Chapter 4 The Crucial Yet Elusive Global Mindset Nakiye Boyagigiller, Nakiye BoyagigillerSearch for more papers by this authorSchon Beechler, Schon BeechlerSearch for more papers by this authorSully Taylor, Sully TaylorSearch for more papers by this authorOrly Levy, Orly LevySearch for more papers by this author Nakiye Boyagigiller, Nakiye BoyagigillerSearch for more papers by this authorSchon Beechler, Schon BeechlerSearch for more papers by this authorSully Taylor, Sully TaylorSearch for more papers by this authorOrly Levy, Orly LevySearch for more papers by this author Book Editor(s):Henry W. Lane, Henry W. LaneSearch for more papers by this authorMartha L. Maznevski, Martha L. MaznevskiSearch for more papers by this authorMark E. Mendenhall, Mark E. MendenhallSearch for more papers by this authorJeanne McNett, Jeanne McNettSearch for more papers by this author First published: 25 August 2017 https://doi.org/10.1002/9781405166355.ch4 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary Global managers face challenges, dualities, and paradoxes of mammoth proportions for which structural solutions no longer are effective. Building on the idea of requisite variety, researchers are beginning to conclude that only complex human behavior can match these complex demands of the global environment. Managers need a mindset that enables them to think outside the narrow confines of a single cultural view. This global mindset comprises cognitive complexity, joined with an awareness of the world and a positive orientation toward it, cosmopolitanism. The Blackwell Handbook of Global Management RelatedInformation

In this article, we examine the implications of perceived management commitment to the ecological environment for employee attitudes and behaviors. Following deontic justice theory, which suggests that individuals are capable of feeling and expressing moral outrage when others are treated poorly, even if such treatment has no direct implications for themselves, we expected that employee attitudes and behaviors would be related to perceived organizational treatment of the environment. At the same time, we expected that these reactions would be moderated by how employees themselves were treated by the organization, in the form of perceived organizational support. In a study of employees and supervisors in a textile firm in Turkey, the results indicate that perceived organizational support moderated the effects of management commitment to the environment on organizational justice, organizational commitment and organizational citizenship behaviors targeting the environment.

Drawing on the structural perspective in organizational theory, this study develops a conceptual framework of the social hierarchy within the multinational corporation (MNC). We suggest that parent country nationals (PCNs), host country nationals (HCNs), and third country nationals (TCNs) occupy distinctively different positions in the social hierarchy, which are anchored in their differential control or access to various forms of capital or strategically valuable organizational resources. We further suggest that these positions affect employees’ perceptions of senior leadership opportunities, defined as the assessment of the extent to which nationality and location influence access to senior leadership opportunities. Using multilevel analysis of survey data from 2039 employees in seven MNCs, the study reveals two significant findings. First, HCNs and TCNs perceive that nationality and location influence access to senior leadership opportunities more than PCNs. Second, three moderating factors – gender, tenure, and education – increase the perception gaps between PCNs on the one hand and HCNs and TCNs on the other, although these results are inconsistent. These findings indicate that the structural position of PCNs, HCNs, and TCNs in the social hierarchy affect sense-making and perceptions of access to senior leadership opportunities.

Managing global change is one of the key competencies demanded of global leaders and one of the main challenges they face, according to some scholars. However, leading change in the global context is one of the most under-researched areas of global leadership. This conceptual chapter first contrasts the organizational development and organization change fields and then proposes a hybrid approach termed global strategic change. Global strategies require new patterns of employee behavior and an enhanced appreciation of the dynamics of intercultural change in which two or more national cultures are involved. Understanding these demands on employee behavior will aid managers in pursuing their globalization efforts. Culture is conceived as a boundary condition, and cultural values that might impact each stage in the change process are identified. Two case studies illustrate successful global strategic change by expert global leaders who were not intimidated by cultural stereotypes. Thoughtful executives can create strategic performance improvements by avoiding being trapped or intimidated by a simplistic interpretation of cultural constraints.

Based on relative deprivation theory, we examined the following question: How do existing employees react to management’s commitment to an external constituency when such commitment has no direct benefits to employees? We predicted that employees would interpret management commitment to the ecological environment within the context of how management treats them as employees (as measured by perceived organizational support (POS)). Thus, we expected that employees would perceive the organization as more fair, would express greater commitment to the organization, and would engage in pro-organizational and pro-environmental behaviors when the organization displayed high commitment to both its internal and external stakeholders. Our data analysis, based on a sample of employees and supervisors in a textile processing firm in Turkey, revealed that management’s commitment to the environment was associated with perceptions of organizational justice only when POS was high. Similarly, while management commitment to the environment was positively related to commitment in the aggregate, the connection was stronger when employees perceived high POS. However, management commitment to the environment was positively related to employee citizenship behaviors targeting the environment only when POS was low, indicating that when unsupported, employees make an effort to behave in ways aligned with expressed interests of management.

