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In this study the Core4 model is proposed as a new model of leader behaviour.

Two independent samples were used to test the construct validity of this model in comparison to a seven-factor transformational/transactional leadership model. Next, convergent and discriminant validity of the Core4 model were examined. The Core4 Leadership Questionnaire was also tested for multigroup invariance. Predictive validity of the Core4 model was compared to that of a transformational/transactional model.

Results showed that the Core4 model better fitted the data than the transformational/transactional model. A seven-factor transformational/transactional model could not be established. The findings supported convergent and discriminant validity. The Core4 Leadership Questionnaire was not completely invariant across manufacturing and service organisations, but seems appropriate for application in different environments. The Core4 model was more strongly related to the criterion variables than a four-factor transformational/transactional leadership model.

This research shows that the Core4 model offers a valid alternative for the transformational/transactional model of leader behaviour.

The purpose of this paper is to provide evidence for a “leadership big five”, a model of leadership behaviour integrating existing theories of leadership and conceptually aligned with the most established model of personality, the big five. Such a model provides researchers and practitioners with a common language to describe leadership behaviour in a field with a plethora of leadership models. The model also describes a wider range of leadership behaviour than other models of leadership, and presents dimensions that correlate with important organisational outcomes as demonstrated in this study.

In total, 1,186 employees completed the Voice Leadership 360, a survey designed to measure the leadership big five, collectively rating 193 managers from a range of different sectors and industries, using a 360-degree survey methodology.

Confirmatory factor analyses and internal reliability analyses provide evidence for 22 lower-order factors of leadership behaviour that aggregate into five higher-order factors of leadership aligned with the big five personality descriptors. Further evidence for the validity of the model is indicated by significant correlations between 360-degree survey ratings and raters’ judgements of leaders’ personality, and significant correlations between 360-degree survey ratings and both work unit engagement levels and manager reports of work unit performance.

The cross-sectional design is the main limitation of the present study, limiting conclusions that changes in leadership behaviours will lead to changes in organisational outcomes. The primary research implications of this study include the support for an integrating model of leadership behaviour that aligns with a large body of psychological research, as well as the development of a survey that can be used for future exploration of the model.

Practitioners may use the results of the study to rethink how they develop competency frameworks and measure leadership behaviour in organisation development contexts. This broad model of leadership and the familiarity of its dimensions could increase the effectiveness of behaviour change interventions, and the presented survey provides a reliable and valid tool for 360-degree assessments.

The study provides evidence that leadership can be described in a structurally similar way to human personality. It presents a leadership model that consists of a broader range of leadership behaviours related to organisational outcomes compared with previous models of leadership.

This issue is a selected bibliography covering the subject of leadership.

This study aims to examine the mechanism of action of ethical leadership by testing the direct and indirect effects of ethical leadership on employee work outcomes (i.e. individual job satisfaction, work engagement and customer-oriented behavior) and the moderating effects of group job satisfaction on the relationship between ethical leadership and its consequences.

A hierarchical linear model is used. The valid sample is composed of 285 front-line service personnel in 56 work groups from five hotels and five golf clubs in South China.

Results indicate that group job satisfaction has a significant moderating effect on the relationship between ethical leadership and employee work engagement. That is, compared with that in groups with high job satisfaction, the relationship between ethical leadership and employee work engagement is significantly more positive in groups with low job satisfaction. Employee work attitudes (including individual job satisfaction and work engagement) mediate the effect of ethical leadership on employee customer-oriented behavior.

The main limitations are as follows. First, some of the reported relationships may be affected by common method bias, as our study collected data from a single source. Second, whether the findings can be generalized to other industries in other countries remains unknown. Third, as the current study is based on a cross-sectional design, establishing causality is difficult among the study variables.

The findings show that the managers in hospitality and tourism companies should adopt ethical leadership to enhance employee customer-oriented behavior by improving positive work attitudes. At the same time, hospitality and tourism companies should improve group job satisfaction as a substitute for ethical leadership in the absence of ethical leadership.

A key contribution of this research is demonstrating how and when the effects of ethical leadership occur by analyzing the mediating and moderating effects in the same study. This study systematically examines the mediating effect of employee work attitudes on the influence of ethical leadership on employee work behavior and discusses the moderating effect of the group-level variable. The findings extend ethical leadership theory and make a contribution to the existing research on discussing the substitutes for the leadership model.

