developing global-minded leaders to drive high performance

Developing Global-Minded Leaders to Drive High Performance The 2015 Global Leadership Development Study

Peers. Research. Tools. Data.

Reach deep and begin global leadership development early

pg. 6

Business acumen is foundational but insufficient; social skills make the difference pg. 10

Experiential learning is a powerful teacher

pg.15

A global mindset integrates diverse perspectives

pg. 19

Featuring insights from:

FordSchlumbergerNovartisLear CorporationJohnson & Johnson

In partnership with:

Only 1/2 OF ORGANIZATIONS MAKE IT A PRIORITY TO DEVELOP

LEADERS’ GLOBAL SKILLS AND COMPETENCIES.

Only 1/3DESCRIBE THEIR

DEVELOPMENT EFFORTS AS EFFECTIVE.

American Management Association

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Creative Director: Eric Davis

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Chief Research and Marketing Officer: Kevin Martin

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About American Management AssociationAmerican Management Association (www.amanet.org) is a world leader in talent

development, advancing the skills of individuals to drive business success. AMA’s

approach to improving performance combines experiential learning—learning through

doing—with opportunities for ongoing professional growth at every step of one’s career.

AMA supports the goals of individuals and organizations through a complete range of products and services, including

classroom and live online seminars, e-learning programs, webcasts, webinars, podcasts, corporate and government

solutions, business books and research. Organizations worldwide, including the majority of the Fortune 500, turn to AMA as

their trusted partner in professional development and draw upon its experience to enhance skills, abilities and knowledge

with noticeable results from day one.

Visit www.amanet.org for more information.

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resources, and business management professionals in all industries that advocate training

and workforce development as a business tool. Training also produces world-class

conferences, expositions, and digital products that focus on job-related, employer-sponsored training and education in the

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Developing Global-Minded Leaders to Drive High Performance

Institute for Corporate Productivity | 1

EXECUTIVE SUMMARY


Only 1/2 OF ORGANIZATIONS MAKE IT A PRIORITY TO DEVELOP

LEADERS’ GLOBAL SKILLS AND COMPETENCIES.

Only 1/3DESCRIBE THEIR

DEVELOPMENT EFFORTS AS EFFECTIVE.

High-performance organizations are up to 14x more likely than lower-

performers to report outstanding business results in the global marketplace.

Developing leaders who are able to drive high performance in a global business

environment requires commitment, resources, and an enlightened and

informed approach that goes beyond simply skill-building. In the challenging

and competitive world business arena, successful leaders have well-honed

capabilities, but they also purposefully cultivate a global mindset.

“There’s a lot involved in developing a global mindset, and not all of it is even

quantifiable,” observes Janice Hyslip, career planning and leadership development

manager for global oilfield services firm Schlumberger. As she alludes, even in a

company renowned for opening global mobility and exposure to diversity to all

employees, an absolute definition of global mindset and the experiences required

to create it can be elusive. This is a testament to the challenges organizations face

in global leadership development.

Collaborative research by the Institute for Corporate Productivity (i4cp) and

the American Management Association (AMA) found many companies’ global

performance at risk: Only half of organizations make it a priority to develop

leaders’ global skills and competencies, and only a third describe their

development efforts as effective.

Exploring the ways in which high-performance organizations help leaders build

the skills and sophisticated perspective needed to achieve and sustain business

results in the global marketplace is the core focus of Developing Global-Minded

Leaders to Drive High Performance.

Key findings • Global development that begins with first-level leaders or

individual contributors fuels success. Delaying such efforts until candidates reach higher leadership levels has a negative effect on development effectiveness.

The 2015 Global Leadership

Development Study is the

sixth such collaborative by

the Institute for Corporate

Productivity and the American

Management Association.

Early-2015 responses from 1,398

business leaders represented

global, international, and

national organizations across

varied industries.

This iteration identifies high-

performance practices based on

the following three indices:

• i4cp’s Market Performance

Index (MPI)

• The Study’s Global Leadership

Development Effectiveness

(GLDE) Index

• The Study’s Global

Performance Index (GPI)*

*See pages three and four for index descriptions.

• Business and financial acumen are fundamental capabilities for leaders, but insufficient; social skills are the real differentiators, enabling leaders to apply influence and inclusiveness to drive greater productivity.

• Experiential learning is an essential element of blended development programs. Live classes, simulations, games, and specific work assignments deliver active learning effectively.

• Global mindset is a distinctive characteristic of effective global leaders. Embracing cross-cultural diversity and driving collaborative relationships within and beyond organizations are hallmarks of this evolved perspective.

Developing Global-Minded Leaders to Drive High Performance (hereafter, the Study) explores those findings and

the development approaches that distinguish top competitors in global business—the next practices that drive both

organizational performance and effective global leadership development.

2 | Institute for Corporate Productivity


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Even in a company renowned

for opening global mobility

and exposure to diversity to

all employees, an absolute

definition of global mindset

and the experiences required

to create it can be elusive.



INTRODUCTION

The era of national companies is overAlthough many organizations can be characterized as

national—headquartered and conducting business in

one specific country or limited by regulation to operation

within specific guidelines—the reality is that advances

in technology and shifts in worker and consumer

demographics require all organizations to adopt a

more global perspective. In that sense, no company can

accurately be viewed as exclusively national any longer.

In both domestic and global business settings,

organizations are thrust daily into circumstances that

demand interactions with diverse customers, employees

and potential employees, contingent workers, vendors,

suppliers, and the many other stakeholders who affect

competitive position and enterprise performance. It

simply is no longer possible to ignore the need to ably

and perceptively interface with those of other nations,

cultures, belief systems, capabilities, and perspectives.

For firms operating globally, Stacy Eng, director of global

learning at healthcare company Johnson & Johnson

underscores the importance of GLD, noting that “we

do business in over 60 countries and have employees

around the world. We see Johnson & Johnson as a family

of companies. While you may work for a specific sector

in one country, you must be able to collaborate and

network with people everywhere. You can’t just focus on

your specific market—you need to have broader insights

into the global marketplace.”

For nearly 75% of all organizations operating in global

markets, outstanding business performance remains

elusive. However, high-performance organizations are

up to 14x more likely than their competitors to report

faster and greater success expanding into new markets

and more rapid growth in global sales.

