Managing destination brands: establishing a theoretical foundation

There is general agreement in the literature that the marketing of places as brands requires “a special type of marketing” (Ashworth 1993, p. 648). But while the problems inherent in place marketing are well documented (see for example Karavatzis and Ashworth 2005) very little attention has been given to the development of a theory of destination branding which can be used to guide destination brand managers and form the basis of future research. The conclusions from a review of the literature are tested against the experiences of practitioners (Churchill 1979) by means of 25 depth interviews with Senior Managers in 20 Destination Marketing Organisations. Five critical antecedents of successful destination branding are identified: stakeholder partnerships, brand leadership, departmental coordination, brand communications and brand culture. Two key mediating factors are also identified: brand reality and brand architecture. The managerial implications of these findings are discussed.     

A Framework for Understanding Corporate Social Responsibility Programs as a Continuum: An Exploratory Study

Corporate Social Responsibility (CSR) programs are increasingly popular corporate marketing strategies. This paper argues that CSR programs can fall along a continuum between two endpoints: Institutionalized programs and Promotional programs. This classification is based on an exploratory study examining the variance of four responses from the consumer stakeholder group toward these two categories of CSR. Institutionalized CSR programs are argued to be most effective at increasing customer loyalty, enhancing attitude toward the company, and decreasing consumer skepticism. Promotional CSR programs are argued to be more effective at generating purchase intent. Ethical and managerial implications of these preliminary findings are discussed. Julie Pirsch, Ph.D., is an Assistant Professor of Marketing at Villanova University. She researches in the areas of cause-related marketing, corporate social responsibility, and new product development. Shruti Gupta, Ph.D., is an Assistant Professor of Management at The Pennsylvania State University at Abington, in Abington, Pennsylvania. Dr. Gupta’s research interests lie in the area of corporate social responsibility, cause-related marketing, environmental consumerism, and social marketing issues. Stacy Landreth, Ph.D., is an Assistant Professor of Marketing at the University of North Texas. She researches in the areas of cause-related marketing and social marketing alliances, as well as advertising source effects.     

Leadership mindsets: Why new managers fail and what to do about it

It is not a secret that many leadership development programs are not producing intended results, and the majority of first-time managers are ineffective. Even though organizations prioritize leadership development, most companies recognize that their programs need improvement in selecting and developing first-time managers. Perhaps it is time to reconsider the assumptions that these programs are based on. First, while organizations tend to promote high-performing individual contributors, the mindsets of an effective individual contributor do not translate to effective leadership mindsets. Second, leadership development programs generally assume that new managers can change behavior by focusing on skill development. These programs fail to identify, name, and address the underlying mindsets that influence individual action. In this article, I highlight research on leadership and leadership mindsets that can replace the flawed assumptions of underperforming leadership selection and training programs. Building on leadership mindset research, I make recommendations to help organizations better select and train new managers.     

Transfer of training: a case‐study of outsourced training for staff from Bhutan

The article examines the perceptions of managers, academics and technical staff in relation to the transfer of training resulting from their participation in out‐country training funded by Bhutan's Ministry of Education. Out‐country training refers to in‐service education, training and professional development programs, especially in relation to technical education, higher education and specialization courses undertaken abroad. The objective was to evaluate the effectiveness of out‐country training over a five‐year period to gauge the level of training transfer among three different types of participants. The methodology included surveying 149 Bhutanese out‐country training participants between 1999 and 2003. A representative sampling technique was used to select 58 academics, 46 managers and 45 technical support staff for inclusion in the survey. Semistructured in‐depth interviews were also conducted with 19 of these trainees across the three categories. Results of the study indicate high initial levels of motivation in all trainees, but a change in attitude toward their training once it was underway. On return to the workplace, participants reported even less confidence in their ability to transfer their learning compared to their confidence reported before the program began.     

