Developing Effective Global Leadership

Human Resource Management, 2000

Industrial and Organizational Psychology, 2012

Global leaders operate in a context of multicultural, paradoxical complexity in the world—a context that most leaders find themselves facing today. We argue that 4 developmental shifts are required to be effective in this context: developing multicultural effectiveness, becoming adept at managing paradoxes, cultivating the “being” dimension of human experience, and appreciating individual uniqueness in the context of cultural differences. Challenges for industrial–organizational (I–O) psychology are identified in each area. The article concludes by inviting I–O psychologists to integrate competing frameworks, explore related disciplines, revamp leadership competency models, create new tools and frameworks for developing global leaders, and step up to become global leaders ourselves.

Human Resource Management Review, 2006

With respect to global leadership development, this article suggests that managers differentially benefit from a given intercultural training or developmental experiencedepending on their individual aptitudes (i.e., knowledge, skills, abilities, and other personality characteristics). The main premise of this article is that offering the right people (those with the requisite individual aptitudes) the right developmental opportunities will produce leaders who can effectively perform global leadership tasks and activities.

People Strategy Journal, 2013

This paper explores the conceptualization of global leadership and identification of global leadership competencies. It attempts to answer what are the competencies for global leadership? Researchers indicated that global leaders require a unique set of global leadership competencies to effectively fulfil their roles. They further identified seven competencies for global leaders that include: (1) culture awareness and sensitivity, (2) global mindset or perspectives, (3) learning from experiences, (4) developing and maintaining relationships, (5) communication, (6) traits or attitudes, and (7) knowledge and skills. They also have discussed on the importance to describe and identify global leadership competencies. Many organizations do not even have a set of global leadership competencies. Most have only competencies related to domestic leaders. But with rapid globalization, there is recognition for the need of more global leaders. This research examined global leadership competencies. The study employed the qualitative methodology through the in-depth interviews. The interviews were conducted with past and present top leaders of a local research university. The data from the interviews were then transcribed verbatim, coded, analysed, interpreted and discussed accordingly. The findings in this research related to global leadership competencies includes attributes, skills and knowledge. Based on the findings recommendations will be made for improving global leadership competencies.

European Management Journal, 2006

Due to the effects of globalization, senior executives have launched initiatives to develop global leaders. However, the success of these programs has been mixed at best. Based on reviews of the growing academic literature in the field of global leadership, this article delineates the competencies associated with global leadership, provides information about existing assessment tools that can measure these competencies, and offers specific guidance for developing effective global leadership training programs.

Journal of Business and Leadership

Gaining perspective on how to deliver leadership education can be a daunting task. This paper provides a specific, yet powerful perspective to consider when attempting to engage students and develop leaders within formal leadership education. Moreover, this paper reports the findings of one objective within a multi-objective study to describe perspectives of global leadership priorities and accompanying competencies based on respondent perceptions. Insight on the development of global curricula form a qualitative perspective is provided in an effort to maximize the development of students within formal leadership degree programs. Based on respondents’ perceptions and the summary of the literature, it was determined that is essential for leadership educators to develop global perspectives and skills to empower student success in postgraduate leadership positions. The importance of a global perspective in leadership situations was noted by respondents as providing an indelible link be...

2015

Leadinginternationalbusinessrequiresthe learningof globalleadershipcompetenciesthat allow managers to flexibly navigate across cultures. This explorative study investigates the mecha- nism by which global leadership competencies are acquired from a meta-cognitive approach. In- depth interviews and a web-survey were conducted in Asian and Europe. Results confirmed that 1) all managers faced new and difficult challenges during international business assignments, 2) the nec- essary leadership competencies were both common and idiosyncratic across cultures, and 3) global managers, regardless of their nationalities, experienced "double-loop learning" while acquiring new global leadership competencies though "breakthrough experiences" during international business as- signments.

2009

In this paper I present a perspective of global leadership and some ideas of how to develop it. To begin I provide some background on how this perspective took shape. In early 2002, I was asked to teach a course titled: Global Context for 21st Century Leadership to a group of students who entered a newly formed master’s program in leadership for working professionals from public, private and not-for-profit sectors at Saint Mary’s College of California (SMC). At the time I was given a very short course description from which to design this course. The first sentence of the description read as follows: “The practice of leadership in the 21st century will require a consciousness that recognizes that we do not live in isolation, but rather are part of a global community. ” I saw my task as to design the course so students could see the life and work in a broader context, and for this perspective to influence their practice of leadership positively. At the conclusion of the course, I rec...

In Malaysia the concept of a reputable university is very hotly debated. It was a hot issue when an opposition Member of Parliament mentioned that Malaysian universities are not ranked among the top 100 world universities. Some of our premier universities did poorly in the ranking. One of the key factors of transforming Malaysian universities into reputable universities is leadership. In the context of globalization, Malaysian universities need leaders who can work on a global stage. This study attempts to understand the concept of global leadership, which is important for leading a university of international repute. This research employed qualitative means, utilizing the in-depth interview for data collection. Data were collected from eight past and present top leaders of a university in Malaysia. The data collected from the interviews were then transcribed verbatim, coded, analyzed, interpreted and discussed accordingly. There are various factors that will enable our universities to become internationally reputable universities. Among others are abundance of resources, quality academicians, quality students and good governance. Based on the findings of the study, one of the key factors of transforming our universities into reputable universities is leadership. In the context of the new environment, we need leaders who can become global players.