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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

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Learning Objectives

n  Why

n Identify

n  Develop

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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.

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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?

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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

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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

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VARIETY AND INTERDEPENDENCE DEFINE GLOBAL LEADERSHIP AND COLLABORATION REQUIREMENTS.

Variety

Interdependence

Globalcompanywithclearterritories

Regionalcompanywithclearterritories

Distancetelemedicineinaspecializedfield

GlobalAccountManagementforSoluCons/Services

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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

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MAPPING THE TERRITORY

Put a map here

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GLOBESMART® DIMENSIONS

Interdependent Independent

Status Egalitarianism

Certainty Risk

Indirect Direct

Relationship Task

You Others

Your goal

Remember

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KEY DIMENSIONS OF CULTURE

Independent Interdependent

What is my role? How do I derive my identity?

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KEY DIMENSIONS OF CULTURE

Egalitarianism Status

How do I feel my group should be structured and power should be distributed?

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How do I feel my group should be structured and power should be distributed?

KEY DIMENSIONS OF CULTURE

Risk Certainty

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KEY DIMENSIONS OF CULTURE

Direct Indirect

How do I communicate negative information and give feedback?

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KEY DIMENSIONS OF CULTURE

Task Relationship

When working on new projects, do I prefer to address tasks first, or relationships first?

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Andrew

GlobeSmart® Profile: Individual

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GLOBESMART® PROFILE: COMPARISON OF AN INDIVIDUAL & COUNTRIES

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STYLE SWITCHING & FRAME SHIFTING Tactics to adapt

your style to bridge cultural gaps

Very Direct

Direct

Very Indirect

Somewhat Direct

Indirect

Somewhat Indirect

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ASSESSING THE PERSONAL TOOLKIT

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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)

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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

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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

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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)

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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

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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)

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ASSESSING THE INTERCULTURAL

MEASURING THE GAPS

DETERMINING THE LEVEL OF COMPETENCY

Vs.

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Global Leadership Context

High PerformingGlobal Managers

BusinessKnowledge

InterculturalCompetencies

OrganizingExpertise

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Our Conclusion; The Three Factor Model

Learn & UnderstandEffectively

Develop &Manage

RelationshipsEffectively

Manage Self Effectively in Challenging Situations

PERSONAL COMPETENCIES

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IES- INTERCULTURAL EFFECTIVENESS SCALE�

�

CONTINUOUS LEARNING

INTERPERSONAL ENGAGEMENT

HARDINESS

EXPLORATION GLOBAL MINDSETPOSITIVE REGARD

SELF-AWARENESS

RELATIONSHIP INTEREST

EMOTIONAL RESILIENCE

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CONTINUOUS LEARNING: ��� •  Exploration�

•  Self-Awareness�

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INTERPERSONAL ENGAGEMENT:�

§ Global Mindset

§ Relationship Interest

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Hardiness: ��

§ Positive Regard

§ Resilience

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DISCOVERING TALENT

§  Mapping the context§  Assessing the individual toolkit

§  Putting it all into a specific context: Preparation and Development

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Case Study: Alejandro

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CAN WE DEVELOP�INTERCULTURAL COMPETENCIES?

§  What should we focus on?

§  What can individuals do?

§  What can organizations do?

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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

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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.

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LEARNING THAT STICKS COMES FROM A FULL CYCLE PROCESS.

Plan

Observe

Impact

Reflect&

Know

Do

AcCon

Learning

Cycle

Based on Kolb, 1984

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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

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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

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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.

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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

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KEEP LEARNING: FROM CYCLES TO SPIRALS

Plan

ObserveImpact

Reflect&Know

Do

AcCon

Learning

Cycle

“InaCmeofdrasCcchange,itisthelearnerswhowillinheritthefuture.Thelearnedusuallyfindthemselvesprepared

foraworldthatnolongerexists.”--EricHoffer,Philosopher

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CLOSING

§  Global Leaders are Needed

§  Global Competencies Can Be Measured

§  Culturally-Based Dimensions Can Be Identified

§  Dual Perspectives Can Be Used for Development

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