Leadership, Affect and Emotions: A State-of-the-Science Review

The Leadership Quarterly 21 (2010) 979–1004
Contents lists available at ScienceDirect
The Leadership Quarterly

j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / l e a q u a
Leadership, affect and emotions: A state of the science review☆

Janaki Gooty a,⁎, Shane Connelly b,1, Jennifer Griffith b,2, Alka Gupta c
a
Department of Management, Belk College of Business University of North Carolina, Charlotte 9201 University City Blvd., Charlotte, NC 28223, USA
b
Department of Psychology, University of Oklahoma, 455 West Lindsey St., Norman, OK 73019, USA
c
Center for Leadership Studies and School of Management, State University of New York at Binghamton, Binghamton, NY 13902-6000, USA
a r t i c l e i n f o a b s t r a c t
Keywords: This paper presents a selective, qualitative review of affect, emotions, and emotional
Leadership competencies in leadership theory and research published in ten management and
Affect organizational psychology journals, book chapters and special issues of journals from 1990
Moods to 2010. Three distinct themes emerged from this review: (1) leader affect, follower affect and
Emotions
outcomes, (2) discrete emotions and leadership, and (3) emotional competencies and
Emotional competencies
leadership. Within each of these themes, we examine theory (construct definition and
theoretical foundation) and methods (design, measurement and context) and summarize key
findings. Our findings indicate that the study of affect and emotions in leadership fares well
with regard to construct definitions across the first two themes, but not in the last theme above.
Design and measurement issues across all three themes are a little less advanced. One serious
gap is in a lack of focus on levels-of-analysis theoretically and methodologically. Our review
concludes with recommendations for future theoretical and empirical work in this area.
Published by Elsevier Inc.
Leadership has a long history in the social sciences, and regardless of the leadership lens one looks through (e.g.,
transformational leadership, leader–member exchange, individualized leadership, charismatic leadership) affect and emotions are
deeply intertwined with the process of leading, leader outcomes and follower outcomes. For example, transformational leaders
ignite followers' aspirations, instilling pride, eliciting enthusiasm, and conveying optimism regarding a desirable future
(Ashkanasy & Tse, 2000; Avolio & Yammarino, 2002; Bass, 1998). In the Leader–Member Exchange (LMX) literature, affect is one
indicator of the quality of relationships between leaders and followers (Graen & Uhl-Bien, 1995). Dansereau and colleagues
(Dansereau et al., 1995) cast individualized leadership as a process in which the leader's primary role is to enhance follower self-
worth while charismatic leaders often inspire positive emotions in followers via articulating a compelling vision, imagery and
rhetoric (Bono, Foldes, Vinson, & Muros, 2007; Shamir, Arthur, & House, 1994).
Deservedly then, affect and emotions have received much attention in the leadership literature. This attention is not entirely
surprising in that it parallels the role of affect and emotions in organizational behavior in the last two decades. Indeed some
scholars have even labeled this attention the “affective revolution” (Barsade, Brief, & Spataro, 2003, p. 3) claiming a Kuhnian
paradigm shift in organizational behavior from purely cognition focused models to cognition and affective models of behavior. We
acknowledge and agree with these scholars that affect and emotions play an undeniable role in organizational behavior and
☆ We gratefully acknowledge comments and suggestions by the yearly review editor, Francis Yammarino, and an anonymous reviewer on earlier drafts of this
paper.
⁎ Corresponding author. Tel.: +1 704 687 7694.
E-mail addresses: jgooty@uncc.edu (J. Gooty), sconnelly@ou.edu (S. Connelly), jenngriffith@ou.edu (J. Griffith), agupta1@binghamton.edu (A. Gupta).
1
Tel.: +1 405 325 4580; fax: +1 405 325 9066.
2
Tel.: +1 405 325 0770; fax: +1 405 325 9066.
1048-9843/$ – see front matter. Published by Elsevier Inc.

