Transformational leadership and job‐related learning

Purpose - The purpose of this paper is to examine specifically the impacts of transformational leadership on job‐related learning at the individual level. Design/methodology/approach - A questionnaire survey was conducted. The survey questionnaire contained measurements of job‐related learning (JRL) and the five dimensions of transformational leadership: idealized influence attributed (IIA), idealized influence behavior (IIB), individualized consideration (CON), inspirational motivation (INSPIRE), intellectual stimulation (INTSTIM). Data were collected from 400 individuals of various organizations on a voluntary and anonymous basis. Findings - The research results showed that the dimensions of IIB and CON were two significant predictors to job‐related learning. Research limitations/implications - All of the data collected in the present study are gathered from a single source through a common method (i.e. a Likert‐scale questionnaire). Also, the use of a cross‐sectional design in the present study restricts inferences being drawn regarding the causal relationships between transformational leadership and job‐related learning. Practical implications - It seems that leaders are able to enhance job‐related learning among the employees when they recognize the growth needs of their followers and provide them with personal guidance and goal‐directed development. The findings imply that if a high learning orientation in an organisation is desired, transformational leadership would be the type of leadership needed in the organization. Originality/value - The present study does provide some evidence that some dimensions of transformational leadership are more influential on job‐related learning than the others.