View
6
Download
0
Category
Preview:
Citation preview
1
DISCOVERING EXCEPTIONAL TALENT: �LEADERSHIP TO CROSS BORDERS AND GENERATIONS
ILA Global ConferenceBarcelona, Spain
Allan Bird, Ph.D.Northeastern University
Chris T. Cartwright, MPA, Ed.D.Intercultural Communication Institute
Martha Maznevski, Ph.D.Institute for Management Development
Simon-Eva Redrupp, MBA/MIMAperian Global
2
Learning Objectives
n Why
n Identify
n Develop
3
GLOBAL LEADERSHIP: LEADING IN A GLOBAL CONTEXT
Leadership is �influencing other people to enhance�
individual and collective performance, �now and over time.
Global Leadership is leading across contexts, to create cross-boundary
communities and synergies.Adapted from Mendenhall, Osland, Bird, Oddou, Maznevski, Stevens & Stahl,
2012, Global Leadership: Research, Practice & Development, 2nd ed. Routledge.
4
CROSSING CONTEXTS MAKES BUSINESS – AND LEADERSHIP – MORE COMPLEX.But this assertion itself is too simplistic.§ What’s the source of the complexity, and what exactly
are the implications for leadership?
How can we lead not just to manage it, but to leverage it for opportunities?
5
VARIETY DRIVES THE NUMBER AND CATEGORIES OF INTERACTIONS.
§ Variety in cultures, relevant technology, legal and political infrastructures, competitors’ business models, customer segmentation dimensions, etc.
§ The more environments / �contexts you interact with, �and the more different they �are from each other, the �more complex your leadership �role is
§ Other things being equal, �variety increases the number �of interactions to manage
WorldMapWatercolorDigitalArtbyMichaelTompse7
6
INTERDEPENDENCE DRIVES THE CONFIGURATION OF INTERACTIONS.§ Interdependence is about the extent to which stakeholders need to
connect with each other and respond to each other across boundaries§ The higher the intensity and frequency of
interdependence, the more complex your leadership role is
§ Interdependence may be a structural condition, can also be a strategic or leadership choice. More interdependence can bring strategic benefits, but at the cost of coordination
§ Other things being equal, interdependence requires more complex interactions than variety does
7
VARIETY AND INTERDEPENDENCE DEFINE GLOBAL LEADERSHIP AND COLLABORATION REQUIREMENTS.
Variety
Interdependence
Globalcompanywithclearterritories
Regionalcompanywithclearterritories
Distancetelemedicineinaspecializedfield
GlobalAccountManagementforSoluCons/Services
8
GLOBAL MINDSET REQUIRES TWO SETS OF COMPETENCES.
Knowledge about culture and context: the Map of the Territory
Skills for leading across cultures: the personal toolkit
Image of hiker looking at mountains
9
MAPPING THE TERRITORY
Put a map here
10
GLOBESMART® DIMENSIONS
Interdependent Independent
Status Egalitarianism
Certainty Risk
Indirect Direct
Relationship Task
You Others
Your goal
Remember
11
KEY DIMENSIONS OF CULTURE
Independent Interdependent
What is my role? How do I derive my identity?
12
KEY DIMENSIONS OF CULTURE
Egalitarianism Status
How do I feel my group should be structured and power should be distributed?
13
How do I feel my group should be structured and power should be distributed?
KEY DIMENSIONS OF CULTURE
Risk Certainty
14
KEY DIMENSIONS OF CULTURE
Direct Indirect
How do I communicate negative information and give feedback?
15
KEY DIMENSIONS OF CULTURE
Task Relationship
When working on new projects, do I prefer to address tasks first, or relationships first?
16
Andrew
GlobeSmart® Profile: Individual
17
GLOBESMART® PROFILE: COMPARISON OF AN INDIVIDUAL & COUNTRIES
17
18
STYLE SWITCHING & FRAME SHIFTING Tactics to adapt
your style to bridge cultural gaps
Very Direct
Direct
Very Indirect
Somewhat Direct
Indirect
Somewhat Indirect
19
ASSESSING THE PERSONAL TOOLKIT
20
What is a Competency?
