Global leadership: Research, practice, and development, 2nd edition
Abstract
Global leadership has been frequently heralded by writers and executives as the key to sustained competitive advantage on the part of organizations. In addition, it is clear that the possession of leadership qualities and the display of leader behavior are requirements for individuals attempting to progress in their careers. It is important for aspiring managers to learn about the nature of effective global leadership and how they can develop their own competencies in this area. This textbook provides an important overview of this key emerging area within business and management.
... In contrast to the traditional focus on expatriate assignments (Van Bakel et al., 2014) or global leaders (Adler, 1997;Beechler & Javidan, 2007;Caligiuri & Tarique, 2009;McCall & Hollenbeck, 2002;Mendenhall et al., 2008), in this study we look at employees that live and work in their home country, but in their domestic roles are exposed to intercultural contacts or non-conventional international experiences (Suutari et al., 2013). ...
... As it goes unnoticed and unendorsed, few researchers have conducted empirical studies assessing ILs performance in relation to their intercultural competencies. A lot of emphasis in the literature has been placed on the measurement and development of competencies of employees that travel away from their home country under a formal interna-tional assignment (Adler, 1997;Beechler & Javidan 2007;Caligiuri & Tarique, 2009;McCall & Hollenbeck, 2002;McNulty & Brewster, 2016;Mendenhall et al., 2008). Hence, further research is warranted, as we know very little about ILs competencies, failure or success in relation to their intercultural interactions. ...
... Third, most of the effort and resources of firms are commonly concentrated in developing intercultural competencies on formally appointed international assignees (Mendenhall et al., 2008) and expatriates (Adler, 1997;McCall & Hollenbeck, 2002). Nevertheless, there is little awareness and attention on domestic employees that enter into frequent intercultural contacts to perform their jobs. ...
This paper examines the relationship between intercultural competencies and performance in “international locals”, defined as employees who, albeit not formally appointed to any international position, are regularly exposed to different types of intercultural interactions. From a sample of 258 employees of a multinational company, we selected a sub-group of 94 international locals, and examined the effect of ethnocentrism (ET), cultural intelligence (CQ) and emotional intelligence (EQ) on their performance, utilizing multiple regression analysis. The results show that the higher levels of CQ and/or EQ, the better the performance of international locals. Evidence also indicates that EQ interacts with CQ, triggering or enhancing the effect on performance. Finally, ET does not have any effect on the performance of international locals. The research implies that EQ and CQ are essential for performance in international business situations, and that international locals, who are continually exposed to regular intercultural interactions, need to focus on developing these two competencies. By assessing and helping international locals to develop higher EQ and CQ, organizations can ensure that they have enthusiastic and perseverant employees, who enjoy intercultural interactions, and can contribute to develop competitive advantages and capabilities.
... Organizations in the new global context must master geographic, cultural and intellectual reach in the development of a global mindset as well as global skills (Mendenhall et al., 2008). Global organizations face complexity in the dynamics of multiplicity, interdependence, ambiguity and flux (Mendenhall et al., 2008). ...
... Organizations in the new global context must master geographic, cultural and intellectual reach in the development of a global mindset as well as global skills (Mendenhall et al., 2008). Global organizations face complexity in the dynamics of multiplicity, interdependence, ambiguity and flux (Mendenhall et al., 2008). These forces are driving an increased need for global leaders who possess new competencies that enable them to respond and lead effectively (Marquardt & Berger, 2000). ...
... 74). Organizations must find constructive ways to adapt to survive, and the most adaptable organizations-those that possess a high degree of dynamic capability (Winter, 2003)-will be best positioned to explore the possibilities hidden amid the Globalization, the ongoing process of interdependence and integration of economies, societies, and cultures that occurs through a worldwide network of global communication and trade, has rapidly developed over the past 25 years to the point where it is a reality today (Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). It has become widely accepted that "the world is at once borderless, multicultural and a burgeoning hybrid of cultures. ...
In a qualitative research study, the researchers found that global leaders (a) develop through firsthand global leadership experience; (b) learn the importance of cultural sensitivity, relationships and networks and curiosity or desire to learn; (c) require a unique set of global leadership competencies; (d) are driven by curiosity, openness and a desire to learn; and (e) develop and learn intuitively. This article explores the implications of these findings for global leadership development practice.
... Global leadership is a crucial leadership discipline. Leadership on a global scale involves complexities, with attendant transformational impacts on leaders ( Mendenhall et al., 2017). According to Dunn, Lafferty, and Alford (2012), global leadership involves the capacity to lead diverse sets of people and organizations with unique talents across different societies to achieve success. ...
... Hence, the essence of global leadership theory is the management of diverse people, institutions, and communities in an interconnected dynamic, complex, and unpredictable business environment ( Dunn et al., 2012). In this regard, intercultural competence is a critical aspect of global leadership ( Mendenhall et al., 2017). ...
... Developing global leadership competencies takes time and thus requires a conscious organizational design of developmental activities and roles that will provide opportunities for leaders to have transformational experiences as well as the commitment of participating leaders ( Mendenhall et al., 2017). These leadership training and developments propositions are quite similar and share the common objective to make global leaders more effective. ...
Leadership is an important topic given the role leaders play in the success of organizations. Leadership at the global level is particularly significant in light of globalization that is driven by information and communications technology (ICT). As a result, leaders must adapt to cope with the complex, dynamic, and unpredictable global business landscape. Thus, the imperative for organizations becomes the development of global leaders with the right skills, competencies, and abilities to navigate the global business environment. Likewise, the development of global teams that support global leaders to succeed is crucial.
... Mendenhall, Osland, Bird, Oddou and Maznevski's Global Leadership (GL) (Mendenhall et al., 2008) notes the key differences between "global leaders" and "leaders" are global leaders face more uncertainty and greater contextual changes. GL proclaims all leaders need to be open to relearning, and develop the capacity to handle paradox, perplexity, ambiguity and uncertainty. ...
... GL labels as outstanding "four published reviews of global leadership literature (Hollenbeck, 2001;Suutari, 2002;Jokinen, 2005;Osland et al., 2006): (Mendenhall et al., 2008)." We add Mendenhall et al's book to the top of that list. ...
... We add Mendenhall et al's book to the top of that list. GL IDs the "next generation dimensions of global leadership‖ (Mendenhall et al., 2008) as: 1. Representing integrity. 2. Encouraging dialogueseeking feedback, challenging status quo. 3. Creating shared visions -communicating clearly, identifying priorities. ...
All leaders can improve their cultural intelligence (CQ) and every country can modify cultural norms toward advancing economically. CQ enables more effective cross-cultural leadership in the global economy. Based on analysis of the literature, experiences and survey results, our CQ recommendations start with self-assessment as key to successful cross-cultural interactions. In cross-cultural situations one must start by slowing down in order to develop more keen abilities to reflect on behaviors in order to generalize from what one discovers. Mental model development and flexibility, psychological hardness, curiosity, strategic thinking, and motivation all direct enhanced leadership across cultures. Aspiring cross-cultural leaders need guidelines for improvement. To meet these needs this paper builds on multiple-intelligence, leadership and crossing cultures research in order to propose useful global leadership models. The paper's original contributions are: 1) guidelines for enhancing and selecting cross-cultural leaders; and, 2) "starting" point-example precepts for boosting economic development in Kenya.
... The threshold traits of the model are integrity, humility, inquisitiveness, and resilience. Mendenhall et al. (2008) state that these are stable personality traits and therefore could be used as selection criteria for expatriate leadership. These ...
... For the purposes of this article, we use Jokinen's (2005) definition of global leadership, as adopted by Mendenhall et al. (2008), which is those universal qualities that enable individuals to perform their job outside their own national as well as organizational culture, no matter what their educational or ethnic background is, what functional area their job description represents, or what organization they come from. (65) Historically, instruments that purport to be useful in assessing potential global leaders fall into three categories: recognizing cultural differences, cross-cultural adaptability, and leadership competency. ...
... Inquisitiveness is the desire to have new experiences and to learn from them (Mendenhall et al., 2008). It is an active variety of openness. ...
The purpose of this study was to use a single-scale measure for organizational learning and organizational performance to determine if the five dimensions of entrepreneurial orientation, moderated by organizational learning, impact organizational performance. Two new single scales were created to measure organizational learning and organizational performance from the items used to measure these constructs. CEOs from 298 Tanzanian businesses provided data about their subjective views of their firms’ entrepreneurial orientations, organizational learning, and organizational performance. Moderated hierarchical regression analyses was used to determine that two of the five entrepreneurial orientations—autonomy and competitive aggressiveness—demonstrated positive, linear, causative effects on organizational performance, and that organizational learning demonstrated moderating effects on those two causative relationships.
