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Action training for charismatic leadership: Two evaluations of studies of a commercial training module on inspirational communication of a vision
Abstract
An action training program that teaches inspirational communication of a vision as part of a training of charismatic leadership for managers is presented (1½ days) and evaluated in 2 studies (N= 25 and N= 22). We used the research design “nonequivalent dependent variable design” (Cook & Campbell, 1979, p, 118) or “internal referencing strategy” (Haccoun & Hamtieux, 1994), which compared the trained behaviors (charismatic inspirational communication) with behaviors that were not trained (public speech) to control for testing and Hawthorne effects. The training had specific positive effects on those behaviors that were trained but not on those variables that were not trained. Good to excellent effect sizes appeared as a result of the training. We suggest that this research design is useful for evaluation of training effects within the constraints of commercial settings and, moreover, we argue that this design is in many ways superior to a nonequivalent nontraining control group design because it controls for testing effects and for effects that otherwise would need a pseudo-training control group.
... Leaders who can skillfully express their point of view in figurative language signal so reliably that they possess high cognitive ability. High intelligence is at the same time a critical trait for leadership because it actually predicts leaders' leadership success (Antonakis et al. 2017;Judge et al. 2004) and thus allows the leader to rise in followers' favor Uses a metaphorical language 1 All leader behaviors have been consistently found to be linked to leaders' charisma and their subordinates' performance in experimental and naturalistic studies; these studies trained or presented the behaviors in a combination (e.g., Antonakis et al. 2011Antonakis et al. , 2022Awamaleh and Gardner 1999;Baur et al. 2016;Caspi et al. 2019;Ernst et al. 2021;Fanelli et al. 2009;Frese et al 2003;Gardner 2003;Howell and Frost 1989;Holladay et al. 1993Holladay et al. , 1994 Content courtesy of Springer Nature, terms of use apply. Rights reserved. ...
... I, therefore, designed a multi-session intervention program teaching managers and entrepreneurs to implement verbal and nonverbal charismatic leader behaviors in their speeches and everyday communication. This evidence-based training employed an action learning approach (e.g., Frese et al. 2003) encompassing both instructor input and peer exercises. To account for possible Hawthorne effects, I furthermore ran an active control group that did not acquire any training or information on charismatic communication techniques but instead participated in a general course on leadership, following a similar teaching approach including both lecturer input and action learning, but without giving instructions on charismatic tactics. ...
... For example, these signals render recipients more easily influenced in negotiations, skewing outcomes in the sender's favor (study 7). Finally, the results reinforce existing evidence that managers and entrepreneurs can be trained in charismatic leadership tactics (Antonakis et al. 2011;Frese et al. 2003;Towler 2003). The CLTS sensitively detects these training effects in both managers' and entrepreneurs' selfreports and their peers' observer reports (Study 8). ...
Charisma in managers is a leadership vitamin that enables them to lead more effectively and improve organizational performance. However, existing questionnaire measures of leaders’ charisma suffer from several limitations, primarily that they almost exclusively assess leaders’ charisma in terms of its effects rather than the constituent behaviors, thus conflating cause and effect. Employing the signaling approach to leaders' charisma, I developed and validated the Charismatic Leadership Tactics Scale (CLTS) across ten studies to measure leaders' charisma as an exogenous variable. Scale items were derived from empirical research on distinct charismatic leadership tactics. First, I established the factorial structure and internal consistency of the CLTS with managers (Study 1) and employees (Study 2). Second, I tested the agreement between manager and employee ratings and the scale’s convergent, discriminant, and incremental validity (Studies 3, 4). Third, I demonstrated that the CLTS relate to objectively measured harismatic tactics, the cognitive abilities underlying leaders’ charisma, and the outcomes that leaders’ charisma is expected to influence (external validity; Studies 5, 6, 7). Fourth, I showed the scale’s sensitivity to change in a charisma training program for managers (Study 8). Finally, I present a cross-cultural adaptation of the CLTS with managers (Study 9) and employees (Study 10). Utilizing diverse methodologies, including cross-sectional studies, automated behavioral assessments, cognitive tests, negotiation tasks, and a quasi-experimental training evaluation, these studies establish the CLTS as a valid instrument. The CLTS matches or exceeds established charismatic leadership measures while disentangling its measurement from endogenous or conflicting influences.
