Job Evaluation Build a plan for evaluating the job description y.docx

Job Evaluation
Build a plan for evaluating the job description you created in
Week Two. Share the plan in this discussion area. Evaluate the
plans of at least two peers, citing at least two scholarly sources
including the course text.
Respond to Dana Conley
I chose to develop a job description for a Human Resources
Director in week two. I selected the ranking method ordering to
build my plan for evaluating my job description. According to
Weathington & Weathington (2016), with the ranking method,
“jobs are compared to each other and rank-ordered based on the
overall worth or value of the job to the organization” (p. 99).
Ranking positions within the HR Department and other
departments in order of the necessary KSAO’s should be a
manageable task. The KSAO’s will be ranked from one (1) to
six (6) with one (1) being the highest level of and six (6) being
not applicable. To rank the all the positions in the HR
department in my current organization I will need to review the
Chief Personnel Officer (CPO), Director, Manager, Generalist,
and Assistant positions. The positions requiring the highest
level of KSAO’s will have the lowest average total.
Position Title
Knowledge
Skillset
Abilities
Supervisory
Average Total
CPO
1
1
1
1
1
Director

1
2
2
2
1.75
Manager
2
3
3
3
2.75
Generalist
3
4
4
6
4.25
Assistant
5
5
5
6
5.25
The lowest total average would warrant a higher pay scale due
to the scope of the KSAO’s that would be required to obtain and
hold that position within the company. According to Society for
Human Resource Management (2016), “Job ranking places jobs
in a hierarchy of their value to the company” (para. 9). The
CPO position is at the top of the pay scale since this person
would be responsible and thus accountable for the
organization’s HR policies and practices. The HR Director
reports to the CPO, the HR Manager(s) report to the Director,
the HR Generalist(s) and Assistant(s) would report to the HR
Manager of their respective site. Once I ranked the positions I
would also want to conduct benefit and compensation research
within like industries to ensure that the pay scales assigned to

each position were comparable.
Reference
Society for Human Resource Management. (2016). Performing
Job Evaluations. Retrieved
from https://www.shrm.org/resourcesandtools/tools-and-
samples/toolkits/pages/performingjobevaluations.aspx (Links to
an external site.)Links to an external site.
Weathington, B.L, Weathington J. G. (2016). Compensation and
Benefits: ALIGNING REWARDS WITH STRATEGY. San
Diego: Bridgepoint Education, Inc.
Respond to Katise Aiken
The job I am interested in after obtaining my degree in Human
Resources Manager. Every job description is based on certain
factors and everyone should have an understanding of how and
why a job has been classified. To evaluate a job description
there must be a clear understanding of the job. “Job evaluation
is a technician used to systematically recognize the difference
in the relative worth among a set of jobs and to establish pay
differentials accordingly” (Weathington & Weathington, 2016,
ch.4.2). The main goal of a job evaluation is to ensure the pay
structure is fair. To make sure the pay structure is fair, some
factors are considered such as skill, responsibilities, and
working conditions.
Here are the steps to creating a job evaluation plan:
· “Collect job information: Record information about the
position in a job description template.
· Develop the method: Using an “off-the-shelf” point factor
system as the basis for the plan is recommended for small
organizations.
· Fine-tune the compensable factors: This is the heart of job
evaluation. Not only do the compensable factors rank the job
within the organization’s job hierarchy, but they also clearly
outline what the company values and will pay for.
· Review the job analysis: Have each job description reviewed

by a manager, and, if possible, a member of your talent
management team, to rank each compensable factor.
· Develop a job hierarchy: By comparing and aligning jobs
internally as part of the job evaluation process, you develop a
job hierarchy” (Mars, 2015, para. 4).
Some advantages of a job evaluation are “to help the
organization to grow efficiently and to help managers better
prepare for and execute, their employee evaluations” (Root III,
2018, para. 1). Overall, a job evaluation helps to ensure an
individual is assigned the appropriate compensation for a job.
Mars. Job evaluation: Tailoring compensable factors for your
startup. 2015. Retrieved from:
https://www.marsdd.com/mars-library/job-evaluation-tailoring-
compensable-factors-for-your-startup/ (Links to an external
site.)Links to an external site.
Root III, G. 2018. Chron. The Advantages of Job Evaluation to
an Organization. Retrieved
from: http://smallbusiness.chron.com/advantages-job-
evaluation-organization-437.html (Links to an external
site.)Links to an external site.
Weathington, B. L. & Weathington, J. G. (2016). Compensation
and benefits: Aligning rewards with
strategy[Electronic version]. Retrieved from
https://ashford.content.edu
Review the material below and answer the following questions:
· Managing Executive Attention in the Global Company(MIT
Sloan Management Review, 7 pages, great advice on prioritizing
as an executive)
· Developing global readiness before leaving home(5 page
article, read the introduction, skip over any repetitive material
about the GMI, and read any of the other information that you
find helpful your own development)
· Overcoming a little local difficulty(Marketing Week, 2 pages,
advice for global brand leadership in host economies)

· Developing the Global Executive
· Optional: Global Mindset Text Ch. 1 Global Business Savvy
1. What experiences in your personal and professional life
contributed to your score on global business savvy? How do you
feel about your scores and are any of these GMI dimensions a
focal point for you to develop going forward?
2. How does this material help you, personally, enhance your
global mindset capabilities and be a more effective leader and
manager? Be specific by referring to the articles.
3. Optional: If you purchased the Global Mindset e-text,
complete at least one of the recommendations/activities from
the Global Business Savvy chapter to improve your competence
in this dimension of global mindset, and share what you learned
with your teammates. If the activity you chose requires a longer
process, share with your teammates how much progress you’ve
made.
2-3Pages
· Post answers to all the questions proposed in the
assignment by 2/20 5:30pm (see the schedule in this syllabus
for exact due dates) and bring your answers with you to class.
You will then discuss your answers with your classmates in
class.
· These deadlines are very strictly adhered to. Each assignment
is available for at least two weeks and will expire at 5:30 on
Wednesdays, according to the dates on the course schedule in
this syllabus. Students are discouraged from waiting until the
last minute to complete each assignment. It is always hard to
predict technical difficulties, like being sick, having car
trouble, or losing electricity or an internet connection. Late
submissions are never accepted. Failure to submit the
assignment by the posted due date/time will result in a grade of
0 for that assignment, and there are NO EXCEPTIONS to this
rule, even if the student has a excused absence from class.
· Homework assignment grades will be determined by the
quality of each student’s post and the timeliness of meeting the

posting deadlines. You should provide thoughtful answers that
relate to and utilize the material in the course. If the question
asks for your opinion, then share it and allow the others to
agree, disagree, or simply comment when you dialog with them
in class. Simple and short answers that do not sufficiently or
intelligently answer the question will be graded poorly.
However, you also want to be aware of being too long winded
and not being able to efficiently communicate your thoughts in
a concise statement.
Rubric
BUAD 878 Hybrid Homework Assignments
BUAD 878 Hybrid Homework Assignments
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAnswered all the
required questions
5.0 pts
Full Marks
0.0 pts
No Marks
5.0 pts
This criterion is linked to a Learning OutcomeCited assigned
material
5.0 pts
Full Marks
0.0 pts
No Marks
5.0 pts
This criterion is linked to a Learning OutcomeProvided an
opinion/personal experiences and thoughtful comments that
relate to and utilize the material in the course
5.0 pts
Full Marks

0.0 pts
No Marks
5.0 pts
Total Points: 15.0
to be a mainstay of its advertising.
Yet Eurostar also stands accused of tar-
diness, particularly in light of issues such
as last month's tunnel fire, when it seem-
ingly did little to reassure those affected,
Gavin Mackie, managing director of Nl
Creative, points to British Airways' "T5 is
Working" ad campaign, which sought to
change the way the terminal was viewed
after a bungled launch. "But Eurostar never
launched any reassuring campaign after
the tunnel fire." he says.
But perhaps the more pressing issue is
that, in two years time, the Channel Tun-
nel will open to new franchises. With more
competition in future, Henderson says
Eurostar must vouch to be the most pre-
mium train travel experience with a sense
of style and charm. "A mere mention of
bullet trains in Japan is met with an air of
excitement; Eurostar must bring in the
same level of excitement among people to
retain the brand it has built," concludes

Henderson. •
Facts and figures
Eurostar
• Eurostar began its first high-speed
rail service directly linking the UK
to France and Belgium via the
Channel Tunnel in 1994
• Since then, it has oarried over 81
million passengers on more than
230,000 trains. The service began
with two trains a day from London
to both Paris and Brussels
• Eurostar launches the 'Tread
Lightly' initiative in 2006. This
means all Eurostar journeys
to/from London will be carbon
neutral. Eurostar also pledges to
reduce its overall carbon
emissions by 25% by 2012
• London services move from
Waterloo St Paneras in 2007
• From 2010 Eurostar will lose its
monopoly of the Channel Tunnel,
under EU legislation opening the
lines up to competition. Air France
and train operator Deutsche Bahn
have shown early interest in
running services.