... Leading as transforming is a relatively new idea in the field of global or international leadership. It focuses on global leaders as change agents and global leadership as a process of empowering global stakeholders to work toward shared visions and common goals (Mendenhall et al., 2008). The idea, however, is not always connected to ethics and virtue. ...
... The idea, however, is not always connected to ethics and virtue. In publications of global leadership scholars, it's about preparing leaders to be social innovators and global citizens by focusing on a range of skills development, including cultural competency and communication skills among others (Mendenhall et al., 2008;Mendenhall et al., 2012). International or cross-cultural leadership scholars connect transformation to understanding of diverse worldviews and using them in synergy to create new and transformative visions and principles (Jones, 2010). ...
Though illegal in every country, human trafficking still exists on every continent except Antarctica. As a cross-border, multiorganizational, and cross-jurisdictional activity, human trafficking can be termed a wicked problem. At the international, national, and local levels, the legislation is in effect to assist in the fight against human trafficking. However, laws become hard or, at times, almost impossible to enforce in the context of global volatility. In addition to being a wicked problem and taking place in a volatile environment of intersectional global and local influences, current trends in human trafficking are exacerbated by the Covid-19 pandemic. To address twenty-first-century challenges to combat and eradicate human trafficking requires a shift in global focus beyond a narrow and a single-issue scope. Rather, we need holistic and systematic leadership approaches based on collective efforts. The Covid-19 pandemic revealed inadequate leadership knowledge and practice to function in the environment with radical uncertainty, lack of clear information, and global interconnection of issues. This chapter argues that to lead global initiatives within highly complex processes and in volatile and uncertain environments requires a unique type of leadership. We envision leadership as a transformative and collaborative force grounded within principles of collaborative rationality where followers and leaders all contribute as global collaborators. The chapter finishes with an interdisciplinary global leader-follower collaboration model for antihuman trafficking strategies in highly volatile conditions.
... The GLQ precepts were tested and extended by mapping the results of interpretive analysis of 50 preliminary questionnaires (Service, 2012). Using methods clearly described in Chopra and Mlodinow (2011), Corbin andStrauss (2008), Eisenhardt (1989), Mendenhall et al (2008), and Ropo and Hunt (1991), the GLQ precepts shown below were developed-coded from the questionnaire narratives in light of the research and writings outlined in this paper. It proved difficult to code varied statements into meaningful concepts that could be defined and researched. ...
... 6) Re-asserting your or your organization's competitive identity in this web of relationships is the expected norm (Hofstede, 2001). 7) Power, feelings, concerns, dependences, collaborations and competition, team and individual efforts are foundational considerations (Bhaskar-Shrinivas, Harrison, Shaffer and Luk, 2005;and Mendenhall et al., 2008). ...
In today's hypercompetitive global world of commerce there are two organizational imperatives. The first organizational imperative is to have a distinctive that explains what attracts customers: why someone would do business with your organization. Second is the imperative to become and remain innovative which is absolutely necessary to assure that an organization has an evolving distinctive that gives customers new reasons to use an organization in an ever-evolving future. Together these imperatives require effective leaders who can lead innovativeness into the future. This paper identifies key success factors (KSF) for innovative leadership in the form of behavioral and attitudinal guidelines.
... Contemporary management theory derives primarily from Western theory and research (Chemers, 1995;Komives, Lucas, & McMahon, 2007;Perkins, 2009) though tremendous efforts have been made to dissect the differences among cultures for cross-cultural adaptation (Giddens, 2003;Hofstede & Hofstede, 2005;House, Hanges, Javidan, Dorfman, & Gupta, 2004;Zimmerman, 2015). The necessary skill of cross-cultural competency in a global environment equips leaders to interact with all stakeholders in a multi-culturally appropriate manner (Beechler & Javidan, 2007;Bird, Medenhall, Oddou, & Stevens, 2010;Goldsmith, 2000;House et al., 2004;Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). Lists of important attributes for global leaders continue to emerge with the understanding that cross-cultural competency ranks among the most important leadership attributes ( (Beechler & Javidan, 2007;Goldsmith et al., 2000;Goryunova & Jenkins, 2017;Mendenhall et al., 2008;Moro & Tubbs, 2004). ...
... The necessary skill of cross-cultural competency in a global environment equips leaders to interact with all stakeholders in a multi-culturally appropriate manner (Beechler & Javidan, 2007;Bird, Medenhall, Oddou, & Stevens, 2010;Goldsmith, 2000;House et al., 2004;Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). Lists of important attributes for global leaders continue to emerge with the understanding that cross-cultural competency ranks among the most important leadership attributes ( (Beechler & Javidan, 2007;Goldsmith et al., 2000;Goryunova & Jenkins, 2017;Mendenhall et al., 2008;Moro & Tubbs, 2004). ...
The purpose of this quantitative research is to explore Chinese undergraduate student worldviews and the foundation upon which those views are constructed. This study sheds light on neglected aspects of the changing global economy in its demand for consistent global ethics and a blending of Eastern and Western approaches to business and management that meet the needs of all stakeholders. The results of this study may lead to a better understanding for Western educators and business practitioners when dealing with Chinese students or clients in a cross-cultural environment.
... Large-scale research projects such as the International Successful School Principal Project (ISSPP) and the International Study of School Preparation (ISPP) have revealed significant di erences in school systems, leadership preparation and leadership practice which reflect national cultural, political, economic, and social characteristics (Huber, 2010;Jacobson, 2011;Moos, 2002;Moos & Johansson, 2009;Slater, 2011). Previous research in the disciplines of sociology and business management has provided evidence of how respective cultural norms and traditions influence how leaders interact with stakeholders in their organizations (Fisher, 2015;Hofstede, 1980Hofstede, , 2010House, Hanges, Javidan, Dorfman, & Gupta, 2004;House, Javidan, Hanges, & Dorfman, 2002;Javidan, Dorfman, De Luque, & House, 2006;Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). ...
This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers—graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.
... Numerous international leadership studies (Nahavandi & Krishnan, 2018;Peterson & Hunt, 1997;Reiche et al., 2019) conclude that the meaning of leadership is tightly connected to a local context. Additionally, experience in diverse leadership practices is one of the main expectations for global leadership development and in succession planning (Lane, et al., 2017;Mendenhall et al., 2017). ...
Internalization is the intentional process of integrating diverse global dimensions into the mission, administration and curriculum of an institution to allow teaching, research, and service to embrace a multidimensional and multi-value reality and to make a meaningful contribution to a global society. Currently, scholars posit that curricula need to be more intentional in translating “what seems to be a strong commitment to internationalization into a comprehensive and practical strategy” (Qiang, 2003, p. 260). The chapter advocates to review research education, doctoral leadership education, in particular, for curriculum internalization. Universities mostly associate international research strategies with faculty research production, publications, and international partnerships. Nevertheless, evidence demonstrates international research has national variations in meaning and requires specialized education. The chapter offers two examples of doctoral leadership research internalization efforts - global practicums and research internship abroad. The first example shares both a global practicum example that involved travel prior to the COVID-19 pandemic, as well as the adjustments that were made to the experience with the pandemic travel restrictions in place. The second example is from a doctoral leadership program that opened during the COVID-19 pandemic that was looking for creative ways to meet demands of international research education for their diverse doctoral students.
... As per this opinion, emotional intelligence, confidence, charisma, honesty and integrity also makes a great leader. Consideration of the present situation helped Welch to a considerable extent for confronting several new problems by solving them effortlessly (influenced by Mendenhall et al. 2017). ...
A case study about a business leader (Jack Welch) The structure of the case study include the following:
• Background to the organization and the business leader with a justification of your choice.
• Explain the meaning of strategic leadership and importance to the selected organization.
• Contrast the main approaches to the study of leadership and the approach relevant to the organization.
• Critically evaluate the role of the leader in developing strategy.
• Critically review leadership values and ethics in driving corporate social responsibility and sustainability.
... We chose to focus our investigations on the dimension interpersonal engagement of Intercultural Effectiveness Scale that relates to the ability to develop positive relationships with host nationals in line with our objective of understanding international students' integration. This is important to get an insight on the development of this domain of intercultural competence since the ability to create and maintain relationships with individuals in cross-cultural/global setting is a key competency domain in global leadership and expatriate adjustment literature (Arthur & Bennet, 1995;Osland, 2008;Thomas & Lazarova, 2006). We know indeed that developing relationship to locals is crucial, host-country nationals can be seen as "socializing agents" enhancing expatriates' adjustment (Toh & DeNisi, 2007). ...
