Search

Purpose This paper aims to study the formation and preservation of behavioral integration (BI) in the top management team (TMT) of The Church of Jesus Christ of Latter-day Saints from 1844 to the present. Design/methodology/approach An analytically structured history approach within a case exemplar framework is adopted. Theoretical insights are extrapolated from the case study to form a process model of BI formation and preservation in TMTs. Findings The findings reveal that three factors primarily influence BI creation (induction, education and cementation) and that BI is preserved via an iterative process that is driven by CEO conservatorship, intentional mentoring and social modeling. Originality/value This study investigates an unexplored area in upper echelons theory: the process by which BI is formed and preserved in TMTs and presents a process model of BI formation and preservation that shifts attention in the literature from analyses of the effect of BI on various organizational outcomes to how it can be formed in the first place and then preserved.

Cognitive-behavioral theories offer a long-standing theoretical approach in clinical psychology that has wide-ranging implications for management education. We designed a cognitive-behavioral–based learning transfer tool for executives to enhance their application of leadership skills from professional development programs. We summarize the primary research-based principles underlying this transfer tool for leadership development, provide a template, describe how the tool is used, and offer evidence of executives’ reactions to the tool at the beginning and end of a 9-month program.

Hal Gregersen is one of the pioneers of the field of global leadership. Along with J. Stewart Black and Allen Morrison he created one of the early foundational competency models in the field that was published in their book, Global Explorers: The Next Generation of Leaders (1999). Since that time, Hal has studied the skills associated with innovative leadership with Clayton Christensen and Jeff Dyer. A good introduction to this research is their award-winning book, The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators (2011). His most recent book, Questions are the Answer: A Breakthrough Approach to Your Most Vexing Problems at Work and in Life (2018), explores the art of questioning – a skill he argues is critical to leadership productivity. We were curious about Hal's research journey from the study of global leaders to his current research focus – the power of questions – and he graciously agreed to be interviewed for this volume of Advances in Global Leadership. Hal is a Senior Lecturer in Leadership and Innovation at the MIT Sloan School of Management. Before joining MIT, he taught at INSEAD, London Business School, Tuck School of Business at Dartmouth College, Brigham Young University, and in Finland as a Fulbright Fellow.

In this concluding chapter, we discuss insights and reflections from our invited contributions on the COVID-19 pandemic and derive areas of meaningful future research to advance the global leadership domain. Specifically, we call for (1) strengthening the link of the global leadership domain with related research fields, (2) expanding our view on what are necessary global leadership competencies, (3) moving beyond individual global leadership toward a more collective and collaborative understanding of the phenomenon, (4) further enhancing the growing field of responsible global leadership, (5) examining the various competing tensions that global leaders need to balance, and (6) engaging in greater reflexivity among global leadership scholars ourselves.

The purpose of this chapter, therefore, is to highlight links between the research fields of responsible leadership and responsible innovation and to point out the influence pathways through which responsible leadership can drive responsible innovation. It will reflect on areas related to responsible innovation where responsible leadership might be especially helpful and thereby discuss novel fields of engagement for rolling out responsible leadership. Finally, the chapter provides an agenda for future research in this area. The following section will introduce the main constructs. ‘Business with purpose’ or ‘benefit corporations’ represent relatively novel legal statutes that are emerging for instance in the US, France, Italy, and Brazil and that connect managerial accountability not only to the profit for shareholders or owners but also to pursuing a specific social purpose. This allows business leaders to dedicate resources to ‘doing good’ without the fear of neglecting their fiduciary duty.

Ensuring principle-driven, legally sound, and ethically acceptable behavior in the global context is not an easy task for leaders. They face the requirement of meeting the needs and expectations of a diverse set of stakeholders. They are increasingly called on to protect, preserve, and restore the resources of the environment. They are expected to improve human well-being and social equity and recognize and effectively address economic and social issues concerning equality, social justice, and human-rights protection, and have to navigate their organizations through periods of radical change, turbulence and crisis. How should leaders in global organizations go about meeting the multiple demands of a complex global stakeholder environment? This book explores the dilemmas, paradoxes, and opportunities that leaders in global organizations of all types encounter daily and addresses how managers can and should think about and approach these complex issues in responsible and productive ways. This book will be of interest to students and scholars across business, management, and the social sciences more broadly.

