A Student Perspective on Trust and the Leader-Follower Relationship: Implications for Leader Development

IntroductionThe importance of trust on individual and organizational culture is unequivocal (Clegg, Unsworth, Epitropaki & Parker, 2002; Dibben, 2000; Kramer & Tyller, 1996; Lewicki, McAllister & Bies, 1998; Rousseau, Sitkin, Burt & Camerer, 1998). A trusting environment creates an atmosphere of increased employee self-esteem, enhanced productivity, and organizational communication. Conversely, a lack of trust stunts occupational productivity and lends itself to breakdowns in relationship development and employee satisfaction (Caldwell, Bischoff & Karri, 2002; Caldwell, Hayes, Karri, & Bernal, 2008; Gordon & Gilley, 2012). Recognizing the imperative nature of individual and organizational success in the workplace, domains such as management and leadership have taken great interest in understanding and developing trust in their leaders and followers (Schaubroeck, Lam, & Peng, 2011; Whitener, Brodt, Korsgaard, & Werner, 1998; Zaffane, 2010). One domain that is relatively uncharted, is educational field, where although colleges and universities provide personal leadership development opportunities for students (Astin & Astin, 2000; Posner, Crawford, & DennistonStewart, 2015), an understanding of students' perceptions of such programs is sparse.The purpose of the current investigation is to contribute a clarity of the perception of trust on the leader-follower-team dynamic, by sampling students at a small military academy with a focus on leader development. Relevant literature supporting the cultivation and maintenance of trust as a tool for leader and organizational growth frames the beginning pages of this article. Results to the questions: What are traits of leaders you trust and do not trust, and what effects do these traits have on you or your team? Interpretation of findings and implications for organizational and leader development will conclude the article.The Construct of TrustTrust is a psychological construct crucial to the formation and sustainment of human relationships (Davis, Schoorman, Mayer, & Tan, 2000; Krot & Lewicka, 2012; Mayer, Davis, & Schoorman, 1995; Svensson, 2005). In a relational context, trust comprises the intention to accept vulnerability based upon positive expectations of another individual (Denton, 2009; Gillespie & Mann, 2004; Maccoby, 1995; McKnight, Cummings & Chervanny, 1998). Much of the research surrounding human vulnerability and expectations of others suggests a multidimensional characterization of both experiences and cultural socialization processes highlighting cognitive, affective, and behavioral facets (Bagraim & Hime, 2007). Cognitive expectations refer to beliefs about another's trustworthiness; affective expectations refer to the role of emotions in the relationship development process; behavioral expectations refer to relying on and disclosing sensitive information to others (Cummings & Bromiley, 1996; Clarke & Payne, 1997; Gillespie & Mann, 2004; McAllister, 1995). Individuals who are willing to take a risk and disclose in accordance with the notion that an individual is trustworthy are willing to build relationships and trust others. Individuals who believe, feel, and disclose in accordance with the notion that an individual is not trustworthy tend to be less trusting of an ensuing relationship and are unwilling to take a risk to be vulnerable with the development or sustainment of a relationship (Caldwell & Calpham, 2003; Mayer et al., 1995; Mayer & Gavin, 2005).Cultivating and Sustaining Trust: Leaders' ActionsAs well as being aware of the multidimensional nature of trust and how it affects relationships and the risk-taking environment within an organization, there are several actions a leader may take to create trust. Galford and Drapeau (2002) note a five-stage trust building approach consisting of engaging, listening, envisioning, framing, and committing. …