Comment Global marketing
Overcoming a little looal diffioulty
When global brand leaders face resistance from local
marketers they need to address a lack of trust and
interdependence between parties, says Helen Duce
G
lobal brand leaders have one of the
most difficult roles in brand market-
ing. Chief executives expect them
to drive above-average growth through
increasing glohal leverage, Yet, typical cor-
porate structures provide them with no con-
trol over the local marketing teams that are
expected to deliver the growth. No wonder
that many global brand leaders can become
too focused on the internal battle with local
marketers, as they try to drive global strate-
gic alignment across markets.
Over the past seven years we have
worked with global brand leaders on
improving the effectiveness of theii' global
marketing machine. The project. Leading
Global Brands, includes conti-ibutions from
120 global brands, 1,200 glohal brand lead-
ers and a database of results from over
12,000 global marketers.
The new global brand leaders are typi-
cally quite comfortable developing the

"what" of global marketing - insights, inno-
vation and communication. However, we
have found that what keeps many global
brand leaders awake at night is the chal-
lenge of global leverage, or the "how" of
Disagreements are explained by differences
in vantage points and time horizons
global markefing - working with local mar-
keters on executing a single glohal brand
strategy, enabling global marketing team
alignment, improving speed to market and
sharing brand expertise across geographies.
In looking at increasing global leverage,
when global and local marketers discuss
internal alignment around the brand's mis-
sion and objectives, both are often right
abouf what will drive success for the brand.
The disagreements can be explained by the
understandable and necessary differences
in vantage points and time horizons.
However, even with the brand mission
and brand strategy agreed on, there is often
a lack of alignment on what priority proj-
ects will best enable the brand objectives.
A failure to co-ordinate resources and
"secret" regional projects go hand in hand
with insufficiently resourced global proj-
ects that strike at the heart of the brand's
global competitiveness.
The results offen fail to measure up to

expected standards of performance, value.
or production for global innovation and
increased market research costs because
global marketers find local marketing col-
leagues "checking" that the global mix will
actually deliver in their territory.
Even more importantly, this often leads
to unproductive attitudes and actions that
quickly spiral downward info a lack of will-
ingness to focus sufficient local resources
on global projects.
The critical underlying challenge to
address is often a lack of real trust and
interdependence between the local and
global marketing teams. Local marketers
often feel misunderstood and even disen^
franchised by global marketers, who may
be perceived as lacking understanding of
the local market reality and have no profit
and loss accountability for actually land-
ing initiatives in real markets.
In dealing with this, the biggest pitfall
that the companies studied struggle with is
the failure to clarify roles and responsibil-
ities early on. Many global brand organisa-
tions get stuck in a consensus-driven culture
and lack fhe courage to properly allocate
fuU decision-making responsibility.
Defining the operating model and roles
on key decisions is important, but enforc-
ing the model and required behaviours is

even more important. If behaviours incon-
sistent wifh the new operating model are
folerated, particularly among leaders, this
will cause significant delay and frustration.
Many global brands' operating models
have taken innovation and communicaf ion
developmenf responsibilities away from
the countries and into global brand feams,
allowing an increase in the focus on local
market activation. This highlights fhe
strategic importance of the local market-
ing activation role, driving new marketing
excellence programmes to increase organ-
isational capability in this area. Celebrat-
ing the successes of activation leaders will
ensure fhaf global-local transitions happen
more smoothly and that key local market-
ing talent is retained.
Handled well, communication of this
transition allows global and local marlteters
fo focus an their areas of strength and the
contributions they can make to accelerating
brand growth through global leverage. •
Helen Duce is executive director
of global marketing consulfancy
EffectiveBrands
www.marketingweek.co.uk 09.10.08 Marketing Week : 29

Written by
Audrey Smith, Ph.D.
Keith Caver
Scott Saslow
Nancy Thomas
Developing the Global Executive
Challenges and Opportunities in a Changing World
An Institute of Executive Development/DDI Research Report
Organizations increasingly need
executive talent to lead their growing
international operations. They need
truly global executives—those who
can work effectively across countries
and regions to help achieve overall
corporate objectives while balancing
regional and local interests.
Audrey Smith, Ph.D., is senior vice president, executive
solutions,

for DDI. Audrey and her team spearhead DDI’s global
consulting
resources to help organizations identify, develop, and deploy
executive-level talent. Her expertise includes talent
management
strategy and execution, talent assessment, accelerated
development, performance management/accountability systems,
culture change consulting, and other executive team
interventions
that link strategy to execution. A recognized thought leader in
executive succession management, Audrey co-authored Grow
Your
Own Leaders.
Keith Caver is president of Caver Consulting and is a sought-
after
speaker and thought leader in the area of talent strategy,
organizational transformation, diversity, and various subjects
regarding executive leadership. Prior to his current role, Keith
was DDI’s vice president and global practice leader of
executive
development and was director, custom solutions, for the Center
for

Creative Leadership. Among his many works, Keith is the co-
author
of Leading in Black and White: Working Across the Racial
Divide in
Corporate America.
Scott Saslow is the executive director of The Institute of
Executive
Development, which provides custom services and technology
to
help organizations advance their leader development, and is a
leading exchange of unbiased information, best practices, and
innovative ideas in leadership and executive development.
Nancy Thomas of The Institute of Executive Development
consults
to client organizations about leader development strategies and
practices, and manages the firm’s research and benchmarking
studies. Her background includes 17 years at Hewlett-Packard,
where she oversaw the development and implementation of
global
executive and high-potential programs.
Challenges and Opportunities in a Changing World

An Institute of Executive Development/DDI Research Report
Written by
Audrey Smith, Ph.D.
Keith Caver
Scott Saslow
Nancy Thomas
4
The number of global executive leaders is substantive.
DDI’s Global Leadership Forecast, a study of more
than 12,000 leaders across 76 countries, found that
18% of all leaders and 37% of executives had
multinational responsibilities. The executives
coordinated efforts across an average of 8.5 countries
(Howard & Wellins, 2008).
Introduction
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The requirements for multinational leaders can be daunting.
Global
executives need the same knowledge and capabilities as
domestic executives, as
well as special attributes and skills to deal in unknown and

often radically different
cultures and environments. Given this reality, the need for
special development
programs for global executives seems clear. Yet the typical
program to meet these
needs is still woefully inadequate.
62% of the multinational executives described their preparation
for their
global roles as fair or poor in the Global Leadership Forecast.
47% of the executives in this study described both the quality of
the content and effectiveness of the execution of their global
executive
development programs as low or very low.
In part, what makes the development of global executives so
challenging are both
the quantity and diversity of roles and capabilities associated
with success in global
leadership positions. It’s now old news that most every
business today is a global
business and those executives, as a major responsibility of their
jobs, are required to
“lead across borders” and play central roles in formulating and
executing strategy on

a global scale.
6
The demands on organizations to effectively develop their
current and
future global executives have, in many respects, outpaced most
organizations’ ability
to provide that development. This is especially true as
executive development must
be transformational rather than incremental. Thus, the
significant gaps alluded to in
the figures cited on page 5. Global executives today are not
getting the development
they require, placing both the executives—and their
organizations—at risk of failure.
However, organizations have realized that they cannot expect to
execute ambitious
global business strategies if they do not have the needed quality
and quantity of
leadership talent—especially talent that can succeed in
challenging and critical global
executive roles.

