Analysis of Global Leadership Competencies Depending on Team members’ positions

Abstract

ABSTRACT

The purposes of this study are to define required global leadership competencies, analyze differences in importance and performance level, and identify the educational needs for global leadership competencies on the basis of the importance-performance level by the team members’ positions. This study sample included 273 employees in large Korean enterprises and 15 experts who have worked in global businesses. Data were gathered using a written questionnaire in Korean. For data analysis, descriptive statistics, AHP, the t-test, and the Borich method were applied to all research questions. According to the results, the required global leadership competencies of team leaders were understanding changes in business circumstances, predicting changes in business circumstances, establishing corresponding strategy to change, open accommodation to opinion, respecting diversity, constructing organization culture, understanding multi-cultures, global citizenship, planning strategic goal, and fostering global talent. The required global leadership competencies of team members were managing the human network, using foreign languages, global manners and etiquette, procuring knowledge and skills, global communication, integrity, a challenging spirit, and creativity. In terms of the importance recognition of each competency, understanding changes in business circumstances was found to be statistically significant. In terms of the performance level, the competencies of understanding changes in business circumstances, establishing corresponding strategy to change, respecting diversity, constructing organization culture, global manners and etiquette, planning strategic goal, procuring knowledge and skills, fostering global talent, and creativity were found to be statistically significant. Further, for both comparisons, the mean values were higher among the team leaders than team members for all significant competencies. Overall, the educational needs and importance-performance level for global leadership competencies were higher for team members than team leaders. The importance-performance level of both team leaders and team members was statistically significant for all competencies. Employees in both positions had high-level educational needs toward establishing corresponding strategy to change, fostering global talent, using foreign languages, and predicting changes in business circumstances. Team leaders had high-level educational needs toward competencies in the domain of the global mind, while team members had high-level educational needs toward competencies in the domain of the global mind, global network, and performance improvement skill. In conclusion, this study indicates that human resource development departments (HRD) must develop global leadership curriculums and establish a strategy for fostering global leaders who have required global leadership competencies and educating team members depending on their positions to focus on competence development. Both the HRD department and employees in the team must put in practical effort. Corporations and HRD professionals who play a role in cultivating global leaders can benefit from the results of this study if they apply global leadership competencies depending on the team members’ positions to educate team members and establish systematic education strategies. Thus, this study may provide guidelines for fostering global leaders and directing HRD professionals in instructing a corporation. | 국문 초록