The authors have developed the Leadership‐Employeeship‐Relationship Model and a questionnaire following their conceptualization of the employeeship concept. It is possible to separately study leadership, peer employee, and interactive leader‐follower behaviors. The purpose of this paper is to examine the relationship between the conceptualization and operationalization, as well as between the model and psychological climate.

In total, four organizations operating at an airport participated. The quantitative approach involved data gathered from expected leadership and employee behaviors and psychological climate attitude questionnaires. The leadership and peer employee variables are separately based on the leadership and employeeship questionnaires, whereas the leader‐follower variable is based on the results of both questionnaires. All analyses were made on the variable level.

The results show that expected leadership, peer employee, and congruent leader‐follower behaviors all have a positive correlation with psychological climate. Hierarchical regression analyses indicated that congruent leader‐follower behavior had augmented value to leadership behavior and its relationship to psychological climate.

Congruent leader‐follower behavior plays an important role in the overall improvement of psychological climate. Steps toward congruent behavior are to allow followers to participate in leadership development and that the issue of shared responsibilities and authority is best managed in collaboration between management and staff.

The paper is the first to demonstrate empirically the relation between the interactive leader‐follower employeeship perspective based on the expected behaviors of both leaders and followers and psychological climate.

The purpose of this paper is to analyse three dimensions of leadership behaviour in professional environments by disclosing the specific competency profile developed by those who actually lead in work organizations.

Using data from a graduate survey oriented to provide evidence on the transition from higher education to labour market, a structural equations model (SEM) is specified and estimated to explain leadership behaviour at work in terms of the competency profile developed by individuals and its determinants. The competency profile behind leadership behaviour is the combination of two elements: the competency accumulated through professional experience and the competency profile of individuals five years before, which was partially a result of higher education. The relationships are tested on two subsamples of graduates from engineering and business/economics fields, and on a sample of graduates from all study fields.

Estimates show evidence of significant direct and indirect effects of a specific competency profile on three connected dimensions of leadership behaviour at work: tasks, relations and change. The results show direct effects of competency profiles at the time of graduation on competency profiles five years later, and of specific higher education ways of teaching and learning on competency profiles at the time of graduation. The effects are also significant by field of study with slight differences on estimates size and on the composition of effects.

The analysis brings together leadership behaviour, competency development and education production literatures to help scholars and managers to better understand the relationships between the process of competency development and individual leadership behaviour in working environments.

This paper aims to evaluate leadership diffusion in a federal agency within the context of organizational learning and culture change.

Using an innovative 360 degree survey assessment method, the impact of the United States Geological Survey (USGS) Leadership Program (LP) was examined. A series of statistical tests was performed to analyze the role of familiarity and exposure in predicting leadership behavior and to compare the level of leadership behavior among co‐workers based on exposure to the LP.

The findings indicate that familiarity is a critical predictor of behavior change across all co‐worker subgroups. Increased exposure to the LP results in stronger, more consistent predictive models. Finally, co‐workers with higher exposure to the LP have increased levels of leadership behavior.

The results in the study suggest that, in order to promote leadership and organizational learning, familiarity with leadership skills is essential. Furthermore, the greater the familiarity with leadership through at‐work interaction, the more likely co‐workers are to learn and apply leadership techniques.

The study is especially unique and valuable due to the advanced 360 degree assessment which acts as a tool to measure the diffusion of leadership principles from LP participants to co‐workers, while also analyzing the role of participant interaction with co‐workers following their participation in a leadership class.

Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.

This article aims to describe recent research on leadership behaviour and how this relates to effective performance by those in leadership positions.

This paper takes forward the work on “dynamic leadership” already undertaken by the authors and described in previous issues of Industrial and Commercial Training.

The findings summarized in the article provide confirmation for the contingency approach central to the dynamic leader concept. In this respect the dynamic leadership concept represents a challenge to visionary or transformative leadership.

This paper is of relevance to individuals in a range of management and leadership positions, as well as professionals involved in training, developing, coaching and mentoring activities with managers and leaders.

To analyze the particular influence of leadership styles on voluntary collaboration between members of project groups.

Uses a field‐study approach to gather data of 24 project groups in an academic learning context. Takes measures of different leadership styles, affective variables (mood, group atmosphere), and pro‐social work behavior.

Supports theoretical assumptions about mediating influences of mood and group atmosphere. Shows that leaders of project groups may enhance cooperative support by considering the emotional impact of their behavior.

The field context (academic learning setting, students as project group members) may set limitations to the generalizability of obtained findings.

Helps personnel managers to look at project group leadership from a different point of view.

Provides evidence about an emotionality link between leadership and cooperation.