... Experimental condition: The VR charisma training included three 2-3-min videos featuring explanations and demonstrations, each designed around one of the three nonverbal charismatic tactics (Antonakis et al., 2011). Specifically, training about (1) body gestures that help to convey a message, such as open-hand movements (Frese et al., 2003;Towler, 2003); (2) facial expressions, for example, eye contact and smiling (Frese et al., 2003;Towler, 2003;Tskhay et al., 2017); and (3) animated voice tone, such as maintaining vocal fluency and avoiding hesitation (Valls-Ratés et al., 2023). ...
... Experimental condition: The VR charisma training included three 2-3-min videos featuring explanations and demonstrations, each designed around one of the three nonverbal charismatic tactics (Antonakis et al., 2011). Specifically, training about (1) body gestures that help to convey a message, such as open-hand movements (Frese et al., 2003;Towler, 2003); (2) facial expressions, for example, eye contact and smiling (Frese et al., 2003;Towler, 2003;Tskhay et al., 2017); and (3) animated voice tone, such as maintaining vocal fluency and avoiding hesitation (Valls-Ratés et al., 2023). ...
Charisma, often seen as an innate trait, is now understood as leader signaling grounded in values, symbols, and emotions, suggesting it can be developed through interventions. However, the method for cultivating charisma remains unclear. This study examines nonverbal communication strategies, highlighting the potential of body language, facial expressions, and vocal modulation to enhance charisma. Additionally, we introduce a virtual reality training program focused on these cues and explore the role of audience presence in boosting the intervention’s effectiveness by fostering self-awareness and behavioral adjustments. Results of a controlled randomized experiment with virtual reality-trained participants and online charisma assessors demonstrated significant improvements in observer-rated charisma from pre- to post-training compared to the control group. Moreover, training in front of a virtual audience yielded the expected outcomes. This study sheds light on charisma theory, its potential virtual reality training application, and its implications for leadership development.
... Finally, delivery CLTs includes nonverbal communication tactics (e. g., bodily movements, facial behaviors, and animated voice) that emotionally charge the leader's message, emphasize their conviction, and demonstrate passion (Awamleh & Gardner, 1999;Bono & Ilies, 2006;Frese et al., 2003). Nonverbal CLTs (i.e., delivery) tend to be highly correlated with verbal CLTs (i.e., framing and substance; Antonakis et al., 2011), leading scholars to frequently omit delivery tactics when they measure the charisma signal from actual leaders (e.g., Bastardoz et al., 2022;Jacquart & Antonakis, 2015;Jensen et al., 2023;Tur et al., 2022; Study 2). ...
... (Bono & Ilies, 2006). Prior evidence has suggested that animated voice tones are often used as tactics (Frese et al., 2003), and charisma can be perceived via the voice (Hogenboom, 2014). Hence, the findings strongly suggest the notion, which is in line with studies (Antonakis et al., 2011), that leadership or charisma can be trained or improved, at least regarding the speech features involved (Niebuhr et al., 2020). ...
This article investigates the relationship between prosodic features and perceived leadership, particularly in a business context, addressing a gap in prior literature. Utilizing a large speech corpus of 122 speakers and an equal number of raters, prosodic features such as fundamental frequency, intensity, and duration were measured using Praat and analyzed by Waikato Environment for Knowledge Analysis. Findings reveal speech duration as a significant predictor of transformational leadership perception, with voice pitch also playing a notable role. The study suggests practical implications for leadership development, emphasizing the potential for enhancing charisma through speech training. Limitations include a focus on male speakers, prompting future research for broader cultural and gender representations. This work contributes valuable insights for both researchers and practitioners in leadership development.
... En la segunda subcategoría del modelo nombrado "orientación hacia las personas", se indaga al directivo y su forma de lograr un clima laboral aceptado por él y sus colaboradores, con el fin de mejorar sus relaciones sociales y la satisfacción de sus necesidades (Sánchez Manchola, 2008). Iniciando los ítems, tenemos "La comunicación", donde numerosos investigadores consideran a esta como una parte importante del liderazgo de los directivos; siendo avalada por los autores Frese et al. (2003); Riggio et al. (2003) y Towler (2006) quienes expresan que es fundamental para liderar, porque mantiene los lazos afectivos entre el directivo, los seguidores y la entidad. Para ello, las empresas deben estructurar canales o enlaces comunicativos más eficientes, así como también asertivos para garantizar el dinamismo y la fluidez de los mensajes donde se perciba honestidad y apertura. ...