The global economic downturn that began in 2008 has served to
reorder priorities in
many organizations. An intense focus on business strategies,
financial issues, and
operational goals takes precedence. Unfortunately, this
reordering has, in many
instances, resulted in a lessened emphasis on developing
organizational talent—
even critically important global leadership talent. Forward-
looking organizations,
meanwhile, have recognized the necessity of a continued, or
even an intensified,
focus on talent in order to ensure future organizational viability
and success, and are
continuing to invest in talent development initiatives.
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ABOUT THE STUDY
This study, conducted by Development Dimensions
International (DDI) and The
Institute of Executive Development (IED), examined what it
takes to be a successful
global executive, and the strategies and methods organizations
use to develop them.
The purpose of this study was to learn more about how to design
and carry out

effective development programs that can meet the pressing
needs of the growing
body of global executives. The findings underscore significant
challenges, but also
bring to light some things that organizations can do to close the
gap between the
development global executives need and the development—or
lack thereof—that
they currently receive.
An online survey, posted on the DDI and IED websites and sent
directly to DDI’s and
IED’s contact databases, was distributed to organizations with
global operations.
Executive development/talent professionals and HR executives
(EDPs) as well as
executives with global responsibilities were invited to respond.
Global executives
were defined as those at the director level and above with
responsibility for
operations in multiple countries. In addition to the survey,
one-on-one interviews
were conducted with a subset of survey respondents in order to
gather additional

qualitative insights and perspectives to support the survey data.
8
FINDINGS AT A GLANCE
1. The primary globalization business challenge is expanding
from a local to a
global business. (page 10)
2. Preparing emerging leaders for global roles most often drives
the development
strategy. (page 11)
3. Global executives are not getting the development they need.
(page 11)
4. The highest quality programs had specific global
competencies. (page 13)
5. Ability to influence people from other cultures is the most
important global
competency. (page 15)
6. Understanding government and political issues in key areas is
essential for
global executives. (page 16)
7. Expatriate assignments, external networking, and internal

mentoring were the
most effective methods for developing global executives. (page
18)
8. The highest quality programs use more development methods.
(page 20)
9. Only 11% of global executives called the CEO/executive
team active champions
of their development. (page 22)
10. Top-level support was strongly related to the effectiveness
of program
execution. (page 25)
11. EDPs described global executive development as best
integrated with
high-potential development and succession planning. (page 26)
12. Integration of global executive development with high-
potential programs had
the most positive impact on program execution. (page 27)
13. Almost half of organizations do not measure their global
executive development
programs. (page 29)
14. Quantitative measurement is highly related to successful
program execution.

(page 30)
9
EXPAT ASSIGNMENTS
As Hartford Life International continues to expand globally,
leaders in the corporate
function must be more astute at thinking globally and better
equipped to manage in a
global economy. At the same time, there is a desire to provide
more support to those
managing operations and growth in a local country with
strategies for sourcing local
talent and developing future leaders in that environment.
The organization has relied heavily on expat assignments for
global leader
development, often sending in an expat to grow a local
business. Expat assignments
are viewed as the epitome of on-the-job training for global
leaders and a good way to
integrate development with real work. However, not everything
is transferable from

the U.S. to other locations and cultures, and one key to
successful expat
assignments lies in the selection process.
One has to be wary of people whose leadership style is “I know
this will work
because it worked where I was before,” especially if their
experience has only been
in the U.S. and is limited to just one functional area. True
global leaders need to be
able to read the local environment, be sensitive to the local
culture, and open to
new ways of getting things done. Not only is adaptability to
different cultures and
leadership styles critical, the most successful expat candidates
are those who exhibit
a natural curiosity, interest in doing global work, and openness
to personal change.
10
WHAT IS THE STATUS OF GLOBAL
EXECUTIVE DEVELOPMENT TODAY?
The primary globalization business challenge is expanding
from a local to a global business.

The majority of EDPs cited the shortage of global executive
talent as the primary
business challenge related to globalization faced by their
organization (Figure 1).
Executives, constituting a much smaller sample, cited readiness
to expand as the
primary challenge. This reflects their different vantage
points—while EDPs are
struggling to identify potential global leaders, global leaders are
struggling with the
organization’s readiness to expand the business globally (a
struggle also echoed
by EDPs).
Their divergent viewpoints would appear to reinforce a long-
assumed disconnect
between the priorities of HR and executives when it comes to
talent. Instead, it could
be argued that EDPs and executives are indeed on the same
page, it’s just that their
focus is on different points on a single line connecting business
strategy with talent
strategy. If the two strategies are properly aligned, the
identification and subsequent

development of global leadership talent will effectively grow
the organization’s
capability to expand globally.
FIGURE 1: PRIMARY GLOBALIZATION CHALLENGE
FINDING 1
0% 10% 20% 30% 40%
4%
6%
8%
6%
8%
17%
21%
8%
25%
39%
35%
25%
Demand vs. supply of
global executive talent
Readiness to expand from
local to global business
Further expand regions

where already doing business
Managing growth
through acquisitions
New global competitors
entering the marketplace
Other
EDPs Execs
Preparing emerging leaders for global roles most often drives
the development strategy.
The impetus behind the development strategy is the need to
address the current
shortcomings of leaders, when it comes to their overall
effectiveness and their
readiness for global roles (Figure 2). While this is a supremely
important focus, it’s
relatively narrow in scope, overlooking other important factors
that have traditionally
driven leadership development programs, such as consistency,
balance, and
retention. Perhaps this is because of the relatively new focus on
global development.
FIGURE 2: PRIMARY FACTOR DRIVING GLOBAL

LEADERSHIP DEVELOPMENT STRATEGY
Global executives are not getting the development they need.
Both EDPs and executives were asked to rate their global
development programs on
two criteria on a five-point scale (very low to very high):
Content (Quality of design; curriculum covers the right issues)
Execution (Effectiveness of execution; program has impact)
Their responses are shown in Figure 3.
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11
FINDING 2
1%
0%
1%
3%
2%
0%
4%
8%
8%
8%
10%
11%
18%
17%

24%
31%
34%
22%
Prepare emerging leaders
for global roles
Improve leadership
effectiveness overall
Enhance execution of
global business strategy
Enhance skills of current
global executives
Drive consistent focus/
direction across regions
Balance company-wide policies
and practices with local needs
Other
Retain current global
executives
Establish consistent image/
brand for leaders
0% 10% 20% 30% 40%
EDPs Execs

FINDING 3
12
FIGURE 3: EXECUTIVES’ RATINGS OF THEIR GLOBAL
EXECUTIVE DEVELOPMENT PROGRAMS
Executives were overall quite negative about their development
programs.
As mentioned earlier, nearly half rated both content and
execution very low or low.
Execution is evaluated somewhat worse than content overall:
25% rated the content
of their programs high or very high compared to only 17% for
execution.
The low regard in which executives hold their organization’s
global executive
development programs may be indicative of the quality and
effectiveness of the
leaders executives work with in their organizations as they seek
to execute strategy
and drive results. Perhaps even more important, this dim view
is a result of their own
personal development experiences; they do not feel that their
organizations did an

effective job at preparing and equipping them to lead
successfully in a global role.
These low ratings may be a bit discouraging, but they also show
recognition among
executives that more needs to be done to develop current and
future global leaders.
Quality
of Content
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Effectiveness

of Execution
25%
28%
28%
19%
14%
36%
28%
19%
3%
Very high
High
Moderate
Low
Very low
Designing Global Executive Development Programs
The highest quality programs had specific global competencies.

Competencies have long been the building blocks of effective
development programs.
Global executive development, while requiring a three-pronged
focus that takes into
account the individual, the role, and the organization, also will
target competencies
required for success in a global executive position. Some
organizations even include
special global competencies in their competency model or
Success ProfileSM (the
competencies, knowledge, experiences, and motivations
required for success in a
position or role).
Organizations were generally divided between including special
global competencies
in their competency model/Success ProfileSM for their global
executives and not.
Responses from executives were very similar (Figure 4).
FIGURE 4: USE OF COMPETENCY MODELS FOR GLOBAL
EXECUTIVE DEVELOPMENT
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FINDING 4
18%
No competency model
40%
Special global

competencies
42%
General
competencies
22%
No competency model
39%
Special global
competencies
39%
General
competencies
EDPs Execs
14
FIGURE 5: QUALITY OF THE CONTENT OF GLOBAL
PROGRAMS
In order to evaluate which
approach led to better outcomes,
we used as a criterion the EDPs’
ratings of the quality of the content

of their executive development
programs (Figure 5). We
considered those with the top two
ratings as having the highest
quality and those with the bottom
two ratings as having the lowest
quality. We then compared the
highest and lowest quality
programs to see what they did
differently.
Among organizations using global competencies, 56% had the
highest quality
program content and only 24% the lowest quality (Figure 6).
Organizations that used
general competencies were more likely to have the lowest
quality content. Worst of
all was no competencies. One-third of this group had the lowest
quality content,
compared to only 7% with the highest quality content.
While the complexity of global executive roles means that

development programs
should reach beyond competencies to tie directly to
organizational business drivers
and strategies, the use of competencies, at least as part of a
larger global executive
development framework, appears to be a trait that characterizes
the most effective
approaches.
FIGURE 6: USE OF COMPETENCIES AND QUALITY OF
CONTENT OF GLOBAL DEVELOPMENT PROGRAMS
Quality
of Content
100%
90%
80%
70%
60%
50%
40%
30%
20%

