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Abstract: Positive leadership is considered a fundamental factor which contributes significantly to the development of healthy organizations. Positive leadership has been address via other leadership models, primarily transformational and
authentic leadership, with which some affinities have been established. Although
there is a large body of literature on positive leadership, especially related to its
practical aspects, the construct is not properly delimited and there are only a few
relevant contributions on how to measure it. The purpose of this paper is to
conduct a pilot study to examine the psychometric properties of a reduced version
of the PLAS (Positive Leadership Assessment Scale). Results from a confirmatory factorial analysis show that a five-correlated factors model achieves a good
fit with the empirical data (on a sample of Spanish students). Likewise, this study
also offers a range of evidence of validity, showing a relationship with the
constructs of both transformational and authentic leadership and engagement.
Keywords: engagement;
transformational leadership
authentic
leadership;
positive
leadership;
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M. Antino et al.
Today the working world and organizations are enmeshed in a process of profound change, with significant implications for the health of both these organizations and their members. This situation is fostering the development of new
organizational approaches that are focused on restoring trust, hope and optimism
within organizations (Avolio & Gadner, 2005).
In parallel, the positive psychology approach has emerged in recent years,
focused on developing positive qualities as opposed to dealing with negative
aspects, like flaws and pathologies (Seligman & Csikszentmihalyi, 2000). The
emphasis on positive organizational behaviour and positive psychological capital
fits within this new approach (Luthans, 2002; Luthans, Avolio, Avey, & Norman,
2007). The study of positive leadership also falls within these lines (Cameron,
2008); positive leadership focuses its actions on what is good and on encouraging
human potentialities, motivations and capacities.
Therefore, positive leadership refers to the way leaders encourage outstanding
performance by centring on virtue and eudemonism, which justifies what a person
does if their goal is to attain happiness (Cameron, 2008). The concept of positive
leadership is based on the conception of the positively biased leader and the idea
of a continuum ranging from extreme positive to extreme negative, such that all
leaders can be plotted at some point along it. Positive leaders are ones whose
behaviour shows a bias towards the positive end (Wooten & Cameron, 2010).
This kind of leadership has three characteristics: (1) it facilitates extraordinarily positive performance (above-average performance); (2) it focuses on peoples
strengths and abilities; and (3) it facilitates the best of the human condition, that is,
it fosters virtuousness (Cameron, 2008).
There is empirical evidence regarding the benefits of this construct. Working
teams with a positive leader show better results on workplace wellbeing, positive
emotions (Kelloway, Weigand, McKee, & Das, 2013), engagement, performance,
cohesion, team learning orientation and innovation (Cameron, 2008).
Considering todays conditions, research and theory are expected to suggest ways
to accelerate the development of positive leadership within the next 10 years (Avolio,
Walumbwa, & Weber, 2009). However, despite the interest in this kind of leadership,
there are very few studies that define or measure it (Kelloway et al., 2013). The
literature states that positive leadership is related to other models of leadership, such
as transformational leadership (Bass, 1985) and authentic leadership (Avolio &
Gardner, 2005). Even though these last two models of leadership have substantial
support in the literature, the first instrument to measure positive leadership, the
Positive Leadership Assessment Scale (Cameron, 2008), has hardly any validation
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studies. Thus, the purpose of this paper is to conduct a pilot study that examines the
psychometric properties of the reduced version of this instrument in Spanish, analysing its factorial structure, its internal consistency and its validity in a student population. We believe that the sample is suitable for a pilot study on leadership, just as other
models of leadership, such as transformational leadership, have been applied in the
field of education and training (see Pounder, 2008).
Method
Participants
The sample is made up of 423 students (convenience sample with voluntary
participation) working towards their Bachelors degree in the Faculty of
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M. Antino et al.
Instruments
PLAS (Positive Leadership Assessment Scale)
The scale was translated by two experts in organizational psychology, and the
instrument was then back-translated into English by a third expert to check the
equivalency between both versions. The items were chosen by consensus
among the experts and by analysing the factorial loads in a prior exploratory
analysis performed on another sample. These items were adapted to the
context in which they were administered by replacing the word employees
with students. For each of the five dimensions, three items from the original
scale were chosen (see Appendix), and the response scale ranged from 1
(never) to 5 (almost always).
Engagement
Engagement was measured using nine items from the scale developed by
Schaufeli, Bakker, and Salanova (2006), with a response range from 0 (never)
to 6 (every day). The content of the items, which were originally designed for
workplaces, was adapted to the educational setting.
Transformational leadership
Transformational leadership was measured using the 27 items from the
Multifactor Leadership Questionnaire (MLQ-5X-R; Bass & Avolio, 1990;
Spanish adaptation by Morales & Molero, 1995). The responses ranged from 1
(never) to 5 (almost always), and the content of the items was also adapted to the
educational setting.
Authentic leadership
Authentic leadership was measured using the 16 items of the Authentic
Leadership Questionnaire (Walumbwa, Avolio, Gadner, Wernsing, & Peterson,
2008; Spanish adaptation by Moriano, Molero, & Lvy-Mangin, 2011). The
responses ranged from 1 (never) to 5 (almost always).
