Psichologijos_zurnalas_22_korektura.indd SCIENTIFIC PUBLICATIONS International Journal of Psychology: Biopsychosocial Approach 2018 / 22 ISSN 1941-7233 (Print), ISSN 2345-024X (Online) https://doi.org/10.7220/2345-024X.22.6 1 Corresponding author: Vytautas Magnus University, Jonavos g. 66, LT-44191 Kaunas, Lithuania. E-mail: lina.cirtautiene@vdu.lt. +37065031002, ORCID 0000-0003-0551-2067. THE INFLUENCE OF PSYCHOLOGIC AL FAC TORS FOR LEADER’S EFFICIENC Y IN GLOBAL IT COMPANIES Lina Cirtautienė1, Auksė Endriulaitienė Vytautas Magnus University Abstract. Changing business environments require a different leadership. Global infor- mation technology (IT ) leaders must demonstrate in-depth competencies in tech- nology and business as well as softer interpersonal skills. Studies provide disputed evidence regarding the psychological factors that contribute to a leader’s efficiency. This study analyses what the most important competencies for effective IT leader- ship in local and global IT organisations are. An integrative literature review was used to examine and summarise previous research in global IT literature. The competen- cies’ framework, containing three levels (core traits, personal character, and ability) and four dimensions (intercultural, interpersonal, global, and global organisational) (Kim & McLean, 2015), was chosen to examine psychological factors that contrib- ute to IT leadership effectiveness. The results show that features related to adapta- tion of the cultural environment are significant for a global leader. Personality traits (extraversion, awareness, and openness to experience), characteristics (self-esteem, self-efficiency, global mindset, and motivation), and abilities (communication skills, leadership style, and experience), within the organisational context are related to higher leadership efficiency. Local and global leaders differ in the significance of so- cial intelligence (IQ, EQ, and CQ). Sufficient educational interventions can improve an individual’s effectiveness regarding global leadership challenges. This study discov- ers guidelines for development and education of IT leaders which include strength- ening personality traits related to performance, utilising communication gaps, le- veraging cultural differences, promoting trust and motivation, fostering leadership roles and attitudes,composing teams based on teamwork and task work, and model- ling and practising other critical competencies for global leadership through cross- training. Keywords: IT leadership, global, effectiveness, competency, local 113 https://doi.org/10.7220/2345-024X.22.6 mailto:lina.cirtautiene@vdu.lt 114 Lina Cirtautienė, Auksė Endriulaitienė INTRODUC TION Requirements for an effective IT leader are unique. The information technology (IT) sector is specific (Wynekoop & Walz, 1998), and IT pro- fessionals are in high demand. IT leaders contribute to achieving strate- gic goals and objectives in the organisation (Eom, 2015). Technological competence alone is no longer sufficient for constantly changing envi- ronment. They are required in quick flexible responses, adjusting their products and projects in order to incorporate the latest technological innovations (Kaufeld, Chari, & Freeme, 2009). Continuous change brings uncertainty, tension, and stress (Naik & Bisht, 2014). IT leaders can only accept changes so their ability to adapt is crucial. Global IT leaders must demonstrate in-depth competencies in technology and business as well as softer interpersonal skills and to adapt to the changes in the envi- ronment with the necessary competency set (Kaufeld, Chari, & Freeme, 2009). Most managers found it challenging to transform themselves from technical expert to leader (Naik & Bisht, 2014). Effectiveness means the degree of being able to achieve goals and the extent to which problems are properly solved (Naik & Bisht, 2014). Research confirms the strong influence of personal capability on soft- ware productivity (Boehm et al., 1995). If psychological factors explain variance in the productivity of software development teams, they should yield significant benefit to effective IT leadership as well. Only a few researchers investigate the influence of psychological factors on developing software projects (Dittrich, John, Singer, & Tessem, 2007) or the significance to IT leaders. Fragmented studies reveal that a leader’s personality traits, character, attitude, and abilities contribute to IT needs assessment, resource utilisation, core business strategy, and problem- solving (Creasy & Anantatmula, 2013; Eom, 2015; Hoch & Kozlowski, 2014; Li, Mobley, & Kelly, 2013; Magnusson, Schuster, & Taras, 2014). In addition, IT personnel possess unique characteristics:they are highly educated, intellectually curious, and creative, and they value op- portunities for personal growth and autonomy at work (Wynekoop & Walz, 1998). It can be challenging for IT leaders to be perceived as effec- tive in such a context. Personal qualities are particularly significant to IT leaders. 