doi:10.1016/j.leaqua.2010.10.005
980 J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004
leadership. Our focus, however, is on questions pertaining to the nature and quality of affect-based scholarship in leadership. For
example, while affect and emotions are now studied in leadership research, do they advance our knowledge and application of
leadership? Are the methods in use aligned with theories of emotion and/or with theories of leadership? Are inferences aligned
with both theory and methods? In attempting to answer these questions, our first goal in this paper is to provide a state-of-the
science review of leadership, affect and emotions. The study of affect and emotions in leadership is an emerging domain and our
qualitative review examines theory, methods and quality of the science itself rather than a focus on size/magnitude of
relationships.
More specifically, our review has two primary goals. Our first goal pertains to the state of the science with regard to theory and
methods as noted below. With regard to theory, we examine the validity of construct definitions of affect and emotions and if the
relationships that are examined are grounded in established theoretical frameworks in affect and/or leadership. With regard to
methods, we examine if research designs are aligned with theories they purport to test, the quality of measurement of affective
constructs as well as the leadership context within which relationships are studied. This last criterion is especially important, as
affective constructs are interaction and context specific (see Gooty, Gavin, & Ashkanasy, 2009; Lazarus, 2000). The second goal of
this review is to examine if levels-of-analysis issues are considered, given that leadership, affect and emotions are inherently
multi-level phenomenon (see Ashkanasy, 2003; Beal, Weiss, Barros, & McDermid, 2005; Yammarino & Dansereau, 2008;
Yammarino, Dionne, Chun, & Dansereau, 2005).
This review contributes to the leadership literature in the following five ways: First, our findings indicate that leadership
literature in affect and emotions defines these constructs consistently with basic psychological theories. This is in sharp contrast
with the state of the science within the domain of organizational behavior (e.g., Barsade & Gibson, 2007; Brief & Weiss, 2002;
Briner & Kiefer, 2005). The caveat to this finding could be the selective nature of this review in that we predominantly included
papers published in top-level management and psychology journals. Nevertheless, this trend is very encouraging and needs to be
continued in the leadership literature. Second, our review indicates that explanatory theory development in this domain is scarce.
Along with this concern, the literature is heavily skewed towards the beneficial effects of positive moods and emotions, with
negative moods and emotions vastly understudied. Third, our findings indicate a good balance of empirical research in the lab
versus naturalistic settings; however, research designs in the latter are seriously misaligned with the theories they purport to test.
Fourth, psychometrically sound measures are lacking and need further attention. Fifth, theoretically and methodologically, much
remains to be done at the intra-individual, dyadic, group and organizational levels. In summary, there is an urgent need for
leadership scholars to focus attention on explanatory theory, role of negative affect and emotions, development of reliable, valid
measures targeted at specific constructs of interest, and levels-of-analysis.
The remainder of our paper is organized as follows. First, we provide an overview of the theoretical and methodological criteria
that guided this review. Next, we identify the procedure used to identify and evaluate the works included in this selective review
and the procedure used to identify relevant themes. We then discuss three relevant themes that emerged from a theoretical,
empirical and levels-of-analysis perspective. Finally, we discuss the implications of accumulated theory and empirical research for
leadership scholars ending with recommendations for both future theoretical and empirical works.
1. Theoretical considerations
1.1. Defining emotion constructs
Briner and Kiefer (2005) noted that less than half (40%) of the papers they reviewed in organizational psychology research
defined emotions in line with basic psychological theories. The remainder of the papers they reviewed either did not define
emotions or confused emotions, affect and other affect-laden constructs such as job satisfaction. This criticism of affective
scholarship (emotions in particular) is not new (see for example, Barsade et al., 2003; Barsade & Gibson, 2007; Brief & Weiss, 2002;
Gooty et al., 2009).
At the outset, it is important to note that affect, mood, emotions, and emotional competencies (e.g., emotional intelligence)
have elicited considerable debate in the psychology literature with regard to basic definitions and components thereof (Barrett,
2006; Izard, 2009; Locke, 2005; Russell, 2003). This debate while still ongoing has, however, also elicited a broad level of consensus
on affect, mood and emotions but not on emotional competencies (e.g., Matthews, Zeidner, & Roberts, 2002). We follow the
predominant schools of thought in this regard, while noting that other ways of conceptualizing affect, mood and emotions exist.
Regardless of the ways one defines these constructs our main point is that defining the constructs in accordance with basic
psychological theories is critical.
Multiple definitions of emotion abound, ranging from feeling a particular way to mood states (George & Brief, 1992) to
physiological changes (Briner & Kiefer, 2005) to neurophysiological components (e.g., Ashkanasy, 2003) to reactions to an event
(Frijda, 1993; Lazarus, 1991). From Cognitive Appraisal Theory, emotion is defined as an organized mental response to an event or
entity (Izard, 1991; Ortony, Clore, & Collins, 1988). Emotions are shorter, target-centered and more intense than moods (Fisher,
2000, 2002; Gohm & Clore, 2002). Appraisal theorists suggest that emotions are associated with different assessments of the
emotion inducing event, person, or situation. While there is no agreed upon list of appraisal dimensions, discrete emotional states
have been characterized as having different patterns of valence, arousal, uncertainty, other-responsibility, individual control (vs.
situational), threat, goal-obstruction and others (Ortony et al., 1988; Roseman, 1991; Scherer, 2001; Smith & Ellsworth, 1985). In
sum, emotions are transient, intense reactions to an event, person or entity (e.g., Beal et al., 2005 ; Fisher, 2000, 2002; Fisher &
J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004 981
Noble, 2004; Frijda, 1993; Izard, 1991; Lazarus, 1991; Lazarus & Folkman, 1984; Mayer, Salovey, Caruso, & Sitarenios, 2001; Ortony
et al., 1988; Weiss, Suckow, & Cropanzano, 1999; Zelenski & Larsen, 2000).
Affect refers to longer lasting positive or negative emotional experience and is classified as state affect (mood) and trait or
dispositional affect. Moods are longer in duration than emotions yet shorter in duration than trait affect (Fisher, 2000; Frijda,
1993). Moods activate in an individual's cognitive background, have no specific target, less intense than emotions and persist for a
longer duration (Briner & Kiefer, 2005; Fisher, 2000). Trait affect is a stable, dispositional tendency in evaluating events as a
positive or negative. We acknowledge that these definitions of trait affect, and state affect (which includes both moods and
emotions) focus heavily on valence rather than arousal.
Definitions of a number of emotional capacities, such as empathy, emotion regulation, and emotional intelligence are also
important to consider. By far the predominant model and definition of emotion regulation is that articulated by Gross (1998).
Emotion regulation involves attempts to influence what emotions one experiences, when and how they are experienced and
expressed (Gross & Thompson, 2007). Gross (1998) articulated a number of specific regulation strategies, some that occur prior to
a person fully experiencing or expressing an emotional state and some that occur during or even after an emotion is experienced.
Regulation can be both conscious and non-conscious (Bargh & Williams, 2007).
Empathy is a second emotion capacity about which there is a fair degree of consensus. It involves understanding and
experiencing another person's feelings (Salovey & Mayer, 1990). However, someone who empathizes with others also recognizes
that their own affective state is altered by imagining what the other person is feeling and is a result of empathy (Vignemont &
Singer, 2006). Thus, empathy involves more than cognitive perspective-taking.
Finally, there are number of different models, definitions, and approaches to emotional intelligence. There is still considerable
disagreement about the conceptualization and measurement of emotion-based capacities as “emotional intelligence,” although
Mayer, Salovey, and Caruso's (2000) ability-based model has more conceptual clarity than other mixed-trait models (e.g., Bar-On,
1997, 2006; Goleman, 1995; Joseph & Newman, 2010). Mayer et al. (2000) define emotional intelligence as the ability to perceive
emotion in oneself and others, use emotions to facilitate thinking, understand emotions and emotion processes, and manage the
experience and expression of emotions in oneself and others.
Our review considers whether conceptual and empirical papers on leadership and emotion provide explicit definitions of affect,
discrete emotions, and emotional competencies as noted in this section.
1.2. Theoretical lens
It is challenging to delineate one consistent theoretical underpinning in leadership studies on affect, mood and emotions as
many empirical studies simply integrate multiple theoretical perspectives of leadership and affect. For example, Bono and Ilies
(2006) examined the role of positive emotions in the charismatic leadership process. Many examples of how affect, mood and
emotions fit into leader emergence, transformational leadership, and leader–member exchange also exist (Connelly & Ruark,
2010; Wolff, Pescosolido, & Druskat, 2002). Such studies focus on current theories of leadership, extending them by explicitly
incorporating affective influences.
The second category of empirical studies relies on affect-based theories such as Affective Events Theory (AET: Weiss &
Cropanzano, 1996) within which leadership serves as a context. For example, Tse, Dasborough, and Ashkanasy (2008) integrate
LMX theory and AET in studying multi-level affect. Similarly, George and Zhou (2007) examined the mood as information model
and how leaders could impact subordinate moods, which in turn influence their creativity.
Regardless of the theoretical underpinning, we note how these studies contribute to and extend knowledge within the
leadership literature. In addition, we also comment on theories that are explanatory versus predictive only. Affect, mood and
emotions can at best be thought of as an emerging domain and explanatory theories set the stage for a greater understanding of
phenomenon in question (e.g., Sutton & Staw, 1995). From a theoretical standpoint, one additional and important consideration is
that of levels-of-analysis. Recalling the definitions of emotions and moods presented above, conceptualizing these constructs as
stable individual differences would be an error. Trait affect though, does work as an inter-individual difference. We examine how
intra-, inter-, dyad-, and group levels of affect, mood and emotions are conceptualized and treated in leadership research.
2. Methodological considerations
2.1. Research design and measurement
Emotions and moods are dynamic constructs as noted earlier in definitions. This conceptualization necessitates that studies
incorporate research designs capable of modeling the transient nature of moods and emotions. Typically, the designs capable of
accommodating such dynamism are event-based experimental or field designs, daily diary studies, experience sampling methods,
qualitative studies and critical incident techniques. These designs measure moods and emotions very close to their occurrence
thus reducing the probability of retrospective biases (see Robinson & Clore, 2002). Several scholars (e.g., Beal et al., 2005; Briner &
Kiefer, 2005) have now noted that when moods and emotions are measured as stable constructs, (1) they are misaligned with
theoretical definitions, (2) retrospective biases seep in, and individuals tend to report what they think they should have felt rather
than what they actually experienced. In examining studies from a design and measurement standpoint, we ask: do designs and
measurement approaches align with the affective constructs of interest?
2.2. Context
Emotions (more so than moods) are context specific. Lazarus (2000) argues that emotions stem from social interactions, which
are arguably central in leadership. While some have criticized the study of leadership in experimental or laboratory settings, many
theories of social behavior have been advanced and tested in such settings. We believe that advancing the study of emotions,
moods, and leadership occurs not only through field research, but also through experimental research where key causal
mechanisms underlying the influence of emotion-related factors on leadership processes and outcomes (and vice versa) can be
identified. We also forward the position, however, that the elicitation and consequences of emotions and moods and leadership
could vastly differ in naturalistic settings (Gooty et al., 2009; Lazarus, 2000). As such, we examine the representation of
experimental and naturalistic research in the leadership literature.
3. Procedure for identifying relevant studies
We adopt a selective, qualitative and narrative methodology as the study of leadership and affect is an emerging domain. We
believe that this descriptive methodology was necessary for examining concerns regarding the techniques and measurement of
affect and emotions that have recently emerged (e.g., Seo, Barrett, & Jin, 2008). The techniques for identifying potentially relevant
works included at least three distinct phases. First, we conducted an online search for peer-reviewed papers published in premier
management and organizational psychology during 1990-2007 using eight keywords: emotions, emotion, emotional, affect,
affective, affective events, emotional intelligence, and emotional labor in full text of each of these top tier publications. The journals
included in this first cut were Academy of Management Journal, Administrative Science Quarterly, Journal of Applied Psychology,
Journal of Management, Journal of Management Studies, Journal of Occupational and Organizational Psychology, Journal of
Organizational Behavior, The Leadership Quarterly, Organizational Behavior and Human Decision Processes, and Personnel Psychology.
This search yielded papers that were theoretical, review papers and empirical including any of the above eight key words related
to affect and emotions.
The second sources of information for this review were edited books focused on affect and emotions. The book compilations
included Emotions in the Workplace: Research, Theory, and Practice (Ashkanasy, Härtel, & Zerbe, 2000); Emotions at Work: Theory,
Research and Applications for Management (Payne & Cooper, 2001); Managing Emotions in the Workplace (Ashkanasy, Zerbe, &
Härtel, 2002); Emotions in the Workplace: Understanding the Structure and Role of Emotions in Organizational Behavior (Lord,
Klimoski, & Kanfer, 2002); Research Companion to Emotions in Organizations (Ashkanasy & Cooper, 2008). In addition, nine articles
from Journal of Managerial Psychology, Human performance and Journal of Applied Social Psychology were included in this review for
their special focus on leadership, affect and emotions. Thus, while the initial timeline for the online electronic search was limited to
1990–2007; subsequently, articles and book chapters from the sources noted above from 1990 to 2010 were added to the database
if they were particularly important to the content of this review.
In the second phase, each author independently examined the abstracts of each paper to determine if the paper explicitly
focused on leadership and/or had some mention of managerial affect and emotions. This step narrowed the literature down to
78 papers and 21 book chapters. Papers identified as relevant by all four authors in the second phase were retained for
inclusion in the review. Interestingly, the third and fourth authors included more abstracts than did the first and second
authors.
Phase three involved reviewing all papers where one or more authors did not select a paper for inclusion. Papers needed to
meet the following criteria to be included: 1) dealt explicitly with affect, emotions, mood, or emotional competencies, and 2)
linked affective constructs in some way to leadership. The abstracts of a handful of papers identified by three of the four authors
were re-read by the lead authors to ensure relevance. All of these were retained as relevant. Approximately 40 papers identified for
inclusion by two or fewer authors were subjected to a more in-depth review. Here, the lead authors scanned the entire paper to
determine if the theoretical or empirical focus of the paper met the criteria. Most of these were eliminated, with four requiring
additional consensus discussion to determine whether they should be retained or not. After this final cut, we were left with 63
papers and book chapters that were included in this review and are presented in Table 1. Two additional empirical studies were
identified and added during the revision process bringing the total to 65.
We read all papers in listed in Table 1 with a view towards identifying a coherent organizing framework. The first author
identified a preliminary organizing framework of four distinct themes that could coherently represent and reflect the state of the
science. Our original themes were: (1) leader affect and leader effectiveness, (2) leader affect and follower affect/outcomes, (3)
discrete emotions and leadership, and (4) emotional competencies and leadership. The authors then discussed over several
research meetings the classification of papers into each of the four themes. After the papers were classified by theme, the first and
second authors wrote first drafts of all four themes. At this stage, it became apparent that there was very little research on leader
effectiveness for it to merit a separate theme (i.e., we could identify only one empirical study on leader affect and leader
effectiveness). At this stage, we collapsed themes 1 and 2 into the first theme and included several sub-sections to it. After the
entire paper was written, we took a big picture view and asked ourselves if any other way of organizing themes made sense and/or
helped readability. We felt the three themes identified provided a coherent framework.
Thus, the final three themes identified were: (1) leader affect, follower affect and outcomes, (2) discrete emotions and
leadership, and (3) emotional competencies and leadership. These three themes are summarized in Table 1. We discuss each of
these themes below with a focus on the theoretical and methodological criteria noted earlier.
4. Theme one: Leader affect, follower affect, and outcomes
In this section, we review theory and research related to leader affect, follower affect and various outcomes for leaders, followers and
work groups. Kanfer and Klimoski (2002) note that affect pervades work environments and is a key psychological driver of our cognitions
(thoughts), motivation and consequently behavior. Leader affect has been extensively written about, but, the bulk of the theoretical and
empirical research in this domain focuses on its effects on follower affect and their outcomes. As we look across the literature on leader
moods or state affect, it is somewhat surprising that no theories and very few empirical studies examine the effects of leaders' moods on
leader outcomes. Furthermore, very few studies (e.g., Erez, Misangyi, Johnson, LePine, & Halverson, 2008; Newcombe & Ashkanasy, 2002)
distinguish between leader felt and displayed affect and its effects on leader outcomes. Many empirical studies in this domain examine
moods at the individual and group levels, but we could not find a single study at the dyadic level, and very few studies at the intra-
individual level (see Column 3, Table 1).
4.1. Theoretical perspectives on affect and leadership
Theoretical research in this domain focuses on affect, quality of exchange relationships, and inspirational leadership styles. For
example, Davis and Gardner (2004) suggested that followers who have higher levels of trait negative affect will perceive lower quality
exchange relationships with their leaders and display more cynicism towards the organization even when they have very high job-related
ability. Similarly, Tse et al. (2008) posit that LMX and Team-Member Exchange (TMX) relationships are related via an affective response to
the LMX a member perceives with her/his leader. Perhaps one of the more intriguing theoretical ideas is seen in Hansen, Ropo, and Sauer's
(2007) work on Aesthetic leadership. They define Aesthetics as tacit knowledge garnered from affective reactions to organizational
phenomenon and making sense of such phenomenon. Hansen et al. argue for a focus on the affective and emotional nature of leader–
follower interactions, more so with the inspirational styles of leadership (e.g., transformational, charismatic and authentic) than is
currently presumed in the literature. Diefendorff and Richard (2008) suggest a new direction in emotion displays. They posit that power
and vertical hierarchical status could affect the display of affect and emotions. Similarly, Van Kleef (Van Kleef, 2008; Van Kleef et al., 2009)
proposed the Emotions as Social Information (EASI) model, which is discussed in detail in the next theme as it is focused on discrete
emotions. One fundamental aspect of this model, however, is relevant to how follower's moods (termed affective reactions in EASI) could
be affected by leaders. Van Kleef's EASI is interesting because it is based in behavioral and explicit regulation strategies rather than
automatic contagion mechanisms (e.g., Saavedra, 2008).
4.2. Empirical research on affect and leadership
Most empirical studies in this domain draw upon Affective Events Theory (AET: Weiss & Cropanzano, 1996) (e.g., Gaddis, Connelly, &
Mumford, 2004; Johnson, 2008), Cognitive Appraisal Theory (Lazarus & Folkman, 1984), Transformational leadership theory, Charismatic
leadership and Leader–Member Exchange (LMX). Only three empirical studies did not provide an explicit definition of moods and/or
affect, while the reminder of the studies included an explicit definition. Except for Barsade (2002) (see Table 1); all studies focused on the
individual and group levels. Thirteen studies included tests of relationships in naturalistic settings out of a possible twenty, while eight
papers included in Table 1 were theoretical in nature. From a design standpoint (see column 5 in Table 1), most field studies were cross-
sectional with two notable exceptions (Amabile, Schatzel, Moneta, & Kramer, 2004; Ballinger, Schoorman, & Lehman, 2009). As we look
across this theme, a few common perspectives emerged: 1) Leader moods affect follower (and work group) moods via contagion
processes, which in turn affect follower (and work group) outcomes. 2) Leader behaviors elicit follower affective reactions (moods) and in
turn impact follower outcomes. 3) Leader displayed moods affect follower ratings of their effectiveness.
4.2.1. Leader moods and follower outcomes

The relationship between leader expressed moods and its effects on followers has been explored via automatic processes such as
contagion and more conscious processes under the umbrella of AET. The dominant theoretical theme and empirical finding in this
regard is that leader positive moods engender favorable outcomes for all parties, whereas leader negative moods seem to be
detrimental. There are a few exceptions to this theme and we discuss these studies first. Consistent with the dominant theme of
beneficial effects of leader positive moods, Johnson (2008) found that leader's displayed positive moods was positively related to
follower's ratings of their charisma. The interesting aspect of this study is that the effects of leader moods at work (both positive and
negative) were not as pronounced on follower positive moods when followers were less susceptible to emotion contagion. Followers
with greater susceptibility to contagion, though, demonstrated variability in their positive moods in tandem with leader's positive and
negative affect. This study points at the role of individual differences such as susceptibility to emotion contagion as a key variable in
explaining follower affective responses to leader affect.
Similarly, drawing upon AET and Cognitive Appraisal Theory, Gaddis et al. (2004) examined the effects of leader affect while
delivering failure feedback to work group members. These authors manipulated leader affect and measured subordinate perceptions of
leader effectiveness. They found that leader negative affect was related to lower leader effectiveness scores and lower group
performance. While examining the interactive effects of affect and goal type though, these authors found that leader negative affect was
perceived less favorably when groups were focused on promotion goals, whereas leader negative affect was perceived more favorably
in groups with prevention goals. These findings point to an interesting and perhaps much neglected function of negative affect in that it
is deemed appropriate in the face of challenging situations. This aspect is perhaps tied to the evolutionary function of negative affect and
emotions in that they are tied to survival motivations.
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Table 1
Leadership, affect, discrete emotions and emotional competencies.
Study Definition Theory Design Measurement Context Levels
Theme one: Leader affect, follower affect and outcomes