Procedure
The sample was assembled in different classes in the Bachelors degree in
psychology during the second semester of the academic year. All the students
were asked to evaluate the professor in the class from the past term in which
they had earned the highest mark. Should the students have earned the same
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high mark in several different classes, they were to refer to the most recent.
The responses to the questionnaires were anonymous.
Results
Descriptive analyses of the scales, and study of the relationships among factors
and their internal consistency
Table 1 shows the means and standard deviations of the constructs measured. The
internal consistency of the complete positive leadership scale as a whole was
outstanding (Alpha = .92), while the values were acceptable on the dimensions
analysed separately, ranging from .68 to .75.
The correlation analysis between scales (Table 1) shows that all the dimensions were positively related (p < .01). The higher degree of correlation came
between the positive climate and positive relationships dimensions (r = .727).
LP_Positive climate
LP_Positive relationships
LP_Positive communication
LP_Creation of positive meaning
LP_Positive strategies
LP_Complete scale
Authentic leadership
Engagement
Transformational leadership
1
2
3
4
5
6
7
8
9
Scales
2.99
3.00
3.26
3.57
2.69
3.10
4.53
5.21
3.51
M
1.02
0.91
0.94
0.84
0.96
0.78
1.06
1.23
0.69
SD
.75
.69
.68
.75
.69
.92
.92
.85
.83
Alpha
.727** 1
.677** .721** 1
.556** .615** .633** 1
.584** .673** .558** .507** 1
.855** .893** .857** .779** .798** 1
.494** .548** .540** .562** .514** .633** 1
.100*
.109*
.104*
.185** .135** .150** .270** 1
.618** .673** .652** .709** .564** .765** .677** .212** 1
Table 1. Descriptive statistics, reliability indexes and correlations between the scales.
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Table 2. Confirmatory factorial analysis for the reduced Spanish version of the PLAS.
Model
Chi-squared
df
chi/df
TLI
CFI
RMSEA
SMRS
1 factor
5 correlated factors
354.935
224.878
90
80
3.944
2.811
.87
.93
.89
.95
.087
.068
.054
.045
correlated solution showed the models optimal adjustment to the data (2/
df = 2.811, TLI = .93, CFI = .95, RMSEA = .068, SRMR = .045).
Evidence of validity based on the relationship between theoretically related
constructs and the prediction of external variables
Relationship between positive leadership and transformational leadership
As shown in Table 1, the positive leadership construct (complete scale) was
positively related to the transformational leadership construct (r = .765;
p < .01). Likewise, there is a positive relationship between this kind of leadership
and all the sub-scales, especially with the creation of positive meaning (r = .709;
p < .01) and positive relationships (r = .673; p < .01).
Relationship between positive leadership and authentic leadership
Similarly (Table 1), the positive leadership construct is positively related to the
authentic leadership construct (r = .633; p < .01), and a positive relationship was
found between this kind of leadership and all the sub-scales, the strongest being
with the creation of positive meaning (r = .562; p < .01).
Predictive relationship between positive leadership and engagement
As shown in Table 1, the positive leadership construct allows us to predict
participants engagement (r = .15; p < .01), and each of the dimensions studied
is positively related to engagement, the strongest being with the creation of
positive meaning (r = .185; p < .01).
Discussion
The prime objective of this paper was to conduct a pilot study of the psychometric
characteristics of a reduced version PLAS translated into Spanish. The results can
be considered satisfactory in general. The internal reliability of the instrument as a
whole was suitable, while the reliability of the scales tested separately was
acceptable. This result was understandable if we bear in mind the functioning of
the Alpha index, which is sensitive to the number of items present in each
dimension (only three in our case). Therefore, the different dimensions can be
used separately, or each dimension can be expanded if reliability higher than .90 is
needed. The confirmatory factorial analysis showed the superiority of the
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M. Antino et al.
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Mtodo
Participantes
La muestra est compuesta por 423 estudiantes (muestreo de conveniencia y
participacin voluntaria) de grado de la facultad de Psicologa de una universidad
pblica de Madrid, edad media de 21.99 (SD = 3.95), 70% mujeres.
Instrumentos
PLAS (Positive Leadership Assestment Scale)
Se realiz la traduccin de la escala por parte de dos expertos en psicologa de las
organizaciones y el instrumento fue traducido de nuevo al ingls por un tercer
experto, comprobando la equivalencia entre ambas versiones. La seleccin de los
tems se hizo por consenso entre expertos y analizando las cargas factoriales en un
anlisis exploratorio previo efectuado sobre otra muestra. Estos tems se adaptaron
al contexto de aplicacin, sustituyendo la palabra empleados por alumnos. Para
cada una de las cinco dimensiones, se seleccionaron tres tems de la escala
original (vase Apndice) con escala de respuesta con formato de 1 (nunca) a 5
(casi siempre).
