Leadership intelligence competencies and global organizational performance

Quantitative Dissertation Research Topic

This research examines the relationship between leadership competencies and performance. Leadership in a global context is becoming increasingly complex. Researchers in the field have indicated a wide range of competencies required by global leaders to function and demonstrate organizational success (Jones, 2013; Steers, Sanchez- Runde, & Nardon, 2012). Though researchers have identified the need for assessing the competencies or skills needed by global leaders (Jones, 2013), there is no single definition or list of competencies that is necessary to ensure global organizational success. The issue of the effectiveness of global leadership is significant and timely (Stone, Webster, & Schoonover, 2013). As a growing number of organizations seek a global presence, leaders are challenged to adopt methods and integrate skills that can ensure the success of their organizations. Steers, Sanchez-Runde, and Nardon (2012) maintained, "leadership is inevitably impacted by the pattern of globalization" (p.480), specifically in terms of the approaches and functions of leadership and the impacts of leadership process on multicultural workplaces and markets. Leadership ineffectiveness may lessen the ability of stakeholders in an organization to achieve organizational goals (Chen, & Miller, 2011; Waldman et al., 2012).

The contribution to the field of Business Management is that the research will fill knowledge gaps in the literature about the central characteristics of global leaders and the competencies essential to successful global operations (Lee, Park, & Lee; 2013; Boyatzis, Good & Massa, 2012). Studies of global leadership competencies often define the link between the presence of particular competencies and other factors, including corporate social responsibility (Miska & Stahl, 2013), corporate performance (Jones, 2013; Steers, Sanchez-Runde, & Nardon, 2012), and organizational commitment (Canals, 2014). Miska and Stahl (2013) maintained that there is a lack of a standardized, locally accepted, and intercultural set of global competencies that can be used across transnational organizations for improving leadership outcomes. Holt (2015) noted the importance of recognizing the connection between global perspectives and experiences and the development of necessary competencies in developing leadership in global organizations.

Research Problem

The research literature on the relationship between leadership competencies, the performance, and experience indicates that we know:
Despite previous research, indicating intercultural competencies that are essential for leadership (Bird et al., 2010), there is not clear definition on the cultural competencies needed by global leader who wish to be successful (Miska & Stahl, 2013).
There is positive relationship between emotional, social intelligence and sales leadership (Boyatzis et al., 2012).
Emotional, social intelligence competencies represent a "practical and theoretically coherent, reliable and valid approach to assessing and developing individuals in diverse organizations" (Emmerling & Boyatzis, 2012, p. 4).
There is a positive relationship between emotional, social, and cognitive intelligence on project performance from a short-term perspective (Lee, Park & Lee, 2013).
We do not know:
The relationship between emotional, social, and cognitive intelligence; and performance with the moderating effect of leadership experience on organizations. Therefore, this research will focus on the gap in the literature about the relationship between emotional, social, and cognitive intelligence; performance, and experience.

Research Problem Background

A considerable body of research exists about the nature of management processes, the impacts of changing global business environments, the focus on leadership processes, and the elements that determine effective leadership for global organizations (Lee, Park, & Lee, 2013; Miska & Stahl, 2013). Though each of these elements has been studied separately, a full view of research on global management, leadership characteristics, and factors that determine effectiveness in global business operations has not included all of the factors impacting leadership, including leadership competencies, and the impact on the role of leaders in international organizations. The literature presented in this review relates these elements to the overarching view of global management and the potential impacts for effective global business operations (Lee, Park & Lee, 2013; Thorn, 2012).

The concept of global management has come into play as businesses and organizations expand to include operational segments across the globe (Herd et al., 2015; Mendenhall et al., 2012). Global management is a term used to describe both the ability of leaders to recognize the variables that impact management processes (e.g. self, relationship, and perception management) and the application of these elements in international organizations (Adams, 2013; Thor & Johnson, 2011).

Developing effective leadership approaches in international organizations requires the ability to adapt to specific situations, understand the factors influencing interactions in global organizations, and apply these to an understanding of how perceptions influence management process (Hassanzadez et al., 2015; Cohen, 2010).

Organizations benefit from leaders who are deeply rooted in the organizational culture and are able to create an organizational focus that promotes an understanding of the social and economic relationships that foster positive global organizational development (Lee, Park & Lee, 2013). Researchers more than a quarter-century ago recognized the need for a global management process in which the leadership can continually assess and reassess their focus and create positive organizational change, while also managing the impacts of decision-making on a multicultural workforce (Cumberland et al., 2016; Prewitt et al., 2011). Managing organizations has to be linked to an understanding of how global organizations and their social culture are formed (Herd et al., 2015). Global organizations not only frequently have a multicultural workforce, but they are also influenced by a variety of social cultures, political elements, and even religious cultures that can impact how leadership is perceived (Garneau & Pepin, 2014). Organizational cultures can be influenced by a variety of external social and political factors, and effective leaders factor these elements into the global management of their organization (Hassanzadeh et al., 2015). Global leaders who are effectively managing international organizations use their skills to shape the function, focus, and overarching goals of the organization by developing an organizational culture (Mendenhall, 2011; Mendenhall et al., 2012). Integrating internal strategies to ensure the function of global organizations is one of the greatest challenges facing modern business leaders (Lee, Park & Lee, 2013). In alignment with this view, researchers have recognized that effective leadership processes in global organizations demonstrate the connection between leadership process and organizational structure in global organizations (Jones, 2013). Global management is dependent on the ability of global leaders to demonstrate particular skill sets, leadership styles, and approaches that meet the needs of changing global organizations (Reichard et al., 2014). Though there is a considerable body of literature that relates different elements that impact global leadership development, there is no agreement about the exact elements that determine successful global leadership or management. As a result, it is important to consider some of the elements debated as essential elements in global leadership, including emotional, social, and cognitive intelligence (Lee, Park, & Lee, 2013).

Mast et al. (2012) maintained that interpersonal sensitivity can contribute to the effectiveness of a leader. Fall et al. (2013) argued that even in the face of varied research on its significance, institutions of higher learning have focused on intercultural communication as foundations for preparing business students in the global workplace.

Ilies et al., (2013) maintained the value of emotional expressiveness in creating relational interactions in organizational settings. Leaders able to express emotions and understand the moods of those they lead are more likely to build effective emotional ties that can support organizational goals (Ilies et al., 2013).

Summary

The review of 75 works of literature outlines the variety of literature about the leadership process, the nature of competencies and the specific factors influencing the global organization. There is a broad range of research into the topic of global leadership and the development of elements like emotional, social, and cognitive intelligence and specific competencies designed to address the needs of a multicultural workplace. All of these factors serve as a basis for creating a study of the global leadership process and the impacts of different competencies on leadership capabilities.

Research Question(s)

The main research question will investigate the relationship between leadership competencies and performance with the moderating effect of leadership experience. A quantitative approach will facilitate an objective assessment of the data and enhance the validity of the analysis related to the hypotheses (Yilmaz, 2013).