1 Amabile et al. NA a Componential Repeated measures Daily diaries/ Field Individual and
(2004) theory of Qualitative/ Group
creativity
2 Ballinger et al. Yes LMX and CAT Study 1: Experiment Study 1: 3 item Study 1: Lab Individual
(2009) Study 2: Longitudinal scale from prior Study 2: Field
research
Study 2: PANAS
3 Barsade Yes Emotion Experiment Affect measures Lab Intraindividual,
(2002) Contagion based in Affective Individual,
Circumplex model Group
Non-verbal
J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004

cues coded
4 Barsade et al. Yes Affective Cross-sectional Multidimensional Field Individual,
(2000) Personality Group
Similarity Questionnaire
and Attraction model
5 Brown and Yes TL & Affect Cross-sectional PANAS for moods Students Individual
Keeping Target specific
(2005) Affect (liking)
6 Cherulnik No CL & Emotion Experiment Checklist of non- Lab Individual
et al. (2001) Contagion verbal cues
7 Cohen-Charash Yes Mood-as- Theory NA NA Individual
and Byrne (2008) information, AET,
Equity theory.
8 Davis and Gardner No LMX Theory NA NA Individual
(2004).
9 De Cremer No Equity theory Study 1: Experiment Measured regret, Study 1: Lab Individual
(2007) Study 2: Cross-sectional anger and Study 2: Field
disappointment
10 Diefendorff and No Emotional labor Theory NA NA Individual
Richard (2008)
11 Erez, Misangyi, Yes CL and Contagion Study 1: Experiment Study 1: PANAS Lab & Field Theory at
Vilmos Johnson, Study 2: Cross-sectional (Follower moods). individual
LePine, Study 2: Affective level only.
& Halverson (2008). Balance Scale (Follower Methods at
moods). PANAS Individual
(Leader trait affect) and Group
12 Gaddis et al. Yes AET, CAT and Experiment Manipulation of Lab Individual,
(2004) Regulatory Focus leader affect Group
Theory
13 George and Yes ASA, Social Influence Cross-sectional JAS Field Individual
Bettenhausen theory and Moods (Leader mood)
(1990) Group
(Outcomes)
14 George and Zhou Yes Mood-as- Cross-sectional PANAS Field Individual
(2007) information theory
15 Hansen et al. (2007) Yes Inspirational leader- Theory NA NA Individual
ship and Emotions
16 Harvey et al. Yes Abusive supervision, Cross-sectional PANAS (Trait) Field Individual
(2007) Stress and Coping.
17 Hui et al. Yes LMX theory Cross-sectional PANAS (Trait) Field Individual
(1999)
18 Johnson Yes AET & CL Cross-sectional PANAS (Trait) Field Individual,
(2008) JAS (State affect) Group
19 Madjar, Oldham, Yes Leader support Cross-sectional JAS Field Individual
and Pratt (2002) and moods
20 Naidoo and No CL and AET Experiment PANAS Lab Individual
Lord (2008) (state and trait)
21 Ng and Wong Yes Coping, Depressive realism, Theory NA NA Individual
(2008) Cognitive dissonance and
decision making.
22 Nelson et al. Yes Inspirational leadership, Theory NA NA Individual
(2008) nonverbal cues and and Group
emotion expressivity
23 Newcombe and Yes LMX theory Experiment Manipulation Lab Individual

Ashkanasy (2002) of leader affect
24 Rank and Frese Yes Moods and emotions in Review and NA NA NA
(2008) creativity and innovation extensions
25 Sy et al. (2005) Yes Mood contagion model Experiment JAS Lab Individual,
Group
26 Tse et al. (2008) Yes Social Exchange Theory Cross-sectional Group positive Field Group
climate scale
27 Van Kleef (2008) Yes EASI Theory NA NA Intra,
Individual
and Dyad
Theme two: Discrete emotions and leadership

28 Atwater et al. (1997) No Contingent and Longitudinal, Follower emotion Field Individual
noncontingent reward Cross-sectional coded according
and punishment to taxonomy
of Mikula (1986)
29 Avolio et al. (2004) Yes Authentic Leadership Theory N/A N/A Individual
30 Begley (1994) Yes Expressed anger Cross-sectional Multi-dimensional Field Individual
(anger-in, anger-out) Anger Inventory
(Siegel, 1986)
31 Butterfield et al. (1996) No Organizational Qualitative Leader and follower Field Individual
punishment emotion assessed through
qualitative interview
32 Connelly et al. (2002) Yes TL, CL, EI Theory NA NA Individual
(Mayer et al.),
Taxonomy of
discrete emotions
33 Connelly and Yes TL , Transactional Experiment Manipulated leader Lab Individual
Ruark (2010) leadership, circumplex emotion through
theory description of past
leader interactions
34 Damen, Yes Positive affect, Experiment Manipulated leader Lab Individual
Van Knippenberg, Gray's theory of facial expression as
and Van Knippenberg affective traits, Bower's well as description of
(2008a) network theory past task performance
(continued on next page)
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Table 1 (continued)
Theme two: Discrete emotions and leadership

35 Damen, van Yes CL, Attribution theory, Experiment Manipulated leader Study 1 Lab Individual
Knippenberg, Circumplex theory, emotion through Study 2 Field
and van Knippenberg Physiological adjective use in a speech.
(2008b) approach to emotion Assessed transfer of
arousal from leader to
follower with 2 items
36 Dasborough (2006) Yes AET Qualitative Follower emotion Field Individual
with Larsen and Diener
(1992)
37 Gino and Schweitzer Yes Incidental emotions Experiment Emotions induced Lab Individual
(2008) (anger, gratitude), through watching
Judgment and video clips and
decision-making writing about them

38 Glomb and Hulin Yes Emotional labor, Study 1: Lab Manipulated leader Lab and Field Individual
(1997) Gender roles Study 2: Cross- display of anger using
sectional two professional actors
in video-taped between
leader and subordinate
39 Lewis (2000) Yes Circumplex theory, Experiment Manipulated leader Lab Individual
gender and emotion emotional displays using
stereotypes non-verbal emotional
cues, Followers reported
affect with JAS (Brief,
Burke, George, Roberson,
& Webster, 1988)
40 Madera and Yes Crisis leadership, Scenario Leader emotion Field Individual
Smith (2009) CL, Contagion manipulated through a
vignette, follower
affect assessed with
Linguistic word count
program
41 McColl-Kennedy and No Self-regulation Cross-sectional Follower frustration Field Individual
Anderson (2002) theory, TL and optimism
42 Michie and Gooty Yes Authentic leadership, Theory N/A N/A Individual
(2005) Typology of emotions
(Ortony et al., 1988)
43 Waples and Yes CL, TL, CAT, Experiment Manipulated valence Lab Individual
Connelly (2008) Circumplex theory and activating nature
of leader emotion
through vision
implementation speech
Theme three: Emotional competencies and leadership

44 Antonakis et al. Yes EI (Mayer et al.) Theory N/A N/A Individual
(2009)
45 Ashkanasy and Yes TL, EI Theory N/A N/A Individual,
Tse (2000) Dyad
46 Boss and Sims No ER and self-leadership Theory N/A N/A Individual
(2008) theory
47 Byron (2008) Yes Emotion recognition Experiment Written descriptions Lab Individual
induced leader
emotional competence
48 Côté et al. Yes EI (Mayer et al., Studies 1 and Mayer-Salovey-Caruso Lab Individual
(2010) Schutte et al) and 2: Cross-sectional Emotional Intelligence
leader emergence Test, MSCEIT V2.0
(Mayer, Salovey, &
Caruso, 2002), EI self-report
scale (Schutte et al., 1998)
49 Gardner et al. Yes Authentic Leadership, Theory N/A N/A Individual
(2009) Emotional Labor, Affective
Events Theory
50 George (2000) Yes CL, TL, EI (Mayer et al.) Theory N/A N/A Individual
51 Groves (2005) Yes CL, social intelligence, Experiment Follower evaluations Field Individual
EI (Mayer et al.) of leader charisma
52 Harms and Yes EI (Goleman, Boyatzis, Meta-Analysis N/A N/A Individual
Credé (2010) & McKee, Bar-On, Salovey

& Mayer), TL
(Bass & Avolio),
53 Humphrey, Pollack, Yes Emotional labor Theory N/A N/A Individual
et al. (2008)
54 Hunt et al. (2008) Yes Authentic Leadership Theory N/A N/A Individual
55 Kellett et al. (2002) Yes Leadership categorization Experiment Leader empathy using the Lab Individual
theory, empathy, Emotional Competence
EI (Mayer et al.) Inventory (Boyatzis,
Goleman, & Rhee, 2000)
56 Kellett et al. Yes Task-oriented and Experiment Leader emotional Lab Individual
(2006) relations-oriented intelligence with the
leadership behavior Workgroup Emotional
Intelligence5Profile
(Jordan, 2001).
57 Offerman et al. Yes EI (Goleman, Experiment Emotional competence Field Individual,
(2004) Mayer et al.) of leaders working Group
in groups
(Goleman's ECI-U)
58 Ostell (1996) Yes Clinical, social, and Theory N/A N/A N/A
occupational psychology
59 Pescosolido No CL, group emotional Theory N/A N/A Group
(2002) management,
60 Riggio and Reichard Yes Emotional and social Theory N/A N/A Dyad,
(2008) skills framework Individual
61 Rubin et al. Yes TL, EI (Mayer et al.) Cross-sectional Emotion recognition Field Individual
(2005) ability of leaders
(DANVA), leader positive
affect (PANAS, Watson,
Clark, & Tellegen, 1988)
62 Seo and Barrett Yes Affect and decision- Cross-sectional Emotions and affective Field Individual
(2007) making (feeling-as-bias- influence regulation,
inducer and feelings-as- affective reactivity,
decision-facilitator) emotion differentiation
(Core affect circumflex
based measures)
(continued on next page)
987
988
Table 1 (continued)
Theme three: Emotional competencies and leadership

63 Wolff et al. (2002) Yes Leadership emergence, Cross-sectional Leader empathy using Lab Individual
Leadership skills and Boyatzis's (1995)
abilities, EI (Boyatzis,
Mayer et al., & Goleman)
64 Wong and Yes ER, EI (Bar-on, Mayer et al.) Experiment Wong and Law scale Lab, Field Individual
Law (2002) of EI developed for
this study
65 Zhou and Yes Creativity (identification, Theory N/A N/A Individual
George (2003) info gathering,
idea generation, and idea
implementation),
EI (Mayer et al.)
Notes: AET: Affective Events Theory; CAT: Cognitive Appraisal Theory; CL: Charismatic Leadership; ER: Emotional Regulation; EI: Emotional Intelligence; LMX: Leader–member exchange; PANAS: Positive and Negative Affect
Schedule; JAS: Job Affect Scale; TL: Transformational Leadership.
a
The authors do not explicitly define moods and emotions, however, their daily diaries include descriptions of followers' moods and feelings.
The evidence for the beneficial aspects of leader positive moods is undeniable though. For example, George and Bettenhausen
(1990) found that workgroups with leaders who were in a positive mood performed more prosocial behaviors and had lesser
turnover. Prosocial behaviors in turn positively related to sales performance of the group. Perhaps, such leader moods actually
travel throughout the work group via contagion processes (not addressed in this study) which in turn cause followers to engage in
more prosocial behaviors. Sy, Côté, and Saavedra (2005) provided empirical support for mood contagion mechanisms for both
positive and negative leader moods. They found that group members individually reported being in a positive mood if the leader
was positive whereas individuals reported negative moods when leader mood was negative. In addition, leader mood also affected
the collective mood (or affective tone) of the group. Leaders in a negative mood caused a negative group affective tone. Work
groups exposed to negative leader moods expended more effort than groups with positive mood leaders. Leaders in a positive
mood, on the other hand, seemed to have a positive effect on work group performance. These two studies point to the benefits of
leader positive moods for prosocial behaviors and group performance, but not for effort expenditure.
In a related vein, Barsade (2002) examined the role of emotion contagion in work groups with a novel twist. She examined
intensity and arousal of leader moods in an experimental setting. She found that groups exposed to a positive affective display
reported positive moods and demonstrated better task cooperation and less conflict. Intensity and arousal of leader moods,
however, had no effects. In summary, this set of studies point to two main patterns. First, leader moods travel through the work
group via contagion and this effect seems to operate for both positive and negative moods. The valence of leader moods seems to
matter while intensity and arousal seemed to not matter as much. Second, leader positive moods seem to foster better group
outcomes, on the whole, than leader negative moods.
In a somewhat different take on affect in work groups, Barsade, Ward, Turner, and Sonnenfeld (2000) examined homogeneity
in trait positive affect in 62 top management teams. Affectively homogenous groups reported more group satisfaction and more
influence within the group. Leaders preferred a participative decision making style in such affectively homogenous groups. The
concept of affective similarity in groups is interesting, yet, much remains to be done in this area. For example do such affectively
similar groups with high levels of trait PA fall prey to negative group processes such as groupthink? Furthermore, affective
diversity in the group might have beneficial effects on creativity outcomes and/or the performance of groups in extreme contexts.
Notably missing from the existing literature on leader moods and follower outcomes is the demarcation between what leaders
feel and what they display. For example, some studies focus on leader felt affect and suggest that it affects follower affect via
contagion processes. Affective regulation, though, in this case might be a missing mediator in that leaders might not always display
what they feel. Other studies focus on displays of leader affect, without identifying actual felt emotions. Individual differences such
as trait affect and emotional competencies (see Theme three) might further moderate the relationship between felt affect and
affect regulation. We need a greater understanding of the antecedents and consequences of this match for leaders and followers.
4.2.2. Leader behaviors and follower outcomes

