passport to global leadership - raindrop laboratories · passport to global leadership joyce...

© 2011 Global Leadership Advancement Center, San Jose State University

AIEA ConferenceSan Francisco, CAFebruary 21, 2011

Passport to GlobalLeadershipJoyce Osland, Executive Director

Jeff Gaines, Assistant DirectorGlobal Leadership Advancement Center

College of BusinessSan Jose State University

San Jose, CA


GLAC MISSION

Advancing, fostering, anddisseminating cutting-edge

knowledge on global leadership andits development


GLOBAL LEADERSHIPDEFINED

The process of influencing the thinking,attitudes and behaviors of a global

community to work together synergisticallytoward a common vision and common

goals

“Extreme Leadership”

Butrelevant for any diverse setting


GLAC PROGRAMS

http://www.sjsu.edu/glac/

Knowledge Creation & Dissemination

Development & Training

Social InnovationInitiative

GLLab Assessment CenterGLLab Associates

Global Leadership Passport Program


GLAC’s Student ProgramsStrategic Imperative

• Fill a predicted shortage of future global leaders• Equip students to take on leadership roles,

increasing SJSU visibility• Equip students to solve complex global problems

and be global citizens• Globalize the campus and complement CSU, SJSU

& COB learning objectives• Create and assess innovation research-based

programs


The GLLab

Assessment center that develops globalleadership skills via assessments,simulations, feedback and coaching.Ongoing research done on GLLabeffectiveness and teaching methodology.

Aided by GLLab Associates – graduatestudents from across campus who are taughtto facilitate, give feedback and coaching andalso help build GLAC programs.


What We Know About GLDevelopment

Research Findings:• Personal transformation process that takes time• Learning, expanding and unlearning mindsets and

competencies• Unpredictable non-linear process• Best accomplished through experiential learning,

reflection & multi-method designs• The Four Ts: Training – Teams –

Travel - Transfer


…What We Know AboutGLD

• Expatriate assignments involve a transformationalprocess of “letting go and taking on” that can triggerGL development

• GLD models comprise a series of transformational,crucible, experiences over time

• Key role played by cross-cultural mentors andsignificant others

• Easier to acquire knowledge than change attitudesor behavior

(c.f. Black, Morrison & Gregersen, 1999; McCall & Hollenbeck,2002; Osland, Taylor, & Mendenhall, 2008)


LAYING THE GLD GROUNDWORKAT YOUR UNIVERSITY

• How are you defining the term? What is NOTglobal leadership?

• What outcomes are you seeking in yourstudents?

• What guides your program?– Global leadership model (competency, etc.)– GLD model– Seminal research

© 2011 Global Leadership Advancement Center, San Jose State UniversityGlobal Knowledge

Attitudes & Orientations

CosmopolitanismGlobal Mindset

Interpersonal Skills

Building Trust &

Relationships

Threshold Traits

ResilienceIntegrity Humility Inquisitiveness

Cognitive Complexity

SystemSkills

BuildingCommunity &Social Capital

MindfulCommunication

Fostering innovationMaking Complex

EthicalDecisions

MulticulturalTeaming

Leading Change

InfluencingStakeholders

Architec-ting

The Pyramid Model(Bird & Osland. 2004; Osland, 2008)

Building Blocksof GlobalCompetency


Highlights – What Do ExpertGlobal Leaders Do?

• Dealing with Ambiguity• “Reading” people very closely to gauge their

reactions and bridge intercultural communicationgaps

• Engaging in conscious managerial “code-switching”to be effective in different situations

• Engaging in stakeholder dialogue & boundary spanning• Using different types of sensemaking (Osland, Bird, Osland & Oddou, 2007; Osland 2010)


TIME

Multiple encounters,decisions, challenges

that can constitute"crucible experiences”

Complexity

Intensity ofExperience

DevelopmentalRelevance

Degree ofEmotional

Affect

CAIR

GLD as a TransformationalProcess

(Osland & Bird, 2008)


TIME

Complexity



PersonalCharacteristics/

BackgroundTransformational Process

Global Dispositions/Competencies

Family Background

Cultural Exposure

InternationalEducation

Global KnowledgeGlobal/MC Teamwork

Global Job Scope

Global Training

Coaching/mentoring

Degree ofEmotional

Affect

CAIR


Complexity



PersonalCharacteristics/Background

Transformational ProcessGL

OutcomeMeasures

CognitiveProcesses

GlobalKnowledge

InterculturalCompetence

GlobalArchitecting

High

Low

Degree ofEmotional

Affect

CAIR

Global Dispositions/Competencies

Family Background

Cultural Exposure

InternationalEducation

Global KnowledgeGlobal/MC Teamwork

Global Job Scope

Global Training

Coaching/mentoring Expertise


How Do Expert Global LeadersDescribe Their Work Context?