... Over the past few years, the extra attention and exaggerated importance given to leadership and leadership styles are backed by the fact that leaders are the key role player in establishing or damaging the fate of any organization (Moss, 2019). Present literature excessively argues about various types of leadership that are being practiced by various successful project managers, i.e. cognitive, motivational, emotional and behavioral leadership (De Vries & Florent-Treacy, 2002; Mendenhall et al., 2017;Osland, 2008). However, project leadership is different than organizational leadership since commitment, scope and bonding in both types varies from each other (Rehman, 2020). ...
Purpose-the purpose of the study to determine the impact of inclusive leadership and project success. Psychological empowerment and psychological resilience capacity play mediating role.
Design/Approach/Methodology-data has been collected from 276 Public Sector Development Programs (PSDP) in Khyber Pakhtunkhwa. Structural equation modeling was employed busing SmartPLS 3.3.2 and R-studio. This study employs a robustness test (curvilinear relationship, Gaussian copula endogeneity test, and response-based unit segmentation (REBUS) for homogeneity).
Findings-study found the psychological empowerment and psychological resilience capacity significantly mediating between the relationship of Inclusive leadership and project success. Ind addition, the study shows complementary partial mediation between the relationships.
Originality/Value-this study addressed two questions that unanswered in prior literature. First, how inclusive leadership enhances the Public Sector Development Programs (PSDP) success? Second, does psychological empowerment and psychological resilience capacity mediates the relationship between Inclusive leadership and project success?
... Finally, the leader as an individual-level moderator has also been examined. The field of global leadership has progressed significantly (Mendenhall et al., 2018), and global teams are recognized as in important context both for practicing global leadership and for developing global leaders (Maznevski & Chui, 2018). Zander and colleagues (2012) applied the literature on team leadership to global teams and concluded that transformational leadership combined with cross-cultural competences provide appropriate leadership for helping multicultural teams to overcome barriers and realize opportunities. ...
Our 2010 Journal of International Business Studies article, “Unraveling the Effects of Cultural Diversity in Teams: A Meta-analysis of Research on Multicultural Work Groups,” attempted to take stock of existing research on cultural diversity in teams, to reconcile conflicting perspectives and past results, and provide a better understanding of the mechanisms and boundary conditions under which diversity affects team outcomes. To guide our analysis, we developed a theoretical framework outlining how cultural diversity leads to both process gains and losses in teams, and specifying the contextual conditions under which diversity contributes to effective team outcomes. We tested our hypotheses in a meta-analysis of research on cultural diversity in teams, encompassing 108 primary studies with a combined sample size of 10,632 work groups. The results suggested that cultural diversity does not have a direct impact on team performance but rather that the effect is indirect, mediated by process variables such as creativity, cohesion, and conflict; and is moderated by contextual influences such as team tenure, the complexity of the task, and whether the team is co-located or geographically dispersed. Unexpected findings raised important questions about the dynamics of diverse teams and underscored the need for further examination. In this Retrospective, we reflect on progress made in research on culturally diverse teams over the last decade, highlight remaining gaps and open questions, and propose an agenda for future research.
... To understand the meaning of the term 'global mindset', it is important to first understand the concept of 'mindset'. The mindset concept originated from the field of Cognitive Psychology and later Organizational Theory, where researchers in these fields study to understand how people and organizations make sense to the world with which they interact (Mendenhall, Osland, Bird, & Oddou, 2017). The global mindset of managers has recently been emphasized as a prerequisite for early internationalization of firms (Muzychenko & Liesch, 2015). ...
The intent is to provide a conceptual framework on internationalization of SMEs, trying to identify those factors, which affect the state of internationalization of SMEs in Pakistan. Family-owned businesses lack in sustaining their share in international markets due to lack of global mindset, utilization of organizational resources, general capabilities, management experience, dynamics of international markets, and regulatory framework while focusing on the internationalization of SMEs particularly from the developing countries like Pakistan. SMEs from Pakistan are working on the traditional patterns and still are unable to capture a significant share in the international markets, rather are losing their share in the international markets. Most of the SMEs in Pakistan are owned and operated by families for decades. With the emergence of financial integration, SMEs are moving across the borders and gaining market share in overseas markets. By selling products in international markets SMEs achieve higher returns and make a significant contribution to the economic growth of Pakistan. This framework suggests the possible factors affecting the performance of family-owned SMEs of Pakistan in international markets. SMEs need to reconsider their strategies, processes, and operations to achieve the required level of market share in international markets.
... It is the role of the leader to address changes, and it has been argued previously that since organizations and employees often work outside their home countries on global tasks, leaders need to take into consideration how to motivate their employees in this unfamiliar environment. This has been identifi ed as a key competence in global leadership (Mendenhall et al., 2008) During the past three decades, research literature addressing global leadership has increased signifi cantly (e.g. Bartlett & Ghoshal, 1992;Mendenhall et al., 2012). According to Reiche et al. (2017), global managers initiate signifi cant positive changes in organizations in a situation fraught with temporal, geographical, and cultural complexity. ...
Although the number of women in the workforce has continued to increase, women are still underrepresented in terms of leadership roles. Some studies have suggested that women leadership is advantageous to organizations, and that women are more adept at managing multi- dimensional diversity than men. Accelerated globalization requires col- laboration in groups of people characterized by multi-dimensional diversity. However, there is little empirical research on the development of this subject overall and on women as global leaders.
This paper summarizes the process on how women leaders develop a global mindset, deal with diversity, and how they are encouraged or discouraged to become global leaders from micro, mezzo and macro perspectives. Three topics are covered: 1. qualitative studies based on different cultural perspectives (Japan, Indonesia, Korea, and South Africa) and disciplines (Business, Intercultural Communication, Man- agement, Psychology and Sociology) providing readers with micro, mezzo, and macro levels of analysis, 2. an overview of women as globalleaders in academic institutions, business organizations, and multicul- tural contexts, and 3. examples of different types of diversity with a focus on gender, e.g., nationality, ethnicity, religion, economic class, and educational background.
The common denominators of what encourages and discourages women from becoming global leaders were identified so that these could be applied to different contexts. Further to this, the positive aspects of women global leadership, and how they have made contributions in specific contexts, were discussed. It is hoped that a multi-level and interdisciplinary analysis of this subject will contribute in some way to promoting women global leadership.
... These regulations impact firm performance, firm strategic choices, and firm behavior (Dau, 2011(Dau, , 2012(Dau, , 2013(Dau, , 2015(Dau, , 2016(Dau, , 2018Dau, Moore, & Bradley, 2015). However, RGL urges firms to exceed these standards and in doing so encourages other firms to follow suit (Mendenhall et al., 2017;Petrick, Scherer, Brodzinski, Quinn, & Ainina, 1999). By definition, RGL represents a decision-making process whereby firms value not only shareholders but also other stakeholders in their upstream and downstream supply chains (Lawrence & Beamish, 2012;Osland, 2013). ...
... Nonetheless, because of globalization, a great deal of research has been performed to understand differences between cultures for more effective cross-cultural interaction (Giddens, 2003;Hofstede & Hofstede, 2005;House, Hanges, Javidan, Dorfman, & Gupta, 2004;Zimmerman, 2015). With this knowledge, leaders in the global environment today must develop cross-cultural competency skills to successfully do business (Beechler & Javidan, 2007;Bird, Medenhall, Oddou, & Stevens, 2010;Goldsmith, 2000;House et al., 2004;Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). ...
The purpose of this empirical study is to examine the relationships between ethical views of certain Chinese demographics and to consider different trends that may affect academic and business considerations in the future pertaining to East-West interaction. This study utilizes Forsyth’s Ethics Position Questionnaire (EPQ) to assess the ethical views of 401 Chinese undergraduate students in a rural province of Central China. Regression analyses are applied to investigate the following hypotheses: In a new Chinese context, the EPQ is applicable for assessing the ethical views of Chinese undergraduate students in rural China. Rural Chinese undergraduate student EPQ results are demonstrative of, and, in view of prior studies, are predictive of changes in Chinese ethical considerations. Rural Chinese undergraduate student EPQ results reflect long held Eastern worldview approaches however, in view of prior studies, there is some increasing similarity with Western EPQ outcomes. The findings of this study support the acceptance of the first and third null hypotheses. The practical implications of this study include an understanding that China, though it is rapidly equating with Western levels of market technology and sophistication, continues to resist Western ideals and ethics. Rather, the blending of Western and Eastern principles will continue to evolve and the Chinese worldview will continue to be dominated by the goals and needs of the Chinese State in a reflection of the millennia old culture. The value of this study is that it updates data relating to Chinese ethical approaches in a fast-changing Chinese and global marketplace. Secondly, it clarifies the different considerations and approaches needed when Westerners are dealing with Chinese counterparts in academia and/or business. Lastly, it posits current and future trends likely to affect East-West relationships in these realms.
