The recent wave of globalization triggered by the end of the Cold War and stimulated by progressing liberalization of trade and international migration policies has led to a significant surge in numbers of bicultural individuals, i.e. people with more than one ethnic identity (Nguyen & Benet-Martinez, 2007), and thus, a surge in bicultural employees. An emerging stream of research from psychology and organizational studies indicates that bicultural individuals have a particular set of skills and competencies that can contribute to the performance of international teams and, in turn, organizations. However, to date there has not been a large sample empirical study investigating the oft-stated relationship between biculturals and performance. This dissertation seeks to fill this gap in the literature by examining said relationship by relating the composition of national association football teams to results in six consecutive FIFA World Cup and six UEFA European Championship tournaments (i.e. the results of 272 teams in 12 competitions). The results indicate that biculturalism improves team performance when moderated by the cultural diversity of the competitive environment of the team. / Graduate

Purpose: The focus of this research is to understand the impact of diversity on global leadership performance. Design/methodology/approach: From the literature review the researcher developed the components of the LEAD³ tool as well as, devised the questions for the in-depth semi-structured interviews that would test the tool. The questions centred on the three constructs of leadership, diversity and organisational factors and interviews were conducted between 2009 and 2010. The sample consisted of 79 senior leaders from seven companies across seven differing sectors and covered 22 different countries across 5 continents. A case study research strategy using a hybrid of open coding, thematic analysis and content analysis was employed. Findings: A series of themes were found under the three constructs: For Global leadership – competencies, connecting, rigour, stakeholder satisfaction, value based professional, influences. For Diversity – inclusivity, performance measures, role modelling, positioning diversity and innovation. For Organisational factors – organisational way of being, facilitating diversity, behavioural practices, ways of working, issues of concern and driving diversity. Issues emerging from the comparative analysis consist of cultural dimensions, engagement and learning. Research Limitations: Issues on reliability and validation, translation in measurement, environmental inconsistency, interviewer/interviewee bias, and ecological fallacy often levied at qualitative research. Research Contribution and Value: The findings tested against the tool, confirm the robustness and relevancy of the LEAD³ as an operational tool that will enable leaders to focus and integrate their diversity efforts. LEAD³ is encapsulated within an integrated change management framework and proposes a multi-level and multi-dimensional approach to global leadership and diversity that also includes performance drivers, stakeholder groupings, performance outcomes and organisational activities (change interventions). Future Research:Finally, an attempt is made to develop a competency framework for leadership and diversity from data emerging from findings. This is named the Global Leader Index for Diversity (GLIDE) – a framework that recognises the diverse aspects of a global leader’s role and identifies associated skills and behaviours that global leaders of the future need to develop.

