Global Leadership developmentPresentation Transcript
Global Leadership Development Hangzhou, Nov 30th 2010 Zhao Dan, Prof. Hora Tjitra, Dr. He Quan
1 Theory Background 3 2 How to Develop A Global Leader 8 3 Global Leadership Development 13 4 Project Info 16
What is Global leadership development Leadership Development the expansion of a person’s capacity to be effective in leadership roles and processes. Leadership roles and processes are those that facilitate setting direction, creating alignment, and maintaining commitment in groups of people who share common work McCauley and Van Velsor (2004) Handbook of Leadership Development Global Leadership Development leadership in multinational settings, or transnational settings Mobley & Dorfman’s (2003) definition of global leadership as “influence across national and cultural boundaries”
Research Status on Global Leadership (1)
3 Research perspective:
Research Status on Global Leadership (2)
2 Views of global leadership
Global leadership is distinct from domestic leadership (Mendehall, 2008)
the global context places such high demands on the deployment of those competencies for all intents and purposes the skill level and deployment demands render the phenomenon so different in degree that it makes sense to address it as being different in kind to traditional leadership…. Specifically, the global context significantly increases for leaders the valence, intensity, and complexity of key contextual dimensions that also exist for those leading in a domestic context.
Universal and timeless leadership competencies (Campbell, 2006)
six basic competencies that can be shared or delegated (vision, management, empowerment, diplomacy, feedback, and entrepreneurialism) and three personal competencies (personal style, personal energy, and multicultural awareness).
Multicultural awareness: being experienced and comfortable when working with diverse individuals in organizations that cut across geographic, demographic, ethnic, and cultural borders.
Global Leadership Development
How to Develop A Global Leader
Center for Creative Leadership (CCL) - 1
3 primary components of CCL (McCauley and Van Velsor, 2004)
12 capabilities to be developed
Center for Creative Leadership (CCL) - 2
3 main strategies to enhance the process
Effectiveness of Different Tools Day (2000) summarized the effectiveness of different approach in leadership development Data source: Day (2004) A=assessment; C=challenge; S=support from CCL (see slide 8, 9 for more information) Practice Description Development Target Strength Weakness 360-degree feedback Multi-source ratings of performance, organized and presented to an individual Self-knowledge Behavioral change Comprehensive picture: broad participation (A) Overwhelming amount of data; no guidance on how to change; time and effort (C, S) Coaching Practical, goal-focus form of one on-one learning Self-knowledge Behavioral change Career development Personalized; intensive (C, S) Perceived stigma (remedial); expensive Mentoring Advising developmental relationship, usually with a more senior manager Broader understanding Advancement catalyst Lessons learned/avoid mistakes Strong personal bond (S) Peer jealousy; over dependence: (A, C) Networks Connecting to others in different functions and areas Better problem-solving Learning who to consult for project help. Socialization Builds organization (S) Ad hoc: unstructured Action Learning Project-based learning directed at important business problems Socialization Teamwork Implement strategy Tied to business imperatives: action-oriented (C, S) Time intensive; leadership lessons not always clear; over-emphasis on results (A)
Develop Global Leaders based on KAOs
Worker-oriented job analytic approach : a certain set of knowledge, skills, abilities and personality characteristics are present in those who perform a given job well. (Sandberg, 2000)
This suggests that successful global leaders are likely to possess some common knowledge, skills, abilities and other personality characteristics (KSAOs). (Caligiuri, 2006)
Result Caligiuri (2006)
Different inventions should be used according to different KAOs.