Responsible Leadership in a Stakeholder Society – A Relational Perspective

We understand responsible leadership as a social-relational and ethical phenomenon, which occurs in social processes of interaction. While the prevailing leadership literature has for the most part focussed on the relationship between leaders and followers in the organization and defined followers as subordinates, we show in this article that leadership takes place in interaction with a multitude of followers as stakeholders inside and outside the corporation. Using an ethical lens, we discuss leadership responsibilities in a stakeholder society, thereby following Bass and Steidelmeier’s suggestion to discuss “leadership in the context of contemporary stakeholder theory” (1999: 200). Moreover, from a relational and stakeholder perspective we approach the questions: What is responsible leadership? What makes a responsible leader? What qualities are needed? Finally, we propose a so-called “roles model” of responsible leadership, which gives a gestalt to a responsible leader and describes the different roles he or she takes in leading stakeholders and business in society.     

Targeting Financial Management Training at Low‐Income Audiences

While interest in financial management training programs for low‐income persons has grown in recent years, the specific training needs of low‐income consumers have not been well articulated. This article describes needed training content for such audiences, based on review of previous research and the authors’ experiences in evaluating the Financial Links for Low‐Income People (FLLIP) program. We also illustrate how the choice of financial management training models can seriously impact the subgroups of the low‐income population who attend training, as well as the success of programs in recruiting and graduating participants. The implications of these findings both for financial management curriculum development and for the selection of program models are presented.     

Do university executive development programs pay off?

University executive development programs are solidly entrenched, but questions have been raised concerning their cost-and benefits. A study of large U.S. business corporations reveals that most lack established policies concerning selection of the participant and the choice of a program. In addition, measurement of individual and group change related to the program is neglected. Nevertheless, companies report favorably on participants' job performance. The participants themselves feel they have gained status, but sometimes are ready to implement changes for which the organization is not prepared. University programs do not seem to be in any immediate trouble, but need to develop and maintain closer relations with participating organizations and to become more deeply involved in evaluation.     

Rebounding from Corruption: Perceptions of Ethics Program Effectiveness in a Public Sector Organization

We examine the perceived importance of three organizational preconditions (awareness of formal ethics codes, decision-making techniques, and availability of resources) theorized to be critical for ethics program effectiveness. In addition, we examine the importance of ethical leadership and congruence between formal ethics codes and informal ethical norms in influencing employee perceptions. Participants (n=418) from a large southern California government agency completed a survey on the perceived effectiveness of the organization’s ethics program. Results suggest that employee perceptions of organizational preconditions, ethical leadership and informal ethical norms were related to perceptions of ethics program effectiveness. Based on these findings, organizations should evaluate the presence (or absence) of essential preconditions and take steps to ensure that leaders model espoused organizational values to foster perceptions of effective ethics programs.Kathie L. Pelletier is a doctoral student in the School of Behavioral and Organizational Sciences at Claremont Graduate University, 123 East Eighth Street, Claremont, CA 91711; e-mail: kathie.pelletier@cgu.edu. Her research interests include organizational ethics, ethical leadership, and women’s issues in the workplace. Michelle C. Bligh is an assistant professor of Organizational Behavior in the School of Behavioral and Organizational Sciences at Claremont Graduate University, 123 East Eighth Street, Claremont, CA 91711; e-mail: michelle. bligh@cgu.edu. Her research interests include charismatic leadership, political and executive leadership, and organizational culture.     

The conditions for successful knowledge transfer in development‐aid training programs

The shortage of qualified human capital is a major impediment to development. In the field of international development cooperation, training programs (TPs) have been widely employed to enhance the capacity of workforces in developing countries. This paper investigates the conditions in which these programs can contribute not only to individual human resource development but also to organization‐level reform and innovation in developing countries. The methods were regression analyses of training monitoring records as well as follow‐up e‐mail interviews with former participants of information and communication technology TPs sponsored by the Japanese International Cooperation Agency. The research reveals that bilateral communication between training participants and the home organizations during the training plays a key role in increasing the probability of successful organization‐level transfer of individual‐level learning, irrespective of the original level of organization's absorptive capacity. The researchers examine the differences in transfer factors between the development aid context in their research and the paradigm case of the business organization found in much of the transfer literature.     

Leadership integrity and the role of human resource management in Greece: Gatekeeper or bystander?

