THE THEORY AND PRACTICE OF ORGANIZATIONAL LEADERSHIP ADMI 811Q. Ph.D. SEMINAR

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1 THE THEORY AND PRACTICE OF ORGANIZATIONAL LEADERSHIP ADMI 811Q Ph.D. SEMINAR Instructor: Dr. Kathleen Boies Office: GM Phone: ext Time: Wednesday, 2-5 PM Semester: Fall 2008 Location: GM 725 Office Hours: by appointment GENERAL INTRODUCTION This course adopts the interactional framework of leadership, which considers that the leadership process is a function of three components: the leader, the followers, and the context. The course is structured to cover classic and emergent theories that address each of these components; though most theories focus on one of these three components, they also inform the other components in the model as well, either implicitly or explicitly. Implications for the practice of leadership will be addressed through class discussions. An effort is also made in this course to ensure that students do not adopt a myopic view of leadership. Rather, different perspectives on the process of leadership are presented, that make radically different assumptions. Students will therefore be required to identify these assumptions and develop well articulated arguments that either support or go against these assumptions in order to develop a sophisticated view of leadership. LEARNING OBJECTIVES At the end of this course, students should be able to: Identify the assumptions underlying the different approaches to the study of leadership. Synthesize theory and research in the field of leadership. Critically evaluate leadership theories. Discuss the implications of the different theories for leadership practice. Design a research project related to leadership that has the potential to generate new knowledge in the field. Last updated July 14, 2008 Page 1

2 METHOD OF INSTRUCTION This course will be conducted in a highly participative manner. Students will share responsibility for the learning that takes place. They are therefore expected to read the assigned materials and be prepared to discuss a) the strengths and weaknesses of the research/theory, b) the adequacy of the existing research/theory, c) ideas for future research, and d) confusing points in the readings. Given that learning will happen to a great extent through class discussion, it goes without saying that students are expected to attend each class, and to notify the instructor should they not be able to attend one class. EVALUATION 1. Research Proposal 40% 2. Presentation.. 15% 3. Synthesis and Discussion Leadership... 20% 4. Thought Papers... 25% Total 100% RESEARCH PROPOSAL (40%) TOPIC: Your choice, but must be related to course content and approved by the instructor. Objective: Design a research project related to leadership that has the potential to generate new knowledge in the field. Length: Maximum 20 pages (not including references; APA-format: 12-point font Times New Roman, double-spaced, 1-inch margins all-around). Evaluation criteria: o Adequacy of literature review o Clear rationale for hypotheses o Meaningfulness of research questions o Reliance on credible sources o Feasibility of study (this must be something you might actually be able to do) o Soundness of proposed methodology and analyses o Potential contribution to knowledge o Clarity of presentation (quality of writing) DUE: Wednesday, December 10, by 4 PM Submitting the research proposal late will result in a deduction of 5% per day. Deadlines are real. Last updated July 14, 2008 Page 2

