With the continuing rise of globalization, organizations face a variety of unique and complex challenges which require significant changes. One of the greatest challenges is the need to develop leaders with higher levels of global competence. Despite the abundance of research supporting the use of intercultural leadership development experiences, existing research has shown that not all leaders benefit equally from these experiences. Given that adults have differing learning style preferences, the results of this research provide useful insights into how a leaders learning style may be associated with the development of global competence.
This study examined the relationship between the levels of global competence and preferred learning styles of a group of leaders from multinational organizations. For this study, the Kolb Experiential Learning Styles instrument was used to categorize respondents into one of four learning styles, and the Global Competencies Inventory to measure 16 global competencies. Findings indicate a relationship between three of the learning styles and four of the 16 global competencies. Conclusions from this study reflect that those with an Accommodating learning style are more likely to have lower competence in Nonjudgmentalness, Self Awareness, and Stress Management, but higher competence in Interest Flexibility. Those with an Assimilating learning style demonstrate lower competence in Interest Flexibility, and those with a Converging learning style showed lower competence with Stress Management.
|Commitee:||Linville, Michael, Starcher, Keith|
|School:||Indiana Wesleyan University|
|School Location:||United States -- Indiana|
|Source:||DAI-A 77/12(E), Dissertation Abstracts International|
|Subjects:||Management, Organizational behavior|
|Keywords:||Cultural intelligence, Experiential learning, Global competencies, Global competencies inventory, Kolb experiential learning styles, Learning styles|
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