As the use of workplace knowledge economies increases and emerging motivationalstate variables such as employee engagement become more widely used, current frameworks of leadership are undergoing changes in perspective and practice. Moreover, while shifts in workplace dynamics have occurred in practice for some time, scholars are now calling for a new perspective of leadership. This article explores the connection between traditional and emerging leadership theories and the motivational-state variable of employee engagement, building toward a conceptual framework proposed for further refinement, discussion, and ultimately testing. A conceptual link between meeting and understanding employee needs, the use of emotional intelligence as a leadership competency, and transformational leadership is examined. Implications for leadership development in research and practice in an HRD context bring this article to a close.

The present study investigated the discrepancies, or conflict, between the attributions of leaders and members as a function of LMX quality and explored the relation between attributional conflict and subordinate job satisfaction, perceptions of equity, and turnover intentions. Data for the study were provided by 141 supervisor-subordinate dyads from the managerial ranks of a large manufacturing organization. Both parties of the dyad made attributions for subordinate loyalty, affect, and contributions, member behaviors identified as critical in previous LMX research. Limited support emerged for the hypothesis that attributional conflict would be greater in dyads where subordinates reported lower rather than higher LMX quality. Findings suggested that attributional discrepencies are due, in part, to the tendency of leaders to make more favorable attributions for subordinates reporting higher LMX quality than for subordinates reporting lower LMX quality. Results also revealed that, while attributional conflict was negatively related to subordinate satisfaction and perceptions of equity and positively related to turnover intentions, attributional conflict did not predict subordinate work outcomes when the effects of LMX quality were controlled. Implications of these findings were discussed.

Results from the study suggest that employees' perceptions of organizational leadership support for health promotion are related to their participation in wellness activities, perceived job stress levels, and health behaviors.

No one can dispute the impact that technology innovation, especially the rapid development of information technology (IT), has on our work and life. It has not only created performance improvement opportunities for individuals and organizations (Purcell & Rainie, 2014) but also challenged Human Resource Development (HRD) professionals to critically examine the applications of IT and determine their unitizations in the areas of learning, performance enhancement and organizational development (Benson, Johnson, & Kuchinke, 2002; Leonardi, 2013). As importantly, increased technology innovation provides an impetus for HRD professionals to investigate concomitant changes in the social/work environment of the digital workplace in order to understand their impact on employees' learning behaviors, to develop innovative HRD solutions that will fit and support the new socio-technical relationships in organizational systems, and to move beyond a linearity metaphor and think instead in terms of simultaneity in the design of learning and development interventions (Li, 2016). Innovation is no stranger to the field of HRD, especially in the area of training and development. Many forms of innovative interventions have been introduced over the decades. These have been aimed at improving the effectiveness and the efficiency of learning and training delivery, and include process-oriented approaches (i.e. instructional design processes and performance improvement systems), training delivery technologies (i.e. educational CD-ROMs, eLearning, game based learning, and MOOC platforms), and incorporating equipment and products (e.g. overhead projector, audio/visual equipment, personal computer, PDA, tablet and smart phones). Innovation has taken place to create new material products or production processes, and more importantly, to shape new skills and capabilities that allow us to do things that could not be done before and do them in a better or more effective way. As a result, innovation shifts the collective awareness, knowledge and actions of the individuals and organization in practical settings (Lanzara, 2016); a new set of socio-technical processes, entailing new norms and behaviors, is established in the workplace powered by digital technology. Digital technology is an all-encompassing term that includes methods, systems, devices and knowledge that use digital and computerized methods to transmit data and deliver information. The advancement of digital technology has been driving the changes in the workplace, learning process included. Digital workplace learning can be simply defined as learning supported by digital technology for the purpose of enhancing learning and job performance. Through the affordance of a wide range of tools and equipment, digital technology has allowed learners to personalize their learning space, to gain extended access to learning opportunities, to enhance individual and group

The Problem In the 21st century, globalization is key. Therefore, assessing and developing global leadership competencies is an important topic in human resource development (HRD). Global leadership competencies encompass personality traits, knowledge, and skills, as well as behaviors. While there has been a plethora of scholar-practitioner literature identifying global leadership competencies, there has been far less focus on assessing global leadership competencies and how these competencies are developed. The Solution We attempt to address this gap by examining the state-of-the-art literature on global leadership assessment and development from several disciplines, including HRD, management, and leadership. With regard to global leadership competency assessment, our goal is to synthesize the literature and provide HRD professionals with a systematic method for identifying instruments that measure core global competencies. With regard to global leadership development, our aim is to provide a framework for understanding how global leadership competencies can be developed. The Stakeholders The identification and categorization of various instruments that measure global competencies, as well as a framework that outlines methods to develop these competencies, will benefit human resource (HR) professionals and HRD practitioners.