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Given continuing gender inequality in the upper echelons of organizations, women's leadership aspirations and orientations are of significant research interest. Controversy remains as to whether today's “Millennial” college women approach work with different leadership aspirations and attitudes than previous generational cohorts. This study compares the leadership and achievement orientations of college women leaders from 1985 to 2015, along with peer comparators from 2015.

Data were obtained from attendees at a conference for college women leaders in 1985 and 2015; male and female comparators were surveyed in 2015.

Comparing 1985 and 2015 cohorts of college women leaders suggests both similarity and change, as well as differences between women leaders and their male and female peers. Women leaders from 2015 demonstrated no differences in intrinsic direct achievement, lower self-esteem and higher power apprehension and lower levels of leadership motivation compared to the 1985 cohort. Millennial women leaders reported higher intrinsic direct and power direct achievement than male and female peers, with men higher on competitive achievement than either female group. Millennial women were more concerned about workplace gender equity, about sharing household responsibilities and were more favorable toward using external childcare while working compared to male peers.

Implications for developing young women with leadership potential are discussed.

These results make a strong contribution to understanding the leadership aspirations, achievement orientations and work–life expectations of the next generation of organizational leaders.

The present study aims to apply the construct of microaggressions to organizational contexts by examining perceptions of discrimination in ambiguous interactions between White supervisors and Black subordinates and their impact on work outcomes under varying conditions of leader fairness.

US participants (N=387) responded to scenarios describing supervisor‐subordinate interactions involving subtle to blatant discrimination, after being told either that the supervisor had a history of fair, equitable treatment of subordinates or that the supervisor had a history of unfairness and inequity.

Leader equity impacted discrimination perceptions, affording leaders greater benefit of the doubt in ambiguous interracial interactions. For all levels of microaggression severity, microaggressions were perceived less when the supervisor had a reputation for equity and fairness; expected work outcomes were also better when the supervisor had a reputation for equity and fairness at all levels of microaggression severity.

As blatant discrimination grows more and more unacceptable, examining the subtle and sometimes unintended aspects of workplace discrimination is increasingly important. The authors’ results suggest that a leader's reputation for equity and fairness may mitigate the effects of racial slights.

To the authors’ knowledge, this is the first study to examine the impact of leader equity on microaggressions and the first to empirically explore the impact of microaggressions on work outcomes. Their results suggest the importance of establishing leader reputations of fairness and training staff to recognize even subtle forms of discrimination and exclusion.

Drawing on social categorization, relational demography, and faultline theories, the purpose of this paper is to examine interpersonal relationships between Hispanic American, European-American, African-American, and Asian-American coworkers in relation to language use in the workplace (English or Spanish).

Employed adults (n=97) participated in one of four racioethnic-specific focus groups (Hispanic American, European-American, African-American, and Asian-American) at each of four worksites in order to assess their reactions to working in a linguistically diverse environment. Interviews with onsite management and human resource directors were also conducted.

Language issues created noticeable faultlines between English and Spanish speakers. In total, six themes representing issues for multilingual organizations emerged: inclusion vs exclusion, assimilation vs ingroup identification, essential communications, composition issues, utility of speaking English, and negative affective responses.

Results highlight the difficulties inherent in working in multilingual groups and the challenges they present for organizations. Results also suggest the importance of group composition in the development of language issues.

This paper is among the first to present insight into the experiences of workers in linguistically diverse workplaces, and the barriers presented by language differences. As the number of Hispanics in the US workforce continues to increase, maintaining effective relationships between Spanish and English speakers at work becomes especially important for organizational success. Suggestions for managing a multilingual workforce are included.

Multinationals increasingly require a cadre of skilled managers to effectively run their global operations. This exploratory study examines the relationship between emotional intelligence (EI) and managerial effectiveness among three cultures. EI is conceptualized and measured as self‐other agreement concerning the use of managerial skills using data gathered under a 360‐degree feedback process. Three hypotheses relating to managerial self‐awareness of both interactive and controlling skills are examined using data from 3,785 managers of a multinational firm located in the United States (US), United Kingdom (UK), and Malaysia. The two sets of managerial skills examined were found to be stable across the three national samples. The hypotheses were tested using polynomial regressions, and contour plots were developed to aid interpretation. Support was found for positive relationships between effectiveness and EI (self‐awareness). This relationship was supported for interactive skills in the US and UK samples and for controlling skills in the Malaysian and UK samples. Self‐awareness of different managerial skills varied by culture. It appears that in low power distance (PD) cultures such as the United States and United Kingdom, self‐awareness of interactive skills may be crucial relative to effectiveness whereas in high PD cultures, such as Malaysia self‐awareness of controlling skills may be crucial relative to effectiveness. These findings are discussed along with the implications for future research.

The purpose of this paper is to create a value-based facilities management (FM) workplace by integrating lean principles, lean concepts, and specifically visual management technologies to improve efficiency, transparency, and value in the built environment.

The original research methodology used design science research framework with an action research (AR) approach. The chosen qualitative research methods included questionnaires, unstructured and semi-structured interviews, and participatory observation in action.

The facilities asset management department needs to align itself more strategically with organization leadership by understanding core business values, mission, and vision. It is essential they become a partner in creating a value-based contribution to the organizations bottom line and strategic plan. This can be established by embracing lean principles, concepts, and visual technologies, strategically linking the FM and asset management department to the organization holistically. The research acknowledged that a lean visual workplace management system could be introduced in facilities asset management with success. The findings suggest that change management should form part of the lean journey.

The original research was limited in scope to one UK university estates and property services department’s lean journey and their third party outsourced FM service provider.

By using the visual workplace management system to integrate lean and visual management technologies in FM asset management systems value-based FM services and recognition from the C-suite will be achieved. Additionally, a new design science framework with an AR approach was developed as a research method

The importance of emotional intelligence (EI) for management success has been established. This paper aims to examine the influence of increased EI capabilities on project success.

This paper first examines the literature in relation to EI then reports on a case study conducted in the defence contracting sector in the USA. The qualitative, case study approach is supported by pre‐ and post‐training surveys. Regression analysis was conducted to test the effect of the training on EI competencies and the impact of the increase in competencies on employee satisfaction and project success.

Results of the case study and survey indicate that developing EI capabilities will contribute to increased project management success.

The research reported upon in this paper is limited to one organisation within the defence contracting industry in the USA.

The aim of every project leader is to develop their intended project benefit. The results of the study reported in this paper will have implications for project leaders and project team members as it provides insights into capabilities which have the potential to further improve project performance.

Although the value of EI skills for employees, especially managers and supervisors, has been established, no specific study of the impact of these skills on project performance, using pre‐ and post‐tests, has previously been reported. It will provide a valuable point of comparison for similar research in other non‐defence contracting environments to build a body of knowledge on EI and project performance.