Global Leadership Practices

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Books & Resource Reviews

aid in supplementing this process might include The Handbook of Crisis Communication (2012), edited by Coombs and Sherry J. Holladay. In summary, I believe the cases found in Coombs’ Applied Crisis Communication and Crisis Management will challenge management educators and their students to think strategically, analytically, and practically. Whether using a single case, coupling cases, or combining several cases, readers will find themselves encouraged to explore the diverse range of options available to decision makers. Coombs’ use of library cases composed of public records about each case allows readers to assess their own knowledge about communication theory as well as the management practices and business components related to performance measurements of a company—these include specific components, such as operating units, processes, programs, products and services, projects, and teams. Finally, the consistent sections of each chapter—Reading Guide, Discussion Questions, Websites (including YouTube videos), and References—provide a thorough foundation for readers to systematically practice managing the operational and communication elements of crises while working to minimize any associated damage. Although not strictly written for a business audience, I also recommend this book for business professionals. The cases presented are thought provoking and, as mentioned above, a major strength of the approach in using library cases is the ability for professionals from a variety of business enterprises to apply diverse concepts such as crisis threat assessment or the use of social media as a scanning mechanism for crisis warning signs. In short, Coombs has made a strong and effective stride in providing clear case opportunities for business professionals and management students to build practical skills as they develop confidence in their abilities to effectively manage crisis situations.

REFERENCES Coombs, W. T. 2010. Pursuing evidence-based crisis communication. In W. T. Coombs & S. J. Holladay (Eds.), The handbook of crisis communication: 719–725. Malden, MA: Blackwell. Institute for Crisis Management 2013. Annual ICM Crisis Report: News Coverage of Business Crises During 2012, Volume 22, No. 1. Retrieved from www.crisisconsultant.com/wp-content/ uploads/2013/06/2012-Crisis-Report_FINAL.pdf. O’Rourke, J. S. 2000. Analyzing a case study. Retrieved from http/ www.awpagesociety.com/images/upload/Study_Analysis.pdf.

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Global Leadership Practices: A CrossCultural Management Perspective, by ´ ese ` Bettina Gehrke and Marie-Ther Claes. Palgrave Macmillan, 2014. 316 pages, paperback. ¨ Reviewed by Christof Miska, WU Vienna, and Hale Oner, Koç University.

Do you teach anyone whom you would consider a member of the next generation of global leaders? If you answered “yes,” you likely teach an audience within which many members already possess intercultural experience, have traveled widely, and perhaps speak several languages. These globally minded students demand in-depth learning approaches which help them prepare for complex global leadership settings. Global Leadership Practices is an excellent source of teaching materials and tools targeted to these learners. In this ´ ese ` edited book, Bettina Gehrke and Marie-Ther Claes, together with a number of expert authors, illustrate global leadership practices with a particular focus on the impact of culture. Throughout the book’s 15 chapters grouped into four major parts, the contributors adopt the metaphor of a kaleidoscope that creates various colorful patterns whenever the cylinder is rooted. Using this metaphor, the authors describe the phenomenon of global leadership as dynamic and adaptable, depending upon the perspectives used to examine it. Accordingly, they invite readers to find their own interpretations and ways of dealing with the cultural complexities of global leadership. Rather than suggesting general overviews and practices, Gehrke and Claes present a variety of interrelated topics and themes as they focus on select countries and regions. Throughout the book, readers will find themselves equipped with a number of tools in the form of self-assessments, case studies, narratives, and reflection questions to support and stimulate learning. An additional feature is that the chapters, although clearly connected by a common theme, could equally be used on a stand-alone basis as supplementary tools to illustrate key points or concepts. Part 1 of Global Leadership Practices includes a chapter by Laurence Romani, Henriett Primecz, and Roger Bell, which outlines the foundational approach of the book. Based on Deetz’s (1996) model, four major views on culture are discussed: positivist, critical, interpretive, and postmodern.

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Consequently, the reader learns about the various ways in which culture can be seen and understood, and how a change in perspective might affect global leadership practices. Part 2 contains two chapters dedicated to crosscultural communication. In chapter 2, Anne Kari Bjørge and Sunniva Whittaker draw the reader’s attention to the need for a focused approach to language management in multinational organizations even where English is adopted as the bridge language. In chapter 3, Anne Kari Bjørge further elaborates on the implications of interactions of various communication styles by people from different cultures. For example, she describes the differences between high- and low-context communication and the issue of losing face. Across both chapters, the authors highlight the need for global leaders to possess effective communication skills when they aim to successfully share their visions and create meaning with others. Part 3 includes five chapters, each of which includes an exploration of what global leadership actually means in the context of the authors’ selected issues. In chapter 4, Hyun-Jung Lee discusses how global leaders can transcend their local cultural boundaries to connect to people and cultures that differ from their own, touching upon concepts such as multiculturalism and cosmopolitanism. The chapter also includes a cosmopolitanism selfassessment tool. In chapter 5, Betina Szkudlarek and Marian van Bakel shed light on the developmental opportunities for global leaders resulting from international assignments as well as on the attendant implications and benefits for organizations. In chapter 6, Karsten Jonsen and Bettina Gehrke discuss challenges and opportunities related to team collaboration in the global context. Chapter 7, by Bettina Gehrke, focuses on the ability to engage people across cultures—a key competency associated with global leadership. Finally, in chapter 8, ´ ese ` Claes link the emergIna Ehnert and Marie-Ther ing theme of sustainable development to the global leadership context, inviting readers to actively reflect upon their own impacts on sustainability and ethics. Gehrke and Claes designate the theme of global leadership in practice for Part 4 of their book, which contains seven chapters dedicated to emerging countries and regions. The particularity of this part is that in each chapter, the authors share their own “insider” cultural views, which enrich this section considerably and make it an authentic contribution to the book. Across the seven chapters,

