Tag Archives: Work

Promoting Cross-Cultural Cooperativeness in Global Talent Management (GTM)

mathias-sager-cross-cultural-cooperation-GTM.jpg

Content

  • Cooperative behavior arises where it is cherished
  • Cooperative conflict management
  • Means to promote cooperation
  • Equitable treatment to maintain willingness to cooperate

 

Cooperative behavior arises where it is cherished

Women are often considered to have a greater tendency to use their cooperativeness for successful international assignments, especially where indirect communication is the culturally appropriate style as is tendentially the case in high-context cultures like Asia [1]. Cooperative and communicative qualities (versus more competitive ones) have been attributed to woman stereotypically[2]. Research shows that cooperativeness depends a lot on the environment respectively the organization wherein it is more or less cherished.

Cooperative conflict management

Cooperative approaches to conflict exert positive effects on the relationship between employee and foreign manager, as a study also confirmed for the Chinese context [3]. As Western methods can create confrontations in transition economies, conflicting values and practices need to be resolved between different partners [4].

Means to promote cooperation

Different cultures should be recognized as different. A local-foreign social categorization can underline who needs help and who can provide the same [5]. There are other influenceable means to promote cooperation too. For example, cooperative goals for leaders aid cross-cultural leadership [6]. Focusing on long-term relationships and cooperation contributes to beneficial expatriate experiences [7]. Soft-skills-centric relationships (i.e., guanxi relationships in the East) result in an environment conducive to cooperative and positive interdependencies between coworkers [8].

Equitable treatment to maintain willingness to cooperate

If expatriates get advantaged, domestic employees might perceive inequitable treatment, which might impair their motivation, willingness to cooperate, and work performance; something HR and Global Talent Management (GTM) functions of multinational enterprises (MNEs) need to be aware of too [9].

 

References

[1] Tung, R. L. (1997). Canadian expatriates in Asia-Pacific: An analysis of their attitude toward and experience in international assignments. Paper presented at the meeting of the Society for Industrial and Organizational Psychology, St. Louis, MO.

[2] Jelinek, Mariann, a., & Nancy J. Adler, a. (1988). Women: World-Class Managers for Global Competition. The Academy Of Management Executive (1987-1989), (1), 11.

[3] Yifeng, C., Dean, T., & Sofia Su, F. (2005). WORKING WITH FOREIGN MANAGERS: CONFLICT MANAGEMENT FOR EFFECTIVE LEADER RELATIONSHIPS IN CHINA. International Journal Of Conflict Management, (3), 265. doi:10.1108/eb022932

[4] Danis, W. M. (2003). Differences in values, practices, and systems among Hungarian managers and Western expatriates: An organizing framework and typology. Journal Of World Business, 38(3), 224-244. doi:10.1016/S1090-9516(03)00020-8

[5] Leonardelli, G. J., & Toh, S. M. (2011). Perceiving expatriate coworkers as foreigners encourages aid: social categorization and procedural justice together improve intergroup cooperation and dual identity. Psychological Science, 22(1), 110-117. doi:10.1177/0956797610391913

[6] Yifeng, N. C., & Tjosvold, D. (2008). Goal interdependence and leader-member relationship for cross-cultural leadership in foreign ventures in China. Leadership & Organization Development Journal, 29(2), 144-166. doi:10.1108/01437730810852498

[7] Pfeiffer, J. (2003). International NGOs and primary health care in Mozambique: the need for a new model of collaboration. Social Science & Medicine (1982), 56(4), 725-738.

[8] Yang, F. X., & Lau, V. M. (2015). Does workplace guanxi matter to hotel career success?. International Journal Of Hospitality Management, 4743-53.

[9] Soo Min, T., & DeNisi, A. S. (2005). A local perspective to expatriate success. Academy Of Management Executive, 19(1), 132-146. doi:10.5465/AME.2005.15841966

Social Capital in Global Citizenship

mathias-sager-social-capital-mobiity

Content:

  • Matching national and organizational cultures
  • Prizing of social capital on individual, institutional, and societal levels
  • The ‘paradox of unsocial sociabilities’
  • Global citizenship, international careers, and the culture of global nomadism

Matching national and organizational culture

According to Nahapiet & Ghoshal (1998), social capital is “the sum of the actual and potential resources embedded within, available through, and derived from relationships” (as cited in [1]). However, it is not enough to design global leadership development programs with the goal to share knowledge according to national cultures in multinational enterprises (MNEs) without carefully making sure that the program also matches the organizational cultures involved (Espedal, Gooderham, & Stensaker, 2013).

Prizing of social capital on individual, institutional, and societal level

How the built social capital is prized depends on context. For example, Singaporean bureaucratic and political elite prizes social and cultural capital from the US, UK, and Western Europe highly as a result of Singapore’s unique history [3]. In academia, it is known that the apt use of researchers’ social capital in the form of international research networks helps significantly in achieving excellence [4]. On the other hand, global mobility experiences that come with a personal value such as new perspectives and knowledge about different cultures and systems can be not valuated as social or cultural capital by the home environment and therefore doesn’t get utilized by the respective institutions and organization [5]. There can be even biases on individual, organizational, and societal level because of strong interpersonal and intergroup processes preventing non-discriminatory perceptions of the intercultural aspects they are confronted with [6].

The ‘paradox of unsocial sociabilities’

The ‘paradox of unsocial sociabilities’ describes the behavior of individuals who aspire to grow their professional global connectivity but remain emotionally relatively uninvolved locally [3]. In the case of expatriates, they can be conflicted between resistance and acceptance of the new culture as part of incorporation its possibilities within themselves [7]. For people from collectivist cultures, the loss of their societal embeddedness might not be felt as compensated [7] by the newly gained increase of social capital from a global perspective. Money can replace social capital in the sense that knowledge transactions can be bought anywhere (e.g., banking, legal, and medical services, etc.), independent of location [8].

Global citizenship, international careers, and the culture of global nomadism

Social capital networks reinforce themselves [9] and education, financial means, and access to information and communication technology determine to what level talent can be optimized [10] . To get access to global social capital, globalized forms of education to foster global citizenship is recommended by the UN [11]. Often international assignments don’t necessarily lead to returns home and can result in onward mobility and international careers within a community, which shares a culture of global nomadism [12] that is of horizontal multi-cultural nature [13]. The alignment of an individual’s lifetime stages and an organization’s strategic direction can be helped through a mentoring, mutual help in storying and career/goal alignment that is managed by a well-integrated Talent and HR Management practice [14].

References

[1] Scullion, H., & Collings, D. G. (Eds.). (2011). Global talent management. Abington, UK: Routledge.

[2] Espedal, B., Gooderham, P. N., & Stensaker, I. G. (2013). Developing Organizational Social Capital or Prima Donnas in MNEs? The Role of Global Leadership Development Programs. Human Resource Management, 52(4), 607-625. doi:10.1002/hrm.21544

[3] Sidhu, R., Yeoh, B., & Chang, S. (2015). A Situated Analysis of Global Knowledge Networks: Capital Accumulation Strategies of Transnationally Mobile Scientists in Singapore. Higher Education: The International Journal Of Higher Education And Educational Planning, 69(1), 79-101.

[4] Jacob, M., & Meek, V. L. (2013). Scientific Mobility and International Research Networks: Trends and Policy Tools for Promoting Research Excellence and Capacity Building. Studies In Higher Education, 38(3), 331-344.

[5] Complex Professional Learning: Physicians Working for Aid Organisations. (2018). Professions & Professionalism, (1), doi:10.7577/pp.2002

[6] Carr, S. C. (2010). The psychology of global mobility (pp. 259-278). New York: Springer.

[7] Soong, H., Stahl, G., & Shan, H. (2018). Transnational Mobility through Education: A Bourdieusian Insight on Life as Middle Transnationals in Australia and Canada. Globalisation, Societies And Education, 16(2), 241-253.

[8] Minina, A. (2015). Home is Where the Money is: Financial Consumption in Global Mobility. Advances In Consumer Research, 43393-398.

[9] Young, J. (2017). All the World’s a School. Management In Education, 31(1), 21-26.

[10] Yaffe, D., & Educational Testing, S. (2011). “Optimizing Talent: Closing Educational and Social Mobility Gaps Worldwide”–A Salzburg Global Seminar. Policy Notes. Volume 19, Number 2, Spring 2011.

[11] Gardner-McTaggart, A. (2016). International Elite, or Global Citizens? Equity, Distinction and Power: The International Baccalaureate and the Rise of the South. Globalisation, Societies And Education, 14(1), 1-29.

[12] Findlay, A., Prazeres, L., McCollum, D., & Packwood, H. (2017). ‘It was always the plan’: international study as ‘learning to migrate’. Area, 49(2), 192-199.

[13] Colomer, L. (2017). Heritage on the move. Cross-cultural heritage as a response to globalisation, mobilities and multiple migrations. International Journal Of Heritage Studies, 23(10), 913-927. doi:10.1080/13527258.2017.1347890

[14] Kirk, S. (2016). Career capital in global Kaleidoscope Careers: The role of HRM. The International Journal Of Human Resource Management, 27(6), 681-697. doi:10.1080/09585192.2015.1042896

 

Mobility and Global Talent Management (GTM) Strategies

mobility-expatriation

Summary. The increasing number of expatriates reflects the need for multinational enterprises (MNEs) to compete in a global knowledge economy. Despite high pressure, mobility program cost management practices are often weakly formalized. To take full advantage of international assignments, the assignees’ gained knowledge should be matched with required job competencies. The ratio of parent-country nationals (PCNs) at subsidiaries is influencing business performance. Also, besides defensive and retaliatory actions, relational measures can be used to maintain access to social capital in case of poaching in the host country. Finally, intercultural training based on clearly defined goals for business and leadership development purposes can increase the success rate of international assignment significantly.


Over 200 million extra-national employees worldwide

The number of employees assigned to foreign countries in 2013 was 214 million people, tendency increasing [1]. This article focuses in places on a multinational enterprises (MNEs) setting of interdisciplinary digital businesses from a Japan perspective (with global reach) that is heavily relying on knowledge and relationship-based intangible data assets.

Room to evolve in aligning the role of mobility with talent management

The information technology industry continues to be a growing sector with fierce competition and cost pressures [2]. While almost half of IT companies do not systematically measure international assignment costs, companies respond sensitively to cost factors. For example, as a reaction to surging residence costs for expatriates, Japanese companies in 2014 sent 10,000 employees less to China than still in 2012 when the number was at 57,000 [3]. Also, an international assignee attrition rate that could be problematic for a company when too high seems to exist in the IT sector, with survey results reporting a 25% of assignee loss as compared to overall survey respondents’ average of 14%. Generally, assignee’s increase market value serves as an explanation for their moving on to better career opportunities outside of the firm. The Japanese tenure- rather than market-value-based employment system [4] could mitigate that risk though. On the other hand, some Japanese expats may not return due to concerns with too much discriminating, rigorous, and long working hours required in the Japanese working world, as a popular Japanese blog suggests [5]. In any case, to mutually benefit from mobility programs, both the employee and the firm should be able to count on HR’s ability to match the expatriate’s knowledge with job’s required competencies [6]. Furuya (2007) suggested the deliberate and proactive use of appropriate HR policies and practices (e.g., job analysis) that help realize the advantages of global assignments [7]. Indeed, successful mobility has become a barrier for Japanese MNEs; yet formal programs are rarely in place [8].

One out of five Global Mobility Trends IT sector survey participants responded that they do not know their business need for internationally experienced talents [2]. Not enough parent country nationals (PCNs) at subsidiaries is curbing business performance; too many PCNs, however, let performance decline due to increasing resistance against loss of local identity [9]. The APAC region’s (IT) companies see Brazil and second, Taiwan as their favorite destinations for foreign assignments beyond 2015 [2]. From a host country’s perspective, e.g., Taiwanese firms seek Japanese employees’ knowledge [10] and increasingly poach Japanese workers [11]. For MNEs, relational actions such as alumni to keep access to human social capital might be an additional alternative to overly defensive or punitive measures [12].

Need for intercultural training

20% of international assignees reported difficulties in acclimating to the new culture. Also, people from strong cultures like China and Japan tend to stick with their compatriots [13]. Therefore, intercultural training [2] and/or timely termination (in case of issues) of expatriate projects are crucial to avoid relational damage [6]. Also, separate but integral goals and strategies for business and talent development should be defined in Japanese MNEs mobility programs [14]. Sufficient language proficiency has to be fostered too to enable an efficient knowledge transfer [15].

References

[1] Employee Mobility and Talent Management. (2013, September). The magazine of the British Chamber of Commerce in Japan. Retrieved from https://bccjacumen.com/employee-mobility-and-talent-management/

[2] BGRS. (2016). Global Mobility Trends. Insight into how 163 Global Mobility leaders view the future of talent mobility. Retrieved from http://globalmobilitytrends.bgrs.com/#/data-highlights

[3] Cho, Y. (2016, July 07). Japanese expats being priced out of Shanghai. Nikkei Asian Review. Retrieved from https://asia.nikkei.com/Economy/Japanese-expats-being-priced-out-of-Shanghai

[4] Watanabe, M., & Miyadera, H. (2017, October 11). Moving Past Japan’s Archaic Employment Practices. Brink Asia. Retrieved from https://www.brinknews.com/asia/moving-past-japans-archaic-employment-practices/

[5] Lund, E. (2016, Jan. 30). 5 reasons why Japanese expats say sayonara to their homeland for good. Japan Today. Retrieved from https://japantoday.com/category/features/lifestyle/5-reasons-why-japanese-expats-say-sayonara-to-their-homeland-for-good

[6] Tungli, Z., & Peiperl, M. (2009). Expatriate practices in German, Japanese, U.K., and U.S. multinational companies: a comparative survey of changes. Human Resource Management, 48(1), 153-171.

[7] Furuya, N. (2007). The effects of HR policies and repatriate self-adjustment on global competency transfer. Asia Pacific Journal Of Human Resources, 45(1), 6-23.

[8] Global & Regional Mobility for Japanese MNCs – Leverage your talent pool in Asia. (n.d.). Mercer. Retrieved from https://www.mercer.co.jp/events/2016-jmnc-iap-rap-seminar-singapore-en.html

[9] Ando, N., & Paik, Y. (2014). Effects of two staffing decisions on the performance of MNC subsidiaries. Journal Of Global Mobility, (1), 85. doi:10.1108/JGM-08-2013-0051

[10] Kang, B., Sato, Y., & Ueki, Y. (2018). Mobility of Highly Skilled Retirees from Japan to Korea and Taiwan. Pacific Focus, 33(1), 58. doi:10.1111/pafo.12108

[11] Tabata, M. (2012). The Absorption of Japanese Engineers into Taiwan’s TFT-LCD Industry. Asian Survey, 52(3), 571-594.