Leader behaviors (e.g., abusive supervision, supportive behaviors) can affect follower moods at work. The types of behaviors
enacted by leaders can be broadly classified as favorable and unfavorable. The unfavorable category includes behaviors such as
abusive supervision, lack of distributive justice, autocratic leader behaviors and lower quality exchange relationships. These
behaviors relate to follower negative affect and negatively impact outcomes. The most prominent of favorable leader behaviors are
charismatic leadership and supportive leadership behaviors. In the domain of unfavorable leader behaviors, Harvey, Stoner,
Hochwarter, and Kacmar (2007) examined the effects of abusive supervision on follower outcomes such as job related tension and
turnover intentions. Followers with higher levels of trait positive affect were better able to cope with abusive supervisors via
ingratiation tactics than were followers with lower levels of trait positive affect. These findings indicate that, in the face of abusive
leader behaviors, trait positive affect acts as one psychological resource that helps individuals cope with the strain of having such a
leader.
De Cremer (2007) examined the role of autocratic leader behavior and distributive justice in an experiment and a field study.
Both studies revealed that followers reported more regret, anger and disappointment with the leader when autocratic
leadership was high and distributive justice was low. A second study by the same author (De Cremer, 2006) showed that
autocratic leadership resulted in more positive reactions from followers when leaders displayed self-sacrifice versus self-
benefit. Hui, Law, and Chen (1999) investigated subordinate trait negative affect in a manufacturing setting in China. Hui et al.
found that negative affectivity had an indirect relationship with OCB (OCB needs to be expanded) via LMX quality and perceived
job mobility.
Charismatic leader behaviors are the most widely studied favorable leader behaviors in evoking follower positive affect. For
example, Erez and colleagues (2008) found that leader charisma typically included positive affective expressions and led to
follower positive affect. Interestingly, these authors also found that leader charisma and expressed affect had an impact on follower
affect while leader felt affect itself did not across an experimental study and field study comprising firefighters.
While leader charisma plays a role in evoking follower affect and related outcomes, much less is known regarding how leaders
can display charisma. The use of imagery and storytelling might be one such pathway. Leader charisma attributions increased with
use of imagery in speeches. Naidoo and Lord (2008) found that leaders who used more imagery elicited more state positive affect
in followers, which in turn led to higher ratings of charisma. Relatedly, Cherulnik, Donley, Wiewel, and Miller (2001) conducted an
experiment in which they examined the processes, which engender follower affect. They found, across two separate studies, that
observers watching a charismatic leader being expressive (operationalized as visual attention towards the audience, frequency
and intensity of smiling) were more positive and expressive themselves. This work provides some support for the role of contagion
and unconscious affect transfer mechanisms in leader affect regulation of followers. Moreover, these findings point to the
processes by which charismatic leader behaviors engender follower positive affect.
More recently, Damen, van Knippenberg, and van Knippenberg (2008b) suggested that positive affective displays
by leaders lead to higher ratings of charismatic leadership. Interestingly, these authors also found that the transfer of
affect depends on intensity and arousal as much as the valence of affective displays (i.e., positive and/or negative). Damen,
van Knippenberg, and van Knippenberg's (2008a) findings are somewhat different from earlier works by Barsade (2002) in
which arousal and intensity of the mood had no effect on affect transfer. We suspect that these differences could be due to the
use of charismatic leadership in the Damen et al. (2008b) study. Perhaps, affect transfer is more prevalent when followers are
subject to the affective displays of charismatic leader. Alternatively stated, emotional arousal might be relevant when the
outcome of interest is follower perceptions of charisma. Low arousal moods could still travel from leaders to followers via
unconscious affect transfer mechanisms and in turn affect their behavioral outcomes. However, followers do not think of such
leaders as more charismatic.
The accumulated research in charismatic leadership and affect, however, is exciting and points to a simple position:
Charismatic leaders make their followers feel good via the use of imagery, storytelling and nonverbal cues. Many questions and
avenues for examination remain in this line of research: Are there other leader behaviors that could be charismatic beyond
imagery, storytelling and positive affective displays? Are there other cognitive influences that lead to charisma attributions, which,
in effect, could also instigate follower positive affect? For example, are leaders who espouse their values more charismatic? Could
it be that leaders who take a strong stance on an unjust phenomenon are more charismatic? Are there boundary conditions on the
effects of charismatic leadership in eliciting follower positive affect? For example, does charisma work in dangerous situations
(e.g., military teams)? Does charisma work when conditions are tough (e.g., layoffs, downsizing, mergers, takeovers)? Nelson,
Michie, and DeGroot (2008) suggest that leaders should display compassion, sadness, gratitude and regret in such difficult
circumstances. Do charismatic leaders display these negative affective states such as regret and guilt along with positive affective
states? In addition, how do these affect and context conditions influence follower ratings of leader charisma and follower
performance?
Interestingly, most studies noted above in the domain of undesirable and desirable leader behaviors were at the individual
level of analysis. Much less theory and research address the dyad level in leadership in general, and, groups and organizations in
particular. One study by Tse et al. (2008) examined affective climate at the work group level. Groups with a more positive affective
climate reported a more direct relationship between LMX and work place friendship. The above findings might point to the critical
role played by positive affect in workplace.
Much less is known in the leadership domain regarding the effects of leader negative affect and follower negative affect with
the exception of creativity outcomes. George and Zhou (2007) examined the dual-toning perspective in the domain of follower
creativity. This perspective suggests the importance of examining both positive and negative affective states. These authors found
that supportive leader behaviors (e.g., developmental feedback, interactional justice and trust) created a context within which
follower creativity was highest when both positive and negative moods were strong. In a similar vein, Majdar, Oldham and Pratt
(2002) examined the relationship between leader support and follower creativity. They found that leader support was related to
follower positive mood, which in turn facilitated creativity. Majdar et al., however, did not find the same effects for negative
moods.
Plausible reasons for the disconnect between the George and Zhou study and the Majdar et al. study with regard to the effects
of negative moods could be the measures in question, gender characteristics (the Majdar et al. study was mainly comprised of
women), timing of measurement as well as the operationalization of creativity. Nevertheless, George and Zhou's dual toning
perspective deserves further empirical examination. Positive moods lead to exploration and being open to new ideas, whereas
negative moods create a careful information-processing perspective. As such, conceptually, it is appealing that taken together
positive and negative moods lead to better creativity when leaders are supportive.
Amabile et al. (2004) posit that the componential theory of workplace creativity has important implications for managing
creativity and innovation in the workplace. In a unique daily diary qualitative and quantitative study, they examined specific
leader behaviors that could impact follower creativity. These authors found that followers reported affective reactions more
frequently than perceptual reactions to leader supportive behaviors. The positive affective reactions engendered by supportive
leaders were more diffused and mood-like (e.g., pleasantness). The negative affective reactions reported by followers revealed
many interesting findings: (1) Negative affective reactions of followers were due to the absence of leader supportive behaviors
and/or not displaying negative emotions congruent with a given context. (2) Negative affective reactions were not only more
frequent and prominent but also very sharply defined (e.g., anxiety, frustration, anger, stress) than positive affective reactions.
Amabile et al. pointed out that most leadership theories are predominantly focused on positive leader behaviors, but, negative
leader behaviors seem more salient to followers as they recall them more and have stronger affective reactions to such negative
leader behaviors ( see also Dasborough, 2006 for similar findings).
Ballinger et al. (2009) provide support for the role of follower affective reactions in trusting a new leader. These authors posited
that if a follower's relationship with a departing leader was positive (via the LMX lens); followers would feel negative affect due to
loss of that relationship and evaluate a new leader as less trustworthy. Followers with lower quality relationships with departing
leaders, however, experience positive affect, as they perceive better goal favorability and congruence. These authors found support
for relationship between affective reactions and trust with certain differences between contexts: In experimental settings, the
development of LMX itself was not as realistic, whereas in their field study, they found significant effects for the relationship
between LMX quality and affective reactions.
4.2.3. Leader moods and leader effectiveness

