This study was a meta-analysis of the relationship between personality and ratings of transformational and transactional leadership behaviors. Using the 5-factor model of personality as an organizing framework, the authors accumulated 384 correlations from 26 independent studies. Personality traits were related to 3 dimensions of transformational leadership—idealized influence–inspirational motivation (charisma), intellectual stimulation, and individualized consideration—and 3 dimensions of transactional leadership—contingent reward, management by exception–active, and passive leadership. Extraversion was the strongest and most consistent correlate of transformational leadership. Although results provided some support for the dispositional basis of transformational leadership—especially with respect to the charisma dimension—generally, weak associations suggested the importance of future research to focus on both narrower personality traits and nondispositional determinants of transformational and transactional leadership. A recent PsycINFO search revealed that 1,738 of the 15,000 articles (12%) published since 1990 on the topic of leadership included the keywords personality and leadership. Clearly, scholars have a strong and continuing interest in the dispositional bases

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A causal theory of spiritual leadership is developed within an intrinsic motivation model that incorporates vision, hope/faith, and altruistic love, theories of workplace spirituality, and spiritual survival. The purpose of spiritual leadership is to create vision and value congruence across the strategic, empowered team, and individual levels and, ultimately, to foster higher levels of organizational commitment and productivity. I first examine leadership as motivation to change and review motivation-based leadership theories. Second, I note the accelerating call for spirituality in the workplace, describe the universal human need for spiritual survival through calling and membership, and distinguish between religion and spirituality. Next, I introduce a generic definition of God as a higher power with a continuum upon which humanistic, theistic, and pantheistic definitions of God can be placed. I also review religiousand ethics-and-values-based leadership theories and conclude that, to motivate followers, leaders must get in touch with their core values and communicate them to followers through vision and personal actions to create a sense of spiritual survival through calling and membership. I then argue that spiritual leadership theory is not only inclusive of other major extant motivationbased theories of leadership, but that it is also more conceptually distinct, parsimonious, and less

This paper introduces an agent-based support model for group development and leadership, to be used by ambient systems to support a group leader in the development of group members. Using modelbased reasoning, an ambient agent analyses the development level of the group (member) and provides support to the group by proposing the most effective leadership behaviour to the group leader. The support model has been formally designed and within a dedicated software environment, simulation experiments have been performed. 1.

On behalf of:

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reviewers for their invaluable feedback. We also thank Joshua Waytz for his laboratory

APPROVED FOR PUBLIC RELEASE; DISTRIBUTION UNLIMITEDAFIT/GEM/ENV/08-M22 The purpose of this thesis is to develop a system dynamics model of leader emergence. Longitudinal social network and personality data were collected in a class of enlisted military professionals attending a six week leadership development course. Findings support known relationships in existing leadership research. This thesis demonstrates the applicability of system dynamics toward the complex social phenomena of leader emergence. iv AFIT/GEM/ENV/08-M22 First, to Myself. More importantly, to all those that have made me who I am… My loving Wife, Father, Mother, and Brother, and all my loving and supportive friends and family. v Acknowledgments I would like to extend personal thank you to LtCol Halverson who has displayed

This paper considers the development of the whole person from the perspective of developing capacities in eight domains: (1) cognition/thinking, (2) affect/emotion, (3) conation/volition (or self-regulation), (4) physical/bodily-kinesthetic, (5) social/interpersonal; (6) spiritual/ transpersonal, (7) moral character, and (8) temperament, personality, and self-views. Basic research is considered as well as how interested adults, especially educators, can facilitate development in these areas. Parents, educators, and concerned citizens around the world are asking questions about how best to prepare children and youth for successful adulthood in the twenty-first century. The question takes on added importance because humanity is immersed in a social and cultural environment that is changing at an accelerating rate (Kurzwiel, 2001). Simultaneously, there is exponential growth in an understanding of human capacities and the potential for human development (Damon, 2004). Though every human society has dealt with issues of preparing children and youth for adulthood, the potential benefits have never been greater for providing the proper learning experiences so that young people may flourish as adults. While it is acknowledged that schools are not the only social institutions responsible for the education of children and youth (Huitt, 2009), schools are where most will engage in formal, systematic learning experiences rather than the informal and sometimes conflicting learning experiences provided by the home, community, and larger society (Wikeley, Bullock, Muschamp, & Ridge, 2007). Focusing on schools as a means for preparing young people for adulthood is one of the hallmarks of developed countries (The National Commission on Excellence in Education, 1983). On the other hand, when positive connections are made between home, school, and community, the impact can be even more powerful (Epstein, &

This paper considers the development of the whole person from the perspective of developing capacities in eight domains: (1) cognition/thinking, (2) affect/emotion, (3) conation/volition (or self-regulation), (4) physical/bodily-kinesthetic, (5) social/interpersonal; (6) spiritual/ transpersonal, (7) moral character, and (8) temperament, personality, and self-views. Basic research is considered as well as how interested adults, especially educators, can facilitate development in these areas. Parents, educators, and concerned citizens around the world are asking questions about how best to prepare children and youth for successful adulthood in the twenty-first century. The question takes on added importance because humanity is immersed in a social and cultural environment that is changing at an accelerating rate (Kurzwiel, 2001). Simultaneously, there is exponential growth in an understanding of human capacities and the potential for human development (Damon, 2004). Though every human society has dealt with issues of preparing children and youth for adulthood, the potential benefits have never been greater for providing the proper learning experiences so that young people may flourish as adults. While it is acknowledged that schools are not the only social institutions responsible for