En América Latina, en el último quinquenio, los millennial han ocupado el 40% de los puestos directivos en sus organizaciones. Por lo tanto, se llevó a cabo un estudio en una agencia financiera para analizar el liderazgo de los directivos millennial bajo las subcategorías "orientación hacia las tareas" y "orientación hacia las personas", siguiendo la teoría de Sánchez Manchola. El estudio es cualitativo, de tipo aplicado, de nivel descriptivo y se ha diseñado como un caso. Por lo tanto, la técnica utilizada fue la entrevista y el instrumento utilizado fue la guía de entrevista; se aplicó a 12 empleados de una agencia bancaria en el centro comercial Real Plaza de Chiclayo entre marzo del 2021 y julio del 2022. Cuyos hallazgos muestran varios enfoques de liderazgo en los directivos de la generación del milenio.
... Given the crucial role of communication in LMX (Graen and Uhl-Bien, 1995), leaders could reap some benefits of EI congruence through regular and transparent conversations. In addition, previous studies indicate that leadership training effectively enhances communication skills (Frese et al., 2003). Therefore, this study highly recommends that organizations provide training for managers to adjust their communication styles in order to enhance subordinates' positive perceptions. ...
Previous research has provided evidence supporting a positive correlation between emotional intelligence (EI) and flow. However, intriguing findings in the liquor manufacturing industry prompt me to consider the necessity of examining the effects of leader-subordinate EI congruence on flow. Therefore, this article begins with two questions: First, what is the impact of leader-subordinate EI congruence on flow? Second, do two distinct congruent scenarios (i.e., high-high and low-low) exhibit significant nuances that differentially influence flow? To answer these questions, this study utilizes polynomial regression and three-dimensional response surface analysis methods. A multi-source and three-phase investigation method was used to collect data from 279 subordinates and 56 leaders in the liquor manufacturing industry. Based on the person-environment (PE) fit theory, this study investigates the influence of leader-subordinate EI congruence on flow while considering leader-member exchange (LMX) as a mediator in these processes. The current study not only demonstrates a positive relationship between leader-subordinate EI congruence and LMX, but also reveals that a high-high EI matching pattern can enhance the favorable dynamics of congruence and yield higher LMX compared to a low-low matching pattern. Furthermore, this study identifies LMX as a mediator in the positive relationship between leader-subordinate EI congruence and flow. Additionally, although the incongruent scenarios are beyond the scope of this study, the findings demonstrate that a high EI subordinate paired with a low EI leader has a more detrimental impact on the LMX than a low EI subordinate paired with a high EI leader. Theoretical and practical implications are discussed.
This study investigates how charismatic leadership influences organizational innovation at a deposit money bank in Rivers State. The study supports the idea that organizational creativity in a cutthroat corporate climate is influenced by charismatic leadership. The sample size for this study consists of 143 employees from the nine institutions. Data for this study project were gathered using the questionnaire. The relationship between the variables under examination was tested using the Sperman rank-order correlation coefficient, and the moderating influence of knowledge-sharing culture on the relationship between charismatic leadership and organizational innovation was assessed using partial correlation. Quasi-experimental research design is the methodology employed. Based on the findings, it is concluded that charismatic leadership has a significant influence on organizational innovation, and some of the recommendations are that management should reward employees for being innovative and should encourage and reward creativity. Also, management should have beliefs, values, and management practices that foster the development of new ideas into products, processes, objects, and services.
Historically, scholars examining charisma within the context of leadership have provided an ambiguous definition of charisma pertaining to a leader's ability to influence followers around collective goals. Charisma can become quite convoluted and ambiguous within the context of leadership. One reason for the ambiguity is no unified conceptualization of charisma exists. Herein is an examination of charisma considering its historical footings and its underpinnings related to people's propensity to be emotionally influenced and aroused to gain a deeper understanding of charismatic leadership. Overall, the purpose of the article was to systematically review, organize, and present a body of literature exploring charismatic leadership. The following research questions guided the systematic literature review: What is charisma within the context of leadership, and how is it measured?
Effective communication is an essential talent for accomplished leaders. It generates trust, ensures team alignment with objectives, offers clarity and guidance, empowers staff, enables feedback and dispute resolution, motivates and inspires, handles change, promotes cultural awareness, and serves as a model for others. Leaders can enhance their communication abilities by practicing active listening, soliciting feedback, cultivating emotional intelligence, and continuously honing their interpersonal skills. Educational institutions are intricate systems designed to offer learning, teaching, and training to students of many ages, backgrounds, and levels of experience. It consists of connections, infrastructures, and numerous other difficulties that need to be addressed. Effective communication is essential in educational institutions to provide a positive learning environment, encourage collaboration among staff and students, and help achieve the institution's educational objectives. Leadership must incorporate good communication. The study intends to encourage and facilitate the implementation of leadership strategies and communication in specific strategic areas of educational institutions. The study highlights the significance of leaders in implementing leadership, whose primary role is to involve all active participants to enhance community activity and growth.
