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The purpose of this paper is to understand the influence of leadership programmes on leaders and co-workers, as well as which mechanisms are involved in the process.

An analysis was done into 431 free-text answers to questionnaires given to 120 participants in two different leadership programmes and their co-workers six months after their participation, using a grounded theory inspired approach.

The result is a model, linking internal psychological and external behavioural aspects, with the central outcome that leaders gained more confidence in their leadership role through theoretical models learned, and reflection.

The course participants as well as the co-workers seemed to experience a positive leadership development indicating a value of participating in the courses.

Confidence in leadership role seems important for having positive outcomes of leadership. Although this needs further research, it is something organisations should consider when working with leadership questions.

The co-workers perceived their leaders to be calmer, more open for discussions, and willing both to give and receive feedback post training. There appears to be an increase in trust both in the leader and reciprocally from the leader in the co-workers.

Until now there has not been any systematic research into the effects on participants and co-workers following the programmes, despite the fact that over 100,000 have participated in the courses.

The purpose of this paper is to examine the possible factors related to transfer of knowledge and skills from two leadership development courses to the work environment and its maintenance for two years post training.

A total of 12 leaders in two different types of courses were interviewed at least two years after their participation. Thematic analysis was used to identify patterns within the data that explained if, how and why these leaders used this knowledge and these skills in their leadership practice.

The most influential themes identified were personalized feedback in the courses, increased confidence in leadership roles after the courses, the opportunity to use new knowledge and skills at work, employee feedback, management facilitation and continual reflection.

Leadership development programs should include personalized feedback and reinforce continual reflection on the feedback and course content. The short-term goal of such programs should be to increase leaders’ confidence in their leadership role. The employer must offer opportunities for continual reflection, facilitate dialogue with employees, peers or superiors for long-term maintenance of skills and knowledge.

Outcome studies of leadership development programs are scarce and long-term follow-up of transfer and maintenance of knowledge, as this one, even more unusual.

The purpose of this paper is to pursue an idea on leadership theory integration which includes two integrative attempts. The first involves three different leadership models (the developmental/transformational leadership model, the authentic leadership model, and the indirect leadership model). The second consists of a suggestion of how this integrated model, in turn, can be integrated into an interactional person‐by‐situation paradigm including a process‐over‐time perspective.

A qualitative analysis of the three existing leadership models mentioned above was performed. In the second integrative step, the following concepts were added: individual characteristics (general and stable as well as specific, of importance in a given situation); contextual characteristics (general more stable contextual profile as well as specific contextual profile in a given situation); appraisal and sensemaking processes over time; trust; and psychological capital.

An integrated leadership model is proposed which rests on three explicit hypotheses with two addendums. Empirical support for the suggested model is evaluated.

The presented idea may be of value in recruitment and selection, leadership development programmes, and organisational design.

The theoretical integration of existing models is new and could act as a conceptual bridge.

The purpose of this paper is to further the theoretical understanding of leadership in emergency type organisations by modelling contextual aspects which are assumed to influence it.

A theoretical analysis followed by an operationalisation of key concepts and two small‐scale empirical cross‐sectional tests.

Contextual conditions at the group, organisation, and environmental levels that are assumed to influence leadership in emergency type organisations were modelled in lower‐ to higher‐extent bipolar dimensions. An empirical test involving Scandinavian military officers (n=57) and Swedish health care (ambulance) professionals (n=39) yielded profiles for leaders at three different hierarchical levels during severely demanding operations: field‐level group/team leaders; field‐level commanders/managers; and high‐level strategic commanders/managers. Considerable differences were found between the three profiles on scales designed to measure environmental and more structure‐related organisational conditions. Almost no differences were noted on “softer” aspects such as organisational culture and small group characteristics.

The study focuses only on traditional hierarchical organisations that are designed to function in extreme conditions (the armed forces and acute health care).

If empirically further tested and proved valid, the suggested model could be of value in leadership and organisational development efforts.

The theoretical approach is new. The presented operationalisations open up for full‐model tests of leadership models based on an interactional person‐by‐situation paradigm.

