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Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is…
Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.
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.
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.
The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a…
The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.
Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be…
Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be achieved if a comprehensive definition of the intercultural competence domain can be established, particularly with regard to the specific context of global leadership. This paper aims to focus on the issues.
The authors conduct an extensive review of the global leadership and expatriation literatures, integrating and synthesizing prior theoretical and empirical efforts to develop a comprehensive domain definition for intercultural competence in the context of global leadership.
The domain of intercultural competence in the context of global leadership comprised three dimensions – perception management, relationship management and self management. Each dimension is characterized by facets that further delineate aspects of intercultural competence.
The domain definition of intercultural competence for global leadership appears to be well supported in prior theoretical and empirical work focusing on expatriation and global leadership; however that work was fragmented in nature. A test of the comprehensive model, i.e. all three dimensions and 17 facets, is called for, as well as the validation of an instrument that measures them.
The paper integrates and synthesizes the extensive body of theoretical and empirical work related to intercultural competence and clearly establishes the content domain, thereby enhancing the efficacy of future theoretical and empirical efforts.
We focus on the extreme complexity of the global context in relation to global leadership expertise. We relate how the subjects in a qualitative study of expert cognition…
We focus on the extreme complexity of the global context in relation to global leadership expertise. We relate how the subjects in a qualitative study of expert cognition in global leaders describe their work context. Our goal is to build a foundation for a theoretical argument as to what distinguishes domestic/traditional leadership from global leadership and further clarify the role context plays in challenging and developing global leaders.
Ineffective expatriate performance and premature returns have been found to relate primarily to an inability to adjust to the foreign environment rather than a lack of technical competence. Research has identified three dimensions of expatriate adjustment: adjustment to work, adjustment to interactions with people in the foreign country and general adjustment to the culture and living conditions. Five major factors that have been found to influence these dimensions of adjustment and research using these factors provides a framework to help international firms understand and take a more active role in facilitating expatriate adjustment.