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Whereas overt forms of discrimination against women at work have decreased over time with the passage of formal antidiscrimination laws, implicit biases against women still plague organizations. To understand how implicit biases may appear in the workplace today, we examined how dissimilar outcomes may emerge for men and women leaders when their self-ratings differ from others' (e.g., subordinates, peers) ratings. Drawing upon role congruity theory of prejudice toward female leaders and the status incongruity hypothesis, we theorized and found that women who overrated their leadership behaviors received lower performance ratings and higher perceived risk of derailment scores from their supervisors than did women who underrated their leadership behaviors. Men, however, experienced fewer negative consequences (than women) when they overrated. Given these findings, especially in light of discovering that most self–other agreement (SOA) research does not explicitly address gender as a main variable of interest, we question some of the field's previous findings. We discuss the implications of our results for both practice and research regarding how SOA plays a role in the development of one's career, highlighting the potential importance of implicit gender biases. [ABSTRACT FROM AUTHOR]

A major challenge to MBA education is to develop the ability to use management knowledge. Entering and graduating data from six full-time and three part-time cohorts taking an MBA program designed to develop these competencies is analyzed and compared to baseline data on two full-time and two part-time cohorts. Results show that cognitive and emotional intelligence competencies can be developed in MBA students, but not with a typical MBA curriculum. [ABSTRACT FROM AUTHOR]

Bracken, Rose, and Church (2016) call for less self- versus other research. They say that self-ratings versus non-self-ratings research (often referred to as self–other agreement research, or SOA) is not particularly helpful and that self-ratings’ primary purpose is to serve as a “reflection point for individuals receiving feedback” (Bracken, Rose, & Church, p. 785). It is true that SOA research has played a dominant role with 360° feedback for many years (for a review, see Fleenor, Smither, Atwater, Braddy, & Sturm, 2010), but the value we can draw from the self through 360° feedback remains terrain largely unexplored. [ABSTRACT FROM PUBLISHER]

This inductive study explores how former business owner chief executive officers (CEOs) experience sense of self during voluntary separation and transition from their company. Our inquiry engaged 16 CEOs who ran companies ranging in size from 15 to 500 employees as they detailed their stories of walking away from roles as owner CEOs. We developed a coding scheme to analyze themes manifested in the narratives. We also analyzed the former CEOs' narratives using a stage and valence model depicting both the continuum of the separation experience and the characterization of each stage as a positive or negative state of being. The diverse yet synchronous stories resulted in three implications for current owner CEOs, professionals who advise CEOs, and future research on CEOs' careers. First, the CEOs often failed to allocate sufficient time and effort to prepare for an identity shift following the sale of their company or transition into retirement. Second, the CEOs experienced a diminished sense of self and dissatisfaction with the exit event. Third, the majority of the CEOs demonstrated an ability to work through the adverse and unanticipated states of being into a positive sense of self. [ABSTRACT FROM AUTHOR]

Personal and shared vision have a long history in management and organizational practices yet only recently have we begun to build a systematic body of empirical knowledge about the role of personal and shared vision in organizations. As the introductory paper for this special topic in Frontiers in Psychology, we present a theoretical argument as to the existence and critical role of two states in which a person, dyad, team, or organization may find themselves when engaging in the creation of a personal or shared vision: the positive emotional attractor (PEA) and the negative emotional attractor (NEA). These two primary states are strange attractors, each characterized by three dimensions: (1) positive versus negative emotional arousal; (2) endocrine arousal of the parasympathetic nervous system versus sympathetic nervous system; and (3) neurological activation of the default mode network versus the task positive network. We argue that arousing the PEA is critical when creating or affirming a personal vision (i.e., sense of one's purpose and ideal self). We begin our paper by reviewing the underpinnings of our PEA--NEA theory, briefly review each of the papers in this special issue, and conclude by discussing the practical implications of the theory. [ABSTRACT FROM AUTHOR]

As organizational leaders worry about the appalling low percentage of people who feel engaged in their work, academics are trying to understand what causes an increase in engagement. We collected survey data from 231 team members from two organizations. We examined the impact of team member's emotional intelligence (EI) and their perception of shared personal vision, shared positive mood, and perceived organizational support (POS) on the member's degree of organizational engagement. We found shared vision, shared mood, and POS have a direct, positive association with engagement. In addition, shared vision and POS interact with EI to positively influence engagement. Besides highlighting the importance of shared personal vision, positive mood, and POS, our study contributes to the emergent understanding of EI by revealing EI's amplifying effect on shared vision and POS in relation to engagement.We conclude by discussing the research and practical implications of this study. [ABSTRACT FROM AUTHOR]

Management schools must be prepared to aid leaders and managers to succeed in uncertain environments. We offer two approaches, each designed for critical thinking skill development, to teach graduate management students about leading in and through potential disruption to organizational life. First, we present a personalized case method that relies on a critical incident approach to examine crises students personally experienced at work. We provide a description of the student assignment and a process for student analysis. Second, we present a group project involving a poster session in which students collaboratively work on complex crisis leadership challenges and present their analysis to their peers. We describe how these two approaches develop the critical skills effective crisis leaders possess. [ABSTRACT FROM PUBLISHER]

