Northeastern University Nissan Global Leadership Case Study Analysis Read and analyze the case study on Nissan from the course pack. Instructions will be

Northeastern University Nissan Global Leadership Case Study Analysis Read and analyze the case study on Nissan from the course pack.

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Northeastern University Nissan Global Leadership Case Study Analysis Read and analyze the case study on Nissan from the course pack. Instructions will be
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The paper should be 10 pages long with the analysis up to 6 pages and the recommendations up to 4 pages.

Recommended Structure is as follows and the APA,

It is double-spaced and 12-point.

2 Introduction (high-level findings of the case study)

3 As you work through this paper, analyze the following areas (6 pages):

a The strategic business objective pursued,

b The specific types of leadership styles employed,

c The challenges faced and results achieved,

d The causes of success or failure and

e Other areas you consider pertinent

4 Recommendations

5 Conclusion

6 References

NOTE: The final draft due later will also use the same above structure except that you will incorporate any feedback that I have suggested in the initial draft. •
•
Read and analyze the case study on Nissan from the course pack.
Instructions will be available on accessing and paying for the course pack.
The paper should be 10 pages long with the analysis up to 6 pages and the
recommendations up to 4 pages.
Recommended Structure is as follows and the APA,
It is double-spaced and 12-point.
2
3
Introduction (high-level findings of the case study)
As you work through this paper, analyze the following areas (6 pages):
a The strategic business objective pursued,
b The specific types of leadership styles employed,
c The challenges faced and results achieved,
d The causes of success or failure and
e Other areas you consider pertinent
4 Recommendations
5 Conclusion
6 References
NOTE: The final draft due later will also use the same above structure except that
you will incorporate any feedback that I have suggested in the initial draft.
1.
Northeastern University
Global Leadership 2019-2020
Under Guidance from Dr. Sriram Rajagopalan
LDR 6145
Global Leadership 2019-2020
Under Guidance from Dr. Sriram Rajagopalan
LDR 6145
Northeastern University
Table of Contents
Global Leadership Success Through Emotional and Cultural Intelligences……………………………….5
The Global Leadership of Carlos Ghosn at Nissan……………………………………………………………….17
Gojo Industries: Aiming for Global Sustainability Leadership…………………………………………………29
Leadership in a Globalizing World……………………………………………………………………………………..41
Regional Strategies for Global Leadership………………………………………………………………………….85
Rising Costs of Bad Leadership………………………………………………………………………………………..99
Learning to Manage Global Innovation Projects…………………………………………………………………103
Copyright 2005 by Indiana University Kelley School of Business. For reprints, call HBS Publishing at (800) 545-7685.
Business Horizons (2005) 48, 501 — 512
www.elsevier.com/locate/bushor
Global leadership success through emotional and
cultural intelligences
Ilan Alon, James M. Higgins*
Roy E. Crummer Graduate School of Business, Rollins College, 1000 Holt Ave-2722, Winter Park, FL 32789,
USA
KEYWORDS
Cultural intelligence;
Emotional
intelligence;
Global leadership
success
Abstract Culturally attuned and emotionally sensitive global leaders need to be
developed: leaders who can respond to the particular foreign environments of
different countries and different interpersonal work situations. Two emerging
constructs are especially relevant to the development of successful global leaders:
cultural and emotional intelligences. When considered under the traditional view of
intelligence as measured by IQ, cultural, and emotional intelligences provide a
framework for better understanding cross-cultural leadership and help clarify
possible adaptations that need to be implemented in leadership development
programs of multinational firms. This article posits that emotional intelligence (EQ),
analytical intelligence (IQ), and leadership behaviors are moderated by cultural
intelligence (CQ) in the formation of global leadership success.
D 2005 Kelley School of Business, Indiana University. All rights reserved.
tural business is a mundane reality for most
contemporary large organizations. Even if your
business is a medium- or small-sized firm, you
have probably experienced globalization through
interactions with global participants that belong
to at least one, or perhaps more, of these four
key categories: customers, competitors, suppliers, or employees. Global business is already a
substantial force in the world’s economy: The
World Trade Organization reported that, in 2003,
international trade comprised 30% of global GDP.
In their book Race for the World, Lowell L. Bryan
et al. (1999) predicted that, by the year 2029,
80% of world output would be in global markets.
Thus, while globalization has arrived, the full
extent of its impact on business has yet to be
felt.
bBut when a prince acquires the sovereignty of a
country differing from his own both in language,
