Search results1 – 10 of 23
In the preceding two sections of this volume, we have examined some of the foundations of global leadership as well as cross-cultural perspectives. In this section we examine some of the processes, practices and developmental issues surrounding global leadership. As noted in the introduction to this volume, the placement of chapters in one of the three sections was somewhat arbitrary since all three sections are interrelated. The chapters in this section – by Elaine B. Sloan, Joy F. Hazucha and Paul T. Van Katwyk; John Hofmeister and Sarah Parker; and by Don D. Davis and Janet L. Bryant – could easily have been included in the Foundations section. The chapters by Joseph J. DiStefano and Martha L. Maznevski and by Linda E. Laddin could easily have been included in the Cross-Cultural Perspectives section. As we review these chapters, we will draw attention to the interrelationships with the other two sections.
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.
This chapter addresses the challenge of designing and executing educational curricula to develop global leaders, especially focusing on how they work with and influence…
This chapter addresses the challenge of designing and executing educational curricula to develop global leaders, especially focusing on how they work with and influence people. Today’s global managers are expected to master an ever-expanding range of knowledge and skills, and educators are faced with the challenge of preparing them to be as effective as possible. We argue that educators must combine multiple methods carefully to achieve their objective. The chapter illustrates how to mix concepts, data, projects and behavioral exercises to help global managers develop team and leadership skills. The processes we outline are designed for students in undergraduate, MBA and Executive programs.
Are there “really” gender differences in leadership? Do beliefs regarding gender differences in leadership differ across cultures? And how do these beliefs influence…
Are there “really” gender differences in leadership? Do beliefs regarding gender differences in leadership differ across cultures? And how do these beliefs influence diversity management? This article aims to demonstrate how different beliefs regarding gender differences and leadership can influence company diversity policies and initiatives.
First, the authors review the research evidence on the relationship between gender and leadership. Then they explore the effects of gender stereotyping. Furthermore, they consider the role of culture on these beliefs. This review serves as the foundation for the discussion of three different perspectives regarding gender and leadership: gender‐blind; gender‐conscious; and perception‐creates‐reality (or believing is seeing).
Adhering to these different paradigms can influence actions taken to managing diversity and human resource policies. Revealing these different paradigms can help companies and managers reassess their diversity practices.
The paper discusses issues that are of interest to all levels of managers.