Global Skills and Competency Training for Developing Global Talent: Implications for International Human Resource Management

Organizational development initiatives that focus on developing long-term capabilities within the firm are crucial to build core competencies and competitive advantage. This paper examines training and development factors of global competencies in global business and leadership development. The study determines the demographic and organizational factors that increase global mindset capabilities based on empirical research using quantitative measures of global mindset in business. Participants included 158 senior business executives from five continents in 14 industries responding to an online survey. Global mindset of the leader is found to significantly improve leadership behavior in global business. Recommendations are made for training and global skill development through a variety of training methods to foster cross-cultural awareness, sensitivity, global mindset capabilities, and improve leadership behavior in global business. Implications are made for international human resource practice

Managing Human Resources in a 21st Century Knowledge-Based, Global Economy

Globalization created many challenges for human resource managers in the 21st century. In today’s competitive, knowledge-based economy, organizations must develop, utilize, and leverage resources, people, and technology across cultures and countries. Success is greatly influenced by human talent and capacity for organizational learning and responsiveness. By taking a pro-active, strategic role, human resource managers can develop organizational capabilities that can help improve performance and build a sustainable competitive advantage. The paper examines strategy and structure and the role of human resources in developing organizational culture, capabilities, and composition of people. Recommendations are made for workforce alignment, knowledge management, and developing 21st century competencies

Paradigm Shift in Human Resource Management: From Contingency Model to Strategy and Process Development

Traditionally, human resource management has not been involved in strategic management. However, to be successful in today’s competitive global marketplace, organizations need human resource professionals with competencies in strategic thinking, system’s view, and team-building skills to create organizational environments that have capacity for learning, innovation, responsiveness, flexibility, and on-going value creation. This paradigm shift requires human resource professionals to find a fit between organizational strategy and structure, identifying value-adding processes and developing core competencies through people. This paper discusses some of the methods and practices that could move human resource management from a support function to a value-added activity based on the nine behavioral and technical competencies of the Society for Human Resource Management (SHRM) new professional certification requirements

Building Learning Communities Utilizing Team-Based Learning in an On-line Environment

Colleges and universities today are finding themselves under increasing pressure to change the practices of teaching. Rapid advancements in technology and demands of a knowledge-based society quickly change expectations and standards in higher education. Technology brings alternative ways to organizing and conveying information. The paradigm of predominantly linear process of learning is shifting to set new trends in online education with applications of differing teaching and learning styles. One of the challenges is to create dynamic learning communities that are learner-centered rather than teaching-centered. This paper discusses the importance of rubrics and components of team-based learning in online education utilizing results of a survey that was administered in an undergraduate Marketing class conducted at a Midwest University’s Business Administration Program. The paper proposes strategies for building effective learning communities in online environments by utilizing rubrics and other team-based learning strategies that can improve the online experience. Our contribution is to evaluate the effectiveness of various tools and components of team-based learning to assist faculty creating student-centered learning goals and outcomes to build dynamic online learning communities. Our findings confirm that rubrics and survey results support current literature on the effectiveness of team-based and small-group learning and the importance of rubrics in online education

Performance Evaluation and Promotion Criteria: Perceptions of Faculty Evaluation in Promotion Decisions

Performance evaluation and promotion of faculty can be difficult in higher education. The evaluation of faculty performance often creates confusion as the criteria for promotion are often poorly understood. Disagreements over effective, equitable performance evaluation tools and possible biases of how faculty may get promoted have been a concern in many institutions, possibly creating legal liabilities that underlines the need for designing promotion criteria that are effective and easily understood by administrators and faculty. The purpose of this paper is to evaluate the perceptions of faculty promotion practices and processes used in higher education institutions in the Midwest region of the US to identify equitable and effective performance measuring tools and promotion criteria that could be used to evaluate faculty in higher education. The survey instrument included five main categories of faculty performance evaluation: (1) teaching effectiveness and instruction, (2) student advising, (3) research and scholarship, (4) professional development, and (5) service to the profession and community. The instrument was pilot tested with faculty at various state and private universities and colleges to identify the most important promotional criteria in faculty performance evaluation as perceived by faculty. Recommendations are made to assist administrators and supervisors at American higher educational institutions to evaluate and award faculty promotions more effectively and consistently in the future

Faculty Perceptions on Professional and Student Development in Performance Evaluations

In many higher educational institutions, one of the faculty requirements is to engage in continuous professional development. Faculty expectations may also include various student development activities. However, the impact of faculty and student development has not been emphasized in previous research, even though it has been noted to contribute to enhancing academic learning and performance. This study examines the perceptions of faculty at several Midwestern higher educational institutions by collecting data through surveys on the importance of faculty and student development in faculty evaluation decisions. The findings are used to make recommendations for administrators, faculty, and future research related to policy and practice on faculty promotion decisions

Faculty Promotion in Business Schools: What Counts and What Should Count?

The ultimate goal for college faculty is to achieve the rank of full professor. Accomplishing this is a matter of what counts. Factors related to teaching, research, and service are used as promotion criteria. Higher education administrators may exalt teaching and service; yet give more credence to research when determining pay, promotion, and tenure. This current research is born out of these ongoing discrepancies in what is purported and what is rewarded. Business faculty’s opinions on promotion criteria, that is, what counts and should count were analyzed. The results indicate differences now and compared to the past

Analyzing the Effects of Demographic and Organizational Factors on Global Mindset of Business Leaders: An Empirical Multi-Industry Study from Five Continents

ABSTRACT This mixed-method study defines, clarifies, and operationalizes the concept of global mindset and identifies statistically significant factors that contribute to the development of a global mindset. Seven demographic and six organizational factors are examined for their effects on global mindset. The sample includes 158 senior business leaders operating at global organizations on five continents who participated in a web-survey. Global mindset is measured by a composite score of the leader's intellectual and cultural intelligence. Six factors: (a) number of foreign languages spoken, (b) raised by/live in a bilingual/multi-ethnic family, (c) number of countries worked in, (d) location/country of employment, (e) percentage of employees working overseas, and (f) percentage of revenue from overseas are found to significantly increase global mindset. The study confirms that global mindset is critical to leadership in business