Cultural Mythology and Global Leadership

Kessler, Eric H.; Wong‐MingJi, Diana J.

doi:10.4337/9781848447387

Cited by 24 publications

(16 citation statements)

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“…The focus of a future research topic will be whether the framework of holistic leadership described in this article can be applied universally at a global level. Needless to say, it can be assumed that leadership is affected by the impact of various influences it faces including the environment, type of industry, business type and traditional organization culture and depends on the thinking of top management, corporate views, values, religion of the country and cultural myths (Kessler and Wong‐MingJi, ). Further academic research from various perspectives is desirable.…”

Section: Discussionmentioning

confidence: 99%

Business Innovation Through Holistic Leadership‐Developing Organizational Adaptability

Kodama

2018

Syst Res Behav Sci

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This paper offers new theoretical contributions and practical knowledge to existing leadership theories. Through a detailed study of the major corporation SoftBank, a Japanese company achieving business innovation at a global level in recent years, and insights gained on the leadership for organizational adaptability of practitioners driving strategic innovation, this paper presents a framework for ‘holistic leadership’ with a fractal nature as a complex adaptive system. In the three ‘practice layers’ of the ‘formal organizational layer’, ‘psychological boundary layer (adaptive space)’ and the ‘informal organizational layer’, practitioners (in the three management layers of top management, middle management and staff) dynamically use ‘centralized leadership’, ‘dialectical leadership’ and ‘distributed leadership’ and combine them depending on the situation, to achieve a balance between various contradictory elements such as the ‘tug‐of‐war between efficiency and creativity’, and demonstrate organizational adaptability. Through an in‐depth case study, this paper illustrates that holistic leadership in modern companies is a source of business innovation. © 2018 John Wiley & Sons, Ltd.

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Section: Discussionmentioning

confidence: 99%

Business Innovation Through Holistic Leadership‐Developing Organizational Adaptability

Kodama

2018

Syst Res Behav Sci

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“…Due to globalization and convergence of thought, contemporary organizations are beginning to adopt a “universal corporate culture” where all members of the organization, irrespective of their own national culture, have similar work values and beliefs that guide business interactions (Chatman & Jehn, 1994; Ralston, Holt, Terpstra, & Yu, 1997). Terms such as “McDonaldization” or “Disneyfication” bring forth the idea that local businesses are being supplanted by global organizations where the experience of shopping at one local store is the same as another in a different country (Kessler & Wong-MingJi, 2009). A similar argument is provided by the “logic of industrialism” perspective.…”

Section: Leadership Development Topics and Cultural Differencesmentioning

confidence: 99%

“…It is important to understand whether the needs of participants are similar or different across countries as leadership development providers are increasingly expanding their programs globally. Globalization has brought people together, and with it a tension between what is global and what is local; “cultures are simultaneously blending and battling, ushering in an intermingling seemingly omnipresent dynamic of connections and collisions” (Kessler & Wong-MingJi, 2009, p. 1). For instance, leadership providers from Western countries are expanding their offerings into Eastern countries, managers from the East are increasingly attending programs in the West, and leadership education is being formalized in business schools worldwide as a standard module.…”

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confidence: 99%

The Needs of Participants in Leadership Development Programs

Gentry

Eckert

Munusamy

et al. 2013

Journal of Leadership & Organizational Studies

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As leadership development becomes prevalent around the world, it is critical to understand the expectations and needs of participants attending leadership development programs and whether cross-country differences exist in those needs. This study examines the leadership challenges faced by 763 participants of leadership development programs from seven different countries (China/Hong Kong, Egypt, India, Singapore, Spain, the United Kingdom, and the United States) and evaluates how important they perceive certain leadership competencies are to success in their respective organization. Qualitative data reveal that the challenges leaders face are relatively similar across countries, although small variations exist. Developing Managerial Effectiveness, Inspiring Others, Developing Employees, Leading a Team, Guiding Change, and Managing Internal Stakeholders and Politics were challenges that ranked consistently among the top challenges in each country. Quantitative data from the same sample showed that the leadership competencies of Leading Employees, Resourcefulness, and Change Management were consistently seen as being important to success in managers’ organizations in all countries. Teaching managers to overcome the aforementioned challenges, and enhancing the previously mentioned competencies, is likely to contribute to the effectiveness of leadership development programs and initiatives independently of the country in which the manager resides. Both qualitative and quantitative data suggest cultural convergence when it comes to the needs of participants in leadership development programs around the world. Implications of findings for participant-focused leadership development and practical executive education are discussed.

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“…Since then, national master narratives have played a central role in the subject of school history ( Barton and Levstik, 2004;Carretero, 2011). These national master narratives give the public -in this case, students -insight into important cultural themes, heroes, values and expected ethical behaviour (Kessler and Wong-MingJi, 2009). This is a simplistic history without nuances or different perspectives, and this simplistic way of understanding the nation's history involves what Wertsch (1998) calls schematic narrative templates.…”

Section: Introductionmentioning

confidence: 99%

Bias in teachers' assessments of students' historical narratives

Alvén¹

2019

History Education Research Journal

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According to diverse research, historical thinking and historical accounts or narratives contain different dimensions. At least three such dimensions can be found: historical methods, rhetorical forms and ethical statements. The ethical dimension means that historical narratives contain ethical agendas; the rhetorical dimension implies that historical narratives consist of certain stylistic figures; the dimension of historical methods signifies that history is a science with certain methods that must be considered when constructing historical narratives. Although research on history teaching and assessment has made great progress in recent years, it almost exclusively deals with the dimension of historical methods. This is problematic as students' historical narratives, test responses or essays, contain all three dimensions, and all three dimensions seem to be taken into account when the students' narratives are assessed. This study problematizes what happens when teachers in Sweden are only required to assess the dimension of historical methods. The research is based on an empirical investigation where teachers, using the knowledge requirements from the syllabus in history, assessed four historical narratives with focuses on different dimensions of the three. The results suggest that teachers find it difficult to accept a historical narrative that, on the one hand, corresponds to the dimension of historical methods but, on the other hand, contains ethical statements that do not correspond with the assessor's own ethical understanding.

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Cultural Mythology and Global Leadership

Cited by 24 publications

References 0 publications

Business Innovation Through Holistic Leadership‐Developing Organizational Adaptability

Business Innovation Through Holistic Leadership‐Developing Organizational Adaptability

The Needs of Participants in Leadership Development Programs

Bias in teachers' assessments of students' historical narratives

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