180 Going Global
Figure 7.1. Cultural Difference in Communication: Context
Versus Content.
High
Context
High
Content
Japan
Africa
Middle East
Philippines
China
Latin America
India
Singapore
Greece
Spain
Italy
Malaysia
France
Swiss Germans
England
Austria
USA
The Netherlands
Germany
Australia
Scandinavia
It is important to add communication to this framework,
as exchanging information is fundamental to assimilating into
a new culture. A useful distinction to consider is high-content

making? Are decisions usually made at the senior level
and distributed throughout the organization?
Dress Code Is the dress code formal or more casual?
Feedback Does feedback occur frequently and informally, or
more formally during scheduled sessions?
Information
Dissemina-
tion
How much information about the business is shared
throughout the organization? How is information
disseminated throughout the organization:
electronically, in meetings, one on one?
Leadership
Style
What is the style of senior leaders: are they autocratic,
participative, heroic, or accessible?
Physical
Environment
What does the typical working environment look like?
What is the work space of senior leaders?
Speed What is the sense of urgency in the company, to
respond to e-mails, telephone messages, work tasks?
Training What is the type and frequency of training provided to
employees?
Work Hours When are employees typically in the office? Are
employees expected to work weekends, holidays?
182 Going Global
The new hire’s line manager and colleagues play an important
role in articulating the internal culture of the organization. This
can be effectively accomplished by sharing stories that convey what

selection process as the first stage of on-boarding. New employees
begin to develop an impression of the organization based on the
On-Boarding in a Global Workplace 183
professionalism of interactions with recruiters and organizational
members. Individuals involved in recruiting and interviewing pro-
cesses need to provide candidates with a realistic view of the role,
the challenges he or she will likely face, and, most important, a
glimpse into the culture of the organization. They need to make
candidates feel comfortable and welcome while gaining informa-
tion necessary to make an accurate assessment of the candidates’
skills and degree of ‘‘fit’’ within the organization.
Structured interviews are a valuable tool for assessing a candi-
date’s organizational fit; the results from these interviews can be
an indicator of the individual’s success or failure in role (Lomax,
2001). Structured interviews designed to assess organizational fit
should focus on character traits deemed essential by the company.
For individuals moving to roles outside their home company, traits
such as openness to experience, flexibility, persistence, and empa-
thy have been identified as key predictors of the individual’s
performance in role (McCall & Hollenbeck, 2002).
GlaxoSmithKline has institutionalized a ‘‘Candidate Care’’
model which is a process and prescribed set of behaviors that
applies a customer service model to candidates’ recruitment expe-
riences. Treat prospective employees in the same manner as your
valued customers, not as traditional job applicants. Ensure that
all applicants, those who successfully gain employment and those
who do not, have a positive story to share with others. Lou Manzi,
vice president of global recruitment, views GSK’s candidate care
process as a competitive advantage, one that enhances GSK’s rep-
utation as a preferred employer while increasing the firm’s brand

transitioning to a new role. For example, announcements in
Western countries may be more detailed and highlight individu-
als’ accomplishments whereas Asian cultures may downplay past
successes.
The Move. A sound corporate relocation policy is essential to
ensuring a successful relocation. Though this sounds very basic,
it is surprising how many multinational corporations have vague
policies regarding relocation, whether for a new organizational
member or location moves for existing members. The policy
needs to be reviewed frequently to ensure relevance and it should
adequately address adaptations and exceptions. Service providers,
such as move management companies, cultural awareness
trainers, language training, and immigration and tax providers,
play an important role in most relocations. Ensure that they
provide early and frequent predeparture communication with
On-Boarding in a Global Workplace 185
the employee to ensure realistic planning for service delivery. It
is the responsibility of the organization, most likely the human
resource member of the on-boarding team, to serve as the point
of contact for the employee.
A critical component to successful relocation involves the
employee’s family unit. A now commonly known statistic cites lack
of adaptability by the employee’s spouse or partner as the number-
one reason for assignment failures (see, for example, Frazee,
1998, Lomax, 2001; McCall & Hollenbeck, 2002). A 1999 Global
Relocation Trends survey reported data from 177 companies with
more than 50,000 U.S. expatriates on active assignments overseas;
more than 50% of the companies surveyed listed the following
family challenges as critical:
• family adjustment

