From Transactional to Iransformational Leadership: Learning to Share the Vision

^^ir jEdmund Hillary of Mount Everest \ fajne liked to tell a story about one of ^J Captain Robert Falcon Scott's earlier attempts, from 1901 to 1904, to reach the South Pole. Scott led an expedition made up of men from thb Royal Navy and the merchant marine, as jwell as a group of scientists. Scott had considel'able trouble dealing with the merchant n|arine personnel, who were unaccustomed ip the rigid discipline of Scott's Royal Navy. S|:ott wanted to send one seaman home because he would not take orders, but the seaman refused, arguing that he had signed a contract and knew his rights. Since the seaman wds not subject to Royal Navy disciplinary action, Scott did not know what to do. Then Ernest Shackleton, a merchant navy officer in $cott's party, calmly informed the seaman th^t he, the seaman, was returning to Britain. Again the seaman refused —and Shackle^on knocked him to the ship's deck. After ar^other refusal, followed by a second flooring, the seaman decided he would retuijn home. Scott later became one of the victims of his own inadequacies as a leader in his 1911 race to the South Pole. Shackleton went qn to lead many memorable expeditions; once, seeking help for the rest of his party, who were stranded on the Antarctic Coast, he journeyed with a small crew in a small open boat from the edge of Antarctica to Souilh Georgia Island.