Purpose of the Study

The purpose of this quantitative, non-experimental survey-based research is to add to the existing body of knowledge on global leadership by investigating the relationship between emotional, social intelligences, and the performance. The research is to build on existing knowledge regarding leadership, with the objective of reducing the existing knowledge gap concerning the competencies required for leadership effectiveness. This study relates to the gap in research identified by Lee, Park, and Lee (2013).


Research Theory

Theoretical Foundations

The primary theoretical foundation for the proposed study is Bourdieu's (1986) social capital theory. Defining social capital as a source of goodwill that is available to individuals and groups, Bourdieu (1986) asserted that social capital stems from the structure of an individual's social relations. Additionally, social capital has an effect on the flow of information, the influence of said information, and its ability to be received by both individuals and groups alike (Parker, Halgin & Borgatti, 2015). As such, social capital has been linked to competitive advantage within an organization (Bolino et al., 2002).

The secondary theory for this study will be contingency theory of leadership (CTL). The second theory to be used within this study will be the contingency theory of leadership (CTL). A prominent theory in the field of leadership, CTL was established by Fielder in 1951 (Fiedler, 2015). The core premise of this inductive theory claims that there is no optimal path when organizing a corporation, managing employees, or guiding decisions. Instead, the ideal path is subject to specific internal or external situations (Fiedler, 2015).

Fiedler (2015) stated that he formed his theory after two significant processes: exploratory and formal theory.

The exploratory stage began in the 1950's and examined the likenesses and dissimilarities in recognized self-concepts and the value of relationships between them. During this phase, Fielder created the Assumed Similarity between Opposites Score (ASo) by asking the questions of 'who do you work best with' and 'who do you work least well with' (Fiedler, 2015). When the score is small, coworkers are similar in their work habits allowing them to be more productive, while those dissimilar and least preferred are dismissed as job performance affects how people are judged (Fiedler, 2015).

CTL will fit into the current study by taking into account how leadership competencies affect output. Because CTL dictates that there is no all-encompassing path for effective leadership, there remains room for global competencies to be a significant variable for leadership, motivation, teamwork, and output. Differences in global business cultures should be accounted for when determining what the applicable course of action is. Despite the strength of CTL, there is little representation of global competencies in successful leadership within this theory.

Research Model

Contributions to Theory

This research will contribute to the theoretical foundations of leadership competencies by addressing the competencies necessary for leadership effectiveness as they reflect Lee, Park and Lee (2013)'s three major contributors to the development of global leadership: emotional intelligence, social intelligence, and cognitive intelligence. Most significantly, the theoretical focus of this research will contribute to gaps in literature about the central characteristics of global leaders and the competencies essential to successful global operations. This relates to the gap in research identified by Miska and Stahl (2013) recognized that there is a gap in existing research about the nature of competencies and their impact on global leadership, with a specific focus on the lack of standardization of a set of competencies that can be applied across transnational organizations.

The central theoretical assertion that will be supported by this research is that there is a connection between leadership competencies and performance.

When establishing CTL, Fielder was unable to see the global changes that have occurred since the theory's formation. Global business must deal with a variety of cultural norms, preventing many prevailing leadership theories from being all-encompassing. CTL accounts for many variables however, global competencies are not one of them, nor are emotional, social, and cognitive intelligence.

These factors can greatly influence the leadership path. Additionally, they support CTL in that leadership should be situational rather than rigid. This study will add to CTL by analyzing and establishing the importance of global competencies as a variable. Without applying global differences to leadership, qualities into CTL there will be a persistent gap to the theory's application today. However, the weight of global competencies within CTL should also be considered. This research hopes to reduce the gap by applying global competencies and related variables within CTL. This will update the model for a more global and timely application.

Theoretical Implications

The theoretical implications of this research could be the development of a multi-tiered approach to viewing competencies in global leadership. By recognizing the interconnected nature of leadership competencies (emotional intelligence, social intelligence, and cognitive intelligence), and developing an understanding of their formation in relation to performance, the crossover information can provide a structure for assessing leadership capabilities in global organizations (Caliguiri & Tarique, 2012; Holt, 2015; VanderPal, 2014). Researchers, including VanderPal (2014) argued that the development of a variety of ways of assessing leadership process extends from the complicated nature of foreign environments and the complex interpersonal work environments that extend from global operations. VanderPal (2014) successfully argued that at least two functional components of leadership in effective global operations can be assessed within the QUANTITATIVE Dissertation

Research Plan
The research also has the potential of weeding out some of the less significant elements of the conceptual model that may help to direct future research. Specifically, the gap in research about emotional intelligence may exist because researchers have been unable to uncover an effective correlation or connection between global leadership competencies and emotional intelligence. Though this research will seek to determine a connection, the outcomes of the research may be that global leaders do not apply elements of emotional intelligence to the competencies or areas of competency needed for organizational process. The research contribution to theories on the foundations of leadership competencies and their development could be substantial. The theoretical contributions could also fuel additional research into the relationships that influence global leadership perspectives, the connection between culture and values, and the context in which global leadership develops (Holt, 2015). Because a growing number of organizations have focused on the importance of foreign markets, global operations, and global competition, managers in global operations need to demonstrate the capacity for applying a variety of competencies related to this process (Holt, 2015). The existing research demonstrates the need for a theoretical model that can be applied to an understanding of the characteristics of the effective global leader. Subsequently, this research will provide information to support the development of a dynamic model for assessing leadership competencies and applying strategic approaches to advancing global leadership characteristics.

Practical Implications
A wide range of studies exist about the factors that define leadership in global organizations and the elements that support successful operations. The body of literature on global leadership is expansive and covers many different aspects of leadership process. What become unclear in the evaluation of this information is how the elements of leadership intersect and how this intersection can shape leadership competencies. In addition, contradictory information exists in existing studies related to the necessity for characteristics of emotional intelligence and the impacts for leadership (Weinberger, 2009). Weinberger (2009), for example, challenged some of the major studies on the significance of emotional intelligence in leaders of global organizations. It was Weinberger's contention that there are no substantive connections between emotional intelligence, leadership style, and overall effectiveness within global organizations studied. Thor and Johnson (2011) maintained that the connection between competencies, experience, interactions, and emotional intelligence may be linked to the level of engagement that is produced through some of the characteristics of these elements, rather than from an overarching assessment of any of the single competencies related by VanderPal (2014). Subsequently, the practical implications of this research include creating a model by which the overlap between competencies and leadership characteristics can be defined within the scope of a global leadership process. This corresponds with research by Kasapi and Mihiotis (2014), who argued that it is possible to make links between characteristics that foster positive engagement in the global environment and effectiveness in leadership process. Rather than looking at one dynamic, for example cultural competence, the practical implication of this research is the development of a method of assessing all of the competencies of an effective leader in relation to the functions of leadership process.

