UNC Leadership Survey 2015 Compete and Connect: Developing Globally-Competent Leaders/media/Files/documents/... · · 2015-05-27Compete and Connect: Developing Globally-Competent

By: UNC Executive Development & Human Capital Institute

All Content © UNC Executive Development 2015

Website: www.execdev.unc.edu |Phone: 1.800.862.3932 |Email: [email protected]

UNC Leadership Survey 2015

Compete and Connect:

Developing Globally-Competent

Leaders

http://www.execdev.unc.edu/

mailto:[email protected]

Compete and Connect: Developing Globally-Competent Leaders

All Content © UNC Executive Development 2015 2 | P a g e

Executive Summary

any organizations today find that the world is getting smaller. Technological advancements have brought about a global interconnectedness that has forever changed business and social interactions, making it easy to interact with anyone,

whether they are across the hall or across the globe. This new interconnectedness transforms how business is done and provides access to a wealth of new business opportunities around the world. Whether finding new and diverse customers, suppliers, partners, talent, or competitors, organizations today have the world at their doorsteps. And while this unprecedented level of interconnectedness brings about enormous opportunities for business growth and expansion, the promise of globalization is not without its fair share of challenges. From overcoming the obstacles of working with people of different cultures and languages to conveying a consistent brand and message across borders, companies today must reassess their talent and their ability to compete for current skillsets and ensure they can achieve global success in a smaller, flatter world.

The new global economy is perhaps best described by the acronym “VUCA.” Coined by

the military to describe this global environment facing so many organizations today,

VUCA stands for:

• Volatile: Any company certainly understands that the economic outlook and business demands change quickly; but that change rarely happens in predictable or repeatable ways.

• Uncertain: Along with this volatility is a great deal of uncertainty. Organizations must recognize that disruptive change is the new normal. The past is unlikely to be an accurate predictor of the future.

• Complex: The global economy is characterized by great complexity, and companies are often met with challenging, hard-to-understand forces and mitigating factors.

• Ambiguous: Many companies find that the causes for why things happen are unclear, and as they extend their international reach, there is greater potential for misunderstanding and confusion.

Operating successfully in this new world requires a new set of skills—those that enable business leaders to operate effectively both within and across different cultures. But what are the critical skills that leaders need to be successful? And how can companies ensure they develop leaders with the skills and expertise to navigate the global business landscape?

M



In this signature research, conducted in partnership between the Human Capital Institute and the University of North Carolina Kenan-Flagler Business School, we investigate ways organizations are developing global competence in their workforces. To conduct the research, we surveyed over 300 Human Resources and Training and Development professionals; 54% of whom are at the director-level or above. From a quantitative survey, interviews with thought leaders and secondary research, the following results were revealed:

• A Growing Global Reach

- The vast majority of companies surveyed recognize the opportunity of the global market, with 86% of international, multinational, global, and transnational organizations stating they will expand their operations to other countries in the next three years, and 92% planning to extend the reach of their products or services in other countries in the same time period.

- To guide the success of their international efforts, 94% state that developing

globally competitive leaders is important to their organization’s success.

- Companies cite the same top two reasons for investing in the development of

globally-competent leaders: to increase the long-term sustainability of their organization and to accommodate planned expansion of business operations to more regions.

• In-demand Skills for Today’s World - To be effective leaders in a global business environment, respondents indicated

that multi-cultural sensitivity and awareness, the ability to communicate effectively, strategic thinking, and ethics and integrity are among the top competencies.

- Multi-cultural sensitivity training represents one of the biggest opportunities to

develop globally-competent leaders, with 38% of respondents stating their

organization is underdeveloped in this area.

- While it doesn’t break the top ten list for respondents in Asia and Western Europe, ethics and integrity for global leaders was identified as an area of greater importance in North America.

• Developing Global Competence

- Overall, 63% agree or strongly agree that there is an urgent need to develop globally-competent leaders, and 92% agree that global competence is something that can be developed through training.



“Global competence is important for all employees. Even on the factory floor we ask the U.S. employees to train the future factory workers for a new facility in

India. In order for us to be successful, we need for people to be open, to be welcoming, and to build relationships and trust across cultures.”

—Susan Simmons, Director of

Career Management at

Michelin North America

- The top two most popular ways organizations are developing global competence are passive methods: international travel and encouraging networking outside of the organization. Although most organizations recognize the importance of development, many are not taking a proactive, hands-on approach.

