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The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues.

A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers’ environment, their preferred teaching methodology and benefits experienced from attending the MDP.

By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities.

This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning.

A process of learning that goes beyond merely acquiring knowledge and supports significant ways in which learners intentionally create meaning in their lives is known as transformational learning. This study aims to contribute to the relevant body of knowledge by conducting a bibliometric analysis of transformational learning studies. The study analyzed the literature by covering established and new sectors and suggesting a greater focus on the thriving education sectors.

The research used Biblioshiny, a Web interface, to conduct a bibliometric analysis of transformational learning and related studies included in the Scopus database. The results were interpreted under sections like data set, sources, authors, documents, clustering, conceptual structure, intellectual structure and social structure.

The results indicated decent literature in the chosen field of research. The USA was the leading contributor to scientific production and research. Workplace learning and spirituality were the subjects that received the most significant attention and were at the center of the discipline. The primary topic of transformational learning denoted a crucial but underdeveloped sector. Issues like emotional intelligence, change management, transformational learning, etc. were developed very well with inside associations but feeble exterior associations and were of less importance.

This study maps the structure of transformational learning research and defines the important contributors in terms of authors, journals and organizations that may be used as input for future research. The report also proposes potential future research directions in the knowledge domain. The report also suggests the consequences and potential future research fields. The study outputs will aid researchers in developing evidence-based programs focusing on the learning communities’ benefit.

The purpose of this study is to investigate the transformational and transactional leadership styles and organizational learning at for-profit and non-profit sports organizations, and the impact of these leadership styles on enhancing organizational learning in these sports organizations.

A quantitative questionnaire survey method was adopted. The data were collected from for-profit and non-profit sports organizations in the UK.

Management by exception-active in transactional leadership and idealized leadership in transformational leadership seem to be equally important for facilitating organizational learning. The results also revealed significant differences between for-profit and non-profit sports organizations in leadership styles and organizational learning.

The generalizability of the results for different sports settings or different countries must be examined, given that only some sports organizations under the umbrellas of non-profit and for-profit sectors were used as the target population. The research is limited to the use of moderating variables, such as motivation, organizational structure, culture and innovation, that might attenuate this effect. This study contributes to the field by investigating the direct relationship between leadership styles and organizational learning in a sports setting.

The originality of this study is its advances of sports leadership research that is linking leadership styles and organizational learning in for-profit and non-profit sports organizations.

Leadership has a powerful influence on learning and development in today's organizations. Various types of leadership have been found to be conducive to building a learning organization. This empirical study compared the effect of transformational and servant leadership on a learning organization (an organization that constantly transforms itself using learning and development techniques) in the context of Chinese small- and medium-sized enterprises (SMEs).

Four proposed hypotheses were tested using structural equation modeling.

The results show that servant leadership has no significant relationship to learning organization, whereas transformational leadership is a strong predictor.

This research compares two different leadership styles and presents theoretical and practical implications for scholars and practitioners. In particular, this study advances our understanding of how and which leadership style relates to learning organization by examining a structural model with three latent variables: servant leadership, transformational leadership, and learning organization.

The purpose of this paper is to examine specifically the impacts of transformational leadership on job‐related learning at the individual level.

A questionnaire survey was conducted. The survey questionnaire contained measurements of job‐related learning (JRL) and the five dimensions of transformational leadership: idealized influence attributed (IIA), idealized influence behavior (IIB), individualized consideration (CON), inspirational motivation (INSPIRE), intellectual stimulation (INTSTIM). Data were collected from 400 individuals of various organizations on a voluntary and anonymous basis.

The research results showed that the dimensions of IIB and CON were two significant predictors to job‐related learning.

All of the data collected in the present study are gathered from a single source through a common method (i.e. a Likert‐scale questionnaire). Also, the use of a cross‐sectional design in the present study restricts inferences being drawn regarding the causal relationships between transformational leadership and job‐related learning.

It seems that leaders are able to enhance job‐related learning among the employees when they recognize the growth needs of their followers and provide them with personal guidance and goal‐directed development. The findings imply that if a high learning orientation in an organisation is desired, transformational leadership would be the type of leadership needed in the organization.