10%
0%
Very high
High
Moderate
Low
Very low
28%
46%
18%
5%
3%
EDPs’ Ratings
Highest
Quality
Lowest
Quality
7%
38%
44%

33%
24%
Global Competencies
General Competencies
No Competencies
Highest Quality Content Lowest Quality Content
56%
EDPs’ Rating
WHAT DO GLOBAL EXECUTIVES
REALLY NEED?
Global Competencies and Knowledge
Ability to influence people from other cultures is the most
important global competency.
In terms of competencies beyond regular leadership skills, we
asked EDPs and
executives the same question: What unique skills make for an
exceptional global
executive? Perhaps not surprisingly, the ability to influence or
motivate people from
different cultures came out on top (Figure 7). Next most
important for both groups were

resourcefulness to get things done in an unfamiliar environment
and cultural sensitivity.
FIGURE 7: UNIQUE COMPETENCIES FOR GLOBAL
EXECUTIVES
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FINDING 5
18%
17%
20%
25%
39%
8%
14%
22%
29%
33%
31%
28%
31%
17%
36%
39%
48%
39%
49%

50%
Ability to influence or motivate
people from different cultures
Resourcefulness to get things
done in an unfamiliar situation
Cultural sensitivity
Effectiveness in
ambiguous situations
Ability to adapt
interpersonal style
Intercultural
communication skills
Openness to feedback
and change
Entrepreneurship in
pursuing new ventures
Resilience when facing
unexpected disappointments
Enthusiasm for learning
about new cultures
0% 10% 20% 30% 40% 50%
EDPs Execs

The EDPs and executives differed on a few competencies,
indicating that the EDPs
may be focusing their efforts on the wrong criteria when
looking for future global
talent. For example, more executives selected enthusiasm for
learning about new
cultures and openness to feedback in their top three skills
needed for global
executives. On the other hand, almost twice as many EDPs
(31%) selected
effectiveness in ambiguous situations, as did executives (17%).
Perhaps this is
because of the ambiguity that accompanies any executive role;
therefore, dealing
with ambiguity is not necessarily viewed as being unique and
specific to global
executive roles.
Understanding government and political issues in key areas is
essential for global executives.
Looking at another important Success ProfileSM component, we
also asked EDPs
and executives what additional knowledge is required to be an
effective global

executive. We asked them to rate each knowledge area
(somewhat helpful, very
helpful, or essential). Of the responses (Figure 8),
understanding of government and
political issues in key areas was by far the knowledge area
executives identified as
being most important—underscoring the political complexity of
doing business in a
global economy in which each location can present its own
political or government-
related challenges.
FIGURE 8: KNOWLEDGE AREAS RATED ESSENTIAL FOR
GLOBAL EXECUTIVES
16
FINDING 6
0% 10% 20% 30% 40% 50% 60% 70% 80%
9%
20%
18%
37%
37%
49%

53%
63%
54%
54%
54%
77%
60%
60%
Knowledge of local markets
and consumer preferences
Understanding of government and
political issues in key areas
Knowledge of global markets
and economic conditions
Familiarity with local
business practices
Knowledge of local
cultures and customs
Corporate social responsibility and
sustainability of physical/social environment
Ability to speak native
languages in key areas
EDPs Execs

17
BUILDING GLOBAL NETWORKS
SAP, the large, global software company, with headquarters in
Germany, created its
global leadership development strategy to provide a forum for
senior leaders to
shape and communicate strategy, build a global network, and
develop essential
global leadership capabilities.
The Senior Top Talent Summit is designed around the four
pillars of the
organization’s strategy with discussions centered on many
facets of managing a
complex, global business. While it was developed by a global
team with the intent of
providing content and activities deemed important across the
entire organization, it is
run regionally in Europe, Asia Pacific/Japan, and the Americas.
This allows for some
customization for each region as well as efficiencies in
managing the delivery of each

session. A program for high potentials at the next level below
has some similarities to
the Summit and is intended to help leaders at that level
understand and communicate
the strategy to their teams, thereby cascading it through the
organization.
A Top Talent marketplace was implemented where key global
jobs are posted and
high potentials are invited to apply and be matched to an
appropriate assignment.
Top Talent Fellowships, targeted to high potentials, provide a
six-month temporary
assignment aimed at improving management, leadership, or
technical capabilities
and fostering a global network of colleagues across the
business. The hosting
manager writes a description of the project and agrees to pay
the living expenses in
the host location. To reinforce that development is supported
by the company and
that these are rotational assignments, the sending manager is
responsible for
continuing to pay the Fellow’s salary.

Methods for Developing Global Executives
Expatriate assignments, external networking, and internal
mentoring were the most effective methods for developing
global executives.
To understand if there was a disconnect between the
development methods
organizations use and the perceived effectiveness of those
methods by executives, we
presented a list of common development methods to both
groups, but asked each a
different question about the list. EDPs were asked to rate each
method in terms of how
often their organization used it (not used, rarely used,
moderately used, extensively
used). Executives, meanwhile, were instructed to rate each
method in terms of how
effective it was (not used, not very effective, somewhat
effective, and very effective).
We compared the extreme groups—extensively used and very
effective—to see if
any important methods were being neglected or over-used.
As shown in Figure 9, there is a huge disconnect between what
executives find

to be the most effective methods and the methods employed
most commonly by
organizations. The majority of executives rated expatriate
assignments, mentoring,
and networking as very effective. These methods fell short in
terms of how many
organizations use these methods extensively. On the other end
of the spectrum, the
executives’ least favored methods were internal lectures and
public workshops.
While this may appear to reveal that the EDPs designing
development programs are
out of touch with the needs of executives and lack
understanding of how to effectively
develop executive talent, the reality is that the methods
executives judge to be most
effective—expatriate assignments and mentoring by company
executives—are
realistically available to just a limited number of executives.
After all, at any given
time, an organization will have only a finite number of
opportunities for expatriate
assignments. Likewise, company executives, who must balance
a heavy load of

responsibilities, will only be able to mentor a handful of
individuals. This doesn’t
mean, of course, that organizations are using these methods to
their fullest, but the
scarcity of resources available for these methods means that
organizations need to
make decisions about who should and who should not be
included in highly selective
global executive development programs. If the organization has
done an effective
job of identifying its top talent and accurately assessing the
development needs of
that talent, then these decisions should be easy to make.
18
FINDING 7
FIGURE 9: USE AND EFFECTIVENESS OF METHODS
USED TO DEVELOP GLOBAL EXECUTIVES
Also, it’s worth noting that the method executives ranked third,
networking with
colleagues at other companies, often lies with individual
executives themselves, as

opposed to falling under the auspices of a structured program.
This reinforces the
widely accepted belief that effective executives are often
effective networkers.
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23%
11%
10%
20%
23%
14%
3%
11%
12%
26%
8%
26%
11%
31%
15%
34%
28%
37%
17%
37%
23%

37%
13%
54%
18%
57%
27%
57%Expatriate assignments
Mentoring by company executives
Networking with colleagues
at other companies
Leading cross-cultural
and/or virtual teams
Formal action learning projects
Custom training workshops
Executive coaches
Business simulations
E-learning
Business school executive
education programs
Read articles, books, materials
External speakers