Self-awareness represents an important aspect of leadership. However, past research on leader self-awareness has focused on one component of self-awareness, self versus others' ratings, leaving the second component, the ability to anticipate the views of others, largely neglected. We examined this second component of self-awareness by focusing on women leaders who have been found to under-predict how others rate them. In two studies, we measured how women leaders anticipate the views of their bosses in regard to their leadership. In Study 1, 194 leaders rated their leadership, were rated by their bosses, and then predicted how their bosses rated their leadership. While we found that women under-predict their boss ratings compared with men, we did not find that boss gender or feedback played a role in this under-prediction. In Study 2, 76 female leaders identified (via open-ended questions) possible reasons and consequences of under-prediction for women in organizations. Results from Study 2 reveal the following: (1) the reasons for women's under-prediction include a lack of self-confidence, differences in feedback needs, learned gender roles, and self-sexism; and (2) the perceived consequences of under-prediction are negative for both women and the organization. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

It has become common practice for management students to participate in some sort of self-assessment or multisource feedback assessment (MSF; also called 360-degree assessment or multirater assessment) during their management degree program. These assessments provide students invaluable feedback about themselves and assist students in their personal and professional development. This article draws on a conceptualization of the self as multifaceted to examine the benefits and limitations of self-assessment and MSF. Specifically, although an aid to students’ learning, self-assessment tools predominantly treat the self as an individual self, thereby ignoring the relational and collective aspects of the self. Moreover, self-assessments that people make tend to be inflated, unreliable, and biased. MSF improves on self-assessment by including others’ assessment of the self; however, it also possesses three limitations in its current treatment: MSF (a) conceptualizes the self as an individual self, (b) ignores the importance of context, and (c) relies primarily on a self-other rating agreement. These limitations are explored, and remedies are offered to better account for the multifaceted nature of the self. [ABSTRACT FROM AUTHOR]

Data were collected from leaders who rated their interpersonal competencies, were rated by their direct reports on the same competencies, and then were asked to predict as accurately as possible how their direct reports rated them. Leader self-awareness was examined by analyzing self-other ratings and prediction-other ratings with a supervisor-rated measure of leader effectiveness. Results showed that prediction-other ratings explained a greater percentage of the variance in leader effectiveness than did self-other ratings. These results suggest that prediction-other rating comparison may be a viable additional way to measure self-awareness in organizational settings and may avoid some of the disadvantages when only using self-ratings or self-other ratings. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to determine the influence of emotional and social competence (ESC) on job performance by considering self-ratings and the ratings of others (supervisor, peer and subordinate) using a multisource feedback assessment of ESC. Design/methodology/approach – The authors utilized the 2004-2006 performance evaluations of 36 staff members of the Ilo Copper Refinery, owned by the Southern Peru Corporation. To assess ESC, the Emotional Competence Inventory (ECI 2.0) was administered to the Ilo staff. Findings – The study reinforces the importance of ESC to workplace performance and provides evidence of ESC's positive influence. The results reveal that 70 percent of the variance of working performance is explained linearly by the total average of ESC, with four significant competencies – self-confidence, achievement orientation, optimism, and teamwork & collaboration – accounting for 63 percent of the variance. Research limitations/implications – As an initial study in Peru, the authors had a small sample size. There is limited independence in the performance evaluations because the evaluators of performance were repeated in several cases. Job performance ratings were based on the following computerized objective assessment: use of abilities, work organization planning, interpersonal relations, results, initiative, aptitude to the work, and creativity. Originality/value – The paper is aimed at improving understanding of the links between ESC and performance. It is the first study the authors are aware of to examine these relationships in a Peruvian organization. The approach used in this study contributes to and provides evidence of the importance of emotional competence in the workplace. [ABSTRACT FROM AUTHOR]

Multisource Feedback Assessment (MSF or 360-degree feedback) used for employee development has become ubiquitous in many organizations. From an organization development (OD) perspective, this article presents a conceptual model to explain reactions to MSF in feedback recipients. In the ideal mode, MSF recipients react to MSF data with open-mindedness, a strong willingness to evaluate self-perceptions by learning from others’ perspectives. In the converse mode of defensiveness, MSF recipients are likely to be closed to and dismissive of others’ perspectives. The usefulness of the model for testing alternative MSF approaches is illustrated through a discussion of two MSF techniques: the Self–Other Comparison (SOC) approach and the Predicted–Other Comparison (POC) approach. Approaches that foster a mode of open-mindedness over defensiveness are more likely to produce the intended learning benefits. [ABSTRACT FROM PUBLISHER]

This article aims to extend the current treatment of what constitutes leader self-awareness. Discussion of self-awareness in organizations and leadership research here focused on one component of self-awareness; awareness of individual self-resources. Drawing on Objective Self-Awareness Theory (OSA theory, Duval & Wicklund, 1972), this paper explores a neglected second component of self-awareness: the ability to anticipate the views of others. Leaders gain awareness of their influence on others through impulses to self-focus, which leads to self-evaluation against extrinsic standards, and insight regarding leader influence. Research and practical implications of the second component of self-awareness are discussed. [ABSTRACT FROM AUTHOR]

Purpose — The purpose of this paper is to explore the role of the real self in intentional change. Design/methodology/approach — Social science theory and research are used to respond to four primary questions: what is the real self, why is the real self essential to intentional change, how does one access the real self, and what are the challenges to accessing the real self with respect to intentional change? Findings — The implications of this paper suggest scholars and practitioners should revisit the assumptions made in employee and leadership competency development efforts by seeking to draw upon a more comprehensive self of the individual being developed. Implications for further research show the need for a new direction in multisource feedback assessment research and use and empirical studies that understand the real self in relation to the other components of intentional change theory (ICT). Practical implications — Implications for practice reveal a need to rethink how executive coaches and human resource professionals approach management and leadership development by expanding the view of the self. Originality/value — This paper helps researchers and practitioners better understand what the real self's importance is to intentional change theory and discusses the obstacles and benefits of accessing the real self. [ABSTRACT FROM AUTHOR]