3 PRESENTATION (15%) Objectives: Present research-related materials to an academic audience in an effective way. Practice for conference presentations. On the last day of class, each student will be required to present their research proposal to the class. Each presentation will be 15 minutes in length, which is about the time that is allotted for a conference presentation. The rest of the class will then have an opportunity to ask questions and provide feedback on the research proposal. This feedback can then be incorporated into the final version of the research proposal. DATE: Wednesday, November 26 Evaluation Criteria: o Effective oral communication (appropriate for the audience) o Effective structure of the presentation (including appropriate use of aids) o Appropriate review of the literature o Adequate methodology to test hypotheses o Effective presentation of the materials within the time limits SYNTHESIS AND DISCUSSION LEADERSHIP (20%) Objectives: Facilitate a discussion about a given leadership topic in a competent manner. Synthesize readings for the week meaningfully. Each student will be designated as the discussion leader for one week. Students will choose the week to which they want to be assigned. The discussion leader will be required to briefly summarize each reading (key points/issues) and to prepare a summary sheet as a handout to his or her peers, along with 3-4 discussion questions. Finally, the discussion leader will be required to assign one reading on the week s topic that has been published either in 2007 or 2008, at least one week prior to class. The leader will then facilitate a discussion around the topic of the week. Evaluation Criteria: o Effective oral communication (appropriate for the audience) o Meaningful synthesis of the material o Ability to stimulate class discussion o Usefulness of handout and questions o Relevance of article assigned THOUGHT PAPERS (25%) Objective: Critically analyze the readings. Prepare adequately for class discussion. Students will be required to hand in a total of five thought papers. These papers should be no longer than 3 pages in length (not including references; APA-format: 12-point font Times New Roman, double-spaced, 1-inch margins all-around). Last updated July 14, 2008 Page 3

4 Each paper will be worth 5% of the final grade. The papers should be based on one or more of the assigned weekly readings, and consist of evaluative and critical commentary of issues covered in the readings. Students are not expected to do additional research for the thought papers. The papers should go beyond a simply summary of the readings of the week; they should demonstrate an ability to generate original thoughts from the readings. Each student can choose which week s/he would like to write thought papers on. Thought papers could include (but are not limited to): A critique of any paper on the reading list A discussion of a methodological issue relevant to readings on the list A synthesis/integration of the different readings A discussion of future research suggested by the readings (this should be based on original thoughts, not what is already mentioned in the papers) An identification and questioning of the assumptions made in the readings A discussion of the implications of any given readings for the practice of leadership Each thought paper is due at the beginning of class on the week that the respective topic is scheduled to be covered. It is not possible to submit the paper late. Some ground rules: 1) Students cannot hand in more than one paper on any given week. 2) Students cannot write a thought paper the week that they are assigned to lead a seminar. Evaluation Criteria: o Depth of analysis o Originality of thoughts o Clarity of presentation (quality of writing) Last updated July 14, 2008 Page 4

5 CLASS POLICY Cheating and Plagiarism The Code of Conduct (Academic) at Concordia University states that the integrity of University academic life and of the degrees, diplomas and certificates the University confers is dependent upon the honesty and soundness of the instructor-student learning relationship and, in particular, that of the evaluation process. Therefore, for their part, all students are expected to be honest in all of their academic endeavours and relationships with the University. (Graduate Calendar). All students enrolled in a course at Concordia are expected to familiarize themselves with the contents of this Code. You are strongly encouraged to visit the following address: which provides useful information about proper academic conduct. Be especially careful not to plagiarize