Professor, Organizational Behaviour

  • Executive Director, Ian O. Ihnatowycz Institute for Leadership
  • Ian O. Ihnatowycz Chair in Leadership


Gerard Seijts received his PhD from the University of Toronto in 1998. Prior to joining Ivey Business School in 2000, he was on the faculty at the I.H. Asper School of Business at the University of Manitoba. Gerard is teaching on several leadership programs. For example, he has worked with organizations including Aecon, OMERS, Ontario Teachers’ Pension Plan, Maple Leaf Foods, J.D. Irving Limited, WestJet Airlines, A.S. Watson, Bank of China Hong Kong and others. He has also worked with local government in Canada and Hong Kong on issues such as leadership and change. Gerard has taught EMBA, MBA and undergraduate courses in leadership, leading change, organizational behavior, performance management and staffing.

His research activities, spanning journal articles, book chapters, and conference papers, cover a wide range of topics including leadership, change, goal setting, training and development, teams, organizational justice, and performance management. He also enjoys writing practitioner-oriented articles.

Gerard has written cases on topics including but not limited to leadership, leading change, organizational turnarounds, crisis management, organizational culture and alignment, teams and managing conflict in teams.  Recently, he wrote two books: Leadership on Trial: A Manifesto for Leadership Development and Good Leaders Learn: Lessons from Lifetimes of Leadership.

Gerard is the Executive Director of the Ian O. Ihnatowycz Institute for Leadership.


  • Leading People and Organizations (HBA, MBA and EMBA programs)
  • Cross-Enterprise Leadership (MBA program)
  • Leading Change (HBA and MBA programs)
  • Ivey Executive Program (Ivey Business School)
  • Quantum Shift (Ivey Business School and KPMG Enterprise)

Programs Taught

  • PhD
  • Executive Education


  • PhD, University of Toronto

Selected Publications

  • Seijts, G.H., Gandz, J., Crossan, M., & Reno, M. (2015). Character matters: Character dimensions' impact on leader performance and outcomes.  Organizational Dynamics, 44, 65 - 74.
  • Crossan, M., Mazutis, D., & Seijts, G.H. (2013).  In search of virtue: The role of virtues, values and character strengths in ethical decision making.   Journal of Business Ethics, 113, 567-581.
  • Crossan, M., Mazutis, D., Seijts, G.H., & Gandz, J. (2013).  Developing leadership character in business programs. Academy of Management Learning and Education, 12, 285-305.
  • Seijts, G.H., & Latham, G.P. (2012).  Knowing when to set learning versus performance goals.  Organizational Dynamics, 41, 1-7.
  • Seijts, G.H. (2011).  Getting ready to lead: An interview with Kanina Blanchard, international issues and crisis management expert.  Business Horizons, 54, 407-413.
  • Seijts, G.H., & Latham, G.P. (2011). The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and commitment on performance in a business simulation. Human Performance, 24, 189-204.
  • Seijts, G.H., & Roberts, M. (2011). The impact of employee perceptions on change in a municipal government. Leadership and Organizational Development Journal, 32, 190-213.
  • Seijts, G.H., & Crossan, M. (2011). Juggling running chainsaws. Business Horizons, 54, 97-104
  • Cianci, A.M., Klein, H.J., & Seijts, G.H. (2010). The effect of negative feedback on tension and subsequent performance: the main and interactive effects of goal content and conscientiousness. Journal of Applied Psychology, 95, 618-630.
  • Seijts, G.H., & Kyei-Poku, I. (2010). The role of situational interviews in fostering positive reactions to selection decisions. Applied Psychology: An International Review, 59, 431-453.
  • Seijts, G.H., & Crim, D. (2009). The combined effects of goal type and cognitive ability on performance. Motivation and Emotion, 33, 343-352.
  • Seijts, G.H., & Gandz, J. (2009). One-teaming: Gaining a competitive edge through rapid team formation and deployment. Organizational Dynamics, 38, 261-269.
  • Latham, G.P., Seijts, G.H., & Crim, D. (2008).The effects of learning goal difficulty level and cognitive ability on strategy development and performance. Canadian Journal of Behavioural Sciences, 40, 220-229.
  • Collins, L., Parkes, R., & Seijts, G.H. (2008).Leading complex change in healthcare: 10 lessons learned. Healthcare Quarterly, 11, 32-38.
  • Seijts, G.H., & Yip, J. (2008). The effect of knowledge accumulation on support for workplace accommodation. Journal of Business and Psychology, 22, 311-321.
  • Tasa, K., Taggar, S. & Seijts, G.H. (2007) The development of collective efficacy in teams: A multi-level and longitudinal perspective. Journal of Applied Psychology, 92, 17-27.
  • Seijts, G.H., & O'Farrell, G. (2005). Urine collection jars versus video games: Perceptions of three stakeholder groups toward drug testing and impairment testing programs. Journal of Drug Issues, 35, 885-916.
  • Seijts, G.H., & Latham, G.P. (2005) Learning versus performance goals: When should each be used? Academy of Management Executive, 19, 124-131.
  • Seijts, G.H., Latham, G.P., Tasa, K., & Latham, B.W. (2004) Goal setting and goal orientation: An integration of two different yet related literatures. Academy of Management Journal, 47, 227-239.
  • Seijts, G.H., Skarlicki, D.P., & Gilliland, S. (2003) Canadian and American reactions to the introduction of a drug and alcohol testing program in the workplace. Employee Responsibilities and Rights Journal, 15, 191-208.
  • Taggar, S., & Seijts, G.H. (2003) Leader and staff role-efficacy as antecedents of collective-efficacy and team performance. Human Performance, 16, 131-156.
  • Seijts, G.H., Skarlicki, D.P., and Gilliland, S. (2002) Reactions to managing counterproductive behavior through the implementation of a drug and alcohol testing program: Americans and Canadians are more different than you might expect. International Journal of Selection and Assessment, 10, 45-52.
  • Seijts, G.H., & Latham, G.P. (2001). The effect of distal learning, outcome, and proximal goals on a moderately complex task. Journal of Organizational Behavior, 22, 291-302.


  • Professor, Western University, Ivey Business School (July 2013-present)
  • Associate Professor, Western University, Ivey Business School (July 2005-June 2013)
  • Assistant Professor, Western University, Ivey Business School (July 2000-June 2005)
  • Assistant Professor, University of Manitoba, I.H. Asper School of Business (June 1997-July 2000)

Research/Course Development

  • Leadership
  • Change
  • Motivation and Goal-setting
  • Training and Development
  • Team Processes