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277 Top Leadership Research Topics for Your Thesis

For most students, working on leadership research topics is a fascinating task. That’s because this subject spans different disciplines, including education, management, sociology, politics, and psychology. For this reason, many learners choose these topics when writing college and university papers.

In most cases, educators do not specify the topic for learners. That means every learner must choose or develop a topic for their academic paper. Consequently, learners look for leadership areas that interest them and then pick their leadership paper topics.

Here are pointers for selecting a topic for your leadership essay or paper:

Start by choosing a subject area Narrow down your subject area Focus on leadership, not management Bear the educator’s instructions in mind Aim to answer a question in your subject area

If interested in this subject, here is a list of leadership topics you consider for your papers.

Interesting Dissertation Topics in Educational Leadership

When pursuing a course in educational leadership, educators require learners to complete a dissertation by employing their new learning and professional knowledge. When writing this paper, a learner should demonstrate organization, transformative leadership, and the ability to initiate community change. Here are sample topics in this category.

Interrelation between poor school results and poor leadership
How social media affects educational leadership
Impacts of technology on educational leadership
How leadership in mediocre schools can simulate top performing learning institutions
Effects of the leadership culture on running educational institutions
How to blend strategic teaching methods with efficient organization
How educational leadership affects society
How educational leadership influence researchers and literature
Educational leadership and success path
Educational leadership and social transformation
Educational leadership’s role in society
Can education leadership bring about change?
How to include the community in education leadership
Effectiveness of interdisciplinary teams in the running of the middle schools
Women role in education leadership
How cultural organization affects educational institutions
Diluting racist habits in accredited universities
How to seamlessly pass teachers’ excellence to students
How educational institutions can offer exceptional leadership by thinking outside the box
How to evaluate negative traits of instructors teaching similar subjects
How fighting for leadership positions affect schools and students
How to compassionately develop students with dyslexia
How to strategically blend teaching methods with efficient organization
How culture influences educational institutions’ leadership
How effective educational leadership helps learners achieve academic goals
How educational leadership affect how learners think about their future and intellectual abilities
How teachers can encourage learners to take exams and testing more seriously
Do teachers have adequate training on how to be influential leaders?
Should learning institutions evaluate teachers depending on their leadership abilities?
What changes in training opportunities can encourage teachers to exercise leadership strategies?

Pick any of these educational leadership research topics and investigate them extensively to develop a brilliant dissertation.

Hot Leadership Training Topics

Leadership training is crucial for future and current leaders. Anybody that wants to become a supervisor, manager, or leader at any capacity should undergo some training to cultivate and nurture their skills. Here are some of the best leadership topics to write about in this category.

How organizational leaders can enhance productivity
How company leaders can retain the best employees
How to improve decision making in an organization
How to implement effective leadership styles
How leaders can support succession in their organizations
How to delegate and empower employees
Role of organizational leaders in conflict resolution
How to change management and executive leadership
How leaders can command respect without issuing commands
How leaders can motivate and engage employees
How corporate leaders can enhance interpersonal relationships
How decision skills can streamline organizations and nurture confidence
How leaders can train employees on energy and time management
How leaders can train employees about self-awareness
Practical communication skills for organizational leaders
How leaders can encourage peer-to-peer training
The role of leadership in organizational development
How to design helpful leadership training modules
How to automate corporate learning paths
How to measure results in leadership training
Importance of leadership training
How leaders can deal with organizational change
How leaders can use coaching to enhance employee performance
Qualities of practical leadership training and mentorship programs
How leaders can create a learning culture in an organization
How a company employee can benefit from a leadership course
Which leadership strategies can enhance a team’s performance?
Describe different leadership styles with examples
What leadership training means for a business
Can leadership training affect organizational success?

Any of these topics can be the basis of an excellent paper. However, take your time to research your preferred idea to come up with a high-quality paper.

Trendy Leadership Development Topics for Research

Leadership development entails expanding individuals’ capacity to perform their leadership roles in organizations. Here are topic ideas to consider in this category.

When is leadership coaching necessary?
Who should provide leadership coaching?
Which are the best leadership development opportunities?
How emotional intelligence can enhance leadership development
Describe executive development
How innovation can enhance leadership development
Mentorship for leadership development- How does it work?
Can leaders act as teachers?
Why strategic planning matters when it comes to leadership development
Role of leadership development in team building
How coaching can enhance leadership development
Can leadership development enhance accountability?
Why change management coaching should be part of a leadership development program
How leadership development can turn leaders into negotiators and influencers
How communication skills can enhance leadership development
How organizational leaders can develop creativity
Essential skills to acquire from a leadership development program

Pick any of these topic ideas and then develop them via research to develop a winning paper. Use different information sources to gather relevant information before writing your essay.

Organizational Leadership Dissertation Topics

Organizational leadership is an exciting research field. What’s more, you can use a topic in this category to impact a difference in an organization. And this can enhance your employability when seeking a job. Depending on your dissertation requirements, you can pick and work with any of these topics.

How blended-learning techniques can enhance the critical thinking of organizational leaders
Essential administrative services that hospitality industry leaders should provide
Qualities of charismatic and prevention-oriented leaders for the success of medium-sized enterprises
How leadership behaviors affect the corporate culture
How leadership practices influence the success of an organization
How organizational leadership and culture affect the success of a small enterprise
Why executive leadership is essential in developing countries
Organizational leadership’s role in a multicultural environment
Investigating variations in conventional organizational leadership and charismatic leadership
How leadership quality and training can improve organizational performance
How corporate culture can influence the leadership decisions to try a new business strategy
How a country can produce the organizational leaders it requires
How managers can provide leadership aspirations to subordinates
How global company leaders can influence their overall cultures
How corporate culture impacts a company’s leadership
How assumption-based planning can save money for an organization
How organizational leadership differs from management
How differentiating leadership from management can enhance the achievement of organizational goals
How to evaluate the effects of administration on the organizational performance
How to examine leadership effects and vision clarity on business organizations
How leadership affects organizational performance
How a corporate leader can devise work teams in a company
Impacts of leadership skills on employees performance

Any of these organizational leadership topics can be the basis of a brilliant paper. However, you must research the idea extensively to include relevant information in your writing. That way, your educator and organizational leaders will find your essay worth reading.

Fantastic Women’s Leadership Topics

It’s no secret that studies about women in leadership topics have increased over the years. Perhaps, that’s because women’s status in workplaces has improved recently. Here are brilliant ideas to explore if interested in writing a research paper in this category.

The role of women personality in leadership
What are the primary barriers to women’s leadership?
Society stereotypes that threaten women leadership
How the responsibilities of women differ from those of their counterpart males
How the personality of women leaders differ from that of men
How women’s leadership style differs from that of men
How family responsibilities affect female leaders
Do current male leaders resist female leaders?
Must women leaders outperform their male counterparts to be considered adequate?
How lack of sufficient household support affects women leaders
How women leaders can help in unlocking the full economic potential of a country
How influential women leaders juggle between family and work
How powerful women leaders define work and success
How gender stereotypes affect female leaders
How modern female leaders balance careers and family
How stereotypes shape women leaders’ performance and intellectual identity
Family business success- What is the role of women?
Gender, sex, and leadership
How women can change organizational leadership
How great women leaders can inspire people to take action

Take any of these topics and develop them into an excellent paper through research. The internet is awash with resources that cover women and leadership issues. That means you won’t have a hard time finding relevant information for your topic.

Interesting Leadership Topics

Perhaps, you’re looking for an exciting topic for your research paper or essay. In that case, here are some of the best ideas to explore.

A case study of Bill Gates’ leadership
Motivation and leadership- What’s the difference?
What are the key characteristics of transformational leadership?
Investigating leadership and management across culture
Characteristics and distinctions of management and leadership
Explain radical leadership with examples
Discuss different leadership and management styles
Ethical leadership theories and models
Othello and Machiavelli’s leadership skills
Leadership concepts, according to Kentucky Fried Chicke
Moral and cultural contingencies of leadership
An investigation into team leadership
Discuss the hospitality industry’s leadership and management
How diversity affects the leadership effectiveness
Which are the best leadership practices
Socrates and organizational leadership
Aspects of leadership and team behavior
Leadership and management in business- How they relate
What is ethical leadership?
Leadership as a strategy in human resource and company policies
Leadership and organizational behavior- How they relate
Why is strategic leadership essential in the business environment?
How gender difference affects leadership styles
What is systematic leadership?
Why is civic leadership important?
How negative leadership affects an organization
Leadership role in an organization’s transformational
Classifications of different leadership theories
Theoretical perspectives of organizational leadership
Human resource planning and leadership development
Leadership contingency theories
Military leadership style and coaching combination
Benefits, roles, and limitations of leadership
Supervising and leadership influence on human services
Leadership theories and effective organization change
Discuss various leadership style concepts
Governance and leadership- What’s the difference?
Troubled companies and their leadership
Participative and situational leadership theories
Analyzing the authoritative leadership style
Effective management and leadership strategies
Why strong leadership is crucial in a business organization
Integrating different leadership styles
Leadership and education role modeling
How effective leadership can enhance employees productivity
How managers can motivate employees by serving as their leaders
How political leadership can affect an organization
Leadership role in solving organizational challenges
A critical perspective on leadership and management
Evaluation of John Kennedy and Bill Clinton’s political leadership
An analysis of the most influential leader in the world
Effective leadership learning processes in an organization
Servant and followership leadership
Leadership principles of effective teachers
Analyzing Ciulla Joanne’s The Ethics of Leadership
Is servant leadership effective in school administration?
Creativity and leadership revision
Leadership and motivation theories
The role of leadership in a multinational company
Participative approach versus autocratic leadership
How ethical leadership can influence decision-making
How a company’s leadership can manage change effectively
Innovation and leadership in a business
How transformational leadership can benefit women
Describe the role of leadership in a medical facility
Variations in ethical leadership
Scientific methods for studying leadership
Strategy as leadership and practice
Leadership and service quality
How school governance affects school leadership
How leadership and power relate
Investigating leadership through a behavioral approach
Effective styles for strategic leadership
Strategic leadership- A critical examination
Describe how contingency leadership works
Discuss theorists and theories on leadership
How to develop a leadership strategy in an organization
Why leadership models are valuable
Leadership strategies as success factors
Qualities of effective leadership strategies

These are exciting leadership topics for discussion in an academic paper or essay. Pick an issue in this category and then research it extensively to develop a brilliant piece.

Nursing Leadership Paper Topics

Do you want to write a research paper or essay about nursing leadership? If yes, pick any of these brilliant nursing leadership paper topics.

Strategies for developing nurse leaders
How concept-based learning techniques affect nurse leaders
What are the qualities of the best nurse leaders?
How a nurse leader can manage stress
Criteria for being considered a nurse leader’s mentor
Essential nursing leadership areas to study
Qualities of a practical nursing leadership program
Why nursing leadership is vital in healthcare management
A review of ethical nursing leadership and practice
What are the values of ethical nursing leadership and training?
How to balance nursing leadership and service quality
Nursing leadership fundamentals
The global status of nurse leaders
Practice experience that every nurse leader should exhibit
Nursing leadership from a patient’s perspective
How to apply nursing leadership in a nursing home
A comparison of nursing leadership in an adult ward and a pediatric ward
Vital skills for a nurse leader during an emergency
Challenges facing nursing leaders
What leadership means to nurses
Leadership from a nurse perspective- What does it mean?
Disadvantages of being a nurse leader
What are the inherent nurse leaders’ values?
The role of nurse leaders in public hospitals
Nursing leadership status in private hospitals
How nursing leadership differs in private and public hospitals
Trends in nursing leadership
Assessing nursing leadership in third-world countries
Long and short-term goals for nurse leaders
Activities for enhancing nursing leadership.

Any of these nursing leadership topics can be a great idea for research. However, prepare to investigate your preferred issue to develop an excellent paper. Nevertheless, you can even seek professional assistance if you love the topic but lack adequate time to write about it.

Leadership Speech Topics

Perhaps, you want to write a speech to present to your class or during a business meeting. In that case, this category comprises some of the best leadership presentation topics.

How to be a transformative leader
What makes a strategic leader?
Why organizations need moral leaders
How to lead with inclusion and integrity
Leadership and dissent- Doing the right versus doing something right
Practicing leadership in an inter-agency context
How to make a difference using leadership
Transactional or transformational leadership- What works?
How effective leadership looks like
How to practice effective leadership
How to become a leader
How to lead with compassion
Qualities that every great leader should exhibit
The power of effective leadership
How a leadership vision can propel an organization forward
How to understand and work with followers as a leader
How a leader can adapt and listen to changes in an organization
How consistent efforts make great leaders
Qualities that made great leaders in history
The golden rule of outstanding leadership

These are brilliant leadership discussion topics. However, prepare to research your preferred idea before you write a speech about it. That way, you will come up with a presentation that will move your audience.

