This study investigated how congruence between dyadic partners' leader and follower prototypes affects leader-member exchange (LMX) quality. Specifically, we examined cooperation as a process variable in the dyadic relationship. Participants in a laboratory setting completed a group task followed by dyadic task in the context of a leader-follower relationship. Observed cooperation mediated the relationship between congruence on leader prototypes and leader assessed LMX quality, and the relationship between congruence on leader prototypes and LMX agreement. As congruence on leader prototypes decreased, leaders were less likely to be cooperative in an exchange relationship. As congruence on follower prototypes decreased, there was a greater chance leaders would cooperate but followers would defect.

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In this study, we integrate follower categorization theory with affective events theory (AET) to investigate the extent to which within-person patterns of implicit followership theories (IFTs) and work-related affect predict job satisfaction for leaders versus followers. Latent profile analysis (LPA) was used to identify and to describe distinct profiles of IFTs and work-related affect for leaders versus followers. For the sample of 242 leaders, two profiles with distinct patterns of IFTs and work-related affect ( Proactive and Alienated) were found. Leaders with Proactive views of followers showed above-average ratings of work-related affect, while leaders with Alienated views of followers showed lower ratings of work-related affect. In the sample of 240 followers, there were four profiles of followers with distinct patterns of IFTs and work-related affect ( Conforming, Alienated, Proactive, and Negative). Despite showing a similar pattern of IFTs, followers with Alienated views of their own role showed below-average ratings of work-related affect, while followers with Negative views of their own role showed the highest ratings of work-related affect. These findings suggest that IFTs and work-related affect show unique within-person interaction for followers. Furthermore, for followers, profile membership of IFTs and work-related affect significantly predicted mean levels of job satisfaction. Implications are discussed.

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DeRue, Ashford, and Myers (2012) revise the conceptualization of learning agility and propose a conceptual framework of antecedents and consequences of learning agility. Traditionally, learning agility has been defined as the ability and willingness to utilize past experiences in novel situations (De Muese, Guangrong, & Hallenbeck, 2010;Lombardo & Eichinger, 2000); however, DeRue et al. argue that past definitions of learning agility are limited by multiple problems, most notably the confounding of (a) the motivation to learn with the ability to learn and (b) success outcomes with the nature of learning agility. The authors propose a revised definition of learning agility based on processing speed (''the ability to come up to speed quickly in one's understanding of a situation'') and processing flexibility (the ability to ''move across ideas flexibly in service of learning both within and across experiences''), and argue that their definition eliminates the motivational and outcome