Underlying characteristic of an individual or team that can be shown to predict effective superior performance in a job or situation. (McClelland, 1973)
21
CATEGORIZATION OF COMPETENCIES Cross-Cultural
Relationship Skills
Traits and Values Cognitive Orientation Global Business Expertise
Global Organizing Expertise Visioning
Building Relationships Inquisitiveness and Curiosity
Environmental Sensemaking Global Business “Savvy” Team-Building Articulating a tangible
vision and strategy
Cross-Cultural Communication Skills Continual Learner Global Mindset Global Organizational
“Savvy” Continuity Building Envisioning
Ability to Emotionally Connect Accountability Thinking Agility Business Acumen Organizational
Networking Entrepreneurial Spirit
Inspire, Motivate Others Integrity Improvisation Stakeholder
Orientation Creating Learning
Systems Catalyst for Cultural
Change
Conflict Management Courage Pattern Recognition External Orientation Architecting and Designing
Catalyst for Strategic Change
Negotiation Expertise Commitment Cognitive Complexity Results Orientation Global Networking Change Agentry
Empowering Others Hardiness Cosmopolitanism Total Organizational Asuteness
Strong Customer Orientation
Managing Ethical Issues Maturity Managing Uncertainty Business Literacy
Social Literacy Tenacity Managing “local vs. global” paradoxes
Strong Operational Codes
Cultural Literacy Personal Literacy Behavioral Flexibility
Emotional Intelligence
22
REVIEW OF REVIEWS (POST 1984)
Expatriate Reviews GL Reviews
Arthur & Bennett, 1995 Mendenhall, Kühlmann, Stahl, & Osland, 2002
Jokinen, 2005
Bhaskar-Shrinivas, Harrison, Shaffer, & Luk, 2005
Mendenhall & Oddou, 1985 Mendenhall, 2001
Dinges & Baldwin, 1996 Mol, Born, Willemsen, & Van der Molen, 2005 Mendenhall & Osland, 2002
Gersten, 1990 Oddou & Mendenhall, 1984 Osland, 2008
Harrison, Shaffer, & Bhaskar-Shrinivas, 2004 Ones & Viswesvaran, 1997 Osland, Taylor, & Mendenhall,
2009
Hechanova, Beehr, & Christiansen, 2003 Ronen, 1996, Stahl, 2001 Suutari, 2002
Jordan & Cartwright, 1998 Thomas, 1998 Osland, Bird, Mendenhall & Osland, 2006
Kealey, 1996 Thomas & Lazarova, 2006 Hollenbeck, 2001
23
OVERLAPPING COMPETENCIES
Intercultural Competencies
Global Business Competencies
Cross-Cultural Relationships
Global Business Expertise
Cognitive Orientation Global Organizing Expertise
Traits and Values Visioning(Jokinen, 2005; Mendenhall, 2001; Mendenhall & Osland, 2002; Osland, Bird, Mendenhall, & Osland, 2006; Osland, 2008)
24
Global Knowledge
Attitudes & Orientations
Cosmopolitanism Global Mindset
Interpersonal Skills
Building Trust &
Relationships
Threshold Traits Resilience Integrity Humility Inquisitiveness
Cognitive Complexity
System Skills
Building Community & Social Capital
Mindful Communication
Fostering innovation Making Complex
Ethical Decisions
Multicultural Teaming
Leading Change
Influencing Stakeholders
Architec- ting
Building Blocks of Global Competency
The Pyramid Model(Bird & Osland, 2003; Osland, 2008
25
The Effectiveness Cycle
Perceive, analyze, decode
the situation
Accurately identify
effective managerial
action
Possess the behavioral flexibility and discipline to act appropriately
(Bird & Osland, 2004)
26 26
ASSESSING THE INTERCULTURAL
MEASURING THE GAPS
DETERMINING THE LEVEL OF COMPETENCY
Vs.
27
Global Leadership Context
High PerformingGlobal Managers
BusinessKnowledge
InterculturalCompetencies
OrganizingExpertise
28 28
Our Conclusion; The Three Factor Model
Learn & UnderstandEffectively
Develop &Manage
RelationshipsEffectively
Manage Self Effectively in Challenging Situations
PERSONAL COMPETENCIES
29
IES- INTERCULTURAL EFFECTIVENESS SCALE�
�
CONTINUOUS LEARNING
INTERPERSONAL ENGAGEMENT
HARDINESS
EXPLORATION GLOBAL MINDSETPOSITIVE REGARD
SELF-AWARENESS
RELATIONSHIP INTEREST
EMOTIONAL RESILIENCE
30
CONTINUOUS LEARNING: ��� • Exploration�
• Self-Awareness�
31
INTERPERSONAL ENGAGEMENT:�
§ Global Mindset
§ Relationship Interest
32
Hardiness: ��
§ Positive Regard
§ Resilience
33
DISCOVERING TALENT
§ Mapping the context§ Assessing the individual toolkit
§ Putting it all into a specific context: Preparation and Development
34
Case Study: Alejandro
35
CAN WE DEVELOP�INTERCULTURAL COMPETENCIES?
