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We develop and test predictions about how differences in people's social class backgrounds, as well as interpersonal perceptions of social class, influence leadership emergence as teams change tasks and group membership. Drawing on adaptive leadership theory, we test distinct pathways for how team members' social class backgrounds contribute to their likelihood of emerging as a leader. Using data from two samples consisting of 90 teams and over 500 individuals, we find consistent support for a person's objective class background informing subjective perceptions of social class, which in turn predict leadership emergence. Our findings extend recent research examining the relevance of social class in leadership research by demonstrating how interpersonal judgments of one's class position contribute to leader emergence even as the group's membership or task changes and irrespective of an individual's performance. By examining the role of social class in these informal, yet important, attributions of leadership, our study identifies potential avenues by which class-based inequalities can be reproduced within contemporary organizations.

in this article, we investigate how college students and graduates with diverse backgrounds experience working in groups by focusing on their perceptions regarding group work, attribution of leader coaching, and self-perspectives of personality traits. Moreover, this article explores relationships between personality factors (using the big five factors) and selected individual competencies from bartram's great eight competencies (2005). We furthermore review current management research on competency management, personality, and also identify current trends for young professionals who are about to enter the job market. this study was conducted in an experimental setting at a large european business school. Participants were 80 business students from austria, turkey, china, and the united states of america with a fairly even gender split who had to work on tasks in homogeneous and heterogeneous settings. We assess participants' ratings following rammstedt and John's big five inventory (2007) and a modified version of Wageman, hackman and lehman's team diagnostic survey (2005) that we enhanced accordingly. results are analyzed and discussed with relation to global challenges and developments regarding competencies, diversity, and group work.

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