Rama Hart

Given the unprecedented rise in global business, growing cultural diversity in micro and macro environments, and the complex issues of dominance, marginalization, and power, critiques of cross-cultural management are more important than at any other period in the young history of the field. Critiques of cross-cultural management are based subjective and radical change paradigms of analysis, and center on three main areas: the overreliance on Western models of management, oversimplification and generalization of cultural differences, and a lack of attention to power differences and structural inequality. This entry provides a high-level overview of the critiques and their relevance to cross-cultural management research.

The problem and the solution. In this conceptual article, emotional intelligence (EI) is critiqued, particularly as a resource for leadership development. Ultimately, this article seeks to answer the question: What should human resource development (HRD) professionals know and reflect on as they consider the use of EI instruments and interventions in leadership development? The transmutation of emotions in organizations from negative and irrational to a positive attribute of successful leaders is traced, demonstrating how emotions have traditionally been mobilized in organizations to achieve instrumental goals. The following questions are explored: Is there one accepted model of EI? What are the instruments and measures for EI? Is there a definitive association between EI and leadership effectiveness? What issues are raised by generalizing EI abilities and competencies across cultures or in multicultural contexts? How might EI training enable leaders to abuse power D6more skillfully to achieve personal or organizational ends? In conclusion, suggested areas of concern for HRD practitioners are raised, and alternative ways to include increased awareness of emotions in leadership development are discussed.

This chapter aims at examining, through a case study, student perceptions of interactive learning activities based on the experiential learning model in Second Life (SL). Undergraduate students in an Honors Program reflected on their learning experiences in a blended learning course that took place both in person and in SL for four weeks. Student reflections on two main learning tasks: discussion about assigned readings and SL field trips which include simulating and gaming, were recorded in weekly journals. Sixty journal entries were the data source for coding. Student experiences of the learning tasks are predominately positive with some challenges. Positive views include: excitement, enhanced confidence, motivation for learning, and increased knowledge. Challenges were mostly due to technical issues. Instructor interventions, including ground rules for online conversation and tech support, were important in minimizing barriers to student learning in virtual worlds.

An increasing number of organizations have established presences in Second Life or virtual worlds for organizational learning. The types of activities range from staff training, annual meetings, to leadership development and commercial transactions. This chapter reviews relevant literature on how virtual worlds, especially Second Life, are utilized for organizational learning. The discussions include leveraging the affordances of virtual worlds for learning, integrating design principles of 3D immersive learning, and examining examples of actual workplace learning in virtual worlds. Specific emphasis will be placed on the translation of applicable learning theories into the pedagogical design of virtual worlds. Furthermore, the chapter examines student perspectives of an actual course on immersive learning that took place in Second Life. Student perspectives are summarized in six strands: challenging and informative learning, engagement, activity structures, transformation, collaborative and democratic participation, and new opportunities. The six themes are important factors for designers of 3D learning environments to ensure quality immersive learning experiences.