Despite a reduction in support for US globalleadership (and an apparent reduction of desire to provide it), it remains unlikely that we will have a traditionally conceived of power transition where one power cedes global predominance to a challenger any time soon. Although power shifts really are occurring with more actors able and willing to provide leadership roles, this does not presage the onset of a multipolar order; at least as polar orders are typically understood. Rather, we see the transition to an order with multiple sites of authority that lacks the fixed and stable forms of alliances normally associated with polarity. David Mitrany's emphasis on the importance of functionalism might not provide a blueprint for the future, but does provide a way into thinking about non-polar forms of global governance, different and multiple sites of authority, and different forms of leadership within this global order. It also adds to the study of the capability and willingness of putative leaders the importance of acceptance and followership in international relations.
Despite the study’s contributions, as is the case with all the research work, this study encountered several limitations. In addition to using the questionnaire method, there are other methods of data collection within the survey strategy, which were not implemented in this study due to the limited time and restrictions from MNCs (Zikmund, 2010). The design of the study is correlational and cross- sectional in nature. The use of cross-sectional data collected at one point in time raises the concern of potential common method bias as it artificially inflates the correlation among the independent and the dependent variable (Podsakoff et al., 2003). The relationship would have been better tested if the globalleadership competencies of high potentials were tested once and then evaluated after they work under leaders with transformational leadership for a period. But as pointed out by Van Vianen et al. (2011), practical obstacles in field settings such as loss of response over time and problems with the sustained cooperation of organizations prevented doing such a longitudinal study. i.e. this results from a trade-off between the scientific standard and the research constraints of collecting data from this type of organizations with global operations (Giauque et al., 2016). Apart from that, the study does not have a sampling frame and the sample does not contain an equal representation from all industries. As convenience sampling was used, there is an underrepresentation of companies in certain industries in the sample. However, this was due to the official policies among certain firms to not expose their high potentials to participate in research (Sheehan, 2012).
expanded somewhat, within the G20, to also include action on global climate change efforts. The Chinese have done so with an eye to securing US support: for China’s host presidency; for securing success in this issue-area for the Hangzhou summit; also to meet the demands of the global community coming out of the Paris Climate Change Conference; and ultimately to secure environmental management, which has become such a pressing domestic concern, inside China. The Chinese leadership still appears less comfortable, willing or ready – at least within the G20 – to offer a global vision on priorities for global health, ageing and mobility of the labor force, for example. Beijing appears more willing to support (or at least play along with) the UN-led agenda on these items. The Chinese, as such, continue to consider the relative utility of various global platforms, for meeting differing needs in global governance. On the issues in which China chooses to focus on, there is also usually a correlation to a strong sense among Chinese decision-makers of China’s national-global interests. These points highlight the importance of researchers being precise in delineating the limits of China’s embrace of globalleadership. Moreover, these limits may evolve and vary depending on which institutional vantage we are looking from, e.g. the G20 versus the UN, internal Chinese calculations about the relative utility of particular global institutions, and the evolving national interests of an increasingly globally-integrated China.
3 At first blush, there is reasonable cause for pessimism, especially on Asian globalleadership. Sino-Japanese tensions have run high for the past decade, especially since 2010, and have only abated very recently, with the awkward handshake between President Xi and Prime Minister Abe at the APEC summit in Beijing in November 2014. At a more fundamental level, the two countries have differing preferences on the central mechanisms for global governance, with Tokyo displaying a clear preference for the more exclusive club of the G7/8, and Beijing backing the more unwieldy G20 from the get-go. Japan’s preferences have, at times, led to inconsistent, compromised and contradictory behaviour within the G20 process. It has sought to behave as a responsible member of the G20, but does not want the larger club to succeed at the expense of the G7/8.
8. Taking care of natural environment: The natural environment today is confronted to various serious issues that include ozone depletion, global: warming, solid and hazardous wastes, degradation of marine environments, freshwater quality, deforestation, land degradation and endanger to biological diversity. Serious-efforts should be taken by businesses to overcome these issues. If we take example of cement industry, in India being the second largest producer it, 5 % of the global greenhouse emission is because of the cement industries all over the world. The surrounding environment of cement factories drastically affected by the pollution causes. Indian cement companies take' various initiatives in CSR discipline. E.g. ACC limited is involved in providing education and healthcare facilities to the nearby community.
Pew Research Center is a nonpartisan “fact tank” that informs the public about the issues, attitudes and trends shaping America and the world. It does not take policy positions. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. The center studies U.S. politics and policy views; media and journalism; internet and technology; religion and public life; Hispanic trends; global attitudes and U.S. social and demographic trends. Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. All of the center’s reports are available
An example is shown below. If you believed that being tall inhibited a person from being an outstanding leader, you would write 1, 2, or 3 on the line to the left of “Tall,” depending on how much you thought being tall inhibited outstanding leadership. If you believed that being tall contributes to a person’s being an outstanding leader, you would write 5, 6, or 7 on the line to the left of “Tall,” depending on how much you thought being tall contributed to outstanding leadership. Finally, if you believed that being tall had no effect on whether a person was an outstanding leader, you would write 4 on the line to the left of “Tall.”