Leadership Topics for Managers

Perhaps, you want to write about a leadership issue that managers will find interesting to read. In that case, these leadership research paper topics will interest you.

How managers can develop performance standards and goals
How managers can promote effective discipline
How a manager can improve work habits
How company managements can manage complaints
How a manager can provide performance feedback
Effective conflict resolution techniques for company managers
How a manager can support change in a company
Effective ways for managers to delegate tasks
How to effectively communicate with the upper management
How a manager can train or coach others
Essential leadership skills for managers
How managers can create trust and transparency in their organizations
How managers can encourage individual employees to find personal motivation
How managers can encourage innovation and initiative
How a manager can build self-confidence
Practical time management skills that every manager should have
Body language and public speaking for managers
How company managers can minimize employee complaints
How managers can lower stress among employees
Why training is essential for new managers
Why every manager should know industry-specific regulations
How managers can create an inclusive workforce
How managers can nurture talents and ensure employee retention
What training methods can managers use to empower employees?
Firing and hiring- What should know managers know about these responsibilities?
Which skills should managers cultivate to support company employees?

These are brilliant leadership essay topics for managers. However, you need time to research any of these topics to write a winning paper.

Having an Issue Completing Your Leadership Dissertation?

Whether you need leadership dissertation topics or essay ideas, you have many options to consider. Nevertheless, pick an interesting topic that you’ll enjoy working with, from research to proofreading your paper. But if you have difficulties writing your essay, seek an expert’s writing help online. With cheap, high quality assistance from reliable academic writers, you can have a competent specialist handle this assignment for you from the beginning to the end. And you can impress your educators to accord you the grade you desire. So, if stuck with this assignment, contact the best expert writers for hire to write your paper or essay without breaking a sweat.

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Front Psychol

Learning leadership and feedback seeking behavior: Leadership that spurs feedback seeking

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation, to any qualified researcher.

Lifelong learning is crucial for professionals to continuously develop and update their knowledge and skills, and for organizations to create and sustain competitive advantage. In this regard, feedback seeking is a powerful vehicle to gain new knowledge and insights in one’s development and performance. The current research dives deeper in the concept of feedback seeking by investigating the act and use of feedback as well as multiple feedback seeking methods. Leadership as a contextual factor can affect employees’ feedback seeking behavior. As such, this study also explores the role of learning leadership for feedback seeking. Learning leadership supports, facilitates and encourages employees’ professional development. To address these aims, two independent studies were conducted. Study 1 was a quantitative, survey study that investigated the direct relationship between learning leadership and (the act and use of) feedback seeking. Study 2 was a qualitative, interview study that explored which concrete learning leadership behaviors were linked to different methods of feedback seeking. The findings confirmed the pivotal role of leaders in employees’ feedback seeking behavior and provided an overview of concrete learning leadership behaviors.

Introduction

Organizations are faced with economic challenges, rapid technological advancements and globalization of markets. In this regard, investing in human capital through workplace learning ensures an adequately skilled workforce as well as sustainable competitive advantage for organizations ( Jiang et al., 2012 ; Salas et al., 2012 ). Informal learning has been shown to be particularly effective for transferring acquired knowledge to practice ( Sparr et al., 2017 ) and developing problem-solving skills through reflection of one’s work practices ( Manuti et al., 2015 ). It is also linked to positive outcomes, such as employability ( Froehlich et al., 2014a ), innovative work behavior ( Gerken et al., 2016 ), and job performance ( Park and Choi, 2016 ). Indeed, as the review by Manuti et al. (2015) shows, during the past decades, many researchers plea for acknowledging the importance of informal learning as an essential component of workplace learning. Informal learning is defined as learning from experiences that are embedded in daily work activities and take a less formal form ( Manuti et al., 2015 ). In other words, informal learning reflects the acquisition of knowledge and skills which is not as structured as formal learning, nor does it require predefined learning paths or learning objectives. It often occurs on as-needed basis and is initiated by the learner, often driven by a certain need to learn.

Informal learning takes place in various forms, such as an unplanned chat or planned discussion with colleagues, checking monthly company mails to employees with updates on organizational procedures, observing how an experienced colleague from a different department handles meetings, asking a colleague for help in tackling a challenge or asking a manager to give feedback on a draft report. These are examples of concrete informal learning activities which can be categorized in individual learning, social learning and learning from non-personal resources ( Noe et al., 2013 ). Learning through social interactions with colleagues is of particular importance. Eraut (2004) stressed the potential benefits of social approaches to informal learning, such as seeking and receiving feedback, collaborating on team projects and observing colleagues and supervisors. Particularly feedback seeking, as a proactive social informal learning activity, has a pivotal role in learning ( Crommelinck and Anseel, 2013 ). Seeking feedback enables the learner to receive and use information related to one’s performance or behavior. Feedback seeking has a meaningful impact on learning. It can contribute to deeper reflection of the self and one’s behavior as the feedback generated includes information that is oftentimes specifically aimed at improving one’s skills or performance ( Crommelinck and Anseel, 2013 ), rather than merely solving a problem at hand or gaining information to fill a gap in knowledge.

To create conditions for employees to engage in feedback seeking behavior, the role of the leader has often been stressed. This is reflected in The LinkedIn Workplace Learning Report 2021 in which the manager is referred to as a “skill-building weapon” ( LinkedIn Learning, 2021 ). According to the results of the survey published in this report, nearly half (49%) of L&D professionals are cooperating with managers to drive learner engagement and skill building. Throughout the years, feedback seeking research has also paid attention to the role of the leader. For example, Anseel et al. (2015) and Ashford et al. (2016) referred to specific leadership styles and the relationship between leaders and employees (i.e., leader–member exchange) when studying feedback seeking. Studies on leader–member exchange (LMX) highlight how high-quality relationships between leaders and their employees may increase feedback seeking behavior ( Chun et al., 2014 ; Ashford et al., 2016 ). Well-established leadership styles such as transformational leadership and, to a lesser extent, authentic leadership also have been linked to feedback seeking ( VandeWalle et al., 2000 ; Qian et al., 2012 ; Anseel et al., 2015 ). Although these former studies on leadership styles and feedback seeking are useful to understand why employees do or do not engage in feedback seeking they are often limited to well-established general leadership styles, such as transformational and authentic leadership ( Qian et al., 2012 , 2016 ; Anseel et al., 2015 ; Wang et al., 2016 ; Xie, 2019 ). However, when focusing on feedback seeking as a workplace learning strategy, literature specifically addressing leadership behaviors that positively or negatively influence learning at work offer a more relevant perspective in understanding how leaders can promote feedback seeking to support professional learning and development. In this respect, scholars use concepts such as learning leadership, learning-oriented leadership, leadership for learning, development-oriented leadership ( Ellström and Ellström, 2018 ; Crans et al., 2021 ). Leaders who show learning leadership behaviors create conditions for professional learning, organize opportunities for employees to learn and motivate employees in their learning process ( Wallo et al., 2021 ). A different stream of literature identified specific leader behaviors in the context of training. While research on leadership and transfer of training predominantly focused on leader behaviors that facilitate the transfer of what has been learned during training (i.e., formal learning) to the workplace, these leader behaviors might be relevant for informal learning as well. Govaerts and Dochy (2014) identified several types of supervisor support such as coaching what has been learned, supporting goal setting, giving feedback, having a positive attitude toward learning and tolerating mistakes.

Although a few scholars found that learning leadership is an important condition for engagement in informal learning, they address informal learning as a general concept without specifying the distinct informal learning behaviors such as help seeking or feedback seeking ( Ellinger, 2005 ; Froehlich et al., 2014b ). More specifically our understanding of the relationship between learning leadership and feedback seeking is limited. To address this gap, our study explores which learning leadership behaviors predict the engagement of employees in feedback seeking. In addition, prior research on feedback seeking mainly addressed the relationship between leadership and the frequency of feedback seeking ( Crommelinck and Anseel, 2013 ). This stream of literature predominantly focuses on the act of feedback seeking and to a lesser extent on the actual use of feedback that has been sought. As Anseel et al. (2015) put forward in their meta-analytic review study, the act of feedback seeking is only one element in the process of feedback seeking. The current research will therefore also include the use of feedback seeking as well as feedback seeking methods.

In sum, the current study perceives leadership as an important situational factor and addresses the need to investigate concrete leader behaviors that encourage feedback seeking behavior ( Anseel et al., 2015 ). Furthermore, it also responds to Bass and Riggio’s (2005) and Do and Mai’s (2020) call for more empirical research on leadership and informal learning, while not being limited by existing frameworks and theories on leadership and considering feedback seeking as a specific type of social informal learning. Our research aims firstly to study the direct relationship quantitatively between learning leadership and feedback seeking (i.e., act and use of feedback seeking; Study 1) and secondly to deepen our understanding of concrete learning leadership behaviors for learners to engage in different methods of feedback seeking behavior in a qualitative interview study (Study 2).

Theoretical framework

Proactively seeking feedback from others has been argued as central in workplace learning ( Eraut, 2000 ; Froehlich et al., 2014a ; Gerken, 2016 ). For example, Schürmann and Beausaert (2016) illustrated in their study on drivers for informal learning that employees ranked feedback seeking and their interactions with and support from colleagues among the top three activities to learn informally. However, feedback seeking asks for an investment from the learner. It requires the learner to recognize the need for information on his or her performance and to subsequently engage in the proactive search for feedback ( Eraut, 2000 , 2004 ; Tynjälä, 2008 ). To support and facilitate learners to engage in feedback seeking, researchers have been addressing antecedents of feedback seeking behavior. In this regard, leadership has been argued to play a pivotal role ( Ashford et al., 2016 ).

Feedback seeking behavior

Feedback seeking is defined as the “conscious devotion of effort toward determining the correctness and adequacy of one’s behaviors for attaining valued goals” ( Crommelinck and Anseel, 2013 ; p. 233). Inherent to this definition is the evaluative character of feedback seeking, referring to the need to search for information that can improve one’s skills, competences or performance. It is a process composed of one’s proactivity, interpretation, and their subsequent action ( Ashford et al., 2003 ). However, prior studies predominantly investigated frequency of feedback seeking behavior and to lesser extent the use of feedback sought. Only if it is being used effectively, it contributes to employees’ performance ( Renn and Fedor, 2001 ; Salas and Rosen, 2010 ; Van der Rijt et al., 2012 ).

Feedback seeking literature has focused on when, why, and how employees seek feedback ( Ashford et al., 2003 ). As such, scholars mainly studied (1) feedback characteristics, (2) motives to engage in feedback seeking and (3) specific methods or strategies ( Ashford et al., 2016 ).

Feedback characteristics

Historically, scholars interpreted feedback seeking characteristics as frequency and timing, source characteristics and topic of feedback sought. The frequency of feedback seeking refers to how often individuals engage in feedback seeking ( Ashford et al., 2003 ). Timing of feedback seeking refers to the length of the time gap between an event (e.g., task performance or behavior) and the act of obtaining event-specific feedback ( VandeWalle, 2003 ). This can be referred to as immediate or delayed feedback. The source characteristics may affect the costs and value that the feedback seeker attributes to feedback from a particular source. These refer to the source’s expertise and trustworthiness. A highly credible source may reflect a higher perceived value of the feedback and thus may increase the likelihood that feedback is sought from this source ( Anseel et al., 2015 ). Finally, the topic of feedback refers to information about a process or outcome and might include failures or successes.

Motives of feedback seeking

Ashford et al. (2003) identified other elements of feedback seeking behavior, namely motives that drive employees to seek feedback in their environment: the instrumental, ego-based and image-based motives. The instrumental motive serves the purpose of regulating one’s behavior and attaining one’s goals ( Ashford, 1986 ). The ego-based motive is driven by one’s intention to either defend or enhance their ego ( Ashford et al., 2003 ). Professionals may refrain from actively seeking feedback if this carries the potential of wounding one’s ego. Lastly, the image-based motive refers to protecting or enhancing impressions that others hold of one. Based on these motives, one may attach potential costs, risks or benefits to seeking feedback.

