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Increasingly, human resource managers are recognizing the need to understand how the differences between men and women affect organizational culture and leadership. This study of 314 workers examines the influence of gender on the leadership and cultural dimensions identified in the acclaimed Global Leadership and Organizational Behavior Effectiveness (GLOBE) research program. The results show that gender is a significant predictor in two of the nine cultural dimensions—gender egalitarianism and assertiveness—and two of the six leadership dimensions—participative leadership and self‐protective leadership. These findings can help HR managers capitalize on the strengths of both male and female employees as they design policies and practices to achieve organizational objectives. © 2012 Wiley Periodicals, Inc.

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This research was designed to test the theoretical relationship among personality, implicit leadership, and transformational leadership in a setting devoid of face-to-face communication, which we entitled virtual communication. Specifically, the study was designed to link, by using the International Personality Item Pool (IPIP), traits from the 5-factor model of personality (the Big 5) to followers' perception of the leadership style of a virtual leader on the basis of Bass and Avolio's MLQ-5X (1994).A voluntary sample consisted of undergraduate and graduate students from two universities in the south Texas area (N ϭ 306). Respondents to the virtual communication rated Leader 1's communication, which used previously identified transformational language (Salter, Carmody-Bubb, Duncan, & Green, 2007), as significantly more transformational than Leader 2's communication, using words not associated with transformational leaders. Participants who scored high in the Big 5 personality traits of agreeableness, openness to experience, conscientiousness, and extraversion rated the leader as more transformational while those high in neuroticism rated the leader as less transformational.

This study examined leadership style as a predictor of career readiness among a sample of (N = 281) students from two early college high schools from the Rio Grande Valley in South Texas. Participants included 165 females and 116 males ranging from 14 to 19 years of age and 96.8% identified as Hispanic. Participants provided demographic information and reported their own leadership style using the Multifactor Leadership Questionnaire (MLQ 5x) as well as their career readiness using the Employability Skills Inventory (ESI). Additionally, pre-existing district Texas Success Initiative (TSI) data was used to identify college readiness in Reading, Writing, and Math.The results indicated that college readiness, dual enrollment, year in school and gender predicted some of the dimensions of career readiness, but leadership style emerged as a significant predictor of all eight dimensions of career readiness. K E Y W O R D Scareer readiness, leadership style, transformational leadership Because of the rapidly changing technology and advances in communication that have transformed the world into a global community, today's workplace environment requires highly skilled and prepared workers. Many organizations consider the career readiness of their newly hired employees as key components to success. For employers accepting entry-level workers, many of whom may have just completed high school or college, the need to ensure that these future employees are equipped with specific competencies remains critical. These young people entering the workplace must not only show mastery of core academic skills such as reading, writing, and mathematics, but must also be ready to work in teams, dominate various technologies, solve problems, think critically, and possess self-management skills.Numerous individuals, groups, and organizations have worked with industry leaders to identify employability skills that prove critical to employee success. In 1990, the United States Department of Labor organized a committee initiated by the former Secretary of Labor, Lynn Martin, to conduct a comprehensive study on how well schools were preparing young people for the workforce. This was the first time that businesses were given a platform to communicate to educators what students needed to know to be successful in the workplace (Alston, Cromartie, Wakefield, & 476