15 Global Competencies Prerequisite for a Global Work Environment

15 Global Competencies To Thrive in Diverse Trends of Globalization

Introduction To Qualities, Characteristics, Skills, Values, & Behaviors Prerequisite

Trends in globalization have a resultant effect on accelerated growth in the number of global organizations. Moreover, the global dynamics of increased immigration, outsourcing, and advances in technology, multinationals are becoming more global and multicultural than ever with a necessity to maintain a competitive advantage in the volatile global economy.

A great example is the power of global competence is the evidence of immigrant entrepreneurs in shaping up America’s startup economy, where they have co-founded billion-dollar startups in the United States.

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Cumberland et al. (2016) point out that the liberalization of trade, dissolution of borders to countries, and technological changes have swept the globe with the need for global leadership. The global public workforce has not been left out from the adoption of professional expertise that transcends national borders (Mau, 2017). The demand for universal leaders has consequently exceeded the number of qualified individuals, and organizations now search for modes to identify individuals who will be competent global leaders.

Employees in the global marketplace vary in culture, political beliefs and religion, with a resultant effect on the increasingly intercultural workforce (Cumberland et al., 2016). Diverse workplaces bring out positive change for organizations due to increased creativity and innovation.

The adoption of information technology has made it easier for organizations to create these culturally diverse teams in addition to virtual global teams. The global marketplace hence requires global leaders that can manage these diversified workplaces, thus fill in the global leadership vacuum.

Global leadership knowledge resulted from experience and developed through training. The essential competencies prerequisite of a worldwide leader to interact and work productively with people from different cultures include various traits, attitudes, skills, and abilities that comprise global managerial expertise.

As substantiated by Mau (2017), many attempts have been made to build upon the work on leadership competencies with the objective of identifying the knowledge, skills, abilities, and behavior that constitutes effective global leadership. Richie et al. (2017) articulate that the present state of useful global leadership competencies appears to converge towards three overarching categories of skills according to scholars’ conceptualizations.

Specific Competencies

Firstly are the intrapersonal competencies that mirror the internal psychological/emotional sphere of a global leader. They are also known as self-management competencies that relate to stress management for a worldwide leader that lives and works in a different environment, and with people who do not share similar customs or viewpoints.

As the leader maintains an emotional equilibrium, he/she can effectively use their social and mental competencies to learn well and develop relationships. The skills include optimism, self-confidence, self-identity, non-stress tendency, emotional resilience, and stress management.

Secondly, are interpersonal competencies directed at the management of people and relationships.

Also known as relationship management competencies, they assess the interest and likelihood of a global leader to develop and maintain positive and healthy relations with others who share different perspectives, beliefs, and values, socially and at the works place. These competencies include relationship interest, interpersonal engagement, self-awareness, emotional sensitivity, social flexibility, and self-management.

Thirdly, are the business acumen competencies which include the cognitive and behavioral abilities related to business and organizational realities. These exhibit the perception and strength of a global leader to learn what they need to know to function in the foreign context. They include non-judgmentalness, tolerance of ambiguity, inquisitiveness, cosmopolitanism, and interest flexibility.

Identification of these global competencies is effectual not only in the executive personal/professional development coaching but also in the selection and promotion criteria for global responsibilities.

Notwithstanding, programs are provided to develop effective global mindsets whose intercultural competencies are measured against a yardstick (Hassanzadeh et al., 2015). Also, diversity and cross-cultural courses are designed to increase awareness of these skills. Global leaders, too, analyze themselves for improvement.

Comprehensive leadership training should be fine-tuned and measured to develop competency sets for different global leadership ideal-types (Richie et al., 2017). Global leaders should envision developmental paths that accompany their movements to higher levels of tasks and relationships.

An associated set of competencies can be designed to focus on the complex and subtle interaction of a global leader as their demands require in the worldwide marketplace.

For example, Richie et al., 2017 states that a global leader in a role that is of low relationship complexity or low task requires interpersonal and intrapersonal competencies like intercultural communication, social flexibility, resilience, and cognitive complexity. On the other hand, if the global leader is needed for a task of high complexity while the relationship complexity is low, he should have competencies related to business acumens like responsiveness to change, environmental scanning in addition to intrapersonal domains including resilience and cognitive complexity.

A global leader in a high task complex and high relationship complex must have the full set of the intrapersonal proficiencies like tenacity, thinking agility and courage. The leader also requires the interpersonal prerequisites like sharing leadership and cross-cultural negotiation coupled with business acumen competencies like building partnerships, frame-shifting.

References

Cumberland, D. M., Herd, A., Alagaraja, M., & Kerrick, S. A. (2016). Assessment and development of global leadership competencies in the workplace: A review of literature. Advances in Developing Human Resources, 18(3), 301-317.

Hassanzadeh, M., Silong, A. D., Asmuni, A., & Wahat, N. W. A. (2015). Global Leadership Competencies. Journal of Educational and Social Research, 5(2), 137.

Mau, T. A. (2017). Leadership competencies for a global public service. International Review of Administrative Sciences, 83(1), 3-22.

Reiche, B. S., Bird, A., Mendenhall, M. E., & Osland, J. S. (2017). Contextualizing leadership: a typology of global leadership roles. Journal of International Business Studies, 48(5), 552-572.

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