the work of others. Failure to place quotation marks around, and to provide a reference for, the exact words (including text, tables, figures, and graphs) of a published or unpublished source constitutes plagiarism. Failure to reference the source of ideas, and/or the interpretation of ideas, that have been paraphrased from a published or unpublished source also constitutes plagiarism. If you take words or ideas from someone else, you need to acknowledge this and give them credit. Please refer to the American Psychological Association Publication Manual (available at the library) for guidelines on how to properly reference different sources. Finally, please note that you are not allowed to submit the same piece of work in different courses or for different evaluative purposes. Please refer to the Code of Conduct for more details. And in doubt, do not hesitate to consult with your instructor. Language of Instruction and of Work: In compliance with university regulations (see Graduate Calendar), all materials will be presented in English. However, students can write their assignments in French. Last updated July 14, 2008 Page 5

6 CLASS SCHEDULE 1 PART I: INTRODUCTION/OVERVIEW/GENERAL ISSUES WEEK 1 Sept. 3 INTRODUCTION AND OVERVIEW Hunter, S. T., Bedell-Avers, K. E., & Mumford, M. D. (2007). The typical leadership study: Assumptions, implications, and potential remedies. Leadership Quarterly, 18, Leavy, B. (1996). On studying leadership in the strategy field. Leadership Quarterly, 7, WEEK 2 Sept. 10 LEVELS OF LEADERSHIP Bass, B. M., Waldman, D. A., Avolio, B. J., & Bebb, M. (1987). Transformational leadership and the falling dominoes effect. Group & Organization Studies, 12, Boal, K. B., & Hooijberg, R. (2001). Strategic leadership research: Moving on. Leadership Quarterly, 11, Gavin, M. B., & Hoffman, D. A. (2002). Using hierarchical linear modelling to investigate the moderating influence of leadership climate. Leadership Quarterly, 13, Marion, R., & Uhl-Bien, M. (2001). Leadership in complex organizations. Leadership Quarterly, 12, Waldman, D. A., & Yammarino, F. J. (1999). CEO charismatic leadership: Levels-of-management and levels-of-analysis effects. Academy of Management Review, 24, WEEK 3 Sept. 17 POWER & INFLUENCE Hollander, E. P., & Offerman, L. R. (1990). Power and leadership in organizations: Relationships in transition. American Psychologist, 45, House, R. J. (1991). The distribution of power in complex organizations. Leadership Quarterly, 2, Kipnis, D., & Schmidt, S. M. (1988). Upward-influence styles: Relationship with performance evaluations, salary, and stress. Administrative Science Quarterly, 33, Podsakoff, P. M., & Schriesheim, C. A. (1985). Field studies of French and Raven s bases of power: Critique, reanalysis, and suggestions for future research. Psychological Bulletin, 97, Yukl, G. A., & Falbe, C. M. (1990). Influence tactics and objectives in upward, downward, and lateral influence attempts. Journal of Applied Psychology, 75, PART II: FOCUS ON THE LEADER WEEK 4 Sept. 24 INDIVIDUAL DIFFERENCES IN LEADERSHIP Chan K. Y., & Drasgow F. (2001). Toward a theory of individual differences and leadership: Understanding the motivation to lead. Journal of Applied Psychology, 86, Eagly, A. H., Karau, S. J., & Makhijani, M. G. (1995). Gender and the effectiveness of leaders: A meta-analysis. Psychological Bulletin, 117, Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87, NOTE: This syllabus is subject to change. Changes will be announced in class. Last updated July 14, 2008 Page 6