[pt] Esta dissertação identificou os fatores que afetam o Global Mindset de líderes globais e o seu efeito nos seus comportamentos da liderança. Para tanto, foi aplicado um questionário on-line baseado no modelo Global Mindset e Comportamento da Liderança de Konyu-Fogel (2011) para uma amostra de 163 líderes que atuam em atividades com escopo internacional de organizações multinacionais ou nacionais, em vinte e duas indústrias na África, Asia, América do Sul, América do Norte, Europa e no Oriente Médio. Concluímos que fatores demográficos tais como idade, gênero e número de línguas estrangeiras faladas não afetam significantemente o Global Mindset, embora líderes com idade superior a 60 anos ou que falem três ou mais línguas possuam maiores escores de Global Mindset. Identificamos também que o local de trabalho é um fator que afeta com significância o escore Global Mindset, confirmando estudos que evidenciam que a sensibilidade entre culturas é altamente dependente do histórico pessoal e da inteligência cultural do indivíduo. Concluindo a análise dos fatores demográficos, identificamos que o fator posição afeta o Global Mindset, tendo sido identificado que as posições Recruitment Partner e CEO apresentam os maiores escores para Global Mindset. Na avaliação do efeito dos fatores organizacionais sobre o Global Mindset, identificamos uma fraca relação em itens como: número total de empregados, número de países que a empresa opera, o percentual de empregados no exterior e local da matriz. Por outro lado, linha de produto (indústria), e o percentual de receita oriunda de operação no exterior impactam significativamente no Global Mindset dos líderes de negócio. Por fim, observamos que o Global Mindset é responsável por até 39,1 por cento de variabilidade no comportamento da liderança, confirmando estudos prévios de que líderes globais com alto Global Mindset são mais prováveis de ter comportamentos de liderança que mostram um entendimento das diferenças entre culturas e países em resposta ao ambiente global. / [en] This dissertation identified factors which affect the Global Mindset of global leaders and its effects on their leadership behaviors. To achieve this objective, an on-line survey based on the Global Mindset and Leadership Behavior instrument developed by Konyu-Fogel (2011) was applied to a sample of 163 leaders which work in positions which require international activities in multinational and national organizations in twenty two product lines (industries) in Africa, Asia, America do Sul, South America, Europe and Middle East. We conclude that demographic factors such as age, gender and number of foreign languages spoken do not significant affect Global Mindset, although leaders older than 60 or who speak at least three foreign languages have higher global mindset scores. We also identified that local of employment is a factor which significantly affect the Global Mindset score, confirming studies which identified that sensitivity across cultures is highly dependent on individual s personal background and cultural intelligence. Concluding the demographic factors analysis, we identified that the factor position affects the Global Mindset, presenting that positions Recruitment Partner and CEO have the higher Global Mindset scores. On assessment of organizational factors effects on Global Mindset, we identified a weak relationship under total number of employees, percentage of employees working overseas, location/country of headquarter s and Global Mindset. On the other hand, product line and number of percentage of revenue from foreign operations significantly affect business leaders Global Mindset. Finally, we noticed that Global Mindset is responsible for 39,1 percent of variability on leadership behavior, confirming previous studies which identified that global leaders with high Global Mindset are more likely to exhibit leadership behaviors which present understanding on differences across cultures and countries in response to the global environment.

No description available.

Global leadership has been a growing area of research as our world becomes interconnected. The National Association for College Employers (NACE) Career Readiness Competencies Work Group even added an eighth competency: global/intercultural fluency. Employers have also expressed a skill crisis regarding students graduating from college without the necessary global leadership skills. However, there are often not enough resources at institutions of higher education to add specific co-curricular programs around global leadership. At the same time many institutions have begun to use the Student Leadership Competencies (Seemiller, 2013) as learning outcomes for their co-curricular programs. This research study aimed to combine the concepts of global leadership and the Student Leadership Competencies so that students have the opportunity to develop global leadership competencies on their own. The researcher created a global leadership competencies self-assessment instrument mapped within the Student Leadership Competencies, then demonstrated the extent to which the instrument yields evidence that supports valid and reliable inferences about students’ global leadership competencies. Validity evidence based on content was established through the use of 13 subject matter experts. Validity evidence based on cognitive process was established through cognitive interviews. Validity evidence based on internal structure was established by conducting an exploratory factor analysis. Specifically, a principal axis factor analysis with a varimax rotation was conducted on data gathered from 279 participants. Evidence supported the finding that the instrument yielded reliable inferences about students’ global leadership competencies (30 items; α = .932). There were six constructs uncovered and measured through the validation process: Interpersonal Impact, Perspective-taking, Adapting, Diversity, Responding to Ambiguity, and Resiliency. The instrument created in this study provides self-awareness of a student’s proficiency in these global leadership competencies, which enables them to seek out development opportunities for those competencies either on their campus or in other out-of-the-classroom activities based on their results. This instrument can now be used to guide a students’ global leadership competency development journey.

Today’s pressure of change, innovation and shorter life-cycles have created a projectification in nearly every industry. Especially international projects are more frequently used to meet the global competition. However, it is common that project managers despite impressive track record, fail when posted internationally due to inability to adapt to foreign cultures. Only half of all international projects reach expected results and many of them are not completed at all, which indicates that the complexity of international projects is underestimated. This study aims to explore how cultural differences increase the project complexity and challenge the leadership of the project manager. Furthermore, the project manager’s leadership ability is studied in terms of qualities required to lead international projects and achieving project objectives. Leadership is a well explored area of research but existing theories are foremost based on functional leadership and few on project leadership, fewer still in an international context. General management leadership theories are not applicable on leadership within project management because of the different circumstances since a project is defined as a unique task based on a flexible organization and limited time frame. Additionally, the knowledge of how national culture influences project management is limited and therefore underestimated. Today, global corporations invest billions of dollars in international projects and by gaining understanding of the qualities required to succeed leading international projects, corporations could better utilize resources, decrease costs and improve project outcome. Therefore this study explores both the cultural challenges that arise in international project, what qualities the project manager should possess and whether the human resource department recruits project managers with necessary qualities. This has been done through qualitative dialogues together with a theoretical framework. With this study, I hope to enlighten the reader of the meaning of international projects and how culture must be acknowledged as an influencing factor on project leadership. Furthermore, I hope to trigger reflection of the selection processes of project managers and who is suitable for the role.

