papa, you have been writing since I was a baby.” She was right, literally!

And to my dad, who always had faith in my potential. Simply, he was the kindest,

cleverest, and the greatest hero a son can hope for.


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ACKNOWLEDGEMENTS

Completing this dissertation and earning a doctorate degree is a life-long goal that

fulfills the dream of two men: my dad and me. Growing up in a household that put a lot

of emphasis on the importance of education, I always had the privilege of being

surrounded by supportive parents who sacrificed their own lives for their children. Such

unconditional support and sacrifice empowered me to overcome the fear that somewhere

along the way I would possibly fail to earn a Ph.D. Now that I am at this stage, I must

start by expressing my deepest appreciation and gratitude to my parents, Laila and Salah

Abouelenein. Thank you, mom and dad! I am forever indebted to you!

I was fortunate to have a great team of people who helped me turn this

dissertation into its final form. I greatly appreciate the support and ideas from Dr. Jay

Klagge, committee chair, and the rest of committee members, Dr. Ify Diala and Dr. Greg

Worden, for their suggestions to improve the research and for helping me get to the finish

line. You all were great advisors and guides! I am also grateful to Dr. Diane Nixon

(George), who believed in the vision and importance of this research study and helped me

improve my work in a number of ways. Diane, your thoughtful comments and insights

were indispensable in developing the proposal and getting it approved by IRB. I greatly

appreciate your support and wisdom. Julie Tenenbaum, my editor, was incredibly skilled

at helping me organize my thoughts into coherent chapters.

Several friends helped immensely by offering words of encouragement and by

reviewing drafts of this dissertation, including Dr. Charles Wilson, Dr. Ben Hayes, Mr.

Brian Bode, Mr. Lee Tigue, Mrs. Regina Smith, Ms. Risala Allen, and many others. I

also would like to express my sincere appreciation to few individuals who, intentionally


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or unintentionally, put obstacles in my path. Their presence in my life made me a better

and stronger person.

Additionally, I would like to acknowledge myself for making it to the finish line.

Completing the academic work to earn a doctorate degree was a huge undertaking in the

context of a life filled with challenges both at home and work. I managed to successfully

complete the required work, and I am proud of my accomplishment.

And one more thing! My everlasting gratitude and appreciation go out to my

spiritual teacher and role model, Steven Paul Jobs. We never met in person; however, his

work and legacy in this life have influenced me in a very deep sense both personally and

professionally. Thank you, Steve!


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TABLE OF CONTENTS

LIST OF TABLES ................................................................................................... xii

LIST OF FIGURES ................................................................................................ xiii

CHAPTER 1: INTRODUCTION .............................................................................. 1

Background of the Problem ................................................................................ 2

Statement of the Problem .................................................................................... 5

Purpose of the Study ........................................................................................... 7

Significance of the Study .................................................................................... 8

Nature of the Study ............................................................................................. 9

Research Questions ........................................................................................... 12

Hypotheses ........................................................................................................ 12

Theoretical Framework ..................................................................................... 14

Definition of Terms .......................................................................................... 16

Scope of the Study ............................................................................................ 18

Assumptions ..................................................................................................... 18

Limitations and Delimitations .......................................................................... 19

Summary ........................................................................................................... 20

CHAPTER 2: REVIEW OF THE LITERATURE .................................................. 23

Community Colleges ........................................................................................ 24

History of Community Colleges .................................................................. 24

Role of Information Technology in Community Colleges .......................... 27

Community College IT Workers ................................................................. 28

Leadership ......................................................................................................... 30


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Leadership Definition .................................................................................. 31

Leadership Theories ..................................................................................... 32

Transformational Leadership ....................................................................... 33

The Chief Information Officer (CIO) ............................................................... 34

Strategist/Futurist ......................................................................................... 36

Change Agent............................................................................................... 36

Project Manager ........................................................................................... 37

Resource Allocator....................................................................................... 37

Policy Maker ................................................................................................ 38

Job Satisfaction ................................................................................................. 38

Theories of Job Satisfaction ......................................................................... 39

Job Satisfaction in Community Colleges ..................................................... 42

Job Satisfaction of IT Workers .................................................................... 42

Transformational Leadership and Job Satisfaction ........................................... 44

Gaps in Literature ............................................................................................. 47

Summary ........................................................................................................... 48

CHAPTER 3: METHOD ......................................................................................... 49

Research Design and Appropriateness ............................................................. 49

Research Questions ........................................................................................... 51

Hypotheses ........................................................................................................ 52

Population and Sampling .................................................................................. 53