Methods of feedback seeking

Finally, research started to focus on specific methods or strategies of feedback seeking. Ashford and Cummings (1983) identified two main strategies for seeking feedback, namely direct inquiry and monitoring. Most research to date has focused on these strategies ( Anseel et al., 2015 ). Direct inquiry is the explicit and proactive verbal request for information. Monitoring, contrarily, is an indirect method that involves observing the source of feedback and the environment for cues indicative of one’s performance or behavior. Lately, De Luque et al. (2019) extended this research by adding five additional strategies: indirect inquiry (covertly asking questions related to performance), acting (spontaneously evaluating the current level of performance and how to retain it), backgrounding (giving information about the history of or path toward a task or current level of performance), forecasting (involving a future perspective in which one acknowledges the gaps in knowledge and deficiencies in performance and seek feedback on their plan of action), and opening (inviting the feedback source to give a candid opinion about a specific idea or focus of interaction by asking open questions. The current research focuses on explicit and direct feedback seeking methods, namely direct inquiry, monitoring, backgrounding, forecasting and opening.

Although feedback seeking behavior has been studied extensively, it is often assumed that the act of seeking feedback automatically results in useful feedback. This assumption remains untested, despite a call by Anseel et al. (2015) to further delineate the process of feedback seeking and to determine that feedback that has been sought, is also subsequently used. Furthermore, as Price et al. (2010) put forward, measures such as frequency or quantity of feedback only indicate that some conditions for useful feedback are present. It does not, however, indicate that this feedback is also effective. The current research addresses this concern by focusing on the act of seeking feedback and whether this feedback is also used.

Whether useful feedback is attained may also depend on the method or strategy of seeking feedback. For example, explicitly requesting feedback may elicit different information compared to merely observing the feedback source or environment which requires the feedback seeker to interpret these cues independently. Different methods might determine the usefulness of the feedback. In addition, scholars in the feedback seeking domain predominantly focused on two methods (i.e., monitoring and inquiry). To add to our understanding of feedback seeking, the current research also considers other active methods of seeking feedback.

To better understand which factors can influence feedback seeking behavior, prior research has devoted considerable attention to individual factors ( VandeWalle et al., 2000 ; Anseel et al., 2015 ; Ashford et al., 2016 ) and situational factors, such as the relational context, supportive work environment, and leadership ( Van der Rijt et al., 2012 ; Ashford et al., 2016 ).

The role of leadership

Leadership that stimulates feedback seeking.

When focusing on the role of leadership as a situational factor that influences feedback seeking behavior, prior research started investigating general leadership elements. VandeWalle et al. (2000) analyzed the influence of two leadership elements, namely leader consideration and leader initiation of structure. First, leader consideration reflects mutual trust, respect for employees’ ideas and consideration of their feelings ( Fleishman and Peters, 1962 ). Second, leader initiation of structure refers to the extent to which a supervisor defines and structures work and job roles. Leaders who plan, communicate and monitor goals for work and performance, provide more structure for employees. These two elements highlight the role of a good relationship between leader and employee as well as providing a path with clear goals for employees to ask feedback about.

Moving forward, transformational leadership as a dominant leadership style received considerable attention in feedback seeking research. Indeed, some transformational leader behaviors are particularly relevant for feedback seeking. Individualized consideration, as an element of transformational leadership, refers to leaders who attend to their employees’ need and support them accordingly ( Anseel et al., 2015 ). Leaders who demonstrate individualized consideration may simultaneously signal decreased costs associated with feedback seeking ( VandeWalle et al., 2000 ). When employees feel their leader respects their individual needs, they might perceive the value of feedback seeking as a means to grow and might feel comfortable enough to engage in feedback seeking. Another aspect of transformational leadership, intellectual stimulation, is also linked to a decrease in costs. Leaders who provide intellectual stimulation challenge assumptions and stimulate employees to think deeply and find better ways to perform their work. In order to understand whether one is performing well, one can search for feedback on this process. Leaders who actually stimulate different ways of thinking and working, also signal the value of feedback seeking. A recent review by Anseel et al. (2015) showed that transformational leadership was related to higher frequency of feedback seeking. Similar findings were found by Wang et al. (2016) in their study on transformational leadership, trust and frequency of feedback seeking from supervisors. Transformational leadership was directly and positively related to frequency of feedback seeking, with trust also mediating this relationship.

In the past decade, however, scholars shifted their focus from traditional leadership styles to alternative conceptualizations of leadership ( Ashford et al., 2016 ), such as the quality of the relationships between supervisors and employees (LMX; Chen et al., 2007 ; Chun et al., 2014 ) and supportive leaders who reduce perceived costs and increase the value of feedback seeking ( Ashford et al., 2016 ). High-quality relationships (i.e., high-quality LMX) are characterized by mutual respect for each other’s capabilities, reciprocal trust, and the anticipation that work-related social exchanges will grow into a working partnership ( Graen and Uhl-Bien, 1995 ). The working relationship between employee and supervisor will not have a mere functional character but also provides a foundation of trust and respect that, ultimately, facilitates feedback seeking behavior. Indeed, in a study by Chun et al. (2014) employees who experienced a high-quality relationship with their supervisor reported a decrease in perceived costs of feedback seeking and in turn increased the likelihood to engage in feedback seeking.

Building on prior research, one may assume that certain leadership behaviors promote or discourage feedback seeking. In their research Ashford et al. (2003 , 2016) underline the role of leaders or supervisors in employees’ feedback seeking behavior. They argue that leadership style as well as relational context (e.g., supervisor–employee relationship) may decrease or increase the likelihood of feedback seeking in general as well as the methods or strategies used to seek feedback. Although there is a growing interest in the role of leadership, limited attention has been devoted to defining how exactly leadership affects feedback seeking behavior, what is understood as supportive leadership and which concrete leader behaviors may facilitate employees’ feedback seeking behavior.

Learning leadership

The concept of supportive leadership has been studied in many research areas related to professional learning, such as the domain of workplace ( Marsick and Watkins, 2003 ), organizational learning ( Xie, 2019 ) and the supervisor role in transfer of training ( Govaerts and Dochy, 2014 ). Generally, these streams of literature see leadership as a way to support and stimulate employees’ performance and professional development in different contexts.

Learning leadership, also called learning-committed leadership ( Ellinger, 2005 ) and learning-oriented leadership ( Wallo et al., 2021 ) in workplace learning and organizational learning literature, are more geared toward leadership that facilitates workplace learning. Ellinger (2005) found that learning-oriented leadership had a positive influence on informal learning through peers as well as learning by doing. These leaders act as role models, while showing support and creating opportunities for learning ( Ellinger, 2005 ). Research by Jeon and Kim (2012) demonstrate that top management encouraged informal learning through peers by emphasizing on a strategic level the importance of a skilled workforce and having a clear vision on Human Resource Development. Similarly, in a more recent study by Crans et al. (2021) learning leadership was found to be one of the prominent building blocks of a learning climate. Employees in this study perceived their direct supervisors as a pivotal factor in establishing an environment that fostered learning and development.

Another research domain that focuses on the role of the supervisor for learning is the transfer of training literature. Transfer of training refers to the extent to which employees effectively apply what they have learned during training in their job and work environment. Although training naturally covers formal learning, the transfer of training also includes elements of informal learning, such as applying new knowledge in the workplace, experimenting with new ideas and receiving feedback on this process. The role of supervisors is vital in the transfer of what has been learned during training to the workplace. As feedback seeking can be considered an informal learning activity and as the transfer of training literature has identified specific leader behaviors that might be relevant for informal learning, it is worthwhile to consider these behaviors too. Supervisors have a signaling function and an influential role in translating and implementing HR policies and practices. Employees may turn to supervisors for access to resources, trainings, and information. Supervisors, thus, can signal the value and importance of learning ( Tracey et al., 2001 ) and provide means to participate in training or other learning activities ( Govaerts et al., 2018 ).

These streams of literature continuously show the importance of leadership in professional development. Learning leadership focuses specifically on behaviors that stimulate employees’ development. Building on organizational learning, workplace learning and transfer of training literature, as well as research on well-established leadership styles such as transformational leadership, we define learning leadership as a leadership approach that facilitates, encourages, and supports employees in their professional development. Learning-committed leaders give feedback, stimulate critical thinking, encourage risk taking, facilitate social interactions, provide a psychologically safe environment and are a role model when it comes to continuous professional development.

Learning leadership as a leadership approach to facilitate feedback seeking behavior

Research on leadership behaviors that facilitate and support feedback seeking behavior among employees is sparse. Given that feedback seeking is also a social informal learning activity ( Froehlich et al., 2014a ; Gerken et al., 2016 ; Crans et al., 2021 ) and research in the domain of workplace learning, organizational learning and transfer of training more elaborately focuses on specific leader behaviors, it is presumable that learning leadership behaviors also positively affects feedback seeking behavior. As only few studies specifically focused on leadership in relation to feedback seeking, the current research draws from various streams of literature (i.e., feedback seeking, organizational learning, workplace learning, and transfer of training literature). Previous research found a positive relation between leadership and feedback seeking (e.g., Chen et al., 2007 ; Anseel et al., 2015 ; Wang et al., 2016 ). However, these studies are limited to traditional leadership styles. The current research takes a broader perspective, thereby aiming to define and conceptualize learning leadership. This perspective allows us to identify more leadership behaviors that are relevant for workplace learning and more specifically, and particularly relevant for the scope of this research, for feedback seeking.

In addition, when disentangling feedback seeking, learning leadership may be instrumental in the act of seeking feedback, the use of feedback that has been sought and the method through which feedback is acquired. Despite the broad array of research on feedback seeking behavior, it is often incorrectly assumed that the act of seeking feedback automatically results in feedback that is subsequently used. Several factors may determine whether feedback is effective and useful ( Price et al., 2010 ). For example, the feedback seeker needs to understand and accept the feedback but should also be able to act on it. A leader who can facilitate this process may play an important role in the subsequent use of feedback. However, given our limited understanding of the role of learning leadership for feedback seeking, empirical examination of how learning leadership potentially affects the act and use of feedback seeking remains underdeveloped.

To further advance our knowledge of learning leadership and feedback seeking, the current research also considers feedback seeking methods. In the past, studies generally focused on only two feedback seeking methods. We broaden this scope by investigating how learning leadership behaviors relate to different methods of feedback seeking.

Research aims and hypotheses

The general aim of the current research is to investigate whether a relationship between learning leadership and seeking feedback exists. In this light, two studies have been conducted. First, Study 1 quantitatively examines the proposed relationship and aims to generally explore to what extent learning leadership is related to feedback seeking as a proactive social informal learning activity. Furthermore, to further develop an understanding of feedback seeking behavior as well as the role of learning leadership, Study 1 investigates the relationship between learning leadership, and the act and use of feedback seeking. This results in the following hypotheses:

(1) Learning leadership is positively related to the act of seeking feedback.
(2) Learning leadership is positively related to the use of feedback that has been sought proactively.

Subsequently, based on our theorization and the results of the quantitative study, Study 2 qualitatively explores how feedback is sought (i.e., feedback seeking methods) and what the role of learning leadership is. In order to investigate the latter, learning leadership is conceptualized and measured in line with the different streams of leadership literature discussed above.

For Study 2 we address the following research questions:

(1) How do employees seek feedback?
(2) Which learning leadership behaviors co-occur with these feedback seeking methods?

Materials and methods

Sample and procedure.

A total of 228 employees contributed to this survey study. These participants worked at a Dutch food retailer (Sample 1; N = 132), a German firm operating in the medical technology industry (Sample 2; N = 74) and a German consulting firm (Sample 3; N = 22). The demographic information of all participants is shown in Table 1 . The participants were approached by their supervisor, HR advisor or other contact person at the organization and were asked to participate in the study.

Demographic information per sample.

We used the validated ‘Learning Leadership’ subscale of the ‘A Climate for Learning’ questionnaire by Emonds et al. (2017) consisting of five items (e.g., ‘My manager looks for opportunities to learn new things’), rated on a five-point Likert scale (1 = strongly disagree; 5 = strongly agree). The scale was developed based on a literature review on learning climate. The internal consistency of this scale was satisfactory with a Cronbach’s alpha of 0.88.

Feedback seeking

Two scales of the ‘Proactive Social Informal Learning Scale’ by Crans and Beausaert (2020) were used to measure (1) the act of seeking feedback (four items, e.g., ‘I asked my colleagues to evaluate my work’) and (2) the use of feedback sought (three items, e.g., ‘I used the feedback that I received to work on my professional development’). All items were rated on a seven-point Likert scale, ranging from 1 = never to 7 = always or 1 = strongly disagree to 7 = strongly agree for the respective scales. The Cronbach’s alpha’s were 0.86 and 0.80, respectively.