Contemporary business leaders require suitable leadership strategies, skills, capabilities, and competencies to lead individuals with culturally diverse backgrounds effectively. Local retail business executives have experienced complex leadership challenges leading international and intercultural teams when expanding business operations into global markets. The objective of this multiple case study was to explore leadership strategies local retail business leaders used to lead a global workforce. The target population included 3 local retail business leaders from Minnesota who had 6 to 8 years of global leadership experience. The composite conceptual framework that grounded this study was leadership and transformational leadership. Data were collected from semistructured, face-to-face interviews and organizational documents. Member checking was used to ensure trustworthiness of findings. The data analysis followed Yin’s 5-phase process: compiling, disassembling, reassembling, interpreting, and concluding. Three themes emerged from the data analysis: cross-cultural awareness, cross-cultural challenges and competence, and cross-cultural leadership strategies. The findings from the study might contribute to positive social change by encouraging business leaders to explore business opportunities locally and globally, resulting in an understanding of cross-cultural differences, enhanced quality of cross-cultural work environments, increased job creation, and improved living standards for communities’ citizens.

Submitted by William Justo Figueiro (williamjf) on 2015-07-01T22:51:06Z No. of bitstreams: 1 07.pdf: 1932429 bytes, checksum: 961d90a4d836c620690a834a083509d0 (MD5) / Made available in DSpace on 2015-07-01T22:51:06Z (GMT). No. of bitstreams: 1 07.pdf: 1932429 bytes, checksum: 961d90a4d836c620690a834a083509d0 (MD5) Previous issue date: 2013 / Nenhuma / À luz da complementaridade teórica entre competências e Global Mindset, este trabalho busca maior especificidade nas capacidades que orientam o desenvolvimento do líder global, mediante influências de caráter estratégico e cultural. Desta forma, emergem achados que conduzem à necessidade de ponderação nas configurações de capacidades dos três capitais do conceito Global Mindset: intelectual, social e psicológico, que, por sua vez, influenciam no desenvolvimento do líder global, não genérico, mas adaptável, para determinado contexto organizacional globalizado. Em primeira perspectiva, identificam-se as condições que determinam aderência de competências do líder global para um determinado contexto organizacional, a partir do desdobramento das motivações da organização, na forma de escolhas estratégicas na globalização, juntamente com os aspectos que caracterizam uma liderança culturalmente aceitável, em determinadas socidades culturais (VRIES 2010; JAVIDAN, 2008; BEECHLER; JAVIDAN, 2007; JAVIDAN; HITT; STEERS, 2007; GARRIDO; LARENTIS; ROSSI, 2006; PRAHALAD; HAMEL, 2005; DUTRA, 2004; ZARIFIAN, 2001). Em segunda perspectiva, é analisada a dinâmica de ajustamento das competências do líder, no respectivo contexto organizacional ao longo do tempo, desde antes de assumir a posição de líder global, até que seja alcançado o pleno domínio de influência, e entrega de resultados, em seu novo contexto organizacional (VIANNA; SOUZA, 2009; EARLEY; MURNIEKS; MOSAKOWSKI, 2007; HARRIS, 2004; BLACK; MENDENHALL, 1991; 1990; HOFSTEDE, 1991; SURDAM; COLLINS, 1984; BANDURA, 1977). Portanto, o trabalho avança na construção de uma lógica de configuração de capacidades, em que a gestão de competências dinamiza os três capitais do Global Mindset do líder global, admitindo variações de importância e a calibragem dessas capacidades em diferentes fases do processo de ajustamento e em diferentes contextos organizacionais de internacionalização. Entre os principais achados sobre as variações na configuração de Global Mindset, em três empresas internacionalizadas da indústria gaúcha, estão aspectos como: a amplitude e complexidade da cadeia de valor da unidade internacionalizada; intensidade de tendências que afetam a estabilidade do setor e seus mercados, além da maturidade e atualização de processos de gestão internacional de pessoas. Sobre influências estratégicas e culturais do contexto, fica evidente que a