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several common themes emerge. These include complexity, hybrid cultures, and change. Tony Fang portrays China in chapter 9 through the Yin–Yang approach toward understanding the richness and complexity of Chinese culture and communication. In chapter 10, Jasmin Mahadevan suggests an interpretative approach toward understanding the Indian hybrid culture. Chapter 11, by Joana S. P. Story and Germano Glufke Reis, is focused on the complex relationship orientation of Brazilians. Russia is described by Tatiana Andreeva in chapter 12, where she discusses the complexity of Russian culture through the lens of the Russian language and internal discourse of Russia’s business culture. In chapter 13, David B. Zoogah and M. H. A. Bolaji portray Ghana and its collectivist society as well as employees’ psychological dynamics of the “self.” Chapter 14, by Katharina Kilian-Yasin and Akram Al Ariss is focused on the mechanisms that explain why people in the Arab world chose to identify as Arabs, but at the same time as Palestinians, Lebanese, and Egyptians. Finally, in chapter 15, Marie-Th´er`ese Claes discusses South-East Asia as a region where its people are increasingly seeking economic integration while maintaining the distinct cultures and systems of the embedded nation states. The editors’ overarching mission throughout Global Leadership Practices is undeniably ambitious as they aim to stimulate readers to develop their own interpretations and ways of dealing with the cultural complexities of global leadership. We therefore believe the book is appropriate for advanced learners who already have in-depth cultural experiences. For these students the text provides a rich resource of various learning materials and tools to reflect upon their individual experiences. In each chapter, numerous application boxes, suggestions for activities, reflection and self-assessment tools are presented in an interactive way. These additions stimulate readers’ in-depth thinking, interpretations, and manifold examination of varying cultural contexts. In this respect, we found ourselves concerned that less experienced learners may not be able to fully leverage the richness of the book. However, today’s students generally have a more sophisticated and cosmopolitan perspective on cross-cultural interactions than the average student did 10 or 20 years ago (Szkudlarek, McNett, Romani, & Lane, 2013). For this reason, this potential limitation could also be seen as strength, given the various ways the text may broaden students’ visions of global leadership and encourage them to adopt a fresh perspective on culture. In the end, the amount that

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students are able to draw out of this book will be significantly influenced by faculty members’ abilities to facilitate the self-development opportunities provided, for example, by actively incorporating the narratives, case studies, and self-assessments into their teaching. Faculty members may find chapter 1 particularly useful as a tool for “setting the scene” through an open discussion about students’ expectations regarding both the underlying approach and the intentions of the books’ authors and editors. Also, the open-ended conclusion at the end of the book might be helpful in this regard. As the book focuses on global leadership practices and culture, faculty members might appreciate more insights into the core construct of global leadership. For this purpose, Mendenhall, Osland, and Bird et al.’s (2013) book is a helpful resource—in particular in view of the definitional aspects of global leadership and associated leadership competencies. An important strength of Gehrke and Claes’ text is that its nontraditional, in-depth perspectives on culture tend to challenge classical Western views. Consequently, fresh thinking is encouraged. This does not result in a view of global leadership and culture as simple concepts, rather, the opposite applies. However, learners who engage with the book will be able to move beyond black-and-white thinking and understand the importance of careful interpretation and in-depth consideration, helping them refrain from seeing cultural differences as purely challenging and problematic. Instead, students are encouraged to learn about the potential positive sides of global leadership practices and the richness culture potentially embraces and entails. We found chapters 6 (Global Team Collaboration); 7 (Global Leadership: Engaging People Across Cultures); and 8 (Global Leadership for Sustainable Development) exemplary in terms of the authors’ abilities to communicate the significant positive

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change global leaders can generate despite complex and dynamic cross-cultural environments. Finally, we believe the book provides a convincing argument for considering the adoption of an indepth emic lens on culture, in addition to rather traditional etic perspectives. For example, the rapid transformations of the societies in the emerging economies described in Part 4 requires that learners develop an in-depth understanding of the particularities of these contexts. Overall, Global Leadership Practices is a powerful and multifaceted resource for educators, students, and practitioners. We have found it to be useful in terms of stimulating multifold, reflective thinking about global leadership and cultural differences. This is particularly true for globally agile students who already possess vast cultural experience. Gehrke and Claes conclude: “Balance and wisdom might be considered elusive concepts for leadership, but in a fast-changing world, maintaining balance while moving ahead is essential for global effectiveness” (p. 288). The book is an invitation for readers to discover their own equilibrium and approaches to the leadership challenges posed by an interconnected, complex business world. REFERENCES Deetz, S. 1996. Describing differences in approaches to organization science: Rethinking Burrell and Morgan and their legacy. Organization Science, 7(2): 191–207. Mendenhall, M. E., Osland, J. S., Bird, A., Oddou, G. R., Maznevski, M. L., Stevens, M. J., & Stahl, G. K. (Eds.). 2013. Global leadership: Research, practice and development (2nd ed.). Routledge. Szkudlarek, B., McNett, J., Romani, L., & Lane, H. 2013. The past, present and future of cross-cultural management education: The educators’ perspective. Academy of Management Learning & Education, 12(3): 477–493.

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