Essay Exam. International MGT
ACCOUNTING123
in-search-of-global-leadership.pdf
IN SEARCH OF GLOBAL LEADERSHIP
Mark E. Mendenhall Burton Frierson Chair of Excellence in Business Leadership
College of Business University of Tennessee, Chattanooga
615 McCallie Avenue Chattanooga, TN 37403
Allan Bird Darla and Frederick Brodsky Trustee Professor in Global Business
Northeastern University D’Amore-McKim School of Business
360 Huntington Avenue Boston, MA 02035
Published as: Mendenhall, M.E., & Bird, A. 2013. “In search of global leadership.” Organizational Dynamics, 42: 167-174.
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EXECUTIVE SUMMARY
The vast majority of top management teams of firms from all over the world would likely agree
that they need more global leaders in their managerial cadres. Unfortunately, most firms struggle
to develop their existing managers into global leaders. It turns out that developing global
leadership competencies in managers does not occur with “one-size-fits-all” training programs or
traditional management development courses. We contend that firms’ failures in their global
leadership development efforts stem mainly from two “disconnects” – failing to understand what
global leadership is, and failing to understand the core competencies needed for global
leadership. Based on recent research, we provide a framework to assist top management to better
understand the relationship between the “global” dimension of leadership and the strategic
development of global leadership development programs that are effective, and how to decide
which competencies should be included in their global leadership development programs and
how to approach developing those competencies in their managers.
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IN SEARCH OF GLOBAL LEADERSHIP
Few executives disagree with the notion that “we need more people — at all levels of the
company — who have the ability to effectively operate in their roles from a global perspective.”
A recent study by the World Economic Forum that investigated the most urgent issues that
leaders face, reported:
One theme that recurs more than any other is the need for clear, dynamic leadership in a
fast changing world. Given … that most of today’s leaders … grew up in a vastly
different world from today’s, it is perhaps no surprise that leadership remains the biggest
challenge of all for 2013 and beyond.
Yet, by all accounts, the effectiveness of efforts to develop global leaders for most
companies has been mixed at best, and in most cases disappointing. Why is that?
We, along with our colleagues, have been studying global leadership since it emerged as
an important issue for companies in the late 1990s. While it is too early to say that we know all
about global leadership and how to best develop it in managers, the research over the past fifteen
years has yielded many important principles, processes, and practices that can aid firms in their
quest to truly globalize their managerial cadres. The reason, in our view, that most companies
have seen less than stellar results in their global leadership development initiatives stems mainly
from disconnects between what the research tells us are critical factors for enhancing global
leadership and many of the practices we find in companies.
In this special issue of Organizational Dynamics the authors of the articles will be
addressing many of these disconnects. We begin this special issue by focusing on two key
disconnects that we see time and again as we consult with companies, and which we feel are
foundational in nature; in other words, we believe that if these two core issues are not correctly
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addressed, it is highly likely that any subsequent global leadership development efforts will be
disappointing at best.
Disconnect 1: Failing to Understand What Global Leadership Is
It is said that Einstein once mused that “if he had one hour to save the world he would
spend fifty-five minutes defining the problem and only five minutes finding the solution.”
Einstein’s dictum involves the following principle: “the quality of the solutions we come up
with will be in direct proportion to the quality of the description of the problem we’re trying to
solve.” Too often, we see companies conclude that they need more global leaders, but then
quickly jump to conclusions about what effective global leaders should look like, hurriedly
design a development program based on their assumptions, and then wonder what went wrong
when the outcomes of the initiative are disappointing in nature. Most firms fail to adequately
invest the time in understanding what exactly global leadership is, and thus run into problems.
Fortunately, the research literature can be of assistance in bridging this disconnect.
Definition of Global Leadership
Ralph Stogdill noted in 1974 that there are “almost as many definitions of leadership as
there are persons who attempted to define the concept.” Things haven’t changed to the present
day. Leadership as a concept is difficult to pin down; if it weren’t, there wouldn’t be so many
books written about it. Generally speaking though, most experts on leadership would agree with
Gary Yukl that leadership involves a process where intentional influence is exerted by a person
to guide, structure, and facilitate activities and relationships in a group or organization. Most
experts would also agree that leaders do this by using a compelling vision as the overarching
medium from which effective strategy, tactics, and processes are derived. It is our experience
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that most executives, managers, and management consultants would agree with this “bottom
line” description of what constitutes leadership.
