Unpacking the Complexities of Global Mindset: A Multi-Lens Analysis

Hruby, Jörg; Melo, Rodrigo Jorge de; Samunderu, Eyden; Hartel, Jonathan

doi:10.1108/s1535-120320180000011004

Cited by 5 publications

(10 citation statements)

References 102 publications

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“…One component frequently featured is the Global Mindset, defined as "...a highly complex cognitive structure characterized by an openness to and articulation of multiple cultural and strategic realities on both global and local levels, and the cognitive ability to mediate and integrate across this multiplicity" (Levy, Beechler, Taylor and Boyacigiller, 2007, 27). The construct of Global Mindset is of complex nature and multifaceted and has received much attention in the literature (Hruby et al 2018, Levy et al 2007. Leaders need to have an awareness of issues and trends from a Global Mindset perspective in order to succeed in the competitive markets.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The high level of cognitive complexity manifests the ability to lead, communicate, and collaborate with people, groups, and organizations from various cultures (Konyu-Fogel, 2011). To demonstrate the "connectivity among all aspects of research," Hruby et al (2018) developed a conceptual framework displaying Global Mindset as the cognitive component to Global Leadership construction. Furthermore, it shows overlapping dimensions (traits, predisposition, knowledge, skills, Abilities, and Global Leadership) as a prerequisite for developing both Global Leadership and Global Mindset.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Multinational Corporations (MNCs) need to have the capacity and capabilities to develop a significant number of leaders with a Global Mindset to handle the increasing diversity both globally and locally (Wiseman 2012, Javidan andBowen 2013). Additionally, previous studies conducted by Hruby, Watkins-Matthys, and Hanke (2016), Hruby, de Melo, Samunderu, and Hartel (2018) focused on analyzing Global Leadership competencies, including the complexities of Global Mindset. Hruby et al (2018) adopted an inductive approach by assessing 40 theoretical studies and identified inconsistencies when researchers are dealing with conceptual and theoretical development within the global mindset topic.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, previous studies conducted by Hruby, Watkins-Matthys, and Hanke (2016), Hruby, de Melo, Samunderu, and Hartel (2018) focused on analyzing Global Leadership competencies, including the complexities of Global Mindset. Hruby et al (2018) adopted an inductive approach by assessing 40 theoretical studies and identified inconsistencies when researchers are dealing with conceptual and theoretical development within the global mindset topic. However, Hruby et al (2018) concluded that a Global Mindset is developed on the levels of cognitive, affective, behavioural, and cultural perspectives.…”

Section: Introductionmentioning

confidence: 99%

“…Hruby et al (2018) adopted an inductive approach by assessing 40 theoretical studies and identified inconsistencies when researchers are dealing with conceptual and theoretical development within the global mindset topic. However, Hruby et al (2018) concluded that a Global Mindset is developed on the levels of cognitive, affective, behavioural, and cultural perspectives. Only a few studies to date describe theoretically which GLM competencies (e.g., Reiche, Bird, Mendenhall and Osland 2017) are essential for HR professionals (e.g., Goldsmith 2003, Livermore Our study focused on the (global) HR department, for the following reasons: a) According to the existing literature related to developing Global Leaders (e.g., Beechler and Javidan 2007, Morrison 2000, Suutari 2002), the HR function could utilize the competencies to recruit and reward qualified Global Leaders while gaining creditability to influence their organization (Muratbekova-Touron 2009).…”

Section: Introductionmentioning

confidence: 99%

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A New Era of Global HR Competency Model - Evidence from Global HR Positions

2021

IJCDMS

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Aim/Purpose: This paper proposes an empirical impact for developing an individual Global Mindset within the Global HR department. Background: Here, we make an explicit assumption that a Global Leader needs a Global Mindset to be effective and for this reason, we employ the term "Global Leadership Mindset" (GLM). Recent (Global) HR competency models focus on the tasks and structuring the HR tasks into nine core competencies such that an HR professional must be effective in ethical practice, communication, consultation, critical evaluation, relationship management, organizational leadership, business acumen and navigation, and, importantly for this paper, global and cultural sensitivity. No study currently exists in which GLM competencies are relevant for different Global HR positions. Methodology: We conducted a comprehensive survey by observing 256 responses from 27 different global HR positions on which 75 global competencies are relevant in their day-to-day work. Based on this groundwork, the paper makes further attempt by proposing an integrative global HR competency framework whereby we identify development dimensions fundamental for developing global leaders. Findings: Our findings show a top 10 list of the most relevant global leadership mindset (GLM) competencies in Global HR. We further investigated 12 different HR positions and assessed relevant GLM competencies relevant in different global career stages. Our findings show that self-management skills, emotional/affective, and cognitive competencies are most important for entry-level positions. Global leadership skills play a vital role for medium-level positions, and senior-level positions require emotional/affective competencies, followed by cognitive aspects. Impact on Society: Our study proposed the top ten GLM HR competencies highlighted as proxy measures to demonstrate essential skill sets required for individuals within the Global HR function. Our research findings are consistent with other studies that emphasize the importance of cultural knowledge (Osland 1995, Adler 1997) and the individual´s cognitive skills fundamental for GLM´s success (Levy et al. 1999). Existing studies highlight three core GLM competencies, such as importance of influencing others, making ethical decisions, and leading change (Bass and Steidlmeier 1999, Canterino, Cirella, Piccoli and Shani 2020), but only a few studies focus on the assessment or testing of these GLM competencies (e.g., Herd, Alagaraja and Cumberland 2016, Cumberland et al. 2016, Kim and Mclean 2015). Hence, our study attempted to elucidate the fundamentals underlying GLM skills and competency development, using multiple functional global HR roles to identify the significance of the competencies discussed in this study.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A New Era of Global HR Competency Model - Evidence from Global HR Positions

2021

IJCDMS

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Final global leadership development program (GLDP) design: Where do we go from here? Global evidence from Europe, the US, and Brazil

Hruby

Almeida

Hoeft³

2022

Thunderbird Intl Bus Rev

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The development of high potentials within global companies remains a challenge in leadership development in the face of increasingly dynamic environments. Despite this, we know surprisingly little about the practices business schools and corporations follow when it comes to Global Leadership Development Programs (GLDP). In this article, we derive critical success factors of the components of a GLDP leveraging evidence of 90 conducted panel interviews with global human resources experts and qualitative analysis of 33 GLDPs, 20 high‐level executive storytelling about competences and practical key elements leading successful and results‐driven change in their global companies, and 12 interviews with executive education directors. We examine within a grounded theory approach two overall under‐explored questions. What is a successful GLDP? Moreover, how to design it? What are the critical success factors in designing a GLDP? We derive a checklist to help implement future GLDPs within their global organizations. Our findings and discussion outline future research recommendations and provide advice for GLDP designers within Executive Education or HR Development contexts.

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