Research Methodology

Research Design

A quantitative, non-experimental survey-based design will guide this study. Data will be collected using survey questionnaires. The questionnaires are designed to allow use of close-ended questions to generate numerical data suitable for statistical analysis (Polit & Beck, 2010). A sample of participants will be secured using SurveyMonkey Audience. The researcher will administer the surveys to a sample of middle managers in mid- to large sized companies in the United States.

This study will follow a quantitative, non-experimental approach to generate and examine data using a postpositivist epistemology.

Postpositivists hold a deterministic philosophy in which causes determine effects or outcomes (Yilmaz, 2013). Postpositivist studies reflect the need to identify and assess the causes that influence outcomes, such as found in experiments (Yilmaz, 2013). The axiological assumptions of the study are based on objectivity from statistical analysis (Yilmaz, 2013). Leveraging a quantitative approach enhances objectivity in the proposed study, in alignment with the postpositivist approach. The ontological assumptions of this research assume that reality is defined, fixed, measurable, and observable (Wisdom et al., 2012). Quantitative studies such as the proposed research follow this assumption in assigning a quantifiable value to participant responses for data analysis. The methodological assumptions support the application of robust statistical analysis, to identify common themes and trends within the data, and to assess the data through the use of hypothesis testing, which will be interpreted in conjunction with an in-depth literature review identifying relevant factors potential influences (Watson, 2015; Ingham-Broomfield, 2015). The proposed study will use multiple linear regression to test the hypotheses of the study, and a discussion will be put forth to communicate the resulting consideration of the findings in the context of the existing literature.

Population and Sample

The population for this research consists of middle managers in mid- to large sized companies in the United States. SurveyMonkey defines mid-sized companies as those having 501 to 1000 employees, and large-sized companies as having 1001 to 5000 employees (SurveyMonkey Audience, 2017).

The sampling frame consists of members of SurveyMonkey Audience and includes managers in mid -to large-sized companies in the United States. A simple random sample will be drawn from the sample frame.

G*Power version 3.1.9.2 was used to calculate the sample size necessary for the analyses. The Baron and Kenny moderation approach requires the researcher to conduct several multiple linear regression analyses to test the hypotheses guiding the study. For a multiple linear regression with a medium effect size (f2 =0.15), an alpha of .05, a power of .95, and four predictors, the minimum size necessary is 129 (Faul, Erdfelder, Buchner, & Lang, 2013).

Ethical Considerations

Ethical challenges are an essential part of any research study (Snowden, 2014). This research on global leadership does not involve any interventions or involvement from individuals from vulnerable populations. The ethical considerations for this study will focus on ensuring that: participants are not unduly coerced to participate in the study; participants are aware of the purpose, benefits, and risks to participating in the study; and participants are ensured confidentiality.

Research Data

Constructs

A construct is an idea -- an intangible concept that we want to measure. We must then define the construct in terms of a variable (something which can be measured), and then we must provide an operational definition as to how that variable will be measured for this particular study. For example:

Construct: Intelligence Variable: IQ Operational definition: WAIS-IV score

The constructs that will be evaluated for the purpose of this research are leadership competencies, and performance. Leadership competency is a broad term, but for the purpose of this research study, leadership competencies include emotional intelligence, social intelligence, and cognitive intelligence.

Existing literature reflects the fact that leadership competencies can vary in different organizational structures and can be defined in different ways by different people (VanderPal, 2014). This corresponds with the belief that global organizations also require leaders with specific competencies and capabilities in order to function effectively (VanderPal, 2014). The use of the three-pronged approach to assessing leadership competencies that take into consideration foundational research reflective of the specific needs of leaders is the basis for the definition of this construct.

Subsequently, leadership competencies include emotional intelligence, social intelligence, and cognitive intelligence, three points that appear to be repeatedly identified in existing literature as essential for leadership effectiveness (Boyatzis et al., 2012; O'Boyle et al.,2011; Thor & Johnson, 2011; VanderPal, 2014).

Construct #1: Leadership Competencies

Variable Emotional Intelligence

Operational Definition: ESCI-U (Boyatzis, Good & Massa, 2012).

Emotional awareness refers to an individual's ability put their emotions under control as well as manage the emotions of other people. For the purpose of this study, emotional awareness will be considered as a multifaceted comprising of emotional awareness, the ability to harness emotions in the process of problem-solving and critical thinking and the ability to manage their emotions.

Construct #1: Leadership Competencies Variable: Social Intelligence

Social intelligence refers to the ability of a person to negotiate and navigate complex social complex situations and environments that relate to interpersonal relationships. For the purpose of this Study, Social intelligence will be classified into three aspects whose measure will be linked to the leadership ability of the sample population. The three aspects of three aspects of social intelligence under this study are communication skills, knowledge of social rules and the impression management skills.

Operational Definition: ESCI- U (Boyatzis, Good, & Massa, 2012).

Construct #1: Leadership Competencies Variable: Cognitive Intelligence

Cognitive intelligence in this study will be an examination of the ability of the respondents and the target population to identify and possess documented knowledge on a variety of topics. The study will further measure the ability of the respondents to develop processes based on documented knowledge.

Operational Definition: ESCI- U (Boyatzis, Good, & Massa, 2012).

Construct #2: Performance Variable: Leadership Effectiveness

For the purpose of this study, leadership effectiveness will be a measure of how well a leader coordinates the efforts of the people he or she leads that results in achieving a collective goal.

Operational Definition: MLQ (Bass & Avolio, 1995).

Construct #3: Leadership Experience

Variable: Years of leadership experience

Operational Definition:

Leadership experience in the context of this study will be to evaluate the number of years an individual has held a leadership position. therefore leadership experience in this study is the length of time a person has been in the leadership position

5.2 Variables

Independent variables

(Definitions of Constructs as variables)

1. Emotional Intelligence Competency: Emotional intelligence is defined

by "the ability to recognize, understand, and use emotional information

Define each construct (in

about oneself that leads to or causes effective or superior performance"

Item 5.1) as a variable.

(Boyatzis, Good, & Massa, 2012). Emotional Intelligence has three specific aspects of variation that will be relevant to this study. The first aspect is emotional awareness. This study will examine how the sample population is aware of their emotions mainly as a variable factor in establishing its effect on leadership. The second aspect of emotional intelligence that this study will examine as a variable factor is the level of ability in the sample population to harness their emotions and effectively use such harnessed emotions in the process of problem-solving and critical thinking. The study will correlate the information to the level of leadership effectiveness. The last aspect of emotional intelligence that this study will examine is the ability of the sample population to manage their emotions. This aspect will examine how well the people regulate their emotions and manage to cheer and encourage others despite their emotions. This measure will also be correlated to the effectiveness of their leadership.


2. Social Intelligence Competency: Social intelligence is defined as "the ability to recognize, understand, and use emotional informational about others that lead to or causes effective or superior performance"(Boyatzis, Good, & Massa, 2012).