Drawing on goal orientation theory, this study intends to investigate whether, how and when developmental leadership influences employees’ feedback seeking behavior (FSB) and feedback avoidance behavior (FAB).

The authors used a two-wave survey of 416 full-time employees in China. The hypotheses were tested with path analyses.

Developmental leadership exerts a positive influence on employees’ FSB and a negative impact on FAB through learning goal orientation (LGO). Additionally, leaders’ high performance expectations (LHPE) not only strengthen the positive effects of developmental leadership on FSB but also intensify its weakening effects on FAB.

The findings enrich current understanding by associating developmental leadership with employees’ FSB/FAB, offering a new viewpoint on its positive impacts. This study also provides deeper insights into when the benefits of developmental leadership are intensified.

The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders.

The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings.

The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities.

The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.

Numerous studies have been conducted on psychological empowerment's effects on individual and organizational outcomes. This research study investigates the effects of emotional intelligence (EI) on psychological empowerment (PE) directly and indirectly through digital leadership (DL) in higher educational institutions (HEIs) in Pakistan.

This study investigates the academic authorities' capacity to follow the EIs in identifying the PE from Pakistan's HEIs. The researchers have applied a survey questionnaire to collect quantitative cross-sectional data. To conclude, the researchers used 427 useable cases to get the results.

Based on the structural equation model (SEM), the results reveal a positive and significant effect of EIs, subscales like self-regulation (SR), self-awareness (SA), self-motivation (SM) and social skills (SS), on DL and PE. Besides, DL positively and significantly affects PE. Finally, DL mediates the association of SR, SA, SM and SS with PE.

This research can bring a new vision in exploring the policy to the higher authorities for the educational sector to have better direction and interpretation of EIs, DL and PE to develop new measures of positive and proactive attitudes in the organization. The results support developing DL practices toward digital transformation among HIEs.

This study contributes significantly by presenting valuable empirical insights for HEIs leaders. Importantly, it introduces a construct mediating the role of DL, effectively addressing the remaining gaps in the literature.

Leadership is an integral part of the manager's role. The interrelated factors that determine leadership style are analysed: the task itself, the possible responses of the assigned staff and the leadership skills required.

This study investigated the differential effects of empowering leadership and directive leadership in projects. Moreover, how the complex interplay between empowering and directive leadership styles influences both leader–member exchange and project performance was also explored.

Polynomial regression analysis and response surface modeling were applied to analyze 161 matched data collected from project members and managers worked in different projects located in China.

Four leadership styles were identified, i.e. ambidextrous, delegating, directive and laissez-faire styles. These may be combined with empowering and directive leadership. With regard to (in)congruence, leader–member exchange and project performance improved with ambidextrous style as a form of high–high congruence between empowering and directive leadership compared with laissez-faire style (i.e. low–low congruence). Results were better when a delegating style was combined with empowering leadership at a high level compared with the combination of directive style as directive leadership at a high level. Leader–member exchange was identified to exert a mediating role of the (in)congruence on project performance.

This study confirmed the contingent viewpoint of leadership by identifying distinct leadership styles applied in projects. Furthermore, the co-existence of empowering leadership and directive leadership was examined, and the underlying mechanism between the (in)congruence of empowering and directive leadership and project performance was identified.

The success of projects is a major challenge for information technology (IT) project-based businesses (PBOs). Employees' negative emotions (NE) disrupt the employees' usual work activities by creating obstacles to routine operations. Organizations should take steps to lessen these NE. The current study assessed the mediating role of NE and the moderating influence of employee mindfulness in the association between despotic leadership (DL) and IT project success (PS).

Time-lagged data were collected from 341 employees working in various IT-based project organizations in Pakistan using purposive sampling.

Results were consistent with the authors' hypothesized framework, as DL increases employees' NE, which in turn negatively affects IT PS. In addition, mindfulness plays a buffering role in mitigating the damaging impact of DL on NE.

Previous researchers focused on the positive aspects of leadership and its influence on PS and paid limited attention to the dark leadership style. The authors' study's findings help understand how project-based organizations can reduce employees' NE.