Leadership is a process whereby an individual influences a group of individuals to achieve a common goal. Communication plays a central role in social influence in human interactions: what is communicated and how it is communicated would determine the breadth and depth of leadership effectiveness. This chapter reviews the literature on how cultural communication norms in message, relationship, time, and space context affect leadership effectiveness across cultures. It develops propositions about how leaders might deal with challenges in understanding and interpreting nonverbal communication norms to achieve effective cross-cultural communication at work.
A field experiment of 76 employees studied the effects of induced conceptions of ability as either an acquirable skill or fixed entity on computer anxiety, computer efficacy beliefs, and the acquisition of declarative knowledge, drawing from social cognitive theory. The setting was an introductory microcomputer training course. The findings indicate that trainees in the acquirable skill condition experienced a significant decrease in computer anxiety between the pre- and posttraining assessments; however, trainees in the entity condition did not experience a significant change in computer anxiety. Also, trainees in the acquirable skill condition experienced a significant increase in computer efficacy beliefs, and trainees in the entity condition experienced a significant decrease in computer efficacy between the pre- and posttraining assessments. Contrary to expectations, the effects of the training intervention on the acquisition of declarative knowledge were not mediated by computer anxiety and computer efficacy beliefs. The significant results are consistent with deductions made from social cognitive theory.
Argues that placebo-plus-psychotherapy combinations involve potential additive or interactive effects derived from the patient's or the therapist's perception that the patient is receiving an active medication. The perception renders this condition nonrepresentative of psychotherapy as it is typically practiced. Further, these combinations (in the absence of a psychotherapy-alone cell) are logically incapable of providing the controls that are necessary to rule out the existence of drug taking-by-psychotherapy interactions, precisely the hypothesis that their inclusion is intended to test. Finally, a review of the existing drug–psychotherapy literature points to bidirectionality in the noncomparability of placebo-plus-psychotherapy relative to psychotherapy alone. That is, the combination may sometimes overestimate, but appears more typically to underestimate, the efficacy of psychotherapy alone. Suggestions are provided for the appropriate selection of control conditions in drug–psychotherapy comparisons. (33 ref)
This experiment extends previous research by examining empirically the relationship of message delivery and content to perceptions of leader charisma. A 2 (delivery: weak and strong) × 2 (content: visionary and nonvisionary) design was used to examine how delivery and content affect perceptions of leader charisma. The results indicate that although both delivery and content play a role in the development of perceptions of charisma, the impact of delivery is stronger. The analyses also reveal that the attentive, relaxed, friendly, and dominant style variables are significant predictors of perceptions of leader charisma. The results of this experiment highlight the need to examine the role of communication in charismatic leadership.
We argue in this paper that in an age of complexity, change, large enterprises, and nation states, leaders are more important than ever. However, their effectiveness depends on their personality and charisma and not solely on their control over bureaucratic structures. We used a study of U.S. presidents to test a general model of leader effectiveness that includes leader personality characteristics, charisma, crises, age of the institution headed by the leader, and leader effectiveness. Age of the presidency accounted for approximately 20 percent of the variance in presidential needs for power, achievement, and affiliation. Presidential needs and a measure of leader self-restraint in using power, the age of the presidency, and crises accounted for 24 percent of the variance in presidential charisma. Age of the presidency, crises, needs, and charisma together predicted from 25 percent to 66 percent of the variance in five measures of presidential performance. Our study demonstrates that personality and charisma do make a difference.
In a longitudinal, randomized field experiment, we tested the impact of transformational leadership, enhanced by training, on follower development and performance. Experimental group leaders received transformational leadership training, and control group leaders, eclectic leadership training. The sample included 54 military leaders, their 90 direct followers, and 724 indirect followers. Results indicated the leaders in the experimental group had a more positive impact on direct followers' development and on indirect followers' performance than did the leaders in the control group.
Textbook treatments of training evaluation typically equate evaluation with the measurement of change and focus on formal experimental design as the mechanism for controlling threats to the inference that the training intervention produced whatever change was observed. This paper notes that two separate questions may be of interest: How much change has occurred? and, Has a target performance level been reached? We show that the evaluation mechanisms needed to answer the two types of questions are markedly different, and discuss circumstances under which an evaluator's interests will focus on one, the other, or both of these questions. We then discuss alternatives to formal design as mechanisms for reducing various threats to validity, and discuss trade-offs between internal validity and statistical conclusion validity.