The variations will be established in three aspects. This will include the variations in communication skills of the individual, variations in knowledge of social rules as well as the variation in impression management. The study will monitor how these variations in social intelligence correlate with the measure of leadership efficiency among the sample population.

3. Cognitive Intelligence Competency: Cognitive competency is defined

as 'the ability to think or analyze information, and situations leading to or • Use current (within 5-7 years), scholarly,

causing effective or superior performance" (Boyatzis, Good & Massa, 2012).

In this regard, the variation in the level of knowledge that an individual and how he applies knowledge to critical thinking as well as decision-making. The variation in the ability to make decisions and think critically from an informed point of view will be correlated with the effectiveness of the individual's leadership.

Moderator

Leadership experience: Experiences relate to specific knowledge and skills that are derived from actual participation in business over the year.

5.3 Operational

Leadership Competencies: In this study, the measure of leadership competency will involve a measure of specific skills and behaviors that contribute to success in leadership. This variable will be dependent on factors such as cognitive intelligence, social intelligence, and emotional intelligence. The three types of intelligence influence the leadership competency of an individual. The study will evaluate how leadership skills and behavior depends on the three types of intelligence (Boyatzis, Good, & Massa, 2012).

Definitions

In the context of this study, performance will be a measure of how well an individual is able to lead a team in attaining a collective goal. Therefore, the measure of performance will be a measure of the level of goals achievements among the team that an individual leader manages. This study will show performance as dependent variable on social, emotional and cognitive intelligence. Therefore, this study will establish how variations in the three types of intelligence will give rise to variations in goal achievements among the team that this study represents (Boyatzis, Good, & Massa, 2012).


Leadership Experience

The leadership experience in the context of this study will refer to the number of years that an individual has held a leadership position. This study assumes the existence of direct relationship between the years that an individual holds a leadership position and the experience that gained at the end of the period (Boyatzis, Good, & Massa, 2012).


Research Hypotheses

RQ: Is there a statistically significant correlation between leadership competencies and performance?

H0: There is significant relationship correlation between leadership competencies such as leadership Skills and behavior on the performance of NGO's managers.

Sub-question 1: Is there a statistically significant correlation between emotional intelligence and performance?

H01: The level of performance among NGOs managers varies significantly with variations in three aspects of emotional intelligence namely emotional awareness, the ability to harness emotions in the process of problem-solving and critical thinking and the ability to manage their emotions.

Sub-question 2: Is there a statistically significant correlation between emotional intelligence and performance?

H02: There is a significant correlation between the level of emotional intelligence among NGO managers and their respective leadership performance.

Sub-question 3: Is there a statistically significant correlation between cognitive intelligence and performance?

H03: There is a significant correlation between the level of Cognitive intelligence among NGO managers and their respective leadership performance.



Data Collection - Sampling Procedures

1. The recruitment of survey participants can be difficult especially when conducting studies across international borders. However, online formats such as SurveyMonkey can provide some support for reducing these problems and addressing the needs of a varied subject population. SurveyMonkey Audience will be contracted to conduct the recruitment and gain consent from the participants (Fall et al., 2013).

2. SurveyMonkey Audience will do the screening of participants based on a leadership position. The screening will be done based on participants residing in the United States.

3. The participants will be selected from SurveyMonkey Audience survey panel utilizing a simple random technique (Acharya, et al., 2013).

4. SurveyMonkey Audience will manage the anonymous online survey by emailing at least 129 survey link to participants randomly selected from the sample frame (Willis, 2010). The recruitment strategy will not offer any direct incentive for taking part; however, all respondents will be offered a copy of the final research.

Research Plan

Data Collection

(e) Multiple Linear Regression analysis will be conducted to test the null hypothesis. The researcher will report the F. statistic and p value to indicate the statistical significance of the overall model (Fagerland & Hosmer, 2016). The researcher will report the multiple correlation coefficient of determination (R2) to indicate how much variance in the criterion variable can be accounted for by the model. The researcher will use individual t-tests to determine the statistical significance of each predictor in the model.

Prior to conducting the regression analyses, the researcher will assess the assumptions of the multiple linear regression. The assumption of normality will be assessed using Kolmogorov-Smirnov tests (Hanusz, &Tarasinska, 2015). The assumptions of linearity and homoscedasticity will be assessed using residual scatterplots. The assumption of absence of multicollinearity will be assessed using Variance Inflation Factors, where a VIF value over 10 is considered evidence of multicollinearity (Liao & Valliant, 2012).

(f) The data will be stored securely on the researcher's password computer. The researcher will have sole access to the raw dataset. No identifying information will be collected for participants. The researcher will store the data for a period of 7 years following the close of the study, at which time the data will be destroyed.

Expected Findings

The expected findings will include an alignment between leadership competencies, specifically emotional intelligence, social intelligence, and cognitive intelligence; and performance. This will correspond with the findings of Lee, Park, and Lee (2013) who recognized the challenges of global leaders and the need to address the global organizational environment as distinct from other situations.

References

Adams, T. L. (2013). Leader emotional intelligence and workgroup engagement: A Quantitative correlation study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global. (UMI No.3572896)

Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: why and how of it?

Indian Journal of Medical Specialities, 4(2). doi:10.7713/ijms.2013.0032

Amdurer, E., Boyatzis, R.E., Saatcioglu, A., Smith, M., & Taylor, S.N. (2015).

Longitudinal impact of emotional, social, and cognitive intelligence competencies on career and life satisfaction and career success. Frontiers in Psychology, 5, 1-5. http://dx.doi.org/10.3389/fpsyg.2014.01447

Antonakis, J., Ashkanasy, N. M., & Dasborough, M. T. (2009). Does leadership need emotional intelligence? The Leadership Quarterly, 20(2), 247 -- 261. doi:10.1016/j.leaqua.2009.01.006

Ashkanasy, N. M., & Humphrey, R. H. (2011). Current emotion research in organizational behavior. Emotion Review, 3(2), 214 -- 224. doi:10.1177/1754073910391684

Barbu, M. & Nastase, M. (2010). Change leadership and the worldwide crisis. Review of International Comparative Management, 2(1), 129-138. Retrieved from http://www.rmci.ase.ro/

Baruch, Y., Dickmann, M., Altman, Y., & Bournois, F. (2013). Exploring international work: Types and dimensions of global careers. International Journal of Human Resource Management, 24(12), 2369-2393. http://dx.doi.org/10.1080/09585192.2013.781435

Bass, B.M. (1985). Leadership and performance beyond expectations. New York: The Free Press. http://dx.doi.org/10.2307/258081

Bird, A., Mendenhall, M., Stevens, M. J., & Oddou, G. (2010). Defining the content domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8), 810-828. doi:http://dx.doi.org/10.1108/02683941011089107

Bolino, M. C., Turnley, W. H., & Bloodgood, J. M. (2002). Citizenship behavior and the creation of social capital in organizations. Academy of Management Review, 27(4), 505 -- 522. doi:10.5465/amr.2002.7566023

Boyatzis, R.E. (2009). A behavioral approach to emotional Intelligence. Journal of Management Development 28, 749 -- 770. http://dx.doi.org/10.1108/02621710910987647

Boyatzis, R. E., Gaskin, J., & Wei, H. (2015). Emotional and social intelligence and behavior.

