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In order to determine the usefulness of multi‐source rating in different types of organizations, this study explored differences among organization types in four areas: leniency, interrater agreement, relationships between these ratings and effectiveness, and the relationship between agreement and effectiveness. Used self, subordinate, peer, and supervisor ratings for 1,080 target managers in six types of organizations: education, military, government, manufacturing, finance, and health. Interrater agreement was measured in three ways: an index of variance, a point‐difference categorization method, and categories of self‐other agreement. Results indicated that a leniency bias was present in educational institutions, after controlling for demographic characteristics. Interrater agreement was lowest in government agencies and highest in education and manufacturing organizations. In private sector organizations, more poor‐performing managers tended to over‐estimate their performance relative to the perceptions of others. Interrater agreement was positively related to effectiveness especially in education and finance organizations. Results suggest that multi‐source feedback may work differently in different types of organizations, and such differences may need to be taken into account by researchers, practitioners, and feedback recipients.

The purpose of this paper is to examine the relative importance of four managerial skill dimensions (technical skill, administrative skill, human skill, and citizenship behavior) for predicting managerial effectiveness. In addition, it aims to explore whether the relative importance of these skill dimensions varies as a function of gender or organizational level.

Participants were 733 managers enrolled in a nationally recognized leadership development program. Ratings of managerial skill were obtained from peers using a well‐validated 360‐degree assessment instrument, while manager effectiveness ratings were provided by supervisors. Moderated multiple regression and relative weight analysis were used to test the study's hypotheses.

Using ratings provided by multiple sources, these results show that all four of the managerial skill dimensions were significantly important predictors of manager effectiveness. Human skills were significantly more important than technical skill and citizenship behavior, while administrative skills were most important overall. Gender was not a significant moderator of the skill‐effectiveness relationship, but organizational level was.

Individuals tasked with selecting, developing, or placing managers should take all four skill dimensions into account. Moreover, special consideration should be given to administrative skill, and this emphasis should increase for managers higher up in the organizational hierarchy.

Although prior research has speculated about the importance of different managerial skills, this study is the first to provide empirical support for this skill typology in predicting actual managerial effectiveness using appropriate statistical analyses for examining the relative importance of these skill dimensions.

Recent investigations on multi‐source feedback have focused on rating congruence. The extent to which self ratings are in agreement with the ratings of others has been linked to various individual outcomes such as derailment, likelihood of promotion and overall managerial effectiveness. This study takes this line of investigation one step further and investigates possible determinants of rating congruence. Using a series of regression analyses, various demographic and personality variables are shown to predict the extent to which self ratings converge with the ratings of supervisors, peers, and subordinates. Moreover, some of these predictors were found to be specific to congruence within specific rating dyads (e.g. self‐supervisor). The implications of these findings are discussed.

The theoretical and practical criticality of self‐talk for leader success receives extensive multidisciplinary discussion, without a great deal of empirical research given the challenge of assessing actual self‐talk. The purpose of this paper is to advance research and theory on self‐leadership by examining leader self‐talk and its relationship to effectiveness and strain.

In total, 189 senior executives' self‐addressed, future‐oriented letters were collected. The executives wrote these letters to themselves for their own personal development; thus, the language used represented a form of naturally occurring self‐talk. Two types of self‐talk were coded: constructive and dysfunctional. Supervisor and direct report ratings of leadership of others and creativity and self‐ratings of job strain were collected.

Extensive variability among leaders in constructive self‐talk was found. Exemplars of constructive and dysfunctional self‐talk are presented. Constructive self‐talk positively related to effective leadership of others and creativity/originality as evaluated by subordinates and superiors and was negatively related to job strain. Dysfunctional self‐talk related negatively to creativity/originality.

In addition to illustrating the types of self‐talk used by leaders, research is extended by providing some of the first empirical evidence of how leaders' free‐flowing thoughts are related to their effectiveness and their overall well‐being, lending direct support to a principal proposition from the self‐leadership framework.