- The methods rated as most effective in developing global competence are deliberate and experiential: global stretch assignments, cross-border team projects, expatriate assignments, and short-term international assignments.

Definition of Key Terms: • A globally-competent individual has the

right attitude, knowledge, skills, and functional business expertise to be effective in a global business environment, working within and across different cultures.

• An international organization has no foreign investments, but sells product and services in multiple countries.

• A multinational organization has investment in other countries, but does not have coordinated products and services offerings in each country.

• A global organization has investments in many countries, but maintains headquarters in one primary, “home” country and homogenizes products and services across markets.

• A transnational organization has

investments in foreign operations with a

central corporate facility, but gives decision-

making, R&D, and marketing powers to each

foreign market.



Introduction

Globalization and the growth of multinational corporations have increased the need for employers to prepare their leaders to perform on a global level. Worldwide capital expenditures by U.S. multinational corporations increased 17% in 2011 to $706 billion.1

In 2011, multinational companies in the United States employed 34.5 million workers worldwide.2 As a result, the rapid growth has left organizations in high demand for global leadership. However, organizations looking to expand their global initiatives are concerned with the lack of global executive talent.3

Employers looking to transform their workforce to keep up with global competition need to develop global competence in their workforce. A globally-competent individual has the right attitude, knowledge, skills, and functional business expertise to be effective in a global business environment, working within and across different cultures.

Global competence involves three interdependent dimensions. The first entails having a positive disposition toward cultural differences, requiring a sense of identity and self-esteem as well as empathy towards others. The second dimension is the ability to speak, understand, and think in languages beyond the language dominant in one’s home country. Finally, global competence requires deep understanding of world history, geography, and a range of other key topics, like health, climate, and economics, and the capacity to think critically about current global challenges.4

Business leaders who have global competence are able to optimize business operations by taking into account both the culture and market of a given locality and also the global initiatives of the organization. In addition to country-specific information and global business acumen, global competence gives both organizations and individuals a competitive advantage in managing international work environments. Globally-competent companies have the ability to recognize emerging markets quicker, coordinate activities across sites better, collaborate on global practices effectively, and launch new products and technology faster.5

Organizations are using a variety of methods to develop more effective global leaders,

including global immersion programs, virtual rotational programs, and classroom

learning of foreign culture and languages. Despite these efforts, many organizations

find it difficult to develop the critical knowledge, skills, and experience. In one study

44% of organizations report that they offer global leadership development, only 21%

see these programs as effective to a high or very high degree.6 How are employers

preparing their workforce for the global market, and what are the most effective

methods to develop globally competent leaders?



“There are three important outcomes. From the business driver perspective if you understand the global economy and culture your products are going to land better in the marketplace. That is a huge benefit financially. Secondly, collaboration is the gateway to innovation. If we can learn to leverage the different perspectives around the globe,

our products and services become better. Lastly, there is a joy of working with different people. The things we accomplish are more fun because we worked together and the differences make it both challenging and rewarding while coming from many different places.“

—Elizabeth (Ellie) Gates, Sr. Director,

Talent Development at box, inc.

The Importance of Global Competence The need to develop a globally competent leadership team is a pressing one; companies

without the right talent at the top who can lead their companies to success on the

global level will struggle to compete and remain relevant. A study found that a shortage

of global executive talent was the primary concern for global expansion plans among

senior HR executives surveyed.7 Another study found that the need to build global

leadership was rated as urgent by 38% of survey respondents; only 16% said their

organizations are ready to respond.8 Companies, both large and small, have

unprecedented access to new markets, opportunities, resources, and ideas—every

company is competing in the global marketplace. The organizations that can most

effectively attract, develop and retain globally competent leaders will have a

competitive edge in the global market.

The focus on developing global competent leaders is not just reserved for international

companies; local and regional companies are considering the effects of the global



marketplace on their operations. Almost a quarter of these smaller organizations plan to

expand outside of their home base in the next three years (Figure 1).

Figure 1 - Global Expansion by Type

Further emphasizing the growing global focus among all organizations, almost half of non-globally operating companies still report that global competence of their leaders is important to the future success of their organizations (Figure 2). Still, the value of having strong globally competent leaders varies based on where a company is located. For instance, companies in Western Europe (n = 45) are more likely to value global competence compared to U.S. companies (n = 200), 91% to 70% respectively. As for international, multinational, global, and transnational companies, the vast majority say that developing globally-competent leaders is very important or extremely important to their organization’s success (Figure 2).

