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A key assumption of effective international human resource management (IHRM) is that global leaders influence and serve as role models for their followers, regardless of the inherent distance (physical and frequency of interaction) between them in today's global context or the quality of the relationship. Although considerable attention has been devoted to cultural differences between global leaders and their diverse followers and teams, this study investigates the impact that distance and quality of the relationship has on a sample of a Fortune 100 multinational firm's global leaders' level of positive psychological capital (PsyCap) contagion effect on their followers located around the world. The results indicated such contagion at a distance existed, but the quality of the relationship did mediate this effect. Moreover, the potential undesirable effects of distance seemed to be buffered by the global leaders' PsyCap. The potential limitations, needed future research and practical implications for IHRM conclude the article.

Research Findings Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.