7 Rubin R. S., Bartels L. K., & Bommer, W. H. (2002). Are leaders smarter or do they just seem that way? Exploring perceived intellectual competence and leadership emergence. Social Behavior and Personality, 30, Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), WEEK 5 Oct. 1 BEHAVIOURAL APPROACHES Judge, T. A., Piccolo, R. F., & Ilies, R. (2004). The forgotten ones? The validity of consideration and initiating structure in leadership research. Journal of Applied Psychology, 89, Koene, B. A. S., Vogelaar, A. L. W., & Soeters, J.I. (2002). Leadership effects on organizational climate and financial performance: Local leadership effect in chain organizations. Leadership Quarterly, 13, Podsakoff, P. M., Todor, W. D., Grover, R. A., & Huber, V. L. (1984). Situational moderators of leader reward and punishment behaviors: Facts or fiction? Organizational Behavior and Human Performance, 34, Schriesheim, C. A., Cogliser, C. C., & Neider, L. L. (1995). "Is it trustworthy?" A multiple levels of analysis reexamination of an Ohio State leadership study, with implications for future research. Leadership Quarterly, 6, Schriesheim, C. A., & Murphy, C. J. (1976). Relations between leader behavior and subordinate satisfaction and performance: A test of some situational moderators. Journal of Applied Psychology, 61, WEEK 6 Oct. 8 CHARISMATIC LEADERSHIP Conger, J., & Kanungo, R. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review, 12, House, R. J., Spangler, W. D., & Woycke, J. (1991). Personality and charisma in the U.S. presidency: A psychological theory of leadership effectiveness. Administrative Science Quarterly, 36, Howell, J. M., & Frost, P. J. (1989). A laboratory study of charismatic leadership. Organizational Behavior and Human Decision Processes, 43, Shamir, B. (1991). The charismatic relationship: Alternative explanations and predictions. Leadership Quarterly, 2, Shamir, B. (1995). Social distance and charisma: Theoretical notes and an exploratory study. Leadership Quarterly, 6, WEEK 7 Oct. 15 TRANSFORMATIONAL LEADERSHIP Barling, J., Weber, T., & Kelloway, K. E. (1996). Effects of transformational leadership training on attitudinal and financial outcomes: A field experiment. Journal of Applied Psychology, 81, Bass, B. M., & Avolio, B. J. (1993). Transformational leadership: A response to critiques. In M.M. Chemmers & R. Ayman (Eds.), Leadership theory and research: Perspectives and directions (pp ). San Diego: Academic Press. Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2 nd ed., Chap. 1-4). Mahwah, NJ: Lawrence Erlbaum. Dvir, T., Eden, D., Avolio, B. J., & Shamir, B. (2002). Impact of transformational leadership on follower development and performance: A field experiment. Academy of Management Journal, 45, Last updated July 14, 2008 Page 7

8 Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89, WEEK 8 Oct. 22 LEADERSHIP DEVELOPMENT Day, D. (2000). Leadership development: A review in context. Leadership Quarterly, 11, Day, D., & O Connor, M. G. (2003). Leadership development: Understanding the process. In S. E. Murphy & R. Riggio (Eds.), The future of leadership development (pp ). Mahwah, NJ: Lawrence Erlbaum. Hirst, G., Mann, L., Bain, P., Pirola-Merlo, A., & Richver, A. (2004). Learning to lead: The development and testing of a model of leadership learning. Leadership Quarterly, 15, Russell, C. J., & Kuhnert, K. W. (1992). Integrating skill acquisition and perspective taking capacity in the development of leaders. Leadership Quarterly, 3, Schriesheim, C. A. (2003). Why leadership research is generally irrelevant for leadership development. In S. E. Murphy & R. Riggio (Eds.), The future of leadership development (pp ). Mahwah, NJ: Lawrence Erlbaum. PART III: FOCUS ON THE CONTEXT WEEK 9 Oct. 29 CONTINGENCY THEORIES House, R. J. (1996). Path-goal theory of leadership: Lessons, legacy, and reformulated theory. Leadership Quarterly, 7, Kerr, S., & Jermier, J. (1978). Substitutes for leadership: Their meaning and measurement. Organizational Behavior and Human Performance, 22, Tosi, H. (1991). The organization as a context for leadership theory: A multilevel approach. Leadership Quarterly, 2, Vroom, V., & Jago, A. (1995). Situation effects and levels of analysis in the study of leader participation. Leadership Quarterly, 6, Wofford, J. C., & Leska, L. Z. (1993). Path-goal theories of leadership: A meta-analysis. Journal of Management, 19, PART IV: FOCUS ON THE FOLLOWERS AND THE DYADIC RELATIONSHIP WEEK 10 NOV. 5 LEADER-MEMBER EXCHANGE AND FOLLOWERSHIP Boies, K., & Howell, J. M. (2006). Leader-member