Suchergebnisse

With the increasing importance of the global marketplace, students need tobe more effectively prepared to manage themselves in the context of different cultures. This article explains an effective cross-cultural exercise that is simple to set up yet effective in its simulation of a cross-cultural interaction. Debriefing notes are included to help maximize the effectiveness of the learning.

Current OD philosophy is compared to that espoused by Douglas McGregor over 20 years ago. The persuasive trend today toward designing training programs based upon Theory X assumptions— though they aim to communicate Theory Y concepts—is discussed and contrasted with McGregor's "integrative approach" to OD.

A paradox occurs as students acquire today's content knowledge and think that they are prepared for "tomorrow." However, their future reliance on "yesterday's" knowledge can present the challenge of either using irrelevant ideas or acquiring new information. The degree to which students overcome tomorrow's challenge of knowledge obsolescence depends in part on higher education's teaching them how they learn what they learn. In our experience, we have developed the Analysis of Learning Project to help students understand better how to learn how they learn. We describe this tool, its use, and the challenges of its implementation.

PurposeResearch on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be achieved if a comprehensive definition of the intercultural competence domain can be established, particularly with regard to the specific context of global leadership. This paper aims to focus on the issues.Design/methodology/approachThe authors conduct an extensive review of the global leadership and expatriation literatures, integrating and synthesizing prior theoretical and empirical efforts to develop a comprehensive domain definition for intercultural competence in the context of global leadership.FindingsThe domain of intercultural competence in the context of global leadership comprised three dimensions – perception management, relationship management and self management. Each dimension is characterized by facets that further delineate aspects of intercultural competence.Research limitations/implicationsThe domain definition of intercultural competence for global leadership appears to be well supported in prior theoretical and empirical work focusing on expatriation and global leadership; however that work was fragmented in nature. A test of the comprehensive model, i.e. all three dimensions and 17 facets, is called for, as well as the validation of an instrument that measures them.Originality/valueThe paper integrates and synthesizes the extensive body of theoretical and empirical work related to intercultural competence and clearly establishes the content domain, thereby enhancing the efficacy of future theoretical and empirical efforts.

Part I: The context of IHRM: challenges, strategies, and external forces -- Part II: Cross-cultural and diversity management -- Part III: Global staffing and management of global mobility -- Part IV: People issues in global teams, alliances, mergers, and acquisitions -- Part V: Responsible leadership in a global and cross-cultural context