Internal executives as speakers
Public workshops
0% 10% 20% 30% 40% 50% 60% 70%
% of EDPs Say Extensively Used % of Execs Say Very
Effective
The highest quality programs use more development methods.
In looking at the traits that define the highest quality
development programs (Figure
10) as rated by EDPs, it was notable that there was a correlation
between quality and
quantity. In other words, organizations with the highest quality
content used nearly
twice as many methods regularly (moderately or extensively).
This mirrors a similar
finding from the Global Leadership Forecast.
The effectiveness of a diversity of development methods makes
sense given the
complexity of roles and responsibilities for global executives.
This complexity is
captured in the multiple components of a Success ProfileSM
(knowledge,

experiences, competencies, motivations), which can identify a
wide range of areas in
which a global executive needs to be strong, or at least
proficient. For example, an
individual being developed for future placement in a global
executive position may
need a wide array of experiences in multiple functional areas
(such as sales, finance,
operations, and marketing), knowledge of competitors and the
dynamics of local
markets, and special global leadership competencies that map to
the position. No
single method would prove effective at providing the needed
development in all of
these areas, but a single method, such as an expatriate
assignment, could provide
extensive development in more than one area. If this
assignment was supported with
other methods such as coaching, mentoring, and other executive
development
programs, the likelihood of the individual developing as needed
may be far greater.
As this example illustrates, a combination of methods is likely
to be more effective

than if a single method had been employed.
FIGURE 10: DIVERSITY OF METHODS AND QUALITY OF
PROGRAM CONTENT
20
FINDING 8
5.6
Lowest
quality
Number of Methods Used Regularly
8.1
Moderate
quality
9.6
Highest
quality
EDPs Rating
21
GLOBAL LEADERSHIP CONSISTENCY
A global electronics company with over 220,000 employees,

Flextronics wants to
ensure global consistency among the leaders in the 30 countries
where it does
business. Historically, much of the talent pipeline came through
acquisitions, but
going forward they want to do more to develop within. They
have in place a talent
review process used to identify the most pivotal jobs, the most
critical skills, and the
most essential people.
Key leadership traits and values were incorporated into a
blueprint created to achieve
the organization’s vision. These values and traits are at the core
of how everyone
operates and they want everyone to adhere to them globally.
While some executives
and senior leaders may have a more global role, leadership traits
required to lead a
global business really are not viewed as a distinct set of
competencies. For example,
some of the traits cited as important for global leaders—having
a strong global
perspective and being culturally sensitive—are important for all
leaders. What is

most important is for leaders to be consistent around the world,
and this is also
emphasized in development activities because they want global
consistency in
leadership within the company and in how they work with
customers. At the same
time, training must consider both the macroeconomic
environment and the cultural
implications of different regions, resulting in some
modifications and localization of
training to fit different cultures.
The organization delivers global leadership programs at each
stage of the pipeline,
including one for supervisors and first-level managers, one for
high potentials at the
director and VP levels to prepare them for global roles as senior
leaders, and one for
general managers that includes a customized simulation. To
help leaders who have
joined the company through an acquisition, the Leadership
Success Accelerator
focuses heavily on the organization’s culture, traits, and values.
Expat assignments are used extensively both to run business

operations and for
development opportunities. A number of people at the senior
level lived in various
geographical locations and more recent promotional candidates
have experience
working in multiple regions.
EXECUTION: HOW DO ORGANIZATIONS
IMPLEMENT GLOBAL EXECUTIVE
DEVELOPMENT PROGRAMS?
Accountability
Only 11% of global executives called the CEO/executive team
active champions of their development.
As we have seen earlier in this report, there are differences
between the perceptions
of EDPs (those charged with planning and executing global
programs) and executives (those who are developed through
these programs). This
was the case again when the two groups were asked about how
high a priority global
executive development is to the organization’s CEO/executive
team. Clearly, the

executives surveyed were more pessimistic than the EDPs about
the amount of priority
given to global executive development by the CEO and/or
executive team: Just 11% of
global executives viewed their CEO/executive team as “active
champions,” while the
figure was somewhat higher (27%) among EDPs (Figure 11).
The priority of global executive development among the Board
of Directors was rated
even lower than that of the CEO/executive team, by both
executives and EDPs. Only
3% of executives said the Board actively champions global
executive development;
14% said it was not a priority at all.
FIGURE 11: PRIORITY OF GLOBAL EXECUTIVE
DEVELOPMENT WITH CEO/EXECUTIVE TEAM
22
FINDING 9
Not a priority Some interest
8%Execs 19% 31% 31%
Active champions
11%

Not a priority Some interest
2%EDPs 5% 31% 35%
Active champions
27%
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Taken together, it’s hard to avoid concluding that senior leaders
are unduly neglectful
of their responsibilities in promoting the development of their
organizations’ global
executives. But such a conclusion would leave a key question
unanswered: What is
the true impact of senior leader involvement or neglect?
In order to evaluate whether having top-level support led to
better program
implementation, we used as a criterion the EDPs ratings of the
effectiveness of the
execution of their executive development programs. We
considered those with the
highest two ratings as being most effective and those with the
lowest two ratings as
being least effective. The breakout of the most and the least
effective programs is
shown in Figure 12.

FIGURE 12: EFFECTIVENESS OF EXECUTION OF GLOBAL
PROGRAMS
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Very high
High
Moderate
Low
Very low
20%

53%
18%
7%
3%
Most
Effective
Least
Effective
Effectiveness
of Execution
24
LEADERS FOR A DIVERSE REGION
AXA Asia Life has operations in both developed and emerging
Asian countries. This
has created a need to develop executives who can adapt to
different conditions and
navigate the various challenges that arise with varied levels of
economic growth.
Toward building its global leadership capability, AXA Asia Life
has implemented a

strategic three-tiered development program targeting the needs
of leaders at all
organizational levels. Through assessment, AXA Asia Pacific
recognized that while
its senior leaders were solid operational leaders, they needed to
develop a
long-term strategic mindset. To address this need, AXA Asia
Life, as part of its Asia
Enterprise Leadership Programme, created a development
experience for its senior
leaders. The experience incorporates both forecasting and
“backcasting” (starting
with a theoretical state of the business 20 years in the future
and working backward
to the present, in three-year increments, to help identify specific
strategic actions the
organization could or should take).
In addition, to meet its future executive talent needs, AXA Asia
Life has worked on a
country-by-country basis to identify those with senior
leadership potential. To develop
this high-potential talent, the organization built a
comprehensive initiative through

which high potentials receive meaningful developmental job
assignments. The main
thrust of the initiative is to target and address each individual’s
development needs
based on multirater (360º) assessments.
In addition to job assignments, a variety of development options
are used, including
experiential learning, classroom, and structured coaching and
mentoring relationships.
AXA Asia Life was honored at the 2008 Hong Kong Institute of
Human Resources
Management/South China Morning Post People Management
Awards, recognizing
the excellence of its leadership development efforts, including
its program for
senior leaders.
Top-level support was strongly related to the effectiveness of
program execution.
We then looked at how the respondents whose ratings were most
effective and least
effective also answered the questions related to top-level
support for global executive

development programs. The results, shown in Figure 13,
confirm what has long
been believed: Support from the top does indeed correlate to
programs that are
more effective.
FIGURE 13: IMPACT OF TOP-LEVEL ACTIVE
CHAMPIONSHIP OF GLOBAL EXECUTIVE DEVELOPMENT
There has been ongoing debate in the business world in recent
years about who
“owns” talent management. Is it senior management or is it
HR? Michael Treacy,
author of The Discipline of Market Leaders and Double-Digit
Growth, has said that
the challenges that have traditionally been the concern of HR
must become the
domain of line managers if they are to “be taken seriously”
(Development Dimensions
International, 2005). Others in the HR community have drawn a
more measured
conclusion: Senior leadership and HR must work together, with
an unwavering eye on
the organizational big picture, to identify, develop, and deploy
talent effectively.
Whatever the right answer, the results of this study make clear

that support from the
top is a critical determinant of program success. In fact,
support was mentioned
countless times in EDPs’ written advice to other professionals
implementing
programs (in response to an open-ended question on the survey).
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31%
12%
56%
10%CEO/Exec Team
Board
Most Effective Execution Least Effective Execution
FINDING 10
“C-level, executive support
and linking business
impact to development
efforts is critical to obtain
the support and budget
necessary to make
executive development a
valid and comprehensive

global program.”
—EDP
Alignment
EDPs described global executive development as best integrated
with high-potential development and succession planning.
Given the importance of having the right quantity and quality of
global executive
talent to execute global business strategies, it would seem
logical that global
executive development programs would be aligned with other
critical talent
management systems, especially those such as high-potential
development and
succession planning. Only 44% of EDPs, however, indicate
alignment “to a great
extent” between global executive development programs and
those other critical
systems (Figure 14)—an alarmingly low rate. The rate is even
lower among
executives, only 19% of whom indicate proper development
program alignment with
high-potential development and 22% with succession planning.

