This study compares three emerging forms of positive leadership that emphasize ethical and moral behavior (i.e., authentic leadership, ethical leadership, and servant leadership) with transformational leadership in their associations with a wide range of organizationally relevant measures. While scholars have noted conceptual overlap between transformational leadership and these newer leadership forms, there has been inadequate investigation of the empirical relationships with transformational leadership and the ability (or lack thereof) of these leadership forms to explain incremental variance beyond transformational leadership. In response, we conducted a series of meta-analyses to provide a comprehensive assessment of these emerging leadership forms' relationships with variables evaluated in the extant literature. Second, we tested the relative performance of each of these leadership forms in explaining incremental variance, beyond transformational leadership, in nine outcomes. We also provide relative weights analyses to further evaluate the relative contributions of the emerging leadership forms versus transformational leadership. The high correlations between both authentic leadership and ethical leadership with transformational leadership coupled with their low amounts of incremental variance suggest that their utility is low unless they are being used to explore very specific

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Widespread agreement that training can play a key role in addressing workplace sexual harassment (SH) has led to a dramatic increase in employer-provided SH training around the world. However, summaries of published research have been qualitative in nature and have yielded inconsistent assessments of SH training's effectiveness in fulfilling that role. The study helps address those uncertain and sometimes conflicting assessments by providing the first meta-analytic investigation of the relationships between SH training and changes in trainees. We found that the largest SH training effect was on declarative knowledge learning (δ = 1.06), followed by attitude change (δ = 0.41), procedural knowledgeskills learning (δ = 0.39), and transfer outcomes (δ = 0.14). Significant moderating effects were found for scope of training, instructional method, and gender of trainees; however, the results varied by training outcome. The effect of SH training did not vary significantly as a function of the training delivery media, training duration, or training setting. Theoretical implications, directions for future research, and practical implications are discussed.