... Due to globalization, leadership is no longer confined to leading and managing members who are culturally-similar (Mendenhall and Osland, 2012). The emergence of global leadership has signified that leaders should also be capable of leading members from various cultural backgrounds with different sets of cultural values (Caligiuri and Tarique, 2012) and different ways of perceiving and managing business ethics (Scholtens and Dam, 2007). ...
Purpose
Drawing from Social Learning Theory and Multiple Loci of Intelligence Theory, the purpose of this paper is to assert that, through the mechanisms of social learning and role modeling, perceived ethical leadership is positively and significantly related to ethical behavior of individual members of global teams. Moreover, this study argues that perceived cultural intelligence (CQ) of leaders which consists of perceptions of members regarding leader’s cultural knowledge and skills on how to act ethically in different cultural contexts would moderate the relationship between ethical leadership and ethical behavior of individual members of global teams.
Design/methodology/approach
To test these assertions, a survey study was conducted involving individual members of global teams in Australia ( n =234).
Findings
Results demonstrate that perceived ethical leadership is positively and significantly related to an individual’s ethical behavior. Furthermore, results show that perceived leader’s CQ serves as a moderator in strengthening the relationship between perceived ethical leadership and individual member’s display of ethical behavior.
Originality/value
This study fills the gaps in the literature by examining ethical behavior of individual members of culturally diverse teams and the role that leaders play in influencing their individual display of ethical behavior. Such knowledge can provide insights particularly for human resource practitioners on how to effectively generate and ensure the display of ethical behavior in contexts that are culturally diverse like in global teams.
... The Behavioural Theory: Contrary to the trait theory, the behavioral theory postulates that leaders can best be characterized by behavioral patterns rather than by individual trait such as intellectual or physical properties (Zaccaro and Horn, 2003). This theory stresses that while traits of a leader cannot be easily observed, behavior can much more easily be observed (Mendenhall et al., 2017). In the nutshell, where the trait theory attempts to explain leadership based on what leadership are, behavioral approach attempts to explain it based on what leaders do. ...
These present study aimed at determining the relationship between leadership style and the effectiveness of Teachers in Public Post Primary School in Cross River State, Nigeria. A sample of 160 teachers was randomly drawn for the study. A four point likert-type questionnaire was used to gather data which was analyzed with Pearson Product-moment Correlation Analysis at 0.05 significance level and 138 degree of freedom. The results show that leadership style employ in these schools is more uncaring and autocratic than democratic. It was also revealed that teacher's participation in decision making and effective communication, which were herein considered as the cornerstone of effective leadership, were grossly unavailable. This however, led to the ineffectiveness of the teacher's significant contributions to the growth of educational system in the state. Vital recommendations were examined.
... The "what" is usually not different, but the "how"often is very different culture to culture. Below are universal realities within and between cultures (Elmer, 2002;Mendenhall, et al, 2008;Sarros, Cooper and Santora, 2008;and Service and McEwen, 2015 Define where you are in many areas related to the being and doing lists shown here; and then identify where you need to be in each of those areas as you continue to mind those gaps! Humans most often gain wisdom by properly reflecting on their own mistakes and triumphs, and not treating those two results as the same: know failures that are disguised successes and the opposite (Hall, 2011;and Sternberg all dates). ...
Academic writers, consultants, teachersand thinkers represent anenormous source of knowledge, skills and intellect that must be better applied to solving persistent concerns of global consequence. Refereed publications in the field of business need to facilitate this shift. The overriding intent here is to influence that shift in academic publications toward more useful recommendations. This objective is addressed in a somewhat unorthodox and provocative fashion to demonstrate parts of the neededchange. This will be accomplished by bringing together: 1)normal cognitive biases-by thinking to learn we learn to think, 2) changes in the term "crazy" to indicate someone who refuses to speak about critical issues (even beheadings) not to designate someone using poor terminology (politically incorrect speech), 3) key questions to address about pressing issues,4) guides to strategy and strategic thought, 5) principles of leadership for innovation, and, 6)recommendations. These five areas will be developed in part by using persistent issues as exemplars presented in a fashion that assumes political correctness is meaningless. Finally, though most of the examples cited here are from an American perspective, the current authors feel there is no better place to publish this call for a shift in academic publishing than the impressive and comprehensive European Union Research Publishing database.
... En relación a la primera consideración, cabe suponer que diferencias sustantivas en el plano cultural entre localidades de origen y destino puedan requerir de mayor firmeza en materia de capacitación en el área respectiva. Aunque algunos programas instructivos suelen hacer uso de los marcos clásicos desarrollados por Hofstede (2001), Kluckhohn y Strodtbeck (1961) y Trompenaars y Hampden-Turner (1997), para abordar diversas dimensiones culturales, no hay consenso en el área organizacional acerca de cuántas y cuáles son las competencias requeridas para iniciar un traslado internacional (Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). Ante ello, algunos estudios han seguido abordando esa línea de trabajo, cual es el caso por ejemplo del Inventario de Adaptación-Cultura e Inventario de Competencias Culturales (Castro, 2011(Castro, , 2012. ...
El presente artículo de naturaleza teórica aborda la capacitación cross-cultural (transcultural) como factor de éxito para propiciar el ajuste externo. En tal sentido, una revisión documental y crítica del tema y el análisis bajo las teorías de agencia, costos de transacción y capacidades dinámicas permiten formular un cuerpo de proposiciones; estas sirven para estimar, entre otras consideraciones, que el grado de efectividad de la referida práctica no solamente puede diferir en función a la distancia cultural, tipo de expatriado y enfoque estratégico; sino que, de manera colateral, las competencias técnicas y multiculturales adquiri- das pueden ser susceptibles de beneficio personal, cuando las debilidades en los mecanismos de control o políticas inadecuadas de recursos humanos pro- pician la presencia de comportamientos oportunistas o conflictos de intereses entre las partes.
... There is a large literature on the ways in which multinational companies (MNCs) manage their workforces, including such issues as whether and how they diffuse practices across their international operations (e.g., Chiang, Lema nski, & Birtch, 2017), their impact on labor standards (e.g., Locke, Kochan, Romis, & Qin, 2007), and the nature of "global leadership" (Mendenhall et al., 2017). While this literature has been enlightening in many ways, there are notable weaknesses. ...
While there is a growing literature concerned with multinational companies from emerging markets (EMNCs), it does not contain a robust conception of how institutions shape human resource (HR) practices in such firms. We contribute to filling this gap through developing a framework of how institutions create a range of constraints and opportunities for EMNCs. Specifically, our framework contains three key elements of how MNCs from emerging markets interact with institutions: EMNCs develop approaches that to some extent reflect the perceived strengths and weaknesses of the institutions in the home country (institutional conditioning); the strategies of actors in EMNCs can overcome the weaknesses of the home country by drawing on institutions in other countries (institutional arbitrage); and the actions of EMNCs can reinforce, or create pressures for change in, the institutional context in the countries in which they operate (institutional change/consolidation). By mapping this set of strategies of EMNCs, we contribute to a fuller understanding of the relationship between institutions and HR practices, and we outline how the rise of EMNCs reshapes the global landscape by adding new kinds of firm behavior to capitalist diversity.
... The "what" is usually not different, but the "how"often is very different culture to culture. Below are universal realities within and between cultures (Elmer, 2002;Mendenhall, et al, 2008;Sarros, Cooper and Santora, 2008;and Service and McEwen, 2015 Define where you are in many areas related to the being and doing lists shown here; and then identify where you need to be in each of those areas as you continue to mind those gaps! Humans most often gain wisdom by properly reflecting on their own mistakes and triumphs, and not treating those two results as the same: know failures that are disguised successes and the opposite (Hall, 2011;and Sternberg all dates). ...