Control variables

Based on the correlational analyses we selected ‘sample,’ ‘age,’ and ‘level of education’ as control variables for the hierarchical regression analyses.

First, we applied correlational analyses to explore the relation between learning leadership and feedback seeking. Next, we performed hierarchical regression analyses to test the two hypotheses.

To capture a substantial amount of data and answer the “how” research question, a second qualitative study employing a Critical Incident Technique (CIT; Flanagan, 1954 ), was conducted. The CIT was preferred for this study because it simulates participants’ judgments on a particular experience which allows a detailed picture of why they acted and perceived the situation in a certain way. Furthermore, the description of an incident provides a comprehensive overview of the context in which the leadership behaviors and feedback seeking emerge together. These methods align with this work’s aim and allow exploring as many facets of the leadership behaviors as possible.

Sample and setting

To collect the data for this study 14 employees of different gender, age, nationality, and tenure all working at the headquarters of a Belgian scale-up company in the geospatial technology industry were interviewed. The employees had different job positions which enabled a heterogeneity in terms of their professional expertise and allowed gaining insights from various perspectives. For their participation in this study, the employees were contacted by the Talent Specialist of the company, and their contribution was voluntary. An inclusion criterion for taking part in the study was their participation in a feedback exchange.

In terms of demographics, the participants had an average age of 38 years ( M = 38.36, SD = 9.05). Exactly half of the participants were female (50%) and half were male (50%). The tenure of the interviewed employees ranged from 6 months up to 25 years, which brought the average tenure to 8 years ( M = 7.82, SD = 7.31).

To collect the qualitative data, semi-structured interviews using the CIT were conducted ( Flanagan, 1954 ). For their participation, the employees were contacted by the corporate Talent Specialist and required to think about three to four critical incidents before the interview. As a starting point in the interview, the respondents were asked to recall an experience that they could remember clearly about asking someone for feedback and receiving such. To be included in the analysis, these incidents had to be detailed and contain information on both feedback seeking and leadership behaviors that affected this behavior. Then, the participants were encouraged to provide more background information and reflect on the context guided by open-end and non-leading interview questions. Several follow-up questions were asked only if the participants did not provide sufficient information.

Nine interviews were conducted in a private face-to-face meeting at the company’s premises, and five interviews were held virtually by using video conferencing tool. The duration of the interviews lasted between 45 and 80 min. The audio of all interviews was recorded, and all participants gave consent to be recorded. The interviews were conducted by one data collector who neutrally asked the questions to prevent external influences and reactions to influence the outcome of the interviews (i.e., interviewer bias). The reliability of the method was ensured by using a systematized approach to data collection in that the interview sessions always started and ended in the same manner (i.e., controlled process using a protocol) and the questions asked were based on the interview guidelines.

Thematic analysis and coding process

After conducting all interviews, the data were transcribed verbatim. Subsequently, thematic analysis was applied to analyze the qualitative data ( Braune and Clarke, 2006 ). Thematic analysis is a widely used analytic method that allows a theoretically flexible approach to analyzing qualitative data ( Braune and Clarke, 2006 ). It is a method for identifying, analyzing and reporting of patterns (i.e., themes) within the data and it allows interpretations of various aspects ( Boyatzis, 1998 ). These characteristics of the thematic analysis make it a suitable method for this study, as it allows discovering patterns and drawing qualitative conclusions on the interactions between learning leadership and feedback seeking behaviors.

The coding process followed the six phases ( Braune and Clarke, 2006 ). First, all transcripts were read by the coders thoroughly. Next, the initial coding process was developed in which codes were generated deductively and inductively. During the process, overlapping codes were merged ensuring a clear differentiation between categories and themes. For example, the codes ‘asking probing questions’ and ‘suggesting new ways of working or dealing with a problem’ are behaviors that are categorized as ‘intellectual stimulation’ which is part of the general theme ‘providing developmental support.’ Finally, an extensive coding scheme was developed (see Tables 2 , ,3). 3 ). The coding scheme was applied systematically to the data by using the scientific research software Atlas.ti. The data were segmented into units of meaning, and each was labeled with a code. The units of meaning which could not be assigned to any code because they contained ideas that were not covered by the pre-determined categories, were collected in a rest category. This category was, thereafter, analyzed and based on the content characteristics of the units, they were either assigned to already existing codes, or new codes were inductively created to cover the rest of the units.

Coding scheme for learning leadership.

All behaviors marked with an asterisk are inductively created codes.

Coding scheme for feedback seeking.

To achieve reliability, the coding consistency was checked through an assessment of inter-rater reliability (IRR). An independent coder trained in conducting qualitative research coded 10% of the data. To measure the agreement between the coders, Cohen’s Kappa was calculated ( Burla et al., 2008 ). This resulted in an IRR of κ = 0.743, which is indicative as substantial agreement ( Landis and Koch, 1977 ).

To enrich the insights and give a nuanced, yet complete overview of the data, the frequencies of each theme were calculated, and the co-occurrences between the codes for feedback seeking and leadership behaviors were analyzed using Atlas.ti. The co-occurrences were explored from both a quantitative and qualitative perspective. The number of instances that two codes co-occurred in the data reveals how closely these codes are associated, but it is the exploration of the meanings of these associations that provides further qualitative insights.

Table 4 show the descriptive statistics and the results of the correlational analyses. The results show that learning leadership positively correlates to the act of feedback seeking and use of feedback. Furthermore, the demographic variables ‘age’ and ‘professional work experience’ are correlated to the use of feedback, but not to learning leadership nor the act of feedback seeking.

Descriptives and correlational analyses.

n = 228. *p < 0.05, **p < 0.01.

Hypothesis 1 predicted that learning leadership positively relates to the act of seeking feedback, while Hypothesis 2 predicted that learning leadership positively affects the use of feedback sought. The hierarchical regression analyses indeed confirm positive relationships ( Table 5 ). The results also show that learning leadership is more strongly related to use of feedback compared to the act of feedback seeking.

Regression results for the effects of learning leadership on feedback seeking.

n = 228. *p < 0.01, **p < 0.001.

Table 6 reflects to what extent the interviewees engaged in different feedback seeking methods. Table 7 provides an overview of learning leadership behaviors that stimulate employees’ learning. The interplay between the leadership behaviors and feedback seeking was explored by analyzing the co-occurrences between learning leadership behaviors (i.e., developmental support, emotional support, practical support, and role modeling) and feedback seeking methods (i.e., direct inquiry, opening, backgrounding, and forecasting). The co-occurrences are shown in Table 8 . The results of the co-occurrences will be discussed based on the most dominant co-occurrences.

Frequencies and percentages of feedback seeking methods ( n 1 = 14 interviewees, n 2 = 105 statements).

The codes are ordered according to the frequency with which codes mentioned.

Frequencies and percentages of learning leadership behaviors ( n 1 = 14 interviewees, n 2 = 175 statements).

The codes are ordered according to the frequency with which codes mentioned. *All codes marked with an asterisk are leadership behaviors codes that co-occurred most frequently with codes for feedback seeking methods. The bold values correspond with the ‘General Themes’ in this Table 2 (i.e., providing developmental support, providing emotional support, providing practical support and being a role model). The behaviors following each bold marked theme are sub-behaviors related to that theme.

Co-occurrences between learning leadership and feedback seeking methods.

Feedback seeking methods

All employees reported to directly inquire feedback. This code was also most frequently mentioned. This was followed by opening and backgrounding. Less than half of the participants reported to engage in forecasting. Not surprisingly, this code was also mentioned the least.

Developmental support

First, the category of providing developmental support was most frequently mentioned in relation to feedback seeking. Providing developmental support refers to concrete leadership behaviors that encourage professional development through coaching and giving advice or feedback, are intellectually stimulating, stimulate social interactions and encourage risk taking. In particular, the subcategory of giving advice or feedback was associated with the engagement of employees in feedback seeking. Employees particularly directly asked for feedback (i.e., direct inquiry).

“I think he is a person who is very willing to receive and to give feedback and so I asked: ‘I would like a code review of my code, are you fine with that?”’ (Interviewee 2)

This co-occurrence shows that if a leader is giving advice and feedback on a regular basis, it is more likely for their subordinates to feel comfortable enough to seek for feedback by more direct means, taking more risk.

On a similar note, giving advice or feedback was sought when an employee expresses not feeling competent or having low self-confidence (i.e., opening) and a competent feedback source is available:

“So, a few days ago I was giving an introduction about the company and about our way of working to our new manager. I let him know throughout the conversation that I was a bit out of my depth because I have done onboarding for quite

a few newcomers, but always in sort of lower positions, job students or interns for example. I am quite comfortable giving a welcoming talk, but this is my manager. So, I said: ‘I am quite out of my depth here, so I hope I am doing ok.’ And in the end, he actually gave me some constructive feedback on it” (Interviewee 11)

Emotional support

The second category which was mentioned often in relation to feedback seeking was emotional support. This category refers to leaders showing confidence, trust, recognition and understanding in employees’ learning and work, creating a psychologically safe environment, giving informal reinforcement, caring for employees, and having a good relationship with employees. When looking at the subcategories more specifically, a good working and personal relationship between the leader and employee was related to employees seeking feedback more often.

“I would ask my manager about work in general. It is also because I think that she is willing to give feedback and that our professional relationship is okay, so I would ask her.” (Interviewee 2)

In this example, the interviewee feels comfortable to use a direct method of seeking feedback (i.e., direct inquiry) because of their high-quality relationship. Due to those factors, employees might feel more confident and take more risk and thus use a direct inquiry approach.

Similarly, the interview data demonstrated that leaders showing confidence, trust, recognition and understanding in employees’ learning and work were more sought for feedback. Here, however, employees preferred to provide more information on what has happened and discuss past pathways (i.e., backgrounding).

“I didn’t really ask him how I had to handle it, I just told him what happened and that things escalated. I trust him, I think he is a very good boss, I think his standards are very high, you know, he asks so much of you, but he appreciates the work that you do.” (Interviewee 14)

In short, the findings demonstrate that showing confidence, trust, recognition and understanding creates a safe, trusting and understanding atmosphere. In this setting, employees might feel more inclined to provide background information and details on their feedback seeking attempt.

Practical support

The category practical support was mentioned less often in relation to feedback seeking behavior. Providing practical support includes leader behaviors such as providing time, resources, and venues for identifying problems, dealing with organizational challenges, reflection, improving performance and engaging in learning opportunities. In this category, leaders who provided time, resources and opportunities for reflection were linked most often to feedback seeking incidents. Also, leaders who provided resources for identifying existing problems, as well as learning opportunities played a role in employees engaging in feedback seeking behaviors. These three leadership behaviors (i.e., providing time, resources, and venues for reflection, identifying problems, and learning opportunities) were most often linked to direct inquiry and opening. The following quotes illustrate that the interviewee’s leader provides opportunities to reflect during weekly meetings and to identify problems together:

“[My manager and I] have weekly meetings to discuss what I am doing and what the next steps are. I also just plan a meeting whenever I need to talk about specific problems that I cannot solve by myself, but also about the content of the work. But I also ask whether the content of my work is good or whether it needs to be improved.” (Interviewee 10)

“We also ask each other’s opinions, because sometimes a situation is not very clear, so then she will say ‘ok, you come over here and look at this problem with me,’ or the other way around.” (Interviewee 10)

Sometimes a leader informs employees that they can just approach them and ask for feedback when needed. In this way a leader creates an opportunity for employees to improve and learn:

“Before I had to prepare the PowerPoint presentation, we had a meeting together to discuss what should be in it and then he said: ‘if you want my feedback just come and ask me and then we will [discuss it together].’ [So] I went to him asking for feedback and to go over the presentation together. He gave me some very good ideas on how I could improve and what was missing in the presentation.” (Interviewee 13)

Role modeling

Finally, a leader behaving as a role model was associated with fewest feedback seeking incidents. This category refers to leaders who are a role model with regard to their own work and development. These leaders engage in feedback seeking, reflection, are open to receiving feedback. Showing reflective behavior was linked to employees’ feedback seeking, followed by the ability and competence to execute work-related tasks and responsibilities (i.e., being a role model in one’s work), as well as the leader’s own feedback seeking behavior.