Instrument ......................................................................................................... 55

Instrument Validity and Reliability .................................................................. 56


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Data Collection ................................................................................................. 58

Informed Consent and Confidentiality ............................................................. 58

Data Analysis .................................................................................................... 62

Summary ........................................................................................................... 63

CHAPTER 4: DATA ANALYSIS .......................................................................... 64

Data Collection Process .................................................................................... 65

Data Cleaning and Coding ................................................................................ 67

Hypotheses Testing ........................................................................................... 68

Hypothesis 1................................................................................................. 68

Hypothesis 2................................................................................................. 69

Hypothesis 3................................................................................................. 80

Hypothesis 4................................................................................................. 82

Summary ........................................................................................................... 86

CHAPTER 5: SUMMARY AND RECOMMENDATIONS .................................. 88

Findings ............................................................................................................ 88

Research Question 1 .................................................................................... 89




Recommendations ............................................................................................. 93

Further Research ............................................................................................... 97

Discussion ....................................................................................................... 101

Summary ......................................................................................................... 105


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REFERENCES ...................................................................................................... 107

APPENDIX A: LIST OF PARTICIPATING COMMUNITY COLLEGES ........ 120

APPENDIX B: DOCUMENTATION OF THE LITERATURE .......................... 121

APPENDIX C: HERZBERG’S MOTIVATION HYGIENE THEORY ............... 122

APPENDIX D: JOB CHARACTERISTICS MODEL .......................................... 123

APPENDIX E: MASLOW’S HIERARCHY OF NEEDS..................................... 124

APPENDIX F: JDI/JIG PERMISSION FORM AND SAMPLE .......................... 125

APPENDIX G: MLQ PERMISSION FORM AND SAMPLE ............................. 127

APPENDIX H: EMAIL TO PROSPECTIVE PARTICIPANTS .......................... 129

APPENDIX I: INFORMED CONSENT FORM ................................................... 130

APPENDIX J: CONFIDENTIALITY STATEMENT .......................................... 132


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LIST OF TABLES

Table 1. Characteristics of Transformational Leaders........................................... 34

Table 2. Results of MLQ Rater Survey .................................................................... 70

Table 3. Sample Results for the Abridged JDI/JIG Surveys ................................... 71

Table 4. Abridged JDI/JIG Survey Response Results ............................................. 73

Table 5. National Abridged JDI/JIG Comparisons to Study Sample ..................... 81

Table 6. College Worker Abridged JDI/JIG Comparisons to Study Sample .......... 81

Table 7. Linear Regression Model Summary (b) and ANOVA Results .................. 84

Table 8. Summary of Coefficients (a) ..................................................................... 84

Table 9. Documentation of the Literature............................................................. 121


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LIST OF FIGURES

Figure 1. Willingness to Participate among IT Workers ......................................... 65

Figure 2. Abridged Job In General (JIG) Sample Survey Results ........................... 74

Figure 3. Abridged JDI Sample Survey Results, “Opportunities for

Promotions” Facet ................................................................................................... 74

Figure 4. Abridged JDI Sample Survey Results, “Pay” Facet ................................ 75

Figure 5. Abridged JDI Sample Survey Results, “People on Present Job” Facet .. 76

Figure 6. Abridged JDI Sample Survey Results, “Work on Present Job” Facet ..... 77

Figure 7. Abridged JDI Sample Survey Results, “Supervision” Facet .................... 78

Figure 8. Abridged JDI/JIG Sample Satisfaction Ratings, N=44 ............................ 79

Figure 9. Relationship of Transformational Leadership to Job Satisfaction ........... 85

Figure 10. Normal P-Plot of Regression Standardized Residual ........................... 86

Figure A1. Herzberg’s Motivation-Hygiene Theory ............................................. 122

Figure A2. Hackman & Oldham Job Characteristics Model ............................... 123

Figure A3. Maslow’s Hierarchy of Needs ............................................................ 124


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CHAPTER 1: INTRODUCTION

Information Technology (IT) has become an essential pillar in almost every

business operation, from multinational to home-based, small-sized, and entrepreneurial

companies. As the complexity and subtle functions of technology have recently

increased in higher education, so has the demand for professionals who can manage and

strategize the role that information technology plays in two-year community colleges.

Across a variety of industries, Chief Information Officers (CIOs) are now responsible for

leading information technology functions of their organizations. Brown (2006) posited

that CIOs in higher education play a pivotal role in solidifying the relationship and

“bridging any communication and action gap between the organization and Information

Technology” (p. 49). Expected to accomplish more with less, CIOs in two-year

community colleges face many challenges, one of which is how to improve and sustain

job satisfaction among Information Technology workers.