Figure 2 - How important is global competence to the future success of your organization?

28%

22%

29%

69%

60%

92%

86%

88%

93%

89%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Will expand products or services in other countries in thenext three years

Will expand operations in other countries in the next threeyears

Will use international teams located in different countriesin the next three years

Has considered the effects of the global marketplace on itsoperations

Has considered the effects of global interactions amongstemployees, stakeholders, and customers on its operations

International/Multi-national/Global/Transnational (n=208) Local/Regional/National (n = 100)

93%

91%

86%

82%

45%

52%

48%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Transnational (n=31)

Global (n-104)

Multi-national (n=14)

International (n=56)

National (n=49)

Regional (n=31)

Local (n=31)

very Important/Extremely Important



“For their long-term sustainability, companies would be better off if they had a global view. There will be more and more opportunities and competition that emerge somewhere else in the world.

Migration and demographic changes will be in 20-30 years a significant challenge. Knowing what is going on in the world and anticipating trends will prepare you and help you identify business

opportunities and threats.“

—Martin Moehrle, Global Head of Talent, Managing Director at UBS

The majority of organizations understand that they are competing and connecting with others on a global scale. They also report that they work in an inclusive work environment where ideas can come from anywhere. Survey respondents were asked about diversity at their organizations. Interestingly, there was no statistically significant difference between global (international, multinational, global, and transnational) and local (local/regional/national) operators on the following statements:

• Our organization is inclusive to diverse talent by welcoming/valuing these individuals; 63% of all respondents agree.

• We believe ideas can come from all over the world; 81% of all respondents agree.

• Our senior leadership is a culturally-diverse group; 38% of all respondents agree.

While organizations are welcoming to ideas and diverse talent, the demographics of senior leadership do not reflect that intention. Sixty-two percent of organizations report their senior leadership is not culturally-diverse. This lack of leadership diversity could undermine the ability to compete globally and understand and appreciate the mindsets of potential customers and competitors around the world.

Both national and global companies cite the same top two reasons for investing in the development of globally-competent leaders: to increase the long-term sustainability of the organization and to accommodate the planned expansion of business operations to more regions. This shows that no matter where an organization is located, and what their growth goals may be, the majority recognize that enhancing the global competence of their leaders will result in significant advantages.



“The tendency for leaders (especially the first time they expatriate) is to

arrive in the country and automatically focus on how everything and everybody is different. Initially, what we fail to understand (unless we’ve gone through some preparation) is that the people in the host country are

not different, we are! It is our responsibility to adapt. It’s really about understanding yourself and how you are different and how these differences might be an obstacle or an advantage. It’s important to leverage your differences and

similarities, rather than become a victim of differences.”

—Horace McCormick Jr.

Global Executive Coach, SPHR, MBA

Program Director-UNC Kenan-Flagler

Business School

Describing the Globally-Competent Leader As business needs continue to change and companies increasingly pursue new opportunities around the world, it is more crucial than ever for organizations to develop globally-competent leaders. But what does a globally-competent leader look like? And how can you develop the skills globally competent leaders need to be successful?

There is a great deal of overlap between the concepts of global competence and a global mindset. A mindset, which can be shaped and reshaped, is a way of thinking and organizing information that helps to make sense of the world. A global mindset can be described as the ability to be open to and articulate various cultural and strategic realities at both the local and global levels, while encompassing these multiple perspectives.9 Also related is global dexterity, or the ability to adapt one’s behavior to conform to new cultural contexts without losing one’s authentic self.10

Leaders are most successful when they act in alignment with national culture. However, multinational leaders have several organizational and national cultures, requiring that they have the flexibility to adapt to each situation.11 At the same time, different cultures place different values on different leadership behaviors and values; research has highlighted the importance of cultural sensitivity of leaders.12 It is important to keep in mind that there is no definite model of a strong global leader. Someone can be higher or lower on certain competencies and still be a good leader, indicating that the competencies needed are dependent upon the culture in which they operate.

