Globalization poses new challenges to the selection of personnel. Enterprises have to hold their ground in the market under the condition of globalization, and their employees must therefore be able to act adequately in different cultural contexts and to understand the complexities of a globalized world. This means that they need to have a specific set of attitudes, qualities, and abilities at their disposal. This set is termed a global mindset.
This master’s thesis with the title ‘Development and Outline of an Assessment Center for Testing the Global Mindset’ investigates how properties pertaining to a global mindset can be tested by means of an assessment center. To this end, the thesis first discusses the concept, and the background, of the assessment center, in particular its definition, its history, the persons participating in it, the elements of an assessment center, its areas of application, and the evaluative criteria used in assessment centers. In a second step, the thesis discusses the concept of the global mindset. Subsequently, the literature on using assessment centers to test the global mindset is surveyed. The thesis then discusses the methodology for a qualitative empirical study, which was conducted by the researcher and on which the design of an assessment center for testing the global mindset is based. In the above-mentioned methods section, qualitative and quantitative approaches, the expert interview, and Grounded Theory are explained to give a rationale for this thesis’s use of the expert interview as an instrument appropriate for exploratory investigations such as the one at hand. The empirical results are presented and discussed and, on their basis, a concept for an assessment center is developed. The concept includes the design of concrete tasks for testing qualities and abilities such as an interest in other cultures, self-confidence, willingness to accept risk, optimism, self-assertiveness, communicative skills, team spirit, understanding of global interrelations, and willingness to learn. The thesis concludes with a comparison between the findings of previous literature and the results gained here, and points out the implications of its results for both future research and practical application in a business context.
Table of Contents
1 Introduction
1.1 Problem
1.2 Objective and Research Question
1.3 Structure of the Thesis
2 Conceptual Framework and State of Research
2.1 Assessment Center
2.1.1 Definition and Purpose of Assessment Centers
2.1.2 History
2.1.3 Participating Persons
2.1.3.1 Requirements Profiler
2.1.3.2 Designer
2.1.3.3 Moderator
2.1.3.4 Observer
2.1.3.5 Candidate
2.1.4 Areas of Application
2.1.5 Elements of an Assessment Center
2.1.5.1 Lectures and Presentations
2.1.5.2 Group Activities
2.1.5.3 Role Plays
2.1.5.4 Intray Exercises
2.1.5.5 Interviews
2.1.5.6 Personality Tests, Intelligence Tests, Performance Tests, and Concentration Tests
2.1.5.7 Feedback
2.1.6 Evaluative Criteria
2.1.7 Results
2.2 Global Mindset
2.2.1 Concept of Mindset
2.1.1.1 Contents and Structure
2.2.1.2 Functions and Dysfunctions of the Mindset
2.2.1.3 Significance and Requirements of a Mindset
2.2.2 Definition of the Term Global Mindset
2.2.3 History and Historical Context of the Term Global Mindset
2.2.4 Global Mindset as Intellectual, Psychological, and Social Capital
2.2.4.1 Intellectual Capital
2.2.4.2 Psychological Capital
2.2.4.3 Social Capital
2.2.5 Relevance of the Global Mindset in a Business Context
2.2.6 Perspectives of the Global Mindset
2.2.6.1 Cultural Perspective
2.2.6.2 Strategic Perspective
2.2.6.3 Multidimensional Perspective
2.2.7 Development of the Individual Global Mindset
2.2.8 Changeable and Unchangeable Character Traits as Elements of a Global Mindset
2.2.9 Measures for Learning Development
2.2.9.1 Cultivation of Self-Perception
2.2.9.2 Verbalizing the Perception of One's Own Consciousness and that of Others
2.2.9.3 Appreciation for, and Understanding of, the Home Culture
2.2.9.4 Lifelong Learning
2.2.9.5 Acquiring Theoretical Knowledge
2.2.9.6 Self-Initiated Education
2.2.9.7 Interaction with Others
2.2.9.8 Willingness to Travel
2.3 Measuring the Global Mindset at the Level of the Individual
2.3.1 Theoretical Framework for Measuring the Individual Global Mindset
2.3.2 Practical Measurement of the Global Mindset At the Level of the Individual
2.3.3 Results
2.4 The Global Mindset as Object of an Assessment Center
3 Methodology, Design, and Execution of the Empirical Study
3.1 Quantitative and Quantitative Research
3.2 Expert Interviews
3.3 Grounded Theory
3.4 Research Design and Execution
4 Results and Analysis
4.1 Empirical Data from the Expert Interviews
4.2 Concept of an Assessment Center for Testing the Global Mindset
4.2.1 Assessment Center Global for the Global Mindset
4.2.1.1 Roles of the Persons Participating in an Assessment Center for the Global Mindset
4.2.1.1.1 Requirements Profiler
4.2.1.1.2 Designer
4.2.1.1.3 Moderator
4.2.1.1.4 Observer
4.2.1.1.5 Candidate
4.2.1.2 Elements of an Assessment Center for the Global Mindset
4.2.1.2.1 Lectures and Presentations
4.2.1.2.2 Group Exercises
4.2.1.2.3 Role Plays
4.2.1.2.4 Intray Exercises
4.2.1.2.5 Interviews
4.2.1.2.6 Personality Test
4.2.1.2.7 Feedback
4.2.1.2.8 Results
4.2.2 Specific Tasks
4.2.2.1 Presentation
4.2.2.2 Group Discussions
4.2.2.3 Role Play
4.2.2.4 Intray Exercise
4.2.2.5 Interview
4.2.2.6 Personality Test
5 Conclusion
5.1 Summary
5.2 Implications for Research and Practice
Objectives and Research Themes
This master's thesis aims to develop a conceptual framework and design for an assessment center specifically tailored to evaluate the "global mindset" of managerial personnel. The central research question asks how specific elements of a global mindset can be effectively tested and measured through a structured assessment center design.