manners, and intellectual organization, great difficulties arise; and in order to maintain the
possession of it, good fortune must unite with
superior talent.Q —Niccolo Machiavelli, The Prince
1. Global interaction and interpersonal
relationships
To say that globalization is upon us is axiomatic.
Conducting global, international, and cross-cul-
* Corresponding author.
E-mail addresses: ilan.alon@rollins.edu (I. Alon)8
jhiggins@rollins.edu (J.M. Higgins).
0007-6813/$ – see front matter D 2005 Kelley School of Business, Indiana University. All rights reserved.
doi:10.1016/j.bushor.2005.04.003
5
For use only in the course Global Leadership at Northeastern University taught by Under Guidance from Dr. Sriram Rajagopal from September 17, 2019 to December 31, 2020.
Use outside these parameters is a copyright violation.
2.
BH 177
I. Alon, J.M. Higgins
If growth in international trade continues as
expected and predictions for its eventual size hold
true, global business will see at least a twofold
increase. Such dramatic changes in the conduct of
business require leadership from individuals skilled
in global aspects of business functions such as
marketing, operations, finance, human resource
management, information management, and R&D.
However, global leaders must also be extremely
skilled in the interpersonal conduct of global business. This requires emotional and cultural intelligences, the focal points of this article.
Unfortunately, while the need for global business
leaders has never been so urgent, serious deficiencies exist in the preparation of corporate managers
as they deal with the interpersonal realities of
global business. In a comprehensive review of the
global leadership literature, Vesa Suutari (2002)
came to the following conclusions:
intelligence, as awareness of this important concept is still at an early stage. In this article, we
discuss the concepts of emotional and cultural
intelligences, why they are critical to successful
global leadership, and how they may be developed
in global leaders.
2. A convergence of forces
It is evident that global leadership development
should be a priority for companies that interact
across cultures. Fortunately, how this development should proceed is becoming clearer. Several
markers of what we term bglobal leadership skillsQ
are noteworthy. First, there is increasing agreement regarding what it is that good leaders do,
even while management flexibility is assumed as a
given. Inevitably, leadership is contingent on the
factors involved in a particular situation, but we
generally know what good leaders should do or
consider doing most of the time, at least in the
United States. Simply put, leadership is the ability
to turn vision into reality. More specifically,
Robert House and his colleagues defined leadership as bthe ability to influence, motivate, and
enable others to contribute toward the effectiveness and success of the organizationQ (House et
al., 1999, p. 184). Additionally, in 2002, Gary Yukl,
Angela Gordon, and Tom Taber, after reviewing a
half-century of leadership behavior research conducted primarily in the U.S., concluded that
leaders must successfully perform 12 behaviors,
which can be grouped into three broad categories:
task, relationship, and change/innovation (Yukl et
al., 2002). These behaviors are those that leaders/
managers should engage in or consider engaging in
to be successful.
A second marker of global leadership skills is an
emerging focus on leadership at every level of the
organization, which facilitates the creation of a
platform from which to launch a global leadership
development effort. This recognition of the relationship of system to manager is occurring not just
in the management literature, but in numerous
corporations, as well. For example, IBM, a company
already well known for its strong leadership,
revamped its leadership model in 2002, when newly
appointed CEO Sam Palmisano realized IBM needed
a new model of leadership that was future-focused,
where the company’s customers became clients
(reflecting long-term relationships, not short-term
fixes) and whereby IBM enabled its customers to
brespond instantly at whatever got thrown at themQ
(Tischler, 2004, p. 112). As Donna Riley, IBM’s Vice
President for Global Talent, expressed, bIf leader-
need to develop global competencies.
! Leaders
is a shortage of global leaders in the
! There
corporate world.
companies do not know what it means to
! Many
develop corporate leaders.
8% of Fortune 500 firms have comprehen! Only
sive global leadership training programs.
is a need to better understand the link
! There
between managerial competencies and global
leadership.
Similarly, Tracey Manning (2003) summarized the
research of many leadership scholars and found
that multinational companies’ efforts to develop
effective global managers fell far short of the
optimum:
of Fortune 500 firms surveyed did not have
! 85%
an adequate number of leaders.
felt their leaders needed additional skills.
! 65%
of international managers underper! One-third
formed in their international assignments based
!
on their superiors’ evaluations.
Organizations have erroneously promoted leaders to international assignments based on technical and organizational skills.