D. Princiotta, S. Goldstein, and J. Naglieri (Eds.), Handbook of intelligence: Evolutionary, theory, historical perspective, and current concepts (pp. 243 -- 262). New York, NY: Springer Press

Boyatzis, R. E., & Goleman, D. (2007). Emotional and Social Competency Inventory. Boston, MA: The Hay Group.

Boyatzis, R. E., Good, D., & Massa, R. (2012). Emotional, social, and cognitive intelligence as predictors of sales leadership performance. Journal of Leadership & Organizational Studies, 19, 191 -- 201. http://dx.doi.org/10.1177/1548051811435793

Boone, H., & Boone, D. (2012). Analyzing Likert data. Journal of Extension, 50(2).

Retrieved from http://www.joe.org/index.php

Brannen, M. Y., Piekkari, R., & Tietze, S. (2014). The multifaceted role of language in International business: Unpacking the forms, functions, and features of a critical challenge to MNC theory and performance. Journal of International Business Studies, 45(5), 495-507. doi:10.1057/jibs.2014.24

Bucker, J., & Poutsma, E. (2010). How to assess global management competencies: An investigation of existing instruments. Management Revue, 21(3), 263-291. doi:10.1688/1861-990

Budacia, E. A. (2015). Organizational culture as an instrument of the quality management within commercial firms. Romanian Economic and Business Review, 10(1), 40-49. Retrieved from http://www.journals4free.com/

Burns, E.W., Smith, L., & Ulrich, D. (2012). Competency models with impact: Research findings from the top companies for leaders. People & Strategy, 35(3), 16-60.

Retrieved from http://www.hrps.org/

Butler, C. L., Zander, L., Mockaitis, A., & Sutton, C. (2012). The global leader as boundary spanner, bridge maker, and blender. Industrial and Organizational Psychology, 5(2), 240 -- 243. http://dx.doi.org/10.1057/9781137363107.0008

Cabrera, A., & Unruh, G. (2013). Think global, act local? Think again. People & Strategy, 36(3), 5-6. Retrieved from http://www.hrps.org/

Caldwell, C. (2013). Tomorrow's global leaders. People & Strategy, 36 (3), 48-53. Retrieved from http://www.hrps.org/

Caligiuri, P. & Tarique, I. (2012). Dynamic cross-cultural competencies and global leadership effectiveness. Journal of World Business, 47(4), 612-622.

Cappellen, T., & Janssens, M. (2010). The career reality of global managers: an examination of career triggers. International Journal of Human Resource Management, 21(11), 1884- 1910. doi:10.1080/09585192.2010.505090

Caputo, J., & Crandall, H. M. (2012). The intercultural communication cultural immersion experience: Preparing leaders for a global future. Journal of Leadership Studies, 6(1), 58-63. doi:10.1002/jls.21229

Carey, E. (2010). Navigating the process of ethical approval: A methodological note. The Grounded Theory Review, 9(3), 19-33. Retrieved from http://groundedtheoryreview.com/

Chen, X. P., Liu, D., & Portnoy, R. (2012). A multilevel investigation of motivational cultural intelligence, organizational diversity climate, and cultural sales: Evidence from US real estate firms. Journal of Applied Psychology, 97(1), 93 -- 106. doi:10.1037/a0024697

Chen, M. J., & Miller, D. (2011). The relational perspective as a business mindset: Managerial implications for East and West. Academy of Management Perspectives, 25(3), 6-18. doi:10.5465/AMP.2011.63886526

Chen, C. C., Wu, J., Ma, M., & Knight, M. B. (2011). Enhancing virtual learning team performance: A leadership perspective. Human Systems Management, 30(4), 215-228. doi:10.4018/978-1- 60566-958-8.ch007

Chua, R. Y. J., Morris, M. W., & Mor, S. (2012). Collaborating across cultures: Cultural metacognition and affect-based trust in creative collaboration. Organizational Behavior and Human Decision Processes, 118(2), 116 -- 131. doi:10.1016/j.obhdp.2012.03.009

Clarke, N. (2010). Emotional intelligence and its relationship to transformational leadership and key project manager competences. Project Management Journal, 41(2), 5 -- 20. doi:10.1002/pmj.20162

Cohen, S. L. (2010). Effective global leadership requires a global mindset. Industrial and Commercial Training, 42(1), 3-10. http://dx.doi.org/10.1057/9781137351968.0011

Cote, S., Lopes, P. N., Salovey, P., & Miners, C. T. (2010). Emotional intelligence and leadership emergence in small groups. The Leadership Quarterly, 21(3), 496 -- 508. http://dx.doi.org/10.1016/j.leaqua.2010.03.012

Cseh, M., Davis, E. B., & Khilji, S. E. (2013). Developing a global mindset: Learning of global leaders. European Journal of Training and Development, 37(5), 489-499. doi:10.1108/03090591311327303

Cumberland, D. M., Herd, A., Alagaraja, M., & Kerrick, S. A. (2016). Assessment and development of global leadership competencies in the workplace: A review of literature. Advances in Developing Human Resources, 18(3), 301 -- 317. doi:10.1177/1523422316645883

Delcourt, C., Gremler, D.D., van Riel, A.C., & van Birgelen, M. (2013). Effects of perceived employee emotional competence on customer satisfaction and loyalty: The mediating role of rapport. Journal of Service Management, 24(1), 5 -- 24. http://dx.doi.org/10.1108/09564231311304161

de Waal, A. A. (2012). Characteristics of high performance organizations. Business Management and Strategy, 3(1), 28-45. doi:10.5296/bms.v3i1.869

Dunn, T. E., Lafferty, C. L., & Alford, K. L. (2012). Global leadership: A new framework for a changing world. SAM Advanced Management Journal, 77(2), 4-14. Retrieved from http://samnational.org/publications/sam-advanced-management-journal/

Easley, J., & Tulowitzki, P. (2013). Policy formation of intercultural and globally minded educational leadership preparation. The International Journal of Educational Management, 27(7), 744-761. doi:http://dx.doi.org/10.1108/IJEM-04-2012-0050

Elfenbein, H.A. & Eisenkraft, N. (2010). The relationship between displaying and perceiving nonverbal cues of affect: a meta-analysis to solve an old mystery. Journal of Personality and Social Psychology, 98(2), 301 -- 18. http://dx.doi.org/10.1037/a0017766

Emmerling, R. J. & Boyatzis, R. E. (2012). Emotional and social intelligence competencies: Cross cultural implications. Cross Cultural Management, 19(1), 4-18. doi:http://dx.doi.org/10.1108/13527601211195592

