This study applied meta‐analysis to assess the relationship between charismatic leadership style and leadership effectiveness, subordinate performance, subordinate satisfaction, subordinate effort, and subordinate commitment. Results indicate that the relationship between leader charisma and leader effectiveness is much weaker than reported in the published literature when leader effectiveness is measured at the individual level of analysis and when common method variance is controlled. Results also indicate a smaller relationship between charismatic leadership and subordinate performance when subordinate performance is measured at the individual level (r = 0.31) than when it is measured at the group level (r = 0.49 and robust across studies). These results suggest that charismatic leadership is more effective at increasing group performance than at increasing individual performance. Other moderators tested did not account for a significant portion of variance in the observed distribution of correlations, suggesting a need for further research into other potential moderators. Meta‐analysis examining the effects of charismatic leadership on subordinate effort and job satisfaction revealed lower correlations when multiple methods of measurement were used, with little convergence toward stable population estimates. Résumé La méta‐analyse a servi à évaluer le rapport entre le style de leadership charismatique et l'efficacité d'un tel style de leadership ainsi que le rendement, la satisfaction, l'effort et l'engagement des subalternes. Les résul‐tats obtenus indiquent que le rapport entre le charisme et l'efficacité du leader est beaucoup plusfaible que le pro‐posent les textes publiés à ce sujet lorsque l'efficacité du leader est mesurée au niveau individuel et lorsque la variance de la méthode commune est contrǒlée. Les résultats obtenus révèlent également un rapport moindre entre le leadership charismatique et le rendement des subalternes lorsque ce rendement est mesuré au niveau individuel (r = 0.31) qu'au niveau du groupe (r = 0,49 et notable parmi toutes les études passées en revue). Ces résultats suggèrent qu'un leadership charismatique con‐tribue davantage à accroǐtre le rendement du groupe que le rendement individuel. Les autres modérateurs mis à l'essai ne représented pas une portion significative de la variance dans la distribution des corrélations observées, ce qui laisser suggérer qu'une autre recherche serait nécessaire pour vérifier d'autres modérateurs potentiels. La méta‐analyse qui étudie l'incidence du leadership charismatique sur l'effort des subalternes et la satisfaction professionnelle démontre des corrélations moins marquées, lorsque des méthodes de mesure multiples one été utilisées, de měme qu'une convergence minime à l'égard des estimations de population stable.

Two studies investigated the mediating effects of liking and attributions of motives on the relationship between a ratee's reputation and helpful behaviors and raters' reward decisions. During managerial simulations, raters evaluated individuals after watching videotapes in which the individual's reputation and helpful behaviors were manipulated. Results indicated an interaction effect between reputation and helpful behaviors such that a helpful person with a good reputation received more rewards than did a helpful person with a bad reputation. In contrast, an unhelpful person with a good reputation did not receive better rewards than an unhelpful person with a bad reputation. Moreover, raters' liking of ratees and the motives raters attributed to ratees' helpful behaviors mediated the relationship between the manipulations and raters' reward decisions.

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Training the older learner has been the topic of considerable discussion but there is no consensus on which instructional methods are associated with higher observed training performance. We use random factors meta-analysis to explore the effects of three instructional methods (lecture, modeling, and active participation) and four instructional factors (materials, feedback, pacing, and group size) on observed training performance. The results reveal that all three instructional methods and two instructional factors, self-pacing and group size, explain unique variance in observed training performance. Self-pacing explained the greatest proportion of the observed variance. Implications of these results are discussed.Over 40 million Americans age 40 and older are actively participating in the workforce. This represents an increase of more than 30% since 1990 and labor force projections indicate the number will rise to nearly 70 million by 2015 (Fullerton, 1999). Presently, 35 million workers are between the ages 45 and 54, 18.8 million are between the ages 55 and 64, 3.3 million are between ages 65 and 74 and nearly a million are over age 75 (Lerman & Schmidt, 1999; The U.S. Bureau of Labor Statistics, 2002). The number of people over age 65 participating in the workforce is expected to increase to 39 million by 2010 and 70 million by 2030 (Wellner, 2002). These projections indicate that a great many people will work past

This study was undertaken to review the literature on employee health management programs (EHMPs