Year over year, leadership development is a top

issue executives cite as critical to organizational

performance. Over time, the challenge to prepare

leaders to meet competitive pressures grows more

compelling as enterprises expand, reaching across

geographies to acquire diverse talent, penetrate new

markets, and forge profitable partnerships. That

means that focused and effective global leadership

development programs have become crucial keys to

building leaders capable of driving high performance

in a world business environment.

Along with providing a snapshot of global

business effectiveness, averages of the business

performance responses formed the basis for a Global

Performance Index (GPI) used to identify practices

of the elite group of organizations out-performing

their competitors in global markets.

i4cp’s Market Performance Index (MPI) was used in

the Study to help identify development practices that

correlate with high performance in the marketplace.

The index is created by averaging responses

about companies’ revenue growth, market share,

profitability, and customer satisfaction over time.

The organization is growing faster geographically than our competitors

The organization’s global sales are growing faster than those of our

competitors

The organization is more successful than our competitors at entering

markets in new countries

Organizations responding high/very high percent with 1,000 or more employees. Source: i4cp

HIGH MARKET PERFORMERS ARE UP TO 14X MORE LIKELY TO EXCEL IN GLOBAL BUSINESS RESULTS

47%

42%

43%

6%

3%

8%

High-performance organizations Low-performance organizations



To improve effectiveness, developing global leaders at all levels must be a priority Despite the compelling circumstances that demand

companies become proficient in developing leaders

with global capabilities—those skilled at leading

collaboratively and inclusively across geographies and

cultures— only half make that effort a high-level priority,

and only a third of survey respondents rate their firms

highly effective at developing global leaders.

Yet even that relatively low effectiveness level reflects

improvement. Last year’s i4cp/AMA research found

only 21% of organizations reporting high levels of

effectiveness in developing global leaders.

As in years past, high-performance organizations (HPOs)

report significantly greater GLD effectiveness—nearly

half (48%) rate their efforts highly. When compared

with lower-performers, HPOs are nearly 2x more likely

to claim GLD effectiveness, and the Study confirmed

a strong correlation between GLD effectiveness and

bottom-line market performance. Further, HPOs are

more than twice as likely as lower performers (66%

versus 31%) to make global leadership development a

high priority.

Dedicated programs can make a difference, but are they essential?Should organizations have specific global leadership

programs, or just embed global concepts in existing

leadership development? The research clearly shows

that learning programs dedicated to teaching global

leadership skills have a positive impact on market

performance and global leadership excellence, and 28%

of HPOs currently do this.

However, the Study found an element that was not

anticipated: Lack of a dedicated program actually has

a negative effect on global leadership development

effectiveness. Moreover, it is negatively correlated with

bottom-line business impact. In short, if organizations

aren't currently dedicating programs to global leadership

development, it's time to do so.

Learning programs dedicated

to teaching global leadership

skills have a positive impact

on market performance and

global leadership excellence.

L

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Responses to the effectiveness query yielded

the GLDE, or Global Leadership Development

Effectiveness Index, providing a means of

discovering practices used by organizations that have

achieved highly effective development approaches.

2014

2015

Source: i4cp

GLD EFFECTIVENESS IS UP 57%21%

33%



APPLYING THE RESEARCH Ford drives results with two distinct global leadership development programs

Ford Motor Company has ambitious plans for growth,

projecting annual global sales of more than nine million

of its vehicles by 2020—an estimated 55% increase

in sales over the next five years. That goal relies on

leaders equipped to drive results across widely varying

geographies and cultures.

Helping to prepare Ford leaders at multiple levels for

success in global markets is the responsibility of John

Hine, the company’s global director of organization

leadership and professional development. He and his

team oversee four core leadership programs targeting

varied levels of management, beginning with front-line

supervisors. Training for the rigors of global competition

begins at the executive director level with the Global

Executive Leadership (GEL) program, and culminates in

Ford’s Global Leadership Summit for the vice-president

level.

Hine explains that core content for both global programs

ensures consistent learning delivery: “The GEL program is

attended by leaders from North America, South America,

Asia/Pacific, and Europe. Leaders participate in their own

regions, but there is a common curriculum. The approach

leverages live, multi-modular programs for which we

bring people together three times during the year for

sessions of four to five days.”

The Global Leadership Summit (GLS) involves two

sessions—a week-long spring gathering in China, and a

five-day visit to Ford’s Dearborn, Michigan, facility in the

fall. Following an annual October nomination process,

Ford’s senior leadership team selects GLS participants for

the following year. The 2015 GLS cohort of 25 includes

leaders from Europe, South America, Asia/Pacific, and

North America.

HOW FORD PRIORITIZES GLD WITH STAND-ALONE PROGRAMS1. Define the outcome.

Ford began with specific sales and growth goals

for its global business.

2. Make the commitment.

Ford recognized that global goals require global

leadership capabilities and dedicated resources

to build them.

3. Designate a lead.

John Hine and his team oversee Ford’s two global

leadership programs.

4. Specify participants.

Regional leaders attend Ford’s GEL program;

following a nomination process, the senior

leadership team chooses GLS participants.

Assessments are used in both programs.

5. Build a framework.

Hine’s team delivers a common curriculum to GEL

participants worldwide in three sessions per year.

GLS cohorts of 25 attend two week-long sessions

with specified learning agendas.

6. Put it into practice.

The GEL program counted 150 participants in

2015. One cohort of 25 elite leaders will complete

the 2015 GLS.



FINDING 1

Reach deep and begin global leadership development early

Next practices that drive global high performanceThe i4cp/AMA research uncovered four next practices—defined as approaches with positive market performance

impact that a small group of top-performing organizations are employing and which every organization should

consider implementing to improve global leadership development programs.

“As a leader, I take it as a personal responsibility, not only

to see that I am growing, but that people under my care

are growing, too—especially the first level of leaders who

are positioned to become the next level of leaders—they

need to be groomed and shown the path,” says Dr. Khalid

Saifuddin, head of global central monitoring for Novartis

Healthcare Private Limited in India. His perspective points

to the importance of timing when it comes to effective

GLD.

Is there an ideal organizational level at which to identify

global leadership candidates and begin to develop them

for their future roles? Many companies pinpoint high-

potential talent early in their career trajectories. But the

Study found that organizations don’t apply that same

rigor when it comes to identifying candidates for global

development.

Most organizations begin global leadership development

with mid- and upper-level leaders. However, the Study

revealed strong negative correlations with development

Start early—identify candidates at the individual

contributor or first levels of leadership and begin

their development in global leadership right away.