 Telephone—external and internal dialing instructions
 Fax machine
 Fire extinguishers
 First aid boxes
 Health and safety notices, including accident book
 Utilities, such as lighting, heating, water
 Access to buildings, security
 Incoming and outgoing mail points
 Notice boards
 Computer system, Internet access, e-mail
 Photocopier
 Stationery stocks and systems of reordering
 Toilets, cloakroom, and so on
The organization
 What we do
 History of the organization
 Organizational structure
 Market trends
 Future plans
 Terminology used in organization
On-Boarding in a Global Workplace 187
Figure 7.2. (continued)
Systems
 Office systems—computers, telephones, filing
 Courtesies—protocol, etiquette
 Hours of work, timesheets
 Absence from work—annual leave, bank holidays, sickness
 Communications
 Meetings
 Finance—expense claims, financial responsibilities

manager in effectively on-boarding new hires by including metrics
such as the percentage of time dedicated to on-boarding efforts
and turnover rates as part of line managers’ performance ratings.
3.Orientation
According to a survey by the Society for Human Resource Manage-
ment, 83% of companies report the use of a formal orientation
program for new employees. Unfortunately, the usefulness of
such programs from the perspective of the new employee varies
significantly. Some programs focus solely on communicating fac-
tual information about pay and benefits, company rules and
policies, and completing paperwork. Most of these activities can
be accomplished more efficiently and effectively with supporting
technology, allowing the employee to access the information when
necessary.
Table 7.4 highlights some of the common problems associated
with orientation programs from the perspective of new employees
(Werner & DeSimone, 2006).
Best practice companies approach new employees’ orientation
in very different ways. They design orientation programs that
concentrate on emotional takeaways and many identify a peer
coach or ‘‘buddy’’ to help orient the newcomer. The peer coach
is preferably the same level as the new employee and has tenure
of at least six months with the organization. In addition, the peer
coach should:
• Prepare a list of what he or she would have wanted to know
about the organization when he or she first entered
• Be available for 15 minutes per day during newcomer’s first
week
• Provide feedback and encouragement to the newcomer
• Provide guidance on expanding networks within the company

one-way
communication
Take advantage of opportunity to allow new
employees to ask questions and to begin to build
networks. Building relationships with people in the
room is more important than any information
provided.
Lack of
follow-up
Ensure that information (including contact details
of attendees) from orientation is available
post-orientation. Provide a simple check-in with new
employees 30 days post-orientation.
• Serve as a sounding board and informal source of information
for questions related to policies, processes, work rules, and cor-
porate or local style and norms, for example.
In terms of more formal orientation sessions, best practice
companies use the time to describe the company’s history and
values and help employees feel connected to the company’s
190 Going Global
business strategy and financial goals. As Diana Oreck, vice pres-
ident of Ritz-Carlton’s Global Learning and Leadership Center
said, ‘‘People don’t remember what you said or what you did
but they always remember what they felt.’’ Southwest Airlines is
an example of another company that focuses its orientation pro-
gram on creating a positive emotional experience. The emotions
and feelings elicited in effective orientation programs include
welcome, comfort, security, pride, excitement, confidence. In
addition to sharing key information about the company (such
as history, values, strategy, organizational structure, and so on),

