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The purpose of this paper is to provide guidelines to IHRM by providing a set of personal and psychological competencies that are relevant to the development of global mindsets in global leaders.

The authors adopted the qualitative research approach by conducting interviews with 22 top managers and organizing focus groups to 102 expatriated Brazilian global leaders.

The findings suggest that the language proficiency, the complexity of the global role and the positive psychological traits are highly relevant when developing global mindsets.

The researcher argues that the IHRM must review its practices regarding the management of international assignments which efficiency is overrated by top managers.

This article investigates which criteria and processes are used to identify global leadership potential (GLP) in multinational corporations.

First, the literature at the intersection between leadership potential and global leadership is reviewed to identify a set of criteria that can be used for assessing GLP. The findings are then validated in a qualitative study against a sample of nine global corporations.

Several traits (integrity and resilience), attitudes (learning orientation, motivation to lead, change orientation, drive for results, customer orientation and a global mindset) and competencies (cognitive complexity and intercultural, interpersonal, leadership, learning, change and business competencies) are associated with GLP. The core steps in the GLP identification process are nomination, assessment and confirmation. These steps can be complemented by a preassessment phase and a subsequent talent dialogue.

The results of this research can inform human resource (HR) management practitioners in their endeavor to successfully identify and assess potential future global leaders.

Prior research has focused either on defining global leadership or on assessing leadership potential in general, without a clear focus on identifying global leaders. In this article, the two concepts of global leadership and leadership potential are combined, thus providing an integrated content and process model that indicates how global corporations select their future global leaders.

Globalization is driving an increased need for leaders who possess global leadership competencies that enable them to lead effectively. The purpose of this paper is to explore the developmental experiences of global leaders in order to understand the experiences that they report to be developmental, to understand what they learned from their experiences, and to explore how the leaders learned and developed from the experiences.

For this study, the researcher used Moustakas's phenomenological research method.

Conclusions indicate that global leaders: develop through first-hand global leadership experience; learn the importance of cultural sensitivity, relationships and networks, and curiosity or desire to learn; require a unique set of global leadership competencies; are driven by curiosity, openness, and a desire to learn; and develop and learn intuitively.

Utilizing a phenomenological research approach yielded new insight, from the perspective of the global leader, into how global leaders learn and develop the knowledge, skills, attitudes, motives or values, and mindsets that are important to their role, and suggested areas for further research. The findings of the study are useful in identifying implications for improving or adding to the methods, approaches, and tools organizations use to develop global leadership competencies.

The purpose of this study is to examine whether the nature of leadership in the early years of the twenty‐first century as conceptualized in the research literature is valid among real organizational leaders across four global regions.

A literature review of recent scholarly articles suggested that today's leadership best practices can be sorted into six categories, or zones: Reflection, Society, Diversity, Ingenuity, People, and Business. These six zones became topics for focus groups of organizational leaders that tentatively supported the six‐zone structure and provided qualitative data used to create a 42‐item measure, the AchieveGlobal Leadership Scale (AGLS). The AGLS was then employed to examine the degree to which 899 leaders in Asia, Europe, Latin America, and the USA felt that each zone was important in meeting their organizational challenges.

The data from the 42 items were analyzed using a confirmatory factor analysis, which suggested that the six zones all triangulated on and comprised the larger construct, Leadership in the twenty‐first century. Regional differences emerged in the importance that leaders attributed to the zones, in the degree to which leaders effectively demonstrated the zones, and in the order in which leaders ranked their organizations' top business challenges.

The six‐zone model of leadership and its differences by geographic region hold potential to help leaders examine and improve their own leadership abilities.

The purpose of this qualitative research study was to explore the requirements of leading in a global environment as perceived by the leaders participating in this study as well as the way these leaders learn and develop their global mindset.

The research methodology informed by social constructivism included in‐depth interviews with 24 global leaders that were analyzed using constant comparative and content analysis. The findings presented in this paper are part of a larger study on the meaning of global leadership and mindset. The framework for this research was guided by the Global Leadership Mindset (GLM) model developed by the authors and their colleagues.

Transcendence, plasticity of the mind (flexibility, thinking differently, rebalancing, openness, having multiple frames of reference), mindfulness, curiosity, and humility emerged as requirements of leading in the global environment. The global leaders' learning journeys were characterized by informal learning during everyday work and life experiences including learning from mistakes, and from and with others. Self‐reflection leading to the “self‐awareness of otherness” as well as reflection with others were at the core of learning and developing the global mindset of these leaders.

The findings of this study highlight the role of human resource development (HRD) professionals in facilitating self‐reflection and reflection with others – core processes for the learning and development of global mindset. HRD professionals are called to address both the “you don't know what you don't know” phenomenon by offering cross‐cultural training programs and experiential learning opportunities and the “you know what you don't know” daily challenges of global leaders and their team members. Initiatives that will incorporate self‐reflective and reflective processes will allow the participants to make meaning of their learning.

This is an initial attempt to explore the development of a global leadership mindset as informed by the GLM model with a focus on its learning component. The findings of this study could inform leaders preparing to work in global environments and HRD professionals called to develop learning environments and a learning culture in global workplaces.

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.

To test these assertions, a survey study was conducted involving individual members of global teams in Australia (n=234).

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.

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.

Focuses on how The Body Shop is fostering and developing its global leaders.

This paper is extracted from a research report that examines what is required for effective global leadership in an increasingly complex global marketplace through understanding the challenges that global organizations and leaders face.

Highlights the importance of good communication skills, teamwork, exchanging best practice, and achieving the best balance between what should be decided at the centre and what is best left to regional and local decision makers.

Identifies and presents practical strategies for developing and supporting effective global leadership.

Contains plenty to interest top managers in any large company with extensive international operations.

The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research.

Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature.

The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories.

Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains.

Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research.

Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership.

The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.

The globalization of business has challenged companies to rethink their strategies, structures, and necessary competencies of managers. The existing studies indicate that typically companies do not have enough leaders within global competencies and that competition for such resources will be even more intensive in the future. The basic prerequisite for the selection and development of global managers is that the necessary competencies of global managers are understood. On the other hand, it has been argued that this is not yet the case and thus companies do not know what competencies they should focus on. Similarly, it has been argued that the development of international competencies is not a well‐advanced process within companies. The research on these areas is still scarce. In the present paper, the literature on these areas is reviewed and, on the basis of this review, further research needs are identified.

This paper set out to explore the potential for business leaders to do good in a way that is fully integrated with their organisational objectives and their personal purpose. In light of major issues confronting society, including environmental fragility, financial vulnerability and the reduced influence of traditional institutions, the paper proposes the need for a new global ethic, and suggests that leaders of global enterprises have a particular opportunity to make a profound difference in fostering such an ethic. It aims to explain what such an ethic could look like, and the organisational and personal competencies required for ethical leadership.

The paper takes the human person as a starting‐point for addressing major challenges, rather than the challenge itself, builds on research by contemporary commentators on social trends, and draws on examples of business leaders who demonstrate the required competencies for a new global ethic.

The paper identifies the three key elements that are crucial for effective leadership: to master the art of being human, and to master the art of running a successful enterprise, while becoming a servant to society by fostering a new global ethic within their sphere of influence.

The paper identifies the emerging stakeholder concern for profit‐driven firms to become purpose‐driven, and shows how leaders who align personal purpose with organisational mission and societal need can have a positive impact on the world and foster a new global ethic