The relationship between transformational leadership behaviors, psychological, and training outcomes in elite military recruits

Hardy, Lew; Arthur, Calum A.; Jones, Graham; Shariff, Adie; Munnoch, Kathy; Isaacs, Izzy; Allsopp, Adrian

doi:10.1016/j.leaqua.2009.10.002

Cited by 120 publications

(117 citation statements)

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“…Transformational leadership (Bass, 1985) has recently been incorporated into the sport coaching literature where it has been shown to be associated with outcomes such as motivation and performance (e.g., Charbonneau, Barling, & Kelloway, 2001;Rowold, 2006) and group cohesion (Callow, Smith, Hardy, Arthur, & Hardy, 2009). The effectiveness of transformational leadership in the sport domain mirrors that in other domains such as exercise (Beauchamp, Welch & Hulley, 2007), business (e.g., Barling, Weber, & Kelloway, 1996;Podsakoff, Mackenzie, Moorman, & Fetter, 1990), the military (e.g., Bass, Avolio, Jung, & Berson, 2003;Hardy et al, 2010), education (e.g., Koh, Steers, & Terborg, 1995), and the public sector (e.g., Rafferty & Griffin, 2004). Transformational leadership theory is a behavioral approach to leadership that posits that transformational leaders will inspire followers via emotional appeals to achieve their full potential by transcending their own self-interest for the betterment of the team or organization (see Bass, 1985).…”

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confidence: 91%

“…However, the results regarding high performance expectations have been rather more paradoxical. That is, studies have found positive relations between high performance expectations and outcomes (e.g., Podsakoff et al, 1990), no relation between high performance expectations and outcomes (e.g., Hardy et al, 2010), and negative relations between high performance expectations and outcomes (e.g., Podsakoff, MacKenzie, & Bommer, 1996). These paradoxical findings could, at least partially, be explained by the presence of moderating variables.…”

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confidence: 98%

“…Based on the conceptual models of Bass and Avolio (2005) and Podsakoff et al (1990), and Hardy et al (2010) and Callow et al (2009) conceptualized transformational leadership as consisting of six distinct behaviors: fostering acceptance of group goals, high performance expectations, inspirational motivation, individual consideration, appropriate role modeling, and intellectual stimulation. The following section will briefly discuss and formulate specific hypotheses regarding each of these behaviors in relation to follower narcissism.…”

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confidence: 99%

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The Role of Athlete Narcissism in Moderating the Relationship Between Coaches’ Transformational Leader Behaviors and Athlete Motivation

Arthur¹,

Woodman²,

Ong³

et al. 2011

Journal of Sport and Exercise Psychology

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Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass’s (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior–coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation.

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confidence: 91%

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confidence: 98%

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confidence: 99%

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The Role of Athlete Narcissism in Moderating the Relationship Between Coaches’ Transformational Leader Behaviors and Athlete Motivation

Arthur¹,

Woodman²,

Ong³

et al. 2011

Journal of Sport and Exercise Psychology

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“…Underpinned by transformational leadership theory (Bass, 1985) the meta-cognitive model of vision, support, and challenge was first developed by Hardy and Arthur in a 3 military context (e.g., Arthur, 2008;Arthur, Hardy, & Wagstaff, 2010;Hardy & Arthur, 2006, 2008Hardy, Arthur, Jones, Shariff, Munnoch, & Isaacs, 2010;Hardy, Shariff, Munnoch, & Allsopp, 2004). The model posits that great coaches inspire their athletes by: (a) creating an inspirational vision of the future; (b) providing the necessary support to achieve the vision; and (c) providing the challenge to achieve the vision.…”