[12] Scullion, H., & Collings, D. G. (Eds.). (2011). Global talent management. Abington, UK: Routledge.

[13] Holmes, R. (2016, June 6). Innovating mobility services in Asia Pacific. Relocate global. Retrieved from https://www.relocatemagazine.com/innovating-mobility-services-in-asia-pacific-rholmes.html

[14] Jagger, P. (2017, March 23). Bridging East to West – Japan Inc’s Top 3 HR Priorities for The Year Ahead. Retrieved from https://www.linkedin.com/pulse/bridging-east-west-japan-incs-top-3-hr-priorities-year-pichaya-jagger/

[15] Peltokorpi, V. (2015). Corporate Language Proficiency and Reverse Knowledge Transfer in Multinational Corporations: Interactive Effects of Communication Media Richness and Commitment to Headquarters. Journal Of International Management, 2149-62. doi:10.1016/j.intman.2014.11.003

dock.io (distributed control over our professional data). Join!

Worth a try as it promises more control over our data! You can join at

https://dock.io?r=mathiassager:aaaaOu60

https://dock.io/how-it-works

Some potential questions/points to discuss, especially for the Platform Cooperativism community:

  • Voting rights according to token value (not one member, one vote). So, it is “only” some participation instead of real cooperation
  • Referral program that is giving (what part exactly?) increasing platform value back to referrers. Possible for voters to determine the algorithm for the economic participation?
  • A good example of how network effect can be used to crowd-source/crowd-fund a platform
  • Openness of the network thanks to public blockchain technology
  • Accurate analysis of the current centralized platform issue. However, how will dock.io avoid becoming a centralized platform on its own?

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Global Talent Gender Gap

mathias-sasger-gender-talent-gap

Content

  • The case for gender egalitarianism
  • Prestige economies and cultural tightness
  • Functional literacy and inclusiveness
  • Strength-based approaches to fostering “female” leadership styles
  • Humanitarian principles and global egalitarian mindset

 


The case for gender equality

Although women represent half of the population in education and global workforce at career start and mid-level management, men outnumber women in all sectors’ leadership positions. The role of female talents in future leadership is a critical challenge [1] for the growth of economies [2]. A study among a big sample across 26 countries found that work-life balance, commitment, and turnover thoughts are related to perceived job autonomy that is, for women, mediated by present gender egalitarianism [3].

Prestige economies and cultural tightness

Prestige governs economies, causing countries with high expenditure in research and development to have comparatively fewer female members (e.g., Japan with 11.6% female researchers, and only 9.7% professors), while low-expenditure nations (e.g., the Philippines and Thailand employ female researchers beyond 45%) [4]. To stay with the example of Japan, nations with similar challenges related to vocational stereotypes, job availability constraints, traditional bias and a collective mindset, even when not having as much government promotion of female employment as Japan, tend to have fewer women in corporate executive positions. Roibu and Roibu (2017) ascribe this to the strictness of how social and work rules are enforced [2]. Indeed, cultural tightness, i.e., the fierceness of norms, contributes to explaining why some organizations in some countries are less successful in advocating women leadership than others [5]. However, the finding of male domination in higher leadership positions seems to be more generally a phenomenon somewhat independent of nationality, culture, and even legislation for gender equality [4].

Functional literacy and inclusiveness

Fast technological change can negatively pronounce skill deterioration during work interruption, such as caused by maternity leave [6]. Also, education needs to be carefully analyzed regarding whether it is suited to improve social inclusion or whether, in contrast, aggravates competitive exclusivity [7]. For example, functional literacy programs shouldn’t be designed as a reading and writing capability only, but as emancipatory enablers that integrate reading, writing, and socio-economic and political understanding for democratic participation and the self-efficient creation of social networks and wealth [8].

Strength-based approaches to fostering “female” leadership styles

Some woman may be more sold on power-promising, rewarding, and recognizing careers [4] and learn how to play the neo-liberal corporate game. Many, on the other hand, do also keep a philanthropic attitude that might not be come to success in an economy that rewards competition [9]. Leadership styles are evolving though, and the value of emotional intelligence is bringing female leaders, albeit slowly, into pole positions [10]. Strength-based approaches to talent development can help also preserving gender-specific genuineness throughout personal careers [11].

Humanitarian principles and global “female” mindset

The human species can change its mindset, and a female leadership style based on humanitarian principles might be precisely the fit for an increasingly globalized and cooperating world [12]. Millennial women are expected to have a high interest to play a global role [13]. Already existing transnational women’s movements [10] may additionally help to boost self-esteem to create more egalitarian local and global environments.

 

References

[1] Andrews, S. (2017). Leadership, EQ, and Gender: Global Strategies for Talent Development. TD: Talent Development, 71(2), 7.

[2] Roibu, I., & Roibu, P. A. (. (2017). The Differences between Women Executives in Japan and Romania. Oradea Journal Of Business And Economics, Vol 2, Iss 1, Pp 81-90 (2017), (1), 81.

[3] Halliday, C. S., Paustian-Underdahl, S. C., Ordonez, Z., Rogelberg, S. G., & Zhang, H. (2017). Autonomy as a key resource for women in low gender egalitarian countries: A cross-cultural examination. Human Resource Management, 57(2), 601-615.

[4] Morley, L. (2014). Lost Leaders: Women in the Global Academy. Higher Education Research And Development, 33(1), 114-128.

[5] Toh, S. M., & Leonardelli, G. J. (2013). Cultural constraints on the emergence of women leaders: How global leaders can promote women in different cultures. Organizational Dynamics, 42(3), 191-197. doi:10.1016/j.orgdyn.2013.06.004

[6] Jung, J. H., & Choi, K. (2009). Technological Change and Returns to Education: The Implications for the S&E Labor Market. Global Economic Review, 38(2), 161-184. doi:10.1080/12265080902891461

[7] Appleby, Y., & Bathmaker, A. M. (2006). The new skills agenda: increased lifelong learning or new sites of inequality?. British Educational Research Journal, 32(5), 703-717.

[8] Kagitcibasi, C., Goksen, F., & Gulgoz, S. (2005). Functional adult literacy and empowerment of women: Impact of a functional literacy program in Turkey. Journal Of Adolescent & Adult Literacy, 48(6), 472-489.

[9] Morley, L. (2016). Troubling intra-actions: gender, neo-liberalism and research in the global academy. Journal Of Education Policy, 31(1), 28-45.

[10] David, E. (2010). Aspiring to leadership …… a woman’s world? An example of developments in France. Cross Cultural Management: An International Journal, (4), 347. doi:10.1108/13527601011086577

[11] Garcea, N., Linley, A., Mazurkiewicz, K., & Bailey, T. (2012). Future female talent development. Strategic HR Review, (4), 199. doi:10.1108/14754391211234913

[12] Werhane, P. H. (2007). Women Leaders in a Globalized World. Journal Of Business Ethics, (4), 425. doi:10.1007/s10551-007-9516-z

[13] Stefanco, C. J. (2017). Beyond Boundaries: Millennial Women and the Opportunities for Global Leadership. Journal Of Leadership Studies, 10(4), 57-62. doi:10.1002/jls.21505

Reverse Mentoring and its Benefits

mathias-sager-reverse-mentoring copy

Traditional mentoring

Self-improvement can be intimidating, and personal interactions with other, like in a mentoring relationship might be extraordinarily valuable [1]. In today’s fast-changing world the potential for mentoring, especially if creatively employed, might be an increasingly useful type of relationship [2]. Yet relatively few employees got into a company mentoring program [3]. Traditional mentoring generally takes place between a senior and a junior person in a similar career field [4], a relationship that is hierarchical and one-directional in the sense that the mentor in its expert position carries the power while the newcomer mentee is deemed to receive learning [5].

Reverse mentoring for diversity and organizational success

Reverse mentoring, on the other side, can be defined as “pair[ing] younger, junior employees as mentors with older, senior colleagues as mentees to share knowledge” ([6], p. 569). Jack Welch in 1999 made this approach popular when using it in GE [7]. It is the first time that four or five generation with distinct values work in the same workplaces and have to manage related generational tensions ([8]; [9]). Reverse (respectively reciprocal) mentoring may be promising transfer processes to support global expatriate female managers as they were found to receive less monitoring than male and domestic colleagues [10]. Cross-racial reverse mentoring is another example of engaging diversity to increase organizational success [6].

Benefits for the employees

Reverse mentoring was found to benefit older adults with reduced social isolation, improved self-efficacy, and increased technological understanding, and younger colleagues can progress their teaching and communication skills [11]. Intriguingly, by collaboratively fostering the understanding of each generations qualities, inter-generational intelligence can be built [9]. Vitality, enthusiasm, and creativity are predominantly represented by the younger, lower levels of organizations; not surprising when remembering the evidence that toddlers, in general, are creative, compared to the only 2% of 44-year-olds [12]. Reverse mentoring is promising in generating new ideas [13], which is vital in valuing the human capital and use it for innovation and competitiveness as required for learning organizations [14]. Lane (2018) speculates that this effect might be the more pronounced, the bigger and the more global a firm is [7].

HR supported implementation for improved employee retention

In a study in the field of academic medicine, it was found that half of the recipients of unsatisfactory mentoring did genuinely consider quit the firm, while positive mentoring experiences reduced this number to 14% [2]. In another study reverse mentoring predicted increased affective commitment potentially decreasing turnover rates among millennial employees [15]. While informal settings may take pressure away from younger persons mentoring their superiors [16], more formal mentoring provides for clear objectives and plans how to achieve them [17]. It is essential that older leaders get the courage [13] to open up, demonstrate humility, and enter into egalitarian relationships [18]. Ideally, such openness and the diversification of the workforce [19] through reverse mentoring is systematically supported by HR too [20].

References

[1] Bollig, J. (2016). What Company Do You Keep?. Superintendent, 32.

[2] Disch, J. (2018). Rethinking Mentoring. Critical Care Medicine, 46(3), 437-441. doi:10.1097/CCM.0000000000002914

[3] Bergelson, M. (2014). Developing Tomorrow’s Leaders: Innovative Approaches to Mentorship. People & Strategy, 37(2), 18-22.

[4] Ellis, R. (2013). Reverse mentoring: Letting millennials lead the way. T And D, 67(9), 13.

[5] Morris, L. V. (2017). Reverse Mentoring: Untapped Resource in the Academy?. INNOVATIVE HIGHER EDUCATION -NEW YORK-, (4). 285.

[6] Marcinkus, Murphy W. (2012). Reverse mentoring at work: Fostering cross-generational learning and developing millennial leaders. Human Resource Management, 51(4), 549-573. doi:10.1002/hrm.21489

[7] Lane, G. (2018). REVERSE MENTORING. Professional Manager, 7-8.

[8] Stephenson, G. (2014). Breaking traditions with reciprocal mentoring. Nursing Management, 45(6), 10-12. doi:10.1097/01.NUMA.0000449766.91747.77

[9] Meister, J. C. (2017). 4 Ways Companies Are Developing Millennials for the New World Of Work. Communication World, 1-3.

[10] Harvey, M., McIntyre, N., Thompson,  H. J., & Moeller, M. (2009). Mentoring global female managers in the global marketplace: traditional, reverse, and reciprocal mentoring. International Journal Of Human Resource Management, 20(6), 1344-1361. doi:10.1080/09585190902909863

[11] Breck, B., Dennis, C., & Leedahl, S. (2018). Implementing reverse mentoring to address social isolation among older adults. Journal Of Gerontological Social Work, 1-13. doi:10.1080/01634372.2018.1448030

[12] Walton, C. (2018). Lifting the lid on creativity. Training Journal, 24-26.

[13] Gardiner, B. (2015). RBA embraces competition and reverse mentoring to drive innovation. Cio (13284045), 1.

[14] Barrett, B. (2013). Creating Virtual Mentoring Programs for Developing Intellectual Capital. Proceedings Of The International Conference On Intellectual Capital, Knowledge Management & Organizational Learning, 47-53.

[15] Catrin, H. (2017). Affective Commitment to Organizations: A Comparison Study of Reverse Mentoring Versus Traditional Mentoring Among Millennials. Binus Business Review, Vol 8, Iss 2, Pp 157-165 (2017), (2), 157. doi:10.21512/bbr.v8i2.3666

[16] Pieters, B. (2011). Reverse Mentoring: Fresh Perspectives from Future Leaders. Profiles In Diversity Journal, 13(6), 68.

[17] Jane, B. (2014). Reverse mentoring becomes a two-way street: case study of a mentoring project for IT competence. Development And Learning In Organizations: An International Journal, (3), 13. doi:10.1108/DLO-01-2014-0001

[18] Thoman, R. (2009). Reverse mentoring: How young leaders can transform the church and why we should let them. Christian Education Journal, 6(2), 432-436.

[19] Holden, L., Rumala, B., Carson, P., & Siegel, E. (2014). Promoting careers in health care for urban youth: What students, parents and educators can teach us. Information Services & Use, 34(3/4), 355-366. doi:10.3233/ISU-140761

[20] Chen, Y. (2013). Effect of Reverse Mentoring on Traditional Mentoring Functions. Leadership & Management In Engineering, 13(3), 199-208. doi:10.1061/(ASCE)LM.1943-5630.0000227

What do younger talents want?

mathias-sager-youth-young-talent-china-employee

Summary. Younger employees around the world tend to prefer more professional freedom, meaningful work, and work-life in their work. Asking only older senior HR managers might not provide sufficient insight into the generation Y’s thinking though. Listening directly to the younger employees is vital to positively influence job satisfaction, engagement, and work performance altogether. The youth’s resourcefulness, e.g., in digital media, could be used for backward/reverse mentoring to engage senior management more. Offering millennials more short-term job and internship opportunities can represent a win-win situation to gain experience from both an organizational and young talent perspective. Some examples from a Chinese perspective are presented. 


Work ethics and quality of life values

Many of the so-called gold-collar workers (GCW) who demonstrate qualities such as high problem-solving abilities in challenging environments but are also used to extraordinary financial compensation, started to quit their positions in prominent Chinese cities to seek improved work-life balance, including, e.g., increased learning and development opportunities [1]. Today’s younger generations in China, while navigating the collectivist society, can also require, even from authorities, more radical openness and honesty, especially in case of perceived unfairness [2]. Researchers found that more professional freedom, meaningful work, and work-life balance constitute job characteristics increasingly crucial as a high-level tendency across different cultures [3]. Varying work values still need to be differentiated between even various countries in East Asia itself. For example, the Chinese tend to be more individualistic, while the Japanese are more risk-averse, and the Koreans are often found somewhat in the middle [4].

