Leadership Task

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A Leadership Task is a social influence task in which a person (a leader) can enlist peer support in the accomplishment of a common task"



  • (Wikipedia, 2021) ⇒ https://en.wikipedia.org/wiki/leadership Retrieved:2021-6-7.
    • Leadership is both a research area, and a practical skill encompassing the ability of an individual, group or organization to "lead", influence or guide other individuals, teams, or entire organizations. Often viewed as a contested term, specialist literature debates various viewpoints, contrasting Eastern and Western approaches to leadership, and also (within the West) North American versus European approaches. U.S. academic environments define leadership as "a process of social influence in which a person can enlist the aid and support of others in the accomplishment of a common task". Others have challenged the more traditional managerial view of leadership which believes that it is something possessed or owned by one individual due to their role or authority, and instead advocate the complex nature of leadership which is found at all levels of the institution, both within formal roles. [1] Studies of leadership have produced theories involving traits, [2] situational interaction, function, behavior, [3] power, vision and values, [4] charisma, and intelligence, among others.
  1. Goleman, D., Boyatzis, R.E., and McKee, A. (2003) The New Leaders: Transforming the art of leadership. London: Sphere.
  2. Locke et al. 1991
  3. Goldsmith Marshall, "Leaders Make Values Visible", 2016
  4. Richards & Engle, 1986, p. 206


  • (Lacerenza et al., 2017) ⇒ Christina N. Lacerenza, Denise L. Reyes, Shannon L. Marlow, Dana L. Joseph, and Eduardo Salas. (2017). “Leadership Training Design, Delivery, and Implementation: A Meta-analysis.” Journal of Applied Psychology 102, no. 12
    • ABSTRACT: Recent estimates suggest that although a majority of funds in organizational training budgets tend to be allocated to leadership training (Ho, 2016; O’Leonard, 2014), only a small minority of organizations believe their leadership training programs are highly effective (Schwartz, Bersin, & Pelster, 2014), calling into question the effectiveness of current leadership development initiatives. To help address this issue, this meta-analysis estimates the extent to which leadership training is effective and identifies the conditions under which these programs are most effective. In doing so, we estimate the effectiveness of leadership training across four criteria (reactions, learning, transfer, and results; Kirkpatrick, 1959) using only employee data and we examine 15 moderators of training design and delivery to determine which elements are associated with the most effective leadership training interventions. Data from 335 independent samples suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions (δ = .63), learning (δ = .73), transfer (δ = .82), and results (δ = .72), the strength of these effects differs based on various design, delivery, and implementation characteristics. Moderator analyses support the use of needs analysis, feedback, multiple delivery methods (especially practice), spaced training sessions, a location that is on-site, and face-to-face delivery that is not self-administered. Results also suggest that the content of training, attendance policy, and duration influence the effectiveness of the training program. Practical implications for training development and theoretical implications for leadership and training literatures are discussed.