Engagement
El engagement se midi empleando los nueve tems de la escala desarrollada por
Schaufeli, Bakker, y Salanova (2006), con respuesta 0 (nunca) a 6 (todos los das).
El contenido de los tems, originalmente diseados para ambiente de trabajo, se
adapt al contexto de formacin.
Liderazgo transformacional
El liderazgo transformacional se midi empleando los 27 tems del Multifactor
Leadership Questionnaire (MLQ-5X-R; Bass y Avolio, 1990; adaptacin espaola
de Morales y Molero (1995), con respuesta 1 (nunca) a 5 (casi siempre).
Igualmente el contenido de algunos tems se adaptaron al contexto de formacin.
Liderazgo autntico
El liderazgo autntico se midi empleando los 16 tems del Authentic Leadership
Questionnaire (Walumbwa, Avolio, Gadner, Wernsing, y Peterson, 2008;
adaptacin espaola de Moriano, Molero, y Lvy-Mangin, 2011), con respuesta
1 (nunca) a 5 (casi siempre).
Procedimiento
La muestra se recogi en distintas clases del grado en psicologa en el segundo
semestre. A todos los estudiantes se les pidi que evaluaran al profesor del
cuatrimestre pasado en cuya asignatura hubiesen obtenido mejor nota. En el
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M. Antino et al.
LP_Clima positive
LP_Relaciones positivas
LP_Comunicaciones positivas
LP_Creacin sentido positivo
LP_Estrategias positivas
LP_Escala completa
Liderazgo Autentico
Engagement
Liderazgo Transformacional
Escalas
2.99
3.00
3.26
3.57
2.69
3.10
4.53
5.21
3.51
M
1.02
0.91
0.94
0.84
0.96
0.78
1.06
1.23
0.69
SD
.75
.69
.68
.75
.69
.92
.92
.85
.83
Alpha
1
.727**
.677**
.556**
.584**
.855**
.494**
.100*
.618**
1
1
.721**
.615**
.673**
.893**
.548**
.109*
.673**
1
.633**
.558**
.857**
.540**
.104*
.652**
1
2
3
4
5
6
7
8
9
Tabla 1.
.507**
.779**
.562**
.185**
.709**
1
.798**
.514**
.135**
.564**
.633**
.150**
.765**
1
.270**
.677**
1
.212**
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M. Antino et al.
Tabla 2.
Modelo
Chi cuadrado
df
chi/df
TLI
CFI
RMSEA
SMRS
1 factor
5 factores correlacionados
354.935
224.878
90
80
3.944
2.811
.87
.93
.89
.95
.087
.068
.054
.045
603
Acknowledgements / Agradecimientos
This study was partly conducted with funds from research project PI10/01272 financed by
the Instituto de Salud Carlos III. / Esta investigacin se realiz en parte con fondos del
proyecto de investigacin PI10/01272 financiado por el instituto de Salud Carlos III.
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Positive communication
Positive relationships
Positive climate
Dimension
Original Items
Appendix
(Continued )
Positive strategies
Creation of positive
meaning
Dimension
(Continued ).
Spanish version Item
(Continued )
Original Items
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Dimension
(Continued ).
Spanish version Item
Original Items
Apndice
Estrategias positivas
Creacin sentido
positivo
Comunicaciones
positivas
Relaciones positivas
Clima positivo
Dimensin
tems
Brinda oportunidades para que los alumnos reciban mejor auto-retroalimentacin y desarrollen una mejor
autoimagen.
Realiza reconocimientos pblicos para felicitar a sus alumnos sobre su rendimiento.
Al dar retroalimentacin negativa se centra en las consecuencias negativas de una accin y no en la persona que la
realiza.
Establece, reconoce y fomenta el cumplimiento de los objetivos para beneficiar a los alumnos y obtener efectos
positivos.
Destaca y refuerza los valores fundamentales de los alumnos en la Universidad, de forma que haya congruencia
entre lo que realiza sta y los valores de aquellos.
Mantiene regularmente reuniones individuales con los alumnos o sus representantes (delegados, coordinadores de
grupos de prcticas, etc.).
Hace hincapi en la mejora continua y en el desarrollo de fuertes relaciones interpersonales con los alumnos o sus
representantes.
Sigue un procedimiento formalizado para que los alumnos puedan contribuir a crear un clima positivo.
Fomenta el intercambio de informacin para que los alumnos tomen conciencia de las dificultades de sus
compaeros y, por tanto, pueda ayudarles.
Fomenta la expresin pblica de la empata para comunicar apoyo emocional.
Suele hacer comentarios de agradecimiento de forma habitual.
Se asegura que los alumnos tengan la oportunidad de proporcionar apoyo emocional, intelectual o fsico a otros,
adems de recibir apoyo de ellos.
Tiene claras las redes existentes y las emplea para apoyar a quien lo necesite.
Proporciona a la gente ms informacin sobre sus fortalezas que sobre sus debilidades.
En sus interacciones diarias, proporciona mayor nmero de mensajes positivos que negativos.
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M. Antino et al.