So far so good. But what happens when we place the concept “global” in front of the
term, “leadership”? We have found that there are almost as many assumptions about what global
is as there are managers! One would think that everyone knows what global is, but it turns out,
this is not true. Some people think global is a descriptive term for the nature of work a manager
is assigned to accomplish; others think it involves having to interact with clients or colleagues
from other countries; still others see it as the business environment in which they work — that is,
the business world is international in nature. For some, global means “globalization” — and
people have many different definitions of what globalization entails.
Thus, simply placing the term, “global” in front of “leadership” on the surface makes
sense given the existence of globalization (however one chooses to define it!); however, we find
the term has a counterintuitive effect on global leadership development efforts — everyone
thinks they know what they want to develop, but as time passes, nuances, paradoxes, confusion,
and disagreements ensue. Researchers have been wrestling with what “global” means as it
applies to leadership as well, and we feel the following framework can bring some clarity to the
chaos.
In a recent article that appeared in the Journal of World Business, we and two other
colleagues, Sebastian Reiche and Joyce Osland, reviewed all the definitions of global leadership
in the research literature and, based upon our findings, presented a conceptual framework of
what “global” in global leadership means. We have adapted that framework somewhat for this
special issue while retaining the essence of all of its elements. The framework consists of two,
core dimensions of the term, global: Complexity and Boundary-Spanning.
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What is Global?
The term “global” in global leadership reflects the context in which leadership operates:
globalization. After studying various perspectives on globalization, we conclude that the model
created by scholars from ION (International Organizations Network) in particular is highly
useful and pragmatic in understanding its implications for leadership development. Rather than
define globalization as the proportion of trade conducted across national borders, or by some
other economic or social measure, this model defines it as a manifestation of complexity. The
model contends that if you can "understand its complexity … you will understand globalization.
Understand the processes necessary to deal with complexity, and you will understand what is
necessary to globalize an organization." So, when most people talk about globalization, what
they are really concerned about is intense, extreme complexity. Globalization is simply the
outward manifestation of an underlying phenomenon. Complexity involves the dynamic
interplay between four drivers: multiplicity, interdependence, ambiguity, and flux. The
nonlinear interplay of these drivers produce complex multiplier effects that, in turn, interact to
produce even more heightened levels of complexity. This process never stops, thus making it
feel like one is working at the intersection of multiple rivers of white-water rapids.
Multiplicity
Abbott Laboratories must constantly address the needs and concerns of a wide range of
global stakeholders, such as health care professionals, shareholders, suppliers, policymakers,
regulators, scientists, governments and non-governmental organizations (NGOs), the media,
local communities, patients, and consumers. Every firm is in the same boat as Abbott
Laboratories: If you misunderstand the needs and concerns of global stakeholders you will pay
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the price – as firms ranging from Royal Dutch Shell to Nike have found out the hard way in the
past.
Managers operating globally are required to face — and expertly relate to and deal with
— more types of competitors, customers, governments, and stakeholders as compared to
managers who work in domestic settings. But multiplicity is not just about having to deal with
more people and more issues than domestic managers — it also involves dealing with people and
issues that are culturally, economically, politically, and managerially more diverse. Thus,
multiplicity involves “more and different,” not just “more.” The numbers of people and issues
geometrically increase across the globe, and the sheer weight of the size, scope, and breadth of
this expansion generally elicits feelings of frustration, bewilderment and demoralization. It
causes reactions ranging from paralysis to exhaustion in managers who are unprepared for it. If
this were the only challenge associated with managing globally, the problem for leadership
development would be more straightforward; unfortunately, complexity is multidimensional in
nature.
Interdependence
We live in a world of increasing interdependence. Or as Jeff Barnes, Head of Global
Leadership at General Electric, puts it: “There are no boundaries anymore.” With the rise over
time of fast and easy movement of capital, information, and people, far-flung business units no
longer operate in relative isolation; nor can they assume that their interactions with other units
involve simple, bilateral relationships. Out of necessity, companies such as such as Yum!
