A Global Leadership Model and Its Empirical Applicability

This study attempts to present a global leadership model, which incorporates effective global leadership competencies and makes empirical assessments possible. This global leadership model captures the dynamic interaction of five dimensions of leadership competencies based on common denominators effective: global leadership extracted from former research. The study also explores empirical applicability of the model in Korean companies and the results confirm some assumptions of the model by illustrating that there exists tension between task-orientation and relationship-orientation in the organizations.

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Critical Review of Global Leadership Literature: Toward an Integrative Global Leadership Framework

Human Resource Development Review ◽

10.1177/1534484317749030 ◽

2017 ◽

Vol 17 (1) ◽

pp. 95-120 ◽

Cited By ~ 8

Author(s):

Sunyoung Park ◽

Shinhee Jeong ◽

Soebin Jang ◽

Seung Won Yoon ◽

Doo Hun Lim

Keyword(s):

Leadership Competencies ◽

Global Leadership ◽

Indigenous Studies ◽

Task Orientation ◽

Effective Leader ◽

Leadership Framework ◽

Competency Models ◽

Task Change ◽

External Conditions ◽

And Behaviors

The purpose of this research is to critically examine the literature on global leadership competencies and behaviors, and present an integrative global leadership framework. For the literature review, we examined 14 global leadership competency models and 11 indigenous studies on effective leader and manager behaviors in various countries published between 1995 and 2016. We adopted Yukl’s effective leader behavior framework, which identified four meta-categories (i.e., task, change, relation, and external conditions) and 15 specific behaviors within each category (e.g., planning, scheduling, monitoring, and problem-solving for the task-orientation). By reviewing the competency models, we found five research themes: intercultural, interpersonal, global, change and vision, and personal traits and values, which included ethics and openness/flexibility. Finally, we proposed a conceptual framework based on our review which demonstrates core dimensions, competencies, and behaviors of effective global leaders.

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From relationship orientation to task orientation: On the digitalization of clinical leaders

Financial Accountability and Management ◽

10.1111/faam.12305 ◽

2021 ◽

Author(s):

Inger Johanne Pettersen ◽

Elsa Solstad

Keyword(s):

Task Orientation ◽

Relationship Orientation

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Understanding the Development of Global Leadership Competencies

10.22371/05.2014.012 ◽

2014 ◽

Author(s):

◽

Andrea McMullen

Keyword(s):

Leadership Competencies ◽

Global Leadership

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Global Leadership Model for Health Professions Education Part 2: Teaching/Learning Methods

Journal of Leadership Education ◽

10.12806/v18/i2/a2 ◽

2019 ◽

Vol 18 (2) ◽

Author(s):

Henal Shah ◽

Zahra Ladhani ◽

Page Morahan ◽

Ray Wells

Keyword(s):

Health Professions ◽

Global Leadership ◽

Health Professions Education ◽

Learning Methods ◽

Leadership Model ◽

Teaching Learning

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

European Journal of Training and Development ◽

10.1108/ejtd-03-2021-0041 ◽

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.

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