More alarming still, organizations don’t seem to instill
accountability in their global
executive development programs; only one-third of them
integrated the development
program with performance management and only 10% integrated
it with
compensation and rewards.
FIGURE 14: INTEGRATION OF GLOBAL EXECUTIVE
DEVELOPMENT WITH OTHER BUSINESS PROCESSES
26
FINDING 11
0% 10% 20% 30% 40% 50%
10%
19%
26%
28%
27%
33%
35%
22%
44%
22%

44%
19%High-potential Development
Succession Planning
Performance Management
Leader Selection
Business Strategy
Compensation/Rewards
EDPs Execs
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Integration of global executive development with high-potential
programs had the most positive impact on program execution.
Integration of global executive development with business
strategy was mentioned by
only a little over one-fourth of each group. This is a serious
problem. Other studies,
including DDI’s Global Leadership Forecast 2008–2009 and The
Looming Leadership
Void: Identifying, Developing, and Retaining Your Top Talent,
a recent study by the
Aberdeen Group, show that organizations with the best
development programs
usually consider this integration to be essential.

Within this study, integration was shown to be exceedingly
important, as there was a
big payoff for integrating with all the processes listed (Figure
15). The loud and clear
lesson: alignment is imperative.
FIGURE 15: IMPACT OF INTEGRATING GLOBAL
EXECUTIVE DEVELOPMENT WITH OTHER BUSINESS
PROCESSES
FINDING 12
0% 20% 40% 60% 80% 100%
47%
4%
47%
16%
60%
18%
64%
22%
78%
25%High-potential Development
Succession Planning
Performance Management

Business Strategy and Planning
Leader Selection
28
A SENSE OF THE REAL WORLD
To broaden the experiences of its senior leaders, Anglo
American, a London-based
mining and natural resource group with operations in 45
countries, has implemented
an advanced management development program. In the
program’s first module,
leaders examine their own leadership styles and behaviors
through a combination of
diagnostic tests, one-to-one coaching, and extensive feedback.
In the second
module, which is held in a different location, they look at the
business context, the
mining industry as a whole, and community involvement.
Senior-level high-potential
leaders also go through a diagnostic executive assessment
center.

In addition, Anglo American helps broaden the experience and
reach of its senior
leaders by bringing in outside investment analysts and
economists to talk about how
the organization is perceived externally and about the global
economy.
Especially powerful are “cultural visits” where senior leaders
from different countries
come together to visit sites such as refugee camps and soup
kitchens. As Roger
Minton, head of group development for Anglo American,
explains, “They spend time
with people, living in difficult circumstances in the areas we
operate. So, they really
get to see life as they haven’t seen it before and understand
different cultures.”
Measurement
Almost half of organizations do not measure their global
executive development programs.
Oftentimes, what is important to an organization can be
determined by looking at what
it measures. For example, an organization that places a strong

emphasis on customer
service is likely to measure customer satisfaction and loyalty.
Another organization,
faced with cutting costs, is likely to closely track expenditures.
So, what can be said
about the importance of developing global executive talent if an
organization does not
conduct any measurement of its global executive development
program?
In this survey we found that organizations are behind when it
comes to measuring the
results of their global executive development programs, with
half of organizations
doing no measurement at all (Figure 16). As for what is being
measured, the EDPs
were asked what kind of measurement (if any) they were doing
around their global
executive development programs (they could select all that
applied). By far, qualitative
data was most commonly gathered. While the importance of
qualitative data should
not be discounted, its prevalence raises questions about the
degree to which many
organizations are taking a structured approach to measurement,

relying on “anecdotal
evidence” alone when a more robust combination of qualitative
and quantitative
measures might in actuality be necessary to demonstrate a
program’s full impact.
FIGURE 16: MEASUREMENT OF GLOBAL EXECUTIVE
DEVELOPMENT PROGRAMS
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22%
7%
27%
40%
49%
Quantitative personnel data
Business metrics
Quantitative evaluations
Qualitative data
No measure of results
FINDING 13
Quantitative measurement is highly related to successful
program execution.

Not surprisingly, like involvement of senior leadership,
measurement is a defining
trait of the most effective global executive development
programs (Figure 17). The
majority of programs rated least effective in execution had no
measure of results and
the majority of programs rated most effective in execution had
quantitative measures
of the results of their programs. Qualitative measures did not
relate to effectiveness
of execution.
Lesson: Quantitative measurement is key to improve current
processes and ensure
future success, and the best time to develop your measurement
strategy is early in
implementation.
FIGURE 17: IMPACT OF MEASUREMENT ON
EFFECTIVENESS OF PROGRAM EXECUTION
30
FINDING 14
18%
9%

16%
73%
73%
10%
Quantitative measures
Qualitative measures only
No measures
LESSONS LEARNED
While the conclusion can be drawn that global executives are
not getting the
development they need, what can we learn from organizations
that perform best in
terms of quality content and effective execution? Described
below are some best
practices for the design and delivery of effective global
programs.
Content of global executive development:
Be specific. Identify specific global competencies.

“Identify what global roles require versus a generic global
mindset.” – EDP
“Define the competencies for global leaders.” – EDP
Design and delivery of effective global executive development
programs
needs to begin with a recognition and understanding of the
organization’s
business drivers and the talent strategies and initiatives required
to meet
them. A fully defined Success ProfileSM is a necessity for
diagnosing
development needs and accurately targeting development
programs that
address these needs.
Be local. Equip your global executives with local information
critical to their success.
Don’t forget government and political issues.
As shown in this study, executives believe that an
understanding of
government and political issues in key areas represents a critical
knowledge
area for global executives. While this specific knowledge area
is important,

it also points to a larger requirement for a successful program:
An
acknowledgement of the unique circumstances and nuances that
define
specific global locations. A program that omits this focus will
fail to equip
participants with the full scope of development required for
success in a
global role.
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Diversify development. Incorporate a variety of hands-on
learning
activities like custom training programs, expatriate assignments,
networking, and leading cross-cultural or virtual teams in your
suite
of development opportunities.
“Make sure you don’t focus on just one approach to developing
executives.” – EDP
“My feedback would be to make it interactive and experiential.”
– EDP
The methods long used to develop leaders at lower levels—
classroom
courses, self-study, web-based training—are not the methods
that work
best for complex executive roles, especially global executive

roles. A
hands-on, real-world approach can provide the sort of
multifaceted
development global executives need to prepare them for
challenging
strategic-level leadership positions. One example would be
expatriate
assignments in which individuals have stretch goals, real
accountability,
and support in the form of coaching or mentoring. As these
types of
assignments, and other “high-touch” methods, are in short
supply, however,
they should be reserved for those individuals who represent the
best
investment for the future success of the organization. Take the
time to
identify these individuals carefully.
Execution of global executive development programs:
Gain buy-in and support first before implementing a global
executive
development program.
“The key is Board, CEO, and senior line leaders’ ownership and

involvement.” – EDP
“Consult regions and seek input and feedback.” – EDP
In many organizations, it’s unrealistic to assume that senior
leadership will
have the focus, time, or expertise to execute all facets of an
executive
development program. HR must play a major role, especially in
implementing and delivering the program. Still, designing or
implementing
an executive program without the buy-in and support of senior
leadership,
especially when the program is in the planning stages, is a
recipe for failure.
Equally important is consulting those in other global regions to
gather their
invaluable insights, as well as to gain their buy-in and support.
32
Integrate. Make sure the program is integrated with other
organizational systems, especially high-potential programs and
succession planning.
“Involve key global leaders in design, integrate it with other

processes,
automate, and then track results against the plan.” – EDP
“Earmark the high-potential people as early as possible and
nurture them
with the right work assignments and formal programs.” –
Executive
Just as no man is an island, no global executive development
program
should stand alone, disconnected from the other critical people
systems that
define effective talent management practices. The two most
important
systems with which a program should be aligned are high-
potential and
succession planning systems. These systems, which have
become more
global in scope as organizations have likewise become more
global, often
require a development component in order to prepare talented
leaders for
challenging future roles. Development is a necessity for
transforming
executive potential into readiness.

Measure your progress.
“Ensure it is well-tailored to specific needs, has true
sponsorship both
globally and locally, and has real measurement so it can be
sustained
when cost-cutting efforts hit.” – EDP
“Do not be afraid to accept what is not working and replace it
with what
may work.” – EDP
A combination of quantitative and qualitative measurements
captures the
full impact—or lack of impact—of a global executive
development program.
Of the two, quantitative measurements (which typically require
more
structure) are the more important. Regardless of the
measurement
approach, it’s important to think about how you will measure
program
effectiveness when planning and designing the program, not
after the
program launches.