Brands, GM, IBM, Nokia, Bayer, and Sony have felt a substantial need to develop a broad array
of relationships – mergers, joint ventures, strategic alliances, consortium-styled partnerships – to
stay competitive. Interdependence, in this way, reflects both an influential feature of the external
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environment and companies’ responses and contributions to the environment. Interdependence
refers to the mutual interplay and connection that all the actors of multiplicity have between
them. Not only must managers comprehend and develop skills to manage relationships with
more and different stakeholders, they must also be able to comprehend and manage the more
extensive and interdependent relationships that exist between stakeholders and systems of
stakeholders.
Ambiguity
Jeffrey Immelt, General Electric CEO and Chairman, argues that 21st century leaders will
need to be systems thinkers who are comfortable with ambiguity. Technological advances over
the past thirty years have created the means for vast amounts of information to be generated,
catalogued and stored instantly. Never before in the history of the world has so much
information been so available to so many. The confluence of multiplicity and interdependence
contribute heavily to the oceans of information that managers have at their fingertips. However,
how to best understand and comprehend the meaning of the data and information that is so
readily available to managers often eludes them. Take for example, the experience of Royal
Dutch Shell and its Brent Spar debacle. The decision to dispose of its Brent Spar oil platform in
the North Sea by destroying and sinking it made logical sense to Shell executives after they
researched the problem, and came up with a plan that in their minds was the most
environmentally safe way to dispose of the platform. They assumed their global stakeholder
community would agree with them. However, Greenpeace and others interpreted the information
the decision was based on in different ways, and opposed Shell’s plan. The subsequent media
attention to the issue galvanized environmentalists around the world to threaten a boycott of
Shell, and in the end the plan was shelved. The lesson: The same information can be interpreted
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in different ways by different global stakeholders or what seems logical to you, may not seem
logical to others.
Flux
Flux encompasses the rate and direction of change associated with evolving complexity.
As multiplicity, interdependence and ambiguity evolve, the rate of change picks up and the
direction of change becomes more difficult to anticipate or forecast. And that rate is not slow —
it is fast, very fast. The entire global system of economic, social, cultural, business, and societal
interrelationships is in constant motion, making navigation of complexity a seemingly impossible
feat for any manager. The notion of control goes out the window, as do traditional approaches
towards strategic planning or expectations of lengthy product life cycles. Managing and leading
thus has transformed into a “just-in-time” affair that requires a vastly different set of skill
repertoires than just ten or fifteen years ago. The past CEO of Google, Eric Schmidt speaks of it
this way: “The harsh message is that everything will happen much faster. Every product cycle,
every information cycle, every bubble, will happen faster, because of network effects, where
everybody is connected and talking to each other.”
Boundary Spanning
The second major dimension of “global” is boundary spanning. It involves the creation
and navigation of linkages that integrate and coordinate across economic, functional, geographic,
cultural, linguistic, religious, educational, political, and legal systems. The development of wide
and diverse interpersonal networks is critical to boundary spanning. It is noteworthy that in the
general leadership research little attention has been paid to boundary spanning as a core
leadership competency; however, in the global leadership research literature, this dimension is
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among the most frequently identified as a critical component of effective global leadership. In
short, to perform well in the “complexity” dimension of global leadership — one must have the
competencies associated with boundary spanning. Boundary spanning involves the necessary
processes that must be undertaken in conditions of global complexity in order to successfully
lead organizations. Boundary spanning consists of two components: Flow and Presence.
Flow
Flow is the relational aspect of boundary spanning. Flow entails using human networks as
a means to exchange information effectively so that environmental monitoring is effective and
that operations run smoothly. Deploying one’s self as a conduit for this strategic and tactical
information exchange through diverse types of channels is the sine qua non of global leadership.
Amory and Jamie Houghton, both past CEOs of Corning, provide good examples of flow in their
effort to establish the joint venture, Samsung Corning (See Box 1).
