As our world "shrinks" and globalization increases, companies are changing strategies and operational procedures, which are dependent on leaders to deploy and implement. As companies evolve from domestic companies towards international, multinational and global companies, developing future global leaders becomes an essential component for successfully carrying out corporate global strategies. Because of this, there is an increasing need for global leaders; yet, they are not prepared, causing a significant shortage of global leaders, which is a critical issue for human resource departments. Thus, global leadership development (GLD) programs are urgently needed to address the gap between global leadership needs and the capacity shortage, and should be a major focus of HR's talent management. Even though GLD significantly impacts company performance, current GLD programs offered by practitioners are deficient and there is disjointed research on the topic by scholars. However, there is a growing consensus around global leadership attributes (personality, values, cultural background and corporate work experience) used for the recruiting and succession planning talent management functions, global leadership competencies (engagement in personal transformation, knowledge, networking skills, social judgment skills, self awareness, and self regulation) used for the career development talent management function, and learning and development methods (expatriate assignment, global teams, experiential learning, coaching, intercultural training, assessment and reflection) used for the learning and development talent management function. The research findings indicate several implications for practitioners to address when building a global leadership development program. First, personality traits and global leadership competencies are primarily idiosyncratic to job function, but not to company type. Second, while leadership competencies are the same for domestic and global leaders, certain competencies are more critical for global leaders and the proficiency level typically increases. Third, the list of competencies must be manageable, clearly defined and comprehensive. And fourth, the learning and development method and corresponding budget prioritization is very dependent on the global leadership competency to be developed. Degree Type Dissertation Graduate Group Education First Advisor Jonathan A. Supovitz

Global Leadership Development: An Analysis of Talent Management, Company Types and Job Functions, Personality Traits and Competencies, and Learning and Development Methods

Research on video-mediated coaching is sparse, with literature on video-mediated communication in general and different aspects of technology-assisted coaching existing. Therefore the qualitative study researches the question \"What is the impact of the camera in Skype coaching on coachees’ experience of being coached?\", taking a constructivist epistemological stance and employing the methodology of Interpretative Phenomenological Analysis as developed by Smith from the late 1990s. It aims to provide a better understanding of the coachee's lived experience of being coached in a camera mediated encounter. Article history Accepted for publication: 16 January 2019 Published online: 01 February 2019 © the Author(s) Published by Oxford Brookes University Introduction Since coaching evolved as an industry in the 1990s, the target groups and application fields for coaching have multiplied (Kanatouri & Geissler, 2017, p.715). At the same time, \"technology has changed the way coaches and clients interact\" (Sherpa, 2017). Penetration and usage of the internet are high, with, for example, 89% of UK households having internet access and 82% using the internet every day (Office for National Statistics, 2016). Coaching practitioners also increasingly make use of technological media and the dyadic face-to-face meeting in real time is no longer the standard mode in which a coaching session takes place. To enhance convenience, locationindependence and cost effectiveness coaching also happens via video, text-messages, email or via specifically created platforms, either synchronously or asynchronously, using a single way of delivery or choosing a blended approach (Clutterbuck, 2010; Boyce & Hernez-Broome, 2010; Otte et al., 2014; Kanatouri & Geissler, 2017). One seemingly obvious way of re-creating a face-to-face situation for the coaching encounter while reaping the benefits of technology, is the use of a web-cam or video-conferencing device in order to connect a physically dispersed coaching pair. The ICF Global Coaching Study (2016) reports that two thirds of 15.380 coaches from 137 countries use an audio-video platform. The Sherpa (2017)

https://researchportal.coachfederation.org/Document/Pdf/3401.pdf

Experiences of receiving career coaching via Skype: An interpretative phenomenological analysis

Gegenuber der Internet- und Mobilkommunikation werden Computer- und Videospiele fur Psychotherapie, (psychosoziale) Beratung oder Coaching noch vergleichsweise wenig genutzt Dies gilt auch fur Serious Games, interaktive Computerlernspiele, die kognitive Lernprozesse oder Verhaltensweisen in einer digitalen Lernumgebung trainieren Fur die Coachingpraxis kann das avatarbasierte Coaching relevant sein, das Konstruktionsmerkmale und Funktionsprinzipien von Serious Games beinhaltet und an dessen Beispiel Nutzungspotential und -risiken sowohl fur Coaches als auch Klient/innen abgeleitet werden konnen

Angelique R. Andrews

Papers

Avatar coaching: A case study on the perceptions of virtual reality coaching interventions with an avatar coach

Global leadership development and succession, and the significance of psychological assessments for high potential global executives