Leadership is considered an essential component of community college

environments. CIOs can influence Information Technology workers through their

leadership behaviors and traits. Consequently, CIOs must exhibit certain leadership

behaviors and traits that foster an environment that boosts Information Technology

workers’ job satisfaction. Through an effective worker-leader relationship between CIOs

and Information Technology workers, two-year community colleges can better serve

students and achieve strategic goals. Previous research shows that a transformational

leadership style may have a positive influence on IT workers’ organizational commitment

and job satisfaction, which may then improve IT workers’ implementation of community

college information technology applications (Chen, 2004; Sparks & Schenk, 2001).


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Background of the Problem

A community college is “any institution regionally accredited to award the

associate in arts or the associate in science as its highest degree” (Cohen & Brawer, 2009,

p. 5). Community colleges may be private, non-profit, or for-profit. Community colleges

may also be government-funded. Cohen and Brawer (2009) posited that community

colleges were founded on the pressing need for higher education beyond secondary

education in the early 1900s. As costs for traditional four-year universities continue to

skyrocket, transfer among academic institutions offers a financial advantage for students

when they start at a lower-cost community college and later transfer academic credits to

universities as junior-level students (Shannon & Smith, 2006). Franco (2002) described

community colleges:

America’s 1,166 community colleges represent a higher education movement,

enrolling 5.4 million ethnically and age diverse students, 44 percent of all U.S.

undergraduates, 45 percent of first-time freshmen, 46 percent of Black, 55 percent

of Hispanic, 46 percent of Asian/Pacific Islander, and 55 percent of Native

American undergraduate students…the average age of community college

students is 29…community colleges will increasingly become the access point to

higher education for lower and perhaps middle-income students. (p. 324)

The last decade brought even more growth and diversity to community college

campuses. According to the American Association of Community Colleges (2011), the

number of students enrolled in community colleges in the United States grew to 6.5

million in 2005 and almost doubled to 12.4 million students in 2011. As attendance is

growing, the costs of attending are similarly escalating. Community colleges are


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complex, with increasingly diverse enrollments, decreasing funds which lead to

increasing costs, and increasing outcome expectations. Technology paves the way and

assists community colleges in meeting the challenge of serving a diverse student body

effectively. “The new way of doing things makes the information technologies more

valuable, and the new and better technologies make the new ways of doing things more

possible” (Friedman, 2007, p. 178). Information technology not only helps to automate

processes, but helps to shape organizations and facilitate the creation and maintenance of

relationships among employees, leadership, stakeholders, and the students that the

colleges serve (Ball, Weaver, & Kiel, 2004).

Burns (1978) was among the first researchers to distinguish between transactional

and transformational leadership, characterizing transformational leadership as a model in

which leaders and followers operate in greater levels of morality and motivation.

Transformational leaders use a four-step process to influence their followers (Kouzes &

Posner, 2003; Senge, 2006; Shamir, House & Arthur, 1993). The leader must first

articulate a shared vision that enables personnel to obtain higher levels of job satisfaction,

motivation, loyalty, productivity, and clarity about the organization’s goals. Second, the

leader communicates performance expectations and expresses confidence in the

followers. Third, the leader exemplifies the values and attributes desired. Fourth, the

leader reinforces the positive behaviors that are new and have not been commonly

practiced.

Recent studies have identified factors that influence IT worker job satisfaction,

which also relates to employee turnover. Ghapanchi and Aurum (2010) classified these

determinants as individual, organizational, job-related, psychological, and environmental.


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McKnight, Philips, and Hardgrave (2009) studied job security, reward fairness, team

information sharing, and trust in senior leadership. Role ambiguity, role conflict, work

exhaustion, and work-family conflict have also been studied in relation to aspects of IT

personnel job satisfaction (Allen, Armstrong, Reid, & Riemenschneider, 2008; Calisir,

Gumussoy, & Iskin, 2009).

Examining and studying technology leaders such as CIOs in higher education can

be a source of human inspiration (Bhardwaj & Monin, 2006), competitive advantage

(Bakker & Schaufeli, 2008), individual well-being, and organizational effectiveness

(Lim, 2008). Throughout several earlier studies of worker-leader relationships,

transformational leadership behaviors have been shown to have the potential to exert a

strong and positive influence on organizational commitment and job satisfaction, intrinsic

motivation, and goal commitment (Al-Hussami, 2008; Brooke, 2011; Chen, 2004; Lok &

Crawford, 2004; Piccolo & Colquitt, 2006; Viator, 2001; Walumbwa, Orwa, Wang, &

Lawler, 2005; Walumbwa, Wang, Lawler, & Shi, 2004). Although studies have been

performed on job satisfaction, transformational leadership, IT workers, and community

college staff, there is a lack of published research with a focus on all of these elements

together.