Human Resource ManagementVolume 51, Issue 6 p. 789-798 Guest Editors' Introduction Guest editors' introduction: Introduction to HRM's role in sustainability: Systems, strategies, and practices Sully Taylor, Corresponding Author Sully Taylor sullyt@sba.pdx.edu Cameron Research Faculty and director of international programs, School of Business Administration, Portland State UniversityDepartment of Management Research, SBA 560C, School of Business Administration, P.O. Box 751, Portland State University, Portland, OR 97207-0751Search for more papers by this authorJoyce Osland, Joyce Osland Lucas Endowed Professor of Global Leadership and executive director, Global Leadership Advancement Center, San Jose State UniversitySearch for more papers by this authorCarolyn P. Egri, Carolyn P. Egri William J. A. Rowe EMBA Alumni Professor, Beedie School of Business, Simon Fraser UniversitySearch for more papers by this author Sully Taylor, Corresponding Author Sully Taylor sullyt@sba.pdx.edu Cameron Research Faculty and director of international programs, School of Business Administration, Portland State UniversityDepartment of Management Research, SBA 560C, School of Business Administration, P.O. Box 751, Portland State University, Portland, OR 97207-0751Search for more papers by this authorJoyce Osland, Joyce Osland Lucas Endowed Professor of Global Leadership and executive director, Global Leadership Advancement Center, San Jose State UniversitySearch for more papers by this authorCarolyn P. Egri, Carolyn P. Egri William J. A. Rowe EMBA Alumni Professor, Beedie School of Business, Simon Fraser UniversitySearch for more papers by this author First published: 20 December 2012 https://doi.org/10.1002/hrm.21509Citations: 56AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume51, Issue6November/December 2012Pages 789-798 RelatedInformation

This chapter provides a look at organizational learning through the lens of intercultural communication. Since the organizational learning research seldom considers the impact of intercultural communication, we have written a conceptual piece based on reviews of both literatures and our own experience with global organizations. The chapter begins by first examining the role of communication in organizational learning. Next, we introduce the basic concepts of intercultural communication. We identify those aspects of intercultural communication that most directly affect knowledge transfer: marginality, stereotypes, style differences, linguistic ability, cosmopolitanism, satisficing, cultural intelligence, and intercultural sensitivity. We explore the relationship between stages of intercultural sensitivity and the readiness to learn, focusing on the trigger events that can move people and organizations to higher levels of sensitivity. Finally, we describe and discuss the practical implications that an understanding of intercultural communication has for organizational learning and the questions that need to be addressed by future research.

Children enter school as question marks and leave as periods. From Neil Postman and Charles Weingartner (1969) in Teaching as a Subversive Activity. The aphorism above suggests that students exit secondary school thinking they “know” what needs to be known…period. Higher education may simply serve to replace the period (.) with an exclamation (!). Upon exit from college, students “know what is to be known” even better, are more confident in stating it and think they are prepared for job placement. Can universities help students recapture the thrill of being question marks (?), suggesting a joyful pursuit of continual self-discovery? In addressing this question, we submit that only with enduring questioning, life-long pursuit of new insights and continual adaptive change, are college graduates able to contribute to and partake in the paradigm shift of sustainability. Our essay seeks to connect the mindset of questioning and adaptive change to the current sustainability transformation within universities. In doing so, we set forth a foundation for understanding how universities, particularly schools and colleges of business, can empower students to leave our halls as “?”s and effectively participate in the sustainability transformation.

We conceptualize new ways to qualify what themes should dominate the future international business and management (IB/IM) research agenda by examining three questions: Whom should we ask? What should we ask, and which selection criteria should we apply? What are the contextual forces? Our main findings are the following: (1) wider perspectives from academia and practice would benefit both rigor and relevance; (2) four key forces are climate change, globalization, inequality, and sustainability; and (3) we propose scientific mindfulness as the way forward for generating themes in IB/IM research. Scientific mindfulness is a holistic, cross-disciplinary, and contextual approach, whereby researchers need to make sense of multiple perspectives with the betterment of society as the ultimate criterion.

The purpose of this paper is to critically assess the utilization of boundaryless careers in organizations through the lens of how they impact the formation and deployment of organizational social capital. We build a model of the positive and negative effects of boundaryless careers on social capital formation by proposing a more nuanced picture of boundaryless careers. We divide boundaryless careers into four types: internal psychological, internal enacted, external psychological and external enacted. Our model delineates the conditions under which different types of boundaryless careers affect the formation and deployment of organizational structural, relational and cognitive social capital and offer propositions based on our analysis. In addition we examine type of knowledge (exploratory or exploitative) pursued by the firm as a key moderator for the relationships we propose. Copyright # 2008 John Wiley & Sons, Ltd.

Social capital has assumed a critical role in the successful implementation of global strategy for multinational companies (MNCs). The article focuses on the ways in which the international human resource management (IHRM) system and those responsible for it influence the creation and utilisation of social capital in MNCs. It examines the challenges posed to IHRM by the wide diversity of definitions and manifestations of social capital found in the multiple cultural contexts of the global business environment and provides a framework on how to approach the cultural influences on the definitions and behavioural expressions of social capital. It also critically assesses the recommendations that have been made regarding developing social capital in MNCs, the competencies most critical to the ability to develop social capital in multiple cultural settings, and provides a set of recommendations for future research in this area.