NEXT PRACTICE

Strong negative

correlation to GLDE

Strong positive

correlation to GLDE

Executive-level

Senior and functional-level leaders

Mid-level leaders

First-level leaders

Individual contributors

All respondents High-performance organizations Low-performance organizations Organizations with 1,000 or more employees. Source: i4cp

GLOBAL DEVELOPMENT EFFECTIVENESS INCREASES WHEN CANDIDATES ARE IDENTIFIED EARLY

0% 10% 20% 30% 40%



AMONG MANY AVAILABLE OPTIONS, 360-DEGREE ASSESSMENTS ARE FAVORED FOR CANDIDATE SELECTION

effectiveness when organizations look to higher levels

to identify global leadership candidates. Conversely, the

strongest positive correlations to GLDE emerged when

global leadership development began early—with first-

level leaders and individual contributors.

Global development begins at the first levels of

leadership at Johnson & Johnson, says Stacy Eng: “We

begin early to help leaders start forming the right habits

and behaviors. Then when they reach more senior roles

they already have the leadership foundation. We start

infusing global elements in our new manager training.”

Evidence-based selection yields top global leadership candidatesWhen it comes to selecting the ideal candidates for

development as potential future global leaders, high-

performance organizations take subjectivity out of the

equation as much as possible. HPOs far outdistance

their lower-performing counterparts by rooting the

selection process in objectivity: two-thirds use some

type of assessment

tool—360-degree

assessments are a

popular choice. One

in four HPOs takes

it a step further by

utilizing multiple

assessments. In

contrast, fewer than half of lower-performing companies

rely on assessments to guide their candidate selection.



experiences. However, Schlumberger augments that

on-the-job education with training that provides support

along the way up the organization.

According to Hyslip, first courses on leadership-related

people skills occur during employees’ second year of

tenure; additional leadership, and more structured,

courses follow as individuals move up organizational

levels.

APPLYING THE RESEARCH

Mobility develops global focus at Schlumberger

“We see leadership development and talent processes as

being entwined,” explains Janice Hyslip, career planning

and leadership development manager for the world’s

largest oilfield services company, Schlumberger. “So for

us, leadership development is not really a program, it’s

more a part of our DNA—how we do things—and it’s

based on our philosophy of promoting from within.”

Early mobility for its workforce of about 120,000

is a distinguishing trait for Schlumberger and one

that attracts talent. The notion of global mobility, or

borderless careers, begins at recruitment and applies to

all.

“It’s what people sign up for when they join us,” Hyslip

explains. “We believe in early exposure even for

individual contributors, and that includes people we

hire right out of college. It starts day one. To develop

leaders, companies want to build adaptability, tolerance

for ambiguity, and the ability to work with diverse

people. There is nothing that replaces early exposure to

help individuals develop those traits. It almost becomes

ingrained. If you take risks on employees when they’re

younger, the risk to the organization will be much lower

than if you did so later.”

Starting early with mobility and development comes

with an expectation that employees will learn and adapt

to situations largely through their day-to-day work

HOW SCHLUMBERGER BEGINS GLOBAL DEVELOPMENT EARLY

1. Build a culture of global development.

Schlumberger’s dedication to development puts

into practice a cornerstone of the company’s

culture—promote from within.

2. Use mobility and development to attract and

keep top talent.

Global mobility is at the heart of Schlumberger’s

employee value proposition. Conversations

about mobility and development begin during

recruitment interviews.

3. Mitigate risk through early exposure.

Stretch employees’ capabilities with global

assignments early in their careers to save on

long-term investments in unproven talent.

4. Use that early exposure to cultivate global

mindsets.

Early and ongoing mobility offers learning

opportunities that instill and nurture cross-

cultural collaborative skills, adaptability, and

other critical global leadership capabilities.

5. Provide structure.

Schlumberger uses company values and

behavioral imperatives to frame and guide

development.


A couple of frameworks give structure to leadership

development. The Management Essentials program

specifies expectations of managers and develops

behaviors in four categories: strategy and vision, building

teams that excel, focusing on customers and customer

service, and delivering results that inspire. CEO Paal

Kibsgaard added the Schlumberger Blueprint to define

behaviors for all employees that embody organizational

values and drive success.

On the challenging side, ground-up development can be

an expensive proposition for organizations, Hyslip points

out. And job exposure is just the beginning.

“There are a lot of other factors—in your culture, in how

you measure people, how you hold them accountable,

the discipline in your company, expectations. Our model

is very competitive. If you’re tested very early and you

don’t make it at a certain level, you’re not going to keep

moving up in your career. But there’s a big pool of

people that do continue to compete for the next level of

management. The strength of our process is seen when

we do our succession planning and we’re never ever

short of really top people who are either ready now or

ready in the future for leadership roles because we have

developed such an extensive pool.”


“To develop leaders, companies

want to build adaptability,

tolerance for ambiguity, and

the ability to work with diverse

people. There is nothing that

replaces early exposure to help

individuals develop those traits.”

Janice HyslipCareer Planning and

Leadership Development Manager

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FINDING 2

Business acumen is foundational but insufficient; social skills make the differenceIt’s all about bottom-line impact. So said more than

eight of 10 survey respondents who made driving

business results their top choice when asked about 17

capabilities important for global leaders. Ninety percent

of those representing high-performance firms agreed.

Increasingly, possession of business and financial

acumen abilities has become a base-line expectation.

Social skills that build trust, collaboration, and influence distinguish high-performance leadershipThe 2014 i4cp/AMA study, Global Leadership

Development: Preparing Leaders for a Globalized Market,

concluded that “collaboration and influence define the

new global leader.” Collaborative skills centered on

coaching diverse individuals and managing performance

of virtual teams. Influence involved persuading others to

alter their viewpoints, motivating people to take positive

action, and achieving excellence in work performance.

The current Study revisited influence and collaboration

and also examined capabilities and behaviors related

to relationship-building and effective communication.

The conclusion: it is these softer, or social, skills that

stand out as true differentiators among global leaders—

especially those heading high-performance organizations.

Johnson & Johnson’s Eng explains that global

development in her company includes a focus on such

“soft skills as coaching and feedback, leading in a virtual

environment, communications skills, leading teams, and

transitioning roles.”

Across influence, collaboration, relationships, and

communication, the Study asked about leaders’

effectiveness in 29 capabilities, all of which correlated

strongly to the MPI, the GPI, and the GLDE. Enormous

differences in capability effectiveness emerged between

high-performance organizations and their lower-

performing counterparts.