exchange in teams: An examination of the interaction between agreement and mean LMX in explaining team-level outcomes. Leadership Quarterly, 17, Dansereau, F., Graen, G., & Haga, W. J. (1975). A vertical dyad linkage approach to leadership within formal organizations: A longitudinal investigation of the role-making process. Organizational Behavior and Human Performance, 13, Howell, J. M., & Shamir, B. (2005). The role of followers in the charismatic leadership process: Relationships and their consequences. Academy of Management Review, 30, Van Vugt, M., Hogan, R., & Kaiser, R. B., (2008). Leadership, followership, and evolution. American Psychologist, 63(3), Wang, H., Law, K. S., Hackett, R. D., Duanxu, W., Xiong, Z. (2005). Leader-member exchange as a mediator of the relationship between transformational leadership and followers performance and organizational citizenship behaviors. Academy of Management Journal, 48, Last updated July 14, 2008 Page 8

9 WEEK 11 Nov. 12 PERCEPTUAL APPROACHES Lord, R.G. (1985). An information processing approach to social perceptions, leadership, and behavioral measurement in organizations. Research in Organizational Behavior, 7, Epitropaki, O., & Robin, M. (2005). From ideal to real: A longitudinal study of the role of implicit leadership theories on leader-member exchanges and employee outcomes. Journal of Applied Psychology, 90, Meindl, J. R., Ehrlich, S. B., & Dukerich, J. M. (1985). The romance of leadership. Administrative Science Quarterly, 30, Pfeffer, J. (1977). The ambiguity of leadership. Academy of Management Review, 2, Van Kippenberg, B., & Van Knippenberg, D. (2005). Leader self-sacrifice and leadership effectiveness: The moderating role of leader prototypicality. Journal of Applied Psychology, 90, PART V: LEADER, FOLLOWERS, AND CONTEXT WEEK 12 Nov. 19 LEADERSHIP, CREATIVITY, AND INNOVATION Amabile, T. M., Schatzel, E. A., Moneta, G. B., & Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. Leadership Quarterly, 15, Dutton, J. E., Ashford, S. J., O'Neill, R. M., & Lawrence, K. A. (2001). Moves that matter: Issue selling and organizational change. Academy of Management Journal, 44, Howell, J. M., & Boies, K. (2004). Champions of technological innovation: The influence of contextual knowledge, role orientation, idea generation, and idea promotion on champion emergence. Leadership Quarterly, 15, Howell, J. M., & Higgins, C. A. (1990). Champions of technological innovation. Administrative Science Quarterly, 35, Mumford, M. D. (2000). Managing creative people: Strategies and tactics for innovation. Human Resource Management Review, 10, 3, WEEK 13 Nov. 26 STUDENT PRESENTATIONS Last updated July 14, 2008 Page 9

10 SUPPLEMENTARY READING MATERIALS Below is a list of resource books on the topic of leadership and reading materials regarding methodology in the field of leadership, which you might find useful if you want to move forward in this area. In addition, for each topic, you have a list of supplementary readings that you can choose to cover if the topic is of interest to you, or if you feel that you need to review more materials to understand the topic. Books Avolio, B. J. & Yammarino, F. J. (2003). Transformational and charismatic leadership: The road ahead. Elsevier JAI Press. Bass, B. M. (1990). Handbook of Leadership. New York: Free Press. Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2 nd ed). Mahwah, NJ: Lawrence Erlbaum. Conger, J. A., & Kanungo, R. N. (1998). Charismatic leadership in organizations. Thousand Oaks, CA: Sage. Hughes, R. L., Ginnett, R. G., & Curphy, G. I. (2002). Leadership: Enhancing the lessons of experience. Boston: McGraw-Hill. London, M. (2002). Leadership development: Paths to self-insight and professional growth. Mahwah, NJ: Erlbaum. Lord, R. G., & Brown, D. J. (2004). Leadership processes and follower self-identity. Mahwah, NJ: Erlbaum. Mendonca, M., & Kanungo, R. (1996). Ethical dimensions of leadership. Thousand Oaks, CA: Sage. Murphy, S. E., & Riggio, R. (2003). The future of leadership development. NJ: Lawrence Erlbaum