Insert Box 1 here
Some roles and positions require higher levels of flow than others. One way to assess flow is by
looking at the oscillations of necessary information flow for a given position. For example, if the
job description requires frequent, high volume interaction with numerous individuals or
stakeholders across various a wide variety of organizational, industrial, cultural or national
frontiers, that job better have a talented boundary-spanner assigned to it.
Presence
Presence refers to the degree managers must actually “geographically co-locate” to
effectively perform in their role; in other words, how often must they physically move across
geographical, cultural, and national boundaries vs. communicating through virtual means, such
as Skype, GoToMeeting, email, or texting? Kevin Holgren, VP of Prudential Assurance in
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Singapore, uses these virtual means to effectively communicate with his sales force in Hong
Kong and Indonesia. That works for him, but virtual communication may sometimes be
inadequate depending on the nature of a global leader’s work situation. The issue then becomes
the following: “To effectively span boundaries, how often must the manager actually travel in
order to meet various stakeholders face-to-face and for what amounts of time?”
Implications of Complexity and Boundary Spanning for Companies
Most managers and executives we have worked with initially seem to view global
leadership as an “either/or” proposition, something that simply is either necessary or not
necessary. They also think of people as being either global leaders or domestic leaders. The
question they are generally most interested in asking is, “Can these domestic leaders be
developed into global leaders?” The framework we have portrayed of global leadership is one of
degree — to what degree does one need to deploy competencies necessary for global leadership
based on the nature of the role the company has asked — or will ask them in the future — to
fulfill?
Managers currently work — or in the future will work — in jobs where they will
experience varying levels of complexity and varying levels of need for boundary spanning. Yet,
in many global leadership development efforts the assumption is made that everyone should be
trained for the same set of global leadership skills and at the same level. For instance, training
may range from everyone receiving “basic training,” to everyone receiving in-depth training.
Firms such as Novartis, PriceWaterhouseCoopers (PwC), GE, Hollister, and IBM are on the
forefront of tackling this challenge of global leadership development. The reality is that in any
cohort of executives and managers some will require more training given the high levels of
complexity and boundary spanning inherent in their jobs, while others will have jobs where
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complexity and boundary spanning are relatively low. In our experience, many companies
approach global leadership development from a “one-size-fits-all” approach due to their
assumption about the nature of global leadership.
Insert Figure 1 about here
In Figure 1 we propose a framework that we believe would be helpful for firms to apply
when considering global leadership development initiatives. On the vertical axis is complexity,
and boundary spanning is on the horizontal axis. Whenever boundary spanning requirements are
low, global leadership competencies are less critical to productivity. Global leadership needs are
also moderated based on variations in complexity. Complex operating environments require
leadership skills as opposed to managerial or administrative skills. Where complexity is low to
average, even in situations requiring boundary spanning, the focus is more management-related
than leadership-related. High levels of global leadership competencies are required when both
complexity and boundary spanning are constants in the work setting. IBM took just such an
approach in conceptualizing how to approach global leadership development throughout the
company.
The Case of IBM
In 2008, then CEO of IBM, Sam Palmisano, launched an initiative designed to make IBM
a true globally integrated enterprise (GIE). Part of that plan involved the vision that, in order to
actually be a GIE, all IBM employees needed to have global competencies. The goal was to
“embed cultural intelligence and adaptability throughout IBM.” Planners at IBM did not assume
that all employees required the same amount and degree of global leadership competencies.
Their management development initiative was based upon global leadership skill by position
instead of a “one-size-fits-all” training focus.
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Their approach was to establish a basic level of cross-cultural awareness, interaction
skills and access to resources and knowledge about global issues. For employees who supported
managers in client-facing roles with global dimensions, along with the basic package, more
rigorous training would increase levels of cultural intelligence. A third group, leaders at IBM
who were not currently in globally-oriented roles, received training that would enable them to
lead and perform effectively across cultures in the future. Managers who were in current client-
facing roles with a global impact were assigned to development tracks that focused on skills and
knowledge to collaborate effectively with, and sell and deliver products and services to
customers from other cultures. Finally, leaders in client-facing roles with global impact focused
on developing skills and knowledge necessary to inspire and manage employees across cultures,
and to collaborate effectively with, and sell and deliver products and services to customers from
other cultures. We superimpose IBM’s internally developed approach onto our global leadership
model in Figure 2.