High-performance leaders possess proven business

acumen, but their abilities to develop themselves

and others, while also building relationships with

key stakeholders beyond enterprise walls, signal

capabilities that drive global success.

NEXT PRACTICE

TOP 10 CAPABILITIES HIGH-PERFORMANCE ORGANIZATIONS INCLUDE IN THEIR LEADERSHIP DEVELOPMENT PROGRAMS1. Focusing on customers

2. Building trust

3. Developing others

4. Driving business results

5. Developing strategy

6. Communicating clearly

7. Exerting positive influence

8. Taking personal responsibility

9. Facilitating collaboration

10. Positively affecting employee engagement



Leading beyond the organization is a hallmark of high-performance global leadersAmong social skills linked to influence, relationship-

building capabilities are particularly important. Leading

beyond the enterprise by establishing productive

relationships with diverse stakeholders outside the

organization and integral to its success is a key element

in achieving both business results and competitive

advantage. Leaders in high-performance organizations

are 3x more likely than those from lower-performing

firms (68% versus 23%) to take such action to interact

effectively with government officials, partners, resellers

and customers.

Internally, those high-performance leaders are nearly

2.5x more likely to build similar relationships with

diverse individuals across all organizational levels.

Together, these behaviors are hallmarks of collaborative,

influential, and culturally agile leaders capable of driving

high performance in global settings.

EXAMPLES OF SOCIAL SKILLS FOR GLOBAL LEADERS

• Encouraging open expression of ideas

• Building relationships inside and outside the

organization

• Adjusting communication styles to varied

audiences

• Demonstrating awareness of global differences in

cultural practices

• Maintaining positive relationships under difficult

circumstances




Ford’s GLS program emphasizes self-awareness and looks beyond enterprise walls

Ford’s Global Leadership Summit (GLS) program

encompasses self-development and relationships

beyond the enterprise. John Hine says, “The first week

[spent in China] is all about participants’ appreciating

and understanding the quality of their leadership, their

leadership style and their impact as leaders on those

around them. It’s also about building an appreciation for

the culture in our fastest-growing market and improving

the leaders’ impact on the people they interface with

in that market. Participants quickly learn that China

represents the content of the program and not just a

location for the learning event.”

Building on participants’ existing business savvy is part

of the GLS experience, too. “We ask them to gain a better

appreciation for what the real opportunity is for us in

growth markets like Asia/Pacific. It can be a big eye-

opener, providing the realization that their leadership

style needs to shift. The opportunity in a growth market

like China is tremendous, but it requires different

leadership qualities to engage and lead the people.”

Facilitators from Ford (including Hine) and two external

instructors deliver learning in multiple ways. “When we’re

in China, the experiences we have there contribute a lot

of the content participants gain exposure to. We spend

more time facilitating discussions about what people

observed, how it relates to their business or what we

should do about it than we spend worrying about having

an expert coming in to talk about a model.”

Leading beyond enterprise walls Experiential learning for GLS participants begins with

a visit to two Ford dealerships, which the group helps

open that day. They also observe delivery of vehicles to

customers. Hine continues: “We tour the facilities and

interact with the personnel who run those dealerships.

We also interact with their customers.”

Taking leadership development beyond the walls of

Ford, the GLS group tours competitors’ dealerships so

participants can, says Hine, “see how they compare and

contrast to Ford Motor Company’s dealerships in terms of

the energy, the atmosphere, the quality of product, and

the operation.”

Exposure to market factors in China adds another

dimension to the program. Hine takes participants to

the Parts Depot, “an area in Chongqing where customers

can buy parts for any type of car. Those parts range from

“The opportunity in a

growth market like China is

tremendous, but it requires

different leadership qualities

to engage and lead the

people.”

John HineGlobal Director of Organization Leadership

and Professional Development

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Global Leadership Development: Knowledge Immersion NowDeveloping Global-Minded Leaders to Drive High Performance

knockoff copies to an official part for a vehicle and are

priced very competitively compared with what might be

charged at a dealership. The GLS group then explores

a key question: How does this way of doing business in

China create competitive advantage for others and not

us? The dealer visit and Parts Depot are experiences we

extensively debrief.”

Other beyond-the-enterprise learning during the China

trip involves meetings with joint venture partners

to explore those working relationships, associated

challenges, and the cultural factors that influence

those partnerships. Culture also comes into play at

the conclusion of the week when a traditional Chinese

banquet is held. According to Hine, GLS participants

receive instruction “on the protocols and behavioral

expectations related to the banquet and learn about the

role it plays in doing business in China. We also spend

time touring their facilities, driving their indigenous

products, and providing feedback on their products.”

Hine and his team are working on expanding learning

opportunities for leaders after GLS completion, aiming

to reinforce business and social/cultural skills and

craft “more informal opportunities to continue leaders’

explorations of their leadership styles and quality.

We’re trying to get people to realize that learning takes

place every day in every interaction that we have. When

people understand they can learn something from every

interaction, we’ll have a true global learning organization

at Ford.”


At Novartis, global development includes skills for the virtual world

As head of global central monitoring, Novartis Healthcare

Private Limited, physician Khalid Saifuddin leads a

team in Hyderabad, India, that embodies cross-cultural

interaction. The group, which Saifuddin pioneered for

Novartis, provides continuous central remote monitoring

for early safety detection and data quality for the

company’s globally dispersed pharmaceutical trials. The

revolutionary approach encompasses almost all trials

within Novartis.

In his position, Saifuddin is a leader of leaders. His team

of more than 70 managers and individual contributors

perform real-time data reviews of trials Novartis is

conducting worldwide. Saifuddin is responsible for their

performance and development. The latter begins with

what he describes as a “robust” development plan early

in the year.

“We have a talent management system that every

associate is obliged to update,” Saifuddin explains. “They

also have a development discussion with their manager

about their strengths, training needs, and short and

long-term development plans. Associate and manager

agree on those factors and development is planned for

the year. That could include face-to-face training, online

training, workshops, mentoring, coaching or on-the-job

training, but the focus is on experiential learning.”

Some development content comes from Novartis

headquarters in Switzerland. “We get guidance on global

leadership development and what we call the Novartis

leadership model, which addresses different skills at

different leadership levels—managing yourself, managing



others, manager of managers, functional manager,

business manager, et cetera.”

