Knowledge transfer is an important global leader (GL) competency, given their role as knowledge brokers and capacity builders. However, knowledge transfer skills and the…
Knowledge transfer is an important global leader (GL) competency, given their role as knowledge brokers and capacity builders. However, knowledge transfer skills and the transfer process itself have received scant attention from both global mobility and leadership scholars. Similarly, multinationals have seldom systematically collected and utilized repatriate knowledge, despite the competitive advantage it represents in a global knowledge economy. To fill this gap, an exploratory qualitative study employing critical incidents and interviews with a multi-country sample of 47 German, Japanese, and US repatriates identified variables that facilitate knowledge transfer attempts to the work unit. Our findings corroborate the proposed variables in a conceptual model of the transfer process and articulate the transfer skills that help explain their ability to transfer. Most importantly, our findings introduce an interactive transfer model that explicates the microprocess of transfer in the repatriate–work unit relationship. We conclude with implications for global leadership research and HRM practice.
In this concluding chapter, we discuss insights and reflections from our invited contributions on the COVID-19 pandemic and derive areas of meaningful future research to…
In this concluding chapter, we discuss insights and reflections from our invited contributions on the COVID-19 pandemic and derive areas of meaningful future research to advance the global leadership domain. Specifically, we call for (1) strengthening the link of the global leadership domain with related research fields, (2) expanding our view on what are necessary global leadership competencies, (3) moving beyond individual global leadership toward a more collective and collaborative understanding of the phenomenon, (4) further enhancing the growing field of responsible global leadership, (5) examining the various competing tensions that global leaders need to balance, and (6) engaging in greater reflexivity among global leadership scholars ourselves.
The purpose of this paper is to address the decreasing role of professional associations in governing the work of entrepreneurial, knowledge-intensive professions such as…
The purpose of this paper is to address the decreasing role of professional associations in governing the work of entrepreneurial, knowledge-intensive professions such as management consulting. It presents the example of an alternative path to traditional professional regulation. This organic professionalization path is introduced through the concept of dispersed institutional entrepreneurship.
The paper builds on an in-depth qualitative investigation of professionals in the intercultural industry combining physical and digital ethnography in a multi-modal investigation.
The findings illustrate how an ideological divide within the professional community prevents an emergence of the traditional, association-led professionalization path. Instead, the investigated community follows an organic, bottom-up route, with competing individual entrepreneurs developing converging strategies and products. This process is labelled dispersed institutional entrepreneurship.
The findings indicate that current views on professionalization need to reconsider admission criteria and the professionalization paths that are generally assumed. Further research could focus on investigating organic professionalization paths among other professional groups.
With an in-depth qualitative investigation of an aspiring professional community this paper contributes to an ongoing discussion on the process of professionalization. The findings show that independent agents’ efforts could be at the centre of the process. They can prevent the professional association from leading the professionalization project while enabling the organic development of synergies across the community.
The purpose of this paper is to add a process perspective to the literature on repatriate knowledge transfer (RKT) and to understand how the knowledge transfer process…
The purpose of this paper is to add a process perspective to the literature on repatriate knowledge transfer (RKT) and to understand how the knowledge transfer process unfolds in the repatriation context. Thus, this qualitative study uses existing knowledge transfer process models to assess their applicability to the context of repatriation and explain the micro-processes during RKT.
To provide a rich understanding of these processes from the repatriate perspective, critical incidents reported by 29 German and US American repatriates were content-analyzed.
The findings are summarized in a proposed RKT process model, which describes the roles and knowledge transfer-related activities of repatriates, recipients and supervisors as well as their interaction during four transfer phases: assessment, initiation, execution and evaluation.
The experiences of repatriates from different geographic areas as well as the perspectives of knowledge recipients and supervisors were not studied but should be included in future research. In addition, future research could test the applicability of the identified micro-processes to different knowledge transfer contexts.
Managers can use the findings to facilitate the RKT process more effectively because the type of organizational support offered can be aligned with the changing needs of repatriates, recipients and supervisors during the four identified phases.
This is the first study that takes a process perspective to understand RKT. The integration of the current findings with the existing literature can enable a more nuanced view on RKT.
This chapter investigated how pre-existing ideas (i.e., prototypes and antiprototypes) and what the eyes fixate on (i.e., eye fixations) influence followers'…
This chapter investigated how pre-existing 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.
J. S. Osland, M. E. Mendenhall, B. S. Reiche, B. Szkudlarek, R. Bolden, P. Courtice, V. Vaiman, M. Vaiman, D. Lyndgaard, K. Nielsen, S. Terrell, S. Taylor, Y. Lee, G. Stahl, N. Boyacigiller, T. Huesing, C. Miska, M. Zilinskaite, L. Ruiz, H. Shi, A. Bird, T. Soutphommasane, A. Girola, N. Pless, T. Maak, T. Neeley, O. Levy, N. Adler and M. Maznevski
As the world struggled to come to grips with the Covid-19 pandemic, over twenty scholars, practitioners, and global leaders wrote brief essays for this curated chapter on…
As the world struggled to come to grips with the Covid-19 pandemic, over twenty scholars, practitioners, and global leaders wrote brief essays for this curated chapter on the role of global leadership in this extreme example of a global crisis. Their thoughts span helpful theoretical breakthroughs to essential, pragmatic adaptations by companies.
The purpose of this paper is to explore the influence of cultural identity change, organizational and social support and cultural distance on repatriation experiences of…
The purpose of this paper is to explore the influence of cultural identity change, organizational and social support and cultural distance on repatriation experiences of Indian international assignees.
Semi‐structured interviews were held with 19 Indians on international assignment in The Netherlands and 11 Indians repatriated from The Netherlands. Respondents were asked to reflect on their cultural identity changes and the effects of social support, organizational support and cultural distance between the host and the home country on their international assignment and repatriation experiences. Iterative thematic analyses revealed five central themes: cultural identity independence; knowledge utilization and organizational learning; social network support; global career prospects in the Indian economy; work‐life balance.
Cultural identity changes ranged from low adaptation to Dutch culture and happiness on return to India through to high cultural flexibility and readiness to move to another sojourn. The majority of respondents reported great appreciation by their supervisors and co‐workers and utilization of their knowledge gained in The Netherlands. These factors, in addition to good career prospects and social support from their informal networks, contributed positively to their repatriation experiences.
This study challenges the frequently reported negative repatriation experiences of sojourners from the West.
This reflection on the trajectory of the field of Global Leadership Development identifies shifts from in-person training to virtual coaching leveraging assessment tools…
This reflection on the trajectory of the field of Global Leadership Development identifies shifts from in-person training to virtual coaching leveraging assessment tools. Practitioners can now choose from a wide variety of assessments and learning systems, identified herein, to structure coaching over time in an online environment. Based on decades of experience, the author explains how to select an assessment and incorporate it into one's developmental approach. This chapter also clarifies how to structure coaching and effectively deliver virtual sessions. Several examples from leading companies illustrate how these best practice approaches can be built into global leadership development initiatives.