Insert Figure 2 about here
IBM is good example of avoiding another trap that we see many firms fall into; namely,
the tendency to only focus global leadership training on high potential managers while excluding
everyone else from its benefits. For employees in the “low complexity/low boundary spanning”
quadrant, IBM did not assume that training was unnecessary. Rather, they decided that if they
were really going to be a GIE, all of their employees needed to have at least rudimentary cross-
cultural competencies. The model we’ve presented allows for even more targeted training by
providing a rubric for specific roles and positions. It also helps companies prepare employees
for future positions by identifying what leadership competencies are needed to succeed in those
positions. In essence, the model provides a way for companies to strategize how to pinpoint their
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training in the most effective way possible to meet the developmental needs of all types of
managers.
Insert Box 2 here
Disconnect 2: Failing to Understand the Core Competencies of Global Leadership
As organizations increased their focus on global leadership development, many
articulated sets of competencies that were an extension of their existing leadership competency
models. Typically they would add a dimension such as global mindset, but made few changes in
the overall set, nor in the relative emphasis on specific items within the set. Such an approach
ignored the qualitative difference between domestic and global leadership environments. Given
the reality of complexity and boundary spanning in global work, what competencies and skills
are most effective to use as selection criteria for managers and for development criteria in
developing managers to work more effectively in a global environment? Extreme complexity
and boundary spanning demands, however, also require recognition that not all competencies are
the same. Some competencies are more critical than others.
In our review of twenty years of research on global leadership competencies, we found
more than 150 different competencies that researchers had identified as being influential for
global leadership success. Taking into account overlapping definitions and slight semantic
differences, we were able to winnow this lengthy list down to 15 dimensions and group them
into six broad categories. Those competency categories are traits and attitudes, cognitive
orientations, intercultural relationships, global business expertise, global organizing expertise,
and visioning. These six categories, in turn, can be grouped into two broad classes that we label
technical and social competencies.
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Technical Competencies
Technical competencies include global business expertise, global organizing expertise
and visioning. We call these technical competencies because they are predicated primarily on
knowledge and the application of concepts, models, and techniques that can be learned and
applied. For example, global business expertise involves deep domain knowledge of competitors
worldwide, industry characteristics and dynamics across the globe, the competitive contexts of
geographically disperse markets and varying regulatory requirements as well as the ability to
apply frameworks and principles drawn from the various disciplines of finance, accounting,
marketing and so forth to make appropriate decisions and take effective action. Because
application of these competencies is often linked directly to business outcomes, organizations
find it easier to measure their impact. And, indeed, most managers advance in their careers on
the strength of their technical competencies.
Social Competencies
By contrast, social competencies tend to be less measurable in nature, but nevertheless
can have profound impact on business performance. Competencies related to traits and attitudes,
cognitive orientations, and intercultural relationships entail capabilities that are more difficult to
teach and to measure and are centered more on human interaction. For example, inquisitiveness,
a dispositional competency, is not generally evaluated in performance appraisal assessments, nor
is it the focus of attention in leadership development programs. But inquisitiveness consistently
turns up as a critical competency in studies of effective global leaders. The same is true for
intercultural relationship competencies. Boundary spanning requires a system-level focus,
entailing as it does an understanding of relationship networks and strategic linkages. At its core,
however, boundary spanning relies on interpersonal skills of communication and the creation and
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maintenance of trust across multiple relationships. In a global setting these interpersonal
competencies must be profoundly intercultural, incorporating distinctive dispositions and meta-
cognitions that facilitate awareness and sensitivity to working across cultures.
In their global leader selection and development practices, corporations have consistently
emphasized technical competencies over social competencies. Yet research on global leadership
failure points to deficiencies in social competencies as the primary cause. In short, there is a
disconnect between what corporations need to develop and what they have focused on
developing.
Besides recognizing that some competencies are more critical than others, organizations
must also acknowledge that some competencies are more foundational than others. By this we
mean that some competencies provide a platform on which other competencies are predicated.