This research study examined the relationship between those transformational

leadership behaviors of community college CIOs that are perceived by IT workers and

the IT workers’ expressed job satisfaction. The study focused on the potential of

transformational leadership qualities to maximize community college Information

Technology workers’ job satisfaction, thereby adding information from the outcomes of

the rigorous data analysis to the published literature on the background of the topic.


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Statement of the Problem

IT personnel have become a vital element in ensuring the efficient and effective

use of technology (U.S. Department of Labor, 2009). With the level of rapid change and

high volatility in the visible, often competitive environment in which two-year

community colleges now operate, information technology operations have become

critical to the overall operation of these institutions. With the exponentially increased use

of technology, particularly in education, two-year community colleges rely on their IT

personnel to maintain and implement appropriate technology to provide proper resources

to staff, faculty, and students. IT personnel at these institutions are now utilized more

than ever to provide around-the-clock support for the various systems that serve their

constituents’ computing needs.

At the same time, community colleges are beginning to experience higher

turnover rates in both staff and leadership (Klein & Takeda-Tinker, 2009). Employers,

particularly in higher education, are challenged to find the optimum balance between

hiring new employees and retaining current employees. Luftman (2008) argued that

attracting, developing, and retaining staff is the most important task of IT managers and

executives. The use of new employees often results in incurring employment expenses;

additionally, the transition phase required could lead to larger expenses and delays in

productivity, compared to maximizing the potential of current employees (Mitchell,

Holtom, & Lee, 2001).

Failed leadership behavior is linked to poor performance, low morale,

absenteeism, and employee turnover among IT workers across diverse fields. Poor

performance, low morale, absenteeism, and employee turnover may be related to the


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level of overall IT workers’ job satisfaction and may be influenced by leadership

behaviors (Bakker & Schaufeli, 2008; Bhardwaj & Monin, 2006; Lim, 2008). Low levels

of job satisfaction among staff can impede the mission of community colleges and can

incur significant costs (Klein & Takeda-Tinker, 2009).

Job satisfaction and effective leadership are important elements in improving the

quality of education that community colleges provide learners. Leadership must be able

to relate to staff needs, and staff must be satisfied with their jobs, or retaining them may

be difficult. If college staff show low job satisfaction levels, the quality of education may

suffer (Klein & Takeda-Tinker, 2009).

A growing percentage of the workforce in the United States is employed in an IT

environment, and the IT workforces of community colleges are expanding in similar

proportion. However, there does not appear to be a sufficient amount of literature

available that documents how leaders manage IT employees, especially in a community

college environment (Scharff, 2005). There is a lack of knowledge regarding the

relationship between leadership behaviors and the job satisfaction of IT workers in

community college IT departments. Chief Information Officers and technology leaders,

in general, must demonstrate management skills capable of successfully leading IT

employees through complicated, costly, and complex institutional initiatives. However,

some researchers have noted the possibility of a growing ambivalence among IT workers

that could stem from the relationship between IT workers and IT leaders. The problem is

that there is a lack of knowledge regarding the leadership behaviors of community

college CIOs as perceived by IT workers. The relationship of those leadership behaviors

and traits to IT workers’ job satisfaction is unknown (Brown, 2006; Green, 2007).


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Purpose of the Study

The purpose of this quantitative, descriptive research study was to determine,

through statistical analysis, any correlation between the perceived transformational

leadership traits of CIOs at two-year community colleges in Kansas, and measures of the

job satisfaction among IT workers at those community colleges. The research on the

relationship of higher education IT workers’ perceptions of the CIOs’ transformational

leadership behavior on their job satisfaction helped to fill the gap of knowledge and better

informed stakeholders of ways that the leadership-worker relationship can be improved.

This study provided a possibility of greater understanding of CIOs’

transformational leadership behaviors that could help two-year community colleges

ensure that their IT workers and their leaders have the best chance at successfully

achieving and supporting the goals of the institution. Hogue and Dodd (2006) contended

that the CIO in higher education institutions must transform the information technology

unit on campus into a “strategic organization” aimed at meeting current and future needs

of constituents (p. 49). The concerns of college trustees, administrators, and the general

public traditionally relate to improving student outcomes and cost effectiveness.

