Leader Identity, Individual Differences, and Leader Self-Development.

摘要

This research is an extension of the Baseline Officer Longitudinal Development Study (BOLDS), an ongoing longitudinal project initiated at the United States Military Academy at West Point (USMA) in 1994. West Point graduates from the class of 1998 were recruited from a 10-year reunion celebration during the fall of 2008. Ninety-nine Soldiers completed online measures of leadership and performance. The focus of the present research was on four potential predictors of leader self-development: leader identity, leader self-efficacy, motivation to lead, and learning goal orientation. Contrary to expectations, leader identity was not a strong predictor of leader- initiated developmental activity. Consistent with prior research and theory, support for a strong relationship between leader identity, leader self-efficacy, and motivation to lead was demonstrated. Finally, results indicate that motivation to lead alone does not mediate the relationship between identity, self-efficacy, and leader self-development behavior. Overall, results suggest that seeing oneself as a leader and believing in one's capabilities to lead may be precursors to feeling motivated to participate in leadership roles. Additionally, Soldiers who are motivated to lead are more likely to engage in leader self-development behaviors when they view abilities as something that can be developed.