Academic writers, consultants, teachersand thinkers represent anenormous source of knowledge, skills and intellect that must be better applied to solving persistent concerns of global consequence. Refereed publications in the field of business need to facilitate this shift. The overriding intent here is to influence that shift in academic publications toward more useful recommendations. This objective is addressed in a somewhat unorthodox and provocative fashion to demonstrate parts of the neededchange. This will be accomplished by bringing together: 1)normal cognitive biases-by thinking to learn we learn to think, 2) changes in the term "crazy" to indicate someone who refuses to speak about critical issues (even beheadings) not to designate someone using poor terminology (politically incorrect speech), 3) key questions to address about pressing issues,4) guides to strategy and strategic thought, 5) principles of leadership for innovation, and, 6)recommendations. These five areas will be developed in part by using persistent issues as exemplars presented in a fashion that assumes political correctness is meaningless. Finally, though most of the examples cited here are from an American perspective, the current authors feel there is no better place to publish this call for a shift in academic publishing than the impressive and comprehensive European Union Research Publishing database.
... In the first chapter of this issue, Roberts painted a compelling rationale for preparing youth to engage in international leadership. These sentiments are echoed by a widerange of scholars and practitioners (Mendenhall et al., 2017;Roberts & Komives, 2016;Roth, Ritter, Erbe, & Normore, 2015). However, translating the belief of international leadership development' s importance into a reality of educational practice requires a number of critical commitments. ...
Recognizing that young people are resilient in many ways, they need adequate and adaptive models to utilize as they address the complexities that are part of today's world. This chapter introduces critical perspectives as an essential framework for learning about youth capacity‐building for international leadership.
This book chapter summarizes a qualitative phenomenological study that was conducted with 18 global leaders to identify the competencies that are found at the intersection of the global workplace, the significance of a global mindset, and how cultures impact global competencies. The 18 global leaders that were selected for this study have served on multiple global platforms for at least 10 years and represent India, China, several parts of Europe, the African continent, the Middle East, and South America. The findings of this study reveal multiple areas of development that clarify what is meant by global competencies to prepare and empower the next generation of global leaders. Global leadership must be a priority, as humans become more globally conscious and culturally connected than any other time in history because of advances in technology and globalization. There is an increased demand for cross-cultural collaboration and communication as the global economy advances and takes shape. However, the research focused on global leadership and what makes a global leader is nascent. This paper introduces a new leadership mental model that embraces both Eastern and Western modalities of leading with a focus on global leadership competencies. The difference between Eastern versus Western mentalities is illustrated well by three frameworks that are introduced in this book chapter. Michelle Gelfand’s theory of “cultural tightness and looseness” is a framework that depicts cultures who are “tight” as having strict norms and standards while “loose” cultures have more tolerance for deviant behaviors, divergent thinking, and isolated decision-making. Hofstede provides a framework on cultural dimensions that highlights the differences found when examining culture from a global lens. Edward Hall’s theory from anthropology describes the communication variants found in “high-context” and “low-context” societies, where expectations are either implicit or explicit. This paper introduces a holistic leadership approach towards Global Leadership theory. Findings conclude that global leaders have an ability to immerse their whole being into a new culture without passing judgment and can put their biases aside to learn for the sake of the greater good of humanity. Holistic Global Leaders also have a growth mindset which primes them for the constant growth and evolution of a global economy.
This paper explores what effective leadership is being employed in the engineering, technology, and construction (ETC) industry. Organizations need to understand what character traits are being used and what leadership styles work to promote sustainability and improve the triple bottom line. This paper looks at multiple publications on leadership and character traits effective for managers and leaders in the ETC industry. The ETC industry is a trillion-dollar industry, and understanding ways to improve leadership is vital for organizations' successful outcomes. With improvements to the managerial and leadership, there could be ways for organizations to profit more and cut down on cost costs. Finding ways to improve motivation can help organizations improve safety, improve culture, and increase employee motivation. From the research, this paper has found that situational leadership, transformational, and transactional are the most effective leadership styles that individuals can use in the ETC industry for leadership. Character traits that are the most effective have been identified in this research paper. This research has contributed to the ways individuals who start in the engineering and technology industry can improve upon their leadership skills as they are promoted into managerial and leadership roles. The need for managerial positions in the ETC industry, such as project and construction managers, to improve is vital for successful outcomes and creating a high-level performance. The study helps provide a gap in the limited research available to improve ETC leadership for all organizations' present and future.
GİRİŞ Günümüz organizasyonları, uluslararası düzeyde artan faaliyetlerini yürütürken sadece küresel görevleri ve faaliyetleri etkili şekilde yerine getirmekle kalmamakta aynı zamanda insanları küresel düzeyde aktif olarak etkileyip motive ederek cezbetme ve geliştirme yetenekleri sayesinde önemli bir rekabet avantajı sağlamaktadır (Caligiuri ve Tarique, 2009; Carpenter vd., 2001; Mendenhall vd., 2012: 493). Bugünün liderlerinin küresel bir bağlamda faaliyet gösterdiğine yönelik farkındalık artmaktadır. Son dönem-de dünya çapında yaşanan ekonomik problemlere rağmen küreselleşme derecesi azal-madan devam etmektedir (Youssef ve Luthans, 2012: 539). Ulusal ve kültürel sınırları aşan yönetimin zorlukları ve ödülleri konusunda bilinç yükseldikçe küresel iş bağlamı-nın doğası da gelişmektedir (Bird ve Mendenhall, 2016: 115). Uluslararası etkileşimi anlamak, ulus ötesi organizasyonların küresel iş ortamında etkili şekilde çalışması için temel oluşturmaktadır. Ayrıca ticari faaliyetler uluslararası hâle geldikçe ulusal çalışma ortamında da çeşitlilik ve karmaşıklık artmaktadır (Jokinen, 2005: 199). Petrick ve arka-daşlarına göre (1999: 58) firmalar, en yüksek kalitede mamul ve hizmetleri, en düşük maliyetle, zamanında sorumlu anlayışla üretirken aynı zamanda işgücü motivasyonunu artırarak ve birlikte öğrenme kapasiteleri oluşturarak dünya çapında organizasyonlar olmaya çalışmalıdır. Küresel itibar ve çevresel etkiden bağımsız sadece ulusal kârlılığa odaklanan geleneksel stratejik bakış açısı, günümüz karmaşık dünyasında sürdürülebilir rekabet avantajı sağlayamayacaktır. Küresel stratejik liderlik, küresel itibarı artıran ve 53
An effective bridging leader interacts within and outside their group to facilitate collaboration required in multi‐stakeholder contexts, as is found in community‐based conservation interventions. Community‐based conservation strives to achieve both ecological and social objectives by actively engaging or devolving decision‐making and management authority to local communities. This aligns with the Post‐2020 Global Biodiversity Framework's calls for “unprecedented collaboration” to reduce biodiversity loss and sustainably meet people's needs. While a viable approach within many contexts, achieving required collaboration in community‐based conservation is problematic given the multiple and diverse actors affecting, and affected by these interventions. Therefore, effective leadership becomes crucial to implementing necessary strategies to engage actors and resolve conflict inclusively. Yet, weak leadership commonly constrains these interventions. Consequently, I review relevant literature to propose a framework of effective bridging leadership characteristics. I then use this framework to appraise bridging leadership in two African coastal‐marine community‐based conservation cases. Results of the mixed methods approach reinforce that effective bridging leaders require not only legal recognition but also perceived legitimacy resulting from earning respect from and building trust with other actors involved. Further findings suggest that facilitating required inclusive collaboration requires multiple sources of ‘emotionally intelligent’ bridging leaders who possess the integrity, humility, empathy, and cultural awareness necessary to mitigate elite‐capture, effectively communicate, provide support, and empower others. As emotional intelligence in conservation leadership remains a knowledge gap, particularly in community‐based conservation research, insights should be useful to diverse conservation actors. This article is protected by copyright. All rights reserved
Globalization is a phenomenon of transformative change that affects corporate, leaders and individuals dramatically and swiftly. The position of the global corporate leader has, in turn, become highly complicated and Fortune 500 companies are struggling to meet today's corporate leadership demands. A special technique for producing global business leaders with the development of intercultural competences in response to this problem. Once global corporate leaders are strongly multicultural, they may transfer their expertise on to rising generations of leaders through a range of maneuvers and practices that have demonstrated their ability to navigate the global business field. In semi-structured interviews with global corporate leaders, this research employed a qualitative method to acquire a fuller sense of the problems in building its intercultural competences.
