The Development of Motivation to Lead and Leader Role Identity

Abstract

Leadership development has been continually recognized by organizations as a competence and a mind-set that is worthy of substantial time and resources. Although various approaches have stressed the development of skills or behaviors, it is becoming increasingly apparent that the development of attitudes and belief systems is also relevant. In an effort to increase knowledge in this area, the authors conducted a quasi-experimental study to understand whether motivation to lead (social-normative) and leader role identity would increase in business students exposed to behavior-modeling methods emphasizing the importance of transformational leadership. The results show that, in comparison with students in an introduction to management course, the quasi-experimental–condition students significantly increased the value that they placed on the leader role, as well as their identity as leaders. The findings are discussed in terms of both theoretical and practical implications.

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