Perhaps the best demonstration of this perspective is found in Bird and Osland’s Global
Manager Pyramid (see Figure 3). Lower-level competencies are foundational to higher-level
competencies. For example, the interpersonal competency of mindful communication is
predicated on attitudes and orientations of global mindfulness, cognitive complexity and
cosmopolitanism. These attitudes and orientations, in turn, are made more effective when based
on dispositional qualities of inquisitiveness and humility.
Insert Figure 3 about here
The implications for global leadership development are straightforward. It is difficult to
develop or enhance higher-level competencies if those competencies are not already resting on a
strong foundation. Organizations need to consider the foundational competencies first. As these
competencies are more difficult to develop, it suggests that organizations need to focus greater
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attention on assessment and selection for these competencies in their executive and managerial
cadres.
Final Thoughts
Perhaps the most important implication of our framework for firms is the following truth:
At its core, global leadership development is an individual affair. In our consulting experience,
and from what is known so far in the research literature about global leadership development,
clearly individuals develop individually. That is, the global leadership development of executives
and managers is based on the following three factors:
1. The unique existing competency configuration of the manager.
2. The fit between the unique existing competency configuration of the manager and the
positional demands for competency deployment in their current job.
3. The degree of personal motivation the manager exerts in working to develop weaker
competencies and in figuring out how to better strategically leverage stronger
competencies at work.
Firms ignore these factors at their peril. If managers do not have self-awareness about
global leadership competencies in which they are strong or weak, they cannot effectively focus
on strengthening and better deploying them. If the firm is not aware of the link between specific
competencies and the positional demands of the jobs the managers are currently in or will be in,
effective development strategies cannot be provided for managers.
Global leadership development is hard work. Even when the first two factors are known to
both managers and their companies, we have found that if managers have no real incentives to
develop themselves, they won’t. Global leadership development must be incentivized as part of
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the implicit and explicit reward systems of the firm; if it is not, managers will tend to not choose
to engage in the personal sacrifices that are necessary to develop global leadership competencies.
Until firms address the reality that one-size-fits-all training or traditional executive
education-type development programs are not sufficient in and of themselves to develop global
leadership competencies in managers, the global leadership vacuums in their firms will continue
to exist.
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REFERENCES
Bird, A., Mendenhall, M.E., Stevens, M.J., Oddou, G. (2010). Defining the content domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8): 810-828.
Bird, A., & Osland, J.S. 2004. “Global competencies: An introduction” In Lane, H.W., Maznevski, M., Mendenhall, M.E., & McNett, J. (eds). The handbook of global management: A guide to managing complexity. Oxford: Blackwell Publishing: 65-77.
Black, J.S., Morrison, A., Gregersen, H. 1999. Global explorers: The next generation of leaders. New York: Routledge.
Brake, T. 1997. The global leader: Critical factors for creating world class organization, Chicago: Irwin Professional Publishing, 1997.
“Google’s view on the future of business: An interview with CEO Eric Schmidt,” 2008. McKinsey Quarterly, November Issue, page 3.
Hsieh, T. “Prospering through relationships in Asia,” 1996. McKinsey Quarterly, Issue Number 4, page 7.
Jokinen, T. 2005. “Global leadership competencies: A review and discussion,” Journal of European Industrial Training, 29(2/3): 199-216.
Lane, H.W., Maznevski, M.L., & Mendenhall, M.E. (2004). Hercules meets Buddha. In Lane, H.W., Maznevski, M., Mendenhall, M.E., & McNett, J. (eds). The handbook of global management: A guide to managing complexity. Oxford: Blackwell Publishing: 3-25.
Mendenhall, M.E., Osland, J., Bird, A., Oddou, G., Maznevski, M., Stevens, M.J., & Stahl, G.K. 2013. Global leadership: Research, practice, and development. (2nd edition). London: Routledge.
Mendenhall, M.E., Reiche, B.S., Bird, A., & Osland, J.S. 2012. “Defining the ‘global’ in global leadership.” Journal of World Business, 47(4): 493-503.
Osland, J.S., Taylor, S., & Mark E. Mendenhall. 2009. Global leadership: Progress and challenges. In Bhagat, R.S., & Steers, R.M (eds.), Handbook of culture, organizations, and work. Oxford: Cambridge University Press: 245-271.