The development of high potentials within global companies remains a challenge in leadership development in the face of increasingly dynamic environments. Despite this, we know surprisingly little about the practices business schools and corporations follow when it comes to Global Leadership Development Programs (GLDP). In this article, we derive critical success factors of the components of a GLDP leveraging evidence of 90 conducted panel interviews with global human resources experts and qualitative analysis of 33 GLDPs, 20 high‐level executive storytelling about competences and practical key elements leading successful and results‐driven change in their global companies, and 12 interviews with executive education directors. We examine within a grounded theory approach two overall under‐explored questions. What is a successful GLDP? Moreover, how to design it? What are the critical success factors in designing a GLDP? We derive a checklist to help implement future GLDPs within their global organizations. Our findings and discussion outline future research recommendations and provide advice for GLDP designers within Executive Education or HR Development contexts.
COVID-19 has catapulted organizations across every industry into upheaval. As organizations struggle to pivot and innovate, leaders understand that VUCA (volatile, uncertain, complex, ambiguous) conditions require a different approach to leadership, innovation, operations, and management. VUCA conditions challenge both the traditional modalities of Western leadership practices, which rely on hierarchical control and predictability, and executive coaching practices that are based on linear frameworks of cause and effect. Since executive coaches often serve as trusted advisors, it is imperative for them to not only understand the nature and impact of VUCA conditions on a leader’s wellness and mental clarity, but also build their skillset to ensure leadership effectiveness through such uncharted times. This chapter summarizes findings from a qualitative research study that examined the best practices for executive coaches who support global leaders (Bayat, Supporting leadership success in a complex global economy: Best practices in executive coaching, Unpublished doctoral dissertation, Pepperdine University, 2018). The results combine insights and advice from 39 highly successful, in-demand executive coaches, representing nine different countries, from a wide array of disciplines and professional backgrounds who provide strategies for leadership success in a VUCA world. Findings suggest nine key best practices, centered on presence and open-mindedness, as the basis to support leadership success as we collectively address the challenges during the COVID-19 pandemic and beyond.
The purpose of this paper is to identify that factors that affect Korean college students’ global leadership competencies and to provide programme and curriculum developers with pertinent meaningful suggestions. Relations between the number of and the duration of global leadership education sessions as well as the number of and the duration of international experiences and their perceived impact on global leadership competencies were examined in a sample of 234 college students. The regression analyses revealed that the number of international experiences was the only factor that predicted global leadership competencies. Higher numbers of international experiences were related to higher levels of global leadership competencies. However, the duration of international experience was not significantly related to global leadership competencies. Additionally, none of the global leadership education-related variables had an impact on global leadership competencies. The study results suggest that college students should participate more frequently in high-quality global activities rather than simply living abroad for long periods. Some ideas for future global leadership programmes are also suggested.
We explore the implications of social cognitive and contact theories as applied to leader effectiveness in a global context. Specifically, we test a multilevel, moderated mediated model using a sample of 755 global leaders and their supervisors from 43 countries. These leaders were drawn from mostly senior executive ranks in large global corporations. Our findings support hypotheses confirming the indirect relationship of intense multicultural life exposure through global mindset in the prediction of global leader effectiveness, as well as the moderating role of home country culture tightness. These findings have implications for the selection and development of leaders in global roles.
This chapter investigated how preexisting ideas (i.e., prototypes and antiprototypes) and what the eyes fixate on (i.e., eye fixations) influence followers’ identification with leaders from another race. A sample of 55 Southeast Asian female participants assessed their ideal leader in terms of prototypes and antiprototype and then viewed a 27-second video of an engaging Caucasian female leader as their eye fixations were tracked. Participants evaluated the videoed leader using the Identity Leadership Inventory, in terms of four leader identities (i.e., prototypicality, advancement, entrepreneurship,
and impresarioship). A series of multiregression models identified
participants’ age as a negative predictor for all the leader identities. At the same time, the antiprototype of masculinity, the prototypes of sensitivity and dynamism, and the duration of fixations on the right eye predicted at least one leader identity. Such findings build on aspects of intercultural communication relating to the evaluation of global leaders.
The university leaders of the 21st century have failed to expose the transformation
needs and demands of their institutions and have only implemented transformational
strategies and measures that suit their career endeavors. This has been compounded by
their lack of personal, interpersonal, and cognitive capabilities, which are essential in
driving, shaping, and achieving the transformation agenda of their respective institutions. Against this backdrop, this article ascertains university leaders’ knowledgeability
of factors and their understanding of change initiatives that could drive and achieve
universities’ transformation agenda. The leadership traits, cognitive abilities, and qualities that can also influence transforming universities are assessed in this empirical
study. A quantitative research approach was adopted in this comparative study, where a
structured questionnaire was distributed to 191 respondents. A 70% response rate was
obtained at the Durban University of Technology (DUT), while 59% was achieved at
the Cape Peninsula University of Technology (CPUT). The Statistical Package for the
Social Sciences (SPSS) version 12 was used to capture and analyze the data. This study
has the potential to influence university leaders in totality in their nomenclature on
transformation and the traits needed for effective transformation. The current research
study revealed fascinating results that leaders from both the universities believed that
transformation refers to restructuring rather than the widely shared narrative of addressing the racial imbalances of the apartheid era. Furthermore, the results suggest
that the university leaders understand their institutional transformation agendas although the freedom of speech and open debates are not promoted and that leaders are
not good listeners.
Indian companies have become very important in the global business world. Since the 1990s, this fact has received increasing attention from researchers, popular writers and consultants. Besides legal issues and economic facts, cultural difference is a recurring item in this literature. More specifically, the focus is on the Indianness of the Indian way of doing business. This article is a first step towards the process of examining two of the alleged aspects of this Indianness—one is paternalism and the other is hierarchy.
The main goal of this study was to identify Brazilian Healthcare Leaders Management Challenges. In order to do so, this research used a qualitative methodology with an extensive literature review and a semi-structured interview was conducted. The study took place in Brazil and the participants were Brazilian healthcare leaders, doctors working in the public and private sectors.
This study suggests that it is critical for executives to develop transnational social capital (TSC), or professional relationships and ties that span national borders. We first provide a conceptual framework and careful operationalization of TSC that differentiates between bonding and bridging forms of social capital. We then examine the effect of three key determinants—opportunity, investment and ability—on the TSC of executives. Using detailed survey data on 227 executives, our analysis suggests that international experience, investment in communicating with cross-border ties and cosmopolitan ability have direct effects on overall TSC. We further demonstrate that international experience and cosmopolitan ability affect both bridging and bonding, but that investment in cross-border communication only affects bridging social capital. The study proposes that social capital is becoming more and more transnational as connections, interactions and transactions increasingly span national borders, which has implications for international business and human resource management. Given our findings, it would make sense for global organizations to pay more attention to these, if they would like their members to develop this resource. We point out benefits to organizations and individuals.
Purpose of Study: The aim of this study is to influence the global leadership behaviors on performance in multinational companies. The leadership of multinational companies has become a prominent issue in the 21st century. Organizational performance depends on the leadership style and behavior of the organization. It is also viewed as the survival and profitability of an organization in which its measurement is primary both in manufacturing and services. On the other hand, transactional leadership focuses mainly on goal attainment and transactional leaders are focused on task completion and have fewer emphasis on the emotions and challenges of subordinates or employees. Methodology: The data for this study were obtained from existing literatures on the impact of global leadership behaviors on the performance of multinational companies. The methodology heavily relied on existing previous literatures on the subject being dealt with. Results: Transactional leadership was explicated as the style of leadership that focuses on meeting specific goals or performance criteria and the development of followers and their needs. Relations-oriented leaders are different from task-oriented leaders. On this side of the spectrum, relations-oriented leaders tend to focus more on developing a close relationship with their employees. Implications: Transactional leadership style lacks supervision and influence on subordinates from leaders, as they indulge themselves from any situation that threatens or confronts them; therefore, the responsibilities are shifted on the employees.
Dare to admit effective leadership calls for "we"; Dare to say actions speak louder than words, "you see?" Technology dependence often leads to weaker personal relationships. Consequently, one can gain a distinctive through more effectively relating with people. This article describes the how, why and what of being more of a people person toward the goal of improving as leaders through enhanced PQ (People Quotient). This manuscript deviates from the normal academia style in that we are talking about an old fashion concept so we innovatively are old fashion; we will most often, just say it!