Insight-led Global Talent Management (GTM) and backward/reverse mentoring

Best practice Global Talent Management (GTM) in Asia is best led by insight into economic and cultural context [2], including the specific understanding of the youth. When re-assessing HR practices, consulting only with older senior management personnel might not provide sufficient and accurate insight into the thinking of the generation Y employees [5]. A demographic shift also takes place in China where the proportion of the population of over sixty-five years is growing, which is resulting in a shrinking workforce with implication for how to manage the pool of younger talents [6]. Cooperative re-negotiation of employee structures and roles within firms might be needed. The Gallup’s global employee engagement database reveals that two-thirds of Asian CEO’s are not engaged and often feel underdeveloped [7]. Bringing together the younger generations’ digital talent and the older colleagues rich experience in a kind of backward/reverse mentoring would offer an exciting approach [2].

Short and long-term view for win-win situations

Millennials often plan differently for their future, meaning that they seek more short-term employment (i.e., of one to two years length) to gain experience at the beginning of their career [8]. Consequently, talent management practices have to deal with more employee turnover. However, especially when talent acquisition is challenged due to a lack of matching organizational demand and graduate skills, short-term assignments might offer a win-win situation overall. This is the reason why both firms and candidates see internships as an ideal avenue at professional career start [9].

Empowering the youth

For the youth being able to bring their potential to the table, managers self-identified their central role as empowering their talents in furthering self-esteem and self-promotion capability [10]. For GTM, listening to the younger generation and consider their expectations is vital to positively influence job satisfaction, engagement, and work performance altogether [3].

References

[1] Roongrerngsuke, S., & Liefooghe, A. (2013). Attracting Gold-Collar Workers: Comparing Organizational Attractiveness and Work-Related Values across Generations in China, India and Thailand. Asia Pacific Business Review, 19(3), 337-355.

[2] Claire, M. (2011). Lessons from the East: next generation HR in Asia. Strategic HR Review, (4), 11. doi:10.1108/14754391111140954

[3] Walk, M., Handy, F., & Schinnenburg, H. (2013). What do talents want? Work expectations in India, China, and Germany. Zeitschrift Fur Personalforschung, 27(3), 251-278.

[4] Froese, F. J. (2013). Work values of the next generation of business leaders in Shanghai, Tokyo, and Seoul. Asia Pacific Journal Of Management, 30(1), 297-315. doi:10.1007/s10490-011-9271-7

[5] Lynton, N., & Beechler, S. (2012). Using Chinese Managerial Values to Win the War for Talent. Asia Pacific Business Review, 18(4), 567-585.

[6] Jackson, K. (2017). Demographic shift: implications for employment policy development in the Asia-Pacific. Asia Pacific Business Review, 23(5), 738-742. doi:10.1080/13602381.2017.1295558

[7] Ratanjee, V. (2014). Bridging the Leadership Gap in Asia. Gallup Business Journal, 4.

[8] Groden, C. (2016). Five Things You Can Do to Attract Millennial Talent. Fortune International (Asia), 173(4), 182.

[9] Rose, P. (2013). Internships: Tapping into China’s next generation of talent. Asia-Pacific Journal Of Cooperative Education, 14(2), 89-98.

[10] Middleton, J. (2012). secrets to tapping the talent in young Pacific people. Human Resources Magazine, 17(1), 34-35.

Global Talent Management (GTM) in China: Between Globalization and Tradition

China global talent management

Summary. Although multi-national enterprises (MNEs) in China are looking for talents who can balance domestic and international challenges, the evolving education and Global Talent Management (GTM) systems struggle with the timely identification, development, and retention of a workforce that is matching the required demand of new and future skills. Respect for the Chinese culture and access to so-called guanxi business networks shaped by collectivist cultural values are needed to access business opportunities. On the other hand, the opening up of secretive circles and empowering students and employees for more self-determined and problem-based learning could provide avenues to close the gap between theory and practice as well as more equality in talent development, hopefully resulting in increased entrepreneurship and innovation.

Continue reading Global Talent Management (GTM) in China: Between Globalization and Tradition

Global Mindset in Japan: A Critical Evaluation

mathias-sager-global-mindset-japan

Summary. This article critically sheds light on current socio-economic challenges for Japan and the need for developing a global mindset for companies in a globalizing world. With little chance for getting a management position before the age of 40 and confronted with dominating domestic demand for a monolingual male workforce, Japan’s youth gets blamed for being ‘insular’ and individually responsible for the lack of global mindsets. To improve global success, Japanese HR practices’ global talent management programs have to address the need for highly skilled and globally minded talents in Japan and their expatriates. Japan-specific, step-by-step, and creative alternative solutions may be required to make it happen.


 

Japan’s current unclear development of its role in global economy comes from various challenges such as two decades lasting economic stagnation [1] and increased competition from China and India [2]. Salary men sweat devotedly for the big companies and government agencies for the return of stable careers, while their wives take care of raising the next generation guaranteeing the continuation of the system that has become antithetical to fast-paced global changes [2]. A global mindset is needed for many Japanese organization, and there are calls for a related shift in education ([3]; [4]). However, most Japanese companies favor domestic monolingual male workforce [5], which informs higher education in the way that fewer and fewer students in Japan envision to study abroad [6]. The collectivist Japanese culture might emphasize that trend as the unity of family raises expectations for children not to stay away from their family and take care of their parents [7].

Japanese see the development of a global mindset as an individual rather than an organizational burden. Due to seniority-based promotion systems, only 9% of Japanese managers are below the age of 40, compared to 62% in India and 76% in China [1]. Ironically, the lack of talents with global mindsets has not been associated with strict hiring practices, bigoted immigration policies, or with conservative firm cultures but instead the ‘insular’ young people, the so-called ‘uchimuki,’ are blamed for keeping the island inwardly retreated [8].

Japanese HRM practices’ global talent management initiatives have been reported to not being suitable to attract sufficient talent with a global mindset for multinational enterprises [9]. English in Japan is still treated as belonging to the US or UK rather than being a global language [8]. HR brokers until today have mostly focused on low-skilled short-term immigration [10]. Therefore, not surprisingly, Japan ranks last behind all major industrialized nations regarding the percentage of foreign academics and engineers employed [11].

A trend of an increasing number of Japanese self-initiated expatriate entrepreneurs to developing countries in Asia indicates the presence of not only entrepreneurial but also global mindsets as related to social and sustainability missions [12]. Japanese multinationals, however, comparatively have difficulties to go international with their often highly successful local businesses in which the home-country expatriates obviously need to re-assess their globalization abilities [13]. For example, Japanese business men are used to relationship-based marketing [14] and would need to adapt to a more need-based style when selling abroad [7]. Maybe hybrid forms of globalization activities, developed through Japan-based HR training can advance the integration of cultural differences to promote global success [1]. Anti-globalization sentiments after the nuclear plant accident in Fukushima in 2011 and perceptions of unfairly exploitative global businesses may require an alternative kind of globalization as happening in the arts that, e.g., builds on alternative smaller destinations [15]. Step-by-step quick wins could increase confidence in more long-term investment into global mindsets to improve results from globalization [16].

References

[1] Ananthram, S., Pick, D., & Issa, T. (2012). Antecedents of a Global Mindset: A Mixed Method Analysis of Indian, Chinese and Japanese Managers. Contemporary Management Research, 8(4), 305-329.

[2] Ananthram, S., Grainger, R., & Tominaga, H. (2014). Constituents of a global mindset: an empirical study with Japanese managers. Japan Studies Review, 91-114.

[3] Li, S. (2014). The Conversion of Homogeneous State to Global Society: The Changes in Japan from a Higher Education Perspective. Procedia Social And Behavioral Sciences, 140(1), 553.

[4] Danielewicz-Betz, A., & Kawaguchi, T. (2014). Preparing Engineering Students for Global Workplace Communication: Changing the Japanese Mindsets. International Journal Of Engineering Pedagogy, 4(1), 55-68. doi:10.3991/ijep.v4i1.3297

[5] Kobayashi, Y. (2013). Global English Capital and the Domestic Economy: The Case of Japan from the 1970s to early 2012. Journal Of Multilingual And Multicultural Development, 34(1), 1-13.

[6] Normile, D. (2015). Japan looks to instill global mindset in grads. Science, 347(6225), 937.

[7] Michaeli, M., Lazo, A., Thao Phung, N., Moussavi, M., & Steinberg, H. (2017). Global Cultural and Accounting Difference between Japan and the USA. Allied Academies International Conference: Proceedings Of The Academy Of Accounting & Financial Studies (AAFS), 22(1), 22.

[8] Burgess, C. (2015). To Globalise or Not to Globalise? “Inward-Looking Youth” as Scapegoats for Japan’s Failure to Secure and Cultivate “Global Human Resources”. Globalisation, Societies And Education, 13(4), 487-507.

[9] Furusawa, M., & Brewster, C. (2015). The bi-cultural option for global talent management: the Japanese / Brazilian Nikkeijin example. Journal Of World Business, 50(1), 133-143. doi:10.1016/j.jwb.2014.02.005

[10] Conrad, H., & Meyer-Ohle, H. (2018). Brokers and the Organization of Recruitment of ‘Global Talent’ by Japanese Firms–A Migration Perspective. Social Science Japan Journal, 21(1), 67. doi:10.1093/ssjj/jyx032

[11] Oishi, N. (2013). Migration and competitiveness in science and engineering in Japan. Migration Letters, 10(2), 228-244.

[12] Yokoyama, K., & Birchley, S. L. (2018). Mindset and Social Entrepreneurship: Japanese Self-initiated Expatriate Entrepreneurs in Cambodia. Journal Of Entrepreneurship And Innovation In Emerging Economies, 4(1), 68.

[13] Black, J. S., & Morrison, A. J. (2012). The Japanese Global Leadership Challenge: What It Means for the Rest of the World. Asia Pacific Business Review, 18(4), 551-566.

[14] Yang, L., & Peter R.J., T. (2008). The link between cultural value systems and strategic marketing : Unlocking the mindset of Japanese and South Korean managers. Cross Cultural Management: An International Journal, (1), 62. doi:10.1108/13527600810848836

[15] Mōri, Y. (2015). New collectivism, participation and politics after the East Japan Great Earthquake. World Art, 5(1), 167.

[16] Yamada, K. (2016). Financing Sustainable Development with Enhanced Domestic Resource Mobilization: Transitional Role of International Cooperation. Asia-Pacific Development Journal, 23(2), 61-80.

Cultural intelligence (CQ)

mathias-sager-cultural-intelligence copy

This article describes the relationships of cultural intelligence (CQ) with other types of intelligence, motivation, and leadership behavior. Mindfulness provides for a conceptualization of intercultural competence. CQ is a useful competency for acculturation challenges as required for expatriate talents in multinational enterprises. People used to minority status, people from more diverse environments, and those with higher CQ experience more positive acculturation and psychological well-being. For Global Talent Management CQ is essential as a predictor of performance and creativity and therefore increasingly used as assessment tool also for transformational leadership styles.

Emotional and social intelligence, motivation, and leadership behavior

Human capital is the major sub-factor of intellectual capital that contains a measurement of “sharing and reporting knowledge” [1], indicating that social competencies are acquired capabilities on the basis of emotional intelligence [2]. Cultural intelligence (CQ) might be essential to enable sharing across cultures as it means the ability to adapt to a new culture through open-mindedness and judgment-free respect for others [3]. CQ moderates emotional intelligence and leadership behavior [4]. Indeed, to understand emotional intelligence, cross-cultural differences need to be understood too [5]. As emphasized in the theory of emotional and social intelligence competencies (ESC), the motivation to make use of the competencies is vital to consider too [2].

Mindfulness, acculturation, and psychological well-being

Mindfulness might provide for a comprehensive conceptualization of intercultural competence as a cultural sensitivity that is put in action as a result of reflection [6]. Cross-cultural intelligence can be taught through different respectively the combination of methods such as lectures, literature, exchange sessions, and most effectively field trips [7]. CQ is also a significant contributor to career capital [8], potentially not only across geographies, but also in navigating company cultures [9]. Direct inter-cultural contact impacts both cultures involved, a process that is called acculturation [10]. The challenges that come with such foreign cultural influences might be a reason why it is often difficult to find talents who are willing to live abroad. People used to minority status, people from more diverse environments, and those with higher CQ experience more positive acculturation and psychological well-being [11].

Performance improvement and transformational leadership

Assessing CQ is highly useful for global talent management as there is a proven positive correlation with job performance [12]. Thanks to higher-quality cross-cultural social exchanges, knowledge hiding, on the one hand, can be decreased and creativity, on the other hand, improved [13]. It is, therefore, not surprising that culturally intelligent global leaders are high in demand [3]. An impressing percentage of 92% (out of 100) of companies who invested into improving CQ increased revenues within one and a half years [14]. Multinational organizations’ talent management functions fare well with using CQ as a selection tool [15]. Social intelligence and CQ also predict effective transformational leadership styles [16] as it allows the appropriate adaption of behavior to cultural differences [3].

References

[1] Wang, C. (2007). Prioritization of human capital measurement indicators using fuzzy AHP. Expert Systems With Applications, 32(4), 1100-1112.

[2] Emmerling, R. J., & Boyatzis, R. E. (2012). Emotional and social intelligence competencies: cross cultural implications. Cross Cultural Management-An International Journal, 19(1), 4-18.

[3] Ramsey, J. R., Rutti, R. M., Lorenz, M. P., Barakat, L. L., & Sant’anna, A. S. (2017). Developing Global Transformational Leaders. Journal Of World Business, 52(4), 461-473. doi:http://dx.doi.org.liverpool.idm.oclc.org/10.1016/j.jwb.2016.06.002

[4] Alon, I., & Higgins, J. M. (2005). Global leadership success through emotional and cultural intelligences. Business Horizons, 48(6), 501-512. doi:10.1016/j.bushor.2005.04.003

[5] Bangun, Y. R., & Iswari, K. R. (2015). Searching for Emotional Intelligence Measurement in Indonesia Context with Innovative Approach. Procedia – Social And Behavioral Sciences, 169(The 6th Indonesia International Conference on Innovation, Entrepreneurship, and Small Business (IICIES 2014), 337-345. doi:10.1016/j.sbspro.2015.01.318

[6] Tuleja, E. A. (2014). Developing Cultural Intelligence for Global Leadership through Mindfulness. Journal Of Teaching In International Business, 25(1), 5-24.