The theoretical perspective in the domain of leader affect and leader effectiveness is rather straightforward. The overwhelming
theme is that leader positive moods engender perceptions of leader effectiveness. A subscript to this theme seems to be that
transformational and charismatic leaders are more likely to feel positive moods and display those moods to followers. The
empirical studies that draw upon this theoretical perspective are discussed below.
Newcombe and Ashkanasy (2002) examined the effects of leaders' positive and negative feedback in a simulated performance
feedback meeting. Leaders either displayed facial affect congruent with the message they were delivering (e.g., positive-positive)
or they displayed facial affect incongruent with the message (e.g., positive feedback but negative facial affect). Participants rated
leaders as most effective (conceptualized as leader negotiating latitude in this study) when they delivered positive feedback and
congruent positive affect. These authors suggested that leaders who display positive affect create a shared identity with followers,
a better vision for the future and thus build better quality relationships with followers. They further note that followers attribute
trust and respect based on positive affective displays. These underlying mediators though, are yet to be empirically tested.
Alternatively stated, while the positive relationship between leader positive affect and followers’ perceptions of leader
effectiveness could be driven by such attributions as a belief in a better future, identification, trust or respect it might also be that
followers simply like such leaders more (e.g., Brown & Keeping, 2005). This relationship deserves further empirical scrutiny.
Newcombe and Ashkanasy (2002) demonstrate the powerful effects of affective incongruence though, in which leaders who
displayed negative affect while delivering positive feedback were rated as least effective.
In this domain of leader moods and leader effectiveness, there are several serious unexplored research directions. For example,
theory and research suggests that moods affect individual outcomes such as creativity and decision-making. Yet, we could find no
empirical research examining how leader moods could affect their own decision-making and/or creativity. For example, Ng and
Wong (2008) provide compelling theory on how negative affect could lead to escalation of commitment as an individual tries to
correct a wrong decision. These authors note that Cognitive Appraisal Theory (see Ng & Wong, 2008) suggests an equally
compelling and competing hypothesis. Negative affect could also lead to reduced escalation of commitment as a way of avoiding
any future negative affect. Both ideas are not only intriguing but are relevant to leadership and strategic decision making. Similarly,
Isen, Daubman, and Nowicki (1987) suggest that positive affect encourages creative problem solving. This perspective has yet to
find its way into how leaders might find novel solutions while experiencing positive affect (see Rank & Frese, 2008 for similar
theoretical perspectives).
We note that most studies reviewed above are at the individual and group levels-of-analysis. While this body of research has
enhanced our knowledge regarding affect at individual and group levels, there exists a serious dearth of theory (with the
exception of Ashkanasy, 2003; Ashkanasy & Jordan, 2008; Ashkanasy & Humphrey, in press) and research at the intra-individual
level, dyadic and organizational levels. For example, the affect-as-information model (Schwarz & Clore, 1983), suggests that
moods serve as inputs to decision-making. Do leaders’ moods then affect how and what decisions they make across time? Cohen-
Charash and Byrne (2008) suggest that moods could affect fairness perceptions in organizations. Could leader's moods affect the
fairness of decisions and their interpersonal interactions with followers and peers? At the organizational level of analysis, how do
leader's moods affect their negotiations with stakeholders inside and outside the organization? Does the leader's mood have an
implication for short-term decision making at the organizational level? For example, their decision to allow a press release, attend
a charity event on behalf of the organization, etc.? We now turn to the second theme identified in our review, and focus on the
literature concerning specific emotional states and leadership.
5. Theme two: Discrete emotions and leadership
Research on the role of emotions in organizational contexts has typically focused more heavily on positive and negative affect,
relative to discrete emotions such as anger, fear, happiness and optimism (for reviews, see Barsade & Gibson, 2007; Härtel, Zerbe, &
Ashkanasy, 2005). Increasingly, however, studies of leadership and emotion manipulate or measure specific emotions of both
leaders and followers, examining them as causal influences, mediators, moderators, or consequences of events within or aspects of
the leadership situation. Theme two of this review provides a summary of these studies. As was done in the preceding theme,
several important aspects of this research are highlighted, including theoretical perspectives, empirical findings and
methodological approaches.
5.1. Theoretical perspectives on discrete emotions and leadership
Several theoretical perspectives occur in papers on discrete emotions and leadership (see Theme two in Table 1). As noted
previously, the importance of emotion for charismatic, transformational, and authentic leadership has been recognized in
theoretical and empirical papers by many scholars. Some of this research considers the role of leaders' discrete emotional displays
with respect to follower attitudes, evaluations of leaders, and follower performance.
For example, in articulating their theory of authentic leadership, Avolio, Gardner, Walumbwa, Luthans, and May (2004)
focused on positive emotions, including hope, optimism, and positive emotions in general as key influences on follower attitudes
and behavior. They suggest that positive emotions (along with hope and trust between the leader and followers) mediate the
relationships between follower identification with the leader and follower attitudes (e.g., commitment), follower effort and job
performance. Leader optimism has a direct influence on these outcomes. Along similar lines, Michie and Gooty (2005) proposed a
number of additional specific positive emotions that serve to distinguish authentic from inauthentic leaders. They suggested that
frequent experiences of these other-regarding positive emotions (e.g., gratitude, goodwill, appreciation, and concern for others),
will motivate leaders to act on espoused self-transcendent values, which in turn, translates into self-transcendent leader
behaviors.
Alternatively, Davis and Gardner (2004) considered negative emotions, exploring the cognitive and affective reactions of
followers to politics in organizations within the context of LMX relationships. They suggest that attribution processes in LMX
relationships and follower individual differences (e.g., negative affect and cynicism), influence perceptions of the political
environment and can lead to cynicism about the organization. The political skill of leaders and quality of the LMX relationship may
serve as buffers to follower cynicism regarding the organization.
Other research by Connelly, Gaddis, and Helton-Fauth (2002) discusses the role of discrete positive and negative emotions in
transformational leadership, socialized charismatic leadership, and personalized charismatic leadership. They propose that leaders
emphasizing a particular leadership style strategically display different patterns of positive and negative emotions when
establishing initial influence with followers, communicating a vision, and generating acceptance and commitment to the vision
and associated goals. At present, there is little empirical evidence speaking directly to the emotion components of the
aforementioned theories.
Empirical papers focusing on discrete emotions and leadership include a broader array of theoretical foci, reflecting a blend of
leadership and emotion-related perspectives. Several studies had leadership theories as the predominant lens through which
emotional phenomena are considered, such as transformational, charismatic and transactional leadership, leader rewards and
punishments, and leadership during organizational crises. However, a larger number of studies centered around emotion-related
theories and processes, such as AET, the EASI model, emotional contagion, emotions in judgment and decision-making, and anger
expression. Finally, several studies emphasized both leadership and emotion theoretical perspectives.
5.2. Empirical research on discrete emotions and leadership
Our summary of studies here is organized by whether emotions are treated as predictors or causal influences, or whether they
are assessed as outcomes of leader behavior or interaction with subordinates. Perhaps not surprisingly, all of the studies looking at
emotions as causal influences are experiments, while those considering emotions as outcomes are field studies. Experiments used
a range of techniques for manipulating leader emotion. One of the most common was to show video-tapes of a leader. In some
experiments, participants simply evaluated leader behaviors inferred via watching the tapes, while in other instances participants
were instructed that they were watching their leader and reported their own reactions and emotions. Leaders in these videos gave
speeches, feedback, or task instructions. Other experiments used paper vignettes to describe leaders and leader–follower
interactions. All of the field studies employed content analytic approaches to critical incident or interview data collected from
subordinates or leaders. Finally, all studies in Theme two are at the individual level of analysis (see Table 1); only three failed
to define emotions (see Column 3 in Table 1). Eight of a possible thirteen empirical studies included naturalistic studies (see
Column 5 of Table 1) and were cross-sectional.
5.2.1. Leader emotions as a source of influence on followers

Consistent with theoretical papers on emotions and transformational leadership (e.g., Ashkanasy & Tse, 2000) McColl-Kennedy
and Anderson (2002) studied relationships among transformational leadership, follower optimism and frustration, and follower
performance. Higher levels of transformational leadership were associated with greater follower optimism and less frustration.
Frustration correlated negatively with follower performance while optimism correlated positively, although not as strongly. Both
emotions fully mediated the relationship of transformational leadership to follower performance.
Several studies examined the effects of leader emotion on follower or observer evaluations of the leader. Using video-taped
leader speeches, Lewis (2000) altered leader emotional displays and gender in a laboratory study. She found that people who
viewed a sad leader reported less “positive arousal” (enthusiasm) and greater “low arousal” (fatigue) versus those who viewed an
emotionally neutral leader. People who viewed an angry leader reported more “negative activation” (nervous) and less “low
activation” (relaxed) versus a neutral leader. However, the neutral leader received higher effectiveness ratings than angry or sad
leaders. Male leaders displaying anger, a gender congruent emotion, were seen as more effective than those displaying sadness.
However, this gender-congruence effect did not emerge in the female leader conditions, where the neutral female leader was rated
as most effective.
Glomb and Hulin (1997) found that, regardless of gender, leaders showing anger in interacting with a subordinate were rated
lower in effectiveness and satisfaction with supervisor. The discrepancy in these anger findings with Lewis' findings may be due to
subordinates being the target of the leader's anger. Interestingly, subordinates interacting with an angry leader were rated more
favorably on coworker satisfaction and Least Preferred Co-worker scales. Finally, a study by Madera and Smith (2009) showed that
leader displays of anger, sadness, or anger and sadness in response to an organizational crisis resulted in different evaluations of
leader effectiveness. Specifically, leaders showing anger alone were evaluated less favorably than those showing only sadness or
both emotions. However, these effects disappeared when leaders accepted responsibility for the crisis. Taken together these
results not only demonstrate differential effects of different discrete emotions, but they highlight the importance of leader gender
as well as the context in which the emotions were displayed.
Connelly and Ruark (2010) identify leadership style as another moderator of the effects of leader emotional displays on
follower perceptions and performance. Participants in this laboratory study played the role of a follower and were given a set of
materials describing the company and their leader. Results showed that transformational and transactional leaders displaying
positive versus negative emotions were perceived differently by followers. Transformational leaders were seen as equally effective
and transformational regardless of whether they displayed positive or negative emotions, and they got better performance
from followers with negative emotional displays. Alternatively, transactional leaders were seen as more effective and
transformational when they used positive emotions, but that the valence of their emotional displays did not influence follower
performance. Across leader types, positive emotions high in activating potential (e.g., pride, responsibility) resulted in better
follower satisfaction, and perceptions of leader effectiveness than positive emotions low in activating potential (e.g., happiness,
contentment).
The importance of follower traits in perceiving and responding to leader emotions has recently been demonstrated in several
studies. Damen et al. (2008a) showed that an affective match between leaders and followers facilitates follower performance. High
PA followers receiving task instructions from an enthusiastic female leader and low PA followers receiving them from an angry
female leader performed better than when there was an affective mismatch. A follow up study replicated and extended these
findings with a male leader, showing that the positive or negative valence of the message was not responsible for the effects on
follower performance. In addition, affective match also positively influences follower extra-role performance. These same authors
conducted another study examining the role of transfer of arousal (to followers) as a mediator of the relationship between leader
emotional displays and follower outcomes Damen et al. (2008a). They hypothesized that positive, high arousal emotions are
consistent with follower conceptions of charismatic leaders. Accordingly, in two studies (laboratory and field) they showed that
leader displays of enthusiasm resulted in greater transfer of arousal to followers and stronger follower attributions of charisma
than low arousal positive emotion (relaxation) and negative leader emotions (anger, sadness). Findings from Waples and Connelly
(2008) again demonstrate the importance of moderators. They showed that leaders displaying high activation emotions (positive
or negative) in communicating a vision led to better follower performance on a vision-related task. Additionally, follower trust in
the leader and perceptions of leader effectiveness following leader display of negative and positive emotions that are high or low
in activation depends on follower emotional competence.
Leader emotions influence not only individual follower outcomes, but team outcomes as well. The EASI model (Van Kleef,
2008) served as a theoretical foundation for a study examining the effects of leader anger and happiness on team performance
(Van Kleef et al., 2009). These authors proposed that leader emotional displays influence team affective reactions as well as
inferences about performance. They demonstrated that positive displays resulted in more positive affective reactions and
favorable inferences about performance than negative displays. However, the impact of these two interpretive pathways (affective
vs. task information) on team performance depended on the level of team epistemic motivation or the “desire to develop and
maintain a rich and accurate understanding of situations” (p. 564). High (vs. low) epistemic motivation resulted in a stronger
relationship between task performance inferences and team performance, whereas low epistemic motivation resulted in a
stronger relationship between affective reactions and team performance. Thus, epistemic motivation is an important moderator,
providing information about when negative and positive leader emotional displays are more effective.
Finally, in looking at emotions as causal influences, two studies looked at how the experience and expression of anger
influenced leaders and followers. Begley (1994) adopted a physiological approach to emotions to examine the within-person
effects of anger in small business managers. Due to their differential physiological consequences, different types of anger
expressions were expected to have different direct and moderating influences on the relationship between interpersonal stress
and health outcomes. Anger-in (i.e., suppressing anger expression) correlated positively with anxiety, depression, and somatic
complaints (e.g., headache) while anger-out (i.e., expressing anger towards other people or objects in the environment) was
unrelated. High (vs. low) anger-in was also associated with larger correlations between responsibility for people, anxiety and
depression. Anger-out also moderated the responsibility-depression relationship in the same way.
Focusing on followers, Gino and Schweitzer (2008) examine the role of anger in advice-taking. As a complex decision process,
advice-taking is subject to the influence of emotion (Forgas, 1995). They focus on incidental anger and gratitude, two emotions
characterized by other-person control. People experiencing incidental anger (anger unrelated to the situation at hand) were less
receptive to advice and were less trusting of the person giving the advice compared to people experiencing no emotion or
incidental gratitude. Gratitude resulted in the highest levels of trust and receptivity to advice and resulted in more accurate
judgments than anger or no emotion. Thus, leaders must have keen emotional perception and must help subordinates manage
emotions in such a way as to build trust and ensure that feedback and guidance is followed.
Taken together, these studies highlight at least two key findings. First, it quickly becomes apparent that blanket statements
regarding the drawbacks of negative leader emotion are dangerous. Follower performance actually increased after displays of
leader anger in several studies. This leads to a second major finding. The impact of specific leader emotional displays is
contextually dependent and relies on a number of moderating factors such as affective match with followers, follower epistemic
motivation, leadership style, and, to an extent, leader gender.
However, there is a critical need for field research in the areas of discrete emotions and leadership to see whether these kinds of
effects generalize to organizational settings.
5.2.2. Emotions as outcomes of leadership behavior