Associates. Northouse, P. G. (2007). Leadership: Theory and practice (4 th ed.). Thousand Oaks, CA: Sage. Parry, K. W., & Meindl, J. R. (2002). Grounding leadership theory and research: Issues, perspectives, and methods. Greenwich, CT: Information Age. Pearce, C. L., & Conger, J. A. (2003). Shared leadership: Reframing the hows and the whys of leadership. Thousand Oaks, CA: Sage. Yukl, G. (2006). Leadership in organizations (6 th ed). Upper Saddle River, NJ: Prentice-Hall. Zaccaro, S. J., & Klimoski, R. J. (2001). The nature of organizational leadership: Understanding the performance imperatives confronting today s leaders. San Francisco: Jossey-Bass. Methodology in Leadership Research Castro, S. L. (2002). Data analytic methods for the analysis of multilevel questions: A comparison of intraclass correlation coefficients, r wg(j), hierarchical linear modeling, within- and betweenanalysis, and random group resampling. Leadership Quarterly, 13(1), Insch, G. S., Moore, J. E., & Murphy, L. D. (1997). Content analysis in leadership research: Examples, procedures and suggestions for future use. Leadership Quarterly, 8(1), Parry, K. W. (1988). Grounded theory and social process: A new direction for leadership research. Leadership Quarterly, 9(1), Podsakoff, P. M., MacKenzie, S. B., Podsakoff, N. P., & Lee, J. Y. (2003). The mismeasure of man(agement) and its implications for leadership research. Leadership Quarterly, 14(6), Last updated July 14, 2008 Page 10

11 Overview of the Field Den Hartog, D. N., & Koopman, P. L. (2002). Leadership in organizations. In Anderson et al. (Eds.), Handbook of industrial, work, and organizational psychology (Vol. 2, pp ). London: Sage. House, R. J., & Aditya, R. N. (1997). The social scientific study of leadership: Quo vadis? Journal of Management, 23, Kaiser, R. B., Hogan, R., & Craig, S. B. (2008). Leadership and the fate of organizations. American Psychologist, 63(2), Locke, E. A. (2003). Foundations for a theory of leadership (pp ). In S. E. Murphy & R. Riggio (Eds.), The future of leadership development. Mahwah, NJ: Lawrence Erlbaum. Lowe, K. B., & Gardner, W. L. (2000). Ten years of the Leadership Quarterly: Contributions and challenges for the future. Leadership Quarterly, 11, Yukl, G., & VanFleet, D. D. (1992). Theory and research on leadership in organizations. In M. D. Dunnette and L. M. Hough (Eds.), Handbook of industrial and organizational psychology (2 nd ed., vol. 3, pp ). Palo Alto, CA: Consulting Psychologists Press. Levels of Leadership Bliese, P. D., Halverson, R. R., & Schresheim, C. A. (2002). Benchmarking multilevel models in leadership: The articles, the models, the dataset. Leadership Quarterly, 13, Cannella, A. A. Jr., & Monroe, M. J. (1997). Contrasting perspectives on strategic leaders: toward a more realistic view of top managers. Journal of Management, 23, Jacobs, T. O., & Jacques, E. (1987). Leadership in complex systems. In J. Zeidner (Ed.), Human productivity enhancement: Organizations, personnel, and decision making (vol. 2, pp. 7-65), New York: Praeger. Rousseau, D. M. (1985). Issues of level in organizational research: Multi-level and cross-level perspectives. In L. L. Cummings & B. M. Staw. Research in Organizational Behavior (vol. 7), Greenwich, CT: JAI Press. Yammarino, F. J., & Bass, B. M. (1991). Person and situation views of leadership: A multiple levels of analysis approach. Leadership Quarterly, 2, Power & Influence Hinkin, T. R., & Schriesheim, C. A. (1989). Development and application of new scales to measure the French and Raven (1959) bases of social power. Journal of Applied Psychology, 74, Hollander, E. P. (1985). Leadership and power. In G. Lindsey & E. Aronson (Eds.), The handbook of social psychology (3 rd ed., pp ). New York: Random House. Hollander, E. P. (1993). Legitimacy, power, and influence: A perspective on relational features of leadership. In M. M. Chemmers and R. Ayman (Eds.), Leadership theory and research: Perspectives and direction (pp ). San Diego, CA: Academic Press. House, R. J. (1988). Power and personality in complex organizations. Research in Organizational Behavior, 10, House, R. J., & Baetz, M. L. (1979). Leadership: Some empirical generalizations and new research directions. Research in Organizational Behavior, 1, Schriesheim, C. A., & Hinkin, T. R. (1990). Influence tactics used by subordinates: A theoretical and empirical analysis and refinement of the Kipnis, Schmidt, and Wilkinson subscales. Journal of Applied Psychology, 75, Last updated July 14, 2008 Page 11