[7] Putranto, N. R., Gustomo, A., & Ghazali, A. (2015). Analysis of Cross Cultural Management Course Pedagogy Methods in Developing Students’ Cultural Intelligence. Procedia – Social And Behavioral Sciences, 169(The 6th Indonesia International Conference on Innovation, Entrepreneurship, and Small Business (IICIES 2014), 354-362. doi:10.1016/j.sbspro.2015.01.320

[8] Cao, L., Hirschi, A., & Deller, J. (2012). Self-initiated expatriates and their career success. Journal Of Management Development, 31(2), 159. doi:10.1108/02621711211199494

[9] Earley, P. C., & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business Review, 82(10), 139.

[10] de Figueiredo, J. M. (2013). Prevention of demoralization in prolonged bicultural conflict and interaction: the role of cultural receptors I – description of a natural experiment. The International Journal Of Social Psychiatry, 59(5), 419-430. doi:10.1177/0020764012462660

[11] Volpone, S. D., Marquardt, D. J., Casper, W. J., & Avery, D. R. (2018). Minimizing Cross-Cultural Maladaptation: How Minority Status Facilitates Change in International Acculturation. Journal Of Applied Psychology, 103(3), 249-269. doi:10.1037/ap10000273

[12] Daher, N. (2015). EMOTIONAL AND CULTURAL INTELLIGENCES AS AN ASSESSMENT TOOL FOR RECRUITING, SELECTING AND TRAINING INDIVIDUAL CANDIDATES. International Journal Of Business & Public Administration, 12(1), 167.

[13] Bogilović, S., Černe, M., & Škerlavaj, M. (2017). Hiding behind a mask? Cultural intelligence, knowledge hiding, and individual and team creativity. European Journal Of Work And Organizational Psychology, 26(5), 710-723. doi:10.1080/1359432X.2017.1337747

[14] Roberts, L. G. (2010). Looking beneath the tip of the iceberg: cultural intelligence in international education. International Schools Journal, 30(1), 38.

[15] Jyoti, J., & Kour, S. (2017). Factors affecting cultural intelligence and its impact on job performance Role of cross-cultural adjustment, experience and perceived social support. Personnel Review, 46(4), 767-791.

[16] Robert, E., & Radha, S. (2012). Measuring social and emotional intelligence competencies in the Indian context. Cross Cultural Management: An International Journal, (1), 30. doi:10.1108/13527601211195619

 

 

Developing Cultural Empathy: Perspective Taking

mathias-sager-culture_empathy_perspective

This article reflects on example biases that could impact one’s intercultural behavior and decision making and how the role of the media is shaping ideas about cultures. Finally, specifics of the European culture are analyzed as relevant for global talent management issues.

Culture is an unconsciously learned way of thinking and living of a particular group of people that reinforces that worldview through its in-group similarity [1]. To change ‘cultural DNA’ requires time, although the term refers to a psychological instinct built through the adaption of societal norms rather than through a genetic constitution. Different environmental challenges brought up intellectual orientations, which cannot be judged; they are just different. While empathy is considered to allow understanding between people, the bridges built between some may be the boundaries for others. This risks to cement in- and out-group hierarchies [2]. Besides empathy, enhanced critical thinking abilities are necessary to unveil moral subjectivity and contribute to increased cross-cultural understanding [3].

Humans everywhere have the same desires, fears, and motivations [4]. Cultural differences shouldn’t be judged but seen rather relative [5] and therefore not to be blamed [1]. Judgments can unavoidably happen from unconscious biases triggering stereotypical exaggeration, or simplification out of context that result in prejudices. These are not immutable though in the sense that between bias and action critical thinking was not possible [6]. People have a psychological tendency to accredit more humanness to oneself than to others [7] The level of empathy is predictive of the strength of this in-/out-group bias [8]. Research found that more collectivist cultures show stronger empathy for in-group members [9]. If in an individualist culture, an individualistic mindset is activated though, all but the self may be considered as out-group members [10]. Contact with other cultures is the best means to anticipate such bias [11] and relationships with outgroups potentially reduces prejudice [12].

Be it for peace between countries or the functioning of multi-national organizations, intergroup empathy has become an increasingly important global challenge [4]. How balanced the media selects and presents its news is playing a vital role in shaping the cross-cultural understanding of individual, group, and societal identities. Media literacy, therefore, is a key strategy to develop cultural perspective-taking [13].

Despite Europe’s diverse composition of nations, the continent’s genetic base is much less variable than that of many other global regions. Europe is (to stay with the example) characterized by high in-group equality, which, on the other hand, may also degenerate into out-group domination. European leaders tend to be inclusive [4]. Indeed, German SME’s, for example, include all or most of the employees in Talent Management practices, which is in contrast to typical multinational enterprises [14]. Egalitarian attitudes within Europe cause leaders to backup leadership processes with bureaucratic rules that come with a loss in speed compared to other cultures. The European focus on individual rights, creativity and innovation, professional relationships, and the use of evidence-based data (in comparison to more intuitive thinking) might be an asset for fostering objectivity in global talent management practices [4]. This is important for talent-based economies as found in Western Europe [15] to remain competitive in the sourcing of global talent [16].

References

[1] Williams, T. R. (2013). Examine Your LENS: A Tool for Interpreting Cultural Differences. Frontiers: The Interdisciplinary Journal Of Study Abroad, 22148-165.

[2] Hollan, D. (2012). Author reply: The definition and morality of empathy. Emotion Review, 4(1), 83. doi:10.1177/1754073911421396

[3] Murray, J. W. (2015). Critical Thinking Activities and the Enhancement of Ethical Awareness: An Application of a “Rhetoric of Disruption” to the Undergraduate General Education Classroom. Open Review Of Educational Research, 2(1), 240-258.

[4] Bains, G. (2015). Cultural DNA: The psychology of globalization. Hoboken, NJ: Wiley.

[5] Gareis, E. (2005). Relativism versus Universalism: Developing a Personal Philosophy. Communication Teacher, 19(2), 39-43.

[6] Harris, W. T. (2010). Ending racism starts with accepting bias: bias is inevitable, racism is not. Retrieved from https://www.psychologytoday.com/ blog/colorstruck/201005/ending-racism-starts-accepting-bias

[7] Park, J., Haslam, N., Kashima, Y., & Norasakkunkit, V. (2016). Empathy, culture and self-humanising: Empathising reduces the attribution of greater humanness to the self more in Japan than Australia. International Journal Of Psychology, 51(4), 301-306.

[8] Krumhuber, E. G., Swiderska, A., Tsankova, E., Kamble, S. V., & Kappas, A. (2015). Real or Artificial? Intergroup Biases in Mind Perception in a Cross-Cultural Perspective. Plos One, 10(9), e0137840. doi:10.1371/journal.pone.0137840

[9] Chenbo, W., Bing, W., Yi, L., Xinhuai, W., & Shihui, H. (2015). Challenging emotional prejudice by changing self-concept: priming independent self-construal reduces racial in-group bias in neural responses to other. Social Cognitive & Affective Neuroscience, 10(9), 1195-1201. doi:10.1093/scan/nsv005

[10] Jiang, C., Hou, Y., Han, S., & Varnum, M. W. (2014). Distinct effects of self-construal priming on empathic neural responses in Chinese and Westerners. Social Neuroscience, 9(2), 130-138.

[11] Dopierała, A., Jankowiak-Siuda, K., & Boski, P. (2017). Empathy gap – what do we know about empathizing with others′ pain?. Polish Psychological Bulletin, Vol 48, Iss 1, Pp 111-117 (2017), (1), 111. doi:10.1515/ppb-2017-0014

[12] Inzlicht, M., Gutsell, J. N., & Legault, L. (2012). Mimicry reduces racial prejudice. Journal Of Experimental Social Psychology, 48(1), 361-365. doi:10.1016/j.jesp.2011.06.007

[13] Cole-Adams, J. (2013). Developing Intercultural Understanding with Difference Differently. Ethos, 21(1), 25-28.

[14] Festing, M., Schaefer, L., & Scullion, H. (2013). Talent management in medium-sized German companies: an explorative study and agenda for future research. International Journal Of Human Resource Management, 24(9), 1872-1893.

[15] Oshri, I., & Ravishankar, M. (2014). On the attractiveness of the UK for outsourcing services. Strategic Outsourcing: An International Journal, (1), 18. doi:10.1108/SO-11-2013-0022

[16] Anil, K. (2006). STRATEGIES FOR GLOBAL R&D. Research Technology Management, (2), 48.

Developing Human Capital: Success and Failure in Learning

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Psychologists in the past have conceptualized talent as an IQ-like cognitive ability [1], and practice focused on the view of human achievements to be limited by innate characteristics [2]. Human cognitive processing is indeed universally depending on sensory abilities, often biased and unaware of its own mechanisms, and limited to a relatively bounded range of working memory capacity [3]. However, these innate factors are not directly encoding skills, but the development of human expertise rather relies on whether or not and how experience and training are happening [4].

Deliberate practice

Ericsson, Prietula, and Cokely (2007) [5] describe “deliberate practice” [6], which is the direction of efforts towards learning something that can’t be done well yet as compared to an already familiar task. Deliberate thinking develops the concentration and accepting consideration of even painful feedback (people tend to over-estimate their skills and performance) to practice new things that are, therefore, more challenging to approach [5]. Learning outside of one’s comfort zone has been found favorable for reaping the benefits from brain plasticity allowing for ongoing cognitive health even in older age [7].

Cognitive skills

The development of cognitive abilities needs practice because it is, for example, relying on stored contextual information for improved anticipation and decision-making [8]. The so-called psychological support skills are more domain-general, can respectively have to be learned too though, improve motivation, attention, and anxiety, and comprise of mental abilities such as imagery, self-talk, relaxation skills, goals setting, and organizing [9]. Also, spatial abilities have been found supportive of developing expertise in science, technology, and engineering education [10].

Self-efficacy and motivation

Performance achievement requires self-confidence in one’s ability to learn. For any learning, it is vital to develop this life-skill of self-efficacy [11]. Self-efficacy helps develop a stronger sense of hope and purpose of life [12]. The attribution of failure to controllable factors (such as one’s development of abilities) causes individuals to think more positively, being more motivated and perseverant, and perform more successfully [13]. While available to all, proactive personalities might access self-efficacy more easily though [14]. The so-called Deep Layer Learning Motivation (i.e., the interest in internal motivation, as opposed to external motivators) is positively related to learning performance and self-efficacy [15]. All this taken together, the possibility of creating an upward spiral for developing human capital exists through the mutually reinforcing effects of positive self-belief, intrinsic motivation, and successful learning achievement.

Creating a supportive environment

How a student, including the gifted [16], perceives the supportiveness of his/her learning environment, e.g., colleagues, family, and teachers, influences the motivation for self-directed engagement [17]. This demonstrates the importance of a practice-friendly design of learning environments [18]. The Triarchic Model of Grit has been evaluated a valid and reliable tool for measuring talent development self-efficacy and has recently added the dimension of ‘adaptability to situations’ to the already established dimensions of ‘perseverance of effort’ and ‘consistency of interests’ [19]. This could be especially useful to assess a conception of talent (respectively ability) that is seen as a more multi-dimensional function of person-environment interactions ensuring that educational policies and programs are consequently designed and promoted as opportunities for all [20].

References

[1] Shore, B. M. (2010). Giftedness Is Not What It Used to Be, School Is Not What It Used to Be, Their Future, and Why Psychologists in Education Should Care. Canadian Journal Of School Psychology, 25(2), 151. doi:10.1177/0829573509356896

[2] Helding, L. (2011). Innate Talent: Myth or Reality?. Journal Of Singing, 67(4), 451.

[3] Mislevy, R. J. (2010). Some implications of expertise research for educational assessment. Research Papers In Education, 25(3), 253-270. doi:10.1080/02671522.2010.498142

[4] Kaufman, S. B., & Duckworth, A. L. (2017). World‐class expertise: A developmental model. Wires Cognitive Science, 8(1-2), 1-7.

[5] Ericsson, K. A., Prietula, M. J., & Cokely, E. T. (2007). The Making of an Expert. (cover story). Harvard Business Review, 85(7/8), 114.

[6] Howard, R. W. (2007). Learning curves in highly skilled chess players: A test of the generality of the power law of practice. Acta Psychologica, 15116-23.

[7] Train your brain: Practicing a new and challenging activity is a good bet for building and maintaining cognitive skills. (2018). Harvard Men’s Health Watch, 22(8), 3.

[8] Williams, A. M., Ford, P. R., Eccles, D. W., & Ward, P. (2011). Perceptual-cognitive expertise in sport and its acquisition: Implications for applied cognitive psychology. Applied Cognitive Psychology, 25(3), 432-442. doi:10.1002/acp.1710

[9] Eccles, D. W., & Feltovich, P. J. (2008). Implications of domain-general “psychological support skills” for transfer of skill and acquisition of expertise. Performance Improvement Quarterly, 21(1), 43-60. doi:10.1002/piq.20014

[10] Kell, H. J., & Lubinski, D. (2013). Spatial ability: A neglected talent in educational and occupational settings. Roeper Review: A Journal On Gifted Education, 35(4), 219-230. doi:10.1080/02783193.2013.829896

[11] Mehmet Emin, T., Eyüp, Ç., & Murat, İ. (2015). Career and Talent Development Self-Efficacy Scale: Adaptation and Validation in the Turkish Population. International Journal Of Psychology And Educational Studies , Vol 2, Iss 1, Pp 1-8 (2015), (1), 1. doi:10.17220/ijpes.2015.01.001

[12] Lane, F. C., & Schutts, J. W. (2014). Predicting the Presence of Purpose through the Self-Efficacy Beliefs of One’s Talents. Journal Of College And Character, 15(1), 15-24.

[13] Rascle, O., Le Foll, D., Charrier, M., Higgins, N. C., Rees, T., & Coffee, P. (2015). Durability and generalization of attribution-based feedback following failure: Effects on expectations and behavioral persistence. Psychology Of Sport & Exercise, 1868-74. doi:10.1016/j.psychsport.2015.01.003

[14] Kim, H. S., & Park, I. (2017). Influence of Proactive Personality on Career Self-Efficacy. Journal Of Employment Counseling, 54(4), 168-182. doi:10.1002/joec.12065

[15] Xiaolu, Z., & Ling, T. (2017). Study on learning motivation for innovative talents of local normal universities. Journal Of Interdisciplinary Mathematics, 20(6/7), 1401-1405. doi:10.1080/09720502.2017.1382145

[16] Mullet, D. R., Kettler, T., & Sabatini, A. (2018). Gifted Students’ Conceptions of Their High School STEM Education. Journal For The Education Of The Gifted, 41(1), 60-92.

