We focus on how charismatic trainer behaviors, such as visionary content, intellectual stimulation and individual attention, influence affective, cognitive and skill-based learning outcomes during computer-based training. Using an experimental design, 92 undergraduates were presented with an on-line Excel training program that contained narration that was either charismatic or non-charismatic. Path analysis results indicate that participants who viewed videos narrated by a charismatic trainer (as opposed to a non-charismatic trainer) had positive reactions to the trainer, which was related to positive affectivity. Trainee positive affectivity was subsequently related to recall one week after training, and this recall was related to skill transfer one week after training. The results confirmed that charismatic trainers influence skills acquisition through boosting positive affect.

A measure assessing host country nationals' (HCNs) perceptions of attitudes and behaviors of the expatriates (ATEX) was developed and validated in two studies. For the first study, interviews were conducted to generate items. A questionnaire involving these items was filled out by 198 HCNs and 26 items were eliminated. For the second study, 228 HCNs filled out a questionnaire that included ATEX and scales for constructs such as personality and attitudes toward diversity. Final version of ATEX was reduced to 24 items loading onto five factors. Examination of the relations between ATEX and several constructs provided support for construct and criterion-related validities of the measure.

The impact of team-level personality on team processes was examined in an experimental study.

Members of multinational teams likely have different perspectives on a variety of factors stemming from their different cultural backgrounds. The use and perception of time is one of the specific cultural values that differ cross-culturally and may have implications for the group dynamics and team effectiveness in multinational teams. Concepts such as time orientation, punctuality and pace of life are influenced by time-related differences among cultures. In the present article, it is argued that temporal diversity in multinational teams may serve as an input within the Input-Mediator-Output-Input model of team effectiveness (Ilgen, Hollenbeck, Johnson, & Jundt, 2005) and influence the team processes and outputs. Implications of cross-cultural differences in perception of time on multinational team functioning are discussed within the framework of the Marks, Mathieu, and Zaccaro (2001) taxonomy of team processes, which consists of 3 higher order team processes (i.e., transition processes, action processes, and interpersonal processes) that encompass 10 distinct, more specific processes. Propositions regarding the impact of temporal diversity on many of the distinct team processes and outcomes are put forward to help provide a temporal lens to future research on multinational teams.