Erez, M., Lisak, A., Harush, R., Glikson, E., Nor, R., & Shokef, E. (2013). Going global: Developing management students' cultural intelligence and global identity in virtual culturally diverse teams. Academy of Management Learning & Education, 12(3): 330 -- 335. http://dx.doi.org/10.5465/amle.2012.0200

Fagerland, M. W., & Hosmer, D. W. (2016). Tests for goodness of fit in ordinal logistic

Regression models. Journal of Statistical Computation and Simulation, 86(17), 3398 --

3418. doi:10.1080/00949655.2016.1156682

Fall, L. T., Kelly, S., MacDonald, P., Primm, C., & Holmes, W. (2013). Intercultural communication apprehension and emotional intelligence in higher education: Preparing business students for career success. Business Communication Quarterly, 76(4), 412- 426. doi:10.1177/1080569913501861

Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149 -- 1160. doi:10.3758/brm.41.4.1149

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2013). G*Power version 3.1.9.2 [computer software]. Universitat Kiel, Germany. Retrieved from http://www.psycho.uni-duesseldorf.de/abteilungen/aap/gpower3/download-and- register

Fiedler, F. E. (1964). A contingency model of leadership effectiveness. Advances in experimental social psychology, 1, 149-190. Retrieved from http://www.sciencedirect.com/science/bookseries/00652601/1

Foster, S. W. (1986). Reading Pierre Bourdieu. Cultural Anthropology, 1(1), 103 -- 110.

doi:10.1525/can.1986.1.1.02a00050

Fujii, M. (2013). Personal insights on global leadership from a Japanese executive. People &

Strategy, 36 (3), 38-41. Retrieved from http://www.hrps.org/

Garneau, A. B., & Pepin, J. (2014). Cultural competence: A constructivist definition. Journal of Transcultural Nursing, 26(1), 9 -- 15. doi:10.1177/1043659614541294

Gentry, W. A. & Sparks, T. E. (2012). A convergence/divergence perspective of leadership competencies managers believe is most important for success in organizations: A cross-cultural multilevel analysis of 40 countries. Journal of Business Psychology, 27, 15-30. doi:10.1007/s10869-011-9212-y

Gillis Jr., J. (2012). Building a global leadership pipeline. Chief Learning Officer, 11(1), 26-

29. Retrieved from http://www.clomedia.com/

Glew, D. J. (2012). Effects of interdependence and social interaction-based person-team fit.

Administrative Sciences, 2(1): 26 -- 46. http://dx.doi.org/10.3390/admsci2010026

Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78 -- 90.

Retrieved from https://hbr.org/magazine

Greaney, A.M., Sheehy, A., Heffernan, C., Murphy, J., Mhaolrunaigh, S. N., Heffernan, E., & Brown, G. (2012). Research ethics application: A guide for the novice researcher. Br J. Nursing, 21(1), 38 -- 43. doi:10.12968/bjon.2012.21.1.38

Groves, K. S., & Feyerherm, A. E. (2011). Leader cultural intelligence in context testing the moderating effects of team cultural diversity on leader and team performance. Group & Organization Management, 36(5), 535 -- 566. http://dx.doi.org/10.1177/1059601111415664

Hanusz, Z., & Tarasinska, J. (2015). Normalization of the Kolmogorov -- Smirnov and Shapiro --

Wilk tests of normality. Biometrical Letters, 52(2). doi:10.1515/bile-2015-0008

Hassanzadeh, M., Silong, A. D., Asmuni, A., & Wahat, N. W. A. (2015). Global leadership competencies. Journal of Educational and Social Research, 5(2), 137-146. doi:10.5901/jesr.2015.v5n2p13

Henderson, J. C., & Lee, S. (1992). Managing I/S design teams: A control theories perspective. Management Science, 38(6), 757 -- 777. doi:10.1287/mnsc.38.6.757

Heo, M. S., & Cheon, M. J. (2009). A study on the impact of employee's person-environment fit and information systems acceptance factors on performance: The mediating role of social capital. Asia Pacific Journal of Information Systems, 19(2), 1-42. Retrieved from www.apjis.cafe24.com

Herd, A. M., Alagaraja, M., & Cumberland, D. M. (2015). Assessing global leadership competencies: the critical role of assessment centre methodology. Human Resource Development International, 1 -- 17. doi:10.1080/13678868.2015.1072125

Holt, S. (2015). Reassessing our perspectives in leading. Organization Development Journal, 33(4), 9-25. Retrieved from http://www.scimagojr.com/index.php

Holt, K., & Seki, K. (2012). Global Leadership: A Developmental shift for everyone. Industrial and Organizational Psychology, 5(2), 196 -- 215. doi:10.1111/j.1754- 9434.2012.01431.x

Ilies, R., Curseu, P.L., Dimotakis, N. & Spitzmuller, M. (2013). Leaders' emotional expressiveness and their behavioral and relational authenticity: Effects on followers. European Journal of Work and Organizational Psychology, 22(1), 4 -- 14. http://dx.doi.org/10.1080/1359432x.2011.626199

Ingham-Broomfield, R. (2015). A nurses' guide to quantitative research. Australian Journal of Advanced Nursing (Online), 32(2), 32-38. Retrieved from http://www.ajan.com.au/

Javidan, M., & Walker, J. L. (2012). A whole new global mindset for leadership. People & Strategy, 35(2), 36-41. Retrieved from http://www.hrps.org/

Jones, E. (2013). Internationalization and employability: The role of intercultural experiences in the development of transferable skills. Public Money & Management, 33(2), 95 -- 104. doi:10.1080/09540962.2013.763416

Jones, K., O'Leonard, K., & Bersin, J. (2012). Global leadership: Developing tomorrow's leaders around the world (Report No. V.1.0). Oakland, CA: Bersin & Associates.

Kafetsios, K., Nezlek, J.B. & Vasiou, A. (2011). A multilevel analysis of relationships between leaders' and subordinates' emotional intelligence and emotional outcomes. Journal of Applied Social Psychology 41(5), 1121 -- 1144. http://dx.doi.org/10.1111/j.1559-1816.2011.00750.x

Karaszewski, R. (2010). Leadership in global business environment through a vision creation process. TQM Journal, 22 (4), 399 -- 409. http://dx.doi.org/10.1108/17542731011053325

Kasapi, Z., & Mihiotis, A. (2014). Emotional intelligence quotient and leadership effectiveness in the pharmaceutical industry: A new template. International Journal of Business Administration 5(1), 15-26. http://dx.doi.org/10.5430/ijba.v5n1p15

Kauppi, K., (2013). Extending the use of institutional theory in operations and supply chain management research: review and research suggestions. International Journal of Operations and Production Management, 33(10), 1318 -- 1345. doi:10.1108/ijopm-10- 2011-0364

Lauring, J. (2011). Intercultural organizational communication. Journal of Business Communication, 48(3), 231-255. doi:10.1177/0021943611406500

Lauring, J., & Selmer, J. (2011). Multicultural organizations: Common language, knowledge sharing, and performance. Personnel Review, 40(3), 324-343. doi:10.1108

/004834818649

Lee, H., Park, J., & Lee, J. (2013). Role of leadership competencies and team social capital in IT services. Journal of Computer Information Systems, 53(4), 1 -- 11. doi:10.1080/08874417.2013.11645645

Leys, C., Ley, C., Klein, O., Bernard, P., & Licata, L. (2013). Detecting outliers: Do not use standard deviation around the mean, use absolute deviation around the median.

