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The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.

Challenging, novel, and educational experiences are critical contributors to effective leader and follower development, in part, because such developmental experiences enable people to reconceptualize their perceptions about the traits and characteristics of effective leaders, or their implicit leadership theory (ILT). To understand how ILTs develop throughout developmental experiences, we examine the ILTs of 276 undergraduate students at the beginning and end of their first year of college. Using an open-ended ILT response format, a unique ILT trait of integrity emerged along with the dominant ILT traits of sensitivity, charisma, and dedication identified in previous literature. Overcoming limitations of the factor-based ILT approach, we investigate the development of ILT constellations, allowing a holistic picture of ILTs and how they throughout a developmental experience. Based on cluster analyses, four constellations of ILT themes emerged. Participants shifted to different ILT constellations after a year in college, moving from a non-descript, varied constellation toward constellations with clearly defined, dominant themes. Exploratory analysis revealed that completion of leadership coursework partially explains the shift towards more descript ILT constellations. Results have implications for new methods of future research using the ILTs constellation perspective and the practice of undergraduate leadership education in facilitating leader development among college students.

The purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills.

The paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers.

The paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda.

Suggestions for the measurement and development of emotional and social skills for leaders and managers are offered.

The work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a research agenda and advances thinking of the role of developable emotional and social skills for managers.

The number of women choosing entrepreneurship as an occupation continues to grow. However, there are very few start‐up high‐growth ventures in traditionally non‐feminine industries, such as manufacturing or technology. The purpose of this paper is to draw attention to the potential impact of implicit and explicit gender stereotypes on women's high‐growth entrepreneurial intention, and to examine the role of entrepreneurial self‐efficacy in this process. The authors aim to argue that there is a dual stereotype associated with high‐growth entrepreneurship (HGE), which negatively impacts on women's intention and self‐efficacy, thereby limiting their behavior in this arena.

This is a conceptual paper. Through the lens of stereotype activation theory the authors call for researchers to begin examining these phenomena and to utilize more generalizable samples of entrepreneurial students in future research.

The paper finds that by decreasing the masculine stereotype‐related barriers associated with HGE and increasing women's HGE self‐efficacy it should be possible to increase women's intention to engage in high‐growth venture creation.

The paper has valuable implications for entrepreneurship educators and trainers.

The paper offers specific and practical suggestions on how entrepreneurship educators and trainers can build women's entrepreneurial self‐efficacy.

In this paper, the authors bring together prior theory and research on entrepreneurship, gender stereotyping and social cognitive theory to provide a research agenda on the relationship between stereotype threat, entrepreneurial self‐efficacy and high‐growth entrepreneurial intention.

The current study evaluated (1) characteristics of the community leadership development program associated with successful participant recruitment, (2) active ingredients that promoted fellow engagement and program completion and (3) how the program addressed blackness and racism.

Individual interviews were conducted with a representative subset of former program fellows.

Results indicated that offering training in small cohorts and matching fellows with individual mentors promoted program interest. Program strengths and unique ingredients included that the program was primarily led by people from the Black community, program malleability, and that the program was a partnership between fellows and leadership. Additionally, the program was responsive to fellows’ needs such as by adding a self-care component. Fellows also noted dedicated space and time to discuss race and racism. Results offer a unique theoretical perspective to guide leadership development away from the uniform or standardized approach and toward one that fosters diversity and equity in leadership.

Altogether, this work demonstrates how leadership development programs can be participant-informed and adapted to participants’ social and cultural needs.

This paper uses conservation of resources theory to compare the impact of supervisor-employee relationships and the extent to which emotional contagion (EC) moderates the links between psychological capital (PsyCap) and well-being for United States (US) healthcare workers.

In this study structural equation modeling (SEM) and analysis of variances (ANOVAs) were used to test survey data collected at two points in time from 240 US doctors, nurses and allied health professionals.

The findings provide insight into why healthcare professionals, who undertake emotional labor, have a higher incidence of lower well-being and increased burnout rates compared with other jobs, except for emergency workers. The findings show that the relationship between PsyCap and well-being was different for low and high EC employees. The impact of PsyCap on well-being was greater for those with lower EC, and this means that those employees who have high EC have a greater risk of reduced well-being.

Traditional bureaucratic rationalist management models are inappropriate for managing those who have high EC and/or undertake emotional labor. Instead, new human resource (HR) models are needed that focus on employee well-being, and in providing greater organizational support and upskilling employees in how to cope with their emotions and to build their own reservoirs of personal support.

As a way of addressing how best turnover intention among service employees can be reduced through workplace fun, this study aims to examine how psychological capital (PsyCap) and work engagement, respectively, moderates and mediates the relationship between workplace fun and turnover intention in a moderated mediation.

Using cross-sectional quantitative design, data were collected by means of questionnaires and convenience sampling. The hypotheses were tested with 482 service employees from the hospitality industry in Ghana using PROCESS macro.

The findings depict that work engagement mediates the relationship between workplace fun and turnover intention among service employees. Also, PsyCap moderates the workplace fun–engagement relationship, in addition to the workplace fun–work engagement–turnover intention relationship. Specifically, both relationships are stronger for employees with high PsyCap.

The authors would like to conclude that as frontline employees are usually subjected to stressful conditions, monotonous working environments and emotional labor, which affect the quitting intention, incorporating fun into the workplace will strategically help frontline employees to be engaged in their work and reduce their intentions to quit.

With a focus on a developing economy, this work is novel in exploring possible factors that may help increase work engagement and reduce turnover intention among service employees.

The purpose of this study is to examine the role of psychological capital (PsyCap) among employees in the higher education (HE) sector. Specifically, the aim of this paper is threefold. First, this study explores the effect of psychological empowerment (PsyEmp) and the two organizational culture factors of clan and market on PsyCap. Second, the study also examines the relationships between PsyEmp, PsyCap and individual innovative behavior (IIB). Third, this paper examines the mediating role of PsyCap on IIB and PsyEmp.

A conceptual model was developed and tested on 250 university employees in Norway. Partial least squares structural equation modeling was used to analyze the data.

The analysis shows that both PsyCap and PsyEmp have a direct positive relationship with IIB. The results also reveal that PsyEmp, clan culture and market culture are all positively and significantly linked to PsyCap. The relationship between IIB and PsyEmp is also mediated by PsyCap.

This study extends the knowledge of PsyCap in the context of the HE sector. For managers, the study highlights the importance of investing in and managing employees’ PsyCap. In addition, although perceived PsyEmp at work can strengthen the level of IIB among employees, employees’ PsyCap can be much more influential. Furthermore, the study contributes new knowledge regarding the symbiotic nature of various organizational culture types and the benefits of having both a clan culture and a market culture in enhancing organizational capabilities.