12 Individual Differences in Leadership Atwater, L. E., Dionne, S. D., Avolio, B. J., Camobreco, J. F., & Lau, A. W. (1999). A longitudinal study of the leadership development process: Individual differences predicting leader effectiveness. Human Relations, 52, Fleishman, E. A., Zaccaro, S. J., & Mumford, M. D. (1991). Individual differences and leadership: An overview. Leadership Quarterly, 2, Fleishman, E. A., Zaccaro, S. J., & Mumford, M. D. (1992a). Individual differences and leadership--ii: An overview. Leadership Quarterly, 3, 1-4. Fleishman, E. A., Zaccaro, S. J., & Mumford, M. D. (1992b). Individual differences and leadership III: An overview. Leadership Quarterly, 3, Hogan, R., Curphy, G. J., & Hogan, J. (1994). What we know about leadership: Effectiveness and personality. American Psychologist, 49, Hollander, E. P. (1958). Conformity, status, and idiosyncracy credit. Psychological Review, 65, Lord, R. G., DeVader, C. L., & Miller, G. M. (1986). A meta-analysis of the relation between personality traits and leadership perceptions: An application of validity generalization procedures. Journal of Applied Psychology, 71, Lord, R. G., & Hall, R. J. (1992). Contemporary views of leadership and individual differences. Leadership Quarterly, 3, McClelland, D. C., & Boyatzis, R. E. (1982). Leadership motive pattern and long-term success in management. Journal of Applied Psychology, 67, Winter, D. G. (1991). A motivational model of leadership: Predicting long-term management success for TAT measures of power and responsibility. Leadership Quarterly, 2, Behavioural Approaches Kerr, S., & Schriesheim, C. A. (1974). Consideration, initiating structure and organizational criteria: An update of Korman s 1966 review. Personnel Psychology, 27, Podsakoff, P. M., Bommer, W. H., Podsakoff, N. H., & MacKenzie, S. B. (2006). Relationships between leader reward and punishment behavior and subordinate attitudes, perceptions, and behaviors: A meta-analytic review and new research. Organizational Behavior and Human Decision Processes, 99(2), Podsakoff, P. M., Todor, W. D., & Skov, R. (1982). Effects of leader contingent and noncontingent reward and punishment behaviors on subordinate performance and satisfaction. Academy of Management Journal, 25, Charismatic Leadership Bono, J. E., & Judge, T. A. (2004). Personality and transformational and transactional leadership: A meta-analysis. Journal of Applied Psychology, 89, Den Hertog, D. N. & Verburg, R. M. (1997). Charisma and rhetoric: Communicative techniques of international business leaders. Leadership Quarterly, 8, Gardner, W. L., & Avolio, B. J. (1998). The charismatic relationship: A dramaturgical perspective. Academy of Management Review, 23, Shamir, B., House, R. J., & Arthur, M. B. (1993). The motivational effects of charismatic leadership: A self-concept based theory. Organization Science, 4, Last updated July 14, 2008 Page 12

13 Transformational Leadership Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Reexamining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire. Journal of Occupational and Organizational Psychology, 72, Bono, J. E., & Judge, T. A. (2004). Personality and transformational and transactional leadership: A meta-analysis. Journal of Applied Psychology, 89, Eagly, A. H., & Johannesen-Schmidt, M. C. (2003). Transformational transactional and laissez-faire leadership styles. Psychological Bulletin, 129, Lowe, K. B., Kroeck, K. G., Sivasubramaniam, N. (1996). Effectiveness correlates of transformational and transactional leadership: A meta-analytic review of the MLQ literature. Leadership