Global Leadership Training – Essay Example

Global leadership training entails providing knowledge and skills that individuals or organizations require to employ effective, sustainable, and reliable management and leadership techniques to affect change across the global scale. Bird et al. (2010) conducted extensive systematic reviews of the literature on global leadership and expatriation to establish a comprehensive definition of the domain for intercultural competence as it applies within the field of global leadership. By integrating and synthesizing prior empirical and theoretical insights, these authors establish that global leadership training is structured around the domain of intercultural competence, which manifests in three dimensions; the management of self, relationship, and perception. With each of these dimensions, unique and distinct facets further delineate the concept of intercultural competence. Conversely, White and Shullman (2012) embark on identifying and analyzing the American consultants’ experiential perspectives on the dynamics and metrics of contemporary organizational training and consulting. From their study, these authors find that the concept of global leadership training revolves around the aspect of corporate culture and its impact on international or multicultural awareness. The authors find this especially true for training top-performing transcultural executives whose nativity is not based in the US.

Various items should be considered when developing and presenting global leadership training. These items are as stated below:

1. Defining the underlying goal of global leadership training required a determination of the competencies required by the respective leaders to enable them to reach the goals (Marquardt, 2003).
2. A pre-evaluation of the current leaders to compare their abilities with those needed for achieving the predetermined goals.
3. Creating individual goals.
4. Developing small and focused support groups for leadership training.
5. Involving global leaders as mentors throughout the training period.
6. Embracing various methods to promote efficiency and effectiveness in learning leadership concepts (Poór et al., 2018).
7. Establishing sustainable and reliable ways for identifying potential future leaders.
8. Adopting and implementing a retention program for the leaders.
9. Conducting a post-assessment of the leaders’ competencies and abilities.
10. Establishing an engaging action plan to allow the leaders to achieve their predetermined goals.

References

Bird, A., Mendenhall, M., Stevens, M. J., & Oddou, G. (2010). Defining the content domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8), 810-828.

Marquardt, M. J. (2003). Developing global leaders via action learning programs: a case study at Boeing. Thai Journal of Public Administration, 1(3), 133-133.

Poór, J., Kollár, C., Szira, Z., Taras, V., & Varga, E. (2018). Central and Eastern European experience of the X-culture project in teaching international management and cross-cultural communication. Journal of Intercultural Management, 10(1), 5-41.

White, R. P., & Shullman, S. L. (2012). Thirty years of global leadership training: A cross-cultural odyssey. Consulting Psychology Journal: Practice and Research, Special Issue: International Organizational Consulting, 64(4), 268-278.