§ What should we focus on?
§ What can individuals do?
§ What can organizations do?
36
LowHigh
High
DEVELOPMENTAL METHODOLOGIESHighest Potential For Re-mapping
Classroom �(20%)
Info Exchanges w/others �
(30%)
Personal Work Experience (50%)
TR
AN
SFO
RM
AT
ION
AL
PO
TEN
TIA
L
FEEDBACK
37
YES, WE CAN DEVELOP GLOBAL LEADERSHIP KNOWLEDGE AND COMPETENCES.Three routes to development – best if they work together and reinforce each other.
1. Structure the “normal” job into effective learning processes.
2. Develop new behavioural scripts, use them often enough that they become habits and to benefit from their impact.
3. Structure one or a few transformational “crucible” experiences, fundamentally change what is seen as important. Sense of self, new behaviours, knowledge and competences fit into place.
38
LEARNING THAT STICKS COMES FROM A FULL CYCLE PROCESS.
Plan
Observe
Impact
Reflect&
Know
Do
AcCon
Learning
Cycle
Based on Kolb, 1984
39
LEARNING SOMETHING NEW OFTEN REDUCES YOUR PERFORMANCES IN THE SHORT-TERM.
LevelofS
elf-A
waren
ess
abou
taSkill
Conscious
ConsciousIncompetence
“IknowIcan’tdoit
thatway.”
ConsciousCompetence
“IfIthinkaboutitanddoit
deliberately,Icandoitthatway,
butitishardandsomeCmesIgetit
wrong.”
Un-conscious
UnconsciousIncompetence
“Idon’tknowthat
thereisadifferent
waytodothis.”
UnconsciousCompetence
“Idon’tknowhowIdoit…it’sjust
somethingIknowhowtodo
withoutthinking.”
Incompetent Competent
LevelofAbilityinthatSkill
40
PROCESS 1: STRUCTURE YOUR “NORMAL” JOB TO STRETCH YOUR LEARNING.§ Keep in mind the Action Learning Cycle
§ Make time to reflect§ Draw on resources around you to help your�
reflection, get feedback on your actions,
§ Seek out experiences that help you§ Compare – draw on similarities with �
previous experiences: build your strengths
§ Contrast – at the same time, have significant differences from your previous experiences: analyze the differences and explore the boundaries of your knowledge and competences
§ Confront – check your assumptions about what knowledge and behaviors are most effective, and about your own capabilities
§ Transform your assumptions about business, leadership and how the world works.
§ Draw on resources around you – peers, bosses, mentors – to help you compare, contrast, confront and transform.
Plan
ObserveImpact
Reflect&Know
Do
AcConLearning
Cycle
41
PROCESS 2: CHANGE THE HABIT SEQUENCE, DEVELOP NEW BEHAVIOURAL SCRIPTS.
Identify a cue, develop a new response, reward yourself.
A habit is a sequence of cue-response-reward.
Based on C. Duhigg, The Power of Habit.
42
PROCESS 3. CRUCIBLE EXPERIENCES: INTENSE EXPERIENCES THAT SHAKE YOUR SELF AND YOUR WORLD.Confront who you are, your values and purpose, and come face-to-face with a new reality. Start a path towards new deep-level competences, a new understanding of your potential, and deep empowerment.§ Effective crucible experiences are Complex, Emotional, Intense, and
Relevant§ Experiences must be tough and meaningful, taking into account your own ongoing
development (moving target)
§ Crucible experiences become �meaningful only if you
§ Actively go out of your comfort �zone, experience being past �the edge
§ Remain mindful of your �experience – emotional, cognitive,� physical, effect on others, etc.
§ AND you reach out and find �support in your journey from �others, including sources you �would not have normally �considered
43
KEEP LEARNING: FROM CYCLES TO SPIRALS
Plan
ObserveImpact
Reflect&Know
Do
AcCon
Learning
Cycle
“InaCmeofdrasCcchange,itisthelearnerswhowillinheritthefuture.Thelearnedusuallyfindthemselvesprepared
foraworldthatnolongerexists.”--EricHoffer,Philosopher
44
CLOSING
§ Global Leaders are Needed
§ Global Competencies Can Be Measured
§ Culturally-Based Dimensions Can Be Identified
§ Dual Perspectives Can Be Used for Development
45
Recommended