Hagedorn (2000) claimed that positive outcomes and cost effectiveness can be achieved

only when the job satisfaction of all of those employed by the college is considered and

improved. Effective leadership behaviors and traits could be found to enhance job

satisfaction of information technology workers, and therefore reduce poor performance,

low morale, absenteeism, and employee turnover. Enhanced job satisfaction of

community college information technology workers could improve the effective


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application of information technologies, positively affecting almost all aspects of the

college.

The objective of this research project was to provide an examination of the

perceived leadership behavior factors that may influence the level of job satisfaction

among information technology workers. This study fills the gap in the body of

knowledge about the growing number of employees of technology in higher education. It

arms community college leaders with the information needed to better serve staff and

more positively affect employee experiences, leading to improved campus-based

outcomes.

Significance of the Study

Historically, the relationship between leadership styles and workers’ job

satisfaction has been studied. In the college setting, many research studies had been

conducted on faculty job satisfaction in relationship to leadership behaviors. In other

industries, such as healthcare, retail, and manufacturing, leadership behavior was studied

in relation to job satisfaction and employee retention. Understanding what causes job

satisfaction or dissatisfaction among community college staff can be important to

ensuring continued success of two-year colleges (Klein & Takeda-Tinker, 2009).

“Employee job satisfaction is of critical importance … it influences key employee-related

aspects such as absenteeism and turnover. Good leaders understand the importance of

job satisfaction and make conscious interventions to improve job satisfaction” (Nayab,

2011, para. 13).

Job satisfaction and effective leadership are important to improving the quality of

education that community colleges provide learners. Hagedorn (2000) noted that job


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satisfaction should be a primary concern of collegiate managers and leaders. Retaining

employees is a paramount concern for all businesses, and educational organizations are

not exempt from the implications stemming from staff job satisfaction. However,

research has not focused on community college information technology leadership. In

the educational arena, “discerning the relationship of leadership style on job satisfaction

is of paramount concern” (Brooke, 2011, para. 2).

This study offered an opportunity to add to the body of knowledge associated

with the influence of transformational leadership on the job satisfaction of community

college information technology workers. It addressed the problem of the unknown

influences of community college IT workers’ perceptions of their CIOs’ leadership

behaviors on IT workers’ job satisfaction. The data gathered through validated

questionnaires and subsequent analysis helped identify those types of leadership

behaviors and characteristics that could contribute positively to IT workers’ job

satisfaction in a two-year community college. Through more knowledge about the

relationship of leadership behaviors and job satisfaction, the job satisfaction of

community college information technology workers may be improved. Improved job

satisfaction positively affects employees’ performance, boosts morale among employees,

reduces absenteeism, and improves employees’ retention. Improved work performance,

morale, and retention enables community colleges to better serve students, reduce costs,

and demonstrate greater levels of successful accountability to their stakeholders.

Nature of the Study

The research study was quantitative because the variables were measurable.

Quantitative research is an appropriate application to a problem that requires that variable


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relationships be explained (Cooper & Schindler, 2011; Creswell, 2008). Numerous peer-

reviewed research studies based on the Multifactor Leadership Questionnaire (MLQ) and

the Job Descriptive Index (JDI) survey with the Job in General Scale (JIG) have been

published using quantitative statistical analyses to examine relationships and associations.

The validated Job Descriptive Index survey and the Job in General (JIG) Scale

have been used to examine workers’ expressed satisfaction with their job, providing a

neutral point or feeling of ambivalence concerning job satisfaction and indicators for

satisfaction or dissatisfaction. The Abridged Job Descriptive Index and Abridged Job in

General are shorter versions of the original surveys that maintain adequate reliability,

while reducing the completion time. An indication of relative job satisfaction can be

determined and the results of the completed, abridged versions of the JDI/JIG can be

compared with national norms developed by Bowling Green State University.

The MLQ measures a broad range of leadership types and identifies the

characteristics of a transformational leader. The MLQ is not designed to encourage the

labeling of a leader as transformational. Instead, it is more appropriate to identify a

leader or group of leaders as “more transformational than the norm” (Avolio, Bass

Walumbwa, & Zhu, 2004, p. 110).

The population of this research study included personnel who serve in IT roles in

the public, Kansas-based, community college institutions listed in Appendix A.

Technology personnel must have been at least 18 years old to be included in the sample.

All full-time and part-time IT workers of diverse ages, ethnicities, employment training,

and educational backgrounds, and whose colleges publicly publish their contact

information were invited to participate in this study. Each community college employed

CIO Transformation Leader

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