[17] Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I Believe I Achieve Determines Whether I Achieve. High Ability Studies, 28(1), 59-72.

[18] Sloboda, J. A. (2000). Individual differences in music performance. Trends In Cognitive Sciences, 4(10), 397-403. doi:10.1016/S1364-6613(00)01531-X

[19] Datu, J. D., Yuen, M., & Chen, G. (2017). Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students. Personality And Individual Differences, 114198-205.

[20] Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165-182. doi:10.1207/S15326985EP3703_3

Job analysis and its role in global talent management (Incl. insights from Japan)

1. The role of job analysis in Global Talent Management

2. Japanese tendencies and the focus on people vs. positions

3. Towards systematic talent identification

mathias-sager-talent-identification.jpg


1. The role of job analysis in Global Talent Management

The identification of talent is a central aspect of Global Talent Management (GTM) practices in multinational enterprises (MNE’s) [1]. Job analysis respectively competency analysis constitutes a required input for talent identification [2]. However, traditional job analysis that has represented a fundamental necessity for many HR activities seems to have become increasingly outdated [3]. Indeed, the number of current articles about job analysis is decreasing, while, in contrast, related fields such as competency modeling and work analysis describing more broadly and evolving organizational roles are trending [4]. The relative popularity of competency models may be explained by its alignment with organizational strategy and related performance goals [3].

The diminishing relevance of the use of job analysis results such as job descriptions, may come from the shift towards recruitment strategies that are led not by vacancies but rather by onboarding talents to be able to fill strategic roles when they arise. Therefore, rather than looking at existing job tasks, companies strategically may look, especially concerning their leadership competency profiles, for visionary talents who are well connected, cross-culturally skilled, and whose values match well with the firm culture [1].

Another essential consideration in evaluating the utility of job analysis in Talent Management is the level of detail that is elaborated to describe job requirements. While more holistic approaches result in more generic and abstract information convince through their cost-efficiency, the gathering of more detailed data is supporting the judgment process of what specifics contribute to the overall ratings of importance [5]. Researchers argue that the psychometric quality of competency models decline when judgments are based on broad job descriptions [3].

2. Japanese tendencies and the focus on people vs. positions

Japanese talent acquisition practices are strongly shaped by domestic approaches [6], which the interview results of this study also confirm. The identification of skills, abilities, knowledge and other characteristics (KSAOs) informs talents identification. Although methods such as, e.g., job analysis [1] focusing on jobs as a starting point for Talent Management are a promoted view [7], Japanese (multinational) companies tend to work the other way around, i.e., starting with people and then figuring out where to go with the workforce.

The concept of lifetime employment is still alive in Japan. When keeping people is an overarching goal of an organization, job descriptions, and missing job descriptions respectively would limit maneuvering room. Line managers’ expectation rather than job requirement and talent assessment documentation is determining who’s considered to be a talent suitable for what position. This relational focus on work, however, is an important aspect of complex job roles in general and everywhere [8]. However, a tendency towards influencing employee behavior subjectively from manager’s perspective versus a more objective reliance on job descriptions [9] was identified a specific feature of Japanese talent management.

While modern talent approaches may shift from input to a more output-oriented view [7], past achievements (e.g., education and type of university), as well as seniority, are decisive for the employee payments and promotions [10]. On the other side, HR positions often get occupied by staff who is rotated, even against their will. The interview repeatedly pointed to the need for more education to address the lack of HR and talent management capabilities as measured against good global practices and evidenced anecdotic by especially young talents who seem to expect more consideration for their career aspirations. As for job analysis, inexperience, in contrast to carelessness, would not necessarily have to result in low quality judgments though [5].

3. Towards systematic talent identification

Job analysis can uncover needs for improvement in work environments [11] and have positive effects on talent management, such as objective and talent-focusing development. Improper job descriptions leaving employees unclear about their duties and competencies can also lead to legal issues [12]. As, for example, Hitachi demonstrated, the implementation of systematic talent identification and evaluation can improve multinational operations [10]. Albeit talent selection by fixed job characteristics might have become an insufficient method [13], the usage of some work profiles to create good matches between individuals and jobs would be advantageous for staff and organizations alike [14]. A better (psychological) understanding of strategic jobs from an organization’s HR perspective would for sure help underline the importance of talent management [15] in achieving the increasingly complex and global organizational goals.

References

[1] Scullion, H., & Collings, D. G. (Eds.). (2011). Global talent management. Abington, UK: Routledge.

[2] Lucie, V., Hana, U., & Helena, S. (2016). Identification and Development of Key Talents through Competency Modelling in Agriculture Companies. Acta Universitatis Agriculturae Et Silviculturae Mendelianae Brunensis, Vol 64, Iss 4, Pp 1409-1419 (2016), (4), 1409. doi:10.11118/actaun201664041409

[3] Stevens, G. W. (2013). A critical review of the science and practice of competency modeling. Human Resource Development Review : HRD Review, 12(1), 86-107.

[4] Sanchez, J. I., & Levine, E. L. (2012). The Rise and Fall of Job Analysis and the Future of Work Analysis. Annual Review Of Psychology, 63(1), 397-425. doi:10.1146/annurev-psych-120710-100401

[5] Morgeson, F. P., Spitzmuller, M., Garza, A. S., & Campion, M. A. (2016). Pay Attention! The Liabilities of Respondent Experience and Carelessness When Making Job Analysis Judgments. Journal Of Management, 42(7), 1904. doi:10.1177/0149206314522298

[6] Conrad, H., & Meyer-Ohle, H. (2017). Overcoming the ethnocentric firm? – foreign fresh university graduate employment in Japan as a new international human resource development method. International Journal Of Human Resource Management, 1-19. doi:10.1080/09585192.2017.1330275

[7] Henry Stewart Talks (Producer) (2012) David Collings: Talent management [Online video]. Retrieved from http://hstalks.com.ezproxy.liv.ac.uk/main/view_talk.php?t=2206&r=587&c=250

[8] Schein, E. H., & Van Maanen, J. (2016). Career anchors and job/role planning: Tools for career and talent management. Organizational Dynamics, 45(3), 165-173. doi:10.1016/j.orgdyn.2016.07.002

[9] Sanchez, J., & Levine, E. (2009). What is (or should be) the difference between competency modelling and traditional job analysis? Human Resource Management Review, 19(2), 53–63.

[10] Yamaguchi, T. (2014). Standardizing HR Practices Around the World. Harvard Business Review, 92(9), 80-81.

[11] Ishihara, I., Yoshimine, T., Horikawa, J., Majima, Y., Kawamoto, R., & Salazar, M. (2004). Defining the roles and functions of occupational health nurses in Japan: results of job analysis. AAOHN Journal, 52(6), 230-241.

[12] Smith, K. J. (2015). Conducting Thorough Job Analyses and Drafting Lawful Job Descriptions. Employment Relations Today (Wiley), 41(4), 95-99. doi:10.1002/ert.21479

[13] Using Rough Set Theory to Recruit and Retain High-Potential Talents for Semiconductor Manufacturing. (2007). IEEE Transactions on Semiconductor Manufacturing, Semiconductor Manufacturing, IEEE Transactions on, IEEE Trans. Semicond. Manufact, (4), 528. doi:10.1109/TSM.2007.907630

[14] Sharp, P. (2011). The LIFE Technique – Creating a Personal Work Profile. Electronic Journal Of Knowledge Management, 9(1), 57-72.

[15] Becker, B. E., & Huselid, M. A. (2010). SHRM and job design: Narrowing the divide. Journal Of Organizational Behavior, 31(2-3), 379-388. doi:10.1002/job.640

Talent (on other than the individual level)

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Some job performances (e.g., the financial results created by investment bankers) is often depending on external factors and is therefore at least difficult to explain and can serve as a reminder that causes of performance often need to be found on other than the individual level alone. This is interesting as it leads to less intuitive notions of talent such as team talent. Also, example conditions under which collective talent may develop best are discussed in this article.

Talent analytics and the search for the ‘why’

Big data analysis can reveal accurate prediction of outcomes, but it often cannot provide meaningful insight into and interpretation of the underlying or antecedent causes. Talent Analytics (TA) is considered a promising use of big data in HR management [1]. Obstacles such as breaking through data silos need to be overcome to harness the full potential of big data analysis. The same might be true for understanding more complex interdependencies that lead to organizational performance. Not only individual performance but the environment in which it occurs is determining results. For example, N’Cho (2017) has found that companies with more audit committee members were able to create higher profits; possibly a non-intuitive fact for many.

Team talent

The most innovative shop doesn’t generate revenues without marketing [2]. From an organizational perspective, team talent as distinctive to individual talent may be an interesting concept in the way that it is a team commonality. Consequently, group incentives have proven to increase the efficiency of collective efforts (e.g., through reduction of so-called free riding), especially in the knowledge economy [3]. Evidence of studies of Major League Baseball teams also supports the concept of team talent. Allocation of profits is closely linked with the distribution of productivity, and it seems that eliminating weak links in favor of a more homogeneous team is significantly driving team improvement [4]. The celebration of stars should not neglect the appreciation of the importance of the supporting B players as they overall contribute far more to a firm’s durable performance [5]. According to the Peter Principle, leaders often remain at positions in which they are overwhelmed, an impression the financial crisis could not correct. From that perspective, it’s not the leaders who matter, but the people who are competently doing their job [6].

Encouraging and competitive environments

There is compelling evidence that trust between managers and staff dramatically increase shareholder return. If employees are not regarded as relatively fixed resources to exploit, but rather as a human potential to develop [7], their performance increases [8]. Talent has become an even more valuable asset than capital itself [9] and needs to be kept free, encouraged, and heard because control is diminishing is potential [10] However, in contrast, on CEO level, competition to control for the risk of misreporting showed to be good advice [11].

Entrepreneurial talent

Entrepreneurial talent that is mainly characterized by a well-connected network around the company founders was identified to account for the organizations’ profitability and financial success [12]. In that sense, entrepreneurial talent provides another example for relationships with factors other than skill-level measures that determine talent and related business performance.

Photo credit: geralt (pixabay.com)

References

[1] N’Cho, J. (2017). Contribution of talent analytics in change management within project management organizations The case of the French aerospace sector. Procedia Computer Science, 121625. doi:10.1016/j.procs.2017.11.082

[2] Loyd, S. (2002). Has talent, needs customers : An engineering lab profits from its first strategy experiments. Strategy & Leadership, (3), 34. doi:10.1108/10878570210427936

[3] Meagher, K., & Prasad, S. (2016). Career concerns and team talent. Journal Of Economic Behavior And Organization, 1291-17. doi:10.1016/j.jebo.2016.05.019

[4] Schmidt, M. B. (2009). The nonlinear behavior of competition: the impact of talent compression on competition. Journal Of Population Economics, 22(1), 57-74. doi:10.1007/s00148-006-0104-9

[5] DeLong, T. J., & Vijayaraghavan, V. (2003). Let’s Hear It for B Players. Harvard Business Review, 81(6), 96-102.

[6] Why Incompetents Will Always Rule the World. (2009). Inc, 31(3), 22.

[7] People principle will reap rewards Why people and strategy are not mutually exclusive. (2002). PERSONNEL TODAY -SUTTON-, 16.

[8] Steenburgh, T., & Ahearne, M. (2012). Motivating Salespeople: What Really Works. Harvard Business Review, 90(7/8), 70-75.

[9] Martin, R. L., & Moldoveanu, M. C. (2003). Capital Versus Talent: The Battle That’s Reshaping Business. HARVARD BUSINESS REVIEW, (7). 36.

[10] John Alan, C. (2002). “I Didn’t Know” and “I Was Only Doing My Job”: Has Corporate Governance Careened out of Control? A Case Study of Enron’s Information Myopia. Journal Of Business Ethics, (3), 275.

[11] Marinovic, I., & Povel, P. (2017). Competition for talent under performance manipulation. Journal Of Accounting And Economics, 641-14. doi:10.1016/j.jacceco.2017.04.003

[12] Mayer-Haug, K., Read, S., Brinckmann, J., Dew, N., & Grichnik, D. (2013). Entrepreneurial talent and venture performance: A meta-analytic investigation of SMEs. Research Policy, 421251-1273. doi:10.1016/j.respol.2013.03.001

Operationalization of the Concept of Talent Management (TM)

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Summary. Talent can be framed as either something that people possess (object approach) or something that people are (subject approach). Human capital may come from the historical meaning of a ‘talent’ in Latin and Greek of measuring the weight of a significant amount of gold or silver. Talent in the form of intrinsic learning motivation only realizes when sufficient encouragement and support exists. Inclusiveness is a feature of strength-based TM and related to egalitarian investments into the potential of all employees. Also, to foster the empowerment of all, a more holistic definition of talent that is complementary to ability measures and functions as a complex interactive process between innate and developed abilities, interests and motivations should be advised.

Object and subject approach to talent

There is a lack of a general definition of talent in the world of work [1], a term that seems to describe a phenomenon understood differently by academia and management consulting [2]. Although a lot of talent management (TM) research bases on anecdotes, literature review reveals some insight into how the meaning of talent emerged over time and what the difficulties in a clear conceptualization and operationalization are [3]. Gallardo-Gallard et al. (2013) contributed significantly to the clarification of the approaches to talent by framing talent as either something that people possess (object approach) or something that people are (subject approach).

Human capital (literally)

Historically, a talent in Latin and Greek was a measure of weight for a significant amount of gold and silver. This background might explain why the earlier approach to TM assumes an object approach [3] in which talent is popularized as an innate characteristic that one possesses or not [4]. It may also explain why ‘human capital’ is used synonymously with ‘talent’ [5].

Talent as a learning capacity determined by context

Unlike the fixed influence of genes on body size [6], elite achievement is rather the result of differences in experiences, training [4], (elite) education, and networks [7]. Nowadays, economic and social innovation needs drive the demand for talents. While talent itself may still be considered a non-learnable capacity [8], excellence and mastery can be achieved quite independently from such a notion of talent given the availability of suitable learning strategies and accessible knowledge [6]. Similarly, talent in the form of intrinsic learning motivation only realizes when sufficient encouragement and support exists [6]. This is consistent with the AMO (ability-motivation-opportunity) framework that stresses the importance of opportunities [3].