Framed within a leadership rewards and punishment framework, Atwater, Camobreco, Dionne, Avolio, and Lau's (1997) study can
be categorized at the interpersonal level. They examined how Army cadets reacted to contingent and non-contingent punishments
administered by leaders. Their data included content coded punishment-related critical incidents for emotional reactions (among
many others). Using Mikula's (Mikula, Sherer, & Athenstaedt, 1998) seven category taxonomy of emotional response (anger/rage or
indignation, physiological arousal, confusion/surprise, helplessness/despair or self-pity, hurt/disappointment, other, no emotion) they
found that non-contingent punishment incidents were associated with more emotional responses than contingent punishment
incidents. There was no difference in relative frequency of emotions across contingent and non-contingent punishment and anger was
the most frequent reaction to both punishment types.
Butterfield, Treviño, and Ball (1996) examined leaders' own emotional reactions to punishing followers, recognizing that
punishment is an emotional experience for both followers and leaders. Structured interviews with managers from a variety of
organizations revealed that leader emotions in response to punishment incidents are mostly negative and occasionally a mixture
of positive and negative. Managers felt frustrated, angry, embarrassed, sorry, bad, and guilty. They perceived subordinates
receiving the punishment as feeling some of these same emotions as well as disappointed, shocked, bitter, defensive, unhappy, and
awkward. Managers also discussed reactions of their other non-punished subordinates as being mostly negative, but occasionally
positive (e.g., relief, happiness, sympathy, and satisfaction). Interestingly, emotional responses of leaders and followers did not
discriminate more effective from less effective punishment incidents.
Dasborough's (2006) qualitative study demonstrates the powerful role of affective asymmetry: subordinates recalled more
negative affective events involving their leaders than positive ones across six leader behavior themes (e.g., awareness/respect,
empowerment and communication). Subordinates more readily recalled a greater number and variety of negative emotions
(compared to positive emotions) and negative emotions were reported as having higher intensity.
These studies highlight the challenges inherent to the study of discrete emotions in an organizational contexts as well as the
need for more research in this area. Field research within Theme two has relied exclusively on retrospective accounts of affective
events by leaders and followers. These are inherently limited not only due to recall bias, but to the asymmetry often seen in
responses to negative versus positive emotional experiences, where negative emotions seem to exert stronger influence (Taylor,
1991). The difficulty of gaining access to observe or assess the effects of discrete emotions in organizational settings may be why
the empirical research in naturalistic settings has drifted heavily towards emotional competencies, which are more stable. These
are addressed in our next theme.
6. Theme three: Emotional competencies and leadership
The surge of interest in emotional capabilities and leadership has been tremendous during the last decade. Constructs falling
into this category range from emotional intelligence abilities, emotional competencies, emotion regulation, empathy, and others.
Here again, we reviewed theoretical perspectives and empirical studies examining the relationships of emotion related capabilities
to leadership. Perhaps reflecting the nascence of this domain, most papers in this theme were theoretical. Most empirical studies
were conducted in the lab with few in the field. Individual level of analysis dominated these studies followed by the group level of
analysis. The dyad level was a focus in two studies.
6.1. Theoretical perspectives on emotional competencies and leadership
A number of scholars have conceptually linked the multi-faceted construct of emotional intelligence (EI) to effective leadership
(Ashkanasy & Tse, 2000; Bass, 2002; Caruso, Mayer, & Salovey, 2002; George, 2000). George (2000) described how various aspects
of the ability based model of EI contribute to developing collective goals, communicating the importance of work activities,
generating and maintaining enthusiasm, confidence and optimism, encouraging flexible decision-making, and maintaining
organizational identity. Similarly, Ashkanasy and Tse (2000) discussed how transformational leaders are emotionally skilled in
communicating with and energizing followers, express positive emotion and empathy, and effectively regulate emotions. This
engages followers emotionally and generates high-quality LMX relationships. Leadership scholars have also considered how the EI
of leaders facilitates follower creativity by influencing affective and cognitive processes associated with key aspects of creativity:
problem recognition, information gathering, idea generation, idea evaluation and revision, and idea implementation (Zhou &
George, 2003).
While theories regarding the importance of leader emotional intelligence abound, debates concerning the relationship of EI to
leadership and whether it is necessary for effective leadership are as yet unresolved (Antonakis, Ashkanasy, & Dasborough, 2009;
Locke, 2005). These debates and controversies stem from disagreements and skepticism with conceptions and measures of EI (e.g.,
ability model vs. mixed models; self-report vs. performance-based) distinctness of EI from fluid intelligence, distinctness from
personality, and unique predictive validity when controlling for general intelligence and personality. Rehashing this debate is not
the purpose of our review. While there has been much discussion about the importance of EI for leadership, very few studies
directly address the contribution of EI to effective leadership.3
Most leadership scholars have side-stepped the EI measurement controversy by focusing on specific emotional capabilities
such as empathy and emotion regulation. These concepts are given separate treatment in the literature, apart from emotional
intelligence, and offer some alternatives avenues for pursuing different measurement approaches to emotion-related capacities.
As mentioned earlier, emotion regulation has been defined by Gross (1998) as an attempt to change the nature, timing and
expression of one's emotional experience. Boss and Sims (2008) highlight the potential importance of emotion regulation tactics
3
At the time of writing our article, Joseph & Newman, 2010, published a meta-analysis suggesting that EI predicts job performance in high emotional labor
jobs. This article is not included in our review as it does not directly relate to leadership, yet, along with Côté et al. (2010), might provide some initial predictive
validity for the construct of EI.
for decreasing both the perception of failure and experience of failure. They suggest that emotion regulation can also help to buffer
self-efficacy in the face of failure, leading to faster recovery.
Ostell (1996) recognized that leaders often help employees find constructive ways to respond to emotion-inducing work
events and circumstances. Rather than a general focus on “managing feelings”, he emphasizes the importance of understanding
the nature of specific emotional states and how to recognize the features of such states in others. Drawing from clinical
perspectives and his experience as a therapist, he outlines principles for managing the emotional behavior of others such as
empathizing (communicating understanding of others emotional states) avoiding unconstructive mood matching (e.g.,
responding to anger with anger), avoiding confrontational mood states (e.g., responding to other's emotional reactions with
annoyance), and applying emotion-specific strategies to deal with emotions. For the emotions of anger, anxiety and depression, he
offers details on strategies intended to lessen personal distress and strategies that focus on adaptive responding.
Closely related is the concept of emotional labor (Ashforth & Humphrey, 1993; Grandey, 2000; Hochschild, 1983) which is
defined as “managing emotions and emotional expression to be consistent with organizational or occupational “display rules,”
defined as expectations about appropriate emotional expression (Goffman, 1959)” (p. 2, Glomb & Tews, 2004). Given recent
explicit linkages of emotional labor and leadership (Humphrey, Pollack, & Hawver, 2008), we briefly review this literature here.
Emotional labor has typically been categorized as either surface acting (e.g., faking a positive emotion) or deep acting
(reappraising to change the felt emotion). While an impressive body of research has emerged in the organizational sciences
literature regarding emotional labor, (e.g., Diefendorff, Croyle, & Gosserand, 2005; Glomb & Tews, 2004; Hennig-Thurau, Groth,
Paul, & Gremler, 2006; Jordan et al., 2008), this concept has only recently been considered with respect to leadership. We find this
a tad surprising given the need for leaders to adapt their emotional displays in different ways to influence different stakeholders
(Humphrey, 2008).
Theoretical work in this area has started to emerge, however, suggesting the importance of a third dimension of emotion labor
to leadership - expressing felt emotions without regulation (Ashforth & Humphrey, 1993). Humphrey, Kellett, Sleeth, and
Hartman (2008), Humphrey, Pollack, et al. (2008) developed a theoretical model suggesting that emotional labor among leaders
might differ from the same construct among service workers and called for empirical research in this area. Similarly, Hunt,
Gardner, and Fischer (2008) developed a typology of emotional labor and its effects on felt and perceived leader authenticity
under varying contextual conditions. In work that is more recent, Gardner and colleagues (Gardner, Fischer, & Hunt, 2009) forward
a conceptual model delineating the consequences of the three forms of emotion labor noted above (i.e., surface acting, deep acting
and genuine emotions) to leader authenticity and well-being, follower perceptions of leader authenticity and trust in the leader.
Extending earlier research on emotion regulation in dyads by Pugh (2002), Riggio and Reichard (2008) proposed a model of
emotions and leadership emphasizing dyadic influences between leaders and followers. Key to this theory is how emotions are
communicated and received by both members of the dyad based on their emotion sensitivity, emotion expression, and emotion
regulation. These capabilities are applied within a broader emotional context, influencing attributions that leaders and followers
make about each other.
Other research suggests that empathy plays a key role in the ability of leaders to accurately perceive emotions in others and
respond with appropriate emotional expression (Humphrey, Kellett, et al., 2008). Empathy helps leaders to establish a connection
with followers, better recognize their needs, and develop a shared identity. We turn now to the empirical research on emotional
competencies.
6.2. Empirical research on emotional competencies and leadership
We categorized empirical research in Theme three into four areas—emotional intelligence, emotion recognition, empathy, and
other emotion related capabilities. Only a few studies included in our review explicitly examine ability-based performance
measures of emotional intelligence (i.e., MSCEIT) to leadership criteria (e.g., Côté, Lopes, Salovey, & Miners, 2010). Much of the
research has focused on specific constructs that have been manipulated or measured using alternatives to emotional intelligence
and emotional competence measures.
The measurement of emotional competencies bears mentioning given some of the criticism aimed at emotional intelligence
measures and given the surprising diversity of approaches we saw in reviewing these studies. The measures of emotional
competencies used in the Theme three studies have their conceptual roots in theories of emotional intelligence, theories of
emotion regulation, and affective theories such as the mood-as-information model (Forgas, 1995). A range of constructs is
reflected across the measures. The Workgroup Emotional Intelligence Profile (WEIP) (Jordan, 2001) was used to assess the ability
to identify others' emotions and the ability to express one's emotions (e.g., Kellett, Humphrey, & Sleeth, 2006). The Emotional
Competence Inventory has been used to measure empathy as well as broader traits such as self-awareness, self-management,
social awareness, and relationship management (Offerman, Bailey, Vasilopoulos, Seal, & Sass, 2004). Wong and Law (2002)
developed and validated their own measure of emotional intelligence. Rubin, Munz, and Bommer (2005) assessed emotion
recognition using a performance-based measure, the Diagnostic Analysis of Nonverbal Accuracy (Nowicki & Duke, 2001).
Generally, studies have had followers use these instruments to rate leaders, while a few have relied on leader self-reports.
There have also been a few unique approaches to assessing and studying emotional competencies in leadership settings. Seo
and Barrett (2007) used a complex and context-specific approach for assessing affective influence regulation (AIR) (regulating the
bias-inducing effects of feelings), affective reactivity (intensity), and emotion differentiation (of own emotions) in an experience
sampling study of stockbroker investment decisions. Once a day for 20 days, participants rated twenty-two emotion adjectives
prior to making investments. These adjectives mapped to the axes of a Circumplex model developed by Barrett and Russell (1998)
to reflect positive/activated, positive/deactivated, negative/activated, and negative deactivated emotions. These ratings were used
to create reactivity, differentiation, and AIR indices. The AIR index was calculated by regressing an investment risk index on
pleasantness and activation level to see how much each was associated with risk. Other work by (Pescosolido, 2002; Wolff et al.,
2002) used a critical incident approach to examine empathy and emotion perception. Byron (2008) manipulated accuracy of
leader emotion perceptions in an experimental study. As was the case with the studies in Themes one and two, the predominance
of studies in Theme three are conceptualized and conducted at an individual level of analysis with a few exceptions. Roughly, half
of these studies were laboratory experiments and half were field studies.
A recent meta-analysis by Harms and Credé (2010) examined the relationship of EI to transformational and transactional
leadership. This study showed small estimated validities (r = .12) between EI and transformational leadership in studies using
different rater sources across the predictor and criterion, with slightly higher validities for trait-based (mixed model) EI measures
compared to ability-based measures. Validity estimates were much higher when the same source rated both EI and leadership
behavior, suggesting that common method bias and socially desirable responding influenced these results. EI showed similar
levels of correlation with contingent reward behaviors (different rater source r = .13) and showed small negative relationships to
laissez-faire and management by exception behaviors.
Côté et al. (2010) provide evidence for the positive relationship between emotional intelligence and peer ratings of leadership
emergence when controlling for key covariates to rule out alternative explanations. Their first study controlled for Big Five
personality traits and gender, and compared the incremental validities of an ability measure of EI with a self report measure.
Results of hierarchical linear modeling (HLM) analyses showed that overall EI (ability test), the ability to perceive emotions, and
the ability to understand emotions accounted for unique variance in leader emergence, while the self report measure did not show
incremental validity. Their second study extended the list of covariates to include general intelligence, Big Five, gender, and self-
monitoring, again showing incremental validity for the overall EI ability, the ability to understand emotions, and the ability to use
emotions.
6.2.1. Emotion recognition