Abstract: This paper provides an overview of trends associated with global health care leadership development. Accompanying these trends are propositions based on current available evidence. These testable propositions should be considered when designing, implementing, and evaluating global health care leadership development models and programs. One particular leadership development model, a multilevel identity model, is presented as a potential model to use for leadership development. Other, complementary approaches, such as positive psychology and empowerment strategies, are discussed in relation to leadership identity formation. Specific issues related to globalleadership are reviewed, including cultural intelligence and global mindset. An example is given of a nurse leadership development model that has been empirically tested in Canada. Through formal practice–academic–community collaborations, this model has been locally adapted and is being used for nurse leader training in Hong Kong, Taiwan, and Brazil. Collaborative work is under way to adapt the model for interprofessional health care leadership development.
In the competitive landscape of the 21st Century, a sustainable advantage of globalization depends on the skills and abilities of a leader who can manage diversity and implement increasingly complex business strategies. Effective workforce diversity management is a key to global business success (Okoro, 2012). In pursuit of leadership effectiveness in today’s globalized world, cross-cultural leaders need to be able to manage culturally diverse settings efficiently, known as a capability of cultural intelligence or cultural quotient - CQ (Rockstuhl et al., 2011). Since CQ is significantly related to individual international experiences (Lovvorn & Chen, 2011), global leaders should be aware and appreciate the diversity they face in leadership practices. Due to globalization, technologic innovation, and demographic changes, international organizations are seeking effective leaderships for diverse workforce management. Globalleadership is about managing a business across borders where there are different cultural, legal, and economic systems. It’s about knowing how to operate in multiple environments trying to achieve a common corporate objective.
Distributed leadership is a leadership approach in which decision-making practices are distributed so that those decisions are made at the level closest to the operations (Park & Datnow, 2009). Distributed leadership provides an atmosphere of information exchanging and allows individuals to learn from their mistakes rather than be penalized for the errors (Park & Datnow, 2009). There are three important attributes of distributed leadership. “They are: 1) a leader’s recognition and use of internal intellectual and experiential resources, 2) differentiated top-down and lateral decision-making processes, and 3) culture building through dialogue and collaborative inquiry (Kennedy et. al. 2011).” This type of leadership where the decision-making process involves an acceptance embraces a team approach and is an excellent example of an inclusive leadership style.
Professional development and the upgrading of skills and knowledge for faculty and students are a must in order to keep up with the latest trends with online learning or blended learning at the university. The leadership team at the university should continue to update faculty and students’ skills and knowledge regarding new and improved technologies. Therefore, it is essential to communicate the online policy for new or improved programs, schedule differentiated professional development activities, give faculty incentives to participate in training, encouragement of team participation by departments or areas of interest, continue to seek input from faculty based on their views as to how to best utilize the new or improved technologies at the university (Pospisil & Wilcoxin, 1998). The leadership technology team should also offer mentoring services to faculty in order to show faculty how to use the specific technology management tools based on their particular discipline to enhance instructional delivery services in course work. Some blended learning experiences for students include taking mid-term, final examinations online, and group project development. The technology support team members have the opportunity to show faculty how to use online test security measures and other matters. Based on the opinion of many educators, researchers are finding that blended learning is a popular desire of many faculty members and students because of convenience and quick feedback to the targeted audience (McQuiggan, 2007). In order for faculty and students to be successful in using blended learning resources, again, there is a continued need for the leadership team to support the use of blended learning programs and various software applications.
It is increasingly accepted that in order for international organizations to address fully the panoply of threats and concerns at the international level the current structure of global governance, particularly the design of major international institutions, requires some level of reform. In different fields and at different levels, this reform has been discussed and debated, but has mostly stalled. Increasingly, it is the executive heads of an organization that are called upon to show stronger leadership during times of crisis and change. No longer viewed as merely managers or administrative posts, the leadership shown by executive heads of international organizations is now strongly linked with the effectiveness of these organizations. This working paper seeks to understand the role of leaders in driving, and responding to, change in international organizations. What does leadership, a term often used in relation to national politics, mean in the context of an international organization? How do leaders drive change within these bodies, and how do they effectively respond to external and internal challenges and threats? This paper argues that individual leaders, particularly during times of crisis, can play an important role in guiding change and reform. The first part discusses the concept of leadership in the context of international organizations, and discusses some of the ways in which executive heads can pursue change and reform in their organization. The second part turns to the specific example of the UN Secretary General, an executive head who, despite having a relatively minor role on paper, in some cases has been able to implement meaningful change in the organization. The paper argues that executive heads can and should show greater political leadership in reforming organizations and improving their effectiveness.
As well as enabling improvements in efficiency and effectiveness, the real-time information captured by connected devices is beginning to flow into an “Internet of Things” that promises to generate valuable insights for both private companies and public administrations. The Internet of Things describes the coordination of multiple machines, devices and appliances connected to the Internet through multiple networks. These devices include everyday objects, such as smartphones, tablets and consumer electronics, and other machines such as vehicles, monitors and sensors equipped with machine-to-machine (M2M) communications that enable them to send and receive data. Mobile networks are at the heart of the Internet of Things. Global machine-to-machine (M2M) connections over mobile networks will hit a quarter of a billion this year, up from 189 million in 2013, according to GSMA Intelligence. M2M accounted for 2.8% of all global mobile connections at the end of 2013, double the 1.4% share recorded in 2010.