Inclusive subject approach to talent

Talent seen as people rather than attributes [5] comprises the inclusive subject approach, which includes all personnel of an organization in its scope and values different employee groups as contributors to the company [9]. Inclusiveness is a feature of strength-based TM and related to egalitarian investments into the potential of all employees. Critics of the inclusive subject approach refer to the increasing overlap of TM with strategic human resource management (SHRM). TM tends to be defined as more exclusive than SHRM by targeting top talents, and it legitimates the concentration of rewards to so-called A players through their high potential [3]. However, subjective appraisals favoring certain individual performances over the interests of customers and shareholders have presented another challenge to this approach of TM [10].

A more holistic definition of talent

Talent differs according to the field of application and the combination of cognitive resources. The traditional IQ measure does not say a lot about talent, why more complex profiles blending analytical, practical, and creative talent are suggested [11]. While academia focuses on theoretical descriptors of talent, the broader society is interested in the practical function of talent [12]. A definition of talent complementary to ability measures as a complex interactive process between innate and developed abilities, interests and motivations would provide for a more holistic concept of talent that meets different needs and allows the empowerment all [13].

References

[1] Tansley, C. (2011). What do we mean by the term “talent” in talent management?. Industrial & Commercial Training, 43(5), 266. doi:10.1108/00197851111145853

[2] Dries, N. (2013). The psychology of talent management: A review and research agenda. Human Resource Management Review, 23272-285. doi:10.1016/j.hrmr.2013.05.001

[3] Gallardo-Gallard, E., Dries, N., & Cruz, T. (2013). What is the meaning of talent in the world of work? Human Resource Management Review, 23(4), 290-300.

[4] Irvine, S. H. (1998). Innate talents: A psychological tautology?. BEHAVIORAL AND BRAIN SCIENCES, (3). 419.

[5] Adamsen, B. (2016). Demystifying talent management. [electronic book] : a critical approach to the realities of talent. Houndmills, Basingstoke Hampshire ;: Palgrave Macmillan, 2016.

[6] Ericsson, K. A., Roring, R. W., & Nandagopal, K. (2007). Giftedness and Evidence for Reproducibly Superior Performance: An Account Based on the Expert Performance Framework. High Ability Studies, 18(1), 3-56.

[7] Wai, J., & Rindermann, H. (2017). What goes into high educational and occupational achievement? Education, brains, hard work, networks, and other factors. High Ability Studies, 28(1), 127-145.

[8] The few, the proud and the brave: Finding, hiring and managing gifted employees in a time of talent wars. (2017).

[9] Stahl, G., Björkman, I., Farndale, E., Morris, S., Paauwe, J., & Stiles, P. (2012). Six principles of effective global talent management. MIT Sloan Management Review, 53(2), 25-32.

[10] Scullion, H., & Collings, D. G. (Eds.). (2011). Global talent management. Abington, UK: Routledge.

[11] Ferrando, M., Ferrándiz, C., Llor, L., & Sainz, M. (2016). Successful intelligence and giftedness: an empirical study. Anales De Psicología, 32(3), 672-682. doi:10.6018/analesps.32.3.259431

[12] Who decides what giftedness is?: On the dilemma of researching and educating the gifted mind in the light of culture, political ambition, and scientific dogma. (2013).

[13] Nijs, S., Gallardo-Gallardo, E., Dries, N., & Sels, L. (2014). A Multidisciplinary Review into the Definition, Operationalization, and Measurement of Talent. Journal Of World Business, 49(2), 180-191. doi:http://dx.doi.org.liverpool.idm.oclc.org/10.1016/j.jwb.2013.11.002

Developing Distributed Leadership (DL) for Social Change

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(1) Distinct Co-operative Governance Challenges, (2) Distributed Leadership (DL), Self-awareness, Servant Leadership, and Safe Learning Spaces, (3) Empowerment for Service, Democracy, and Value-based Management, (4) Accountability for Strategic Leadership Processes: “Leading is a function, not a status.”

Distinct Co-operative Governance Challenges

Non-Governmental Organizations (NGO) and Co-operatives that are run according to cooperative principles, face distinct challenges compared to governments or for-profit organizations. About 90 percent of contemporary leadership research is not directly relevant for the NGO context. [1]. Furthermore, the available approaches to co-operative leadership need to be tailored according to organizational structure and maturity, economic sector, and membership size [2].

In a time of mystification and celebration of top-down leadership [3], capitalist shareholder dominance, and the absence of teaching foundations of cooperative democratic principles in schools, NGOs and Co-ops nevertheless continue to prioritize cooperation, especially by democratic and participatory principles that foster the inclusive membership’s well-being beyond pure business goals (Pinto, 2011). The cooperative governance model developed over decades by the CDS Consulting Co-op [29] has proven to provide leadership guidance to meet these unique needs by structuring governance elements into the four pillars of (1) teaming, (2) accountable empowerment, (3) democracy, and (4) strategic leadership. The following selected possible leadership program aspects are recommended to address the governance challenges of early-stage, still small cooperative organizations with a diverse and growing volunteering membership base.

Distributed Leadership (DL), Self-awareness, Servant Leadership, and Safe Learning Spaces

Protagonist leaders not sharing appropriately information are roadblocks to the active participation of co-leaders (e.g., other board members) and other members as everyone is supposed to participate in the democratic process [29]. Mutually owned solution development involving all stakeholders (i.e., diverse member categories and other stakeholders in a multi-stakeholder cooperative) cultivate creativity [28]. The risk of stakeholders pursuing their individual career goals at the cost of enhanced social networks and shared knowledge has to be prevented [16]. Cooperative enterprises require concerted collective action [17]. Such a collective capacity [1] is necessary to sustainably pool resources and know-how and can be addressed by the distributed leadership (DL) paradigm [18]. Co-ops may foresee to offer leadership education that is addressing the dimensions of DL, which are “bounded empowerment, developing leadership, shared decision and collective engagement” ([19], p. 693).

A higher self-awareness may be needed for individuals to make sense of the broader cooperative perspective [20]. DL suggests a culture of intensified inquiry among individuals [21] that can be positively influenced by increased self-efficacy, job satisfaction, and creative behavior among the members. A co-op can consider administering the validated DL instrument as the basis for its leadership development [22]. Especially at early stages of forming an organization, group coaching as proposed by Fusco, O’Riordan, and Palmer (2015) [23] to develop authentic self-leadership within the team can be an appropriate activity as well. Servant leadership characteristics showed global validity and could inform the coaching approach and the creation of safe learning spaces for experimentation [20], which can be of high value especially in multi-cultural and human-oriented communities [24].

Empowerment for Service, Democracy, and Value-based Management

It was a misbelief that paid Board members would remain solidary to volunteer work [4]. Rather, a study with students found that independent commitment to service provides for meaningful learning experiences and collaborative capacity building [5]. Democracy offers a meaningful collective leadership approach [6] that can enhance innovative behavior and commitment among the members who have the possibility for representation in the governance of the organization [7].

The members need to be offered the potential for own socio-economic success as a result from collective operation [8], best based on a stakeholder analysis allowing for alignment of different members’ incentives [9]. Engagement comes from understanding the purpose, vision, and values of the organization [10]. Indeed, value-based management helps to create a shared sense of belonging to all stakeholders [11], which is vital team-building success. More specifically, a formal value statement can help keeping up values required for shared leadership development. A clear positioning against external competition might eliminate internal competition [12], which can be achieved by training [13]. Another proposition is journaling to analyze how members experience their service contributions, a measure that has been able to confirmed the joy of service [14].

Accountability for Strategic Leadership Processes: “Leading is a function, not a status.”

Every minute of volunteering should be appreciated, and different levels of engagement between and within members over time accepted. Therefore, rather than defining and assigning roles and responsibilities to which it could be challenging to adhere to, accountability should be promoted. That way leaders can freely emerge without conflicts with non-matching role descriptions [2]. As Cannell (2018) [15] puts it aptly, “leading is a function, not a status.” Any, and especially also young members should be encouraged to self-nominate for leadership and management roles [16]. Technology can support strategy processes, planning, budgeting, member and associate management, as well as communication and media [25]. The Social Change Model of Leadership offers a framework on which leadership development programs could be built on to facilitate value-based collaborative group processes for social change [26] and the encouragement of new leaders [27].

References

[1] Dragoș – Cătălin, A. (2013). Non-Governmental Organization Leadership And Development. A Review Of The Literature. Manager, Vol 17, Iss 1, Pp 145-161 (2013), (1), 145.

[2] Whittle, K. (2018). Who’s afraid of leadership? Key lessons for co-op leaders. Retrieved from https://www.thenews.coop/125400/topic/business/whos-afraid-leadership-key-lessons-co-op-leaders/

[3] Bennis, W. (1999). The End of Leadership: Exemplary Leadership Is Impossible Without Full Inclusion, Initiatives, and Cooperation of Followers. Organizational Dynamics, 28(1), 71-79.

[4] Pinto (2011). Leadership, capacity building and governability in cooperatives. Swedish Cooperative Centre. Retrieved from http://www.un.org/esa/socdev/social/meetings/egm11/documents/Costa%20Pinto-Leadership,%20capacity%20building.pdf

[5] Dooley, J., & Shellog, K. (2016). Social change model of leadership development: A 20-year legacy and future considerations. Campus Activities Programming, 49(5), 20-25.

[6] Smolović Jones, S. )., Smolović Jones, O. )., Winchester, N. )., & Grint, K. ). (2016). Putting the discourse to work: On outlining a praxis of democratic leadership development. Management Learning, 47(4), 424-442. doi:10.1177/1350507616631926

[7] Rustin, M., & Armstrong, D. (2012). What happened to democratic leadership?. Soundings (13626620), (50), 59-71.

[8] Kuria, N. C. (2012). Harnessing the co-operative advantage to build a better world. United Nations Expert Group Meeting and Forum. Retrieved from https://social.un.org/coopsyear/documents/KuriaCooperativeLeadershipandGovernanceAddisAbaba.pdf

[9] Wilson, N. A., Ranawat, A., Nunley, R., & Bozic, K. J. (2009). Executive summary: aligning stakeholder incentives in orthopaedics. Clinical Orthopaedics And Related Research, 467(10), 2521-2524. doi:10.1007/s11999-009-0909-4

[10] Smith, C. (2015). Exemplary leadership: How style and culture predict organizational outcomes. Nursing Management, 46(3), 47-51. doi:10.1097/01.NUMA.0000456659.17651.c0

[11] Current state of research into co-operative management. Context, and future vision (2009). University of Leicester. Retrieved from www.pellervo.fi/pp/110esitykset/current_state_davis.ppt

[12] Maner, J. K., & Mead, N. L. (2010). The essential tension between leadership and power: When leaders sacrifice group goals for the sake of self-interest. Journal of Personality and Social Psychology99(3), 482-497.

[13] Tomlinson, C. A. (2017). Shining a Light on Leadership. Educational Leadership, 74(8), 91-92.

[14] Buschlen, E. L., & Reusch, J. (2016). The Assessment of Service Through the Lens of Social Change Leadership: A Phenomenological Approach. Journal Of College And Character, 17(2), 82.

[15] Cannell, B. (2018). Co-operative leadership: How should it work in practice? Retrieved from https://www.thenews.coop/125421/topic/business/co-operative-leadership-work-practice/

[16] Espedal, B., Gooderham, P. N., & Stensaker, I. G. (2013). Developing Organizational Social Capital or Prima Donnas in MNEs? The Role of Global Leadership Development Programs. Human Resource Management, 52(4), 607-625. doi:10.1002/hrm.21544

[17] Di Ruggiero, E., Kishchuk, N., Viehbeck, S., Edwards, N., Robinson, K., Riley, B., & Fowler, H. S. (2017). Alliance members’ roles in collective field-building: an assessment of leadership and championship within the Population Health Intervention Research Initiative for Canada. Health Research Policy & Systems, 151-11. doi:10.1186/s12961-017-0265-x

[18] Hristov, D. (2017). Distributed leadership : lessons from destination management organisations.

[19] Hairon, S., & Goh, J. P. (2015). Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?. Educational Management Administration & Leadership, 43(5), 693-718.

[20] Creating a learning environment for transformation: A case study of a course in sustainability leadership. (2013). Leading Transformative Higher Education Olomouc: Palacký University.

[21] Sloan, T. (2013). Distributed Leadership and Organizational Change: Implementation of a Teaching Performance Measure. New Educator, 9(1), 29-53.

[22] Jønsson, T., Unterrainer, C., Jeppesen, H., & Jain, A. K. (2016). Measuring distributed leadership agency in a hospital context. Journal Of Health Organization & Management, 30(6), 908-926. doi:10.1108/JHOM-05-2015-0068

[23] Fusco, T., O’Riordan, S., & Palmer, S. (2015). Authentic Leaders are… Conscious, Competent, Confident, and Congruent: A Grounded Theory of Group Coaching and Authentic Leadership Development. International Coaching Psychology Review, 10(2), 131-148.

[24] Hirschy, M. J., Gomez, D., Patterson, K., & Winston, B. E. (2014). SERVANT LEADERSHIP, HUMANE ORIENTATION, AND CONFUCIAN DOCTRINE OF JEN. Academy Of Strategic Management Journal, 13(1), 97-111.

[25] Sinclair, I., & Matlala, M. (2011). The use of technology and leadership in enhancing strategic cooperative policing within the SADC region. International Journal Of African Renaissance Studies, 6(1), 47. doi:10.1080/18186874.2011.592391

[26] Iachini, A. L., Cross, T. P., & Freedman, D. A. (2015). Leadership in Social Work Education and the Social Change Model of Leadership. Social Work Education, 34(6), 650-665. doi:10.1080/02615479.2015.1025738

[27] French, A. (2017). Toward a New Conceptual Model: Integrating the Social Change Model of Leadership Development and Tinto’s Model of Student Persistence. Journal Of Leadership Education, 16(3), 97-117.

[28] Broussine, M., & Miller, C. (2005). Leadership, Ethical Dilemmas and ‘Good’ Authority in Public Service Partnership Working. Business Ethics: A European Review, 14(4), 379-391.

[29] Cooperative Governance – 4 Pillars Cooperative Governance (n.d.). Retrieved from  http://www.cdsconsulting.coop/cooperative_governance/4pcg/

Cross-Cultural Transformational Leadership

mathias-sager-cross-cultural-transformational-leadership

In an increasingly interdependent world, global leadership understanding for international collaboration [1] is vital for the development of cross-cultural leadership [2]. This essay provides some hints on what might be determining leadership prototype’s effectiveness from different global perspectives [3].