Echoing some of the research discussed in Theme two, Byron's (2008) research on accuracy of non-verbal emotion perception
was guided by role congruity theory and gender stereotypes (Eagly & Karau, 2002). She used a vignette study to contrast female
and male leaders high and low in emotion perception. Because people generally expect female leaders to display interpersonal
sensitivity and communal characteristics, female leaders with accurate emotion perception were rated higher on follower
satisfaction and supportiveness than male leaders with accurate emotion perception. Emotionally perceptive male leaders
benefited in a different way, with followers seeing them as more persuasive than emotionally perceptive female leaders.
Followers' perceptions of a leader's ability to read others' emotions appears to associate with a bias towards gender congruence.
Rubin et al. (2005) looked at the relationship of non-verbal emotion recognition, positive affectivity, and personality (Big-five)
to transformational leadership in a sample of real-world leaders. Controlling for span of control and negative affectivity, they
found that agreeableness, positive affectivity, and emotion recognition accounted for 20% of the variance in transformational
leadership. They also hypothesized and found that emotion regulation was more positively related to transformational leadership
when leaders were more extraverted. This interaction term accounted for an additional 3% of variance in transformational
leadership.
6.2.2. Empathy
Related to emotion recognition, empathy is the ability to both understand and communicate one's understanding of another
person's emotion (Vignemont & Singer, 2006). Some research has focused on the relationship of empathy to leadership. Kellett,
Humphrey, and Sleeth (2002) proposed and found that emotional capabilities such as empathy are positively related to perceived
leadership. Thus, in addition to a more cognitively-based route to perceived leadership (i.e., complex task performance) empathy
also contributed to seeing a person as a leader. In a later simulated assessment center study, these same authors showed positive
relationships of empathy to task oriented and relations oriented leadership behavior (Kellett et al., 2006). Additionally, they found
that empathy mediated the relationship between two facets of emotional intelligence, identifying others’ emotions and expressing
one's own emotions, and relations oriented leadership. Another study of emergent leaders in MBA teams found that leader
empathy was positively related to pattern recognition and perspective taking (perceiving beliefs, emotions and viewpoints)
(Wolff et al., 2002).
6.2.3. Other emotion-related capabilities