이 논문은 직책 별 글로벌 리더십 역량을 도출하고 중요도 인식과 수행수준의 차이, 교육 요구도를 분석하여 기업과 HRD부서의 글로벌 인재 양성을 위한 전략 수립과 교육 실행에 시사점을 제공하는 것을 목적으로 한다. 이와 같은 연구 목적의 달성을 위해 글로벌 비즈니스 경험이 있는 273명의 대기업 종사자와 15명의 전문가를 대상으로 설문을 진행하였으며, 기술통계, AHP, t-test와 Borich기법을 활용하여 자료를 분석하였다. 연구 결과 팀장은 10개, 팀원은 8개의 직책 별 글로벌 리더십 역량이 도출되었다. 직책 간 글로벌 리더십 역량에 대한 중요도 인식의 차이는 경영환경 변화 이해 역량만이 통계적으로 유의미하였다. 또한 한가지 역량을 제외하고 직책에 상관없이 모든 역량에서 평균 4.0 이상의 높은 중요도 인식 수준을 보였다. 직책 간 수행수준의 차이에서는 경영환경 변화이해, 변화 대응전략 수립, 다양성 존중을 포함한 9개 역량이 통계적으로 유의미하였다. 또한 모든 역량에서 팀장이 팀원보다 수행수준이 높았다. 이는 대부분의 글로벌 리더십 역량에 대해 두 직책 모두 그 중요도와 필요성을 높게 인식하지만 정작 역량의 수행수준은 직책 간에 차이가 있음을 의미한다. 중요도인식 - 수행수준의 차이를 기반으로 한 교육 요구도 분석 결과 모든 역량에서 팀원이 팀장보다 교육 요구도가 높게 나타났으며 두 직책 모두 변화 대응전략 수립 역량, 글로벌 인재 양성, 경영환경 변화 예측, 외국어 사용능력 역량에 대해 높은 교육 요구도를 보였다. 직책 별로 살펴보면, 팀장의 교육 요구도가 높게 나타난 역량들은 글로벌 마인드 역량 군에 집중되어 있었고 팀원은 글로벌 마인드, 글로벌 네트워크, 성과개선스킬 역량 군에 포함된 역량들에 대해 높은 교육 요구도를 보였다. 또한 두 직책 모두 중요도- 수행수준의 차이가 모든 역량에서 유의미하였다. 이것은 팀장과 팀원 모두에게 체계적 글로벌 리더십 역량 교육이 필요하며, 직책 별로 높은 교육 요구도를 보이는 역량 군에 초점을 맞춘 교육과정의 설계와 개발이 시급함을 의미한다. 연구 결과에서 얻을 수 있는 시사점을 정리하면 다음과 같다. 먼저 HRD부서가 직책 별 글로벌리더십 역량을 확인하고 이를 고려한 글로벌 인재 양성 전략을 수립해야 한다. 또한 직책 별 교육 요구도를 반영 하여 교육과정을 개발해야 한다. 마지막으로 HRD부서와 팀 구성원 모두가 글로벌 리더십 역량 개발을 위한 실천적 노력이 필요하다. 이 연구는 글로벌 인재 양성에 있어서 기업과 HRD부서에 기초자료를 제공함과 동시에 체계적 교육 전략 수립과 교육 실행을 위한 시사점을 제공할 수 있을 것으로 기대된다.; ABSTRACT

The purposes of this study are to define required global leadership competencies, analyze differences in importance and performance level, and identify the educational needs for global leadership competencies on the basis of the importance-performance level by the team members’ positions. This study sample included 273 employees in large Korean enterprises and 15 experts who have worked in global businesses. Data were gathered using a written questionnaire in Korean. For data analysis, descriptive statistics, AHP, the t-test, and the Borich method were applied to all research questions. According to the results, the required global leadership competencies of team leaders were understanding changes in business circumstances, predicting changes in business circumstances, establishing corresponding strategy to change, open accommodation to opinion, respecting diversity, constructing organization culture, understanding multi-cultures, global citizenship, planning strategic goal, and fostering global talent. The required global leadership competencies of team members were managing the human network, using foreign languages, global manners and etiquette, procuring knowledge and skills, global communication, integrity, a challenging spirit, and creativity. In terms of the importance recognition of each competency, understanding changes in business circumstances was found to be statistically significant. In terms of the performance level, the competencies of understanding changes in business circumstances, establishing corresponding strategy to change, respecting diversity, constructing organization culture, global manners and etiquette, planning strategic goal, procuring knowledge and skills, fostering global talent, and creativity were found to be statistically significant. Further, for both comparisons, the mean values were higher among the team leaders than team members for all significant competencies. Overall, the educational needs and importance-performance level for global leadership competencies were higher for team members than team leaders. The importance-performance level of both team leaders and team members was statistically significant for all competencies. Employees in both positions had high-level educational needs toward establishing corresponding strategy to change, fostering global talent, using foreign languages, and predicting changes in business circumstances. Team leaders had high-level educational needs toward competencies in the domain of the global mind, while team members had high-level educational needs toward competencies in the domain of the global mind, global network, and performance improvement skill. In conclusion, this study indicates that human resource development departments (HRD) must develop global leadership curriculums and establish a strategy for fostering global leaders who have required global leadership competencies and educating team members depending on their positions to focus on competence development. Both the HRD department and employees in the team must put in practical effort. Corporations and HRD professionals who play a role in cultivating global leaders can benefit from the results of this study if they apply global leadership competencies depending on the team members’ positions to educate team members and establish systematic education strategies. Thus, this study may provide guidelines for fostering global leaders and directing HRD professionals in instructing a corporation.