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Organizations put significant resources toward the management of global assignments; however, few realize the full benefits that these experiences provide in terms of the development of future leaders. This chapter presents three principles for directing global assignment strategies to maximize effectiveness and supports those principles with research among a sample of leaders at a global organization. First, effective global assignments are powerful sources of leader development and can be implemented to maximize this outcome. Second, assignments differ in their developmental value with some assignments providing significantly more value than others. Third, individuals differ in their ability to perform on assignment. Finally, implications of the research findings and principles for global talent management strategy are discussed.

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

Career aspirations of 145 senior undergraduate business students in Canada were analyzed. An overwhelming majority desired an overseas assignment at some point in their career, and they were not adversely affected by the 9‐11 terrorist attack. While 60 percent of the students considered pursuing a global career with multiple international assignments, 40 percent of those did so hesitantly. While receptivity to international careers was affected by the expectations of how such a career would enhance the quality of professional life and speed career advancement, willingness to accept a particular position was mostly influenced by the extent to which it would allow for a satisfying personal life. An international assignment would likely be rejected if it was at an undesirable location or would negatively affect family life. Women were as receptive to international careers as men, and multilingual students with foreign friends tended to have a strong interest in international careers.

Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural skills through international assignments, it is unclear how leaders translate these international experiences into knowledge and skills that enhance their effectiveness. Based on experiential learning theory (ELT), we propose that cultural intelligence (CQ) is an essential learning capability that leaders can use to translate their international experiences into effective experiential learning in culturally diverse contexts.

International assignments, which are used as an integral part of global management development, are challenging in terms of one's managerial competencies and self‐concept. However, not much is known about how managers develop during international assignments, or about the process of their identity construction. The purpose of this paper is to show the need for studying international assignments from an identity construction perspective and to build up an interdisciplinary framework for this kind of study.

The paper offers a new and an eclectic approach on expatriation by reviewing and combining current literature on expatriation, identity and career.

As a result of the theoretical discussion the paper notes that more empirical research is needed about the consequences of foreign assignments on individual managers’ identity and subjective career and suggests narratives as a promising strategy to capture the fluid process of identity construction during expatriation.

The value of the paper for academics is that it opens up new avenues for research on international management development and international assignments in particular.

Within the current discourse on contemporary careers and the context of international assignments, this paper seeks to conduct a study of a large European MNC, with the aim of theory development on expatriation/repatriation.

A qualitative study, based on semi‐structured interviews in a major financial institution.

Motivation to expatriate falls into two distinct categories – company initiated assignments; and self‐initiated, career orientated and/or self‐development focused. The authors propose a two dimensional model to depict the emergence of a new expatriation path alongside the traditional one – differentiating those who respond to an international assignment call within a clearly framed career development path; and those embarking on international assignment as, primarily, a personal growth opportunity. A distinctive sub‐group of corporate self‐initiated expatriates is identified for the first time.

A qualitative study within one company.

The emergent models could be utilized by HR managers to shape future policies and practices for global assignments.

Providing a new model to explicate the relevance of a protean career attitude in a global boundaryless career environment; outlining of new emergent international career trajectories, in particular corporate self‐initiated careers.

Expatriate management is a popular theme in the field of international human resource management in light of the fact that expatriates play a crucial role in a MNC’s global operations. The purpose of this paper is to explore how MNCs select, train, deploy and support expatriate managers during and after their international assignment in the United Arab Emirates (UAE).

This qualitative study is based on in-depth interviews with 22 Western expatriate managers who are presently based in the UAE. However, in order the ensure a diverse sample among the participants with regards to their age, professional experience, gender and nationality, purposeful sampling was utilized while selecting the participants.

The results of the present study cast light on many shortcomings of the overall expatriation process as they are implemented by MNCs in the UAE. Accordingly, there is a pressing need for MNCs in the UAE to develop strategic expatriation processes, involving the following critical factors: the selection of the right person for the right job; specific and relevant pre-departure and post-arrival cross-cultural training (CCT); practical support for the expatriate employees and their trailing spouses in the host country; and lastly, a clear repatriation strategy to mark a successful conclusion of foreign assignments in the UAE.

It is acknowledged that the results of this purely qualitative study, based on a relatively small sample size, cannot claim to represent the management theories, practices and realities of all the Western MNCs in the UAE. Moreover, these findings narrate the views and perceptions of this particular cohort of expatriate executives with relation to their selection, pre-departure CCT, adjustment in the UAE and the support and repatriation policies utilized by their companies for doing business in the UAE.