to get the information they need to get their jobs done (Cross,
2007). Newcomers are instantly at a disadvantage as they are on
the periphery of the web of relationships within the organization.
Organizational practices can facilitate and support newcomers to
build effective relationships with their manager, team, and larger
group of stakeholders.
Line Manager
The relationship with his manager is one of the most significant
in an employee’s career (Buckingham & Coffman, 1999). An
employee’s immediate manager is responsible for performance
management and career development processes, as well as provid-
ing ongoing coaching and feedback. Managers need to be involved
in every stage of the on-boarding experience, but some organi-
zations focus specific attention on ensuring that line managers
are skilled in working with new employees to establish objectives,
review progress, and provide constructive feedback designed to
facilitate the employee’s transition into the organization. Fur-
ther, the line manager plays an instrumental role in helping the
employee build important work relationships by providing appro-
priate introductions and, most important, in carefully considering
the first assignment for the new employee. Initial work projects
should require assistance from colleagues, especially those in dif-
ferent functions and departments. Avoid assigning initial projects
that involve working with external partners or suppliers. When
line managers review progress with the newcomer they should ask
not only ‘‘What have you accomplished?’’ but also ‘‘Who have you
established relationships with?’’
In global organizations, especially at senior levels, it is likely
that the newcomer’s immediate manager is not located in close
physical proximity. Managing virtual relationships has been

most basic form, data is collected from the new manager’s team,
summarized, and returned to the new manager who, together
with a coach, reviews the questions and prepares for a face-to-face
feedback session with the new team. Questions may include, but
do not need to be limited to, these examples:
• What do we already know about [New Manager]?
• What don’t we know but would like to know about [New
Manager]?
On-Boarding in a Global Workplace 193
• What are our concerns about [New Manager]?
• What do we want most from [New Manager]?
• What does [New Manager] need to know about us?
• What are the major challenges we face as business, function, or
team?
During the feedback session, the new manager responds to
the input and the questions gathered from the team. He or she
engages in dialogue with the team and agrees on actions. A sum-
mary of the feedback session is reviewed three to six months later.
The success of any New Manager Assimilation Process is depen-
dent upon an experienced, trained, and skilled facilitator. Prework
for these processes varies but may include an assessment of team
learning style and communication style, and could also include a
leadership style assessment for the new manager.
At Citigroup the NMAP was focused on the following
outcomes:
1. Enable a smooth transition for the new manager and the
manager’s team
2. Create a dedicated space for open dialogue and to share
information
3. Build relationships for effective work flow by clarifying infor-

gration with the team meeting. This corporate resource helps
the new manager navigate the internal landscape, network with
key stakeholders, quickly learn the internal ‘‘rules of the road’’
and is especially significant for those new managers that are
globally dispersed away from the corporate center. It is essential
for someone knowledgeable about the corporate center and the
key players to facilitate the on-boarding process. This process
greatly speeds up the new manager’s time-to-effectiveness.
Stakeholders
As more organizations realize the importance of social networks,
many are investing in a process of gathering stakeholder input
and mapping an initial network for the new employee. This
investment has resulted in reduced turnover and greater employee
engagement in diverse industries including financial services,
energy, technology, and health care.
Ideally the stakeholder input is gathered prior to the new
employee’s first day and focuses on four basic areas:
1. What are the expectations associated with role new leader is
stepping into?
On-Boarding in a Global Workplace 195
2. What challenges might the new leader face?
3. Insights and advice concerning our culture?
4. Who are the key people in the organization that this leader
must establish good relationships with?
A skilled transition coach, internal (ideally the HR member of
the on-boarding team) or external to the organization, facilitates
the process by attending to the details outlined in the following
Stakeholder Input Process.
Stakeholder Input Process: Transition Coach
Responsibilities

Organize on-boarding team (for
example, HR professional, peer
coach)
Line manager
2–4 weeks prior
to start date
Plan for move with service
providers
HR professional,
new hire
2–4 weeks prior
to start date
Schedule cultural assessment
and coaching
HR professional
2–4 weeks prior
to start date
Prepare post-offer acceptance
communication (including
internal or external
announcements)
HR professional,
line manager
2 weeks prior to
start date
Prepare announcement Line manager
2 weeks prior to
start date
Plan Stakeholder Analysis;
schedule and conduct interviews

