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The purpose of this paper is to clarify how human resource professionals (HRPs) in the United States (US) understand their roles in bullying situations and how they perceive others (targeted employees and senior management) understand their roles. It is important to understand these role expectations as HRPs are integral actors in bullying situations and are often evaluated negatively by those in bullying situations.

Strauss & Corbin’s grounded theory approach was used to uncover HRPs role perceptions. Narrative and respondent in-depth interviews were conducted with HRPs and revealed an evolving HR role that clashed with perceived target and senior management role expectations.

This research has revealed a theoretical model of the progressive role HRPs play in bullying situations. The authors discovered HRPs play several important roles in bullying situations and they link these roles in a temporal and situational manner. They first play the role of first, a trust listener; second, an objective, neutral third-party investigator; third, a management advisor; and fourth, a mediator/trainer/coach. Throughout this role execution they also became an emotional laborer. This model was often in contention with the HRP’s perceptions of targets and senior management expectations in bullying situations.

This research revealed a more detailed, nuanced view of the roles HRPs play in bullying situations and called existing research on US HRPs and their roles in bullying situations into question. How HRPs view their roles and role expectations is revealing of why and how they deal with allegations of bullying the way they do. This research has practical value for HR, management, targets, and organizations in general.

The intent of this cross‐national research is to study the personal and cultural characteristics of successful professional women. High‐achieving women may share certain personal characteristics, beliefs, and experiences, regardless of the countries in which they live. However, every individual is socialized within a particular national culture, and may be expected to share certain values and expectations with other members of that culture.

Over 1,100 professionally “successful women” (including high‐level managers, entrepreneurs, academics, government personnel, and professionals) and 531 undergraduate business students in nine countries – Argentina, Brazil, Canada, Chile, Mexico, the USA and the West Indies (Barbados, Jamaica, St. Vincent, and the Grenadines) completed surveys containing two sets of variables: national/cultural (collectivism/individualism, power distance, uncertainty avoidance) and personal (self‐efficacy, locus of control, need for achievement).

There were significant differences in the personal characteristics between successful women and the student comparison samples, with successful women consistently higher on self‐efficacy and need for achievement, and more internal on locus of control. There were some significant but smaller than expected differences in cultural characteristics between national samples.

This contrast of successful women living in the Americas provides new insights for managers of international companies seeking to be gender inclusive.

The purpose of this paper is to compare women's mentoring experience in nine countries within the Americas, and to explore linkages between personal characteristics, mentoring practices, mentoring functions, and consequences of being mentee.

A total of 1,146 successful women are questioned about their mentoring experiences as a mentee: 105 from Argentina, 210 from Brazil, 199 from Canada, 84 from Chile, 232 from Mexico, 126 from the USA, and 190 from three countries in the West Indies (Barbados, Jamaica, and St Vincent).

Most of the women have more than one mentor. Across all countries mentoring practices are more strongly linked to career mentoring function while the age and gender of the mentor are more strongly linked to psychosocial mentoring. Mentoring from the perspective of mentee has the same directional relationship with situational and individual variables, but the significance of those relationships vary by country. A possible cultural difference is detected between Spanish and non‐Spanish speaking countries on the issue of mentoring practice.

The fact that the paper focuses only on successful women in this paper means the findings are not necessarily generalizable to other groups of women or men. The paper is also limited because mentoring functions are constrained to two: psychosocial and career. There may be more functions that mentoring could fulfill for the mentee.

Companies' interest in fostering mentoring among their members, particularly women, should be aware that different mentoring functions are influenced by different factors. For example, formal mentoring programs appear to have a greater impact on career mentoring functions than on psychosocial mentoring functions. To support women in their careers, companies should institute formal mentoring programs; this is especially important in South American countries. Moreover, mentoring programs must be designed to be adaptive since the analyses indicated that there are significant differences by country in terms of many mentoring issues.

In the literature review, the paper finds linkages between culture, mentoring practices, characteristics of mentors and mentees, and mentoring functions, but no evidence that these linkages have been studied with a group of professionally successful women from different American countries, particularly non‐English speaking American countries.