For many of the current leadership theories, models, and approaches, the answer to the question posed in the title, “Is leadership more than ‘I like my boss’?,” is “no,” as there appears to be a hierarchy of leadership concepts with Liking of the leader as the primary dimension or general factor foundation. There are then secondary dimensions or specific sub-factors of liking of Relationship Leadership and Task Leadership; and subsequently, tertiary dimensions or actual sub-sub-factors that comprise the numerous leadership views as well as their operationalizations (e.g., via surveys). There are, however, some leadership views that go beyond simply liking of the leader and liking of relationship leadership and task leadership. For these, which involve explicit levels of analysis formulations, often beyond the leader, or are multi-level in nature, the answer to the title question is “yes.” We clarify and discuss these various “no” and “yes” leadership views and implications of our work for future research and personnel and human resources management practice.

Self-report questionnaires are the predominant method used in human resource management (HRM) research to assess employees’ work-related psychological constructs (e.g., processes, states, and attributes). However, this method is associated with significant shortcomings, including the introduction of self-serving bias and common method variance when used exclusively. In this chapter, the authors challenge the assumption that individuals themselves are the only accurate source of the self-focused information collected in HRM research. Instead, the authors propose that other-ratings – ratings of a target individual that are provided by a workplace observer, such as a coworker, supervisor, or subordinate – can accurately assess commonly measured work-related psychological constructs. The authors begin by explaining the advantages of other-ratings for HRM research and practice, reviewing the history of other-ratings and how they emerged in the personality and person-perception literature, and outlining how they have been used in HRM research to date. Then, the authors build upon Funder’s (1995) realistic accuracy model to develop a theoretical argument detailing why workplace others should be able to accurately judge how another employee thinks and feels about work. Next, the authors highlight existing evidence in the literature on the accuracy of other-ratings and present the results of a preliminary meta-analysis on the ability of other-ratings to predict self-ratings of work-related psychological constructs. Finally, the authors discuss potential moderators of other-rating accuracy and reflect on a number of practical considerations for researchers looking to use other-ratings in their own work. The authors intend for this chapter to meaningfully contribute to the larger conversation on HRM research methods. Other-ratings are a simple, yet powerful, addition to the methodological toolkit of HRM researchers that can increase flexibility in research design and improve the overall quality of research.

Benchmark surveys regarding talent management assessment practices and interventions of choice for organization development (OD) practitioners have shown 360-degree feedback to be a popular tool for both development and decision-making in the field today. Although much has been written about implementing 360-degree feedback since its inception in the 1990s, few longitudinal case examples exist where interventions have been applied and their impact measured successfully. This chapter closes the gap by providing research findings and key learnings from five different implementation strategies for enhancing 360-degree feedback in a large multi-national organization. Recommendations and implications for future research are discussed.

This chapter investigates the role of authentic leadership in international entrepreneurship. The authors examine how the four pillars of authentic leadership – self-awareness, relational transparency, internalised moral perspective and balanced processing of information – can promote effective collaboration for cross-border social value creation in entrepreneurial ventures. Questions that the authors address are: How do we define ‘international’ entrepreneurship from the perspective of authentic leadership? Are new or different leadership qualities required for the ‘international’ dimension? What are international leadership values or/and qualities and how does the international context change what competencies are needed? The authors call for research to examine how leadership can be depersonalised and become collective rather than an individual trait.

Two major trends have shaped the international business field over the past decade: globalization and the quest for responsible leadership. Yet, what are the qualities that predispose business leaders to act responsibly in an increasingly complex, interlinked world, and thus to meet new social, environmental, and political responsibilities? How can organizations develop these qualities in their current and future leaders? In this chapter, we provide tentative answers to both questions by fleshing out some of the qualities global leaders need to succeed in a connected world and by comparing three innovative executive development programs that use international service learning assignments as a way to instill these qualities in their executives. These programs are PricewaterhouseCoopers’ Ulysses Program, Pfizer’s Global Health Fellows Program, and IBM’s Corporate Service Corps.