• Managing Multiplicities -- multiple stakeholders,functions, levels, and issues that cross multiplecultures, countries, and government entities.

• Huge Challenges• Precarious/High Stakes• Ambiguity

How do we replicate

this in training & development?


Films/booksBusiness seminars

International exposure tripsGlobal project teams

Global task forcesGlobal virtual teams

LectureSelf-studyCultural briefings

Role playingCase Analysis

Cultural assimilator training

Language training

Study trips

Global assessment centersPlanned field experiences

Sophisticated simulations

Non-buffered study abroad

High Potential For Remapping

Degree ofExperiential

Rigor

Number and Valence of Feedback Sources

Developmental Methodologies

(Oddou & Mendenhall, 2008)

Speakers

Global internships


Designing Surrogate Experiences

• Social innovation and service learning as afunctional equivalent

• Study abroad and internships• Assignments that approximate reality or build

competencies


Sample Assignments

• Development journals• Radar screens (combine readings with expert

interviews)• Interviews, shadowing, cross-cultural mentoring• Cultural observations• Code switching• Ecosphere competition• Train other study abroad students• Work on real global problems (Neat Idea Fair)


LEVERAGING EXPERIENCE

• Send a clear message that internationalexperiences have developmental, not just task,purposes

• Create study abroad assignments related to theirdevelopment plan and performance evaluation

• Pre-training covers the nature of the competenciesthat will be developed

• Incorporate reflection and debriefing afterwards


Measuring ExpertiseGLLab Behavioral Assessment

• Skill component rubrics• Self evaluation and guided reflection• Peer evaluation of behavior• Expert evaluation and coaching• Videotaping and coding of behavior• Outcome measures – appropriate and effective

behavior that builds/maintains relationships


Pre and Post Assessments

• GCI or IES (www.kozaigroup.com)• Global knowledge test• Clayoquot and Aracruz simulations (within

module pre and post assessment)


GL PASSPORT PROGRAMPurpose

• Prepare students for global work and diverseworkplaces

• Develop a global mindset and global leadershipcompetencies in students

• Encourage students to take advantage of SJSU’sinternational and cross-cultural co-curricularactivities and courses

• Serve as a clearinghouse for all things global


The IES captures three main dimensions of interculturaladaptability, each with two sub-dimensions:

An Overall IES score is also generated.

The InterculturalEffectiveness Scale

ContinuousLearning

InterpersonalEngagement Hardiness

Exploration Global Mindset Positive Regard

Self-Awareness RelationshipInterest Resilience


GL PASSPORT PROGRAMStudent Experience


PASSPORT STAMPSAWARDED FOR:

• GLAC Offerings (courses & Gateway Workshop)• Initial Assessments and Personal Development Plan (GCI, IES,

Global Knowledge Test)• Approved Global Courses (listed online)• Global Campus Workshops/Speaker Events/Documentaries (with

E-portfolio reflection pieces)• Cultural Immersion (study abroad, foreign trips, service learning in

ethnic neighborhoods)• Global Leadership or Social Innovation Projects (Neat Idea Fair)• Foreign Language (courses or proficiency test)• Final Assessments and Progress Report (post measures,

program evaluation, personal development report)

What else?


Global Leader Speaker Series


GL PASSPORT PROTOTYPE


GL PASSPORTPROTOTYPE


GL PASSPORT PROGRAMGLAC’s Role

• Program infrastructure• Tracking student progress• Staffing: coordinator, grad student time• Program assessment and research• Host annual meeting to discuss progress,

needed improvements, future needs• Communicate funding needs


Campus Partners

• Focus group of campus stakeholders in 2008• Stakeholder meeting November 2010• Key partners

– Career Services– Honors Global Internships, Aisec– Student Involvement– Foreign Languages– Study Abroad– Various Colleges


GL PASSPORT PROGRAMAdvisory Council Role

Help determine• Coordination mechanisms• Verification mechanismSend/update information on eligible:• Courses (Is the current list complete?)• Speakers• Program opportunities, etc.Make suggestions for improvements


GL Passport ProgramChallenges

• Acknowledge competing campus programs• Listing all approved programs and courses• Deciding on the relative value of the activities for

stamps• Balancing stakeholder priorities• Setting up a verification system• Scaling a labor-intensive process• Outreach and customization

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