115 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies Moreover, IT leaders operate in the specific organisational environ- ment. Global IT leadership and new organisational forms (as virtual teams) evolve faster than they are explored (Lisak & Erez, 2015; Zander, Mockaitis, & Butler, 2012). Dispersed teams (as ad-hoc teams, virtual teams, or ‘technology-mediated teams’) operate in specific conditions where colleagues are not co-located but co-working on interdependent tasks with shared responsibility for outcomes using computer-mediated communication (Purvanova, 2014; Turel & Connelly, 2012). Frequent use of virtual teams is promoted by their economic efficiency: it reduces costs, accelerates decision processes, and evolves dispersed team mem- bers (Purvanova, 2014; Turel & Connelly, 2012). These teams enable flex- ibility and autonomy in organisational structures, optimising resource distribution (Colquitt, Hollenbeck, Ilgen, LePine, & Sheppard, 2002). Al- though innovative organisational forms require specific leadership com- petencies (Hoch & Kozlowski, 2014; Morgan, Paucar-Caceres, & Wright, 2014), there is still a significant gap between global and local leader- ship. Changing business environments require a different leadership but what makes it distinct from the local leadership remains unclear. Although local leaders operate at the national level, they must prepare themselves for global leadership because they are exposed to globalisa- tion as well (Jokinen, 2005). Global IT leaders are one of the most important components required for organisational effectiveness and success (Wu, Chen, & Lin, 2004). An appropriate response to unique characteristics of IT personnel, the nature of an IT unit’s complex and demanding tasks are highly linked with an IT leader’s competency. However, most research has focused on tools and production methods developing software with limited exploration of personal issues influencing IT leader’s efficiency (Glassetal., 2002; Sawyer & Guinan, 1998; Sjoeberg et al., 2005). IT leaders must be aware of what competencies and traits facilitate effective leadership. The leaders must develop and nurture these abilities if they are to be successful. While leadership studies provide only a partial picture of how IT leadership can be developed (Eom, 2015). Thus, an IT leader’s development, manage- ment, and retention become a concern for organisations in the long term. Over the past two decades, scholars have begun examining the nec- essary capabilities, skills, and characteristics in people who are exposed to global leadership responsibilities (Mendenhall, Reiche, Bird, & Osland, 116 Lina Cirtautienė, Auksė Endriulaitienė 2012; Galvin, Gibbs, Sullivan, & Williams, 2014). However, research re- mains fragmented and offers limited explanations of the empirical data to develop consistent knowledge (Mendenhall et al., 2012). Still, global leadership definitions can be critiqued (Mendenhall et al., 2012), and global IT leadership lacks a unified theoretical background. Competence theory contributes to the understanding that compe- tencies are measurable and can be developed. According to Spencer and Spencer (1993), there are three levels of competencies: the first level consists of traits and motives, the second level contains attitudes, and the third level presents behavioural knowledge and skills (Kim & McLean, 2015). The competency-based leadership model suggests that personal traits, behaviours, skills, values, and knowledge can be assessed as com- petencies to distinguish effective from ineffective performers (Caligiuri, 2006; Jokinen, 2005). Successful leaders demonstrate certain personal characteristics and competencies more frequently: these features can be recognised, evaluated, and developed (Brownell, 2006; Kim & McLean, 2015). According to the integrative framework, leadership could be de- veloped through specific educational activities and by modelling and practising leadership competencies. Staff diversity management pro- grammes are implemented in international companies, but they lack ap- propriate application knowledge (Lisak & Erez, 2015). Kim and McLean (2015) proposed the integrative