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This study compares multi-rater leadership evaluations of 1,748 executives in 10 national clusters to determine whether leaders in the East and West display different global leadership behavioral patterns. Data were collected via the Global Executive Leadership Inventory (GELI), which measures 12 dimensions of global leadership behaviors. The 360-degree GELI also provided feedback data from the executives’ 13,166 superiors, peers, and subordinates. Based on multilevel modeling analysis of self-ratings and observer ratings, findings indicated that the executives generally display similar patterns of global leadership behavior, but there are significant cultural differences on some leadership dimensions.

How generalizable are 360-degree feedback instruments in different cultures? Research investigating the validity and utility of these instruments across the globe is scarce, yet, extraordinarily important. This chapter investigates the utility of a 360-degree feedback instrument across the globe, as well as how different raters from various cultures perceive leaders.

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.

We examine how Emotional and Social Competence (ESC) data measures how well a leader positively attracts or repels others. It is believed that leaders with high emotional and social competence are more skilled at building positive interpersonal relationships with their employees and translates to increased employee engagement.

Individuals denoted as leaders in their respective organizations took a 66-question self-reported survey (ESC) that measured their current emotional and social competency levels. Direct reports of these leaders took a 62-question self-reported assessment that measured constructs of employee engagement. The leaders then commenced participation in a program (PDT) that focused on building their emotional and social competency levels. After completing the program (PDT) both the leaders and their direct reports retook their respective surveys and the scores were compared to the pre-program (PDT) results.

Results indicate that ESC scores increased by 8.21%, with a similar increase in employee engagement of 5.62%. Another key finding was how quickly the group bonded during the first two meetings.

As corporations move from a hierarchical to a self-managed team organizational structure, this program provides an evidence-based model of how to increase the ESC scores of leaders, leading to an increase in employee engagement and retention. The process-designed methodology incorporates a “use inspired” research framework, offering applications to study the impact of a leader’s emotional social competence on employees feeling a higher sense of membership, empowerment, and purpose.

This chapter describes two leadership programs at Ford aimed at cultivating present and future global leaders. The first is the Global Leadership Summit, which includes participants from among the company’s top 200 employees at the next level below the CEO and his direct reports. The second is the Compass Program designed to accelerate the development of future leaders in fast-growth markets.

Both programs share common objectives such as building networks across regions and functions, cultivating global leadership capabilities, and direct engagement with the business and with company leaders. Qualitative and quantitative research indicate that the ability to exert influence within a complex global matrix organization is a distinctive requirement for effective global leadership; the programs focus in particular on the key skill of influencing others without direct authority in order to achieve business objectives across regions and functions.

The Global Leadership Summit and the Compass Program – each in a way that is appropriate to the level of participants – incorporate 10 global leadership behaviors that build toward Influence Across Boundaries and the related skill of creating Third Way Solutions. The programs are outlined in detail not only through the lens of program design but also through experiences and anecdotes shared by participants who are given practical opportunities to reflect upon, experiment with, and apply behaviors that are characteristic of successful global leaders.

Although learning is a widely recognized method for building individual skills and capabilities, its impact is often minimized in large-scale organizational change efforts in favor of more visible OD- and HR-related interventions. When conceptualized and applied systemically, however, learning itself can be a critical enabler and even a primary driver of organizational culture change. This chapter focuses on the role that a holistic learning agenda can play in a large-scale organizational change effort using insight developed from an applied case study in a large multinational organization.

The Affordable Care Act is transforming health care practice nationwide through emphasis on population health and prevention. Health care organizations are increasingly required to address population health needs. However, they may be ill equipped to answer that call.

This study identified ways that health care organizations might better integrate public and population health efforts to better respond to this new emphasis on population health. Employing semi-structured key informant interviews, barriers to and facilitators of integration were explored and implications for health care and public health leaders were developed.

Participants (n = 17) – including senior hospital executives, group practice administrators, and health department officials – identified strategies for health care and public health leaders to more effectively integrate in order to achieve better performance and population health gains. These strategies and their implications are discussed.

The results of this study provide important value to health care administrators leading efforts to integrate population and public health.

The application of positive psychology to the context of work has attracted enormous interest within both academic and practitioner domains over the past decade (e.g., Keyes & Haidt, 2003; Linley, Harrington, & Garcea, 2010; Luthans, 2002). From a practitioner perspective, there has been a proliferation of organizational development, human resource, talent management, leadership development, team development and coaching programs, initiatives, and interventions that have positive psychological principles at their core. The Gallup organization, for instance, has administered the Clifton Strengths Finder in thousands of organizations across the globe, aiming to help people learn about and build upon their talents and strengths to enhance all facets of their working experience (see Clifton & Harter, 2003).

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.

This chapter provides a review and extension of research pertaining to the respective roles of leaders, managers, and human resource management (HRM) practices on employee reactions to organizational change. Particular focus is given to the differential effects of these factors on employee commitment and resistance to change. A review of organizational change research between 2001 and 2011 revealed these outcomes to be two of the most commonly studied and consequential employee reactions to change. The review also demonstrates that research lacks precision in the treatment (conceptualization and measurement) of these constructs. For instance, sometimes the leadership and management of change are clearly differentiated, other times equated, and yet other times blurred. Arguments are presented that encourage researchers to refine theory and tests of leading and managing change, as well as their respective implications for change-related HRM. A specific case is made for the academic and practical utility of theory and practice that explicitly integrates leadership and management roles and responsibilities. Doing so will more closely align with and capture the inherent complexity of organizational change and employees’ experience. The intent is to urge both scholars and practitioners of change to adopt broader, yet more precise and practical, perspectives on how to influence employee reactions and change outcomes. To this end, special attention is paid to roles of leaders, managers, and HRM practices.