“My manager is also very self-conscious about who she is and that makes it a very, very, a nice conversation in fact.” (Interviewee 5)

“We had a lot of people leaving the company last year. And I remember that during our weekly meeting we came to this issue that so many people left the company last year and then [my manager] asked: ‘what do you think is the reason [for them leaving]?’ I then gave feedback [on the matter] but also on his role in this situation.” (Interviewee 14)

This finding demonstrates a reciprocity principle in which leaders who are good at what they do, engage in reflection and seek feedback from their subordinates themselves, play an active role in employees’ feedback seeking behavior in return. Due to their nature, all leadership behaviors in this category (i.e., showing reflective behavior, being good at their work and seeking feedback themselves) were associated with employees obtaining feedback in a direct manner (i.e., direct inquiry).

The current research aims to explore the role of learning leadership for feedback seeking as a social informal learning activity employing a quantitative and qualitative approach. The results of the survey study deepen our understanding of the extent to which learning leadership predicts the act of seeking feedback and the use of the feedback generated. The interview study results show in depth how learning leadership facilitate and stimulate feedback seeking behavior and which leadership behaviors play a prominent role.

Discussion of the findings from Study 1

The aim of Study 1 was to quantitatively explore the relationship between learning leadership and the act of feedback seeking as well as the use of the feedback that has been sought. The findings of the quantitative, survey study confirmed that learning leadership is positively related to the act of seeking feedback and the use of feedback that has been generated by the learner. It adds to previous research that supervisors have a pivotal role in employees’ development. Many feedback seeking studies refer to the theory of a cost-value framework as underlying mechanism that determines whether employees engage in feedback seeking behavior. According to the cost-value framework, employees consider and assess the costs and values associated with aspects of feedback seeking behavior ( Anseel et al., 2015 ). This research builds on review studies by Anseel et al. (2015) and Ashford et al. (2016) which put forward that leaders can decrease face-loss costs associated with feedback seeking behavior and can lead to higher frequency of feedback seeking. VandeWalle et al. (2000) aimed to develop an understanding of leader behaviors in relation to the frequency of feedback seeking behavior and concluded that two leader behaviors are related to a decrease in the perceived cost of seeking feedback. Leaders who value mutual trust, have respect for their employees’ views and ideas and are considerate of their feelings contribute to an environment and relationship in which an individual might feel more at ease to seek feedback. Our study not only confirms the importance of leader behaviors but also adds to this research by looking into the act of seeking feedback as well as the use of generated feedback. Furthermore, the role of learning leadership seems to be particularly important for the use of feedback that has been sought. This is even more relevant as prior research predominantly operationalized feedback seeking behavior in a general measure of frequency or act of seeking feedback and neglected the actual use of feedback ( Crommelinck and Anseel, 2013 ; Anseel et al., 2015 ). The act of seeking feedback is not indicative of its effectivity, which partially depends on the response of the feedback seeker. How much value is attributed to the feedback and thus the likelihood that the feedback seeker also uses the acquired information, depends on whether the feedback is considered accurate, accepted, and processed by the feedback receiver. The degree to which feedback is used ultimately determines whether the employee will develop him or herself.

Discussion of the findings from Study 2

The aim of the qualitative study was twofold. First, we explored how employees seek feedback (i.e., methods). Second, we identified which leader behaviors were relevant for stimulating and facilitating several active methods of feedback seeking. In order to do so, we also conceptualized learning leadership, bringing together different streams of literature (i.e., organizational learning, workplace learning, and transfer of training). We provide an overview of concrete learning leadership behaviors that are supportive of learning and identify four categories: developmental support, emotional support, practical support and being a role model. Leaders have critical role in providing support in different ways. First, developmental support refers to actions and behaviors that encourage and stimulate learning, such as giving advice or feedback, coaching, intellectual stimulation, stimulating social interactions and encouraging risk taking. Second, as identified in previous research a trusting relationship between leader and employee is essential ( Chen et al., 2007 ). Providing emotional support includes having a good working or personal relationship, showing confidence and trust in employees’ learning and work performance, creating a psychologically safe environment, caring for employees and informal reinforcement. Another, yet essential way of facilitating learning is to provide practical support or otherwise understood as providing time and resources for identifying problems, organizational challenges, reflection, improving performance and engaging in learning opportunities. This is in line with leader behaviors mentioned by VandeWalle et al. (2000) . Leaders who initiate, define and structure work encourage employees to seek feedback to clarify goals and monitor work processes. And finally, being a role model in one’s own work and learning journey signals exemplary behavior.

Turning to the role of these leader behaviors for the different feedback seeking methods, the findings show that all leader behaviors encourage employees to directly inquire feedback. We also see that some leader behaviors stimulate employees to use other feedback seeking methods. A good work relationship based on leaders who care for their employees and show trust and understanding for their work and development may encourage employees to give more background information when seeking feedback (i.e., backgrounding). These results are in line with research on LMX and relational context (e.g., Lee et al., 2007 ). As a leader one can foster these high-quality relationships and provide trust and understanding. In doing so, employees might feel more comfortable to engage in feedback seeking. Furthermore, employees who reported that their leaders provide advice and feedback (i.e., developmental support) and provide time and resources for employees to reflect, engage in learning opportunities and identify problems (i.e., practical support) were more inclined to invite the feedback source to give their candid opinion about their ideas and work and are less concerned with being viewed as incompetent or insecure (i.e., opening). Leaders can intellectually stimulate their employees while also considering their individual needs. Providing such developmental support encourages employees to reflect on their own growth and act accordingly.

The findings are in line with research on transformational leadership ( Bass and Riggio, 2005 ), LMX ( Lee et al., 2007 ; Chun et al., 2014 ), supervisor support during transfer of training ( Govaerts and Dochy, 2014 ) and learning-committed leadership ( Marsick and Watkins, 2003 ; Ellinger, 2005 ; Garvin et al., 2008 ; Emonds et al., 2017 ). The current study integrated different streams of literature to form a better understanding of the concept of learning leadership and, in turn, provide a more grounded account for the relationship between learning leadership and feedback seeking. This resulted in specific learning leadership behaviors, relevant not only for feedback seeking, but also for other informal learning activities.

Limitations and directions for future research

As Anseel et al. (2015) argue, feedback seeking is a process during which various factors can be influential in different phases. As such, we suggest future research to also investigate the role of leaders in these different phases. More specifically, Anseel et al. (2015) propose a process model of feedback seeking in which several individual and situational factors are presumed to influence the different stages of feedback seeking. Starting with the feedback seeker’s prior attitude of and their motives to seek feedback, this may lead to a specific feedback seeking strategy or method. Subsequently, the response of the feedback provider determines the type of feedback that is being given (e.g., feedback on the process of outcome, valence, timing, and quality of feedback). The feedback seeker then determines if the feedback is accurate and valuable. If so, it needs to be processed on a cognitive level to ultimately be used effectively. Leadership, as a situational factor, may affect several stages. First, a leader can create an environment that encourages the act of feedback seeking among employees. As the qualitative inquiry showed, leaders may also have an influence on the feedback seeking method. Leaders can be the provider of feedback themselves, but they can also signal the importance of providing feedback by being a role model. The way the feedback provider and seeker respond to each other, may also depend on their relationship. For example, individuals who had a high-quality relationship with their supervisor sought more negative feedback from them ( Chen et al., 2007 ), were more likely to seek feedback from them ( Chun et al., 2014 ) and were more likely to engage in direct strategies (e.g., direct inquiry; Lee et al., 2007 ). For feedback to be effectively used and implemented, a leader may enable employees to put this new knowledge in practice by letting them experiment and implement this in their work.

The aim of the present research was to explore the relationship between learning leadership and feedback seeking. This micro focus on one learning activity allows for a deeper investigation of feedback seeking and its relation to learning leadership. However, it also disregards other informal learning activities. As leadership is considered one of the building blocks of a culture that fosters learning, it is particularly relevant to further dissect how leaders could behave in support of their employees’ development. We have aimed to integrate different streams of literature to form a better understanding of the concept of learning leadership. We implore future research to follow a similar approach and encourage future research to apply this conceptualization of learning leadership to other informal learning activities.

Furthermore, learning depends on the interaction between the learner and his or her environment. Learning climate is an example of a situational factor that determines to what extent learning occurs at the workplace (and thus feedback seeking). Learning leadership is an integral element of learning climate, perhaps even the most influential building block. It is, therefore, relevant to expand our knowledge on how to stimulate learning activities, such as feedback seeking, by also taking into account situational factors such as learning climate. On the level of the learner, individual characteristics such as motivation, goal orientation, age and experience may also play a role ( VandeWalle et al., 2000 ; Anseel et al., 2015 ). This shows the complexity of any phenomenon at work and highlights the importance of building a comprehensive understanding of learning behavior and ways through which an organization can encourage and facilitate this. Future research may thus focus on the interplay between organizational and individual factors and their role in workplace learning.

Several methodological limitations should be addressed as well. First, the survey study was conducted in three organizations operating in different sectors, which resulted in varying sample sizes. This may hinder the comparability of these organizations. The interview study was conducted in a scale up company operating in an innovative field where there was a high need for communication and alignment. This may be different for larger organizations with institutionalized practices and structures in which this need for frequent communication and fine-tuning of performance is different. Furthermore, we were unable to report the response rate for Study 1. As such, response bias was not assessed. Future research may include larger samples taking into account company size, type and sector as well as more accurate sampling methods.

Practical implications

The current findings can be translated into recommendations for organizations, HR professionals, leaders and employees. First, if organizations wish to adopt a climate in which learning behaviors such as feedback seeking are supported, their policies should devote specific attention to leadership development with learning leadership as a possible leadership approach. Leaders should be educated in the importance of their role and be equipped with tools and knowledge about how to support their employees in their development, bearing in mind the four categories of learning leadership behaviors (providing developmental, emotional and practical support as well as acting as a role model). Second, given that employees also have a great responsibility in their development and performance, they should be aware of why and how to seek feedback. Many feedback seeking methods, such as direct inquiry, opening, backgrounding and forecasting, can be applied, which may result in better performance and professional growth. Organizations can implement tools and structures that support feedback seeking, such as a learning management system or an online learning platform to educate employees in ways through which they can seek and use feedback.

Our theorization and empirical findings confirm the importance of leader behaviors in feedback seeking. We add to different streams of literature by providing a conceptualization of learning leadership and defining concrete leader behaviors. More specifically, we expand extant literature on feedback seeking by specifically disentangling the role of leaders for feedback seeking, by highlighting the importance of actual use of feedback and by looking into more feedback seeking methods than generally has been done so far.

Data availability statement

Ethics statement.

Ethical review and approval were not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author contributions

All authors have made a substantial and direct contribution to this work, contributed to manuscript revision, and approved it for publication.

The Open Access publication fee was partly funded by the Graduate School of Business and Economics, Maastricht University.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Leadership Research Paper Topics

The exploration of leadership research paper topics is a vital task for students studying management. These topics delve into the theory and practice of leadership, offering valuable insights into the dynamics of organizational success. The following guide provides a comprehensive list of leadership research paper topics categorized into ten areas, from leadership theories and styles to the role of women in leadership. This guide will also discuss the breadth and depth of leadership as a research area, advise on how to choose the right topic, and share tips on writing an excellent leadership research paper. We will then introduce the custom paper writing services offered by iResearchNet, which can provide expert, tailored assistance for any leadership research topic. The text concludes with a compelling call-to-action, encouraging students to leverage iResearchNet’s services for their research paper needs. The central aim is to facilitate students’ journey in leadership studies, fostering academic growth and development.

100 Leadership Research Paper Topics

Studying leadership calls for a comprehensive variety of topics, reflecting the broad and deep nature of this area of study. This section presents a vast array of potential topics, categorized into ten key areas, each featuring ten unique subjects for investigation. This presents a multitude of directions for students to dive deep into their leadership research papers.

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Get 10% off with 24start discount code, 1. leadership theories:.

Analysis of the evolution of leadership theories from trait to situational theories.
A comparative study of transformational and transactional leadership models.
A deep dive into the contingency theories of leadership.
A practical exploration of the path-goal theory in modern organizations.
An examination of servant leadership theory’s applicability in non-profit organizations.
Exploring the role of emotional intelligence in the framework of authentic leadership.
Evaluating the impact of charismatic leadership on employee motivation and productivity.
Adaptive leadership theory in crisis management: an exploration.
A detailed study of the correlation between leadership theories and personality traits.
Leadership theories’ applications and implications in team management and dynamics.

2. Leadership Styles:

The implications of autocratic leadership on employee satisfaction and morale.
How democratic leadership fosters innovation and creativity in the workplace.
The role and effects of laissez-faire leadership in creative industries.
An investigation of transformational leadership’s influence on organizational culture.
Evaluating the impact of transactional leadership on performance metrics.
Applicability and effectiveness of servant leadership in corporate settings.
Pros and cons of paternalistic leadership in different organizational structures.
An examination of strategic leadership in the rapidly evolving tech industry.
Analyzing the effects of adaptive leadership in the complex field of healthcare.
A correlation study of leadership styles and employee retention rates.