We are living in a global village where people work together without geographic and psychological boundaries. Organizations in our current knowledge-oriented economy have a diverse workforce that is spread around the globe, and the 21st leaders need to understand how best to manage this workforce, and how to know the diverse skills and knowledge of each team member in order to capitalize on these differences and carry out their roles in an efficient and effective manner. Organizations are faced with many more dynamic business atmospheres than ever before. The new millennium marked a new age in globalization with many correlated changes. Changes that have led to even more changes in this new era of technology and industry. Due to the limited physical contact of team members, global leaders are challenged to lead and influence those off-workplace employees. Under these circumstances, organizations need to find alternative methods to thrive and survive; namely, the concept of effectively managing GVTs. This concept is one such method that supports organizations to sustain their competitive advantage.
vision that leads to a state where that change has been created, and then they execute the vision and guide its execution often by changing accordingly (Bass & Riggio, 2006; Lussier & Achua, 2015). The fulfilment of this vision is a means of accomplishing the change. For example, the problem in an organization could be lack of innovation. The changes required for this could include: a culture that is open to new ideas, programs to generate ideas, processes for sharing and analyzing new ideas, and so on. The leader would then create a vision that includes all these desired changes, but for the vision to become actualized the people in the organization must also change. To motivate people to follow this vision then, leaders work to improve their sense of self and connection; in other words, they use self-empowerment so that people are willing and capable of making the changes needed for the vision to become a reality (Lussier & Achua, 2015). For example, by connecting someone’s identity to a project, and the group’s identity to the whole organization, they can become more motivated to see the desired change occur within the project and organization. Therefore, transformational leadership can be very effective at encouraging and developing individual, and collective, growth as well as handling complex or poorly defined tasks (as these require creativity in their solution) (Nongard, 2014). However, it is less effective than transactional leadership at increasing the efficiency of the existing situation without creating change (Nongard, 2014). This is because the increase in efficiency only arises after significant changes have occurred, and without those changes there can be no increase in efficiency using transformational leadership.
‘ to create a cadre of leaders with service improvement skills who are able to make a real difference to the NHS on their return to the UK ’ . Central to the programme is the opportunity for fellows to lead a quality improve- ment project with an overseas partner thus learning lead- ership skills and behaviours. During this assignment fellows live in a resource-poor country for a period of three to nine months. The placement forms the fulcrum of the fellow ’ s experiential learning cycle as they act and reflect upon their leadership performance within the new environment. Throughout the programme fellows are sup- ported by UK-based mentors who help them to identify their learning needs and support them through the devel- opment process. There is also a period of formal leader- ship training prior to overseas placement to optimise assignment-based learning. During this process the NHS Healthcare Leadership Model , and the models that preceded it, are used to define leadership and aid the Fellow in identifying and addressing their learning needs.
Here at the JGSB, we take our name and the legacy of Jesse H. Jones seriously and are committed to our mission: We Excel at Developing Principled, Innovative Thought Leaders in Global Communities. The seeds of the Capstone program were sown with the need for an action learning/capstone-type experience for the Professional and Executive MBA students. That’s when the spirit of our mission and the legacy of Jesse H. Jones took hold and we asked, “We live in the fourth-largest, most-diverse city in the nation with a global presence. How do we (the JGSB family) use this opportunity to not just be in the Houston community, but rather have a recognizable impact on it and be principled, innovative, and experienced Houston community leaders?” Five years later, the program has blossomed into a top-rated course at the Jones School, a competitive consulting services entity to the non-profit community, and a proud, visible realization of our school’s mission.
Benefits to students in the arena of leadership included an increasing sense of the possibility of political change; a stronger political voice; and, more confidence in their organizing, interpersonal, and leadership skills, leading to a stronger development of the praxis of student activism. One student respondent stated, “I felt incredibly supported to take on leadership roles and learn more about my own capabilities in that regard.” Another student leader noted that through involvement in LTGJ, “you will be offered opportunities to challenge yourself and grow into roles you may not otherwise have exposure to/opportunity to explore.” One respondent noted that LTGJ helps “people organize against systems of oppression.” At a time when youth increasingly see national politics as outside of their ability to affect and inherently mistrust elected officials (e.g., Syvertsen, Wray‐Lake, Flanagan, Wayne Osgood, & Briddell, 2011), LTGJ provided opportunities to engage with a local view of politics, where change from the grassroots level is critical for social change. Freire was an advocate for dismantling systems of oppression through grassroots activism—in fact, according to Freire, social change can only be achieved via a bottom-up approach (Freire, 1972). This bottom-up approach, within the context of LTGJ, has meant that students and community activists have lead the way in organizing for positive social change, whereas faculty, administrators, and other persons occupying formal positions of power and influence have played a supportive role.