Section: Institute For the Psychology Of Elite Performancementioning

confidence: 99%

Realising the Olympic dream: vision, support and challenge

Arthur

Hardy

Woodman

2012

Reflective Practice

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The sporting arena is replete with examples and anecdotes of inspirational coaches that have led teams to success, often in the face of adversity and against seemingly better opponents. Indeed, the influence of the coach is summarised nicely by Dan Britton talking about the legendary basketball Coach John Wooden: "His purpose in coaching was to instil greatness in others. He was committed to teaching, inspiring and motivating people, and he empowered his players to do great things" (p. 13). It is therefore surprising that the models of leadership and coaching in sport are either devoid of the notion of inspiration or only give it a passing mention; we still know very little about precisely why great coaches are great and how in turn they motivate their athletes to achieve Olympic greatness. For example, the sport coaching models developed by Challadurai and colleagues; Smith, Smoll and colleagues;Horn and colleagues; and Côté and colleagues have all provided an insight into the effects of coach behaviours, some processes and mechanisms by which these behaviours exert their influence and the moderating effects of situation, context, and personality. However, there is very little mention of the inspirational effects of great coaches in these theories and models.The purpose of this article is not to provide a review of the sport coaching models (for reviews, see Chelladurai, 1990Chelladurai, , 1993Chelladurai, , 2007Chelladurai & Riemer, 1998;Riemer, 2007;Smith & Smoll, 2007), rather we will delineate a new model of inspirational coaching based on the principles of vision, support, and challenge.Underpinned by transformational leadership theory (Bass, 1985) the meta-cognitive model of vision, support, and challenge was first developed by Hardy and Arthur in a support to achieve the vision; and (c) providing the challenge to achieve the vision. The underlying proposition is that the vision provides meaning and direction for athletes' effort.That is, the vision serves as the beacon towards which all the sweat, pain and sacrifice is directed on the path to Olympic success. The premise that underpins the vision, support and challenge model is that athletes can achieve their Olympic dreams provided they are truly inspired to do so; this is because all other things being equal the person who is motivated to practice longer and train harder will ultimately be the best.An important aspect of the vision, support, and challenge model is that it makes a distinction between what the coach does (i.e., coach behaviours) and the consequences of these coach behaviours (i.e., athlete's meta-cognitions) in the same model. That is, transformational leadership is what the coach does and athlete's perceptions of vision, support, and challenge are a direct consequence of coach behaviours. In the following article we firstly define the vision, support, and challenge constructs in our model, we then describe the impact that vision, support and challenge will have, and lastly we very briefly identify some key coach behaviours that we theo...

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“…Though no consensus can be found in the literature as to a "final" typology, a core set seems to be shared by most researchers (Hardy et al 2010):…”

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Leadership and decision-making practices in public versus private universities in Pakistan

Zulfqar

Valcke

Devos

et al. 2016

Asia Pacific Educ. Rev.

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The goal of this study is to examine differences in leadership and decision-making practices in public and private universities in Pakistan, with a focus on transformational leadership (TL) and participative decision-making (PDM). We conducted semi-structured interviews with 46 deans and heads of department from two public and two private universities in Pakistan. Our findings indicate that leadership and decision-making practices are different in public and private universities. While differences were observed in all six types of TL-behaviour, the following three approaches emerged to be crucial in both public and private universities: (1) articulating a vision, (2) fostering the acceptance of group goals, and (3) high-performance expectations. In terms of PDM, deans and heads of department in public and private universities adopt a collaborative approach. However, on a practical level this approach is limited to teacher-and student-related matters. Overall, our findings suggest that the leadership and decision-making practices in Pakistani public and private universities are transformational and participative in nature.

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The relationship between transformational leadership behaviors, psychological, and training outcomes in elite military recruits

Cited by 120 publications

References 38 publications

The Role of Athlete Narcissism in Moderating the Relationship Between Coaches’ Transformational Leader Behaviors and Athlete Motivation

The Role of Athlete Narcissism in Moderating the Relationship Between Coaches’ Transformational Leader Behaviors and Athlete Motivation

Realising the Olympic dream: vision, support and challenge

Leadership and decision-making practices in public versus private universities in Pakistan

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