3. Leadership and Ethics:

Ethical leadership’s role in shaping and promoting corporate social responsibility.
Analysis of the ethical dilemmas encountered by leaders in healthcare organizations.
How ethical leadership moulds and influences organizational culture.
A study on the corporate scandals resulted from unethical leadership.
The ethical considerations in leadership decision-making processes.
The relationship between ethical leadership and employees’ moral judgments.
A sector-focused analysis of leadership ethics in the banking industry.
Measuring the impact of ethical leadership on brand reputation.
Exploring the influence of ethical leadership on corporate sustainability strategies.
Leadership ethics in political organizations: an in-depth study.

4. Leadership and Diversity:

The impact of diverse leadership on an organization’s inclusivity.
Cultural diversity’s influence on leadership styles in multinational organizations.
A study on the challenges faced by women in leadership roles.
Evaluating the role of leadership in promoting gender equity in corporate organizations.
The effect of diverse leadership on fostering innovation in multinational corporations.
An examination of racial diversity in leadership and its effect on corporate image.
Understanding the benefits and challenges of age diversity in leadership roles.
Unraveling the opportunities and difficulties faced by LGBT+ individuals in leadership positions.
Leadership strategies to effectively manage and promote diversity in the workplace.
Leadership diversity’s impact on corporate social responsibility initiatives.

5. Leadership in Different Industries:

The pivotal role of leadership in tech startups’ growth trajectory.
Leadership in the healthcare industry: navigating through challenges and seizing opportunities.
An exploration of military leadership principles and their potential application in a corporate setting.
Characteristics of effective leadership in the hospitality industry: a detailed study.
The significance of impactful leadership in the functioning of non-profit organizations.
Leadership strategies that drive success in the retail industry.
The role of leadership in driving innovation in the automotive industry.
The best practices of effective leadership in the education sector.
The influence of leadership on team performance in professional sports.
Defining the traits of successful leadership in the fast-paced entertainment industry.

6. Leadership and Change Management:

Exploring the impact of transformational leadership on change management processes.
The role of leadership in shaping and implementing successful change initiatives.
Understanding the leadership styles most effective for managing organizational change.
A detailed study on leadership’s role in overcoming resistance to change.
Leadership in driving and managing technological change in digital companies.
An examination of adaptive leadership during organizational restructuring.
The correlation between strategic leadership and successful change management.
Influence of leadership on change acceptance and adaptation among employees.
The role of leadership communication in managing change effectively.
Examining the impact of leadership in change management across different industries.

7. Leadership and Employee Motivation:

Impact of transformational leadership on employee motivation and job satisfaction.
How leadership can influence employee motivation through effective communication.
An exploration of the relationship between leadership styles and employee motivation levels.
How servant leadership enhances employee motivation and engagement.
Evaluating the role of leadership in developing effective reward systems for employee motivation.
Examining the effects of charismatic leadership on employee motivation.
The influence of leadership behavior on intrinsic and extrinsic motivation.
Leadership strategies for fostering a motivating work environment.
How leadership can use job design to enhance employee motivation.
The impact of leadership recognition on employee motivation and performance.

8. Leadership Development:

Understanding the role of mentoring in leadership development.
Examining the importance of continuous learning in leadership development.
The impact of coaching on leadership skill development.
Analyzing the effectiveness of various leadership development programs.
The role of experiential learning in the development of leadership skills.
Influence of leadership development on succession planning in organizations.
Investigating the role of self-awareness in leadership development.
Evaluating the role of feedback in the leadership development process.
The impact of leadership development initiatives on organizational performance.
Understanding the importance of emotional intelligence in leadership development.

9. Leadership and Organizational Culture:

The role of leadership in shaping and sustaining organizational culture.
Analyzing the influence of leadership style on organizational culture.
A study on how effective leadership can instill a culture of innovation.
Investigating the relationship between leadership and organizational culture in multinational corporations.
Exploring the effects of leadership communication on organizational culture.
How transformational leadership influences a culture of teamwork.
The role of leadership in promoting an ethical organizational culture.
The influence of servant leadership on organizational culture.
Leadership’s role in the creation and management of a customer-oriented culture.
The impact of leadership transition on organizational culture.

10. Leadership and Decision Making:

The role of leadership in strategic decision making.
The influence of different leadership styles on decision-making processes.
Evaluating the impact of leadership on ethical decision making in organizations.
An exploration of how leadership affects group decision-making processes.
The role of leadership intuition in decision making.
Leadership strategies for effective crisis decision making.
The influence of leadership in data-driven decision making.
The impact of transformational leadership on innovative decision making.
Leadership and decision-making under uncertainty: a comprehensive study.
How leadership influences employee involvement in decision making.

These varied topics allow students to explore different aspects of leadership, spanning theory, styles, ethics, diversity, industry specifics, change management, employee motivation, development, organizational culture, and decision making. The broad range enables students to select a topic that aligns with their personal interests and professional aspirations. This extensive list also gives students the freedom to narrow their focus and delve deep into a specialized area of leadership. Thus, creating a foundation for an insightful and meaningful research paper.

The Range of Leadership Research Paper Topics

Leadership is an inherently complex and multifaceted concept, embodying various dimensions of organizational functioning. It is a dynamic process involving influence, direction, and facilitation towards achieving a common objective. Therefore, leadership has a profound influence on the behaviors, attitudes, and overall performance of an organization, making it a fertile ground for extensive and diverse research.

The range of leadership research paper topics is vast, reflecting the wide-ranging implications of leadership in different contexts. This breadth allows students to delve into various aspects of leadership, from exploring various leadership styles such as transformational, transactional, autocratic, democratic, and servant leadership, to understanding their effects on team dynamics, employee performance, motivation, and job satisfaction.

For instance, research into the various leadership styles provides critical insights into how different approaches to leadership can influence an organization’s effectiveness. Transformational leadership, for example, emphasizes the leader’s role in inspiring and motivating followers, fostering innovation, and driving change. In contrast, transactional leadership focuses on clear role and task definitions, rewards, and punishments as motivational tools.

Moreover, the intersection of leadership and ethics is another prolific area of research. Ethical leadership explores how leaders can integrate ethical principles into their decision-making processes, cultivate ethical behaviors within their teams, and ultimately foster an ethical organizational culture. Research in this field can range from examining the influence of ethical leadership on employee behavior to investigating the strategies leaders can employ to navigate ethical dilemmas.

Diversity in leadership, a critical aspect in the current globalized business environment, offers another area of intriguing research potential. Diverse leadership promotes a plethora of viewpoints, encourages creativity and innovation, and enhances organizational adaptability. Research topics in this category can involve investigating the effect of diverse leadership on team performance, the challenges and strategies in managing a diverse leadership team, or understanding how leadership can promote diversity and inclusion within an organization.

Research on leadership in different industrial and organizational contexts also offers a wealth of research paper topics. This can include leadership in healthcare, exploring how leaders can effectively manage healthcare professionals, improve patient outcomes, and drive change in the healthcare system. Leadership in educational settings, examining how school leaders can impact educational outcomes, foster a conducive learning environment, and navigate the unique challenges in the education sector.

Leadership’s role in change management is another critical area of research. Change is a constant factor in any organization, and effective leadership is critical in navigating this change successfully. Research topics here can focus on the various leadership strategies in implementing change, the challenges leaders face in this process, and the critical role leadership plays in overcoming resistance to change.

The impact of leadership on employee motivation also provides a rich area for investigation. The influence a leader has on an employee’s motivation levels can significantly affect job satisfaction, productivity, and retention. Topics here can explore the different leadership strategies that can enhance employee motivation, the role of leadership in developing effective reward systems, or how leadership behavior affects intrinsic and extrinsic motivation.

Leadership development is another theme rich in research opportunities. The creation of effective leaders is crucial to an organization’s success. Therefore, investigating leadership development programs, the role of coaching and mentoring in leadership development, or the impact of leadership development initiatives on organizational performance are all meaningful research directions.

In conclusion, the diversity in leadership research paper topics allows students to explore and investigate various areas of leadership theory and practice. From understanding different leadership styles and their effects, to delving into leadership ethics, diversity, industry-specific leadership, change management, motivation, and leadership development, the possibilities are extensive. This breadth and depth enable students to gain a comprehensive understanding of leadership and its vital role in shaping organizational success. The explorative journey into these leadership research paper topics lays a robust foundation for future leaders, providing them with essential insights into effective leadership practices.

How to Choose Leadership Research Paper Topics

Choosing the right topic for a leadership research paper is a critical first step in the process of writing a top-notch research paper. The right topic is not just a subject you find interesting, but one that is unique, manageable, and relevant to your course of study. In this section, we provide ten comprehensive tips to guide you in choosing the best leadership research paper topic.

Identify Your Interest : Start by identifying what aspects of leadership interest you the most. Are you more drawn to the psychological aspects of leadership, such as how leaders motivate their teams, or are you more interested in the organizational aspects, such as how leadership styles impact company culture? Personal interest in a topic can make the research process more engaging and the writing process more enjoyable.
Brainstorm : Spend time brainstorming potential topics. Write down everything that comes to mind, no matter how broad or specific. This process can help you to identify potential areas of interest and narrow down your options.
Research Existing Literature : Before settling on a topic, take some time to read up on existing literature in the field of leadership. This can help you to identify gaps in knowledge that your research could fill, or controversial issues that could be the focus of your paper.
Consider the Scope : Consider the scope of your research paper. If it’s a shorter paper, you’ll need a narrower topic. Conversely, for a longer paper, you can choose a broader topic that you can explore in detail.
Consult Your Supervisor or Peers : Discuss potential topics with your supervisor or classmates. They may offer a fresh perspective or suggest areas of interest that you hadn’t considered.
Check for Resources : Ensure that there are enough resources available for your chosen topic. This can include books, peer-reviewed articles, and credible online sources. Having enough sources will make your research process smoother and more productive.
Relevance to Your Course : The topic you choose should be relevant to your course and future career. For example, if you plan to work in the non-profit sector, you might choose a topic related to leadership in non-profit organizations.
Flexibility : Be flexible with your topic. As you start your research, you may find that your initial topic is too broad, too narrow, or not as interesting as you thought. Don’t be afraid to refine and modify your topic as needed.
Uniqueness : While it’s good to align with current research trends, strive for uniqueness in your topic. Don’t just rehash old studies; instead, seek to contribute something new and meaningful to the field of leadership research.
Practical Implications : Lastly, consider the practical implications of your research. Good research not only contributes to academic knowledge but also has practical applications. Choose a topic that could potentially inform leadership practices in real-world settings.

In conclusion, choosing a topic for a leadership research paper involves careful consideration of your interests, the scope of the paper, available resources, and the potential impact of your research. While the process can be challenging, the result is a topic that you’re passionate about and invested in, which ultimately makes for a higher quality research paper. Remember, the topic you choose sets the foundation for your entire paper, so take the time to choose wisely!

How to Write a Leadership Research Paper

Writing a leadership research paper is an intricate process that requires careful planning, thorough research, and detailed writing. A well-written research paper not only demonstrates your understanding of leadership principles but also your ability to critically analyze information, formulate arguments, and present your ideas in a clear and coherent manner. Below are ten comprehensive steps to guide you in writing an outstanding leadership research paper.

Understanding the Assignment : Before you begin the actual writing process, make sure you understand the assignment requirements. What is the length of the paper? What is the deadline? Are there specific sources or citation styles you need to use? Understanding these requirements will help guide your research and writing process.
Choose a Topic : If you haven’t been assigned a specific topic, use the tips provided in the previous section to choose a suitable topic for your leadership research paper. Make sure it’s a topic you’re interested in and one that is relevant to the course.
Conduct Preliminary Research : Conduct initial research to get an overview of your chosen topic. Use this research to refine your topic and formulate a preliminary thesis statement. This statement will guide your further research and help focus your paper.
Develop a Thesis Statement : Your thesis statement should clearly express the main point or argument of your research paper. It should be concise, specific, and arguable. A good thesis statement will guide your research and provide a roadmap for your paper.
Create an Outline : An outline helps to organize your thoughts and ensure that you cover all the necessary points. It should include an introduction, body paragraphs (each with a sub-point supporting your thesis), and a conclusion. Outlining can also help you identify gaps in your research or arguments.
Conduct In-Depth Research : At this point, dive deeper into your research. Utilize various sources, including books, academic journals, reputable websites, and interviews. Remember to evaluate the credibility of your sources and to take detailed notes, including the source information for citation purposes.
Write the First Draft : Using your outline as a guide, start writing the first draft of your paper. Don’t worry about making it perfect; focus on getting your ideas down first. Start with the body paragraphs, then write the introduction and conclusion.
Revise and Edit : Review your first draft, looking for any inconsistencies, redundancies, or areas that lack clarity. Check the flow of your arguments, the strength of your thesis statement, and the organization of your paper. Also, ensure that each paragraph has a clear topic sentence and that it supports the thesis statement.
Proofread : After revising your content, proofread for grammar, spelling, and punctuation errors. You can use proofreading software, but also consider reading your paper aloud or having someone else proofread it.
Cite Your Sources : Lastly, properly cite all the sources you used in your paper. Ensure that your in-text citations and reference list comply with the citation style required for your assignment (e.g., APA, MLA, Chicago/Turabian, Harvard).