We review academic journal articles, chapters in scholarly books, and dissertations that were published in the global leadership domain in 2018 and compare our findings with those of Mendenhall, Li, and Osland’s (2016) earlier review of the 2010–2014 period. Specifically, we trace and discuss relevant changes over time in the number of authors, nature of employed methodologies, linkages of global leadership to related phenomena, and the prevalence of drawing on other conceptual approaches compared to those previously used to study global leadership. We conclude by discussing implications for advancing (1) an integrated body of global leadership theory, (2) novel forms of empirical research, and (3) collaborative global leadership research.

While the global leadership literature has grown rapidly over recent years, the context in which global leadership occurs remains ill-defined and under-conceptualized. This lack of contextualization risks equating global leadership roles that are qualitatively very different and prevents sufficient clarity for empirical sampling. To foster more cohesive theoretical and empirical work, we develop a typology of global leadership roles that considers context as a critical contingency factor. Drawing on role and complexity leadership theories, we propose four ideal–typical global leadership roles (incremental, operational, connective, and integrative global leadership) that differ in their (1) task complexity – characterizing the variety and flux within the task context, and (2) relationship complexity – reflecting the boundaries and interdependencies within the relationship context. We further delineate how these contextual demands relate to specific sets of behaviors and actions that allow global leaders to fulfill the requirements of their corresponding ideal–typical global leadership roles. Our article concludes with a discussion of implications the typology presents for global leadership research and practice, contextualization of the leadership construct more broadly, and the field of international business.

We provide a quasi-historical review of how the field of global leadership evolved. In doing so, we conceptually map an overall trajectory of the field of global leadership, discussing the nature of its origins in the field of cross-cultural management. We trace evolutionary trends in the field of cross-cultural management from 1960 to the present, and explore how these trends influenced the formation of the global leadership literature. After reviewing the primary domains of the global leadership field, we conclude with a discussion of the implications of our analysis for future research and managerial practice.

Recently, the increasing interest in responsible leadership (RL) has produced a research field rich in theoretical and conceptual potential, with diverse research foci, theoretical foundations, and methodological approaches. While these developments have demarcated the field from other leadership-oriented disciplines, they have equally courted fragmentation and ambiguity in terms of the field's positioning within the greater body of leadership studies. To map the theoretical, methodological, and empirical state of the art of the RL field, we outline recent developments and delineate important research gaps and directions for future theory development and empirical research. We emphasize the transition of RL research from micro-level perspectives with normative roots to research spanning multiple levels of analysis, vis-a-vis both antecedents and outcomes. We discuss the implications of our mapping, highlighting the necessity of not only conceptualizing RL across multiple levels of analysis, but also to actively focus on interactions among RL antecedents and outcomes across these levels. Through these, we aim to contribute to the field by strengthening its conceptual foundations and anchoring it more clearly within leadership studies overall.

This paper summarizes the findings of the empirical papers in this volume and outlines future research directions for global leadership in general. We summarize the state of global leadership development in universities and recommend design criteria for these efforts. Given the popularity of study abroad as an integral component in many global leadership programs, we highlight common challenges for study abroad programs and the importance of taking an organization development approach. We conclude with future directions for global leadership development research in university settings, most of which emerged from the featured papers on this topic in this volume of Advances in Global Leadership. It is our hope that this chapter serves as a primer for both university program directors and researchers.

With the increasing trend toward online curriculum in academe, business school educators are faced with the challenge of discerning the best way to develop global leadership competencies in their students in virtual classrooms. The challenge is difficult enough in face-to-face classroom milieus, let alone in virtual teaching conditions. This chapter is a report of one educator’s experience in applying an experientially rigorous competency development program from a traditional classroom setting to an online course. The chapter explores what constitutes an experientially rigoros learning process and concludes with an elaboration of principles that instructors can apply when deploying such pedagogies in online courses for the purpose of developing global leadership.

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.