For Saifuddin’s team, development typically takes the

form of action learning, such as peer interactions and

role-playing, within live workshops conducted three

to four times per year that aim to build leadership

capabilities across different levels. “We do 360-degree

assessments and learning types testing,” he says. “There

are pre-works, then the workshops. Most programs

also have a post-workshop activity to enable us to see if

participants are applying the learning in their work life.”

Because of the nature of the function’s operations—with

trials running worldwide and major stakeholders in many

countries—global skills training emphasizes effective

collaboration within the virtual environment. Says

Saifuddin: “Sitting in Hyderabad and serving stakeholders

who are outside of India requires a lot of a Novartis

associate. We address communication considerations

like the pitch and tone of voice and good listening skills.

Obviously phones and email don’t have a face-to-face

component so you must be aware of how you modulate

your voice, how you write and modify your emails.

Associates must work on their influencing skills, and we

spend a lot of time on cross-cultural training, focusing

on diversity and inclusion and on understanding cultures

and boundaries.”

Saifuddin points out an important aspect of development.

“I believe that it is very important for people I am trying

to develop to stretch, to go beyond their comfort level.

But I have to be careful. I have to understand how

much they can take and how much they are willing to go

beyond those comfort zones. I also have to be aware of

their personalities—people may not always speak openly,

especially in Indian culture where people don’t open up

or speak up often. I need to be very conscious of body

language and other cues to know when a manager has

had enough.”

“Associates must work on

their influencing skills, and we

spend a lot of time on cross-

cultural training, focusing on

diversity and inclusion and on

understanding cultures and

boundaries.”

Khalid SaifuddinHead of Global Central Monitoring

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Electronic learning is a game changer for some HPOsElectronic delivery of learning offers a convenient and cost-

effective means of reaching globally dispersed leadership

candidates, and both self-paced e-learning and virtual

classroom instruction are being leveraged by high-

performance organizations at a rate as much as 6x that

of lower-performers. Even at that, fewer than one in three

HPOs reported use of those electronic formats, meaning

the methods may offer opportunities for differentiation for

organizations able to quickly and effectively implement them.

Lear Corporation’s Lear Leadership Library (see feature on

pg. 17) affords worldwide online access to development

materials for leaders across the organization. The cost-effective

electronic delivery medium makes learning convenient for

leaders in any time zone and at any hour of the day.



FINDING 3

Experiential learning is a powerful teacherThe more traditional approaches to learning—instructor-

led classroom training and externally provided academic

or development programs—topped the list of effective

methods of developing global leaders, according to most

survey respondents. Indeed, these well-established best

practices provide environments away from the workspace

where leaders can gather to focus on learning and

collaboration.

At the same time, the Study highlights the importance

and impact of experiential or action learning (such as

simulations, games, role plays, and case studies). These

methods introduce and reinforce desired behaviors by

preparing leaders for situations they’ll encounter on the

job. As such, the experiential approach can help reduce

job-related risk, increase on-the-job effectiveness, and

support greater knowledge transfer in the classroom.

External academic or leadership development programs

Traditional instructor-led classroom training

Experiential or action learning

Self-paced e-learning

Online instructor-led training

48% 47% 43%31%31%

Source: i4cp

HIGH-PERFORMANCE ORGANIZATIONS APPLY MULTIPLE LEARNING METHODS IN LEADERSHIP DEVELOPMENT

Both self-paced e-learning

and virtual classroom

instruction are being

leveraged by

high-performance

organizations at

a rate as much as 6x

that of lower-performers.



Content uncertainty can hobble effective global leadership developmentWhen it came to factors posing obstacles to global

leadership development, survey respondents were most

likely to cite such usual culprits as limited time available

for candidates’ participation and budget constraints.

Inadequate post-training follow-up, lack of non-financial

resources, and lack of senior management participation

also ranked at the top of Study participants’ lists of

barriers inhibiting their GLD programs.

But perhaps the most potentially damaging barrier

involves organizations’ inability to identify content

appropriate for their global leadership development

programs. Of more than a dozen obstacles noted in the

Study, content was the only barrier that emerged as a

greater problem for HPOs than for lower-performers.

Further, issues over content also reflected the highest

negative correlations to market performance, global

performance, and GLD effectiveness, meaning that

the companies reporting difficulty with GLD content

also were likely to report lower performance and

development effectiveness.

Determining the appropriate content for global

leadership development programs can hinge on multiple

factors, such as organizational strategies and business

objectives (current and future), company structure,

corporate culture, locations of operations, key markets,

and more. Aligning leadership development to support

the factors unique to the organization is critical. An

example is Ford’s design of its global development

program content to support the company’s goals for

growth in world markets.

The most potentially damaging

barrier involves organizations’

inability to identify content

appropriate for their global

leadership development programs.

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Lear Corporation’s business goals and culture drive GLD content

Lear Corporation, a Fortune 200 manufacturer and

distributor of automotive seating and electrical

distribution systems, has closely tied its global leadership

development to business goals and bases program

content on 18 behaviors detailed in the company’s Lear

Leadership Model.

“We specifically chose behaviors and not attributes

because behaviors are what people see,” explains Noelle

Gill, vice president of global leadership development.

Gill and her team created the model over the course of a

full year. She calls the lengthy design process “time well

spent because once you arrive at that model and have

collective buy-in, you can cascade those behaviors down

very swiftly through the organization."

Lear’s CEO set the tone, says Gill. “When Matthew

Simoncini became CEO in 2011, he laid out ambitious

goals for profitable business growth and unified the

company under a message of One Lear, working together

and winning together to tear down silos and eliminate

silo-thinking across operating divisions.” Achieving

those goals required strong leadership and a shared

understanding of expectations. The Lear Leadership

Model provided the organization’s means to achieve

those ends.

Very specific multi-part definitions for each of the 18

behaviors in the model include “what a behavior looks

like when it’s well done and what it looks like when it’s

poorly done or not done.” The model has been translated

into more than 20 languages, shared with every

employee, and is prominently displayed at every location

where the company operates worldwide.

HOW LEAR CORPORATION BUILDS RELEVANT GLD CONTENT 1. Make content organization-specific.

The CEO’s One Lear imperative drove definition of

a detailed leadership model. GLD content is based

on the model, and training is uniform worldwide

(with cultural adjustments if needed).

2. Simplify content for clear understanding.

Lear invested a year in detailing its leadership

behaviors and clarifying how each is correctly put

in practice.

3. Develop one critical behavior at a time.

The One Lear Leadership Series trains on one

key leadership behavior until the entire roster of

VPs and directors has participated. Subsequent

iterations will address different behaviors.