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33
PUTTING IT ALL TOGETHER:

A MODEL FOR APPROACHING THE
DEVELOPMENT OF GLOBAL EXECUTIVES
FIGURE 18: A MODEL FOR DEVELOPING GLOBAL
EXECUTIVES
As we studied what organizations do to develop global
executives, we found four
different approaches when it comes to content design and
execution of global
programs. This model (Figure 18) depicts a way to think about
and reflect on some
of the data points uncovered in the study and is intended to be
descriptive, not
evaluative. There’s no bonus for being in any particular
quadrant.
The “y” axis considers how organizations develop content. At
one end of the
continuum, organizations with an “enterprise” approach have a
single, universal set
of executive development goals, materials, and activities,
typically organized at
headquarters. At the other end of the continuum, local/regional
content is developed
for, and customized to, a specific business unit or geographic
area. With regard to

execution, the “x” axis ranges from global delivery, often
characterized by an annual
leadership summit or events to which executives are brought
together in one location,
to a local/regional model where parallel programs are delivered
in multiple locations.
Let’s take a closer look at global executive development
programs in each of the
four quadrants.
34
Close to
Home
Execution
Think Global,
Act Local
Truly
GlobalContent
Enterprise
Local,
Regional
Hidden
Gems

Regional Delivery Global Delivery
Close to Home
The emphasis here is on the needs and key issues facing local
executives with both
content and delivery customized for a specific population of
leaders. Delivery is done
within the region with local facilitators. Using this approach,
program design and
competencies are likely to vary, resulting in less consistency in
messages to executives
across the organization. However, it is a good option for
addressing the specific needs
of local executives and also appealing when travel cutbacks are
a necessity.
Organizations in the Close to Home quadrant should think
about: To what extent
would more consistency better serve our organization’s needs?
Are we missing
opportunities for leverage with each location working
independently?
Think Global, Act Local
An organization in this quadrant desires consistency in what is

taught and
communicated to executives globally, and employs a local
approach for delivery.
In a typical situation, a corporate lead team creates a unified
global program and
materials. It is made available to different regions and business
units who modify it
or add to it in order to address local business issues and culture.
To deliver the
program, the corporate team “takes it on the road” to different
locations, or delivery is
managed separately by each region with local facilitators.
While adding complexity to
both the design and delivery processes, the distinct advantage
here is strategic
alignment of content.
Organizations in the Think Global, Act Local quadrant should
think about: How can
we involve regional partners to help ensure the global program
also meets local
needs? How can local executives be engaged to teach and co-
deliver the program?

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35
Hidden Gems

Less frequently seen, yet having the potential to add new
insights into global
executive programs, are the Hidden Gems. Here content that is
originally designed
and delivered to address a specific population of leaders in a
given region or
business unit may be relevant to broader audiences. Once
uncovered, it can be
re-used and migrated to other regions or incorporated into a
global program,
extending the life cycle of material already developed. This
presents an opportunity
to use what already exists in the organization as well as to
acknowledge work done
by field operations and build relationships among headquarters
and regions.
Organizations in the Hidden Gems quadrant should think about:
What can we do to
uncover and leverage the best of each region? How can
technology be used to help
manage and distribute content?
Truly Global
In the Truly Global scenario, the organization values
consistency in both content and

delivery, often driven by a centralized team responsible for
executive development.
Well-designed programs drive business strategies and address
the most pressing
global issues of the day. At the same time, diverse cultures and
regional markets are
also considered. Programs in this category may take the shape
of an annual
leadership summit for the senior leaders, or a kick-off workshop
for cross-organization
high potential managers. These types of programs may be
delivered at headquarters
or rotated to different locations, adding even more global flair.
Organizations in the Truly Global quadrant should think about:
How can we scale
programs to include even more executives? How can line
leaders and internal
partners in different locations participate in the global content
design?
36
APPENDIX

References
Development Dimensions International. “Michael Treacy takes
on HR.” GO
(Fall 2005).
Howard, A., & Wellins, R. S. (2008). Global leadership
forecast 2008–2009:
overcoming the shortfalls in developing leaders. Pittsburgh,
PA: Development
Dimensions International.
Martin, Kevin (2007). The looming leadership void:
identifying, developing, and
retaining your top talent. Boston, MA: Aberdeen Group.
Study Sample
# participating = Executive Development Professionals (EDP) =
198
Global Executives (Exec) = 36
EDPs and Executives represented companies in 26 countries
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37
Country You Are Based in EDPs Executives Total
Number Percent Number Percent Number Percent
North America 126 64 23 66 149 64
Western Europe 27 14 0 0 27 12
Asia 27 14 8 23 35 15
Australia 9 5 2 6 11 4
Africa/Middle East 6 2 1 3 7 3

Latin America 3 1 1 3 4 2
Participants were mainly based in North America, followed by
Western Europe and Asia
Truly global organizations
Wide range of organization sizes
38
Company Headquarters EDPs Executives Total
North America 130 66 22 63 152 66
Western Europe 38 19 7 20 45 19
Asia 14 7 3 9 17 7
Australia 9 5 3 9 12 5
Africa/Middle East 5 3 0 0 5 2
Latin America 1 0 0 0 1 1
# Countries Operate in EDPs Executives Total
Less than 10 52 39 23 68 75 45
10–29 51 39 9 26 60 36
30–49 29 22 2 6 31 19
Organization Size EDPs Executives Total
1–5,000 44 22 12 34 56 24

5,001–10,000 16 8 7 20 23 10
10,001–50,000 73 37 5 14 78 33
50,001–100,000 27 14 2 6 29 13
100,000+ 38 19 9 26 47 20
About Development Dimensions International
In today’s ever changing marketplace, having the right talent
strategy is crucial for an
organization’s success. Development Dimensions International
will help you systematically
and creatively close the gap between the talent you have and the
talent you need to drive
future business strategies.
We excel in:
:: Competency models that are linked directly to your business.
:: Screening and assessment, enabling you to hire the right
people with a full
range of validated tests and assessments.
:: Behavioral interviewing, helping hiring managers and
recruiters make accurate
hiring decisions.

:: Performance management to foster individual accountability
and superior
execution of your strategic priorities.
:: Succession management expertise and assessment systems to
help you make
critical placement and promotion decisions.
:: Accelerated development to give you people who are more
productive faster
by offering the widest range of topics for workforce to senior
leadership levels.
DDI is all about giving clients the kind of business impact they
want over the long term.
Our work is tied to an organization’s strategies and becomes
part of their business and
culture. For multinational firms, DDI has precisely the kind of
global resources needed to
implement talent initiatives effectively and consistently
worldwide.
Take a closer look at www.ddiworld.com.
About The Institute of Executive Development
The Institute’s mission is to drive innovation in executive and
senior leader development.

A unique combination of customized services, technology, and
content is shaped to help
organizations deliver high-impact, cost-effective development
to their leaders. Over 6,500
development professionals from more than 110 countries
throughout the world look to The
Institute for best practices and innovative ideas. More
information is located at
www.execsight.com.
TO LEARN MORE:
EMAIL: [email protected]
WWW.DDIWORLD.COM
MKTEDMIS23-0409-1MA
THE AMERICAS
WORLD
HEADQUARTERS
PITTSBURGH
412.257.0600
MEXICO CITY
52.55.1253.9000
TORONTO
416.644.8370
Other offices include
Atlanta, Calgary,
Chicago, Dallas,

Detroit, Monterrey,
Montreal, New York,
San Francisco,
Santiago, and
São Paulo
EUROPE/AFRICA
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49.2159.91680
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PARIS
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Johannesburg,
Moscow, and Warsaw
ASIA-PACIFIC
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Manila, Melbourne,
Mumbai, Taipei, and Tokyo
© Development Dimensions International, Inc., MMIX. All
rights reserved.
The Talent Management Expert
S t r a t e g y . E x e c u t i o n . R e s u l t s .
*JDR5*
JDR5
DEVELOPING GL
JAV
[hed] Developing Global Readiness Before Leaving Home
[dek] Keys to building deep understanding and partnerships a
[byline]
DEVELOPING
GLOBAL
READINESS
BEFORE LEAVING HOME
LOBAL READINESS
VIDAN
across cultural, political, and economic differences