Another important factor to recognize is that global leadership is less about command and control and more about trust and relationship building.13 To achieve the latter, there are three criteria needed to build emotional connections: demonstrating a sincere concern for others, listening effectively to people, and understanding and respecting different viewpoints. Along these

lines, globally-competent leaders recognize



that personal biases often impact business decisions, especially when working across cultures.

The ability to identify and appreciate cultural differences and viewpoints is critical to achieving success on the global stage. When asked about the qualities most important for leaders to work effectively in a global business environment, the top answer was multi-cultural sensitivity and awareness, followed closely by the ability to communicate effectively and strategic thinking. Interestingly, ethics and integrity were rated of greater importance in North America, but these traits did not break the top ten list for respondents from Asia and Western Europe (Table 1).

Table 1 – The top ten rated competencies that are important for global leaders. (International, Multinational, Global, and Transnational companies only.)

Int’l/Multinat’l/ Global/Transnat’l

(n=208)

N. American

(n=127)

Asian

(n-19)

W. Europe

(n=43)

Multi-cultural sensitivity/ Awareness

57% Multi-cultural sensitivity/ Awareness


74% Communi-cates effectively

56%

Communicates effectively

49% Ethics and integrity 50% Flexibility,

willingness to change

58% Strategic thinking 56%

Strategic thinking




54%

Leadership, influences others

45% Leadership, influences others

47% Strategic thinking 48% Leadership,

influences others

49%

Respect for differences

44% Respect for differences 47% Collaborative 48% Flexibility,

willingness to change

47% Ethics and integrity

42% Strategic thinking 45% Respect for

differences 42% Respect for differences 42%

Flexibility, willingness to change

41% Adaptable in new environments

42% Decision-making ability 42% Collaborative 40%

Adaptable in new environments

40% Flexibility, willingness to change

38% Diverse-team oriented

42% Business acumen 37%

Collaborative 37% Collaborative 38% Business acumen

37% Adaptable in new environ-ments

37% Decision-making ability

36% Decision-making ability 35% Deep

industry & cross-cultural knowledge

37% Open to new iedeas

37%



Although multi-cultural sensitivity and awareness was the number-one rated important competency for global leaders, it is also one of the most underdeveloped for international, multinational, global, and transnational companies, highlighting the need for additional development and training in this regard (Figure 3).

Figure 3—Of the knowledge, skills, abilities, and behaviors that are critical for your leaders to work effectively in a global business environment, how would you rate your leaders, on average?

Developing Global Leaders and Global Competence

With an understanding of the skills leaders need to be globally-competent, organizations can work to deliver the necessary training and development opportunities. But, unfortunately, leadership development at most organizations is in a poor state. Less than half of respondents (43%) agree that their high potentials are able to meet future business needs, and only 35% say their organization has a strong leadership pipeline. Moreover, less than a quarter (24%) agree that senior leaders are satisfied with current bench strength. Finally, more than half (52%) of organizations with global operations report that they struggle to place talent in global leadership positions.

So what can be done to develop global competence? There are a number of methods that can help, including:

• Increasing the diversity of the senior executive leadership • Developing knowledge and appreciation of different cultures and languages

36%

25%

24%

16%

25%

6%

19%

24%

20%

19%

33%

51%

33%

42%

31%

19%

44%

40%

38%

32%

18%

20%

27%

36%

30%

37%

27%

25%

27%

40%

12%

4%

16%

6%

15%

38%

9%

10%

13%

8%

Multi-cultural sensitivity/awareness

Communicates effectively

Strategic thinking

Leadership, influences others

Respect for differences

Ethics and integrity

Flexibility, willingness to change

Adaptable in new environments

Collaborative

Decision-making ability

Not Developed Underdeveloped Competent Very Strong Outstanding



“A strong EQ (Emotional Intelligence

Quotient) is essential for successfully navigating the global landscape. Understanding yourself and your impact on others and the differences in communication preferences is key. For example, Asia is a very high context culture and you need to

understand how to tailor your communication appropriately to each situation.”

— Elizabeth (Ellie) Gates, Sr Director,

Talent Development at box, inc.

• Providing immersion experiences that range from months to extensive cultural learning programs

• Having opportunity for cross-border projects and teams • Implementing job rotation across geographic regions, business divisions, and

functions • Cultivating interpersonal and social ties among people based in different

locations

Expatriate assignments present a number of challenges, such as poor selection, high costs (candidate plus their spouse and family), insufficient training and acculturation, and reverse culture shock when the individual returns. In addition, such programs may be hard to scale and move beyond a select few individuals. For these reasons, the model isn’t sustainable for a long-term presence.