dualidade estruturação-adaptação no modelo de gestão das unidades interfere no perfil do líder. Constatam-se algumas predominâncias comuns e distintas nas organizações pesquisadas, a partir de sua configuração estratégica e de modelo de gestão. Evidências apontam insuficiência no modelo teórico da liderança culturalmente aceitável, pela vasta riqueza não coberta de especificidades que identificam as culturas. As indústrias gaúchas demonstram predominância das áreas fabris como origem de seus líderes globais, que tendem a dominar tecnicamente gestão de processos, com desafios importantes nos aspectos comportamentais e culturais. Sobre o ajustamento do líder global, observa-se que diferentes estratégias, em diferentes culturas, exigem diferentes predominâncias nos capitais de Global Mindset dos líderes globais, e que estes, por sua vez, apresentam diferentes ritmos de ajustamento, até o alcance do domínio em seus contextos organizacionais. / In the light of theoretical complementarity between skills and Global Mindset, this work seeks greater specificity in the capabilities which guide the development of global leader, through cultural and strategic character influences. This way, findings emerge conducting to the necessity of weighting in the settings of capabilities of the three capitals in the Global Mindset concept: intellectual, social and psychological which, in turn, they influence in the development of global leader, non-generic, but adjustable for certain globalized organizational context. In a first view, it can be identified the conditions which determine adhesion of the global leader skills for a certain organizational context, from the display of motivations for organization, in form of strategic choices in the globalization, together with the aspects which characterize an acceptable cultural leadership in certain cultural societies (VRIES 2010; JAVIDAN, 2008; BEECHLER; JAVIDAN, 2007; JAVIDAN; HITT; STEERS, 2007; GARRIDO; LARENTIS; ROSSI, 2006; PRAHALAD; HAMEL, 2005; DUTRA, 2004; ZARIFIAN, 2001). In a second view, the dynamic of adjustment of leader skills is analyzed, in the respective organizational context throughout the time, since before of assuming the position of global leader, until it is reached the total domain of influence and delivery of results in its new organizational context (VIANNA; SOUZA, 2009; EARLEY; MURNIEKS; MOSAKOWSKI, 2007; HARRIS, 2004; BLACK; MENDENHALL, 1991; 1990; HOFSTEDE, 1991; SURDAM; COLLINS, 1984; BANDURA, 1977). Therefore, the work advances in the building of logic of setting of capabilities, in which the management of skills gives dynamism to the three capital of Global Mindset of global leader, admitting variations of importance and the calibration of these capabilities in different periods of the process of adjustment and in different organizational contexts of internationalization. Among the main findings about the variations in the Global Mindset setting, in three internationalized companies in Gaucha industry, there are some aspects such as: amplitude and complexity of the chain of the internationalized unit value; intensity of tendencies which affects the stability of the sector and its markets; besides the maturity and updating of processes of international management of people. When it’s observed the cultural and strategic influences of context, it’s clear that the duality structure-adjustment in the model of management of units interfere in the leader’s profile. Some common predominance is found and distinguished in researched organization from its strategic setting and its management model. Evidences point to insufficiency in the theoretical model of acceptable cultural leadership, with the extensive richness non-covered of specificities which identify the cultures. The Gaucha industrial companies show predominance of manufacturing areas as the source of their global leaders, which tend to dominate technical management processes, with major challenges in the behavioral and cultural aspects. On the adjustment of global leader, it is observed that different strategies in different cultures require different prevalence in capitals of Global Mindset of global leaders, and these, in turn, have different rates of adjustment to the scope of the domain their organizational contexts.

