Thirty years of global leadership training: A cross-cultural odyssey.

2012 ◽  
Vol 64 (4) ◽  
pp. 268-278 ◽  
Author(s):  
Randall P. White ◽  
Sandra L. Shullman
Keyword(s):  
Leadership Training ◽  
Global Leadership ◽  
Cross Cultural

scholarly journals Global Leadership Communication: A Strategic Proposal

2015 ◽  
Vol 1 (1) ◽  
pp. 51 ◽  
Author(s):  
Tom Lawrence
Keyword(s):  
Communication Skills ◽  
Mission Statement ◽  
Employee Development ◽  
Global Leadership ◽  
Cross Cultural ◽  
Communication Strategy ◽  
Leadership Communication ◽  
Global Marketplace ◽  
Development Organizations ◽  
The World

<p>Organizations face a myriad of challenges as the world interconnects through the process of globalization. In order to sustain viability and produce competitive advantage, organizations must develop a global communication strategy. Communication skills need to be developed at all levels of the organization, from a coherent mission statement to individual employee development. Organizations need global leaders, capable of moving in and through divergent cultural environments. Identifying and equipping these future leaders is an antecedent to success in the global marketplace. This paper offers an instructive model to guide organizations as they face increasingly complex, cross-cultural environments.</p>

Addressing the problem of global leadership theory: proposing a cognitive process model for leadership training and development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeffrey McClellan
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Cognitive Process ◽  
Process Model ◽  
Leadership Competencies ◽  
Training And Development ◽  
Global Leadership ◽  
Leadership Theory ◽  
Development Study ◽  
Content Type

Purpose The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis et al., 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings. Design/methodology/approach This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership. Findings In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels. Research limitations/implications The paper has implications for the content, structure and process of leadership development study in relation to training and coaching. Practical implications This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent. Originality/value This study is an original paper exploring the application of this model in the context of global leadership training and development.

Leadership and Intercultural Dynamics

2005 ◽  
Vol 15 (2) ◽  
pp. 178-195 ◽  
Author(s):  
John Collard ◽  
Ting Wang
Keyword(s):  
Training Program ◽  
Leadership Training ◽  
Developing Nations ◽  
Cross Cultural ◽  
Intercultural Understanding ◽  
Explanatory Framework ◽  
Cultural Perspectives ◽  
Training Courses

This article explores issues related to the delivery of leadership training courses by Western universities in developing nations. It argues that past theories, including cross-cultural perspectives, are too limited to comprehend the complexity of the processes involved. Instead it posits a more dynamic concept of intercultural understanding as an explanatory framework. It also argues that the pedagogy employed is a more powerful instrument of change than subject content. This is illustrated through analysis of responses from 52 participants in a leadership training program conducted in China in 2002.

scholarly journals Creating Teacher’s Innovative Work Behavior Through Global Leadership and Knowledge Management

2019 ◽  
Vol 3 (1) ◽  
pp. 54-58
Author(s):  
Ima Rahmawati ◽  
Johar Permana
Keyword(s):  
Knowledge Management ◽  
Study Data ◽  
Global Leadership ◽  
Cross Cultural ◽  
Work Behavior ◽  
Innovative Work Behavior ◽  
Data Presentation ◽  
Innovative Work ◽  
The Times ◽  
Private High School

The purpose of this study is to describe efforts to create innovative work behavior of teachers through global leadership and the application of knowledge management in a boarding Private High School in Bogor Regency. In this study is using a descriptive qualitative approach. Data collection techniques: interviews; observation; and documentation study. Data analysis in this study uses data reduction, data presentation and verification or conclusions. The results showed that in creating innovative work behavior, it needed a leader who was adaptive to the times, had cross-cultural and country abilities and skills in managing technology. With these skills, global leaders are able to apply knowledge management as an effort to create innovative work behavior of teachers in schools.

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