The ability to develop global competence is also dependent on the individual and their unique characteristics that can either speed up or hinder their development. Speed of cultivating a global mindset is driven by curiosity about the world and commitment to becoming smarter about how the world works. A further study on how to build a global mindset in leaders suggests that languages spoken, complexity of leadership role, and psychological capital are the most important components, while international travel is often overrated in developing a global mindset. One can develop a global mindset, the study infers, by undertaking a globally challenging job, not just by living abroad. International experience is still important, but job complexity may be more

relevant; expatriates can live in an enclosed life, away from the local culture.14

Overall, 71% of global companies agree that there is an urgent need to develop globally-competent leaders at their organizations. And the vast majority (92%) believe that global competence can be trained and developed. The most commonly used methods to build global competence include international travel, encouraging networking with others outside the organization, and working on projects with team members from multiple countries. Of these more prevalent methods encouraging networking outside of the organization is rated the least effective. Most likely because it is a passive method of development; it is a way to pass off responsibility for development, acknowledging that their own companies don’t have a culturally-diverse workforce.

Our study found that the biggest areas for growth in the next three years in regard to global leadership development include formal mentoring, global stretch assignments,



service learning in diverse settings, online modules to build knowledge and awareness of cultural differences, and formal action learning projects.

Figure 4 – Of those who rated Global Competence as Very Important and Extremely Important for their business success, what development practices are aimed to build Global Competence in your leaders?

81% 77%

68% 67% 65% 64%

58% 57%

53% 52% 50% 48% 48% 47% 46% 45% 44% 44%

41% 40%

36% 35%

30% 22%

13%

7% 4%

9% 8%

8% 12%

9% 10%

7% 9%

6% 12% 9%

19% 9% 13%

12% 6%

12% 14%

14% 16%

7% 12%

9%

0% 20% 40% 60% 80% 100%

International travel for businessEncouraging networking with others…

Projects with team members from…Assessments

Guest speakers/seminarsKnowledge sharing platforms

Short-term international assignmentsExpatriate assignments

Stressing the importance of reflection…Have employees share their cultural…

Distributing books and articles on the…Formal action learning projectsAccess to a professional coach…

Formal mentoringCross-cutural sensitivity training

Global stretch assignments360, multi-rater global competency…

Offering or subsidizing foreign…Cross-cultural communication styles…

Online modulesEmotional intelligence training

Service learning in diverse settingsUnconscious bias training

Foreign legal, political, and economic…Mindulness meditation training

Yes, we offer We plan to offer in 3 years

Effective/

Very Effective 15

80%

79%

78%

55%

86%

65%

76%

71%

86%

88%

68%

79%

84%

86%

59%

66%

66%

88%

85%

70%

72%

77%

91%

66%

82%

“Since the recession, I don’t see expatriate assignments as the way. It’s more about using

technology such as conference calls, web chats, and international projects where teams work

through and gain exposure and experience. This is supported by talent management programs

and mentoring relationships that cross geographies.”

-Dyan Connolly, SPHR, CCP, Sr VP, HR Advisor at Citi



The Elements of an Effective Training and Development Program - Recommendations

It is clear that organizations, whether operating internationally or locally, or planning to expand across borders, recognize the benefits of creating globally-competent leaders. As indicated Figure 4, they are developing this ability through more than one method.

The methods rated most effective involve interaction with culturally-diverse groups. Leaders should be encouraged to identify their own current level of intercultural sensitivity and list ways they are developing multicultural competencies and a global mindset. Attending an event outside of their social group and regular customs and meeting more people who are different from themselves can lead to personal growth and self-reflection—and drive their desire for more cultural learning.16

Researchers report in a recent study that leaders should practice developing and executing strategic business plans, learn to communicate and work effectively with diverse internal and external colleagues and customers, and be trained on how to deal with change, complexity, and uncertainty in a confident manner. High performing organizations know the four elements essential for effective global leadership development and market performance to be: 17

• Immersion in cultures and customers for local markets • Focus on collaboration and influence • Selection made by objective behavioral evidence • Curriculum based on the long term

