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Foreword; Preface; Contents; List of Abbreviations; List of Figures; List of Tables; 1. Introduction; 1.1. Research Rationale; 1.2. Aims of the Study; 1.3. Line of Action; 2. Effective Leadership and Cross-Cultural Variation; 2.1. Leadership
a Global Phenomenon; 2.2. The State of Leadership Theories; 2.3. Leader Versus Manager; 2.4. Cross-Cultural Leadership Research; 2.4.1. Generalizability of the Western Leadership Theories; 2.4.2. Development of Cross-Cultural Leadership Research; 2.5. Values as an Indicator of Societal Culture and Two Examples of Values; 2.5.1. Rokeach Values
2.5.2. Schwartz Values2.6. Examples of Varied Effective Leadership Practice; 2.7. Full Range Leadership Model
a Universal Perspective; 2.7.1. Transformational and Transactional Leadership; 2.7.2. Further Development to a Leadership Model; 2.7.3. The Universality of the Full Range Leadership Model; 2.8. Chinese Culture and Leadership; 2.8.1. Chinese Culture; 2.8.2. Leadership Made in China; 2.9. German Culture and Leadership; 2.9.1. German Culture; 2.9.2. Leadership Made in Germany; 2.10. Empirical Comparison between China and Germany; 2.10.1. Findings Based on Schwartz's Cultural Values
2.10.2. Findings Based on the GLOBE Study2.11. Cultural Convergence, Divergence or Crossvergence; 3. Learning Approaches for Leadership Development Programs; 3.1. Instructional Learning; 3.2. Constructivist Learning; 3.2.1. Baseline of Constructivism; 3.2.2. Constructivist Approaches; 3.2.3. Constructivist Principles for Adult Education in Germany; 3.3. Constructivist Principles for Chinese Learners; 3.3.1. How Chinese Learners Learn; 3.3.2. Applicability of Constructivist Principles for Chinese Learners; 4. Impact of Leadership Development Programs
4.1. Measurement of Programs' Impact and Transfer4.1.1. Kirkpatrick and Alliger et al.'s Measurement Model; 4.1.2. Baldwin and Ford's Transfer Process; 4.1.3. Burke and Hutchins' Affecting Variables; 4.1.4. Holton's Learning Transfer Diagnostic Model; 4.2. Effectiveness of Development Programs; 4.2.1. Effect Size as an Effectiveness Index; 4.2.2. Magnitude of Effectiveness; 5. Multi-Perspective Rating; 5.1. Multi-Perspective in Performance Ratings and Explanations; 5.1.1. Low Convergence of Multi-Raters; 5.1.2. Affecting Factors in Multi-Perspective Ratings
5.1.3. Socio-Culture as a Factor Affecting Raters5.2. Multi-Perspective in Training Effect Size; 6. A Global Leadership Development Program and Research Assumptions; 6.1. The Global Leadership Development Program (GLDP); 6.1.1. The Contents of the GLDP; 6.1.2. The Learning Approaches of the GLDP; 6.1.3. Process and Learning Goals of the GLDP; 6.2. Needs Analysis in China A Qualitative Analysis; 6.3. Identification of Research Topics and Development of Hypotheses; 6.3.1. Category A: Values of German and Chinese Leaders; 6.3.2. Category B: Effective Leadership in Germany and in China
a Global Phenomenon; 2.2. The State of Leadership Theories; 2.3. Leader Versus Manager; 2.4. Cross-Cultural Leadership Research; 2.4.1. Generalizability of the Western Leadership Theories; 2.4.2. Development of Cross-Cultural Leadership Research; 2.5. Values as an Indicator of Societal Culture and Two Examples of Values; 2.5.1. Rokeach Values
2.5.2. Schwartz Values2.6. Examples of Varied Effective Leadership Practice; 2.7. Full Range Leadership Model
a Universal Perspective; 2.7.1. Transformational and Transactional Leadership; 2.7.2. Further Development to a Leadership Model; 2.7.3. The Universality of the Full Range Leadership Model; 2.8. Chinese Culture and Leadership; 2.8.1. Chinese Culture; 2.8.2. Leadership Made in China; 2.9. German Culture and Leadership; 2.9.1. German Culture; 2.9.2. Leadership Made in Germany; 2.10. Empirical Comparison between China and Germany; 2.10.1. Findings Based on Schwartz's Cultural Values
2.10.2. Findings Based on the GLOBE Study2.11. Cultural Convergence, Divergence or Crossvergence; 3. Learning Approaches for Leadership Development Programs; 3.1. Instructional Learning; 3.2. Constructivist Learning; 3.2.1. Baseline of Constructivism; 3.2.2. Constructivist Approaches; 3.2.3. Constructivist Principles for Adult Education in Germany; 3.3. Constructivist Principles for Chinese Learners; 3.3.1. How Chinese Learners Learn; 3.3.2. Applicability of Constructivist Principles for Chinese Learners; 4. Impact of Leadership Development Programs
4.1. Measurement of Programs' Impact and Transfer4.1.1. Kirkpatrick and Alliger et al.'s Measurement Model; 4.1.2. Baldwin and Ford's Transfer Process; 4.1.3. Burke and Hutchins' Affecting Variables; 4.1.4. Holton's Learning Transfer Diagnostic Model; 4.2. Effectiveness of Development Programs; 4.2.1. Effect Size as an Effectiveness Index; 4.2.2. Magnitude of Effectiveness; 5. Multi-Perspective Rating; 5.1. Multi-Perspective in Performance Ratings and Explanations; 5.1.1. Low Convergence of Multi-Raters; 5.1.2. Affecting Factors in Multi-Perspective Ratings
5.1.3. Socio-Culture as a Factor Affecting Raters5.2. Multi-Perspective in Training Effect Size; 6. A Global Leadership Development Program and Research Assumptions; 6.1. The Global Leadership Development Program (GLDP); 6.1.1. The Contents of the GLDP; 6.1.2. The Learning Approaches of the GLDP; 6.1.3. Process and Learning Goals of the GLDP; 6.2. Needs Analysis in China A Qualitative Analysis; 6.3. Identification of Research Topics and Development of Hypotheses; 6.3.1. Category A: Values of German and Chinese Leaders; 6.3.2. Category B: Effective Leadership in Germany and in China