Nors žinių visuomenė kuriama jau daugiau nei kelis dešimtmečius, tačiau pripažįstama, kad dažnai nėra atitikties tarp žinių ekonomikos keliamų konkurencingumo, produktyvumo, profesionalumo reikalavimų ir jos dalyvių esminių kompetencijų. Nepakankamą Europos konkurencingumą ir elektroninę atskirtį lėmė menkas valstybinio sektoriaus ir verslo institucijų bendradarbiavimas, lėtas informacijos ir ryšių technologijų infrastruktūrų integravimas į žinių ekonomiką bei žinių organizavimo specialistų trūkumas. Globaliai ir strategiškai mąstanti besimokanti organizacija žinių visuomenės požiūriu strateginius tikslus įgyvendina per nuoseklų kompetencijų kūrimą, pasitikėjimą ir atsakomybę. Straipsnyje analizuojamos informacijos ir komunikacijos specialistų strateginės lyderystės kompetencijų formavimo tendencijų įžvalgos žinių visuomenėje, supažindinama su atlikto empirinio tyrimo rezultatais ir pateikiama jų interpretacija.
Reikšminiai žodžiai: skaitmeninė kompetencija, informacijos ir komunikacijos specialistai (IKS), IKS strateginės lyderystės kompetencijos, „tamsioji“ kompetencijos pusė, metakompetencija, intelektinis kapitalas, rizika, tinklaveika, žinių visuomenė, informacijos ir ryšių technologijos (IRT)
Development of information and communication specialists’ strategic leadership competence trends in knowledge society
Saulė Jokūbauskienė
Summary
Even though knowledge society has been established several decades ago, it is still recognized that there is often a gap among the requirements of knowledge society and its participants. These requirements, such as competitiveness, efficiency, and professionalism, and knowledge society participants’ core competencies do not correspond to each other. The insufficient competitiveness of Europe and e-exclusion are determined by a poor collaboration of state institutions and business organisations, a slow ICT infrastructure integration into knowledge economy processes, as well as the deficiency of knowledge organisation specialists. The global organization of strategic thinking implements its strategic goals regarding the creation of consistent competencies, trust, and responsibility. In the article, the development of information trends and communication strategic leadership competencies in knowledge society are analysed, the results of an empirical qualitative research are presented and a brief interpretation of experts’ insights is given.
Based on the tasks and responsibilities of global leaders, the benefits of a holistic view in global leadership talent acquisition are identified. The main areas of this integrating process, such as succession planning, attracting, and mobilizing talents, selection, training and development, and retaining global leadership talents, are described. The success factors and principles of a global talent acquisition process are presented and explained. Furthermore, this chapter shows that a proactive step for global organizations is to build an in-house global leadership talent pool to ensure having the right global leaders in the right places at the right time. © 2019 by Emerald Publishing Limited All rights of reproduction in any form reserved.
In this essay, we seek to understand how international business schools contribute to the development of effective global leaders. To do so, we start by examining the practical needs and challenges faced by multicultural teams operating in diverse global environments. Next, we compare and contrast three models of global leadership skills development used at three international institutions in Poland, Mexico, and Canada. We analyze each approach using Brake’s (1997) global leadership triad and Oddou and Mendenhall’s (2018) transformational axes model. We then discuss the future of global leadership education and the role business schools should play in the development of appropriate skills.
Although managing global change is one of the key competencies demanded of global leaders, it is one of the most under-researched topics in the field (Lane, Spector, Osland, & Taylor, 2014). This chapter shares findings from a recent qualitative study that examined how global business leaders navigate complex global changes. Data were collected from 23 global business executives working for 20 unique global enterprises, in 12 different functions, through a pre-interview participant qualifying profile, an in-depth semi-structured interview, and follow-up verification. Findings reveal that global business executives are contextual leaders who juggle both global task and global relationship complexities. The paradox is the process they employ to navigate continuous change, enabled by sensemaking. Finally, as agile learners, they prove that the global leadership capabilities required to navigate paradox can be learned. © 2019 by Emerald Publishing Limited All rights of reproduction in any form reserved.
This chapter advocates that building capacity for international leadership should be the goal of leadership educators in course‐based experiences. It also recommends a model of global leadership that is consistent with this view and discusses an example of the model in action.
The Laws of Globalization and Business Applications employs a variety of empirical methodologies to establish two broad regularities that apply to international activity at the firm, industry, and country levels - the law of semiglobalization and the law of distance - and explores some of their implications for business. Part I presents evidence in support of the law of semiglobalization at the country and the business levels historically and up to the present. Part II performs an analogous function regarding the second law of globalization, showing that the gravity models that international economists have used to analyze merchandise trade between countries also apply to other types of international interactions - and at the industry and firm levels as well. Part III applies these laws to various challenges and opportunities that distance along various dimensions presents to multinational firms. A free online appendix provides additional data, analysis, and documentation to support research applications.
The global leadership skills of behavioral complexity and stewardship development that contribute to corporate reputational capital are key intangible resources that leverage sustainable competitive advantage in the 21st century. Two lessons at the firm-and industry-level on the impact of inadequate global leadership and wasted reputational capital are examined. Four management practices for improving strategic competitiveness are provided: global leadership skills, executive oversight responsibilities for global corporate reputation, an annual global reputational audit, and global awards and rankings to focus momentum on the key intangible resources for sustainable competitive advantage in the 21st century.
The purpose of this paper is to describe the design of Global Leadership Life Inventory (GlobeInvent), a 360-degree leadership feedback instrument. This instrument is presently used in executive programmes to help identify the operational mode of individual executives. Proper use of this instrument enables the user to determinate those areas of leadership behaviour where improvement is needed. Because most studies pay attention only to the surface manifestations of leadership, most leadership feedback instruments, in turn, are not concerned with the psychodynamic processes that underlie leaders' character and behaviour. To address this gap, the GlobeInvent is based on a clinical orientation to the study of leadership. This approach provides a more complete analysis of the 'inner theatre' of leaders - that is, what makes them tick - as well as measuring the dynamic, two-way relationship between leaders and followers. The first step in designing the instrument was to pinpoint significant themes pertaining to exemplary leadership. To that end, semi-structured interviews with senior executives were held. The leadership dimensions that emerged from that process were then tested on an international sample of senior executives. Analysis of the data from the testing confirmed the existence of twelve robust dimensions with a high reliability and internal consistency. Because the GlobeInvent is a 360-degree feedback instrument, this article addresses differences between 'Self' scores and scores given by others ('Observers'), gender differences in scoring and the influence of nationality, management experience and age on test results. The implications of using such an instrument as a 360-degree feedback tool are reviewed, and suggestions for future research are offered.
Evaluation studies of cross-cultural training programs: A review of the literature from 1988 to 2000 The field of international human resource management (IHRM) is a relative new-comer in the social sciences. Despite its nascency, this field has seen massive growth in the research generated by scholars in the past decade (Mendenhall, Kuhlmann, Stahl, & Osland, 2002). One area within the IHRM field that has experienced explosive growth over the past 20 years is that of expatriation. Numerous scholars have focused on a variety of aspects of expatriation during this time period: selection, adjustment, training, relationship to global leadership development, family relationships, reentry issues, national and gender differences (for examples, see Black, Gregersen, Mendenhall, & Stroh, 1999; Church, 1982; Cui & Awa, 1992; Furnham & Bochner, 1986; Gertsen, 1990; Kealey & Ruben, 1983; Mendenhall, Kuhlmann, & Stahl, 2001; Mendenhall & Oddou, 1985; Torbiörn, 1982; Tung, 1981, 1982). Although many scholars have ...
Yang Jianguo was recently promoted from country manager for China to global head of product development at a staid French perfume maker. He was chosen for his technical smarts and his knowledge of emerging markets -a critical avenue for growth, given that sales in the company's core markets have stalled. Eager to succeed in his new role in Paris, Jianguo has lots of fresh ideas, but they seem to be falling on deaf ears. Members of the executive team, for their part, find Jianguo to be largely indifferent to their input. Can Jianguo adjust to this new culture? And can he succeed without sacrificing his identity? Katherine Tsang, the CEO of Standard Chartered Bank in Shanghai, explains the cultural differences between China and France and recommends that Jianguo push his thinking beyond the Chinese market. She also suggests that the company give all its executive team members multicultural training so they have the tools to understand one another and work together effectively. Mansour Javidan, the dean of research and a professor at Thunderbird School of Global Management acknowledges that Jianguo's transition would be easier if he had the full support of the CEO, Alain Deronde. But since that isn't forthcoming, he advises Jianguo to work with Alain to develop targets for growth in emerging and traditional markets and a plan for building an infrastructure to achieve those goals. James Champy, the chairman of consulting for Perot Systems, is surprised that a family business would choose an outsider for this important post, but he recognizes it as a wise strategic move. He says that Jianguo needs a coach and should focus on learning the home market first, before trying to make inroads further afield.