Journal of Experimental Social Psychology, 49(4), 764. http://dx.doi.org/10.1016/j.jesp.2013.03.013

Li, M., Mobley, W., & Kelly, A. (2013). When do global leaders learn best to develop cultural intelligence? An investigation of the moderating role of experiential learning style.

Academy of Management Learning and Education, 12(1), 32 -- 50. http://dx.doi.org/10.5465/amle.2011.0014

Liao, D., & Valliant, R. (2012). Variance inflation factors in the analysis of complex survey data. Survey Methodology, 38(1), 53-62. Retrieved from https://www.src.isr.umich.edu/people/richard-valliant/

Lindebaum, D. & Cassell, C. (2012). A contradiction in terms? Making sense of emotional intelligence in a construction management environment. British Journal of Management, 23(1), 65 -- 79. http://dx.doi.org/10.1111/j.1467-8551.2010.00729.x

Lindebaum, D. & Jordan, P.J. (2012). Relevant but exaggerated: The effects of emotional intelligence on project manager performance in construction. Construction Management and Economics, 30(7), 575 -- 83. http://dx.doi.org/10.1080/01446193.2011.593184

Lloyd, S., & Hartel, C. (2011). Subgroup formation and team climate in culturally diverse work teams. Australian Journal of Psychology, 57(1), 136-136. http://dx.doi.org/10.1080/00049530600940008

Lloyd-Walker, B. & Walker, D. (2011). Authentic leadership for 21st century project delivery.

International Journal of Project Management, 29(4), 383 -- 95. http://dx.doi.org/10.1016/j.ijproman.2011.02.004

Lovvorn, A. S., & Chen, J. S. (2011). Developing a global mindset: The relationship between and international assignment and cultural intelligence. International Journal of Business and Social Science, 2(9), 271 -- 283. Retrieved from http://thejournalofbusiness.org/index.php/site

Lucas, L. M. (2010). The role of teams, culture, and capacity in the transfer of organizational practices. The Learning Organization, 17(5), 419-436. http://dx.doi.org/10.1108/09696471011059813

Lundby, K. & Caligiuri, P. (2013). Leveraging organizational climate to understand cultural agility and foster effective global leadership. People & Strategy, 36(3), 26-30.

Retrieved from http://www.hrps.org/

Mast, S.M., Jonas, K., Cronauer, K. & Dariol, A. (2012). On the importance of the superior's interpersonal sensitivity for good leadership. Journal of Applied Social Psychology, 42(5), 1043 -- 68. http://dx.doi.org/10.1111/j.1559-1816.2011.00852.x

Mayer, J., Salovey, P., & Caruso, D. (2014). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). PsycTESTS Dataset. doi:10.1037/t05047-000

Mendenhall, M. E. (2011). Three necessary questions for leadership development in India.

Vikalpa, 36(4), 17-23. Retrieved from http://vik.sagepub.com/

Mendenhall, M. E; Reiche, B. S., Bird, A., & Osland, J.S. (2012). Defining the "global" in global leadership. Journal of World Business 47(4), 493-503. doi:10.1016/j.jwb.2012.01.003

Middlehurst, R. (2010). Sustaining leadership in challenging times. Higher Education Management and Policy, 22(3), 73-91. http://dx.doi.org/10.1787/hemp-22- 5km39qskjmr7

Miska, C., Stahl, G. K., & Mendenhall, M. E. (2013). Intercultural competencies as antecedents of responsible global leadership. European Journal of International Management, 7(5), 550. doi:10.1504/ejim.2013.056477

Morrison, C. (2012). Global leadership development: A case of misplaced optimism? People & Strategy, 35 (2), 18-20. Retrieved from http://www.hrps.org

O'Boyle, O'Boyle, E. H., Jr., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 32,788 -- 818. http://dx.doi.org/10.1002/job.714

Parker, A., Halgin, D. S., & Borgatti, S. P. (2016). Dynamics of social capital: Effects of performance feedback on network change. Organization Studies, 37(3), 375 -- 397.

doi:10.1177/0170840615613371

Pihie, Z. A. L., Sadeghi, A., & Elias, H. (2011). Analysis of head of departments leadership

styles: Implication for improving research university management practices.

Procedia - Social and Behavioral Sciences, 29, 1081 -- 1090.

doi:10.1016/j.sbspro.2011.11.341

Pless, N.M., Maak, T., & Stahl, G. K. (2011). Developing responsible global leaders through

international service-learning programs: The Ulysses experience. Academy of Management Learning & Education, 10(2), 237-260.

doi:10.5465/AMLE.2011.62798932

Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research:

Myths and strategies. International Journal of Nursing Studies, 47(11), 1451 -- 1458.

doi:10.1016/j.ijnurstu.2010.06.004

Pullin, P. (2010). Small talk, rapport, and international communicative competence. Journal of Business Communication, 47(4), 455-476. doi:10.1177/0021943610377307

Quinino, R. C., Reis, E. A., & Bessegato, L. F. (2012). Using the coefficient of determination

R 2 to test the significance of multiple linear regression. Teaching Statistics, 35(2),

84 -- 88. doi:10.1111/j.1467- 9639.2012.00525.x

Rajah, R., Song, Z. & Arvey, R.D. (2011). Emotionality and leadership: Taking stock of the past decade of research. The Leadership Quarterly, 22(6), 1107 -- 1119. http://dx.doi.org/10.1016/j.leaqua.2011.09.006

Reichard, R. J., Dollwet, M., & Louw-Potgieter, J. (2013). Development of cross-cultural psychological capital and its relationship with cultural intelligence and ethnocentrism. Journal of Leadership & Organizational Studies, 21(2), 150 -- 164. doi:10.1177/1548051813515517

Rhein, D. (2013). The workplace challenge: Cross-cultural leadership in Thailand.

International Studies in Educational Administration, 41(1), 41-55. Retrieved from http://www.cceam.org/

Rogers, E. M., & Blonski, D. (2010). The global leadership mindset. Chief Learning Officer, 9(6), 18-21. Retrieved from http://www.clomedia.com/

Russell, K., Maraj, M., Wilson, L., Shedd-Steele, R., & Champion, V. (2008). Barriers to recruiting urban African-American women in community settings. Applied Nursing Research, 21(2), 90-97. doi:10.1016/j.apnr.2006.05.001

Schrag, Z. M. (2012). Behind closed doors: IRBs and the making of ethical research.