In the early to mid-1990s, Alcatel, a French telecommunications giant, went on a merger and buying spree such that in a very short amount of time it had 200 operations in France itself and over 700 in the rest of the world, representing a huge increase in the number of its operations. These mergers with, and acquisitions of, foreign operations created significant management challenges for Alcatel. The telecommunications giant was struggling with the immediate issues of determining what to standardize and what to localize. It needed to build a common corporate culture yet allow decentralization as appropriate. It needed to understand how to manage foreign units that wanted greater independence yet also encourage cross-unit collaboration in order to leverage experience economies among its vast domestic and foreign operations. To manage such an operation, Alcatel needed a new management mentality, one that would reflect a keener understanding of countries – their cultures, politics, economics; of the individual operations it had acquired – their history, their organizational cultures, their distinctive competencies; and of management and organizational principles – balancing the needs of local independence and system interdependence.

Many scholars operating in the field of global leadership began their careers studying expatriate performance. For decades they and other scholars have been studying expatriate adjustment, performance, and commitment, yet they did not actively attempt to rigorously define the independent variable of their study—expatriates. Despite the confusion in the general leadership field regarding how to adequately define it, most scholars would concur that leadership involves influence processes directed at people to motivate them to complete tasks. Working from the assumption that leadership depends on the context in which it occurs, context constitutes a critical contingency factor that determines specific global leadership roles and their requirements. The task complexity dimension is based upon two foundational constructs, "variety" and "flux". The relationship complexity dimension of the typology is based upon two foundational constructs, "boundaries" and "interdependence". Leadership roles within the operational global leadership type involve the confrontation of "high cognitive demands that arise from highly complex task conditions".

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

Based on our review of the global leadership literature over the past 5 years, we delineate patterns and themes in the field’s scholarship and then discuss how the papers published in this volume of Advances in Global Leadership relate to those patterns and themes. We then integrate all of the recommendations for future research that appeared in the papers published in this volume and then offer our recommendations for future research in the field as well. We hope our efforts will aid scholars – especially doctoral students – to isolate the gaps that exist in the field and to design and conduct research that will have a greater potential to be published in top-tier journals and to impact the field.

Developing cross-cultural competencies associated with global leadership effectiveness in students has proven to be a difficult task for management educators. We delineate the primary cross-cultural competencies that influence effectiveness in global leadership and propose a pedagogical framework based on the principles of cognitive-behavior therapy to develop these competencies in traditional classroom settings. We conclude by discussing research implications of cognitive-behavior therapy for the fields of global leadership and management education.

Gaining a knowledge of marketing strategies, accounting and financial systems, labor laws, etc is most directly accomplished by sending managers to work in an overseas subsidiary and utilizing them on re-entry. However, one of the most serious stumbling blocks to expatriates' career paths is the lack of recognition of the value of expatriation and the informality with which firms accurately evaluate their expatriates' overseas performance. Two of the most significant aspects of management's inability to understand the expatriate's experience, value it, and thereby more accurately measure his or her performance are (1) the communication gap between the expatriate and the home office and (2) the lack of domestic management's international experience. In summary, an expatriate's performance is based on overseas adjustment, his or her technical know-how, and various relevant environmental factors. Actual performance, however, is evaluated in terms of perceived performance, which is based on a set of fairly complex variables usually below the evaluator's level of awareness.

This chapter presents a case study about Andreas Weber. Andreas's mind would not stop racing. An unexpected vacancy opened up in the bank's New York branch and Andreas was asked if he was interested. He discussed the prospect of a three-year assignment to New York with his wife, Lina. The offer looked very attractive from all angles, and they agreed that Andreas should accept it. Lina also started to be more discontented with her life as a housewife. After several weeks of consideration and discussion, Lina and Andreas decided to move back to Germany. The memory of opening that letter and reading it, and the resulting emotions of anger, betrayal, and frustration all came back to him. He began to wonder if he should accept the offer. Leaning back on the park bench, he blankly stared down the path that would lead out of the park and into the street, and then home.

We review academic journal articles, scholarly book chapters, and dissertations in global leadership published in the last five years to map trends in the field in terms of multiple authorship, nature of overall methodologies used, linkage of global leadership to other constructs, and the degree to which theories outside of the field are used to study global leadership. We conclude with a discussion of potentially fruitful ways in which the field can move forward more rapidly and more productively through the integration of efforts by scholars from various camps within the wider management domain.