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Many global organizations have identified limited availability of global talent as the primary limitation to their growth in key markets. At the same time, there is growing resistance to standard outsourcing arrangements among high-potential individuals, in locations such as India, who are no longer content serving as low-cost talent to perform narrowly circumscribed tasks that are “thrown over the wall” to them via e-mail. Rather than being second-class corporate citizens, these employees are looking for opportunities to rise into broader management and leadership roles, and are willing to move to a different employer if such possibilities for career growth are unavailable in their current workplace. They aspire to career paths that may include end-to-end responsibility for projects, including direct interface with internal or external customers, and comprehensive ownership of project scoping, implementation, and results. Organizations seeking to fully leverage their global talent must build skill sets among their employees that can enable them to move successfully beyond traditional outsourcing arrangements. Employees who have previously been in outsourcing roles often need to acquire capabilities such as executive presence, fluency in both micro- and macro-management practices, and leading with an agile style that adapts to different global market circumstances. Meanwhile, leaders from established markets must learn to apply a truly global perspective to tasks such as talent recruitment, performance management, and succession planning.

The field of educational leadership is very much dominated by studies of process. That is, discourses of best practice, effectiveness, efficiency, accountability, and so on, dominate the landscape. This then feeds into those working in schools in leadership positions and leadership teams coming to value style over substance. Whether a leader is working according to a particular adjectival leadership model matters little if the purpose of schooling and education is not the priority and shared. In this chapter, I argue that leaders need to have issues of social justice and equity as central to the purpose of their work, for those in disadvantaged areas and schools, and also those working in more privileged sites. Schools have unfortunately often been sites where forms of racism and social injustices have been perpetuated. A key aspect then for leaders is to work redress these practices. However, when working with large diversities in many schools, some leaders feel they are often unprepared for such challenges. In this chapter, I explore the difficulties and challenges of this kind of leadership with a particular focus on the Australian context and examine ways that leaders can think about and act in ways that recognize and acknowledge the diversity in their schools and communities, challenge their own assumptions and beliefs, and also work toward alleviating socially unjust practices.

The role of dark side personality characteristics in the workplace has received increasing attention in the organizational sciences and from leadership researchers in particular. We provide a review of this area, mapping out the key frameworks for assessing the dark side. We pay particular attention to the roles that the dark side plays in leadership processes and career dynamics, with special attention given to destructive leadership. Further, we examine the role that stress plays in the emergence of leaders and how the dark side plays into that process. We additionally provide discussion of the possible roles that leaders can play in producing stress experiences for their followers. We finally illustrate a dynamic model of the interplay of dark leadership, social relationships, and stress in managerial derailment. Throughout, we emphasize a functionalist account of these personality characteristics, placing particular focus on the motives and emotional capabilities of the individuals under discussion.