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Employee Engagement and Learning for the Transformational Leader

Employee Engagement and Learning for the Transformational Leader

Debra L. Lacy
Copyright: © 2022 |Pages: 14
ISBN13: 9781799882398|ISBN10: 179988239X|ISBN13 Softcover: 9781799882404|EISBN13: 9781799882411
DOI: 10.4018/978-1-7998-8239-8.ch008
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MLA

Lacy, Debra L. "Employee Engagement and Learning for the Transformational Leader." Interdisciplinary and Practical Approaches to Managerial Education and Training, edited by Luísa Cagica Carvalho, et al., IGI Global, 2022, pp. 133-146. https://doi.org/10.4018/978-1-7998-8239-8.ch008

APA

Lacy, D. L. (2022). Employee Engagement and Learning for the Transformational Leader. In L. Carvalho, N. Teixeira, & P. Pardal (Eds.), Interdisciplinary and Practical Approaches to Managerial Education and Training (pp. 133-146). IGI Global. https://doi.org/10.4018/978-1-7998-8239-8.ch008

Chicago

Lacy, Debra L. "Employee Engagement and Learning for the Transformational Leader." In Interdisciplinary and Practical Approaches to Managerial Education and Training, edited by Luísa Cagica Carvalho, Nuno Teixeira, and Pedro Pardal, 133-146. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8239-8.ch008

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Abstract

Highly engaged employees are central to strong organizational outcomes. Nonetheless, consistency in maintaining high levels of engagement eludes most organizations. Disengaged employees are often toxic and cultivate negativity. An in-depth analysis of the drivers of employee engagement indicates that leadership is the strongest influencer of engagement. Bass's transformational leadership and the leader-member-exchange (LMX) theories outline characteristics of transformational leaders. The theories intersect where Bass posits is the stage in the relationship between leader and follower where leader behavior inspires followers to excel with no additional incentives needed. Training and development of the transformational leader who drives high engagement must take adult learning principles into account in recognition of the unique learning needs of adults.

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