As organizations seek to expand their leadership development efforts with global competence in mind, it is important that they avoid a one-size-fits-all approach. Any leadership development program should start with specific business objectives and then focus on developing the knowledge, skills, and behaviors that will help to drive those business objectives. This should begin with planning, whereby the company assesses the workforces’ development needs regularly through strategic workforce planning. This will illuminate areas of shortcomings or skills gaps and facilitate the next stage: designing the best course of action. This should involve customizing the training to not just individual needs but also to the local perspectives specific to key markets. Training should be realistic to the challenges of working on a global scale, encourage reflection on the experience, and include opportunities for knowledge transfer. After delivering the appropriate training, the results should be measured to see how effective the training is in building global attitudes, global skills, and global knowledge, and how training efforts are tied to behavioral outcomes that can be measured successfully. There are statistically significant differences in having these development elements in place and the reported readiness of their global leaders (Figure 5). Those who report their leaders are ready to work on a global scale are more likely to include the factors on the next page in their global-competence development program.



Figure 5 – Of the organizations we surveyed that offer at least one training method to develop Global Competence, the percentage that Strongly Agree/Agree with the following statements about global leader readiness.

29% 59%

57% 66%

40% 61%

38% 71%

60% 75%

57% 72%

51% 77%

40% 70%

40% 71%

29% 62%

31% 57%

PLAN

Our workforce’s developmental needs are

assessed regularly through strategic work-

force planning.

DESIGN

The training forces participants outside of

their comfort zone.

The training is customized to local perspec-

tives specific to key markets.

The training is realistic to the challenges

found in working on a global scale.

The training encourages reflection on the

experience.

The training includes opportunities for

knowledge transfer to the job and others.

MEASURE

The training is effective in building global

attitudes in leaders (e.g. open, respectful).

The training is effective in building global

skills in leaders (e.g. adaptability,

collaborative).

The training is effective in building a global

knowledge in leaders (e.g. cross-cultural

and business knowledge).

The training is effective in building a global

functional expertise in leaders.

Training efforts are tied to behavioral

outcomes that can be successfully measured

Report leaders are ready to work on a global scale (n=94)

Report leaders are not ready to work on a global scale (n=159)



Conclusions As the business world continues to get smaller, organizations of all sizes are increasingly looking beyond their home borders to achieve their goals and advance their market positions. As such, developing a leadership team with the skills and competencies to succeed on a global level is integral. Without a comprehensive strategy to ensure leaders have what it takes to perform, compete, and succeed on the world stage, companies will simply struggle to compete, losing out on new customers and new talent alike.

Developing globally-competent leaders involves much more than just sending individuals on a business trip; it requires a complete top to bottom development strategy encompassing all of the training they need to interact with people of different cultures, languages, and backgrounds. It involves asking them to understand others’ perspective and experiences.

Inevitably, each organization will become global in one way or another, driving the

need for companies to work today to enhance the global competencies of their leaders.

Key to success is understanding the variances of not just the locations you expand your

business too, but also the unique needs and development requirements of the leaders

you’re trying to develop. Through such a tailored approach, organizations can be sure

their leaders have the global competencies to be effective wherever their business takes

them.

“If a training course is created in the United States, we used to

assume it would be effective in locations around the world, but we know today that is not necessarily always the case. We actively pursue feedback from participants in all our locations to ensure we are delivering courses that can meet the needs of our employees in a variety of cultures. Instructors are taught to be sensitive to different audiences and learning styles and to change their teaching style depending on the makeup if the participants.”

-Beth Jackson, President at Fluor University



About UNC Executive Development

Our approach to program design and delivery draws upon the power of real-world,

applicable experiences from our faculty and staff, integrated with the knowledge our

client partners share about the challenges they face.

We call this approach The Power of Experience. We combine traditional with

experiential and unique learning to ensure that all individuals gain relevant new skills

that they can easily implement within their own organizations. Through action learning

and business simulation activities, we challenge participants to think, reflect and make

decisions differently.

Our Approach: The Partnership

Our team customizes each leadership program through a highly collaborative process

that involves our clients, program directors, faculty and program managers. We are

dedicated to following-up with our clients and individual participants to ensure that

their learning experiences have been meaningful and impactful. This integrated

approach consistently drives strong outcomes.