customer outlets, etc.
Line manager
Weeks 2–9 New Hire meets external
vendors, suppliers, customers
Line manager
Weeks 2–4 Complete NMAP: data input HR professional
Ongoing Schedule weekly or biweekly
check-in meetings with line
manager
New hire
Weeks 4–8 Complete NMAP: Team dialogue HR professional,
new hire
Weeks 16–24 Follow-up NMAP HR professional,
new hire
The Future of On-boarding
As indicated previously in this chapter, there is very little
information available regarding on-boarding practices in global
organizations. As the number of global organizations continues
to increase, and consequently the number of employees working
outside of their country of origin continues to increase, there
is clearly an adequate sample to investigate basic questions.
For example, what best practices exist regarding on-boarding
employees into global organizations? We’ve highlighted some
in this chapter, but mostly from our own experience base.
Compiling a comprehensive set of best practices, and lessons
learned, from employees who have been effectively on-boarded
into global organizations would be useful. In addition, it would
be important to understand the costs (such as financial, resource
commitment) associated with on-boarding practices.
It would be valuable for researchers to investigate the following

Bossert, R. (2004). Transition coaching activities accelerates leadership success.
Chief Learning Officer on CLOmedia.com.
Bradt, G. B., & Vonnegut, M. (2009). Onboarding: How to get your employees
up to speed in half the time.NewYork:Wiley.
Bradt, G., Check, J. A., & Pedraza, J. (2006). The new leader’s 100-day action
plan. Hoboken, NJ: Wiley.
Buckley, P. J., & Ghauri, P. N. (2004). Globalisation, economic geography
and the strategy of multinational enterprises. Journal of International
Business Studies, 35(2), 81–98.
Buckingham, M., & Coffman, C. (1999). First, break all the rules.NewYork:
Simon & Schuster.
Ciampa, D., & Watkins, M. (1999). Right from the start: Taking charge in a
new leadership role. Boston: Harvard Business School Press.
On-Boarding in a Global Workplace 199
Corporate Leadership Council. (2006). Attracting and retaining critical
talent segments (Volume I), Washington, DC: Corporate Executive
Board.
Cross, R., & Prusak, A. (2002). The people who make organizations
go—or stop. Harvard Business Review, 80, 1–22.
Dai, G., & DeMeuse, K. P. (2007). A review of on-boarding research.
Korn/Ferry International.
Feldman, D. C. (1976). A contingency theory of socialization. Adminis-
trative Science Quarterly, 21, 433–452.
Frazee, V. (1998). Keeping your expats healthy. Workforce, November,
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national, National Foreign Trade Council and Institute for
International Human Resources, p. 24 .


CHAPTER 8
Developing Leadership
in Global Organizations
Tommy Weir
Gone are the days of preparing for a single-country career and
the days of being a one-country company, as employees and orga-
nizations now live in the troughs of globalization and are not
bound by geographic borders. Yet many companies still practice
a single approach to developing leaders, and many operate on
the assumption that ‘‘leading’’ is the same all over the world. It
is time to move beyond this ideal. This is a simplistic and risky
practice because it is does not contribute to maximizing the invest-
ment made in leadership development, nor does the single-source
approach result in the sought-after outcomes of employee engage-
ment, performance, and organizational success. This chapter will
aid organizations with understanding the implications of the con-
temporary practices of global leadership development and will
recommend what should be practiced when developing leaders
in global organizations, highlighting the importance of grafting
local identity with the global organization’s culture.
There is no escaping the fact that there is a global consistency
in ‘‘what’’ leadership is, as every company requires leaders to
help direct and fulfill its strategic vision. However, the confusion
comes in mistaking the ‘‘what’’ and ‘‘how’’ of leadership, as there
are vast differences in terms of styles of leadership, focus on task
versus consideration, charisma, and transformation in comparison
to tactical knowledge and strategy. To illustrate this point, think
203
204 Going Global

maps and GPS are commonplace. I was a bit nervous about these
directions when I got in the car but arrived at my destination safe
and sound, as these directions were very clear to the driver. When
leaders are giving directions, they need to take into consideration
the regional nuances and practices of the local population. Is the
region accustomed to using a map or landmarks? Is it detailed with
street names and numbers or visual and reliant on landmarks?
Do they rely on Google maps for directions and get detailed sets
of directions or simply process the journey one step at a time?