Implicit leadership theory: A potential threat to the internal validity of leader behavior questionnaires

Abstract

The effect of implicit leadership theories on consideration and initiating structure ratings from the Leader Behavior Description Questionnaire (XII) was investigated. Factor loadings obtained from students under a limited information condition were compared with those from reported field data. The consideration factors were found to be highly congruent, while initiating structure factors were moderately congruent. These results were consistent with comparisons from three additional samples varying in respondent's familiarity with the leader. Cues regarding performance, sex, and level of accomplishment of the supervisor were also examined in the context of implicit theories. Performance cues were found to have a highly significant effect on subscale ratings. The effect for supervisor's sex was marginally significant. Emphasizing behavior—attention—encoding—memory units inherent in such ratings, rater's limited information processing capacity was suggested as a possible explanation of results. It was concluded, after considering the generalizability of results, that the findings posed a threat to the internal validity of behavioral questionnaires.