With ethical misconduct commonplace in organizations and with the touting of competitive advantage associated with ethical organizational practices, considerable attention has turned to leadership integrity. Leaders are uniquely situated to influence the behavior of organizational members, and integrity has been shown to be instrumental in supporting ethical behavior and decision‐making. This article explores the role and influence of human resources management (HRM) in supporting leadership integrity among a group of large organizations operating in crisis‐stricken Greece. Although the institutional and cultural context of Greece appears to exacerbate role tensions confronted by human resources (HR) professionals, its forces are not deterministic; findings from in‐depth interviews with 12 HR directors indicate that the HR potential to secure ethical influence at the top level is primarily contingent on the nature of the organization's culture. Cultures of integrity enable HR executives to influence integrity and ethical behavior in top management teams (TMTs). In contrast, compliance‐based organizational cultures appear to breed a fickle HR presence: fostering integrity and ethical behavior for the middle and lower levels of an organization, while turning a blind eye to integrity violations at the top.     

Global leadership success through emotional and cultural intelligences

Culturally attuned and emotionally sensitive global leaders need to be developed: leaders who can respond to the particular foreign environments of different countries and different interpersonal work situations. Two emerging constructs are especially relevant to the development of successful global leaders: cultural and emotional intelligences. When considered under the traditional view of intelligence as measured by IQ, cultural, and emotional intelligences provide a framework for better understanding cross-cultural leadership and help clarify possible adaptations that need to be implemented in leadership development programs of multinational firms. This article posits that emotional intelligence (EQ), analytical intelligence (IQ), and leadership behaviors are moderated by cultural intelligence (CQ) in the formation of global leadership success.     

Organizational performance with a broader focus: The case for a stakeholder approach to leadership

In 2019, BlackRock CEO Larry Fink, Apple CEO Tim Cook, and the other 179 CEO members of the Business Roundtable argued that the purpose of a corporation must reflect not only the fiduciary interests of owners but also the varied interests of all stakeholders: employees, customers, partners, and broader society. This idea challenges a decades-old norm of shareholder primacy, so it is reasonable for organizational leaders to wonder whether doing so is truly in their firms’ best interests, and if so, how to implement this approach to leadership. To answer these questions, we draw on over 200 peer-reviewed articles covering leadership research to demonstrate how servant leadership, a stakeholder-focused approach to management, outperforms other leadership approaches across both shareholder and stakeholder criteria. We leverage case studies of organizational leaders from SAS, Zappos, Starbucks, and Jason’s Deli, financially successful organizations that exemplify how managers provide value and sustainability to stakeholders and shareholders through servant leadership. We also include practical steps managers can take to begin putting this form of leadership into practice.     

Understanding Responsible Leadership: Role Identity and Motivational Drivers

This article contributes to the emerging discussion on responsible leadership by providing an analysis of the inner theatre of a responsible leader. I use a narrative approach for analyzing the biography of Anita Roddick as a widely acknowledged prototype of a responsible leader. With clinical and normative lenses I explore the relationship between responsible leadership behavior and the underlying motivational systems. I begin the article with an introduction outlining the current state of responsible leadership research and explaining the kind of magnifying glasses used to examine the case. I continue with a brief summary of Anita Roddick’s development from childhood to adulthood, which provides the biographical background for exploring her motivational systems as a leader. Against this backdrop, I analyze the relationship between motivational drivers and a responsible leadership identity as revealed by Roddick in different behavioral leadership roles. I conclude the article by providing a number of lessons learned for responsible leadership and the development of future global leaders. Dr. Nicola M. Pless is a former Vice President of leadership development at a large financial services institution. Currently she is Reader in Responsible Leadership at the University of St. Gallen and Research Director of the HSG-INSEAD Initiative on Responsible Leadership. She holds a Ph.D. in organizational theory and social issues from the University of St. Gallen and a diploma in clinical organizational psychology from INSEAD where she is a Visiting Senior Research Fellow. She is editor of “Responsible Leadership”, published by Routledge in 2006.     