Ultimately, the negative consequences of wrong
leadership choices are both expensive and wellpublicized. And while the overall picture of global
leadership development indicates businesses are
not pursuing this matter sufficiently, the outlook is
even more bleak regarding the development of
global leaders’ emotional and cultural intelligences. Although some firms are endeavoring to
enhance the emotional intelligence capabilities of
their leaders, very few have moved to grow cultural
6
For use only in the course Global Leadership at Northeastern University taught by Under Guidance from Dr. Sriram Rajagopal from September 17, 2019 to December 31, 2020.
Use outside these parameters is a copyright violation.
502
503
subculture is fiercely proud of its heritage can
make for an interesting exercise in cross-cultural
cooperation within Spain, itself. Leaders must be
able to function across and within these various
subcultures.
Robert Rosen and Patricia Digh declared that
bglobal literacy is the new leadership competence
required for business success. To be globally literate
means seeing, thinking, acting, and mobilizing in
culturally mindful waysQ (Rosen & Digh, 2001, p. 57).
Accordingly, the same authors indicate the two
predictors of success in the global market place
are leadership development across all levels of
business and valuing multi-cultural experiences/
competencies. We suggest that leadership development should follow a three-part model: assessment,
education, and experience. With most if not all
aspects of leadership, it is possible to assess a
leader’s skill levels, provide the education that
matches that person’s needs, and then let the
person experience the foreign culture in its organizational or geographic/ethnic specificity. As we all
know, experience itself is a great teacher, and only
in the trenches can a leader begin to fully understand another culture and become functional in it. In
this article, we focus on the two newest of the three
intelligences we believe to be critical to successful
global leadership: EI and geographic/ethnic CI.
ship is stuck in the past, we have a problemQ
(Tischler, 2004, p. 112). After a thorough examination of the situation and various options, IBM in
2004 identified a set of 11 competencies IBM’s
leaders must possess. Among these are being clientcentered, innovative, and environmentally aware,
all on a global basis. These desired competencies
are in addition to, not instead of, more traditional
leadership behaviors (Tischler, 2004).
3. IQ is not the only bintelligenceQ
There is growing recognition that multiple intelligences are required for global leadership. For
example, Ronald Riggio, Susan Murphy, and Francis Pirozzolo presented a strong case that global
leaders need to possess more than high IQs. In
2002, they asserted that intelligence is a multidimensional construct, that there are several
types of intelligences, and that different kinds
of intelligences are needed for effective, situational leadership (Riggio et al., 2002). Based on
all evidence available, we suggest at the core of
global leadership (and, hence, the development
of global leaders) are these three intelligences:
(1) Rational and logic-based verbal and quantitative intelligence with which most people
are familiar and which is measured by traditional IQ tests;
(2) Emotional intelligence (EI), which has risen to
prominence as a determiner of success in the
past 10 years and which can be measured by
EQ tests; and
(3) The most recent addition to our list of
intelligences, cultural intelligence (CI), which
can be measured by CQ tests that are only
now coming into existence.
4. Developing global leadership EQ
According to The EQ Edge, written in 2000 by
Steven J. Stein and Howard E. Book, research
across 30 mostly professional and managerial
career fields reveals that anywhere from 47% to
56% of work/life success is the result of EQ, with
the range being related to job type (Stein & Book,
2000). Even stronger evidence linking EQ to the
success of leaders within the U.S. was noted by
Daniel Goleman, Richard Boyatzis, and Annie McKee
in their 2002 book, Primal Leadership. They found
that the most critical leadership skills in the U.S.
were linked to emotional intelligence (Goleman,
Boyatzis, & McKee, 2002). Their research and the
research of others (such as the Hay-McBer consulting firm) suggest that as much as 79% of leadership
success in the U.S. results from high EQ. Based on
these and other EQ studies, it would seem that
leaders’ levels of emotional intelligence influence
their behaviors, making them more or less successful. Similarly, organizational CI matters most, at
least in the U.S., when leaders move into or work
with new organizations. Often, a lack of organizational CI contributes to individual and corporate
failures.
With respect to cultural intelligence, it is
important to note, as Christopher Earley and
Elaine Mosakowski pointed out in 2004, that there
are two major types. The first is what we call
organizational CI. The second type of awareness,
the focus of our CI examination, is related to
geographic/ethnic culture (Earley & Mosakowski,
2004). For example, when you do business in
