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1 – 10 of over 1000Mary M. Crossan, Henry W. Lane, Roderick E. White and Lisa Djurfeldt
Organizational learning (OL) is receiving increasing attention from researchers and practitioners alike. In fact, some have suggested that the only sustainable competitive…
Abstract
Organizational learning (OL) is receiving increasing attention from researchers and practitioners alike. In fact, some have suggested that the only sustainable competitive advantage is a firm's ability to learn faster than its competitors. In spite of OL's promise, the field has been slow to evolve. The primary impediments to the development of OL theory are that inconsistent terminology is used for comparable concepts and that different definitions are used to describe the phenomenon. Furthermore, many theorists have neglected to make explicit their underlying assumptions about the phenomenon. Employing an inductive approach, this review surfaces the implicit and explicit assumptions of OL researchers, identifying three key dimensions that differentiate perspectives: (1) unit of analysis—individual, group, organizational, and inter organizational; (2) cognitive/behavioral emphasis; and (3) the learning‐performance relationship.
Henry W. Lane, Bert Spector, Joyce S. Osland and Sully Taylor
Managing global change is one of the key competencies demanded of global leaders and one of the main challenges they face, according to some scholars. However, leading change in…
Abstract
Managing global change is one of the key competencies demanded of global leaders and one of the main challenges they face, according to some scholars. However, leading change in the global context is one of the most under-researched areas of global leadership. This conceptual chapter first contrasts the organizational development and organization change fields and then proposes a hybrid approach termed global strategic change. Global strategies require new patterns of employee behavior and an enhanced appreciation of the dynamics of intercultural change in which two or more national cultures are involved. Understanding these demands on employee behavior will aid managers in pursuing their globalization efforts. Culture is conceived as a boundary condition, and cultural values that might impact each stage in the change process are identified. Two case studies illustrate successful global strategic change by expert global leaders who were not intimidated by cultural stereotypes. Thoughtful executives can create strategic performance improvements by avoiding being trapped or intimidated by a simplistic interpretation of cultural constraints.
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Henry W. Lane, Allan Bird and Nicholas Athanassiou
Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business…
Abstract
Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business schools have also come to recognize the need to develop global leadership in their graduates. The Global Leadership Expertise Development (GLED) model proposes a framework and process for developing global leadership competencies in a corporate setting. We describe how we applied this model in a higher education context, in the process transforming a more common approach to international business (IB) education into an experientially-intensive global leadership development program. Adopting elements of Kolb’ experiential learning theory (ELT) as well as concepts of instructional scaffolding and “red threads,” the program emphasizes personal development. Early analysis of the program’s impact points to substantial progress in developing global leader competencies in undergraduate business students.
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Henry W. Lane and David G. Burgoyne
Since 1983, the School of Business Administration, the University of Western Ontario, has been offering an annual two‐week management development programme in Kenya. The programme…
Abstract
Since 1983, the School of Business Administration, the University of Western Ontario, has been offering an annual two‐week management development programme in Kenya. The programme is described — how it began, why it was done, details of the classes and course contents. The problem of management transferrability is discussed, followed by what has been learned from the experience.
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Raj Aggarwal, Victor Petrovic, John K. Ryans and Sijing Zong
Based on fifteen years of data on the annual Academy of International Business (AIB) best dissertation Farmer Award finalists, we find that these dissertations were done at a…
Abstract
Based on fifteen years of data on the annual Academy of International Business (AIB) best dissertation Farmer Award finalists, we find that these dissertations were done at a range of North American universities. Interestingly, dissertation topics differed from the topics covered in the three top IB journals with five‐sixths of the topics in management, organization, economics, or finance and two‐thirds set in a single country or region (U.S., Japan, North America, and Western Europe). Survey research is the most common methodology but analysis of secondary data is growing. As expected, the finalists are on average an extraordinarily prolific group.
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– This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
What makes a good training course? This question feels relatively unasked given its importance, and there are few more important questions any human resources (HR) department or any other could pose. With an average budget in an organization of $1 million annually, there is a vast amount of resources that go into ensuring that the employees receive the best, most relevant training possible. As such, are we convinced that HR departments have the right information at their fingertips to assess just what makes the optimal training course for their people and organization?
Practical implications
The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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