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Key dimensions of project manager behaviors considered to be associated with successful project outcomes have included both appropriate collaborative behaviors and transformational leadership. More recently, emotional intelligence has been suggested as a unique area of individual differences that is likely to underpin sets of behaviors in this area. Based on a sample of 67 UK project managers, it was found that emotional intelligence ability measures and empathy explained additional variance in the project manager competences of teamwork, attentiveness, and managing conflict, and the transformational leadership behaviors of idealized influence and individualized consideration, after controlling for cognitive ability and personality.

Despite significant progress in the field of training transfer research over the past two decades very little empirical research in the area has been conducted within human service organisations. As a result, our knowledge of the extent to which those factors posited within the training literature to influence the transfer of training are necessarily those found in these particular work settings very much remains in its infancy. This article presents findings from qualitative research that was undertaken as part of a wider training evaluation strategy to investigate (1) those factors which influenced the transfer of training within a UK social services department; and (2) how these factors compared or differed from those suggested within the literature as influencing training transfer. The findings suggest a range of specific factors as they pertain to both the nature of the jobs and the workplace within such work settings as mediating training transfer. However, a number of these were closely associated with the dimensions of social support and opportunity to use as posited within Baldwin and Ford’s (1988) transfer of training model, suggesting that the model is potentially generalisable to human service agencies.

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The importance of context has been well established in studies of leadership (Bryman, A. and Stephens, M. (1996). The importance of context: qualitative research and the study of leadership. Leadership Quarterly, 7, pp. 353–371; Pettigrew, A. and Whipp, R. (1991). Managing Change for Competitive Success. Oxford: Blackwell). However, recent reviews of shared leadership have tended to merge findings across commercial and non‐commercial settings, disregarding contextual differences in these distinctive domains. Acknowledging that the challenges of leadership may vary in different organizational contexts, this paper argues that a focused review of shared leadership in commercial organizations (COs) is needed. The authors thus systematically review findings from over twenty years of empirical research on the practice of shared leadership in commercial organizations, critically reviewing definitions, theoretical dispositions and measurement approaches adopted in the field, before evaluating the impact of shared leadership on performance in this context. Findings from commercial and non‐ commercial organizations are then compared, highlighting significant differences in the conceptualization of shared leadership in these distinct settings. Contributing to theory in this field, a framework is developed, mapping the landscape of current research in commercial contexts, revealing critical gaps in our present understanding of shared leadership processes. Consequently, a model summarizing a proposed research agenda for future studies is provided, highlighting the need for such research to focus on the interactions of individuals as they share in the leadership of their team.