Developing Global Leaders: Utilizing the Intercultural Effectiveness Competencies Model

Developing Global Leaders: Utilizing the Intercultural Effectiveness Competencies Model

Pi-Chi Han (University of Missouri – St. Louis, USA)
DOI: 10.4018/978-1-4666-4979-8.ch077
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Abstract

Although the need to develop global leaders with adequate intercultural competencies has become obvious (Morrison, 2000; Suutari, 2002), global leadership, as an emerging field, has not received a great deal of attention (Morrison, 2000). Literature of developing global leadership has been focused on partial evidence to generate simple universality with an American bias (Dickson, Hartog, & Mitchelson, 2003). This chapter attempts to propose an integrative Intercultural Effectiveness (ICE) model for Human Resource Development (HRD) professionals. The model evolves a theoretical conceptualization to link ICE and global leadership with the theory of transformative learning and the process of cross-cultural learning. It provides a series of process guidelines for HRD professionals in designing, developing, and conducting HRD programs for the development of global leadership.
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Global Leadership

Global leadership is an emerging topic that has received far less attention than the more common topic of domestic leadership (Morrison, 2000). Jokinen (2005) defined global leaders as those who take on more global responsibilities and who have more global duties. The development and management of a global organization requires individuals who possess a global mindset, global competencies, and who think, lead, and act from a global perspective (Kim, 1997).

However, the primary problem in defining global leaders and identifying the competencies required for their development have not reached consensus. Without agreement on the intercultural competencies required for global leaders (Johnson, Lenartowicz, & Apud, 2006), planning for their leadership development becomes problematic (Jokinen, 2005).

Gregerson et al.’s (1998) survey indicated that 85% of Fortune 500 firms reported limited numbers of global leaders. There are only eight percent of companies in Fortune 500 firms that report comprehensive systems for developing global leaders (Suutari, 2002). The shortage of global leaders has become a critical issue for many organizations to achieve success in the global arena (Shen, 2005). Therefore, it is necessary to explore the competencies that are required for developing global leaders in order to form a consensus for the area of global leadership.

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