Developing a Global Mindset: Learning of Global Leaders

Autor/inn/en	Cseh, Maria; Davis, Elizabeth B.; Khilji, Shaista E.
Titel	Developing a Global Mindset: Learning of Global Leaders
Quelle	In: European Journal of Training and Development, 37 (2013) 5, S.489-499 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/03090591311327303
Schlagwörter	Global Approach; Learning; Metacognition; Personality Traits; Reflection; Informal Education; Leadership; Interviews; Grounded Theory; Content Analysis; Labor Force Development; Foreign Countries; Australia; New Zealand; United States + Suchen Sie Ihr Suchwort? Globales Denken; Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Informelle Bildung; Nichtformale Bildung; Führung; Führungsposition; Interviewing; Interviewtechnik; Inhaltsanalyse; Arbeitskräftebestand; Ausland; Australien; Neuseeland; USA
Abstract	Purpose: The purpose of this qualitative research study was to explore the requirements of leading in a global environment as perceived by the leaders participating in this study as well as the way these leaders learn and develop their global mindset. Design/methodology/approach: The research methodology informed by social constructivism included in-depth interviews with 24 global leaders that were analyzed using constant comparative and content analysis. The findings presented in this paper are part of a larger study on the meaning of global leadership and mindset. The framework for this research was guided by the Global Leadership Mindset (GLM) model developed by the authors and their colleagues. Findings: Transcendence, plasticity of the mind (flexibility, thinking differently, rebalancing, openness, having multiple frames of reference), mindfulness, curiosity, and humility emerged as requirements of leading in the global environment. The global leaders' learning journeys were characterized by informal learning during everyday work and life experiences including learning from mistakes, and from and with others. Self-reflection leading to the "self-awareness of otherness" as well as reflection with others were at the core of learning and developing the global mindset of these leaders. Practical implications: The findings of this study highlight the role of human resource development (HRD) professionals in facilitating self-reflection and reflection with others--core processes for the learning and development of global mindset. HRD professionals are called to address both the "you don't know what you don't know" phenomenon by offering cross-cultural training programs and experiential learning opportunities and the "you know what you don't know" daily challenges of global leaders and their team members. Initiatives that will incorporate self-reflective and reflective processes will allow the participants to make meaning of their learning. Originality/value: This is an initial attempt to explore the development of a global leadership mindset as informed by the GLM model with a focus on its learning component. The findings of this study could inform leaders preparing to work in global environments and HRD professionals called to develop learning environments and a learning culture in global workplaces. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10