Our Approach: The Results

Our executive education programs are designed with results in mind, and we are focused

on successfully meeting our clients' business and academic expectations. Below are a few

examples of the results our client partners have achieved:

• Leadership refocused with new

strategy and cohesive vision

• Strategic plans created for the

global marketplace

• Supply chains streamlined

• Products redefined

• New markets targeted

• Cost-saving measures developed

• Silos leveled

• Teams aligned

Participants leave empowered to bring in new ideas, present different ways to grow

business and tackle challenges. The result is stronger individuals leading stronger teams

and organizations.

Contact Us

Website: www.execdev.unc.edu | Phone: 1.800.862.3932 | Email: [email protected]

http://www.kenan-flagler.unc.edu/execdev/leverage-power-of-experience.aspx

http://www.execdev.unc.edu/

mailto:[email protected]

Wired to Learn: How New Technologies Are Changing L&D Delivery


Appendices

A: Endnotes 1. Bureau of Economic Analysis (2013, April 18). Summary estimates for multinational companies: Employment, sales, and capital expenditures for 2011 [Press release]. Retrieved from http://www.bea.gov/newsreleases/international/ mnc/ mncnewsrelease.htm

2. See note 1.

3. Smith, A., Caver, K., Saslow, S., & Thomas, N. (2009). Developing the global executive: Challenges and opportunities in a changing world. Retrieved from Development Dimensions International website https://www.ddiworld.com/ DDIWorld/media/trend-research/developing-the-global-executive_ied_br_ddi. pdf?ext=.pdf

4. Reimers, F.M. (2009). Global Competency. Harvard International Review, 30 (4), 24-27

5. Gupta, A. K., & Govindarajan, V. (2002). Cultivating a global mindset. The Academy of Management Executive, 16(1), 116-126.

6. Marin, K. (2014, December 30). How to build global leaders. Chief Learning Officer. Retrieved from http://www.clomedia.com/articles/6010-how-to-build-global-leaders

7. See Note 3.

8. Stephan, M., Vahdat, H., Walkinshaw, H., & Walsh, B. (2014). Deloitte Global Human Capital Trends 2014. Retrieved from http://dupress.com/wp-content/ uploads/2014/03/GlobalHumanCapitalTrends2014.pdf

9. Levy, O., Beechler, S., Taylor, S., & Boyacigiller, N. A. (2007). What we talk about when we talk about ‘global mindset’: Managerial cognition in multinational corporations. Journal of International Business Studies, 38(2), 231-258.

10. Molinsky, A. (2013). Global Dexterity: How to Adapt Your Behavior Across Cultures without Losing Yourself in the Process. Harvard Business School Press Books, 1.

11. Burns, G., Nieminen, L., Kotrba, L., & Denison, D. (2014). Leader-culture fit around the globe: Investigating fit as layered within organizations and national culture. In J. S. Osland, M. Li & Y. Wang (Eds.), Advances in Global Leadership (Vol. 8). Bingley, UK: Emerald.

12. Agrawal, A., & Rook, C. (2014). Global leaders in east and west: Do all global leaders lead in the same way? In J. S. Osland, M. Li & Y. Wang (Eds.), Advances in Global Leadership (Vol. 8). Bingley, UK: Emerald.

13. Morrison, A., & Black, J. S. (2014). The character of global leaders. In J. S. Osland, M. Li & Y. Wang (Eds.), Advances in Global Leadership (Vol. 8). Bingley, UK: Emerald.

14. Story, J. S., Barbuto, J. E., Luthans, F., & Bovaird, J. A. (2014). Meeting the challenges of effective international HRM: Analysis of the antecedents of global mindset. Human Resource Management, 53(1), 131-155.



15. Of those who offer the percentage who report it’s Effective/Very Effective at building Globally-competent leaders

16. Smith, D. N. (2012). Facilitating the development of a global mindset through a cultural experience. Journal of Leadership Studies, 6(2), 110-115.