- Conceptualization of the Global Mindset within individual management levels.
- Methodological analysis of Assessment Center instruments for evaluating cognitive and social competencies.
- Exploratory empirical study using systematic expert interviews with business executives.
- Development of concrete task modules (presentations, role plays, intray exercises) for the Global Mindset Assessment Center.
Excerpt from the Book
2.2.4 Global Mindset as Intellectual, Psychological, and Social Capital
Included in the intellectual capital are logical thinking in business matters, the ability to solve complex tasks, and an interest in developments and events in the world at large. The second group of characteristics is subsumed under the category psychological capital. This category includes a passion for diversity, an active interest in the adventurous, and a highly developed self-confidence. Diplomacy as well as intercultural and interpersonal empathy belong to the third group, the social capital (Hruby, 2013: 51). These three types of capital are explained in more detail in the following.
Logical thinking in business matters: Part of this is general knowledge about an industry and detailed knowledge about competitors as well as business strategies and the marketing mix. In order to operate successfully, managers must accurately assess risks, recognize the needs of customers, and must be able to take into account the different ways business is conducted in different countries. In addition, managers must understand global supply and value chains (Gupta and Govindarajan, 2001: 120).
Solving complex tasks: managers must be able to understand complex projects, ideas, and strategies quickly and to explain them to others in simple and accessible terms. They must be able to understand different opinions so that they can bring local and global requirements in agreement. Strong cognitive abilities in combination with solid knowledge are typical for a well-developed global mindset (Thunderbird Global Mindset Institute, 2011:5).
Interest in world affairs: This comprises a broad knowledge about cultures, markets, geography, history, economy, politics, crises, and events enabling a manager to identify business opportunities with the potential for profit (74).
Summary of Chapters
1 Introduction: Provides the context of globalization in management and defines the core objective of developing an assessment center for evaluating global mindsets.
2 Conceptual Framework and State of Research: Defines assessment centers and the global mindset, analyzing them as components of intellectual, psychological, and social capital.
3 Methodology, Design, and Execution of the Empirical Study: Details the choice of qualitative empirical research using expert interviews and Grounded Theory to inform the assessment center design.
4 Results and Analysis: Presents empirical findings from expert interviews and translates them into a concrete concept for an assessment center, including specific task modules.
5 Conclusion: Summarizes the thesis findings and discusses implications for future management research and organizational personnel selection practices.
Keywords
Global Mindset, Assessment Center, Personnel Selection, Human Resource Management, Intellectual Capital, Psychological Capital, Social Capital, Cognitive Complexity, Leadership Competencies, Cross-Cultural Management, Expert Interviews, Empirical Research, Management Development, Organizational Strategy, Intercultural Empathy
Frequently Asked Questions
What is the core focus of this thesis?
The work focuses on the intersection of personnel selection and the "global mindset," aiming to design a structured assessment center that can identify and measure specific traits required for successful global management.
What are the central thematic fields?
The study revolves around the definition and development of the global mindset, the structural components of professional assessment centers, and the specific application of these centers to test complex management behaviors.
What is the primary research goal?
The objective is to determine which specific assessment-center design and which individual exercises can effectively test and measure the elements constitutive of a global mindset.
Which scientific methodology is utilized?
The author employs a qualitative research approach, specifically conducting systematic expert interviews with executives to gain insider knowledge, supplemented by the principles of Grounded Theory for analyzing the gathered data.
What does the main body cover?
The main body covers the conceptual background of mindset theory, the relevance of global mindsets in business, empirical data derived from expert interviews, and the construction of a specific, multi-element assessment center.
Which keywords characterize the work?
Key terms include Global Mindset, Assessment Center, Personnel Selection, Cross-Cultural Management, Leadership Competencies, and Intellectual Capital.
Why is a global mindset considered important for modern executives?
It is deemed essential because executives must navigate the increasing cultural and economic complexity of global markets, requiring the ability to connect local and global contexts effectively.
How does the author suggest testing 'soft factors' like curiosity?
The author suggests that such traits are best observed indirectly through specific performance in roles, interactions within group exercises, and targeted interview questions that go beyond standard curriculum vitae analysis.
What role do observers play in this assessment center concept?
Observers should ideally be a mix of HR professionals and line managers, with the added recommendation of including observers from target countries to provide authentic cultural perspectives on the candidates.
- Arbeit zitieren
- Gordon Flügge (Autor:in), 2013, Development and Outline of an Assessment Center for Testing the Global Mindset, München, GRIN Verlag, https://www.hausarbeiten.de/document/282672