4. Involve senior leaders.

Lear’s senior leadership team actively participates

in every GLD workshop, ensuring alignment

with business goals, and emphasizing GLD’s

importance.

5. Use action/experiential learning.

Participative learning makes training more

memorable and provides participants a safe

environment to practice new skills. Peer

interactions expand leaders’ networks across the

organization.

6. Sustain and share the learning.

The Lear Learning Library supports GLD by making

behavior-specific resources accessible online

anytime. Materials reinforce learning and aid

leaders in cascading development to their teams.


Next, learning becomes active. A demonstration of

effective coaching showcases best practices, then leaders

pair to practice coaching one another. Says Gill: “We

want to show that peers can coach peers and that peer

coaching can mirror coaching with direct reports. It’s all

to hit home the notion that leaders are responsible for

developing other leaders and the talent on their teams.”

More experiential learning follows: “We borrow from

the concept of speed dating for an exercise where

participants provide peer coaching to one another in two

minutes and then move on to the next person. Though

these leaders know little about each other, they tell us

their peers quickly grasp their issues and give them

coaching that is awesome. The activity emphasizes that

leaders need to coach their teams but also affirms that

they can look to one another for support and counsel.”

To sustain learning beyond the workshop, Mahoney

created a Lear Leadership Library. Available online

globally, the library uses some pre-packaged Skillsoft

content, but was carefully chosen and organized by

Mahoney to afford easy access to materials closely

aligned with the Lear model. She says, “We did a very

tight integration with the library and our internal Intranet

so a leader can go online and quickly get to videos,

executive book summaries and learning tracks that help

him or her focus on the behaviors they need to develop.”

One-page learning guides aid that focus while also

providing fodder for staff-meeting discussions that help

take leadership development down to the team level.

Basing GLD on the Lear Leadership Model is driving

success, according to Gill, who reports that the operating

performance of the company has tremendously

increased. “Even our board of directors believes that a lot

of it has to do with prescribing and codifying leadership

behaviors so that everyone understands what is expected

of a leader.”


The One Lear Leadership Series pairs consistent content and action learningGill, along with Marian Mahoney, global director of

learning, tools and systems, uses the leadership model to

drive consistent content in Lear’s GLD program—the One

Lear Leadership Series. The program delivers that content

worldwide through intensive two-day workshops for

audiences of 70-to-80 directors and vice presidents.

The GLD program begins pre-workshop with an

assessment of participating leaders by the teams that

report to them. Feedback is provided anonymously

through an outside partner. Says Gill, “Through this

assessment, the leader gets a bottom-up look at what

their team thinks about them, their strengths, and areas

in which they have opportunities to grow. All based on

the Lear Leadership Model behaviors.” A week before the

workshop, leaders receive a customized report on their

assessments. Gill and her team host a call and webcast

to help recipients understand and process the feedback

constructively.

At the live workshop, Lear’s senior leadership team plays

active roles. CEO Simoncini opens the session with an

overview of the business—“where it’s been, where it is

today, where it’s going—and provides strategy insight.

Beginning with the business focus emphasizes the close

ties between business results and leadership,” says Gill.

Day two features a video chronicling the company’s

emergence from financial difficulties in 2009. “Our CEO

is an incredible, inspiring, transformational leader,”

Gill observes. “He follows the video with a talk on

the leadership assessment and shares his personal

experiences and insights on leadership.” The presentation

provides a bridge to discuss common themes identified in

the assessments.



FINDING 4

A global mindset integrates diverse perspectivesWithin organizations, leaders must motivate and

collaborate with employees and groups with whom they

may not have previously worked. Beyond enterprise

walls, leaders must build awareness of and effectively

address disparate vendors, suppliers and stakeholders;

communities; potential issues (from eco-responsibilities

to local economic and socio-political considerations);

collaborative opportunities; and other factors related to

conducting operations in varied cultures and business

environments.

In the global arena, it is influence and collaborative

capabilities, along with other so-called softer skills, that

differentiate successful leaders. It’s a distinctive way of

thinking. Although an absolute definition can be elusive—

and likely variable from one organization to the next—

such abilities as political savvy, creativity and innovation,

emotional intelligence, critical thinking, inclusiveness, and

cultural agility are among the attributes that characterize

what i4cp and AMA term a global mindset.

Schlumberger’s Janice Hyslip has lived and worked in the

U.S., Canada and France. She credits those experiences

with helping to “create adaptability and learning agility

by affording exposure to all types of people, cultures

and business environments. Global mindset is about

integrating multiple perspectives that you’d never have if

you just stayed in your home country.”

Hyslip describes the global mindset as a recognize-

it-when-you-see-it sort of capability, noting that she

perceives a “difference in the level of maturity of

managers with multi-cultural experience. It’s the idea of

developing confidence, adaptability, and the integration

of a very mature mindset enabling them to work with

many different people. Those leaders can size up a

situation rapidly, identify the factors they need to change

and improve, make decisions quickly, and put those

decisions in place to improve the business. All those

things they learn to do when they’re in that multi-cultural

model are excellent preparation for leading at senior

levels of the company.”

Johnson & Johnson’s Eng agrees that cultural awareness

is a central aspect of the global mindset and adds that

“Leaders may have certain cultural attributes that are

very effective within their cultures and countries, but they

also need to build a global network and collaborate and

connect effectively outside of their respective cultures.

To operate in the global arena, they need to be able to

practice inclusive leadership and empathize with leaders

from other cultural backgrounds.”

Cross-cultural groups help leaders develop a global mindsetSchlumberger extends the option of worldwide mobility

to all employees from day one. Although Hyslip says

the mobile approach is not uncommon in the energy

industry, extending global movement to the full

workforce is not an affordable or practical option for

every organization. The Study found only about a third

of organizations overall and 43% of HPOs using global

rotational assignments to develop global leadership

capabilities.

ATTRIBUTES THAT CHARACTERIZE A GLOBAL MINDSET• Political savvy

• Critical thinking

• Inclusiveness

• Cultural agility

• Creativity and

innovation

• Emotional

intelligence



However, high-performance organizations used affinity

groups in their development efforts at a rate 4.5x

that of lower-performing firms. The combination of low

use by most organizations and strong relationships to

performance and development effectiveness call out the

practice as a potential differentiator in GLD. The cost-

effectiveness of group participation makes the method

an appealing one for organizations lacking the resources

to fund global mobility. Further, groups provide an

opportunity for leaders to cultivate better understanding

and appreciation for diverse perspectives. i4cp research,

Diversity & Inclusion Practices that Promote Market

Performance (2015), confirms that high-performance

organizations are placing greater emphasis on the links

between ERGs and business outcomes.

