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The purpose of this study is to investigate changing implicit leadership theories (ILTs) within a business student population over a ten-year period.

Students from the same business student population rated men, women and managers in general, using Schein’s Descriptive Index, first during the academic year 2008–2009 and again in 2018–2019.

In Sample 1, the authors found multiple ILTs, male students gender typed the managerial role in favour of men, while female students held a more gender egalitarian view of the managerial role. In Sample 2, the authors found evidence that ILTs are starting to converge, as neither the male nor female sample gender typed the managerial role.

These results aid the understanding of the ILTs that these graduating professionals bring into their new full-time organisations.

The analysis of data from the same population using the same measurement at ten-year intervals, along with the findings that male students no longer gender type the managerial role in the most recent round of data collection, are original contributions to the literature.

This research aims to examine the influence of Chief Executive Officer (CEO) dark triad traits, follower COVID-19 anxiety and self-leadership on follower evaluations of the effectiveness of organizations’ response to the COVID-19 pandemic crisis.

In this paper data were collected over two time periods. At time 1, mid-October 2021, 650 participants responded to questions on their CEO’s leadership traits and self-leadership. At time 2, (3-week lag) 275 matched individual responses provided followers’ evaluations of the effectiveness of the organization’s COVID-19 response and follower self-leadership.

CEO dark triad traits had direct and indirect negative effects on followers’ evaluations of the organization’s COVID-19 response (through COVID-19 anxiety). Follower self-leadership mitigated the negative effects.

By examining the moderating role of self-leadership, we can offer organizations evidence-based strategies to mitigate some harmful effects of leaders exhibiting dark triad traits.

Given that organizations are still dealing with the ongoing ramifications of COVID-19 and planning for future crises, our findings emphasize the negative effects of dark traits on COVID-19 anxiety, and in turn, on follower’s evaluation of effective organization response to a crisis, highlighting the importance of top-level leader selection.

Our results bolster Manz’s (1986) argument that self-leadership might be key to achieving peak performance in organizations and important for follower well-being.

This study of dark traits is especially important in a crisis context to understand how leaders affect followers’ perceptions about organizational outcomes and factors that might mediate or moderate the negative impact. Despite interest in understanding leadership during a crisis, the majority of research is focused on positive traits of leaders (Palmer et al., 2020).

Utilizing the social cognitive theory, this study aims to suggest that organizations that promote high-performance work practices (HPWPs) are instrumental in fostering an individual's affective commitment to change through the explanatory process of an individual's readiness to change. In addition, high adaptive leadership would also strengthen HPWPs and readiness to change relationships.

This study tested the hypotheses using a temporally segregated research design across three time waves (n = 337).

This study found support for the direct, mediating, moderating and mod-med hypotheses. The results of this study corroborate that a high adaptive leadership and an organization implementing HPWPs set the stage for creating an individual's affective commitment to change via their readiness to change.

The current study integrates the change management, leadership and HRM literature by suggesting a unique mechanism and boundary conditions that advance research and practice in an individual's willingness and acceptance to change. Based on the study's findings, the authors suggest theoretical and practical implications for research and practice.

This paper contributes to leadership categorization theory by advocating a new method to surface people's implicit leadership theories. The purpose of this new approach is to simultaneously capture individual difference in how they conceptualize leadership but within a common framework to allow for comparison of within- and between-person effects.

The authors conduct a narrative review of the implicit leadership theory, leadership categorization theory, cognitive mapping and verbal protocol literature with the purpose of surfacing a research method that will overcome the problems of over-simplification and over-individualization in existing methods.

The authors argue that using a combination of cognitive mapping and verbal protocols can capture the idiosyncrasies of individual lay theories of leadership while retaining the ability to compare people's responses through a common framework. The authors provide an example of how this method can be used to elicit people's perceptions of one aspect of implicit leadership theories, intelligence.

This new method will provide a methodology to test the subset propositions advocated by leadership categorization theory. These include the idea that subordinate level implicit leadership theories contain a subset of attributes found in the basic-level implicit leadership theories, that there is attribute integrity in superordinate implicit leadership theories through the levels, and the idea that people define leadership differently depending on the context they are observing.

Whereas previous approaches to surfacing people's implicit leadership theories either heavily constrain their responses with a predetermined generic suite of attributes or are totally open-ended and idiosyncratic, the authors advocate an approach that combines the best of both.

The authors integrate social cognitive theory with social exchange theory to examine how subordinates' perceptions of leader-member exchange (LMX) and moral disengagement mediate the relationship between congruence on implicit leadership theories (ILTs) of ethical leaders and characteristics recognized in one's supervisor (ethical ILT–supervisor alignment) and subsequent engagement-related outcomes (engagement attitudes, job satisfaction and supervisor-directed deviance). The authors then examine romance of leadership (ROL) as a moderator of these relationships.

The authors tested the theorized indirect effects and boundary conditions in a moderated mediation model using 180 working adults over three time points, in a polynomial regression framework using a block variable approach.

The authors found moderated indirect effects between ethical ILT–supervisor alignment and work-related outcomes via LMX and moral disengagement. ROL served as a boundary condition, such that the high levels bolstered the positive effects of ethical ILT–supervisor alignment.

The study results suggest that examining ethical leadership through the lens of implicit theories may be fruitful and highlight the importance of accounting for context when assessing the impact of ILTs.

In the current context of change, leadership is significant in developing employees' commitment to change. In this work, the authors analysed the relationship between inclusive leadership and commitment to change and the mediating effect of job satisfaction between inclusive leadership and commitment to change.

Through a questionnaire, 256 employees from Brazil and Spain were interviewed. The hypotheses were tested through structural equations.

The results indicated that inclusive leadership is related to individuals' commitment to change and that job satisfaction mediates the relationship between leadership and commitment to change.

This research contributes to the literature on organisational change behaviour and the relationship between two critical contents – leadership and commitment to change – and points out the role of job satisfaction in this relationship. In addition, this work incorporates the variable country culture into the analysis model; however, it is not found to be statistically significant.

在目前改革的環境裡,若要培育僱員負起改革的承諾,領導者的素質和能力是甚為重要的。本研究擬探討並分析包容性領導與改革承諾之間的關係,以及工作滿足感在包容性領導與改革承諾之間的中介效應。

研究人員透過問卷、訪問了256名來自巴西和西班牙的僱員。各假設均以結構方程式來進行測試。

研究結果顯示、包容性領導與個別員工的改革承諾是有關聯的; 另外,工作滿足感是會於領導與員工的改革承諾之間起中介效應。

本研究在關於組織變革行為與兩個關鍵內容 (分別為領導和改革承諾) 之間的關係的學術文獻上作出了貢獻。研究亦指出、工作滿足感在領導與改革承諾之間所扮演的角色。再者,本研究把國家的文化這個變數納入研究的分析模型內; 唯研究結果顯示、國家的文化在統計學上不成立。

This chapter investigates the relevance and necessity of leadership and authentic leadership roles in organisational change in the modern VUCA world. He argues that authentic leaders need to learn to adapt to the increasingly VUCA environment, asking: Can they? Do they? If so, how? Authentic leaders need to evaluate not just the metrics behind success or failure but also their leadership traits and behaviour during organisational change to determine whether adjustments may be warranted. Taran provides an inspiration list of categories for leadership and authentic leadership self-refection. He calls for in-depth case studies of authentic leadership in response to VUCA circumstances that could be largely descriptive producing a body of data against which new theories can be tested and refined.

The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.