Universal and culture-specific features of transformational leadership

Transformational leadership facilitates change through shared vision, intellectual stimulation, and support of individual’s aspirations [4] and is therefore essential for solving contemporary threats that require change [5]. Social change movements need to be put into the context of globalization [6]. The effectiveness of general transformational leadership was found a cross-culturally valid concept [7]. For example, transformational leaders were able to motivate their followers independent of cultural context [8]. In contrast, the desirability and effectiveness of transactional leadership turned out to be culture-dependent [9]. On a more detailed level, also transformational leadership contains some culture-sensitive aspects [10]. For example, enabling others to act and challenging the process appeared to be culture independent, while inspiration through shared vision and showing the way was negatively correlated to cultural values such as uncertainty avoidance [11].

Societal and cultural beliefs and values

Following the rationale and evidence that the concept of leadership has to be understood against the backdrop of social, historical, and cultural context [12], what are these factors then? Leadership literature has been criticized for being US-centric [2]. Indeed, 98 percent of leadership concepts stem from Western values and don’t assume a cross-cultural view [12]. As change involves setting goals [13], and as beliefs about goals represent values, it becomes clear that leadership is not decoupled from the social and cultural context [14]. Consequently, subordinates may respond differently according to their cultural value orientation [15]. For example, while, besides a charismatic leadership style, a participative leadership dimension is most important in the US, Latin America prioritizes team-orientation, and Eastern Europe scored highest in team-oriented and human-oriented aspects [16]. According to the implicit theory of leadership, the bedrock of leadership is how a certain style like transformational leadership gets implicitly meaningful and fine-tuned by the cultural endorsement of values such as, for example, collectivism/individualism, power distance, and level of context [17].

Global leadership understanding for international collaboration

Despite significant differences measured on national mean levels, individual differences shouldn’t be forgotten when examining cross-cultural differences [18]. Especially power distance orientation has proven to provide a better individual-level measure than individualism/collectivism as the central cultural value [4]. Power distance orientation describes the degree of acceptance and expectation of unequally distributed power [19, 20]. For example, emotional commitment to a transformational leader was higher among followers low in power distance [21]. Beyond national culture, there are even more relevant variables, such as politics, language, feminine and masculine tendencies, and organizational culture [22]. Person-job fit was fund to mediate inclusive leadership and employee well-being [23]. In an increasingly interdependent world, global leadership understanding for international collaboration [1] is vital for the development of cross-cultural leadership [2]. This essay provided some hints on what might be determining leadership prototype’s effectiveness from different global perspectives [3].

photo credit: geralt (pixabay.com)

References

[1] Huffman, J. B., Olivier, D. F., Wang, T., Chen, P., Hairon, S., & Pang, N. (2016). Global Conceptualization of the Professional Learning Community Process: Transitioning from Country Perspectives to International Commonalities. International Journal Of Leadership In Education, 19(3), 327-351.

[2] Rakesh, M., & Steven M., E. (2016). Social power and leadership in cross-cultural context. Journal Of Management Development, (1), 58. doi:10.1108/JMD-02-2014-0020

[3] Jung, D., Yammarino, F. J., & Lee, J. K. (2009). Moderating role of subordinates’ attitudes on transformational leadership and effectiveness: A multi-cultural and multi-level perspective. The Leadership Quarterly, 20(4), 586-603. doi:10.1016/j.leaqua.2009.04.011

[4] Kirkman, B. L., Chen, G., Farh, J., Chen, Z. X., & Lowe, K. B. (2009). Individual power distance orientation and follower reactions to transformatioal leaders: A cross-level, cross-cultural examination. Academy Of Management Journal, 52(4), 744-764. doi:10.5465/AMJ.2009.43669971

[5] Berger, R., Romeo, M., Guardia, J., Yepes, M., & Soria, M. A. (2012). Psychometric properties of the Spanish Human System Audit Short-Scale of transformational leadership. The Spanish Journal Of Psychology, 15(1), 367-376.

[6] Chen, S., & Kompf, M. (2012). Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education. [e;ectronic book].

[7] Petia, P., & Herbert, B. (2017). Cross-Cultural Variation in Political Leadership Styles. Europe’s Journal Of Psychology, Vol 13, Iss 4, Pp 749-766 (2017), (4), 749. doi:10.5964/ejop.v13i4.1412

[8] Wang, Z., & Gagné, M. (2013). A Chinese–Canadian cross-cultural investigation of transformational leadership, autonomous motivation, and collectivistic value. Journal Of Leadership & Organizational Studies, 20(1), 134-142. doi:10.1177/1548051812465895

[9] Hussain, G., Wan Ismail, W. K., & Javed, M. (2017). Comparability of leadership constructs from the Malaysian and Pakistani perspectives. Cross Cultural & Strategic Management, 24(4), 617-644. doi:10.1108/CCSM-11-2015-0158

[10] Lam, Y. J. (2002). Defining the Effects of Transformational Leadership on Organisational Learning: A Cross-Cultural Comparison. School Leadership & Management, 22(4), 439-52.

[11] Ergeneli, A., Gohar, R., & Temirbekova, Z. (2007). Transformational leadership: Its relationship to culture value dimensions. International Journal Of Intercultural Relations, 31(6), 703-724. doi:10.1016/j.ijintrel.2007.07.003

[12] Ryu, S. Y. (2015). Kunja leadership: Concept and nomological validity. Leadership & Organization Development Journal, 36(6), 744-764. doi:10.1108/LODJ-12-2013-0167

[13] Clarke, G. A. (2009). An Essay on Leadership, Especially through South African and New Zealand Cultural Lenses. International Journal Of Leadership In Education, 12(2), 209-216.

[14] James C., S., & Joseph C., S. (2001). Leaders and values: a cross-cultural study. Leadership & Organization Development Journal, (5), 243. doi:10.1108/01437730110397310

[15] Louw, L., Muriithi, S. M., & Radloff, S. (2017). The relationship between transformational leadership and leadership effectiveness in Kenyan indigenous banks. South African Journal Of Human Resource Management, 15(1), 1-11. doi:10.4102/sajhrm.v15i0.935

[16] Suzana Dobric, V. (2017). Charismatic, Transformational, and Servant Leadership in the United States, Mexico, and Croatia. International Journal Of Business And Social Research , Vol 6, Iss 12, Pp 25-34 (2017), (12), 25. doi:10.18533/ijbsr.v6i12.1003

[17] Yang, I. (2016). Lost overseas?: The challenges facing Korean transformational leadership in a cross-cultural context. Critical Perspectives On International Business, 12(2), 121-139. doi:10.1108/cpoib-09-2013-0036

[18] Lee, K., Scandura, T. A., & Sharif, M. M. (2014). Cultures have consequences: A configural approach to leadership across two cultures. Leadership Quarterly, 25(4), 692-710.

[19] Hofstede, G. (1980), Culture’s Consequences: International Differences in Work-Related Values, Sage, Beverly Hills, CA.

[20] Hofstede, G. (2001), Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations, 2nd ed., Sage, Newbury Park, CA

[21] Newman, A., & Butler, C. (2014). The influence of follower cultural orientation on attitudinal responses towards transformational leadership: Evidence from the Chinese hospitality industry. The International Journal Of Human Resource Management, 25(7), 1024-1045. doi:10.1080/09585192.2013.815250

[22] Chin-Chung (Joy), C. (2011). Climbing the Himalayas : A cross-cultural analysis of female leadership and glass ceiling effects in non-profit organizations. Leadership & Organization Development Journal, (8), 760. doi:10.1108/01437731111183720

[23] Choi, S. B., Thi Bich Hanh, T., & Kang, S. (2017). Inclusive Leadership and Employee Well-Being: The Mediating Role of Person-Job Fit. Journal Of Happiness Studies, 18(6), 1877-1901.

Positive Change Through Rewarding Virtue vs. Punishing Non-Compliance

mathias-sager-reward-punishment-change-leadership-dragonetti

Men have made millions of laws to punish crimes, and they have not established even one to reward virtue; Virtue being a product not of the command of law, but of our own free will, society has no right whatsoever over it. Virtue on no account enters into the social contract; and if it remains without reward, society commits an injustice similar to that of one who defrauds another of his labor.

Dragonetti (1766)

 

Moments of instability bear the opportunity for change, and leadership determines whether it be a breakdown or breakthrough [1]. Many institutional environments experience turning points through “critical actors” rather than through “critical masses” [2]. To gain acceptance for change, leaders use different types of power, e.g., coercion, punishment, reward, legitimation, and expert information [3]; [4]. In contrast, to incentivize change through fear, dissatisfaction, or guilt [5], reward power is to offer a positive motivation in case of compliance, e.g., an increase in salary, a career promotion, or other privileges [4]. In the study of coach-athlete relationships, rewards and not punitive methods have shown positive effects on the athletes’ behaviors [6].

Dragonetti, an old Neapolitan economist, more than 250 years ago stated that “Men have made millions of laws to punish crimes, and they have not established even one to reward virtue [7]” [8]. Indeed, a system more based on incentives, e.g., in the form of intrinsic societal awards, would foster more cooperation with economic and civic benefits [8]. This may be required today more than ever. Longitudinal research found that as a result of modernization and westernization, mothers in San Vicente, Mexico, developed more self-promoting behavior at the cost of a more giving and rewarding (e.g., including encouraging failures) attitude only forty years ago [9].

Monetary compensation, social status, or ideological values all may provide for reward [10]. Equating satisfaction with perception minus expectation, unexpected rewards can impact individuals’ satisfaction disproportionately and therefore, motivate change [11]. Contingent rewards have proven to be an effective change leadership tool. However, it was also found that rewards need to be specified according to the situation respectively to the field of interest [12]. Strategic alignment of changes and related rewards is essential to create clear psychological contracts that define well what contributions to company performance the employees owe their employer and what they can hope for in return [13]. Of course, it is foolish to incentivize something and expect something else in return [14].

Because not all change is of equal ease to everybody, change efforts rather than change expertise/effectiveness should be rewarded [15]. Not only reward size, but also the sequence and frequency of incentivizing are influencing the future expectancy of further rewards in social-change theories [16]. Age may also be a factor for reward-sensitivity, as, for example, adolescents with typically lower inhibitory control capability attribute more value to reward [17]. In conclusion, the focus on rewarding desired behavior rather than punishing unwanted conduct might have several advantages, such as creating positive feelings, increasing acceptance of positive change, and enabling higher likability of the influencing change agents [4].

References

[1] Goleman, D., Barlow, Z., & Bennett, L. (2010). Forging New Norms in New Orleans: From Emotional to Ecological Intelligence. Teacher Education Quarterly, 37(4), 87-98.

[2] Helitzer, D. L., Newbill, S. L., Cardinali, G., Morahan, P. S., Chang, S., & Magrane, D. (2017). Changing the Culture of Academic Medicine: Critical Mass or Critical Actors?. Journal Of Women’s Health (15409996), 26(5), 540. doi:10.1089/jwh.2016.6019

[3] Richardson, R. C., & Evans, E. T. (1997). Options for Managing Student Behavior: Adaptations for Individual Needs.

[4] Raven, B. (2008). The bases of power and the Power/Interaction Model of Interpersonal Influence. Analyses Of Social Issues & Public Policy, 8(1), 1-22.

[5] Schein, E. H. (2014). Organisational culture and leadership (4th ed.). John Wiley & Sons Ltd. Jossey-Bass: San Francisco.

[6] Stenling, A. (2016). Sports coaches’ interpersonal motivating styles: longitudinal associations, change, and multidimensionality.

[7] Dragonetti, G. (1766) Delle virtu’ e dei premi, Napoli.

[8] Bruni, L., Panebianco, F., & Smerilli, A. (2014). Beyond Carrots and Sticks: How Cooperation and Its Rewards Evolve Together. Review Of Social Economy, 72(1), 55-82.

[9] Garcia, C., Greenfield, P. M., Montiel-Acevedo, D., Vidaña-Rivera, T., & Colorado, J. (2017). Implications of 43 Years of Sociodemographic Change in Mexico for the Socialization of Achievement Behavior: Two Quasi-Experiments. Journal Of Cross-Cultural Psychology, 48(4), 611-619. doi:10.1177/0022022117698573

[10] Van de Rijt, A., Kang, S. M., Restivo, M., & Patil, A. (2014). Field experiments of success-breeds-success dynamics. Proceedings Of The National Academy Of Sciences Of The United States Of America, 111(19), 6934-6939. doi:10.1073/pnas.1316836111

[11] Aiken, C., & Keller, S. (2009). The irrational side of change management. Mckinsey Quarterly, (2), 100-109.

[12] Richter, A., von Thiele Schwarz, U., Lornudd, C., Lundmark, R., Mosson, R., & Hasson, H. (2016). iLead-a transformational leadership intervention to train healthcare managers’ implementation leadership. Implementation Science, 111-13. doi:10.1186/s13012-016-0475-6

[13] McDermott, A. M., Conway, E., Rousseau, D. M., & Flood, P. C. (2013). Promoting Effective Psychological Contracts Through Leadership: The Missing Link Between HR Strategy and Performance. Human Resource Management, 52(2), 289. doi:10.1002/hrm.21529

[14] DuBois, C. Z., & Dubois, D. A. (2012). Strategic HRM as social design for environmental sustainability in organization. Human Resource Management, 51(6), 799. doi:10.1002/hrm.21504

[15] Cappelen, A. W., & Tungodden, B. (2003). Reward and Responsibility: How Should We Be Affected When Others Change Their Effort?. Politics, Philosophy And Economics, 2(2), 191-211.

[16] Lao, R. C., & Llorca, A. L. (1982). THE EFFECT OF SEQUENCE AND SIZE OF REWARD ON EXPECTANCY. Journal Of Social Psychology, 117(1), 93.

[17] Walker, D. M., Bell, M. R., Flores, C., Gulley, J. M., Willing, J., & Paul, M. J. (2017). Adolescence and Reward: Making Sense of Neural and Behavioral Changes Amid the Chaos. Journal Of Neuroscience, 37(45), 10855-10866.

 

Leading the Threat of Change

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Change: Improvement or loss?

Choosing not to change risks failing if change is understood as improvement [1]. In organizations, mainly the investors, but also drivers like competition, globalization, technology, and employees require change [2]. Change always signifies loss that prompts threatening emotions, which cause resistance. Therefore, resistance to change needs to be understood from an individual’s emotional perspective [3]. For example, people mostly don’t alter their change decisions related to moral dilemmas solely based on reason [4]. Often, leaders and managers have a better understanding of the organizational situation than of individuals [5]. Change antecedents, reactions to and consequences from changes like, for example, organizational commitment and job satisfaction, have to be carefully considered. Commitment can positively correlate with a favorable perception of proposed change, while commitment to the status quo can be negatively related [6].