Quarterly, 7, Wofford, J. C., & Goodwin, V. (1994). A cognitive reinterpretation of transactional and transformational leadership theories. Leadership Quarterly, 5, Yammarino, F. J., Spangler, W. D., & Bass, B. M. (1993). Transformational leadership and performance: A longitudinal investigation. Leadership Quarterly, 4, Leadership Development Zohar, D. (2002). Modifying supervisory practices to improve subunit safety: A leadership-based intervention model. Journal of Applied Psychology, 87, Contingency Theories Ayman, R., Chemers, M. M., & Fiedler, F. (1995). The contingency model of leadership effectiveness: Its level of analysis. Leadership Quarterly, 6, Fiedler, F. E. (1971). Evaluation and extension of the contingency model of leadership effectiveness: A review of empirical findings. Psychological Bulletin, 76, Fiedler, F. E. (1995). Cognitive resources and leadership performance. Applied Psychology: An International Review, 44, House, R. J. (1971). A path-goal theory of leadership effectiveness. Administrative Science Quarterly, 16, House, R. J., & Mitchell, T. (1974). Path-goal theory of leadership. Journal of Contemporary Business, 4, Podsakoff, P. M., MacKenzie, S. B., & Bommer, W. H. (1996). Meta-analysis of the relationships between Kerr and Jermier s substitutes for leadership and employee job attitudes, role perceptions, and performance. Journal of Applied Psychology, 81, Schriesheim, C. A., Tepper, B. J., & Tetrault, L. A. (1994). Least preferred co-worker score, situational control, and leadership effectiveness: A meta-analysis of contingency model performance predictions. Journal of Applied Psychology, 79, Strube, J. J., & Garcia, J. E. (1981). A meta-analytical investigation of Fiedler s model of leadership effectiveness. Psychological Bulletin, 90, Vroom, V. H., & Jago, A. G., (2007). The role of situation in leadership. American Psychologist, 62(1), Leader-Member Exchange and Followership Dienesch, R. M., & Liden, R. C. (1986). Leader-member exchange model of leadership: A critique and further development. Academy of Management Review, 11, Hollander, E. P. (1992). Leadership, followership, self, and others. Leadership Quarterly, 3, Mumford, M. D., Dansereau, F., & Yammarino, F. J. (2000). Followers, motivation, and levels of analysis: The care of individualized leadership. Leadership Quarterly, 11, Last updated July 14, 2008 Page 13

14 Schriesheim, C. A., Castro, S. L., Zhou, X. T., & Yammarino, F. J. (2001). The folly of theorizing A but testing B : A selective level-of-analysis review of the field and a detailed leader-member exchange illustration. Leadership Quarterly, 12, Sparrowe, R. T., & Liden, R. C. (1997). Process and structure in leader-member exchange. Academy of Management Review, 22, Perceptual Approaches Gioia, D., & Sims, H. (1986). Cognition-behavior connections: Attribution and verbal behavior in leader-subordinate interactions. Organizational Behavior and Human Decision Processes, 37, Lord, R. G., & Brown, D. J. (2001). Leadership, values and subordinate self-concepts. Leadership Quarterly, 12, Lord, R. G., & Emrich, C. G. (2000). Thinking outside the box by looking inside the box: Extending the cognitive revolution in leadership research. Leadership Quarterly, 11, Meindl, J. R. (1990). On leadership: An alternative to the conventional wisdom. Research in Organizational Behavior, 12, Meindl, J. R. (1995). The romance of leadership as a follower-centric theory: A social constructionist approach. Leadership Quarterly, 6, Meindl, J. R., & Ehrlich, S. B. (1987). The romance of leadership and the evaluation of organizational performance. Academy of Management Journal, 30, Smircich, L., & Morgan, G. (1982). Leadership: The management of meaning. Journal of Applied Behavioral Science, 18, Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, Leadership, Creativity, and Innovation Mumford, M. D, Scott, G. M., Gaddis, B., & Strange, J. M. (2002) Leading creative people: Orchestrating expertise and relationships. Leadership Quarterly, 13, Last updated July 14, 2008 Page 14