Search results

A study was conducted that examined which managerial skill dimensions were critical for effective leadership for managers in the USA and seven European countries. The results suggested more similarities than differences across countries. Specifically, a core group of two skill dimensions emerged as critical for effective leadership across countries and operationalizations of criticality. These dimensions were analyze issues and drive for results. However, results did differ depending on how criticality was operationalized. The findings of the study suggest that: users of 360‐degree feedback instruments should not rely solely on perceived importance of a skill dimension to aid in ratings interpretation, and the ability to solve complex problems and learn quickly on the one hand and being hard‐working and persistent on the other hand are prerequisites for effective leadership, regardless of whether you are leading in Pittsburgh or in Paris.

To gather information on assessor beliefs and behaviors in relation to assessee faking issues on a personality inventory in the individual assessment process.

A survey approach was used in this research. Totally 77 experienced assessors who conducted individual assessments for an international consulting firm responded to the survey. Analyses of mean item rankings were used to answer several research questions.

Major results of the study were: assessors believe faking is a problem; assessors believe they can detect faking; and assessors believe they can effectively eliminate all of the effects of faking when evaluating the candidates.

The first implication from this research is that assessors believe that they can detect and deal with faking despite a paucity of evidence to support it. The second implication is that organizations may be reluctant to continue to develop effective methods of identifying and dealing with faking if their assessors mistakenly believe they are already successfully doing so.

This study is the first to survey experience assessors regarding their beliefs and perceptions of faking issues in the individual assessment process and is designed to garner immediate practical insights and ideas for future testable hypotheses.

To examine whether the “big five” personality factors operate similarly from a psychometric perspective across dissimilar cultures.

Managers from the USA and Japan were administered a work‐oriented measure of the big five and overall assessment ratings were collected. Independent groups t‐tests were used to examine mean differences in personality scores across samples. Factor analysis was used to examine the structure of the big five across samples. Relative importance analyses were used to examine whether assessors across samples differentially weighted the big five in arriving at overall assessment ratings.

Big five personality dimension scores were significantly higher in the US sample compared to the Japanese sample. Across both samples, relative importance analyses revealed extraversion to be the most important correlate of predicted job performance, whereas conscientiousness was the least important correlate of predicted job performance.

Three limitations existed: relatively small sample size for the Japanese sample (n=410) compared to the US sample (n=3,458); scarcity of Japanese demographic information makes interpretation of results due to culture less certain; and follow‐up data on actual hiring decisions would enable additional interpretations of the data to be made.

Results suggest that: the Five Factor Model of personality is rather robust across cultures, samples, and types of instruments, possible response biases across cultures should be taken into account when developing norms and setting cutoffs.

Although a consistent response bias is evidenced across the USA and Japan, the Five Factor Model of personality remains robust and what makes for an effective manager appears to be consistent across cultures.

Peer evaluations of performance increasingly are being used to make organizational decisions and to provide individuals with performance related feedback. Using Kenny’s social relations model (SRM), data from 14 teams of undergraduate students who completed performance ratings of themselves and other team members were analyzed. Results indicated a significant target variance effect for the majority of performance dimensions and a significant perceiver variance effect for all performance dimensions. Results further indicated that, in general, how individuals see themselves is not congruent with how others see them, how individuals see themselves is congruent with how they see others, how individuals are seen on a particular dimension is related to how they are seen on other performance dimensions, and, how a person is seen by others does not relate to how that individual sees others. Implications, limitations, and suggestions for future research using the SRM are discussed.

This study investigates the relationship between personal values and feedback‐seeking behaviors. Feedbackseeking behaviors, or the way by which individuals in organizations actively seek information about their performance, has recently become an important research topic in the management literature. However, the large majority of this research has been conducted in the United States. This study aims to test the relationships between the personal values of a multinational sample and feedback‐seeking behaviors. An integrated set of hypotheses regarding the influence of values on feedback seeking are outlined and tested empirically using samples from Canada, China, Mexico, the Netherlands, Spain, and the United States. As predicted, results indicate that significant aspects of feedback seeking were related to personal values. The perceived cost of feedback seeking, the clarity of the feedback from others, and the use of feedback‐seeking behaviors were all linked to personal values. The study also uncovered substantial variations in feedback‐seeking behaviors across nations. The implications of these findings for research on feedback‐seeking behaviors and for feedback practices are discussed.