The purpose of this paper is to examine career‐life issues of successful women in the Americas.

A total of 30 interviews were conducted with successful women in Canada, Argentina and Mexico. Themes were pulled from the interview transcripts for each country, analyzed and then compared across countries, looking at universalities and differences of experiences.

The women in all three countries conveyed more subjective measures of career success, such as contributing to society and learning in their work, with Canada and Mexico particularly emphasizing receiving recognition as a hallmark of career success.

This research provides insight into the experiences of successful women in the Americas, which can inform the career development of women in business.

This research contributes to the literature on women's careers, highlighting successful women's experiences across cultures and in an under‐researched area: Latin America.

This project aims to examine levels of career and life satisfaction among successful women in nine countries in the Americas.

A structured survey and in‐depth interviews were used, and a variety of occupations, demographics, and personality characteristics assessed – 1,146 successful women from nine countries in the USA responded the survey: 105 from Argentina, 210 from Brazil, 199 from Canada, 84 from Chile, 232 from Mexico, 126 from the USA, and 190 from three countries in the West Indies (Barbados, Jamaica, SVG).

Results show no differences in satisfaction based on occupation or country and most demographic variables investigated did not have a significant relationship with satisfaction. Age had a small, significant, relationship, with satisfaction increasing with age; married women were significantly more satisfied than single women. Higher scores on self efficacy and need for achievement, and a greater internal locus of control were all related to higher levels of satisfaction. The relationship between career satisfaction and general life satisfaction was stronger in Argentina and Chile that in the other countries.

Extends understanding of professional success and satisfaction, in terms of demographic variables and personality, as well as geographically.

This paper aims to identify the relationship between organizational learning culture, psychological contract breach, work engagement, training simulation and transfer of training, to examine the effect of transfer of training on organizational citizenship behaviour and to determine the mediating effect of transfer of training on the relationship between organizational learning culture, psychological contract breach, work engagement and training simulation with organizational citizenship behaviour. This study investigated these relationships in the context of public sector organizations in Malaysia.

The data for this study were collected by using the purposive sampling from Malaysian Civil Defence Force or Angkatan Pertahanan Awam (APM) employees who attended a disaster preparedness training programme between March to May 2015. The questionnaire was the main tool for the data gathering. The data were analysed using structural equation modelling technique using AMOS 22 version software.

The findings showed that work engagement and training simulation are the factors that influence the transfer of training, and there is a positive effect of the transfer of training on the organizational citizenship behaviour. The result also demonstrated that the transfer of training is the mediator in the relationship between work engagement, training simulation and organizational citizenship behaviour.

This study focuses on public sector areas which is Malaysia Civil Defense Force (APM). No interview session was conducted due to the time constraint in completing this study.

This study extends the existing understanding of factors that influence transfer of training and the effect of transfer of training on employees and organization. In other words, through the positive transfer of training, organizations not only attain positive returns on their training investment but also improve the performance and the work attitude of the organization’s employees.

The purpose of this paper is to analyze cross-national and cross-cultural similarities and differences in perceptions and conceptualizations of workplace bullying among human resource professionals (HRPs). Particular emphasis was given to what kind of behaviors are considered as bullying in different countries and what criteria interviewees use to decide whether a particular behavior is bullying or not.

HRPs in 13 different countries/regions (n=199), spanning all continents and all GLOBE cultural clusters (House et al., 2004), were interviewed and a qualitative content analysis was carried out.

Whereas interviewees across the different countries largely saw personal harassment and physical intimidation as bullying, work-related negative acts and social exclusion were construed very differently in the different countries. Repetition, negative effects on the target, intention to harm, and lack of a business case were decision criteria typically used by interviewees across the globe – other criteria varied by country.

The results help HRPs working in multinational organizations understand different perceptions of negative acts.

The findings point to the importance of cultural factors, such as power distance and performance orientation, and other contextual factors, such as economy and legislation for understanding varying conceptualizations of bullying.

During a good chase, galloping 35 miles an hour over fences and walls and rapidly changing terrain, globe‐trotting chairman and CEO J. Patrick Michaels pursues his sport as intensely as he runs Communications Equity Associates.