17. i4cp & American Management Association. (2014). Global Leadership Development: Preparing Leaders for a Globalized Market. Retrieved from http:// www.i4cp.com/trendwatchers/2014/06/04/4-ways-to-take-global-leadership-development-to-the-next-level

B: Demographics

Note: N=323. For demographics with many response options, only percentages above 6% are displayed Functional Responsibility Human Resources/Talent Management 41.8% Learning and Development 23.8% Executive Management 9.6% Operations 6.2%

Seniority Level C-Level 14.6% VP-Level 13.3% Director-level 27.2% Manager-level 28.8% Individual contributor 11.8% Independent consultant 4.3%

Geographic Location of Respondent North America 63.2% Asia 13.3% Middle East/Africa 7.7% Western Europe 7.4% Eastern Europe 3.1% Latin America 2.8% Oceania 2.5%

http://www.i4cp.com/trendwatchers/2014/06/04/4-ways-to-take-global-leadership-development-to-the-next-level

http://www.i4cp.com/trendwatchers/2014/06/04/4-ways-to-take-global-leadership-development-to-the-next-level



.Geographic Headquarters of Respondents’ Org North America 63.8% Western Europe 13.9% Asia 9.6% Middle East/Africa 7.1% Oceania 1.9% Eastern Europe 1.9% Latin America .8%

Operational Type Local 9.6% Regional 10.2% National 15.8% International 17.7% Multi-national 4.3% Global 32.8% Transnational 9.6%

Sector For-profit, privately-owned company 43.7% For-profit, publicly-traded company 32.2% Non-profit 13.3% Public (e.g. government) 10.8%

Industry Business/Professional Services 17.3% Auto/Industrial/Manufacturing 11.8% Financial Services/Real Estate/Insurance 9.0% IT Hardware/Software 7.4% Education 6.8% Higher-Education 6.2%

Number of Employees Less than 50 15.9% ≥ 50 and ≤ 100 4.7% >100 and ≤ 1,000 20.3% >1,000 and ≤ 10,000 27.2% >10,000 and ≤ 50,000 16.6% >50,000 15.3%



C: About the Research The preceding research report was developed in partnership between the Human Capital Institute (HCI) and UNC Executive Development. Between January 9 and March 2, 2015, HCI distributed a link via e-mail to a 21-item questionnaire to HCI members who opted into the HCI Survey Panel and into electronic mailings associated with the HCI Talent Communities of Learning and Development and Management and Leadership. In addition, the research survey was promoted by UNC Executive Development.

Respondents who completed the questionnaire form the results of this research for a total sample of 323.

HCI researchers conducted in-depth interviews with experts on the topic, including:

• Dyan Connolly, SPHR, CCP, Senior Vice President, HR Advisor at Citi • Elizabeth (Ellie) Gates, Sr. Director, Talent Development at box, inc. • Beth Jackson, President at Fluor University • Horace McCormick, Jr., Global Executive Coach, SPHR, MBA, Program Director

at UNC Kenan-Flagler Business School • Martin Moehrle, Global Head of Talent, Managing Director at UBS • Susan Simmons, Director of Career Management at Michelin North America

To supplement these primary methods, HCI researchers reviewed relevant information from a variety of secondary sources, including academic journal articles, white papers, articles, books, blogs, and case studies. The results of this questionnaire, subject-matter expert interviews, and secondary sources form the basis of this research. The findings in this report represent the views of the participants who were surveyed.



D: About the Research Partners

UNC Executive Development

For sixty years, UNC Executive Development has partnered with organizations to create

customized executive development programs to answer their business challenges. As a

part of the UNC Kenan-Flagler Business School, UNC Executive Development brings the

school’s experience, reputation and noted faculty to these challenging and impactful

programs. UNC Kenan-Flagler Executive Development ranked #9 in the world for

customized executive education, #3 among those institutions based here in the U.S. and

#1 in the world for delivering value to our clients in the 2015 Financial Times ranking of

customized executive education. UNC Executive Development was ranked among the

top 5 schools internationally on the following criteria: Value for money (#1); Faculty

(#2); Aims achieved (#3); New skills & learning (#3); Program design (#4); and Facilities

(#4). Visit UNC Kenan-Flagler Business School’s Executive Development website for more

information about the school and the university—see more at: www.uncexec.com.

Human Capital Institute

HCI is a premier thought leader in the new discipline of strategic talent management with an unparalleled reputation for innovation, leadership and excellence, demonstrated through cutting-edge research and analysis. HCI Research draws from the knowledge of a large network of executive practitioners, expert consultants, leading academics and thought leaders, as well as thorough quantitative and qualitative analysis, to produce insightful findings and recommendations that shape strategy and encourage action across the continuum of talent management. For more information, please visit http://www.hci.org/content/research.

http://www.hci.org/content/research

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