Global Executive Development

Kedia and Mukherji (1999) claimed that global managers needed to change their focus using three key factors: a global mindset, knowledge, and skills. A global mindset is the ability to view the world with a broad perspective, make logical arrangements among nations, seek opportunities among differing nations, and identify possible global threats to corporate objectives. Heifetz and Laurie (2001, p. 133) called this the ability to move between “the field of action and the balcony.” It is critical to be able to see the big picture from the details. It is only through this view that the executive will be able to tap global resources to find synergies and lost opportunities. However, the ability to develop such a mindset may not be inherent in each individual.

Spreitzer, McCall, and Mahoney (1997) claimed that most businesses base tomorrow’s competencies on past performance. They stated, “The competencies that get attention today may not be enough to ensure that a person will master requisite competencies for the future” (Spreitzer et al., 1997, p. 6). However, Spreitzer et al. (1997) identified several key characteristics which were determined to have a positive indication of global executive potential. First, general intelligence or analytical ability was a key characteristic of a successful leader. This included the ability to conceptualize and reason. Second, an understanding of the business environment was essential. This understanding puts the business in context with competitors, the environment, and the industry. An understanding of business disciplines, such as finance, marketing, and operations is important to possess. Third, successful leaders have a talent for working with people and a sense of integrity. Integrity builds trust which is essential to building business relationships. Fourth, a strong commitment for the success of the endeavor was viewed as a positive indicator. Those with strong commitment will go to great lengths to pursue the success of the venture and innovate where necessary. Fifth, the courage to take action was viewed as a positive indicator. Effective leaders took action and believed in themselves. Finally, an interest in cross cultural issues and competencies was viewed as a positive indicator. Such indicators can not be taught to executives in a classroom setting as they are inherently part of the individual makeup or character of the leader. Companies selecting leaders for global assignments may wish to give preference to individuals demonstrating such characteristics from past performance. Such performance indicators, being embedded in the individual, will likely continue in their new assignments. 

Kedia and Mukherji (1999) identified knowledge as the second of three key elements for a global manager. Knowledge includes an understanding of the political and cultural situations in each country. As a global manager must have the “big picture,” he or she will not be able to have a detailed knowledge of each country. However, a working knowledge to navigate through the activities of each country is essential. Much of this knowledge can be obtained through education and supplemented with immersion for short periods of time in the culture itself. Leaders must avoid the mind trap of applying their home standards to foreign countries. Such biases may prove to result in harmful consequences. For this reason, foreign travel will put the individual in the middle of the culture where the economic stimulus, political influences, and cultural composition can be absorbed.

The final element proposed by Kedia and Mukherji is skills. Kedia and Mukherji (1999) asserted, “Skills are the ability to put knowledge into action.” It does little good to acquire the necessary knowledge and information, and become culturally attuned, if action is not forthcoming. Drucker (2004, p. 60) stated, “Knowledge is useless to executives until it has been translated into deeds.” Drucker proposed the use of an action plan which outlines the leader’s intentions and becomes a means for time management. Such plans have the flexibility build in to make changes as the situation changes.

It is important to provide a coach or mentor with the global leader when initially placed in a foreign assignment. Such an individual is an invaluable source of reassurance during the first steps in a new location. This individual has the role of familiarizing the leader with the geography, legal requirements, cultural norms, and other issues to make the transition more comfortable.

To summarize key elements of the global leader development, the following is proposed:

• Personal characteristics and performance indicators may provide positive indicators to future adaptability in executive roles.
• A desire for learning and inquisitiveness is important when transitioning to new physical environment. This desire can be ascertained through questioning the potential executive.
• Individuals that speak a foreign language usually have an advantage when working with those of a foreign country. Companies should seek such qualified individuals, as the ability to communicate will relieve the burden of communication from the foreign workers and ease the transition.
• Business knowledge and skills are important in transitioning to any assignment, domestic or foreign. Individuals should be selected who possess such knowledge, and desire to increase their knowledge of the world.
• Potential executives should have knowledge of themselves and their emotions. Goleman (2004, p. 85) claimed, “Self-regulation is the component of emotional intelligence that frees us from being prisoners of our feelings.” Individuals that are not in control of their emotions in a domestic environment will amplify their discord in a foreign assignment.
• Immersion in foreign cultures is important for the leader to absorb cultural differences. These experiences also enhance an awareness of political and social differences among nations.

Global leaders should not be left without support in their new assignment. Support will provide encouragement and guidance in the assumed role. Continual feedback should be provided to the leader in order to determine shortcomings and areas for improvement. Feedback will also provide positive elements which give encouragement and a sense of achievement. It is through feedback that the success of the development program may be ascertained.

This development plan is not one that can be accomplished over-night. Such plans take time and commitment. Commitment comes from the potential executive and from the company. The company must be willing to support the process with time and resources. The plan involves formal education, application of business skills in the home environment, and foreign assignments. Through a variety of learning methods the executive will be able to increase his or her familiarity with foreign cultures and get the “big picture” of how the global network fits together. A continuous feedback system provides the necessary controls to help the executive “stay the course.”

References

Drucker, P. F. (2004). What makes an effective executive. Harvard Business Review, June, 58-63.

Goleman, D. (2004). What makes a leader? Harvard Business Review, January, 82-91.

Heifetz, R. A., & Laurie, D. L. (2001). The work of leadership. Harvard Business Review, December, 131-141.

Kedia, B. L., & Mukherji, A. (1999). Global managers: Developing a mindset for global competitiveness. Journal of World Business, 34(3), 230-251.

Spreitzer, G. M., McCall, M. W., & Mahoney, J. D. (1997). Early identification of international executive potential. Journal of Applied Psychology, 82(1), 6-29.