Others have looked at affective information processing influences on decision-making in managers. Seo and Barrett (2007)
point to prior research showing that emotions could facilitate decisions by shifting attention to important goals and helping people
prioritize optimal choices for a given situation. However, emotions also sometimes induce bias that can lead to less optimal
decisions. For example, emotions have been shown to influence a) mood congruent information retrieval, b) social judgments such
that they are consistent with one's affective state, and c) favoring of short term gain that could have negative long-term
consequences. In a simulated investment decision study using experience sampling to assess affective variables, Seo and Barrett
found that affective reactivity (experiencing intense feelings during decision-making) and affective influence regulation
(regulating biasing effects of emotions) were positively and uniquely related to stock investment returns generated over twenty
days. Further, those who were more successful at differentiating negative emotional states (e.g., anger, disappointment,
frustration) had better affective influence regulation.
Offerman et al. (2004) looked at the relationships of Goleman (1995) and Boyatzis and Goleman's (2002) emotional
competencies with cognitive ability, individual and team performance, team attitudes, and leadership perceptions in students.
They found that the relationships of emotional competence (EC) and cognitive ability varied for some of these outcomes. The
individual and team-level emotional competence composite scores correlated more strongly with team performance compared to
cognitive ability, while cognitive ability was more strongly associated with academic performance than EC (r = .10). Similar
correlations were seen with the EC subscale scores for self-management, social awareness, and relationship management.
Additionally, they showed that individual and team-level EC correlated positively with attitudes about the team (r = .21, r = .26).
Individual EC and cognitive ability showed similar correlations with leadership effectiveness (r = .14) and leadership ranking (r =
−.16, r = −.15). Hierarchical regressions controlling for personality showed that relationship management accounted for
significant variance in leadership effectiveness (5%) and rankings (10%).
Another study of emotional intelligence and leadership focused on the development and validation of an alternative scale of
emotional intelligence (Wong & Law, 2002). Drawing on the ability-based model of EI, this measure incorporates self-report items
to assess 1) self emotional appraisal, 2) others’ emotional appraisal, 3) regulation of emotion, and 4) use of emotion to facilitate
performance. In a series of studies, they found that follower EI correlated positively with job satisfaction and ratings of job
performance, while leader EI correlated with satisfaction and extra-role behavior.
Pescosolido (2002) observed initial evidence for emergent leaders engaging in management of group emotion in a qualitative
study employing observations and critical incident interviews with ten jazz groups and ten rowing teams. In sixty percent of the
critical incidents, leaders interpreted ambiguous performance feedback for the group to keep emotions positive. Empathy of the
emergent leaders was also mentioned in half of the jazz group interviews and in eight of the rowing team interviews. Finally,
Groves (2005) found that emotional expressivity or the non-verbal expression of emotion through facial expressions, body
language, and voice tone was positively correlated with follower ratings of charismatic leadership.
Studies within Theme three examined a number of emotional competencies, including EI, emotion perception, emotion
differentiation, affect influence regulation, empathy, and relationship management on various leadership criteria. While effect
sizes varied, this research demonstrated direct and indirect effects of these variables on perception and performance criteria.
Additionally, there was some attention to group-level analysis and representation of field and laboratory research.
7. Implications for leadership, affect and emotions
Our paper provided a broad, qualitative review of several important trends and findings in the area of leadership, affect and
emotions. In this section, we summarize existing findings and comment on where these findings leave us with regard to our
criteria noted at the outset (i.e., theory and methods) and an agenda for the future.
7.1. Theory
In the behavioral sciences, it is challenging to find one coherent theory that ties everything together. In leadership affect and
emotions, however, we are encouraged by the similarity and consistent use of certain theoretical themes. Dominant among the
emotion frameworks in use is AET (see Table 1), which has served as the explanatory framework for leader emotion and behaviors
being a source of follower moods (see Theme one) and emotions (see Theme two). The findings from empirical research using AET
as the framework have theoretical and applied implications in that leader behaviors (both favorable and unfavorable) act as
instigators of follower moods and emotions (e.g., Dasborough, 2006). This finding lends credence to one long held proposition in
leadership research that leadership affects follower and work group outcomes via its effect on follower affective reactions.
The second theoretical perspective that has received much attention is that of Contagion mechanisms (both moods and
emotions) (see Table 1). Leader affective displays (i.e., both moods and emotions) affect follower and work group affective states
as well as outcomes. These effects are presumed transmitted via automatic and unconscious contagion processes. While intensity
and arousal of the specific leader mood in general did not affect outcomes such as performance, intensity seem to affect follower
perceptions of leader charisma. More recently, the EASI model of Van Kleef and emotion regulation research in general, offers a
compelling perspective on conscious mechanisms enacted by leaders in managing followers and work group emotions.
The most dominant leadership perspectives found in the studies reviewed here cast affect and emotions as one aspect of
inspirational leadership (i.e. transformational, charismatic and authentic leadership). Relatedly, moods and emotions are posited
to affect follower perceptions of quality of exchange relationships (LMX) with their leader and this perception of quality could in
turn affect subsequent moods and emotions.
Unlike prior reviews of affect, moods and emotions, our review found that majority of the research in leadership does offer a
definition of affective constructs. One plausible reason for the disconnect between earlier reviews and ours could be that our
procedure eliminated studies that did not explicitly seek to study affect, moods and emotions. With that said, there are still some
studies that confuse moods and emotions (see for example, De Cremer, 2007, in which moods and emotions are used
interchangeably).
With respect to emotional competencies and leadership, there is still some lack of clarity regarding construct definitions.
Generally, constructs in these papers have some connection to theories of emotional intelligence, which might contribute to the
problem. Papers that focused solely on constructs linked to the ability based model of EI tended to provide clear definitions, as well
as those that focused on specific competencies such as empathy or emotion perception.
7.2. Recommendations for future theoretical work
From a theoretical standpoint, even though most studies couch their work within established theoretical frameworks, much
remains to be done in the domain of explanatory theory. For example, theory and research casts positive affective and emotional
expressions as an important aspect of charisma. The pathways underlying such attributions though are not very well understood.
One explanation that many empirical studies offer is that leaders who display positive emotions engender follower positive
emotions, which in turn results in higher ratings of charisma. We do not quite know, however, why followers who experience
positive affect and emotions attribute higher charisma to their leaders. Likewise, we know little about if and when followers
attribute charisma to leaders displaying negative emotions. Some explanatory theoretical development in this regard is needed.
For example, it could be that cognitive appraisals of such followers differ from those followers who are not exposed to such effects.
Another missing part of this puzzle could be context. In fact, we could find no explanatory theory tying leadership and emotions
together via context-focus.
We were somewhat surprised that one of the dominant theoretical frameworks in Psychology- Cognitive Appraisal Theory—
has not found much application in leadership research on emotions with some notable exceptions (e.g., Gaddis et al., 2004). For
example, leader's display of emotions could affect followers via their own cognitive appraisal regarding the emotion-eliciting vent.
We are also somewhat surprised that this body of research casts the follower as a passive actor with no control over what emotions
they experience. For example, are all followers equally susceptible to leader emotions via contagion (see Johnson, 2008 for an
exception)? Are there certain attributions and appraisals that drive follower's willingness to catch leader emotions versus not?
These kinds of questions remain unanswered due to an excessive focus on predictive rather than explanatory theories.
Explanatory theories may enable a focus on more cognitive and performance-oriented types of criteria.
Another area ripe for future theoretical work lies in the disconnect between what leaders feel and what they display. As noted
in Theme two, our findings indicate that it is premature to cast negative emotions as culprits only. Yet, there are no explanatory
theories for the role of negative emotions and moods (a couple of empirical studies have looked at this) in the leadership process.
For example, Tangney's work (Tangney, Wagner, Hill-Barow, Marschall, & Gramzow, 1996) on righteous anger and guilt posits
that self-conscious emotions instigate ethical acts. Michie and Gooty (2005) offered such a perspective with positive emotions, but
this area of negative emotions leading to ethical behavior is a novel one. We also suggest that the work on negative emotions is
largely underrepresented in the leadership literature and this bias precludes understanding how self-conscious negative emotions
could impact ethical leadership.
In a related vein, the proponents of authentic leadership have relied heavily on the use of positive emotions as an integral
component of authenticity. Yet, in some of their works on authentic leadership development, Avolio and colleagues suggest that a
leader's life experiences (termed “moments that matter”) drive authenticity later in life. Given the science in psychology that we
tend to recall negative emotion events much more forcefully than positive ones (see also Dasborough, 2006), might it not be that
these moments that matter included negative emotional experiences? For example, President Obama has publicly reflected on the
negative emotions of fear and insecurity stemming from his absentee father as a source of his drive and ambition. Perhaps, we
need more theories that articulate individual differences that cause some individuals to turn intense negative emotional
experiences into motivational energy.
Research concerning specific cognitive and behavioral strategies leaders use to effectively regulate their own and followers’
emotions is notably missing. Gross (1998) outlined a number of specific self-emotion regulation strategies. Additionally, Ostell (1996)
points to the potential value of exploring the clinical psychology literature for other ideas regarding effective emotion management.
Testing for the global effects of emotion regulation may result in little progress because strategies that work for one leader may not
work for all, or, work with all followers. Additionally, more research is needed on the antecedents (individual and situational) and
consequences (cognitive processing, performance, attitudinal) of emotion regulation for both leaders and followers.
Perhaps, the most disturbing trend theoretically and empirically is the serious misalignment of levels of analysis and the
general lack of acknowledgement of levels of analysis. Some theoretical work on emotions and leadership as multi-level
phenomenon has started to emerge (Ashkanasy, 2003; Ashkanasy & Humphrey, in press; Ashkanasy & Jordan, 2008); however,
theories on leadership affect and emotions have largely sidestepped the issue of levels in most conceptual works. In fact, AET,
mood contagion, etc. are all inherently multi-level theoretical frameworks; yet, theoretical works and empirical studies that draw
upon these theories neglect the levels aspect. For example, Hansen et al. in their work on Aesthetic leadership make no mention of
levels. We call for theoretical work that explicitly addresses the intra-individual level (e.g., leader emotions and decision-making
across time, leader emotions and leadership ability/skills), dyadic level (e.g., leader and follower emotions affecting each other's
outcomes, agreement regarding what is felt versus displayed at the dyad level), group level (e.g., the influence of group moods on
leader moods, construct development of group emotional tone and the roe of the leader), and organizational level. Regarding this
last aspect, theoretically, it is yet unclear what organizational emotions might refer to and/or if such a construct exists.
7.3. Methods
The empirical research reviewed here offered a good balance between experimental and cross-sectional correlational research.
This is a good sign for leadership research as experiments offer perhaps the most stringent tests of moods and emotion in terms of
control and alignment with basic definitions. Alternatively stated, event-based experimental designs align with the definitions of
moods and emotions. The use of cross-sectional correlational research, however, presents challenges that cast skepticism on
accumulated findings. A small percentage of the studies reviewed here across all three themes treated moods and emotions as
dynamic constructs requiring longitudinal/repeated measures. The use of daily diaries (Amabile et al., 2004) and experience sampling
(Bono et al., 2007) help align field-based research with the definition of moods and emotions as dynamic constructs. The majority of
empirical research, however, is drawn from snapshot examinations of moods and emotions. The treatment of affective constructs as
stable is an underlying assumption in cross-sectional correlational research and this scheme is not designed to study moods and
emotions per their definitions. As in earlier reviews of moods and emotions (e.g., Barsade & Gibson, 2007; Briner & Kiefer, 2005), we
find that this misalignment of research designs with theory in leadership, moods and emotions is a serious challenge.
Related to the above concern, which by definition precludes a focus on the intra-individual level, we could not find a single
empirical study in a naturalistic setting at the dyadic level in leadership, affect and emotions. This is somewhat troublesome given
that emotions are context and interaction-specific. The accumulated empirical research in leadership, moods and emotions is
really just telling us one side of the story - that of follower perceptions of leader affective displays. At the group level, several
studies examine effects of leader moods and emotions on followers and work group outcomes. At the organizational level, we
could find no published empirical work on leadership, affect and emotions.
In addition to this glaring neglect of levels of analysis, some studies demonstrate theories at an individual level whereas
methods and analysis are at individual and group levels. For example, Erez et al. theorize all relationships at individual level,
whereas their analysis strategies include individual and group levels. Similarly, Hui et al. (1999) employ LMX as their theoretical
framework, which is a dyadic theory, whereas their methods and analysis are at individual level. To make matters worse, some
studies (e.g., Hui et al., 1999) collect interdependent data wherein one leader rates multiple followers and the dependencies in
such data is not acknowledged or treated. Sy et al. (2005), on the other hand, provide an example of a study where both theory and
methods are aligned from a levels perspective (e.g., theory and methods are both at the individual and group levels).
The measurement in leadership, affect and emotions is also less stringent than it needs be. Rarely did we find detailed
psychometric evidence for any of the measures used. The most frequently used measures for moods were the Positive and
Negative Affect Schedule (PANAS) and Job Affect Scale (JAS) (see Table 1) which are used repeatedly in organizational behavior in
general, but psychometric properties of these measures is rarely discussed. The measurement of emotions seems to be much more
widespread in that authors typically use adjectives and checklists drawn from established emotion models. While this practice is
not unadvisable, rigorous psychometric work for these measures is scarce.
With regard to context, twenty-seven of a possible forty-three empirical studies included a naturalistic setting. Taken together,
about 62% of the accumulated empirical research across all three themes was conducted in settings where the natural effects of
moods and emotions might have emerged. Many of these studies also included a lab study. These findings are encouraging for
leadership as Briner and Kiefer (2005) and Gooty et al. (2009) reported that the majority of studies they reviewed were conducted
in the lab. Leadership and emotions especially are context specific so, we are encouraged by the good balance between lab-based
studies versus field studies.
7.4. Recommendations for future methodological work
The most pertinent direction methodologically for leadership and emotions scholars is a focus on research design. For example
and as noted above, the designs employed in leadership, affect and emotions are not always capable testing what they propose due
to misalignment between the definition of moods and emotions and cross-sectional research. Such designs do not capture the
dynamic nature of affective constructs. We call for more studies based on repeated measures, experience sampling, daily diaries,
and qualitative studies when the study is conducted in naturalistic settings.
The second area deserving attention is psychometric work in measurement of moods and emotions. Only one empirical paper
directly focused on psychometrics of the measures used in leadership, affect and emotions (e.g., Wong & Law, 2002). In the
emotional competencies area, psychometric work in new scale development is required for assessing emotion perception,
regulation strategies, empathy, and other emotional competencies. Research examining EI should employ the ability-based model
and measure, which offers greater conceptual clarity and psychometric support than mixed-trait models. The advice of Antonakis
et al. (2009) regarding research on emotional intelligence and leadership applies more broadly to the literature on emotions and
leadership. Specifically, they remind us of several useful validity considerations, use of self-reported measures, common-source
variance, use of measures designed specifically to tap the construct of interest, use of leaders in real-world contexts, and control for
hierarchical nesting if appropriate.
The third area in need of urgent attention is a focus on reporting effect sizes. Admittedly, many studies in this domain are
pioneers in the study of leadership, affect and emotions, yet, we found that many studies did not report effect sizes. This makes it
challenging to draw valid conclusions regarding the practical relevance of most works in this domain.
As noted in theoretical section, a focus on intra-individual, dyadic and organizational levels of analysis will be required in the
future. This type of multi-level research will require multi-level analytical techniques such as Random Coefficient Modeling
(RCM), Within And Between Analysis (WABA), and Structural Equation Modeling (SEM), etc. more often. Indeed, notably missing
from the empirical research here is a methods treatise detailing the use of appropriate techniques for the study of leadership, affect
and emotions at each of these different levels of analysis.
8. Limitations and overall implications
One of the most striking limitations of our review is that it is highly selective. By definition and procedure, we only reviewed
those studies that explicitly focused on leadership, affect and emotions. Such a narrow focus helped us clearly delineate what we
see in the literature but many peripheral themes are left out. For example, our review chose to exclude emotional labor, in part
because it has only recently been explicitly linked to leadership, and for reasons of parsimony. Perhaps, future research could
examine the accumulated knowledge in organizational display rules and emotional labor.
Another limitation, stemming from the same reasons of parsimony and manageability, is our focus on the elite journals in
management and organizational psychology only. We did include special issues of other journals and books (e.g., Journal of Applied
Social Psychology and Research Companion to Emotions in Organizations); however, it was simply implausible to include all
management and organizational journals, as well as unpublished research, in our review. Perhaps, a future quantitative review of
the literature could include broader sources.
A third limitation of our review is that we started out defining affect, moods and emotions and based our entire review (e.g.,
organization of themes, inferences) on these definitions. Our definitions align with the dominant theoretical foundations in
psychology; nevertheless, we acknowledge that other ways of defining each of these constructs exist (see for example Izard,
2009).
Despite these limitations, our review yielded a number of specific recommendations for future research: the following points
are our overarching recommendations for the future:
1. An explicit focus on followership is required. For example, a vast body of literature examines the role of charismatic leadership
in eliciting positive emotions or abusive leaders evoking negative emotions in followers. However, little to nothing is known
regarding follower behaviors that impact leader emotions and affect leader's style, behaviors and perhaps quality of
exchanges. We believe this is an area ripe for investigation, one in which, the follower is an active partner in the leader–
follower relationship, and, is influenced by, but also influences the leader.
2. The function of emotions in instigating or suppressing moral and ethical leadership behavior is an urgent need. Gibson and
Callister (2010) and Tangney and colleagues (1996) suggest that anger, guilt, shame and pride could motivate an individual to
correct wrongdoings, and act on one's values. Yet, not much has been done in the leadership domain with discrete emotions
and ethical behaviors.
3. The role of trust and emotions in leading and following is under-researched. Trust is an important relationship quality between
leaders and followers (e.g., Dirks & Ferrin, 2002). While much has been done in the domain of cognitive influences on trust in
leadership, much less research attention has focused upon affective influences in trusting one's leader.
4. Our review indicates a disproportionate interest in positive emotions and leadership, while, negative emotions and leadership
are either under-researched and/or always considered the culprits in leading. More systematic scientific inquiry in this
domain is needed (see also Seo, Barrett, & Bartunek, 2004).
5. An alignment of levels of analysis in theory, methods and inferences is urgently needed. From a theoretical standpoint, this
translates into explanatory theory development with careful consideration of levels at which constructs and relationships
occur. From a methodological standpoint, to understand interactions between leaders and followers, one could model emotion
episodes (or emotion events), which translate into repeated measures research designs, which in turn could require
methodological techniques that can handle the complexity of non-independent data.
6. Measurement development in leadership literature in general is needed and more so for discrete emotions and emotion
competencies. For example, many theoretical papers cast emotions such as interest and gratitude as important drivers of the
leader–follower relationship yet measures for such emotions are not readily available.
7. A combination of qualitative and quantitative methods might advance the study of affect and leadership.
8. Theoretical models and empirical tests of affective influences in leadership could incorporate the role of direct and indirect
influences of emotion constructs (moderation and mediation).
9. Reporting effect sizes is largely neglected (for an exception see Côté et al., 2010). We encourage future leadership scholars to
report effect sizes for affective influences as well as some information on how these effect sizes represent meaningful
advances over prior research in this area. A further recommendation in this area is that existing established works in
psychology (e.g., cognitive appraisal theory) need to be more fully explored in leadership research.
10. Empirical tests of the role of ability-based measures of EI in leadership are required.
In sum, the study of affect, moods and emotions in leadership has yielded a variety of interesting findings to date. Given the
work that remains, we believe the next decade will continue to be thought-provoking and emotion inducing for scholars and
practitioners. Our conclusion in this review is rather straightforward: The future in the science of affect, emotions, and leadership
calls for enhanced rigor and relevance (e.g., explanatory theories, properly aligned research designs, levels of analysis, reporting
effect sizes) combined with the sustained excitement that is so characteristic of this body of research.
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Leadership, Affect and Emotions: A State-of-the-Science Review

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The Leadership Quarterly 21 (2010) 979–1004

Contents lists available at ScienceDirect

The Leadership Quarterly

Leadership, affect and emotions: A state of the science review☆

1048-9843/$ – see front matter. Published by Elsevier Inc.

1.1. Deﬁning emotion constructs

1.2. Theoretical lens

2.1. Research design and measurement

3. Procedure for identifying relevant studies

4. Theme one: Leader affect, follower affect, and outcomes

4.1. Theoretical perspectives on affect and leadership

4.2. Empirical research on affect and leadership

4.2.1. Leader moods and follower outcomes

Study Deﬁnition Theory Design Measurement Context Levels

Theme one: Leader affect, follower affect and outcomes

J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004

J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004

Theme two: Discrete emotions and leadership

(continued on next page)

Study Deﬁnition Theory Design Measurement Context Levels

Theme two: Discrete emotions and leadership

J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004

Theme three: Emotional competencies and leadership

J. Gooty et al. / The Leadership Quarterly 21 (2010) 979–1004

(continued on next page)

Study Deﬁnition Theory Design Measurement Context Levels

Theme three: Emotional competencies and leadership

4.2.2. Leader behaviors and follower outcomes

4.2.3. Leader moods and leader effectiveness

5. Theme two: Discrete emotions and leadership

5.1. Theoretical perspectives on discrete emotions and leadership

5.2. Empirical research on discrete emotions and leadership

5.2.1. Leader emotions as a source of inﬂuence on followers

5.2.2. Emotions as outcomes of leadership behavior

6. Theme three: Emotional competencies and leadership

6.1. Theoretical perspectives on emotional competencies and leadership

6.2. Empirical research on emotional competencies and leadership

6.2.1. Emotion recognition

6.2.3. Other emotion-related capabilities

7. Implications for leadership, affect and emotions

7.2. Recommendations for future theoretical work

7.4. Recommendations for future methodological work

8. Limitations and overall implications

⁎ Papers that were included in the review.

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