Global-minded leaders overcome bias and embrace diversityDr. Khalid Saifuddin of Novartis makes the point that

an inclusive approach to development extends beyond

teaching leaders how to work effectively with diverse

stakeholders. It also addresses the need to overcome

unconscious bias in order to develop a truly global

mindset.

“I think it is important for me as a leader, and as a part

of a team, to make sure I don’t create clones of myself.

Normally, a leader wants people who have the same

competencies or skills around him. But to survive and

Survey results noted that the greatest proportions of

all respondents and those from high-performance

organizations reported the same top-three development

approaches:

• Participation on cross-functional teams

• Stretch assignments

• Organized teamwork on a specific customer issue or project

While those three options are strongly related to the

MPI, GPI and GLDE, the study highlighted an especially

promising and low-cost development approach.

Participation in an employee affinity or resource group

(ERG)—typically based on such shared characteristics

as race, nationality, orientation, culture, or the like—

reflected the strongest correlations to all three indices.

Further, of a dozen development experiences noted in

the survey, it was the method least likely to be used:

fewer than one in four organizations reported linking

affinity groups to GLD.

Participation in employee affinity or resource groups

by global leadership candidates is a little-used

and cost-effective development experience that is

strongly correlated to market performance, global

performance, and development effectiveness.

High-performance organizations use them 4.5x

more than lower performers.

NEXT PRACTICE

Participation in an employee affinity or resource group

Organized teamwork on a specific customer issue or project

Formal mentoring

Coaching by experienced global leaders within your

organization

Stretch assignments

Organizations responding high/very high percent with 1,000 or more employees. Source: i4cp

BEST PRACTICES TO DEVELOP GLOBAL LEADERS(Listed by correlation to GLDE)

36%8%

64%36%

45%26%

54%44%

65%46%

High-performance organizations Low-performance organizations



succeed in the competitive environment, we need to have a lot of variety

around us—diverse people with diverse competencies and skills. When

they form a team, they can complement each other and it can be a

winning combination. It is important to remember that when we look at

our own strengths and weaknesses, and when we identify strengths and

weaknesses in those we are developing,” says Saifuddin.

Two-thirds of survey respondents affirmed that the ability to lead diverse

teams is an important skill for leaders challenged with driving global

performance. However fewer than half said their leaders were effective

at establishing productive relationships with diverse people outside

their organizations. Further, only 41% said their leaders demonstrate

awareness of global differences in business customs, and 38% said they

don’t demonstrate awareness of global differences in cultural practices.

Write-in responses to the survey further underscore the need for

vigilance in overcoming the kind of unconscious bias that can hobble

organizational performance and impede development of a global

mindset: “There is a tendency to favor people with the same nationality

for senior management” “There is a lack of diverse representation at

senior levels of the organization” and “We need to recognize that cultural

differences exist.”

2/3

1/2

OF RESPONDENTS SAY THE ABILITY TO LEAD DIVERSE TEAMS IS AN IMPORTANT

SKILL FOR GLOBAL LEADERS.

SAY THEIR LEADERS ARE EFFECTIVE AT

ESTABLISHING PRODUCTIVE RELATIONSHIPS WITH

DIVERSE PEOPLE OUTSIDE THEIR ORGANIZATIONS.

Fewer than



APPLYING THE RESEARCH Employee resource groups help build leadership and understandingA multinational manufacturing firm with operations

in dozens of countries markets its extensive lines of

consumer products worldwide. Management of the

company and its more than 100,000 employees demands

leaders who clearly understand the complexities and

demands of the global marketplace.

Leadership development is the responsibility of the

organization’s global director of learning and her team of

instructional designers, learning operations professionals,

and systems and analytics specialists. The company

infuses its leadership development programs—even at

the lowest levels—with the kinds of skills leaders need to

build in order to drive business results in world markets.

“In general our philosophy is that even if you’re a local

leader you work for a global company,” the learning

director explains. “So you need to have awareness of

how to operate within a multinational corporation, and

you need to know you have colleagues outside your

home country.” Regional gatherings for development

offer one venue for encouraging leaders to interact and

build relationships that cross functional and geographic

boundaries.

The manufacturer also is a leader in leveraging

employee resource groups (ERGs) to encourage cross-

cultural understanding and diversity awareness among

employees and leaders, alike. Major groups in the

company focus on Millennials, veterans, gay and lesbian

employees, and women in leadership. Black and Hispanic

professional groups are in place, too.

HOW TO USE EMPLOYEE RESOURCE GROUPS TO DEVELOP LEADERS 1. Create a framework.

ERGs at a multinational manufacturing firm work

closely with the D&I function on planning and

structure. Each ERG chapter includes a steering

committee to plan events and speakers.

2. Recruit executive sponsors.

Company executives provide high-level support

and endorsement for ERGs and help formulate

group agendas.

3. Provide sponsorship options for leadership

development.

To sharpen their awareness and collaboration

capabilities, developing leaders participate in

ERGs by sponsoring events, discussions or other

activities.

4. Turn ERGs into development opportunities

for all.

The manufacturer’s ERGs are open to anyone

interested in participating and providing support.

Exposure to groups offers employees at all levels

occasions to expand their thinking and cultivate

their awareness of different cultures, genders,

races, generations, and other diverse colleagues.

Regional gatherings for

development offer one venue

for encouraging leaders to

interact and build relationships

that cross functional and

geographic boundaries.

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of how to work with women leaders. In the workplace,

those male leaders may apply their learning by becoming

advocates for female direct reports, interacting more

effectively with women, and shaping organizational talent

practices.

With chapters around the world, the women’s ERG is

one the company’s largest and, like other organizational

affinity groups, has its own website. Structure for the

ERGs is provided by the company’s diversity and inclusion

function, along with executive sponsors who work with

each group.


Activity and visibility of the ERGs shifts globally to

keep pace with variation in workplace concerns across

different parts of the world. “Gender diversity is common

across all areas,” the learning director says, “so especially

in leadership development we have been focusing on the

female population.”

The women’s ERG is an internal program that brings

together high-performing, strong women leaders in the

various sectors and functions in the company. They go

through specific leadership development as a cohort,

learning from subject matter experts and exploring

relevant topics.