Much of the business literature on leadership starts with the assumption that leaders are rational beings. But irrationality is integral to human nature, and inner conflict often conR.R.tributes to the drive to succeed. Although a number of business scholars have explored the psychology of executives, Manfred F.R. Kets de Vries has made the analysis of CEOs his life's work. In this article, Kets de Vries, a psychoanalyst, author, and Insead professor, draws on three decades of study to describe the psychological profile of successful CEOs. He explores senior executives' vulnerabilities, which are often intensified by followers' attempts to manipulate their leaders. Leaders, he says, have an uncanny ability to awaken transferential processes - in which people transfer the dynamics of past relationships onto present interactions - among their employees and even in themselves. These processes can present themselves in a number of ways, sometimes negatively. What's more, many top executives, being middle-aged, suffer from depression. Midlife prompts a reappraisal of career identity, and by the time a leader is a CEO, an existential crisis is often imminent. This can happen with anyone, but the probability is higher with CEOs and senior executives because so many have devoted themselves exclusively to work. Not all CEOs are psychologically unhealthy, of course. Healthy leaders are talented in self-observation and self-analysis, Kets de Vries says. The best are highly motivated to spend time on self-reflection. Their lives are in balance, they can play, they are creative and inventive, and they have the capacity to be nonconformist. "Those who accept the madness in themselves may be the healthiest leaders of all," he concludes.
In the complex world of business, organizations must learn to work as Great Groups, rather than rely on individual leaders, says noted author Wanen Bennis.
The importance of implementing best management practices is widely understood. However, the authors argue, best practice alone is not enough. They use examples of three high-performing companies to show that those companies not only use standard best practices but also embrace internally developed idiosyncratic "signature processes" that reflect the history and values of the organization and executive team. Such "signature processes" - a daily morning meeting of senior executives at the Royal Bank of Scotland Group, an easily reconfigured organizational structure at Nokia that involves modular teams and a "peer assist" program where business-unit heads help one another at BP Plc - help drive high performance because they engender passion and energy within an organization. The mechanisms by which signature processes develop differ from those associated with best-practice ideas, however. The latter are often adapted from shared knowledge originating outside the company, whereas signature processes start with the values that internal executives champion.
In 1992 and 1993 we undertook interviews with Chief Executive Officers (CEOs) of European Regional headquarters (RHQs) of Japanese companies situated in the U.K. and in continental Europe.
We saw little evidence that the Japanese firms in Europe were becoming “learning organizations”. However, we consider the CEOs of the Japanese RHQs occupy a pivotal role with respect to the development of their organizational learning. Such processes, derived in Europe, may become models for their other RHQ, given they might be changing slowly towards being “transnationals”.
To face the challenge of increasing global competition, domestic companies need to leverage their strengths overseas. Newcomers to the international arena may encounter difficulties different from those of established multinational corporations (MNCs). This article examines the internationalization process of fledgling MNCs from an organizational learning perspective. The discussion is supported by an empirical study of 19 Singapore companies and their operations in China, including joint ventures and wholly owned subsidiaries. Internationalization is the transfer of a firm's physical and organizational technologies from one country to another. Companies that learn efficiently from their experience are able to expand overseas faster and with fewer mistakes. Managers who are directly involved in establishing and managing foreign operations are agents of learning on behalf of their companies. In order to fully make use of the experiences gained by their managers, the experiences have to be shared and institutionalized. The empirical study found that the Singapore companies generally learned in an unintentional manner and, as a result, their learning was inefficient. Suggestions for improving the learning process are proposed.
In this chapter we examine an assumption in the literature on international assignments, the belief in a direct positive relationship between the adjustment of expatriates and their performance. We first outline the historical basis for the overwhelming focus on adjustment. We then review the literature on the conceptualization and measurement of both adjustment and performance and on the adjustment–performance relationship. Finally, we reflect on the state of knowledge of this relationship and discuss implications for future research.
The effects of increasingly prevalent job and profession changing and re-evaluation of work vs. family priorities have led to a growing interest in careers issues. However, aids to understanding and managing career transition phenomena have not yet been developed. Toward that end, varieties of career transitions are identified here, and commonalities across transitions are explored.
A rejoinder to Gudykunst and Hammer's critique of a recent paper is presented. We argue that their position is based on two mutually exclusive propositions and cannot therefore be credible. We continue to maintain that the evidence on intercultural effectiveness shows both culture-general and culture-specific components.
A growing body of literature has emphasized the important role of international assignments in helping create a more globally competent management cadre. Indeed, the competencies acquired through international assignments can often be a significant source of competitive advantage for firms. However, for employers to derive benefits from a repatriate's newly acquired global competencies, they must work to ensure the successful transfer of those competencies to subsequent job assignments. This study specifically examined the degree to which a firm's HR policies and practices influence the transfer of global competencies acquired through an overseas assignment. In addition, we examined the impact on competency transfer of the repatriate's capacity and desire to adjust to the repatriation job assignment, which has been a largely neglected element in this stream of research. The relative predictive effects on competency transfer of both the firm's HR policies and the employee's self-adjustment were determined via hierarchical regression. Results showed a large incremental change in predicted variance when firm's HR policies were entered after employee self-adjustment. Conversely, employee self-adjustment showed only minimal incremental change in predicted variance when entered after HR policies. A deliberate and proactive consideration of a firm's HR policies and practices, therefore, seems of primary importance in deriving benefits from an employee's overseas assignment, while the employee's self-adjustment experiences are also important but relatively less so.
European integration and the search for global markets have created many new international teams. Shows that the effectiveness of a team′s performance is strongly related to how the team members interact to achieve their common purpose. Also, that individual performance inside the team is influenced by how the team was created and is managed within the company. Outlines the guidelines and skills that enable team members to create value and high performance from their diverse backgrounds, demonstrating where good international team management differs from national team management and where cross-cultural issues are likely to have the most impact.
The paper presents an explicit consideration of the criterion space for expatriate success. Expatriate performance is conceptualized in terms of task completion, relationship building and overall performance. These three dimensions are determined by various features of effort regulation: the amount and pattern of personal resources the expatriate spends on behaviours that constitute his or her position. Drawing upon work motivation and withdrawal literatures, we assess effort in terms of withdrawal cognitions, passive task neglect, active task avoidance, time to proficiency and leader-team exchanges. Effort regulation, in turn, is proposed to be a function of three forms of adjustment (cultural, interaction and work) – which have been the default criterion in past expatriate research. Our model is tested using multi-source data from expatriates, their spouses and their work colleagues. Support for the proposed mapping of successive linkages between adjustment, effort (including the often-studied assignment withdrawal) and performance dimensions provides a more comprehensive perspective of the expatriate criterion space.
Global leaders can be "made", but it takes a training approach that is as serious and sophisticated as the global world these individuals are being asked to lead in. Fundamentally, global leaders require training programs that will help them radically redraw their provincial mental maps into global ones. In this article, we outline the key ingredients of successful global leadership training programs. © 2000 John Wiley & Sons, Inc.
This article describes the development of an executive-level global competency model at 3M. The work on this model was completed in partnership with the company's top executives and a global team of in-house professionals. The competency model itself consists of 12 competencies and generalizable behavioral anchors for each competency. The applications for the work include the assessment of the level of readiness of candidates for the company's top 500 global positions, development of incumbent executives, and improved objectivity in the placement of future leaders. The article concludes by outlining some key lessons learned from this ongoing work. © 2000 John Wiley & Sons, Inc.
Purpose
This article offers three key pieces of advice for companies that aspire to be successful serial innovators: don't just treat the symptoms. Don't only act on one root cause. Don't blindly copy best practices.
Design/methodology/approach
Explains how to conduct an “innovation diagnostic” to pinpoint your company's specific innovation issues and opportunities and how to build a tailored action plan to address your company's most critical issues.
Findings
The study found that companies that act systemically on all four root causes of innovation blockages have the best chance of success.
Practical implications
Companies that aspire to be successful innovators need to act on the root causes of innovation failure found in four areas: leadership behaviors, management processes, people and skills, and culture and values.
Originality/value
Explains why innovation dysfunctionality is systemic problem, not one that can be quick fixed with a few new techniques such as stage gates and idea generation sessions.