Petrie, N. 2011. “Future Trends in Leadership Development.” Center for Creative Leadership: 7- 9. Last accessed at: http://www.ccl.org/leadership/pdf/research/futureTrends.pdf
Pless, N.M., Maak, T., & Stahl, G.K. 2011. “Developing responsible global leaders through international service learning programs: The Ulysses experience.” Academy of Management Learning and Education, 10(2): 237-260.
Reiche, B.S., & Mark E. Mendenhall, M.E. 2013. “Looking to the future” In Mark E., Mendenhall, Joyce S. Osland, Allan Bird, Gary R. Oddou, Martha Maznevski, Michael J.
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Stevens, & Günter K. Stahl (Eds.) Global leadership: Research, practice, and development. (2nd edition), London: Routledge: 260-268.
Stogdill, R.M. 1974. Handbook of leadership: A survey of the literature, New York: Free Press.
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Authors’ Biographies
Mark E. Mendenhall holds the J. Burton Frierson Chair of Excellence in Business Leadership at the University of Tennessee, Chattanooga. His principal teaching and research interests include global leadership, expatriate adjustment, and North American leadership. He is past president of the International Management Division of the Academy of Management, and has authored numerous books and articles. His most recent book (with Allan Bird and others) is “Global leadership: Research, practice, and development” (2nd edition) and is published by Routledge Press. He has held academic appointments in Austria, Iceland, and Germany. (Tel: +1 423 425 4406; email: [email protected]).
Allan Bird is the Darla and Frederick Brodksy Trustee Professor in Global Business at Northeastern University. His principal teaching and research interests include global leadership assessment and development, intercultural sensemaking in global organizations, and Japanese leadership. He is the director of the Global Leadership Initiative at the D’Amore-McKim School of Business, Northeastern University. His most recent book (with Mark Mendenhall and others) is “Global leadership: Research, practice, and development” (2nd edition) and is published by Routledge Press. He currently holds a Visiting Professor appointment at Rikkyo University (Japan) and has held academic appointments in Japan, China and Finland. (Tel: +1 617 373 2002; email: [email protected]).
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Figure 3 Bird & Osland’s Global Manager Pyramid
Global&Knowledge&
A.tudes&&&Orienta6ons&
Cosmopolitanism+ Global+Mindset+
Interpersonal&Skills&
Create+&+ Build+Trust+
Threshold&Traits& Hardiness+Integrity+ Humility+ Inquisi;veness+
Cogni;ve+Complexity+
System&& Skills&
Build+ Community+
Mindful+ Communica;on+
Span+ Boundaries+
Make+Ethical+ Decisions+
Teaming+
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Box 1
Boundary Spanning = Relationship Building: The alliance with the South Korean company is the result of the effort made by former Corning chairman Amory Houghton and his brother and successor, Jamie, to nurture a personal relationship with the late Samsung chairman, Lee Byung-Chull. Both went out of their way to show respect and affection for Lee. Amory Houghton was the speaker at Boston College when Lee received his honorary degree there; Jamie Houghton attended the ground-breaking ceremony (an auspicious event in Asian culture) for a Samsung Corning plant in Korea, then returned a year later for the official opening. Rituals such as these are important to Asians, and personal appearances such as Jamie Houghton made, give the host "face." When Lee died, Jamie Houghton cancelled a packed US schedule to fly to Korea for the funeral, then went directly to Paris for a meeting the following day. The message
IN SEARCH OF GLOBAL LEADERSHIP 25
Box 2
The Only Constant is Change: We recognize that flux (the rate and direction of change associated with complexity) is a critical element that organizations must frequently monitor to try to gauge the myriad of shifting demands produced by complexity and to assess newly emerging boundary spanning needs. This in turns tends to cause positions and roles to shift in response to these pressures. For example, one company we’ve worked with restructured itself three times within the space of five years. In the midst of implementing the most recent restructuring, they realized that their "new normal" was “ongoing restructuring. “ This, in turn, led to a reconsideration of their leader development programs to incorporate greater emphasis on embracing ambiguity and coping with impermanence as important competencies for global leaders to possess in their company.