The present study does provide some evidence that some dimensions of transformational leadership are more influential on job‐related learning than the others.

The purpose of this study is to explore the intersection between managers' learning strategies and their organizational leadership practices in a nonprofit context.

Survey methodology was utilized including items from the multi‐factor leadership questionnaire and the learning tactics inventory. The survey was administered to a sample of nonprofit professional at various managerial levels.

Findings illustrate that effective learning from experience is significantly predictive of transformational leadership. Further analysis reveals that frequent use of thinking and action learning strategies have positive and significant relationship to transformational leadership in nonprofit managers.

Numerous authors have discussed the connections between effective learning and transformational leadership, but there has been insufficient empirical research to investigate the nature of this relationship. Brown and Posner's preliminary research found a strong correlation between learning and leadership but did not specifically examine transformational leadership. This study extends the literature by empirically testing each of four learning strategies and their relationship to transformational leadership. This extension is applied in a nonprofit context, which supports the transfer of for‐profit human resource management tools to the nonprofit environment. Limitations include a convenience sampling method. The study also provides human resource managers with career development tools in order to assess managers' learning styles then foster the learning styles that positively impact transformational leadership behaviors.

This study makes an important contribution to the empirical link between transformational leadership and learning.

In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.

The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.

The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.

The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

This study aims to examine how transformational leadership impacts learning flows that are critical for enhancing the learning capabilities of organizations.

Data were collected from 502 employees of business organizations located in India. A cross-sectional design was adopted, and partial least squares structural equation modeling (PLS-SEM) was used for data analysis.

Transformational leadership behavior positively influences feed-forward learning flows in organizations and strengthens their learning stock. Learning stock held by the individuals emerged as a predictor of feed-forward learning flows in organizations and a partial mediator of the relationship between transformational leadership and feed-forward learning flows. The study’s findings suggest transformational leadership encourages feed-forward learning flows through the development of individual learning stock.

This study empirically supports the theoretical claim of transformational leadership behaviors as an important antecedent to fostering organizational learning.

This study provides theoretical and empirical insights into how firms can enhance their performance strategically and financially by integrating learning and transformational capabilities into research and development (R&D) activities based on the dynamic capabilities approach. To achieve this, the authors propose that transformational capabilities in R&D mediate the relationship between learning capabilities in R&D and competitive advantage.

Using a purposive sampling technique and standardized questionnaires, data were collected from 118 R&D and senior managers. To analyze the data, multiple regression analysis, along with SPSS PROCESS macro (Model 4), was used.

The results support the theoretical assumption that there are direct and indirect positive and significant effects between learning capabilities in R&D and competitive advantage as mediated by transformational R&D capabilities.

This study explores R&D from a dynamic capabilities perspective and suggests that learning capabilities should come first to enhance businesses’ competitive advantage. Furthermore, transformational R&D capabilities can explain the relationship between learning capabilities in R&D and competitive advantage. The authors recommend that researchers should investigate the contributions of R&D to promote competitive advantage.

This study aims to examine the impact of transformational leadership on green innovation and green learning in construction supply chains.

A theoretical framework of research hypotheses between transformational leadership, green learning and green innovation is developed. Using a survey questionnaire, data are collected from construction firms in Vietnam. Structural equation modeling is used to test the research hypotheses.

The results indicate that transformational leadership promotes both green learning and green innovation (i.e. green product innovation and green process innovation) while green learning positively affects green process innovation. Furthermore, it is found that green learning mediates the linkage between transformational leadership and green process innovation.

This study contributes to the development of leadership research in construction by showing the significance of leadership at the supply chain level.

Leadership is regarded as a key factor for most organizations' success and competitive advantages. In construction, leadership has been widely studied at the project and organizational levels while its important role is also explored at the supply chain level. Nevertheless, in terms of construction supply chains, there has been still very limited evidence about the effects of transformational leadership. Thus, this study fills the gap in knowledge by empirically examining the relationships between transformational leadership, green learning and green innovation.