TOOLS FOR BUILDING
DEEP UNDERSTANDING
AND PARTNERSHIPS
ACROSS CULTURAL,
POLITICAL, AND
ECONOMIC DIFFERENCES
By Mansour Javidan, Ph.D., & Jennie L. Walker, Ph.D.
56 Mobility | February 2014
A
s organizations work to be more strategic
and proactive in preparing employees
for relocation to another country, there is
increasing focus on what can be done on
the homefront prior to departure. Cross-cultural
training is typically the go-to option. However, as
leadership roles have become more global—cross-
ing over several countries and cultures—cultural
training is not enough.
Global roles are fast-paced and filled with
complexity. Cultural understanding is important
but not the sole requirement. Leaders must also
be knowledgeable about and skilled at adapting
to diverse customer, competitive, political, and
regulatory environments while navigating complex
business realities.
In short, they need a strong global mindset. To
maximize their success, employees need to begin
their development prior to leaving their home

about the essential attributes of a global mindset and
will provide suggestions to help employees develop
global readiness now.
ESSENTIAL ATTRIBUTES
OF GLOBAL LEADERS
In 2004, with the support of the Worldwide
ERC® Foundation for Workforce Mobility, a rig-
Mindset Institute at Thunderbird School of Global
Management, a graduate school for international
-
butes of successful global leaders. The project tapped
into the knowledge and experiences of world-re-
nowned business professors and successful execu-
tives from around the globe.
Nine key dimensions of global leadership were
intellectual capital, global psychological capital,
and global social capital (see diagram, “Global
Mindset”). Together, the dynamic interplay among
cognitive, psychological, and behavioral attributes
needed for global leadership constitutes a global
mindset. According to the research, a global mindset
is key to building deep understanding and part-
nerships across cultural, political, economic, and
regulatory differences.
In 2007, this dynamic combination of cognitive,
psychological, and behavioral attributes was trans-
formed into a psychometric assessment instrument
called the Global Mindset Inventory (GMI). More

than 19,000 leaders around the globe have now
taken the GMI to assess their readiness for global
roles and responsibilities and to identify develop-
ment opportunities.
WHY DYNAMIC LEARNING METHODS
MATTER FOR GLOBAL ROLES
Thunderbird’s recent research on how to develop a
global mindset revealed that dynamic learning is not
just about engagement; it is actually fundamental to
global leadership development. Dynamic learning
refers to the use of various educational methods that
may include instructor-led training (e.g., classes,
workshops, webinars), self-directed learning (read-
ing, listening, watching, observing on one’s own),
social learning (informal conversations with peers,
team workshops, mentoring by an expert), experien-
tial learning (engaging in an activity or new experi-
coaching (either being coached or coaching others).
Dynamic learning is essential because each of the
three kinds of capital within the global mindset is
best developed through different methods and over
varying lengths of time.
Global intellectual capital is enhanced largely
through cognitive learning. It involves reading, watch-
ing, listening, analyzing, and problem-solving. Because
www.WorldwideERC.org | Mobility 57
enhancement of global intellectual capital tends to be
self-directed, it can be built fairly quickly. Thunderbird
School’s research shows that leaders can make measur-

able improvements in only a few months.
On the other end of the spectrum, global psycho-
logical capital can take many months to develop,
because it requires experience to tap into deep
motivations and interests. It can be fostered through
Development of global social capital depends on
interactions with different kinds of people in order to
practice and modify behaviors. This may include men-
torships, peer interactions, discussions, and job shad-
owing. The speed at which one develops global social
capital depends on the diversity of one’s immediate
network and motivation to make positive changes.
PRACTICAL DEVELOPMENT
TIPS FOR GLOBAL ROLES
The dynamic nature of global leadership requires
dynamic learning methods. Thunderbird’s
research identified a number of effective ways for
a leader to develop a global mindset along each
dimension before going on assignment abroad. The
suggestions, which have been used successfully
by 13 experienced international executive coaches
who served as research partners, are drawn from
Thunderbird’s Developing Your Global Mindset: The
Handbook for Successful Global Leaders.
DEVELOPING GLOBAL
INTELLECTUAL CAPITAL
Global intellectual capital represents the cognitive
side of leadership. It consists of global business savvy,
cosmopolitan outlook, and cognitive complexity.
Global business savvy is focused on knowledge of
one’s global industry, competitive business strategies,

risk assessment, and supplier options. Cosmopolitan
outlook is where cultural knowledge comes into play.
It requires knowledge of geography, history, eco-
nomic and political issues, and current events.
Cognitive complexity is what allows a leader to
intellectually navigate complex issues. It consists
of the ability to grasp complicated topics, analyze
and solve problems, understand abstract ideas, and
explain the main points of complex issues simply
and understandably.
Here are 10 tips for developing global intellectual
capital on the homefront:
• Read how business is done in other cultures
using country guides.
GLOBAL
MINDSET
Global Intellectual Cap
ita
l (G
IC
)
Global Business Sa
vvy
Cosmopolitan Out
loo
k

Cognitive Compl
exi
ty
Intercultural E
m
p
a
th
y
Diplom
a
c
y
Interpersonal Im
p
a
c
t
Global Social C
ap
ita
l (G
S
C

)
G
lo
b
a
l
P
sy
c
h
o
lo
gi
ca
l C
ap
ita
l (G
PC)
Q
u
e
st
f
or
A

dv
en
tu
re
P
a
ss
io
n
fo
r
D
iv
er
si
ty
S
e
lf
-A
ss
ur
an
ce

The global mindset model
http://www.WorldwideERC.org
58 Mobility | February 2014
• Watch or read popular media from other cultures
of interest to see how people think and interact
with one another.
• Learn the language or parts of several languages
of the regions where you will be working.
• Participate in a global project team within your
in action.
• Ask to meet in person or virtually with employ-
ees who are nationals of the countries you’ll be
working with to understand how business is
done in their cultures.
• Read blogs from experts and people from other
countries with different points of view.
• Follow nongovernmental organizations (NGOs)
in the regions of interest to understand the issues
• Follow trade organizations in your industry
to understand important world events as they
• Ask to meet in person or virtually with stake-
holders in your organization to discuss regional
business issues from a strategic perspective.

• Participate in global business simulations.
DEVELOPING GLOBAL
PSYCHOLOGICAL CAPITAL
Global psychological capital encompasses motivation,
interest, and resilience for working in global roles.
It takes into account passion for diversity, quest for
adventure, and self-assurance. Passion for diversity
is essentially a person’s interest in working with
different kinds of people. It captures the enjoyment
of exploring other parts of the world and getting to
know dissimilar colleagues. Quest for adventure is
about a person’s interest in working in new envi-
ronments that may be challenging or unpredictable.
Self-assurance is largely about resilience, in that it
encompasses a person’s ability to face challenging
While direct experience in other cultures is certainly
important for development, quite a few actions can be
taken at home to strengthen adaptability and risk-
taking, and to build a strong cross-cultural foundation:
• Explore different parts of your own city or country.
• Join social groups or professional organiza-
tions where you can interact with different
kinds of people.
• Try a new local activity to test your abilities.
• Pursue your own passions across cultures (e.g.,
if you like music, listen to music from another
culture of interest).
• Plan ahead for ways to quickly start connecting

with social life in the new country by scouting
out social or philanthropic groups of interest
and starting to develop your individual social
network through virtual communication.
• Assemble a support team, including a mentor,
to help you before, during, and after your
assignment.
• Work with a consultant who has experience in
the culture of interest.
• Take good physical care of yourself to maintain
consistent and peak levels of energy.
• Mentally walk through situations you may
encounter in the new culture, and ask an expert
to help you prepare for situations in which you
are uncomfortable.
• Ask for feedback about your leadership style
from trusted colleagues who are familiar with
or native to the cultures of interest to you, and
identify adaptation strategies as needed.
DEVELOPING GLOBAL SOCIAL CAPITAL
Strong global psychological and intellectual capital
is the foundation for success in a global role. This
is where the rubber meets the road, so to speak.
Relationships, however, are the motor that keeps
business moving. Global social capital represents the
behavioral side of the global mindset, where relation-
ships are built. It consists of intercultural empathy,
interpersonal impact, and diplomacy.
Intercultural empathy includes ability to emotion-

ally connect with diverse individuals and to engage
diverse teams to work together. Interpersonal impact
THE DYNAMIC NATURE
OF GLOBAL LEADERSHIP
REQUIRES DYNAMIC
LEARNING METHODS.
www.WorldwideERC.org | Mobility 59
Talent Mobility Realized
Faster? Cheaper? Smarter? Better?
With TRC Global
Solution
s, you don’t need to choose.
A nimble talent mobility specialist, we bring creative, yet
pragmatic thinking to every client
relationship. By ensuring you have the right talent in the right
place at the right time, TRC
empowers your organization to realize its full, global potential.
TRC Global

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