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The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a…
The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.
A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural…
A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural competency growth during study abroad trips and to learn how the experiences influence the development of global leadership competencies. The results led to a modified global leadership development expertise model for understanding the process of global leadership development in student populations. The study revealed a key link between antecedent characteristics of participants and their transformational ability during the study. The study also revealed that there are types of transformational experiences that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies.
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…
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.
In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global…
In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global leaders has been researched less frequently; however, it is widely accepted that this process involves learning on the part of the leader. Mezirow’s (1978, 1991) transformative learning is a special type of learning in the domain of adult education and a useful lens to better understand the disorienting triggers that are thought to induce global leadership development (GLD). In simple terms, a disorienting experience occurs when we discover that something we thought was certain is now uncertain. Conducting business in another country or merely navigating to a grocery store or restaurant there can be a disorienting experience. In these situations, people are exposed to new information that does not fit their current meaning structures or thought paradigms, and at this juncture, people have a choice: to transform their perspective or remain unchanged. When individuals transform their perspective, they are experiencing transformative learning. The first section of this chapter reviews the concept of disorienting experiences across disciplines and within the domain of learning and education. The second section explains three GLD process models with a special focus on the role played by disorienting trigger events in each one. The final section explains the Disorientation Index (Ensign, 2019), which articulates dimensions of trigger events. The chapter concludes with future research directions and practical implications.
Although managing global change is one of the key competencies demanded of global leaders, it is one of the most under-researched topics in the field (Lane, Spector…
Although managing global change is one of the key competencies demanded of global leaders, it is one of the most under-researched topics in the field (Lane, Spector, Osland, & Taylor, 2014). This chapter shares findings from a recent qualitative study that examined how global business leaders navigate complex global changes. Data were collected from 23 global business executives working for 20 unique global enterprises, in 12 different functions, through a pre-interview participant qualifying profile, an in-depth semi-structured interview, and follow-up verification. Findings reveal that global business executives are contextual leaders who juggle both global task and global relationship complexities. The paradox is the process they employ to navigate continuous change, enabled by sensemaking. Finally, as agile learners, they prove that the global leadership capabilities required to navigate paradox can be learned.
The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature…
The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis et al., 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings.
This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership.
In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels.
The paper has implications for the content, structure and process of leadership development study in relation to training and coaching.
This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent.
This study is an original paper exploring the application of this model in the context of global leadership training and development.