Personality differences in predispositions to resist change

Helping conquering limitations in improving is a core function of leadership, and it is relieving for people to feel understood in their resistance to change [7]. Indeed, supervisory support is a key factor in positively influencing people’s commitment to change [8]. However, there might also be personality differences in predispositions, i.e., having negative thoughts, feelings, and behaviors towards organizational change [9]. It is more difficult to positively influence job satisfaction for people characterized by lower levels of openness to change [10]. Increased mindfulness (i.e., engagement in new and healthy thoughts and habits) and tolerance of ambiguity (i.e., tolerance of lack of clarity and uncertainty) predict a more positive attitude toward change [1].

Trust and authenticity in transformational leadership

Change follows a process [11], most simply described as ‘unfreeze,’ ‘mobilize,’ and ‘re-freeze’ [2]. To help people through these phases, understanding their emotional and intellectual needs seems to be essential. Transformational leadership ought to consist of these qualities, but some researchers suggest a broader integration of leadership dimensions, including spiritual elements to bridge the gap between profit strategies and quality of life [12]. Studies found that transformational leadership, regardless of the leaders’ behavior, was positively associated with promoting acceptance of change. Even change-specific leadership behavior could not compensate for transformational leadership, especially when there was a lot at stake personally for the change receivers. A history of long-term trustful relationships with their followers may be the reason for this as consistent research of authenticity in leadership evidenced too. In cases where the job impact of the change was low, rather than transformational leadership, proper change management practices were sufficient for effective change. This finding speaks for a close integration of the change leadership and change management disciplines [13]

We change for what we have chosen for ourselves

Resistance can be a capacity for change itself [14], sometimes coming from positive intentions too [15], and providing feedback from people who may know best about the day-to-day operational details [16]. To support effective change, leadership should involve change-related training [17], possibly also in early developmentally sensitive school years [18]. It is crucial to help individuals experiencing close and successful participation in the change process [19] because people are more likely to adapt what they have chosen for themselves [20].

Photo credit: Geralt (pixabay.com)

References

[1] Dunican, B., & Keaster, R. (2015). ACCEPTANCE OF CHANGE: EXPLORING THE RELATIONSHIP AMONG PSYCHOMETRIC CONSTRUCTS AND EMPLOYEE RESISTANCE. International Journal Of The Academic Business World, 9(2), 27-38.

[2] Higgs, M. (n.d.). Change and its leadership. [Video]. Retrieved February 10, 2018 from http://hstalks.com.ezproxy.liv.ac.uk/main/view_talk.php?t=1104&r=396&c=250

[3] Bailey, J. R., & Raelin, J. D. (2015). Organizations Don’t Resist Change, People Do: Modeling Individual Reactions to Organizational Change Through Loss and Terror Management. Organization Management Journal (Routledge), 12(3), 125-138. doi:10.1080/15416518.2015.1039637

[4] Stanley, M. L., Dougherty, A. M., Yang, B. W., Henne, P., & De Brigard, F. (2017). Reasons Probably Won’t Change Your Mind: The Role of Reasons in Revising Moral Decisions. Journal Of Experimental Psychology: General, doi:10.1037/xge0000368

[5] Clarke, H. (2013). Context, Communication and Commiseration: Psychological and Practical Considerations in Change Management. Perspectives: Policy And Practice In Higher Education, 17(1), 30-36.

[6] Oreg, S., Vakola, M., & Armenakis, A. (2011). Change recipients’ reactions to organizational change: A 60-year review of quantitative studies. The Journal of Applied Behavioral Science, 47(4), 461-524.

[7] Kegan, R., & Lahey, L. L. (2001). The Real Reason People Won’t Change. Harvard Business Review, 79(10), 84-92.

[8] Jaros, S. (2010). Commitment to organizational change: A critical review. Journal of Change Management, 10(1), 79-108.

[9] Erwin, D. G., & Garman, A. N. (2010). Resistance to organizational change: Linking research and practice. Leadership & Organization Development Journal31(1), 39-56.

[10] Hinduan, Z., Wilson-Evered, E., Moss, S., & Scanell, E. (2009). Leadership, work outcomes and openness to change following an Indonesian bank merger. Asia Pacific Journal of Human Resources, 47(1), 59-78.

[11] Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, (March-April), reprint No: 95284.

[12] Gill, R. (2002). Change management or change leadership? Journal of Change Management, 3(4), 307-318.

[13] Herold, D. M., Fedor, D. B., Caldwell, S., Liu, Y. (2008). The effects of transformational and change leadership on employees’ commitment to a change: A multilevel study. Journal of Applied Psychology93(2), 346-357.

[14] Ford, J. D., Ford, L. W., & D’Amelio, A. (2008). Resistance to change: The rest of the story. Academy of Management Review, 24, 274-288.

[15] Clayton, M. (2016). RESISTANCE TO CHANGE. Training Journal, 16.

[16] Ford, J. D., & Ford, L. W. (2009). Decoding Resistance to Change. Harvard Business Review, 87(4), 99-103.

[17] Whelan-Berry, K., & Somerville, K. (2010). Linking Change Drivers and the Organizational Change Process: A Review and Synthesis. Journal of Change Management, (2). 175.

[18] Haig, E. L., & Woodcock, K. A. (2017). Rigidity in routines and the development of resistance to change in individuals with Prader-Willi syndrome. Journal Of Intellectual Disability Research, 61(5), 488-500.

[19] Choi, M. (2011). Employees’ attitudes toward organizational change: A literature review. Human Resource Management, 50(4), 479-500. doi:10.1002/hrm.20434

[20] Kettleborough, J. (2014). Time to change the way we change. Training Journal, 60-63.

Dr. Wayne W. Dyer: Inspiration for the Leader in All of Us

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Father of Motivation and Sage of Maui

The life and work of author and speaker Dr. Wayne W. Dyer, who died at the age of seventy-five in 2015, provides the opportunity to reflect on leadership from a holistic perspective beyond a specific organizational setting or national politics. Dyer’s many best-selling books on the practical psychology of personal development towards a positive transformation for all of humanity [1] brought him the nickname of the Father of Motivation by his fans [2]. Writing and meditating on Maui on Eastern Philosophies like Taoism, the Sage of Maui covers the self-conscious wisdom category of the self-help genre [3]. Like in the book ‘Wisdom of the Ages,’ Dyer’s messages focus on virtuous love, inspiration, and patience as found in Confucian, Christian, and Thoreauvian teachings [4]. Having written ‘Erroneous Zones,’ one of the most famous books of all time [5], and if leadership is about influence, Wayne Dyer was an enormous leader in influencing masses around the globe [6]. Although not limited to an organizational goal setting context, the topics Dyer was promoting represent the core of the study of leadership and address change, motivation, inspiration, and influence [7].

A practical, humorous, personal, and sometimes too self-confident leader?

As a Welch proverb puts it aptly: “The hand will not reach for what the heart does not long for” [8], p. 38. In that sense, Dyer’s messages speak empathically to the core desires of people through practical, humorous [9], and personal [6] stories, presented as inviting offerings rather than pushing rules. Practical intelligence is of high importance for leaders [7]. Indeed, Dyer focused on outcome rather than intellectualization [13], one possible reason why he chose the career of an independent writer rather than continuing his university job, which he saw limited to producing papers for the sake of a small self-serving academic community [14]. It was Dyer’s high self-confidence that allowed him to, for example, tell “the shocking truth” he was so convinced about publicly [10] and therefore intuitively take required risks to advance his growth as a leader [11]. Dyer got accused of plagiarism of Albert Ellis’ Rational Emotive Therapy (RET) [12]. However, he did seemingly ignore what other people think of him [4] and unwaveringly continued his mission.

Life transitions and openness to experience

Assertiveness is the candid expression of one’s desires, opinions, and feelings and may help to get the recognition that is a powerful human motivator [7]. Wayne Dyer’s public exposure of his style in writing and speaking may have also reflected a personality tendency of extraversion. In the US, extraversion is a personality trait showcased to create a societal image of openness and friendliness [15]. It is therefore difficult to say how much Dyer’s demonstration of extraversion is part of his working brand to reach the goal of spreading his messages as much as possible, and how much, in comparison, he enjoyed his extended writing retreats on Maui from a more introvert perspective. In any case, according to his children’s accounts, he naturally loved to lecture and entertain others with his vast knowledge [16]. Extraversion and openness to experience are personal characteristics that strongly relate to leadership effectiveness [17]. Wayne Dyer’s openness to experience may be well seen in his demonstration of mindfulness that allowed him to accept new and demanding situations, to further develop his self-image, to promote changes, and to let go of attachments [18]. Dyer went through different career transitions and lived over time with three wives and eight children [3]. He also underwent a spiritual transformation in his “meaning stage” of life. These may be lessons of what Dyer framed in his film ‘Shift’ as “What was true in the morning has become a lie in the afternoon” [19].

Between charismatic mentorship and rescuer syndrome?

Regardless of the leadership position, it seems that the opportunity to help others’ personal growth, rather than sources of satisfaction like power, salary and status [7] represented the main motive of meaningfulness for Wayne Dyer throughout his life. Dyer spent parts of his childhood in foster homes. However, he described himself as seeing and remembering mainly the positive aspects, what helped him already at the age of three to help others in overcoming their despair [10]. It may be this “naturally” developed talent of soothing others distress that adds a charismatic quality [20] to Dyer’s personality. In his thirties, Dyer visited his father’s grave and could resolve his anger towards that person who had left a wife with small children in a difficult situation. This pivotal event of forgiveness might not only have unlocked Dyer’s potential as a writer [10] but may have been necessary not to let the urge to mentor other people become a self-serving compensation for emotional and psychological issues; which would also be known as the rescuer syndrome [21].

Holistic leadership: inspirational motivation, trust, and loving service

Like Einstein and Emerson, Wayne Dyer believed in the Transcendentalist ideas [3] of the human soul being able to intuitively connect to the spiritual truth that creates a collective consciousness [22], itself capable of reconstructing the world [23]. Wishing to lead a God-realized life [24] and occasionally named a self-help guru [25] and pied piper of the movement [5], Dyer could be suspect of suffering self-perceptions of grandiosity [20]. However, Dyer believed, and that’s the position of equality that might have been so appealing to his diverse readers, that the divine realm is available to all [1]. Such an uplifting vision is inspirationally motivating and contributes to a new-genre leadership style that emphasizes an environment of trust and feelings beyond what is necessarily found in transformational leadership [26]. Dyer may be an example of one of the newest leadership theories, that is authentic leadership, and which is true to its values [27]. As a friendly, amiable, assertive, and serving ‘soft leader’ [28], Dr. Wayne W. Dyer lived the messages he taught [6]. It is loving service and unselfish love that makes holistic leadership [29].

 

References

[1] About Dr. Wayne Dyer. (n.d.). Retrieved from https://www.drwaynedyer.com/about-dr-wayne-dyer/

[2] Percival, J. (2004). Desire vs intent. Nursing Standard, 19(7), 27.

[3] Valiunas, A. (2010). The Science of Self-Help. New Atlantis: A Journal Of Technology & Society, 2885-100.

[4] Bauman, A., Post, M., & Cooper, P. (2000). Catching Up With…Wayne Dyer. Runner’s World, 35(9), 15.

[5] Rogers,  J.  (2015, September 1). Wayne Dyer, author of ‘Erroneous Zones’, dies at 75. Retrieved from http://www.spokesman.com/stories/2015/sep/01/wayne-dyer-author-of-erroneous-zones-dies-at-75/

[6] Inam, H. (2015, August 31). Wayne Dyer On Leadership. Retrieved from https://www.forbes.com/sites/hennainam/2015/08/31/wayne-dyer-on-leadership/#5a62d3ea3012

[7] DuBrin, A. J. (2015). Leadership: Research Findings, Practice, and Skills (8th ed.). Cengage Learning.

[8] Zufelt, J. M. (2016). Leadership vs Pushership. Leadership Excellence Essentials, 33(9), 37.

[9] Robbins, T. (2015b). Dr. Wayne Dyer interview with Tony Robbins | Power Talk! | Part 2 of 2 [Video file]. Retrieved from https://www.youtube.com/watch?v=aXpBW4w9ZnY

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[11] Singh, A. (2009). Leadership Grid between Concern for People and Intuition. Leadership & Management In Engineering, 9(2), 71-82. doi:10.1061/(ASCE)1532-6748(2009)9:2(71)

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[13] Manifesting What You Want. (2016). IDEA Fitness Journal, 13(7), 111.

[14] Dyer, W. (2015) I Can See Clearly Now, Hay House, Inc.

[15] King, F. (2012). RUNNING DEEP: Quiet: The Power of Introverts in a World That Can’t Stop Talking, by Susan Cain. NATIONAL REVIEW -BRISTOL CONNECTICUT THEN NEW YORK-, (11). 45.

[16] Anders, N. (2016) Wayne Dyer: Himmel auf Erden ist kein Ort, es ist eine Entscheidung.: Zusammenführung der 55+ höchsten Lebensweisheiten von Dr. Wayne Dyer (German Edition). Freiheit. JETZT! Kindle file.

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[23] Barney, J. B., Wicks, J., Otto Scharmer, C., & Pavlovich, K. (2015). Exploring transcendental leadership: a conversation. Journal Of Management, Spirituality & Religion, 12(4), 290-304. doi:10.1080/14766086.2015.1022794

[24] Altersitz, K., Bechtel, B., & Mullin, D. W. (2010). ‘Father of Motivation’ offers advice for the self-actualized life. Ocular Surgery News, 28(4), 15.

[25] A Tribute To Dr. Wayne W. Dyer. (2015). Leadership Excellence Essentials. p. 5.

[26] Bonau, S. (2017). How to become an inspirational leader, and what to avoid. Journal Of Management Development, 36(5), 614-625. doi:10.1108/JMD-03-2015-0047

[27] Billsberry, J., & North-Samardzic, A. (2016). Surfacing Authentic Leadership: Inspiration from “After Life”. Journal Of Leadership Education, 15(2), 1-13.

[28] Rao, M. (2013). Soft leadership: a new direction to leadership. Industrial & Commercial Training, 45(3), 143-149. doi:10.1108/00197851311320559

[29] Dhiman, S. (2017). Holistic leadership : a new paradigm for today’s leaders. New York : Palgrave Macmillan, 2017.