American Journal of Sociology, 118(2), 494-496. doi:10.1086/666511

Shaffer, M., Kraimer, M., Chen, Y.-P., & Bolino, M. (2012). Choices, challenges, and career consequences of global work experiences: A review and future agenda. Journal of Management, 38(4), 1282-1327. http://dx.doi.org/10.1177/0149206312441834

Smith, P. B., Peterson, M. F., & Thomason, S. J. (2011). National culture as a moderator of the relationship between managers' use of guidance and how well work events are handled. Journal of Cross-Cultural Psychology, 42(6), 1101-1121. doi:10.1177

/0022022110381427

Smith, M. C., & Victorson, J. (2012). Developing a global mindset: Cross-cultural challenges and best practices for assessing and grooming high potentials for global leadership. People and Strategy, 35(2), 42-51. Retrieved from http://www.hrps.org/

Snowden, A. (2014). Ethics and originality in doctoral research in the UK. Nurse Researcher, 21(6), 12 -- 15. doi:10.7748/nr.21.6.12.e1244

Steers, R. M., Sanchez-Runde, C., Nardon, L. (2012). Leadership in a global context: New directions in research and theory development. Journal of World Business, 47(4), 479- 482. http://dx.doi.org/10.1016/j.jwb.2012.01.001

Stone, T. H., Webster, B. D., & Schoonover, S. (2013). What do we know about competency modeling? International Journal of Selection and Assessment, 21(3), 334 -- 338.

doi:10.1111/ijsa.12043

Story, J. S. P., Barbuto, J. E., Jr., Luthans, F., & Bovaird, J. A. (2014). Meeting the challenges

of effective international HRM: Analysis of the antecedents of global mindset.

Human Resources Management, 53(1), 131-155. http://dx.doi.org/10.1002/hrm.21568

Sullivan, G. M., & Artino, A. R. (2013). Analyzing and interpreting data from Likert-type scales. Journal of Graduate Medical Education, 5(4), 541 -- 542.

http://doi.org/10.4300/JGME-5-4-18

Terrell, R. S., & Rosenbusch, K. (2013). How global leaders develop. The Journal of Management Development, 32(10), 1056-1079. doi:10.1108/jmd-01-2012-0008

Thomas, R., Bellin, J., Jules, C., & Lynton, N. (2012). Global leadership teams: Diagnosing three essential qualities. Strategy & Leadership, 40(3), 25 - 29. http://dx.doi.org/10.1108/10878571211221185

Thompson, L. J. (2010). The global moral compass for business leaders. Journal of Business Ethics, 93, (1), 15-32. doi:10.1007/s10551-010-0624-9

Thor, S., & Johnson, C. (2011). Leadership, emotional intelligence, and work engagement: A literature review. Leadership & Organizational Management Journal, 2(3), 1-66.

Retrieved from http://www.franklinpublishing.net/leadership.html

Thorn, I. M. (2012). Leadership in international organizations: Global leadership competencies. The Psychologist-Manager Journal, 15(3), 158 -- 163. doi:10.1080/10887156.2012.701130

Tompson, H., & Tompson, G. (2013). The focus of leadership development in MNCs.

International Journal of Leadership Studies, 8, (1), 6-14. Retrieved from http://www.regent.edu/acad/global/publications/ijls/new/home.htm

Tallman, S., & Koza, M. (2010). Keeping the Global in Mind. Management International Review, 50(4), 433-448. doi:10.1007/s11575-010-0045-0

Troth, A.C., Jordan, P.J., Lawrence, S.A. & Tse, H.M.H. (2012). A multilevel model of emotional skills, communication performance, and task performance in teams. Journal of Organizational Behavior, 33(5), 700 -- 722. http://dx.doi.org/10.1002/job.785

Vance, C.M. (2005). The personal quest for building global competence: A taxonomy of self- initiating career path strategies for gaining business experience abroad. Journal of World Business, 40(4), 374-385. http://dx.doi.org/10.1016/j.jwb.2005.08.005

Vance, C.M., & McNulty, Y. (2014). Why and how women and men acquire expatriate career development experience: A study of American expatriates in Europe. International Studies of Management and Organization, 44(2), 34-54. http://dx.doi.org/10.2753/imo0020-8825440202

VanderPal, G. (2014). Global leadership and emotional quotient. The Journal of Applied

Business and Economics, 16(5), 137-149. Retrieved from http://www.cluteinstitute.com/journals/journal-of-applied-business-research-jabr/

VanderPal, G., & Ko, V. S. C. (2014). An overview of global leadership: Ethics, values, cultural diversity and conflicts. Journal of Leadership, Accountability and Ethics, 11(3), 166-175. Retrieved from http://www.na- businesspress.com/JLAE/jlaescholar.html

Vogelgesang, G., Clapp-Smith, R., & Osland, J. (2014). The relationship between positive psychological capital and global mindset in the context of global leadership. Journal of Leadership & Organizational Studies, 21(2), 165-178. doi:10.1177/154805181351551

Waldman, D. A., Galvin, B. M., & Walumbwa, F. O. (2012). The development of motivation to lead and leader role identity. Journal of Leadership & Organizational Studies, 20(2), 156 -- 168. doi:10.1177/1548051812457416

Watson, R. (2015). Quantitative research. Nursing Standard, 29(31), 44 -- 48. doi:10.7748/ns.29.31.44.e8681

Weinberger, A. (2009). Emotional intelligence, leadership style, and perceived leadership effectiveness. Advances in Developing Human Resources, 11(6), 747 -- 772. http://dx.doi.org/10.1177/1523422309360811

Whitley, L. T., & Chambers, B. T. (2009). Strategic communications in a complex world: How senior executives successfully plan and communicate in global enterprises. International Journal of Coaching Organizations, 7(2), 6-18. Retrieved from http://www.ijco.info/

Willis, R. (2010). Advice for supervising PhD students during the ethical approval process: A research student's perspective. Research Ethics Review, 6(2), 53-55. http://dx.doi.org/10.1177/174701611000600205

Winship, C., & Western, B. (2016). Multicollinearity and model misspecification.

Sociological Science, 3, 627 -- 649. doi:10.15195/v3.a27

Wisdom, J. P., Cavaleri, M. A., Onwuegbuzie, A. J., & Green, C. A. (2012). Methodological reporting in qualitative, quantitative, and mixed methods health services research articles. Health Services Research, 47, 721-745. doi:10.1111/j.1475-6773.2011. 01344. x

Woods, B. R. (2010). The relationship between a manager's emotional intelligence and perceived leadership style (Order No. 3409369). Available from Dissertations & Theses @ Capella University. (717681026)

Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions: Epistemological, theoretical, and methodological differences. European Journal of Education, 48, 311-325. doi:10.1111/ejed.12014