As organizations are challenged to global leadership competence and to manage increasing diversity, it is critical to select and develop effective cross-cultural leaders. Technical competence and organizational experience are inadequate criteria; among the most crucial leadership characteristics are relationship competence and openness to new perspectives. These are difficult to train or develop in leaders because they derive from personal relationship tendencies called attachment styles, based on relatively enduring assumptions about self and others. Attachment styles affect work relationships and, thus, cross-cultural leadership effectiveness, and need to be considered by managers and their organizations in leadership selection and development programs.

This paper explores how gender and organizational level interact to influence ratings of leadership and work satisfaction, and argues that transformational leadership permits women to simultaneously carry out leadership and gender roles. Findings of a study of the management team of a large US social services agency confirmed predicted similarities in male and female managers' transformational leadership and work satisfaction. Top managers of both sexes saw themselves as more transformational leaders, while their raters perceived them as less transformational than average for the sample. Those who were younger and at lower managerial levels were more likely to underrate themselves as leaders, while their raters viewed them as higher than average in transformational leadership. The results are discussed in terms of how organizational status, experiences and feedback processes influence individuals' leadership perceptions and the potential obstacles to women's accurate assessment of their leadership abilities.

Study aims were (a) to compare the characteristics of the ego development stages as revealed by incomplete sentences and personality inventory scales; and (b) to ascertain how well a structured inventory can estimate ego development &s assessed by Loevinger's Sentence Completion Test (SCT). Ss were 423 girls and 225 boys from five high schools, who were administered the Interpersonal Style Inventory (HI) and the SCT. The ego development groups to which the boys and girls were allocated on the basis of the SCT scores were compared by means of discriminant function analysis. The 27 self-report scores from the IS1 and a supplementary form were used &s predictors. The analyses revealed two dimensions of difference for the girls and one for the boys. The first dimension, defined primarily by level of socialization, was essentially the same for girls and boys. The second dimension for girls involved degree of rule-boundness.

To determine the higher order factors defined by scales of the Interpersonal Style Inventory (ISI), data from two male samples and from one female sample were separately analyzed. Intercorrelations of 14 of the scales were analyzed by the method of principal axes. The five rotated factors established were highly similar across samples. They were interpreted as Socialized vs. Unsocialized, Interpersonally Involved vs. Withdrawn, Autonomous vs. Conforming, Controlled vs. Spontaneous, and Stable vs. Anxious. The findings are compared to constructs established in the PRF and 16 PF.

Tested three hypotheses with regard to the differences among four sex-role types. Ss were 423 girls and 225 boys in five private high schools in grades 9 to 12. Each volunteer S completed the Berm Sex Role Inventory, the Interpersonal Style Inventory, and Loevinger's Sentence Completion Test. Ss were categorized or typed as Masculine, Feminine, Androgynous and Undifferentiated on the basis of their masculine and feminine BSRI scores. A discriminant function was applied to compare the groups with respect to the ISI scores. The first dimension of difference for both sexes was defined by the Masculine typed group and the second dimension by the Feminine typed group. The Androgynous typed group scored high on both axes, while the Undifferentiated scored low on both axes. The Masculine typed group was most directive, achieving, and independent. The Feminine group was highest on nurturance, tolerance and sensitivity. The Androgynous members were balanced with respect to the above characteristics. Comparison of the groups, separated by sex, as to ego development score, indicated that the male undifferentiated were significantly lower.