In conclusion, writing a leadership research paper is a step-by-step process that requires thorough research, careful planning, and detailed writing. It may be a challenging task, but it’s also an opportunity to deepen your understanding of leadership and hone your academic writing skills. With commitment, patience, and the right strategies, you can successfully write a high-quality leadership research paper.

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California Management Review

California Management Review is a premier academic management journal published at UC Berkeley

CMR INSIGHTS

Are we asking too much leadership from leaders.

by Herman Vantrappen and Frederic Wirtz

Image Credit | Nick Fewings

Leaders do not have an easy time. In the assumption that the headlines in the management literature are a reliable guide, leaders are expected not only to be brilliant but also servant, humble, transformational, vulnerable, authentic, emotionally intelligent, empathetic, unlocked and connecting – at the least. 1-9 That is a tall order, even for those who are labelled superhuman.

1. The primary vertical

Small mono-product and mono-market companies tend to have a function-based architecture (e.g., product development, purchasing, production, sales, distribution, after-sales). At large companies, that architecture can be intrinsically frictional. For example, if you are in the business of developing, constructing and maintaining power plants worldwide, the business development people, when they make a bid, might be tempted to foresee low maintenance costs so as to increase their chances of winning the bid. Alas, if the bid is won, the maintenance division will bear the brunt. Such operational tension is inherent to this type of business, but you do not want that tension to constantly manifest itself at the C-suite level. Therefore, consider having “region” rather than “function” as primary vertical and then setting up a function-based organization within each region. 18

2. The corporate parent

Each of a company’s business entities has specific objectives, challenges and priorities. Imagine your company has a mix of large businesses operating in its mature home market and small ventures in promising overseas markets. The latter may be keen to tap into the talent and knowledge that reside in the former, while the former may be reluctant to lend to the latter. Obviously, you do not want every such request and refusal to be elevated to the C-suite level. A global knowledge management and talent mobility system could solve the problem, and you might expect the businesses, out of enlightened self-interest, to set it up among themselves. Alas, that is unlikely to happen, as the benefits are contingent on participation by all businesses. Therefore, consider having a corporate function kick-start the initiative. 19

3. Lateral coordination

Imagine that your organization architecture consists of business entities focused on “product” and others on “customer segment”. Even though these entities by design are relatively self-contained, “product” and “customer segment” still need to coordinate daily on operational matters, such as defining product specs, setting price levels, launching commercial campaigns, etc. Hence you decide to create a matrix, with sales managers reporting both to a product line manager and a customer segment manager. And you expect these matrixed sales managers to make the best possible trade-offs between the partially diverging interests of their two bosses. Alas, a matrix between two verticals with P&L responsibility tends to be intrinsically frictional. 20 The matrixed manager’s anxiety about role conflict and their bosses’ fear of power loss may create festering conflicts escalating to the C-suite level. Therefore, in this case, consider a soft-wired coordination mechanism (such as a periodic joint planning cycle) instead of a hard-wired matrix.

There are many other examples of organization design faults or ambiguities, not only related to organizational architecture but also to governance, business processes, company culture, people and systems. Admittedly, the perfect organization design does not exist – tension and friction are a fact of corporate life. And we could hardly demand too much authenticity, emotional intelligence, empathy and other commendable behaviors from our leaders, as described at start. But there is an issue when senior leaders are compelled to activate these behaviors to resolve internal conflicts that should not have escalated to the top of the organization. By identifying and removing glaring design faults and ambiguities about roles, we can help lessen the emergence and escalation of such conflicts, and consequently reduce the opportunity cost of senior leaders devoting energy and time to resolving stoppable conflicts. Senior leaders had better focus on genuine people issues, external stakeholders, and the organization’s strategic choices.

References

R.C. Liden, S.J. Wayne, H. Zhao and D. Henderson, “Servant Leadership: Development of a Multidimensional Measure and Multi-Level Assessment,” The Leadership Quarterly 19, no. 2 (2008): 161-177..

E.H. Schein and P.A. Schein, “Humble Leadership: The Power of Relationships, Openness, and Trust,” 2nd ed. (Oakland: Berrett-Koehler Publishers, 2018).

B.M. Bass, “Leadership and Performance Beyond Expectations” (New York: John Wiley & Sons, 1985).

J. Morgan, “Leading with Vulnerability: Unlock Your Greatest Superpower to Transform Yourself, Your Team, and Your Organization” (New York: John Wiley & Sons, 2023).

B. George, “Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value” (New York: Jossey-Bass, 2004).

D. Goleman, “The Emotionally Intelligent Leader” (Boston: Harvard Business Review Press, 2019).

O. Valadon, “What We Get Wrong About Empathic Leadership,” Harvard Business Review, Oct. 17, 2023.

H. Le Gentil, “The Unlocked Leader: Dare to Free Your Own Voice, Lead with Empathy, and Shine Your Light in the World” (New York: John Wiley & Sons, 2023).

“The Connecting Leader: Serving Concurrently as a Leader and a Follower,” ed. Z. Jaser (Charlotte: IAP, 2021).

K. Einola and M. Alvesson, “The Perils of Authentic Leadership Theory,” Leadership 17, no. 4 (2021): 483-490.

J. Lin, B.A. Scott and F.K. Matta, “The Dark Side of Transformational Leader Behaviors for Leaders Themselves: A Conservation of Resources Perspective,” Academy of Management Journal 62, no. 5 (2019): 1556-1582.

C.A. O’Reilly and J.A. Chatman, “Transformational Leader or Narcissist? How Grandiose Narcissists Can Create and Destroy Organizations and Institutions,” California Management Review 62, no. 3 (2020): 5-27.

R. Sadun, “The Myth of the Brilliant, Charismatic Leader,” Harvard Business Review, Nov. 23, 2022.s

N. Nohria, “When Charismatic CEOs Are an Asset — and When They’re a Liability,” Harvard Business Review, Dec. 1, 2023.

J. Hu, B. Erdogan, K. Jiang and T.N. Bauer, “Research: When Being a Humble Leader Backfires,” Harvard Business Review, April 4, 2018.

T.K. Kelemen, S.H. Matthews, M.J. Matthews and S.E. Henry, “Essential Advice for Leaders from a Decade of Research on Humble Leadership,” LSE Business Review, Jan. 17, 2023.

S.T.A. Phipps, L.C. Prieto and E.N. Ndinguri, “Emotional Intelligence: Is It Necessary for Leader Development?” Journal of Leadership, Accountability & Ethics 11, no.1 (2014): 73-89.

H. Vantrappen and F. Wirtz, “When to Change Your Company’s P&L Responsibilities,” Harvard Business Review, April 14, 2022.

H. Vantrappen and F. Wirtz, “How To Get a Corporate Parent That Is Better For Business,” California Management Review, March 5, 2024.

J. Wolf and W.G. Egelhoff, “An Empirical Evaluation of Conflict in MNC Matrix Structure Firms,” International Business Review 22, no. 3 (2013): 591-601.

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Chapter 9 – Authentic Leadership Questions for Study

Chapter 9 – Authentic Leadership 1. Be able to summarize the early period of research of authentic leadership. Who are some of the scholars known for research of authentic leadership? What were their research questions? a. During the early period of research there was a lot of question on what authentic leadership looked like, this caused there to be several different approaches to studying it those being, the intrapersonal perspective studied by Shamir and Eilam (2005), the interpersonal process studied by Eagly (2005), and the developmental perspective studied by Avolio, Dardner, Walumbwa, and Peterson (2005, 2008). 2. How are the practical and theoretical approaches to studying authentic leadership similar or different? How do they compare to the teleological and deontological approaches to studying ethical leadership? a. Practical Approach i. Describes how individuals can develop specific traits related to authentic leadership b. Theoretical Approach i. Describes how different past events and values of leaders develop them to become authentic leaders and how the same set of traits can be found after these events 3. Why is authentic leadership hard to define? Describe the three different definitions of authentic leadership on pages___. What does each definition contribute to our understanding of this concept? a. Authentic leadership is hard to define because it is being used to identify if a leader is actually displaying leadership and what that looks like and how to become a leader who displays leadership and with still new and little research it has become hard to clearly define all of this b. The intrapersonal perspective is one where authentic leaders exhibit genuine leadership and lead from conviction and at the same time use their own original techniques and/or ideas, this helps give us an idea that authentic leadership doesn’t come from someone following the footsteps of people before them but instead create a new path c. The interpersonal process describes how leadership cannot come solely from the leader’s actions but also the followers’ response, this helps us understand that leadership is not a one-sided concept and that involves both the leaders and followers d. The developmental perspective describes that people can become leaders and that it is not a trait that a person does or doesn’t have, this helps us understand that leaders emerge based on the will of the leader not based on the cards they have been dealt 4. What are the five basic characteristics of authentic leadership according to Bill George? How does George’s approach compare to the trait approach? The Big 5? a. Understanding Purpose, Strong Values, Trusting Relationships, Self-Discipline, Passionate b. George’s approach is similar to the trait approach in identifying different traits that leaders often display, but compared to the big 5 George’s approach lists off different traits that are found in leaders while the big 5 just list off different tendencies that leaders may have 5. What is the difference between passion and compassion in George’s AL model? a. Passion comes from a sense of purpose while compassion comes from the heart 6. How are the dimensions of AL related to the characteristics of AL in George’s model? a. The dimensions of authentic leadership are pretty general and can be described on how they are able to be applied by George’s model 7. Using Walumbwa’s (2008) definition of authentic leadership, distinguish between leader behaviors and traits. What are outcomes of authentic leadership? What is the follower role? a. The outcome of authentic leadership is one where both the leader and followers feel confident in their abilities and are able to cause each other to move towards a common goal b. The follower has the role of reacting to the leaders and creating and establishing if leadership is present 8. How is self-awareness in the AL approach different from the psychodynamic approach? Can you identify a person who exemplifies this component of the model? a. Self-awareness takes a different approach than the psychodynamic approach because it is a process for individuals to understand themselves and how they are able to impact others, but not how to apply this knowledge but just to know why it is important 9. How does authentic leadership fit with the following components of leadership: process, influence, group context, and goal attainment? a. Authentic leadership is a process in a group context where leaders and followers look to influence each other in order to attain a goal 10. What are the strengths and criticisms of the authentic leadership approach? a. Some strengths are it explains a need for trust in society, it has a broad view so that anyone can be a leader, it has a moral dimension to it, emphasizes values and behaviors that can be learned and used over time, and it can be measured b. Some weaknesses are it is still a developing theory, the moral component is not fully explained, it is unclear if psychological capacities should be included, and it is not clear on how it results in positive outcomes

Educational Leadership - Ed.D. and Ph.D.

Example research questions.

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Ask Smarter Strategic Questions

With organizations facing increased urgency and unpredictability, being able to ask smart questions has become a key leadership skill—especially when setting strategy. Here are five types of questions to ask that can boost strategic decision-making. Investigative: What’s Known? When facing a problem or opportunity, the best decision-makers start by clarifying their purpose, asking themselves what […]

Source: This tip is adapted from “The Art of Asking Smarter Questions,” by Arnaud Chevallier et al.

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Leadership Survey Questions: Top 20 Questions, Definition, Survey Design and Tips

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Leadership Survey Questions: Definition

Top 20 leadership survey question for your survey, 7 steps to design a good leadership survey, tips to writing great leadership survey questions.

Leadership survey questions are defined as a set of survey questions that help employees assess leadership in an organization which is a direct reflection of the abilities of an individual to oversee the growth and progress of an organization.