Spain, many cultural practices are the same
throughout the country, but doing business in
Bilbao is not identical to doing business in
Madrid or Barcelona because each of these cities
has a different operant culture, each of which
reflects a major Spanish subculture: Basque,
Andalusian, and Catalan, respectively. Even matters such as bappropriateQ hours of work differ
among these three cultures. The fact that each
7
For use only in the course Global Leadership at Northeastern University taught by Under Guidance from Dr. Sriram Rajagopal from September 17, 2019 to December 31, 2020.
Use outside these parameters is a copyright violation.
Global leadership success through emotional and cultural intelligence
I. Alon, J.M. Higgins
Emotional Intelligence is crucial to success in
both work and life in general; it is a part of the
biological, evolutionary importance of emotions in
human beings. As Nigel Nicholson, in a Harvard
Business Review article, observed, b. . .for human
beings, no less than for any other animal, emotions
are the first screen for all information receivedQ
(Nicholson, 1998, p. 138). When a person receives a
piece of information, it is automatically assessed
from an emotional perspective. Emotional assessment was necessary for survival when man hunted
in small groups, as it initiated bfight-or-flightQ
responses; things are no different today. When
someone receives information, the older part of
the brain still considers a fight-or-flight response.
This phenomenon helps explain why, for example,
when a performance appraisal is conducted, even if
99% of the appraisal is positive, the bevaluateeQ will
fixate upon the negative 1%. To be successful in any
interpersonal activity, one must be aware of one’s
own emotions and be able to manage them, just as
one must also be aware of the emotions of others
and be able to manage any interaction. EQ surveys
simply measure the ability to perform these tasks
across a wide variety of emotional intelligence
skills.
job classifications examined were managerial positions, the study has this important implication for
leadership: even in the same country, the proper
leadership EQ skill set varies to some degree from
situation to situation.
The ECI was created by consulting firm HayMcBer in conjunction with Daniel Goleman. While
the EQi is focused on the psychological underpinnings of EQ, the ECI focuses on EQ’s business
applications. In Primal Leadership (Goleman, Boyatzis, & McKee, 2002), Goleman and his co-authors
describe a model of how EQ could be used,
especially, by business leaders. One of the major
contributions of this book is the identification of 15
specific EQ competencies, which are grouped into
four overriding domains: self-awareness, self-management, social awareness, and relationship management. The first two of these sets of skills are
intrapersonal; the latter two are interpersonal.
What makes these behaviors so useful is the
development of a model that illustrates how each
of these four domains of capabilities sequentially
drives the next. According to this model, a person
must progress from self-awareness to self-management, from self-management to social awareness,
and from social awareness to relationship management. These domains are essentially hierarchical in
nature: a person cannot usually successfully manage relationships if that person is not first selfaware, successful at self-management, and also
socially aware. Similarly, a person cannot usually
self-manage if lacking self-awareness, nor be
socially aware if self-management is absent.
The third assessment device is the bMayerSalovey-Caruso Emotional Intelligence TestkQ, or
MSCEIT (MSCEIT, 2005; What is the MSCEIT, 2005).
The MSCEIT is an emotional problem-solving test, as
opposed to a self-reported inventory. Participants
are asked to solve a number of EQ problems. David
Caruso (2005), co-author of the MSCEIT, indicates
the test examines two tasks for each of the four
following different but related emotional intelligence abilities:
4.1. Assessing EQ
There are three primary EQ skill level survey
devices on the market today, all of which are
paper-and-pencil based. The first two of these are
self-report inventories: the bEmotional Quotient
InventoryQ or EQi and the bEmotional Competence
InventoryQ or ECI, which also has a university
student version, the ECI-U. The EQi was created
by psychologist Reuven Bar-On, who, in 1980,
began a quest to determine what led to work/life
success (Bar-On, 1997, 1998). By 1985, he believed
he had found a partial, if not a primary, answer in a
concept he labeled the emotional quotient, or EQ.
Bar-On subsequently developed the EQi survey to
measure EQ, a survey which meets the American
Psychological Association’s standards of legitimate
tests. In The EQ Edge (Stein & Book, 2000), Steven
Stein and Howard Book analyzed thousands of EQi
surveys given to individuals in more than 30
occupations. Two key findings emerged. First, as
noted earlier, their analyses revealed that success
in domestic work/life is between 47% and 56% a
function of a person’s EQ. Second, their research
revealed which 5 of the 15 EQ competencies used …
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