This longitudinal study spanning three decades tested the hypothesis that positive family relationships during childhood and adolescence positively relates to psychological capital for work in early and middle adulthood. Psychological capital is a positive psychological resource comprising self-efficacy, optimism, hope, and resilience that has important relevance for performance and well-being in the work setting. Family systems theory, life course and positive psychology frameworks, as well as conservation of resources theory furnished the conceptual basis. This research is based on the Fullerton Longitudinal Study, an ongoing investigation initiated in the United States in 1979, from infancy through adulthood (2017). Using a cross-informant methodology, when children were ages 9 to 17 years, both children and mothers annually and independently completed the Positive Family Relationships (PFR) scale, which measures how well family members get along and support each other. When the children reached adulthood, they completed the Psychological Capital Questionnaire (PsyCap) for work at ages 29 and 38 years. The major finding from the structural equation models revealed that children’s and mothers’ PFR during childhood and adolescence each predicted PsyCap in early adulthood (age 29 years), which in turn, related to PsyCap entering middle adulthood (age 38 years). These findings supported the study hypothesis and indicated that positive family relationships during individuals’ upbringing may provide a foundation for workplace psychological capital across decades of development.

Introduction to Industrial/Organizational Psychology provides a complete overview of the psychological study of the world of work. Written with the student in mind, the book presents classic theory and research in the field alongside examples from real-world work situations to provide deeper insight. This edition has been thoroughly updated to include the latest research on each key topic, and now features: • A spotlight on diversity, equity, and inclusion throughout, including coverage of LGBTQIA+ inclusion and racial justice • Expanded coverage of ethics in I/O psychology practice • Increased emphasis on cross-cultural and international issues • Coverage of the changing nature of work, post-pandemic, including remote working, worker stress, and burnout • A new focus on technologies related to I/O such as virtual reality and computer adaptive testing • New figures, illustrations, and charts to grab the reader's attention and facilitate learning Accompanied by extensive student and instructor resources, it is a must read for all students on I/O psychology courses and courses in work psychology and organizational behavior, and for practicing managers who want a comprehensive overview of the psychology of work.

Employee-organization linkages have been the subject of considerable scholarly and managerial attention. The findings of this research study provide empirical evidence that instrumental leadership attributes predict affective commitment among employees in their organizations. More specifically, based on their expertise and environmental knowledge, instrumental leaders endorse attributes that help followers adhere to the organization's vision through providing timely feedback and facilitating tasks. Instrumental leadership thus promotes a positive workplace in which affective commitment is encouraged. The sample included 226 followers from a major telecom company in Morocco. Employees reported their levels of affective commitment, completed the Social Skills Inventory, and rated their supervisor's instrumental leadership. Results suggest that instrumental leadership may play a role in building employees' affective commitment and that more socially skilled employees may be more likely to develop healthy leader-follower relationships, resulting in affective commitment to the organization as a whole.

Leadership is cocreated by leaders and followers working together. Leader-centric thinking has led to a lack of knowledge about the role of followers in the leadership equation. Early research on followership focused on follower typologies, ranging from passive to exemplary, and other types in between. Followership theory is an emerging one that looks at it as a relational process where leaders and followers coconstruct leadership. The novelty of the focus on followers and followership theory means that there are many opportunities to both study and improve the quality of followers and followership. This chapter explores the history and context around the followership theory, defines the theory, and concludes with strengths and opportunities of the theory.

This commentary focuses on four case studies that are a representative cross section of how organizations are using state-of-the-art assessment methods to develop leaders. They also demonstrate the role that leaders play in complex endeavors, including changing the organization’s culture, identifying people of high potential for leadership positions, and focusing on continuous improvement of leaders. The cases provide good examples of how leadership development programs should be created, implemented, and evaluated. They contain important lessons in obtaining buy-in for such programs from top-level leadership, those being developed, and all members of the organization who are affected either by being led or asked to assess the quality of the organization’s leaders and leadership. Focusing on both what works and what didn’t, the case studies offer critical lessons for how to improve assessment-driven leadership development.

Transformational leadership is one of the most widely recognized and influential leadership theories. The theory emphasizes the importance of leader-follower relationships, suggesting that effective leaders develop trust and connect with their followers in a meaningful way. Transformational leadership consists of four key components: idealized influence (behaving as strong role models); inspirational motivation (articulating a clear vision that inspires the team); intellectual stimulation (promoting new ideas and critical thinking); and individualized consideration (supporting each team member’s unique needs). This chapter explores the history and context around the transformational leadership theory, defines the theory, and concludes with strengths and opportunities of the theory.

Those individuals who are willing to develop skills in being capable formal and informal leaders are in a position to bring out the best in people, teams, and organizations and to have opportunities to make a difference. This case is the inspiring story of a young, energetic leader in the Ministry of Education in Columbia named Vicky Colbert. Vicky had a vision of improving the education level in rural Columbia, which was among the lowest in the world. Through her efforts as a transformational leader, Vicky involved teachers and people of humble means in rural Columbia in developing a plan that transformed education in rural Columbia, eventually the entire country, and even other countries. With the right skills, those who are willing to be leaders can make a difference!