Transformational Leadership: Industrial, Military, and Educational Impact

This article provides a review of the training and development literature since the year 2000. We review the literature focusing on the benefits of training and development for individuals and teams, organizations, and society. We adopt a multidisciplinary, multilevel, and global perspective to demonstrate that training and development activities in work organizations can produce important benefits for each of these stakeholders. We also review the literature on needs assessment and pretraining states, training design and delivery, training evaluation, and transfer of training to identify the conditions under which the benefits of training and development are maximized. Finally, we identify research gaps and offer directions for future research.

Benefits of Training and Development for Individuals and Teams, Organizations, and Society

With its conceptual roots in fields including psychology and organisational behaviour, the engagement concept is emerging in the marketing literature, with preliminary research indicating that engaged consumers might exhibit greater loyalty to focal brands. Despite these advancements, the engagement concept remains underexplored to date. This paper addresses this gap by reviewing literature in other disciplines and marketing, and developing a tripartite customer brand-engagement conceptualisation comprising activation, identification, and absorption dimensions. Further, a conceptual model illustrating the conceptually distinct nature of and relationships between customer brand engagement and other marketing constructs is proposed, followed by a customer engagement/loyalty-based segmentation analysis. Enhanced insights into customer engagement are expected to be valuable for marketing scholars and practitioners seeking to enhance customer relationships, retention, and loyalty. The paper thus concl...

Demystifying customer brand engagement: Exploring the loyalty nexus

This article presents an integrated construct of servant leadership derived from a review of the literature. Subscale items were developed to measure 11 potential dimensions of servant leadership: calling, listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, growth, and community building. Data from 80 leaders and 388 raters were used to test the internal consistency, confirm factor structure, and assess convergent, divergent, and predictive validity. Results produced five servant leadership factors—altruistic calling, emotional healing, persuasive mapping, wisdom, and organizational stewardship—with significant relations to transformational leadership, leader-member exchange, extra effort, satisfaction, and organizational effectiveness. Strong factor structures and good performance in all validity criteria indicate that the instrument offers value for future research.

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Scale Development and Construct Clarification of Servant Leadership

The authors conducted a meta-analysis of 57 empirical studies (59 samples) concerning enacted workplace aggression to answer 3 research questions. First, what are the individual and situational predictors of interpersonal and organizational aggression? Second, within interpersonal aggression, are there different predictors of supervisor- and coworker-targeted aggression? Third, what are the relative contributions of individual (i.e., trait anger, negative affectivity, and biological sex) and situational (i.e., injustice, job dissatisfaction, interpersonal conflict, situational constraints, and poor leadership) factors in explaining interpersonal and organizational aggression? Results show that both individual and situational factors predict aggression and that the pattern of predictors is target specific. Implications for future research are discussed.

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Predicting workplace aggression: A meta-analysis.

Student engagement is considered an important predictor of student achievement, but few researchers have attempted to derive a valid and reliable measure of college student engagement in particular courses. In 2 studies, we developed and explored the validity of a measure of student engagement, the Student Course Engagement Questionnaire (SCEQ). Exploratory factor analysis revealed 4 dimensions of college student engagement that were distinct and reliable: skills engagement, participation/interaction engagement, emotional engagement, and performance engagement. We reported evidence of the convergent and discriminant validity of the measure. In particular, we found relationships between factors on the SCEQ and self-report measures of engagement, endorsement of self-theories, goal preferences, and grades.

A Measure of College Student Course Engagement

This study investigated the effectiveness of training in 2 components of charisma (charismatic communication style and visionary content). Forty-one business students received charismatic influence training, presentation skills training, or no training. All participants prepared and gave a speech. Groups of 2-3 students (N= 102) watched 1 of the videotaped speeches and then performed a task based on the speech instructions. Charismatic influence trainees performed better on a declarative knowledge test and exhibited more charismatic behaviors than those in the other conditions. In addition, participants who viewed a charismatic influence trainee performed best.

Effects of charismatic influence training on attitudes, behavior, and performance

This study examined the effects of individual differences variables (trait anger, self-control, negative affectivity, attitudes toward revenge, and attributional style) and charismatic leadership on incidents of workplace aggression in a sample of 213 employees from a wide range of organizations. Hierarchical multiple regression analyses indicated that the individual differences variables accounted for 27% of the variance in workplace aggression and that charismatic leadership accounted for an additional 3% after controlling for individual differences. In addition, psychological empowerment partially mediated the relationship between charismatic leadership and workplace aggression.

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The effects of individual differences and charismatic leadership on workplace aggression.

Trainees differ in their preferences for learning strategies, and these differences can moderate the effectiveness of training programs. Unfortunately, previous attempts to develop learning style preference measures have not yielded reliable measures. The authors conducted two studies as part of an effort to develop and provide an initial validation of a learning style orientation measure. Factor analyses revealed five distinct and reliable learning style orientations. Scores on these factors were related to personality and instructional methods preferences. Findings provided preliminary support of the convergent and discriminant validity of the measure.

Annette J. Towler

Papers

A Measure of College Student Course Engagement

Effects of charismatic influence training on attitudes, behavior, and performance

The effects of individual differences and charismatic leadership on workplace aggression.

Development of a Learning Style Orientation Measure