Taking international business education programs and pedagogy to new heights: Fundamental questions for educators and students

As the dynamic global business environment continues to force organizations to be agile and adaptive, international business (IB) education pedagogy is transforming. Building on previous literature describing gaps in IB pedagogy, as well as unaddressed stakeholder needs, we first use our institution—the United States Air Force Academy—as an example of IB program development. In examining our program's evolution, we develop five questions that may provide insight regarding more generalizable IB pedagogy trends. To assess this possible generalizability, we explore questions related to the development of our program using self-reported, publically-available websites of the top full-time MBA programs throughout the United States. Our questions focus on the role of foreign languages, study abroad opportunities, integrative courses, capstone/thesis projects, and faculty development. Our exploration indicates that these five questions are important not only for educators developing future programs, but also for students examining potential IB programs. Additionally, our research examines a sixth question focused on the development of competitive positioning and program differentiation in IB programs. We hope to motivate future inquiry into IB pedagogy, which could inform more effective means of improving IB education.     

Vocational education and training and employer engagement: an industry‐led sectoral system in the Netherlands

The overall objective of this paper is to determine, through a qualitative case study of the Dutch sectoral training system, factors associated with successful employer engagement. As well as examining the key features of the Dutch approach to vocational education and training (VET), the article makes a number of specific arguments: (1) employer ‘buy‐in’ is crucial to the success of the sectoral approach to VET; (2) simply establishing a system of sector‐based training bodies (e.g. skills councils) does not guarantee effective employer engagement; and (3) to make sectoral training work, especially in countries where a ‘supply‐led’ system dominates, a fundamental reform is required in areas such as funding, qualification structure, leadership and system support.     

企业高管人员职业素质调查研究

企业高级管理人员的职业素质攸关企业发展命运。现阶段企业高级管理人员素质结构中的主导因素表现在领导能力、沟通能力、学习能力、洞察力、创造力、综合管理能力等6个方面。通过30多家大中型国有企业的高管人员为调查对象进行了问卷调查,从而对被调查对象职业素质的整体水平作出了基本判断。     

Stakeholder dialogue and organisational learning: changing relationships between companies and NGOs

This article presents a critical examination of the process of stakeholder dialogue in the Corporate Social Responsibility (CSR) field. It utilises data from a three-year research project into stakeholder dialogue processes to discuss three central themes: first, what is meant by the term 'dialogue', both from a theoretical perspective and from its practical application within CSR; second, the challenges of creating effective dialogue; and third, measuring and assessing the potential outcomes of dialogue. In providing a critical overview of these themes, the article examines the nature of organisational learning through stakeholder engagement and dialogue. It questions the motives behind engagement in dialogue and highlights some of the potential challenges for organisational learning posed by opting for a stakeholder dialogue approach. It argues that organisations engaging in stakeholder dialogue must have a clear understanding of the implications of undertaking a dialogue process and have a long-term perspective regarding the outcomes and learning likely to emerge from it. While stakeholder dialogue may produce significant results, it is argued, many of these may be difficult to quantify on a short-term basis.     

Predicting effectiveness in global leadership activities

Given the importance of effective global leadership, both academics and practitioners alike have become increasingly interested in ways to develop successful global business leaders. This study of over two hundred global leaders found that high contact cross-cultural leadership development experiences and the leaders’ personality characteristics were predictors of effectiveness in global leadership activities. Testing hypotheses based on social learning theory and the contact hypothesis, extroversion is found to moderate the relationship between high contact cross-cultural leadership development experiences and effectiveness on global leadership activities: Highly extroverted leaders with a greater number of high contact cross-cultural leadership development experiences are the most effective on global leadership activities.     

Pollution,profits, and stakeholders: The constraining effect of economic performance on CEO concern with stakeholder expectations

This study examined the constraining effect of economic performance on the relationship between CEO stakeholder orientations and four pollution performance categories. Economic performance was found to moderate the relationship for two of the four categories. Additionally economic performance was found to consistently interact with some CEO stakeholder orientations and not others. Overall the results suggest that CEO concern with stakeholder expectations is in large part moderate by the economic performance of the firm.Robert S. Dooley is a doctoral student in Strategic Management.Linda D. Lerner is an Assistant Professor in the Department of Management and Marketing at Tennessee Technological University. She has conducted research and published in the areas of corporate social performance, women in management, and business venturing.