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In this chapter we examine the individual-level accelerators of global leadership development as they affect the acquisition of cross-cultural competencies through both…
In this chapter we examine the individual-level accelerators of global leadership development as they affect the acquisition of cross-cultural competencies through both cross-cultural training and developmental cross-cultural experiences. Individuals’ cognitive ability, prior knowledge, and personality traits will accelerate the knowledge they gain from cross-cultural training. Their personality characteristics, language skills, motivation, and prior experience will facilitate the development of cross-cultural competencies from high-quality international experiences. We highlight an aptitude × treatment interaction approach whereby the level of a given individual-level attribute affects how global leaders will respond to instructional methods, cross-cultural experiences, or developmental opportunities. The chapter suggests that global leaders’ individual differences can accelerate (or possibly impede) the developmental gains in their cross-cultural competencies.
For decades, expatriate scholars have understood that the individual factors of cultural humility and ethnocentrism and the contextual factors of feedback and support…
For decades, expatriate scholars have understood that the individual factors of cultural humility and ethnocentrism and the contextual factors of feedback and support affect expatriates’ outcomes. The study, rooted in the observation that great advice and support are often ignored by expatriates, seeks to uncover why. Based in the humility literature, the authors test whether individual differences interact with support to affect expatriate performance. The paper aims to discuss these issues.
The authors surveyed a matched sample of 62 expatriates and their supervisors from one multinational organization.
The study found that expatriates higher in cultural humility benefit more from the support and feedback offered in the host national work environment which, in turn, facilitates better supervisor ratings of performance. The authors also found that expatriates’ ethnocentrism has a direct negative influence on their ratings of performance.
The findings in the study are focussed and robust, but tested within a single organization. That said, the authors believe the results have implications for expatriate selection and for ways to manage the host national environment to improve expatriate performance.
The study joins the research conversation on how expatriates’ individual differences interact with the environments in which they are placed to affect their success. This study also underscores the importance of humility in the global professional context.
Using a sample of 76 US‐based multinational firms, this study tests two hypotheses: whether top management teams' national diversity, and the number of countries of…
Using a sample of 76 US‐based multinational firms, this study tests two hypotheses: whether top management teams' national diversity, and the number of countries of operation worldwide are related to other established indicators of internationalization. Results suggest that both hypothesized indicators are aspects of the nomological network for a firm's internationalization.
Mentoring of junior faculty members (i.e. professors) in higher education has been documented to be critical to their academic success which most often takes the form of…
Mentoring of junior faculty members (i.e. professors) in higher education has been documented to be critical to their academic success which most often takes the form of receiving tenure and/or promotion to higher academic ranks at universities in the USA. A “junior faculty member” would be defined as someone who has not yet been tenured or promoted and is usually within the first five years of their academic appointment. However, mentoring relationships can sometimes be difficult to build and momentum for continuous mentoring throughout the pre-tenure period can be a challenge to maintain. One of the concerns identified by mentees is the importance of regular meetings with mentors and the concomitant difficulty of knowing what to address in these meetings so as to make them productive and helpful. Mentors, most often senior faculty members, note that they do not always know the most relevant issues to discuss with junior faculty during mentoring meetings. The paper aims to discuss these issues.
In an effort to address these issues, the authors describe here the development of using creative technology to support a new mentoring system that provides structured prompts and reminders to both mentors and mentees and uses tools to enhance the efficiency and effectiveness of the mentoring relationship.
This paper highlights a pilot program, describing the rationale for and stages in the development of an e-mail-based and mobile-based program to improve the quality of mentoring for junior faculty at one higher education institution. Focus group data provided by stakeholders (e.g. faculty, department chairs, and associate deans) are provided.
Professional development and academic success for junior faculty members may be strengthened by greater attention to formal mentoring strategies such as the one described here.