Title: The Full-Range Leadership enacted by Swedish Audit team managers Background: The background of this study mainly relies on Leadership theories, more precisely theories about the Full-Range leadership model (FRL) and its features. However, key facts about the audit are also displayed in this part of the report to present it to readers. Purpose: The main purpose of this paper is to add to existing theory on the universalistic feature of the Full-Range Leadership model through the case of Swedish audit team managers. Such purpose entails the definition and the explanation on how the model of Full-Range Leadership is enacted by Swedish audit team managers in their day-to-day practice of leadership. Originality/Value: This research paper is one of the few researches at puzzling out existing researches to contribute clearly to the Full-Range Leadership model -as developed by Bass and Avolio- in the audit context. Furthermore, this is the first study aiming at defining and explaining Swedish audit team managers’ leadership practice and emphasizing the non-managing audit staff for so. Practical implication: After the destruction of a great amount of money resulting from corporate financial scandals and the discovery of high level of dysfunctional behaviors occurring in the audit/accounting profession worldwide, growing number of studies investigated further financial systems and particularly audit professionals since they are supposed to be the ‘public watchdog’/‘public guardian of trust’ of worldwide markets and Economies and so, display strong values and rigor. In parallel, considerable number of studies demonstrated that leadership was the key to those issues. This study while putting the light on leadership practice in Swedish audit firms, wide opens the door for further reflections and improvement of the existing systems. Method: The featured piece of research is based on a field survey of the non-managing audit staff working in Swedish audit firms, which were asked to assess their managers through the use of the Multi-factor questionnaire X5 (short version). Findings: The study unveiled that even if the transformational leadership was the most enacted leadership by Swedish audit team managers and that so before transactional and passive/avoidant leadership, a great misalignment existed between the found-out empirical FRL model and the FRL model as defined theoretically. Accordingly, this study unveiled that the FRL model was not as universal as claimed when investigated in the Swedish audit firm context.

Ao longo do século XX, o comportamento das empresas tomou novos rumos, principalmente no que diz respeito ao desenvolvimento de lideranças globais. Este estudo busca compreender o processo de formação de líderes globais na General Motors do Brasil. Para cumprir tal objetivo, foram coletadas informações através de entrevistas semi-estruturadas com 14 participantes: seis (6) líderes globais e oito (8) líderes globais em potencial. Foram efetuadas observações locais e também pesquisa documental. Para o tratamento e interpretação dos dados coletados, utilizou-se a análise de conteúdo. A análise qualitativa permitiu compreender, em maior profundidade, o processo de formação de lideranças globais na perspectiva da organização investigada. Portanto, um líder considerado global apresenta peculiaridades como flexibilidade, capacidade de adaptação, versatilidade, iniciativa e tolerância à pressão. Tais características poderão ser encontradas nos líderes tradicionais, e, inclusive, os líderes globais poderão apresentar perfis diferenciados em função das exigências do cargo que ocupam e/ou da equipe que coordenam, mas para lidar constantemente com subsidiárias de outros países, passar por processos de expatriação, negociações, enfrentar a competitividade global e, ainda, buscar resultados positivos para a organização, tais competências deverão ser percebidas e constantemente desenvolvidas. Assim, os líderes globais dispõem de características que foram construídas ao longo de suas vidas, por intermédio das empresas nas quais passaram ou devido a capacitações; o líder global foi capaz de olhar sua formação de maneira diferenciada, ou seja, atendo-se às suas experiências e às lições adquiridas e, diante disso, estruturando sua carreira através da melhoria contínua e do seu desenvolvimento pessoal e profissional. / Throughout century XX, the behavior of the companies took new routes, mainly, in relation to the development of global leaderships. This study aims to understand the process of formation of global leaders in the General Motors of Brazil. To fulfill such objective, information had been collected through semi-structured interviews with 14 participants, six (6) global leaders and eight (8) potential global leaders. Local observation and also documentary research had been effected. For the treatment and interpretation of the collected data, it was used content analysis. The qualitative analysis allowed understanding, more deeply, the process of formation of global leaderships in the perspective of the investigated organization. Therefore, a so called global leader presents peculiarities as flexibility, capacity of adaptation, versatility, initiative and tolerance to pressure. Such characteristics could be found in traditional leaders, and the global leaders will also be able to present distinctive profiles due to the requirements of the position which they occupy and/or the team they coordinate, but to regularly deal with subsidiary of other countries, to go through processes of expatriation, negotiations, to face the global competitiveness and yet, to search resulted positive for the organization, such abilities will have to be perceived and constantly developed. Thus, the global leaders make use of characteristics that had been constructed throughout their lives, by means of the companies in which they had passed or because of the qualifications; the global leader was capable to look at its formation in a diverse way, that is, dealing with its experiences and acquired knowledge, and then, organizing its career through the continuous improvement, as well its personal and professional development.