Teaching Transformational Leadership to Undergraduate Agricultural Leadership Students: Using the Personality Trait of Agreeableness To Improve Understanding

Lamm, Kevan W.; Carter, Hannah S.; Stedman, Nicole L. P.; Lamm, Alexa J.

doi:10.5032/jae.2014.04024

Cited by 9 publications

(15 citation statements)

References 44 publications

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“…Courses discuss ways to plan change, to inspire others and build commitment to a change that will last over time (Burbank, Odom, & Sandlin, 2015;Buschlen & Johnson, 2014). Leadership education curriculum also emphasizes leadership style (Lamm, Carter, Stedman & Lamm, 2014).…”

Section: Introductionmentioning

confidence: 99%

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Lamm¹,

Carter²,

Lamm³

2016

Journal of Leadership Education

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Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the leadership styles of those chosen to lead change can influence the change process. In order to inform the development of curriculum targeting this aspect of leadership, research needs to be done to determine if leadership style impacts level of engagement in change. This research examined how transformational and transactional leadership styles impacted engagement in a national change process when 39 department chairs of universities across the United States were selected by the National Science Foundation to lead science, technology, engineering and math (STEM) educational reform at the undergraduate level. The findings revealed transformational leadership style positively predicted engagement in change and transactional leadership style negatively predicted engagement in change. While the small sample size makes the findings exploratory in nature and should be used with caution, they imply leadership education curriculum should include lessons on the impact these two styles have on engagement in change since there were statistically significant differences.

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Section: Introductionmentioning

confidence: 99%

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Lamm¹,

Carter²,

Lamm³

2016

Journal of Leadership Education

Self Cite

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“…Research has shown demographic antecedents of cognitive processes can help agricultural educators predict, inform, and improve, program efficacy (Lamm, Carter, Stedman, & Lamm, 2014). Agricultural educators can use demographic antecedents to make learning as personalized and effective as possible (Vincent & Ross, 2001).…”

Section: Individualmentioning

confidence: 99%

Evaluating Extension Based Leadership Development Programs in the Southern United States

Lamm¹,

Carter²,

Lamm³

2016

JAE

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“…Contrarian research has shown that some individuals are no more satisfied with their jobs (Barling, Weber, & Kelloway, 1996) nor committed to their organizations (Podsakoff, MacKenzie, & Bommer, 1996) when working for transformational versus non-transformational leaders. However, the vast majority of research indicated transformational leadership is an appropriate framework within which to develop future leaders (Bass & Riggio, 2006;Lamm, Carter, Stedman, & Lamm, 2014).…”

Section: Transformational Leadershipmentioning

confidence: 99%

Leadership Programming: Exploring a Path to Faculty Engagement in Transformational Leadership

Lamm¹,

Sapp²,

Lamm³

2016

JAE

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Teaching Transformational Leadership to Undergraduate Agricultural Leadership Students: Using the Personality Trait of Agreeableness To Improve Understanding

Abstract: Training undergraduate agricultural students to be strong, positive leaders will have a large impact on the industries they work within and therefore should be of utmost importance to agricultural educators. Transformational leaders (TL)

Cited by 9 publications

References 44 publications

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Evaluating Extension Based Leadership Development Programs in the Southern United States

Leadership Programming: Exploring a Path to Faculty Engagement in Transformational Leadership

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