Knowledge: Didactic learning opportunities: Books, Cross-cultural training courses, Diversity training, E-learning, Language classes
Skills and abilities: Experiential intervention: Cultural immersion programs, Language immersion, Coaching, Mentoring, Attending global meetings, Working on global teams
Personality characteristics: Intensive experience: International assignments, Life-changing experiences, Salient non-work cultural experience
Develop Global Competency Model “ The Jack Welch of the future cannot be me. I spent my entire career in the United States. The next head of General Electric will be somebody who spent time in Bombay, in Hong Kong, in Buenos Aires. We have to send our best and brightest overseas and make sure they have the training that will allow them to be the global leaders who will make GE flourish in the future.” – by Jack Welch, CEO of GE Developing leadership cross-cultural competence was among the top 5 organization-wide practices affecting the effectiveness of multinational corporations. (Stroh and Caligiuri, 1998)
Reference Alon, I., & Higgins, J. M. (2005). Global leadership success through emotional and cultural intelligences. Business Horizons (2005) 48, 501—512 Black, J., & Gregersen, H. (2000). High impact training: Forging leaders for the global frontier. Human Resource Management, 39(2), 159. Black, J. S., Morrison, A. J., & Gregersen, H. B. (1999). Global explorers: The next generation of leaders. New York: Routledge. Brake, T. (1997). The global leader: Critical factors for creating the world class organization. Chicago: Irwin Professional Pub. Caligiuri, P. & DiSanto, V. (2001). Global competence and can it be developed through global assignments? Human Resource Planning, 24(3), 27-38. Caligiuri, P. (2006). Developing global leaders. Human Resource Management Review, 16, 219–228 Campbell, D. P. (2006). Globalization: The basic principles of leadership are universal and timeless. In W. Mobley, & E. Weldon (eds.), Advanced in global leadership (pp. 143-160). Oxford: JAI Press. Mendenhall, M. A. (2008). Leadership and the birth of global leadership. In M. A. Mendenhall, J. Osland, A. Bird, G. R. Oddou & M. Maznevski (eds.), Global leadership: Research, practice and development (pp. 1-18). London: Routledge Day, D. V. (2001). Leadership Development: A review in context. Leadership Quaterly, 11(4), 581-613 Dorfman, P. (2004). International and cross-cultural leadership research. In B.J. Punnett, & O. Shenkar (eds.), Handbook for international management research (2 nd ed., pp. 265-355). Ann Arbor, MI: University of Michigan Press. Hoppe, M., H. (2004). Cross-cultural issues in the development of leaders. In C. D. McCauley, & E. Van Velsor (eds.), San Francisco, CA: Jossey Bass. House R. J., Hanges, P.J., Javidan, M., Dorfman, P.W., Gupta, V. and Global Leadership and Organizational Behavior Effectiveness Research Program (eds.) (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications Mendenhall, M. A., Osland, J., Bird, A., Oddou, G., & Maznevski, M. (Eds.). (2008). Global leadership: Research, practice, development. London: Routledge. McCauley, C. D., Van Velsor, E., & Center for Creative Leadership. (2004). The center for creative leadership handbook of leadership development (2nd ed.). San Francisco: Jossey-Bass. Mobley, W., & Dorfman, P. (eds.). (2003). Advances in global leadership. V.3. Oxford: JAI Press. Morrison, A. J. (2000). Developing a global leadership model. Human Resource Management. 39(2), 117 Stroh, L. K., & Caligiuri, P.M. (1998). Strategic human resources: A new source for competitive advantage in the global arena. International Journal of Human Resource Management, 9,1−17
Global Competence for Asian Leaders
An applied research collaboration supported by the Human Capital Leadership Institute (Singapore) with the objective to derive a model for Asian leaders, which will lead to systematic global leadership development programs with Asian characteristics.
Built on our previous researches on Chinese and Indonesian intercultural sensitivity, we continue in this study by elaborating the cross-cultural experiences of the Chinese, Indonesian and Singaporean international assignees and their respective local co-workers in China and Indonesia. Intercultural sensitivity has been widely accepted as one of the most significant element of global competencies and one of the strongest predictor for global leaders and managers accomplishments.
The principal investigators of the project are Dr. Hora Tjitra, Dr. Hana Panggabean, and the research team of the the Zhejiang University (Hangzhou, China), Zhejiang University of Technology (Hangzhou, China) and the Atma Jaya Indonesia Catholic University (Jakarta, Indonesia).
Hora Tjitra Hana Panggabean Juliana Murniati Quan HE Jiewei ZHENG Chaohui ZHANG Teng SHENTU Jia ZHOU Xiaojuan WANG Dan ZHAO Xixie ZHANG Sebastian Partogi Yuanbo LIU Tayyibah Mushtaq Research Partners: Funding Partner: Zhejiang University China www.zju.edu.cn Zhejiang University of Technology China www.zjut.edu.cn Atma Jaya Catholic University Indonesia www.atmajaya.ac.id Human Capital Leadership Institute Singapore www.smu.edu.sg
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