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Introduction to Leadership

Module WI000042

This Module is offered by Chair of Psychology (Prof. Kehr).

This module handbook serves to describe contents, learning outcome, methods and examination type as well as linking to current dates for courses and module examination in the respective sections.

Module version of SS 2002

There are historic module descriptions of this module. A module description is valid until replaced by a newer one.

Whether the module’s courses are offered during a specific semester is listed in the section Courses, Learning and Teaching Methods and Literature below.

available module versions
WS 2002/3SS 2002

Basic Information

WI000042 is a module in language at which is offered irregularly.

This module description is valid to WS 2014/5.

Total workloadContact hoursCredits (ECTS)
90 h  h 3 CP

Content, Learning Outcome and Preconditions


The module reviews and analyzes recent theoretical and empirical developments in the leadership literature, focusing on features of leadership that are currently receiving attention in terms of research, theory, and practice: Legitimation of leadership, bases and consequences of legitimation, types and sources of power, proactive and undue influence tactics, content and process theories of motivation and situational leadership, leadership by motivation and the compensatory model of work motivation and volition, and development of leadership. Furthermore, the module aims to explore the most important methods of leadership research in order to use the current, best evidence in decision-making and leadership.

Learning Outcome

At the end of the module, students are able to describe and explain major leadership theories, their strenghts and criticisms as well as their applications in organizational settings. They are able to describe and explain the most important and commonly used methods of leadership research and, based on this, develop a well-established understanding of evidence based leadership. Furthermore, they are able to describe bases and consequences of legitimation as well as types and sources of power within organizations. Finally, they are able to explain the motivational and volitional aspects of leadership and to give an account of current debates on contemporary conceptualizations of leadership in applied research.


BSc degree

Courses, Learning and Teaching Methods and Literature

Learning and Teaching Methods

Theories and concepts of leadership research are conveyed by presentations. Voluntary in-class group work, individual assignments, and video analyses complement the tools of the interactive lectures, aiming at critical reflection of the discussed concepts. All sessions are videotaped and made available online, so that participants can reiterate the concepts while studying the relevant literature and supporting materials, which are provided on the online learning management system Moodle.


Presentation slides, textbooks, scientific papers, handout and working material, videos


- Barling, J. (2014). The Science of Leadership: Lessons from Research for Organizational Leaders. New York: Oxford University Press
- Yukl, G. (2002). Leadership in Organizations. Upper Saddle River: Prentice Hall.
- Braun, S., Peus, C., Weisweiler, S., & Frey, D. (2013). Transformational leadership, job satisfaction, and team performance: A multilevel mediation model of trust. The Leadership Quarterly, 24, 270-283.
- Peus, C., Braun, S., & Knipfer, K. (2014). On becoming a leader in Asia and America: Empirical evidence from women managers. The Leadership Quarterly.
- Peus, C., Braun, S., & Frey, D. (2013). Situation-based measurement of the full range of leadership model - Development and validation of a situational judgement test. The Leadership Quarterly, 24, 777-795.
- further readings will be made digitally availabe via moodle.

Module Exam

Description of exams and course work

In a 60min written examination, we test the students' abilities to recall interpret, and transfer basic concepts and theories of leadership research to various occupational settings. For this purpose, the questions are designed as single choice items. They can take on the form of
- simple knowledge questions, which aim at recall of the learned concepts
- decision items, which aim at classifying or interpreting the course contents
- scenarios, which aim at transferring the learned concepts to real-life settings
The final grade is determined by the performance in the written examination. It is allowed to bring one hard-copy dictionary (English – first language) or English thesaurus.
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