For any business to succeed and flourish it is essential to recognize the best person for the job. It doesn’t necessarily mean that someone who has been in the organization for a period of time or has the longest resume is a great fit for the position. Leadership is a skill that develops over a period of time and today, most organizations focus on investing their time and effort in systems for employee training to inculcate the habits and attitude to become a leader.

LEARN ABOUT: Leadership Assessment Tools

There are many people who will invariably argue this statement and would say, leaders, are born and not made. But again, it is as debatable as, “which came first, the hen or the egg”? Therefore, let us not leave any scope for argument and stick to facts and absolute basics.

In the following section, you will learn about the top 20 leadership survey questions that will help you evaluate and assess the leadership qualities of an individual.

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Learn more: Leadership Assessment Survey Questions + Sample Questionnaire Template

An answer is based on the question one must ask. Survey questions play a vital role in collecting quality feedback that helps in making informed decisions. Here is a list of top 20 leadership survey questions you must have in your survey:

Leadership Survey Questions for Self Assessment

This set of survey questions are asked to help an individual assess his/her abilities to understand and learn their strengths and weaknesses to become a leader. These set of questions essentially help an individual identify their potential to lead the side. A good leader always helps to understand the industry he/she is associated with and contribute to its evolution. Here are a set of leadership survey questions for self-assessment:

1. On a scale from 0-10, how would you rate yourself as a leader?

2. Do you like setting up goals and targets?

3. What is your response to someone who questions your decision-making abilities?

4. In your opinion do you respond fairly to the issues in the team?

5. Are you open to suggestions from employees and co-workers?

6. Are you willing to take responsibility when a team member fails to deliver against expectations?

7. Do you feel employees should only take orders without asking any questions?

8. Do you personally think that a leader should be reasonable?

9. A leader must not hold any grudges or biases against anyone in the team. Do you agree with the statement?

10. Do you feel being correct is more important than being right?

11. Do you feel providing guidance without any pressure is a trait of a good leader?

12. Where do you see yourself in the next five years?

13. Is there anything that you would like to add?

Leadership Survey Questions for Demographic Assessment

Demographic questions allow a better understanding of an individual and his/her background. The more an organization knows about its potential leader(s), the higher are the chances that their messaging will resonate better with their employees. Typically demographic questions cover factors such as age, ethnicity, gender questions , educational qualification, employment details, years of experience etc. Here are a set of leadership survey questions for demographic assessment:

14. What is your current designation?

15. What is the department you are currently working in?

16. Please select your gender.

17. Please select your ethnicity.

18. Please select your educational qualification.

19. How long have you been associated with the organization?

20. What are the three things you would like to improve in this organization?

1. Know what you want to cover in your survey: Even before you finalize the great survey design , it is important to identify what is the purpose of your survey and why would you want to deploy it in the first place? The best way to design the survey is to split your core objectives into multiple unique points. What is the objective you want to achieve once you have deployed the survey to your employees?

2. Have questions that are absolutely necessary: The leadership survey must consist of leadership survey questions that are absolutely essential. Stuffing unnecessary questions in your survey will lead to survey fatigue . This will, in turn, result in survey dropout . If required responses are not obtained that may result in diluted results.

3. Ask one question at a time: Branching questions or asking one or more questions at a time can lead to confusion and there are fair chances that the respondent might end up choosing an incorrect option. Therefore it is advisable to ask one question at a time and get the most appropriate responses.

4. No jargons! For respondents to promptly respond to the survey it is important they understand the survey. Avoid using too many technical terms or jargons. It is in the best interest of the survey creator to keep the language as simple as possible. Simpler the survey, better will be the responses.

5. Spend time to design your survey: It is essential that your survey resonates with your organization’s brand. Spend some time to design your survey, make it user-friendly, short and simple and also easy to respond. Once you have designed your survey, you must check it for any errors. Deploying a survey with errors or spelling mistakes will talk poorly about the organization’s reputation.

6. Analyze the responses: One of the most important things to do after you have sent out your survey is to collect the responses. Carefully analyze your survey and categorize the data. This will help you make well-informed decisions.

7. Put a summary together: Once all the responses are in place download the report. This report will help you understand the plan of action that you would want to take with respect to aligning what leadership qualities are an organization looking at. This entire process, if followed in a systematic manner, will yield the best results.

1. Avoid leading questions: Your leadership survey must not consists of leading questions that force the responded to choose an answer option, this way your survey responses will be biased and the purpose of you collecting the information will not be fulfilled. Choose your 360 leadership assessment survey questions carefully to avoid diluted results.

2. Avoid misplaced questions: A good survey has an intended flow. It is important for a survey designer to place the question in a well-organized manner, to take away any fatigue that can be caused to the respondent due to misplaced questions in a survey.

3. Keep consistent answer options: Respondents need a clear way of providing honest and clean feedback, otherwise, the credibility of their response is at stake. Therefore, the answer choices you include can be a potential source of bias.

4. Keep your questions optional: Don’t be in the rush to make all your questions compulsory to answer. Respondents may not be happy answering all your questions and they may not even be comfortable answering all of them.

You’d probably get annoyed! Isn’t it?

You can address this by asking different question types and also spacing out similar sounding questions.

5. Take your survey for a spin: Once you have added all the questions, deploy it to a set of people in your organization first, to evaluate and understand if they are comfortable with every question in the survey. Also as a survey creator, there is no worse feeling than finding mistakes in your survey. To avoid such situations share it with your friends, colleagues in advance. A fresh pair of eyes can give your survey a different perspective.

If you want to learn more about human resources survey and know more such interesting tips, we’d love to connect .

If you want to get started immediately and create your first leadership survey, ask us how. Book a demo now!

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Research Question Examples 🧑🏻‍🏫

25+ Practical Examples & Ideas To Help You Get Started

By: Derek Jansen (MBA) | October 2023

A well-crafted research question (or set of questions) sets the stage for a robust study and meaningful insights. But, if you’re new to research, it’s not always clear what exactly constitutes a good research question. In this post, we’ll provide you with clear examples of quality research questions across various disciplines, so that you can approach your research project with confidence!

Research Question Examples

Psychology research questions
Business research questions
Education research questions
Healthcare research questions
Computer science research questions

Examples: Psychology

Let’s start by looking at some examples of research questions that you might encounter within the discipline of psychology.

How does sleep quality affect academic performance in university students?

This question is specific to a population (university students) and looks at a direct relationship between sleep and academic performance, both of which are quantifiable and measurable variables.

What factors contribute to the onset of anxiety disorders in adolescents?

The question narrows down the age group and focuses on identifying multiple contributing factors. There are various ways in which it could be approached from a methodological standpoint, including both qualitatively and quantitatively.

Do mindfulness techniques improve emotional well-being?

This is a focused research question aiming to evaluate the effectiveness of a specific intervention.

How does early childhood trauma impact adult relationships?

This research question targets a clear cause-and-effect relationship over a long timescale, making it focused but comprehensive.

Is there a correlation between screen time and depression in teenagers?

This research question focuses on an in-demand current issue and a specific demographic, allowing for a focused investigation. The key variables are clearly stated within the question and can be measured and analysed (i.e., high feasibility).

Free Webinar: How To Find A Dissertation Research Topic

Examples: Business/Management

Next, let’s look at some examples of well-articulated research questions within the business and management realm.

How do leadership styles impact employee retention?

This is an example of a strong research question because it directly looks at the effect of one variable (leadership styles) on another (employee retention), allowing from a strongly aligned methodological approach.

What role does corporate social responsibility play in consumer choice?

Current and precise, this research question can reveal how social concerns are influencing buying behaviour by way of a qualitative exploration.

Does remote work increase or decrease productivity in tech companies?

Focused on a particular industry and a hot topic, this research question could yield timely, actionable insights that would have high practical value in the real world.

How do economic downturns affect small businesses in the homebuilding industry?

Vital for policy-making, this highly specific research question aims to uncover the challenges faced by small businesses within a certain industry.

Which employee benefits have the greatest impact on job satisfaction?

By being straightforward and specific, answering this research question could provide tangible insights to employers.

Examples: Education

Next, let’s look at some potential research questions within the education, training and development domain.

How does class size affect students’ academic performance in primary schools?

This example research question targets two clearly defined variables, which can be measured and analysed relatively easily.

Do online courses result in better retention of material than traditional courses?

Timely, specific and focused, answering this research question can help inform educational policy and personal choices about learning formats.

What impact do US public school lunches have on student health?

Targeting a specific, well-defined context, the research could lead to direct changes in public health policies.

To what degree does parental involvement improve academic outcomes in secondary education in the Midwest?

This research question focuses on a specific context (secondary education in the Midwest) and has clearly defined constructs.

What are the negative effects of standardised tests on student learning within Oklahoma primary schools?

This research question has a clear focus (negative outcomes) and is narrowed into a very specific context.

Need a helping hand?

Examples: Healthcare

Shifting to a different field, let’s look at some examples of research questions within the healthcare space.

What are the most effective treatments for chronic back pain amongst UK senior males?

Specific and solution-oriented, this research question focuses on clear variables and a well-defined context (senior males within the UK).

How do different healthcare policies affect patient satisfaction in public hospitals in South Africa?

This question is has clearly defined variables and is narrowly focused in terms of context.

Which factors contribute to obesity rates in urban areas within California?

This question is focused yet broad, aiming to reveal several contributing factors for targeted interventions.

Does telemedicine provide the same perceived quality of care as in-person visits for diabetes patients?

Ideal for a qualitative study, this research question explores a single construct (perceived quality of care) within a well-defined sample (diabetes patients).

Which lifestyle factors have the greatest affect on the risk of heart disease?

This research question aims to uncover modifiable factors, offering preventive health recommendations.

Examples: Computer Science

Last but certainly not least, let’s look at a few examples of research questions within the computer science world.

What are the perceived risks of cloud-based storage systems?

Highly relevant in our digital age, this research question would align well with a qualitative interview approach to better understand what users feel the key risks of cloud storage are.

Which factors affect the energy efficiency of data centres in Ohio?

With a clear focus, this research question lays a firm foundation for a quantitative study.

How do TikTok algorithms impact user behaviour amongst new graduates?

While this research question is more open-ended, it could form the basis for a qualitative investigation.

What are the perceived risk and benefits of open-source software software within the web design industry?

Practical and straightforward, the results could guide both developers and end-users in their choices.

Remember, these are just examples…

In this post, we’ve tried to provide a wide range of research question examples to help you get a feel for what research questions look like in practice. That said, it’s important to remember that these are just examples and don’t necessarily equate to good research topics . If you’re still trying to find a topic, check out our topic megalist for inspiration.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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The Center for Drug Evaluation and Research (CDER) Center for Clinical Trial Innovation (C3TI) is a central hub that supports innovative approaches to clinical trials that are designed to improve the efficiency of drug development. C3TI aims to promote existing CDER programs and spur future clinical trial innovation activities through enhanced communication and collaboration.

C3TI will enable internal and external parties to access information on clinical trial innovation efforts more easily, engage in collaborations, identify resources that can further support the use of innovative modalities, and find development programs where a concerted approach to the use of clinical trial innovations would be impactful. The goals of these efforts are to help those involved in clinical research in staying current with clinical trial innovations, improve the efficiency and effectiveness of clinical trials, help increase the participation of diverse populations in clinical trials, and, in turn, accelerate the development of safe and effective new drugs.

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Learning leadership and feedback seeking behavior: Leadership that spurs feedback seeking

Introduction

Theoretical framework

Feedback seeking behavior

Feedback characteristics

Motives of feedback seeking

Methods of feedback seeking

The role of leadership

Learning leadership

Learning leadership as a leadership approach to facilitate feedback seeking behavior

Research aims and hypotheses

Materials and methods

Feedback seeking

Control variables

Sample and setting

Thematic analysis and coding process

Feedback seeking methods

Developmental support

Emotional support

Practical support

Role modeling

Discussion of the findings from Study 1

Discussion of the findings from Study 2

Limitations and directions for future research

Practical implications

Data availability statement

Author contributions

Conflict of interest

Publisher’s note

Leadership Research Paper Topics

100 Leadership Research Paper Topics

Academic Writing, Editing, Proofreading, And Problem Solving Services

2. Leadership Styles:

3. Leadership and Ethics:

4. Leadership and Diversity:

5. Leadership in Different Industries:

6. Leadership and Change Management:

7. Leadership and Employee Motivation:

8. Leadership Development:

9. Leadership and Organizational Culture:

10. Leadership and Decision Making:

The Range of Leadership Research Paper Topics

How to Choose Leadership Research Paper Topics

How to Write a Leadership Research Paper

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