This study points to the fact that technical skills are mostly considered to be the predominant selection criteria for the expatriate selections in the MNCs. Other abilities, such as language skills and relational and perceptual adjustability are considered to be less important and do not feature overtly in the selection criteria for expatriate positions. The results demonstrate that distinctive features of adjustability, which include expatriates’ willingness to communicate, their social orientation, dynamic anxiety resistance and openness ability are all critical to the adjustment in the host country and should be given more emphasis.

Regardless of the presence of numerous MNCs in the UAE, it is indeed surprising to see that the topic of the expatriation management process in MNCs in the UAE has received little research attention. The objective of this study is to address this deficiency. Additionally, it is hoped that these findings may also be valuable to MNCs and consultants who are preparing expatriates for international assignments, especially in the Middle East and in particular in the UAE.

Companies target globally mobile workers and face the war for talent, while individuals are more reluctant to engage in global mobility. This scenario led us to propose a model to understand the individuals' decision process to engage in global mobility.

Building on the self-determination theory, the theory of planned behavior and the literature on decisions for global mobility, the authors propose mechanisms through which psychological variables and assignments' factual and perceived contextual aspects (directly or indirectly) explain the decision to engage or not in global mobility.

This study offers a conceptual model with the authors' novel propositions to explain individuals' decision to engage in global mobility.

The model provides a more comprehensive explanation of the individuals' decision-making process to engage in global mobility than previous models and potentially yields more effective organizational practices to attract both well-established and emerging phenomena of globally mobile workers.

The purpose of this paper is to present a new framework for assessing the human resource strategy for international assignment (IA) of managers.

The approach posits the construct of emotional intelligence (EI) as a critical predictor for intercultural adjustment thereby leading to success. A theoretical model and the respective preliminary empirical test of a series of hypotheses pertaining to the relationships between several dimensions of EI, their impact on cross‐cultural adjustment and success of international managers overseas assignments, is presented. Analyses is based on cross sectional data of 67 cases (based on questionnaires), and on 39 cases with rectangular data where both supervisory input and questionnaires were used.

A significant correlation was found between the interpersonal emotional component and specific performance. Thus the capacities of empathy, social responsibility and social relations may predict better performance in the specific characters of IA. Moreover, the correlation between EI and adjustment dimensions showed significantly higher correlations; while cultural adjustment is not correlated with any EI dimensions, interaction fit correlates with all the EI dimensions except for stress management; adjustment at the work place was only correlated with intrapersonal emotional component. The correlation between adjustment variables and success variables shows that cultural adjustment is positively correlated with satisfaction among global managers. Adjustment at work correlates negatively with the wish to terminate the assignment. In other words, those who adjust less well to work show greater interest in terminating their assignment.

Findings are based on the self‐reported questionnaires and should be treated with caution due to the possibilities of “method‐variance”. The findings are based on a small sample of international assigned managers operating within the Latin American theatre.

It is proposed that EI assessment be used in the selection of internationally assigned managers, in addition to the traditional selection criteria in order to improve the predictive ness of the assignee success.

The use of soft skills rather than hard skills as part of the selection decision of expatriates or any other internationally assigned professionals was long debated. In this study, for the first time, EI scores were used to predict cultural adjustment and subsequence success for managers.

The purpose of this study is to identify what (de)motivates millennial students from undertaking mobility upon graduation and whether this depends on gender, region of origin, prior work experience, level of studies, or international mindset and how. The paper provides insights on the preferred length of mobility and the most (un)attractive regions.

The sample consists of 1,001 millennial students from 77 countries. Data from a quantitative self-reported survey were analysed employing exploratory factor analysis and confirmatory data analyses.

Factors that motivate mobility are personal development, learning about foreign cultures and the opportunity to travel and those that demotivate are a preference for short-term assignments, unwillingness of family to move and disruption of home country life. Factors differ by region, gender, level of current studies and the student's international mindset.

The cohort included only students pursuing a business or technical education. A willingness to accept an international assignment may not necessarily translate into accepting an international assignment due to the effect of the attitude–behaviour gap. The authors do not aim to generalise on the basis of the results since the sample was fairly disproportionate in terms of world regions. We do, however, invite further studies to treat ours as potential input for new and emerging studies of either a quantitative or qualitative nature.

Due to a strong attachment to home, short-term assignments are preferred. Salary and financial benefits remain hygienic factors and motivating factors remain on the “soft” side. Motivating millennials to engage in mobility requires an individualised approach, dependent on region of origin, gender, the level of education, work experience and international mindset.

This study indicates that the factors that (de)motivate millennial students to engage in international assignments differ on the basis of various socio-demographic variables.