Leadership development for women happens externally,

too, through partnerships with academic institutions

that run “a cross-industry, cross-company program

that affords female leaders from the organization

opportunities to interact with women executives and

leaders from other firms."

To facilitate diverse development, the women’s ERG

focuses on female leaders but is open to male colleagues

who are interested and want to participate. Men can

serve as sponsors to help gain a better understanding

Activity and visibility of the

ERGs shifts globally to keep

pace with variation in workplace

concerns across different parts

of the world.

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All of business operates in an age in which even national companies cannot afford to ignore the need for leaders who

possess the skills to work constructively in a diverse, global environment. Yet as long as only half of organizations make it

a priority to develop global leaders and only a third rate their development efforts effective, sustained business success in

global—or even domestic—markets is at risk.

Given the urgent need to develop capable leaders with a global mindset, i4cp and AMA recommend these actions:

Prioritize consistent development of the attributes and behaviors that drive successful performance in global markets.

• A dedicated GLD program is best. But given the boundary-less world in which organizations operate, specific

curriculum (content and experiences) must be included in all leadership development programs.

• Strengthen development program content by basing GLD on organizational imperatives and shared

definitions of desired behaviors for leaders at all levels.

“We’ve had such success with our One Lear Leadership Series,” says Lear Corporation’s Noelle Gill of the global development

program based on Lear’s closely defined leadership behaviors. “It all ties to our business goals, and there has been no

pushback or resistance. It resonates. It’s the human experience at work. People want to walk into work and know what

behaviors they can expect and be proud of.”

Choose candidates objectively and begin their development early

“Companies have a shortage of leaders at the corporate level. For a company to not only sustain but survive, improve, and

grow in the competitive global environment they need more leaders who can lead from the front, who can motivate the

team, who can strategize for the future,” observes Dr. Khalid Saifuddin at Novartis.

• Drive global leadership development to the lower levels of the organization. First-line leaders are

positioned to influence the workforce and help cascade elements of the global mindset through the

organization. Ensure inclusion of global content in development for lower-level leaders and, where possible,

individual contributors.

• Use assessments and other objective means to support leadership candidate selection. High-

performance organizations lead the way by applying assessment tools to aid in choosing candidates and

identifying the training needs to further their development of global skills. Choose assessments suited to

organizational resources, priorities and culture.

Emphasize development of leaders’ social skills

• Focus on cultivating leaders’ abilities to develop themselves and others and to build relationships with

diverse stakeholders, particularly those beyond enterprise walls.

Conclusion and recommendations



• Provide experiential or action learning to drive home global skills and concepts by enabling leaders

to have hands-on opportunities to practice new capabilities in safe learning environments. Follow-up those

experiences to sustain learning.

Ford Motor Company’s John Hine says, “My vision for our leadership development process includes more informal

opportunities for leaders to think about their leadership style and their leadership qualities. Whether it’s concepts like

emotional intelligence or tactical skills in active listening, we are going to isolate and offer them as ongoing reinforcement to

our leadership programs.”

Define and develop the global mindset

“There’s a lot involved in developing a global mindset, and not all of it is even quantifiable,” Janice Hyslip at Schlumberger

says, “We see leadership development as a talent management philosophy focused on giving people the right exposure

and support to become country managers, region managers and presidents of our businesses. A lot of it is focused on

people skills, communication. It’s about balancing strategy and vision, building teams that excel, focusing on customers, and

producing results that inspire. To be successful, you have to be a listener and a learner.”

• Leverage employee resource or affinity groups to provide leadership candidates with cost-effective

opportunities to interact and work with diverse stakeholders.

• Ensure that global leadership development includes measures to help participants identify and

overcome unconscious bias that impedes cross-cultural collaboration and the ability to work effectively with

diverse stakeholders within and outside the organization.

. . . . . . A final consideration in creating effective strategies for developing successful global leaders is the need for flexibility and

a commitment to continuous improvement. Lear Corporation’s Gill observes that “the landscape will continue to change.

As we have younger workers join our organization we will continue to adapt our cultural practices and to be respectful and

mindful of diversity. We are going to have to continue to change the way we do things. We invested a lot of time and effort

in developing our leadership model for today. But it’s going to look different in five years. In developing leaders, we must be

continually fluid, responsive, and sensitive to trends. On a global scale, that’s a challenge.”


Author and contributorsCarol Morrison, i4cp senior research analyst, authored and oversaw development of findings discussed in this report. Carol

has authored white papers, playbooks, reports, analyses and other publications on a variety of topics related to human

capital, leadership and talent management. Feature articles by Carol can be found in Talent Management Magazine, Chief

Learning Officer, HR Executive and in other leading print and online media.

Lorrie Lykins, i4cp's managing editor & director of research services, edited this report.

Eric Davis, i4cp's creative director & senior editor, provided layout and graphic design.

Several i4cp staff members provided background research and other support for this report, including SVP of research Jay

Jamrog, and chief research and marketing officer Kevin Martin. Thanks to Joe Jamrog, who provided secondary research

support, and Andrew Dixon who provided research coordination, managed the survey, and analyzed the preliminary data.

For more information or to contact the author, please go to i4cp.com/contact

Acknowledgementsi4cp and AMA gratefully acknowledge the contributions of time and professional insights from the following:

Stacy Eng, director global learning, Johnson & Johnson

Noelle Gill, vice president global leadership development, Lear Corporation

John Hine, global director of organization leadership and professional development, Ford Motor Company

Marian Mahoney, global director of learning, tools and systems, Lear Corporation

Dr. Khalid Saifuddin, head global central monitoring, central operation services, Novartis Healthcare Private Limited

ReferencesFord Motor Company. (2014) Delivering Profitable Growth for All: Ford Motor Company 2014

Annual Report.

Institute for Corporate Productivity. (2014). Global Leadership Development: Preparing Leaders for a Globalized

Market. www.i4cp.com

Institute for Corporate Productivity. (2014). Diversity & Inclusion Practices that Promote Market Performance.

www.i4cp.com


http://www.i4cp.com/contact

http://corporate.ford.com/annual-reports/annual-report-2014/files/201_Ford_Annual_Report_sm.pdf

http://corporate.ford.com/annual-reports/annual-report-2014/files/201_Ford_Annual_Report_sm.pdf

http://www.i4cp.com

http://www.i4cp.com

Peers. Research. Tools. Data.i4cp discovers the people practices

that drive high performance.

Learn more at www.i4cp.com

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