framework for global leadership, which can be adapted to a specific sector and organ- isational context (Kim & McLean, 2015). Developing specific global lead- ership competencies is compulsory for an organisation to become more globally competent and operate effectively. Such factors as company culture, team diversity, and hierarchical and functional positions in the organisation will have varying degrees of impact on the characteristics that affect leadership (Espinosa, Nan, & Carmel, 2015; Magnusson et al., 2014; Morrison, 2000; Muratbekova-Touron, 2009; Salas, Shuffler, Thayer, Bedwell, & Lazzara, 2015). Global leadership phenomenon was expli- cated in dimensions (Mendenhall, 2011; Morisson, 2000) along which global IT leadership can be analysed. Therefore, the integration of two theoretical foundations, levels from the competency model (Spencer & Spencer, 1993), and dimensions from the leadership competency model (Morrison, 2000) can be significant for a systematic approach to global IT leadership. 117 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies Despite the contributions, it is difficult to identify necessary compe- tencies and efficient global leader characteristics due to global leader- ship complexity, limited availability of empirical data, different applied methodologies, and diverse samples (Kim & McLean, 2015; Morrison, 2000). While the effects of global leaders on value creation, employment, and technology development can be huge, relatively little research has been carried out on global leadership characteristics, competencies, and developmental strategies (Morrison, 2000). PROBLEM STATEMENT Research on global IT leadership lacks a clear theoretical background. There is no straightforward evidence on which psychological factors contribute to leaders’ efficiency. It is difficult to identify reliable global leaders’ prototypes as concepts are overlapping (Joshi & Lazarova, 2005) and lack a clear theoretical background (Jokinen, 2005). There is limited research on the systematic global leadership competency structure (Kim & McLean, 2015). Studies lack clear guidelines for leaders’ development, with the view of promoting changes in the efficiency of organisations (Zander et al., 2012). Thus, identifying global leadership competency models should be a priority to succeed in the changing global environment (Kim & McLean, 2015). RESEARCH QUESTIONS What competencies must IT leaders exhibit to be perceived as effective? Should these competencies be different for leaders’ effectiveness in local and global IT organisations? AIM OF THE STUDY The aim of this study is to investigate the relationship among vari- ous competencies of IT leaders and perceived leadership effectiveness in global and local IT organisations. 118 Lina Cirtautienė, Auksė Endriulaitienė RESEARCH ME THODS An integrative literature review was used to examine and sum- marise previous research in global IT literature. A literature search on Academic Search Complete, Regional Business News, Business Source Complete, masterFILE Premier, Library, Information Science & Technol- ogy Abstracts, and PsycARTICLES was conducted in March 2017. The following search strategy algorithm was used: competence or ability or skills or personality traits AND effective leader or leadership AND global IT or global leadership or virtual team’s leadership. Published quantita- tive studies examining the factors contributing to effective IT leadership and the development of leadership behaviours in global organisations were included. During the title screening stage, studies were included if the titles contained the following keywords: traits, personal characteris- tics, ability, competencies, self-concept, attitudes, global mindset, skills, effective leader, leadership, organisation, IT, global, cross-cultural. One hundred and twenty articles spanning the period of 2012–2017 were found in academic databases. Data extraction, quality assessment, and analysis were completed on 20 selected articles. The integrative literature review was performed according to the competency theory and global leadership competency model (Kim & McLean, 2015). The competency framework with three levels (core traits, personal character, and ability) and four dimensions (intercultural, inter- personal, global organisational knowledge, and skills) (Kim & McLean, 2015) was chosen to examine psychological factors that contribute to IT leadership effectiveness. FINDINGS According to the literature review and global leadership com- petency model, the components of global leadership competency are categorised into three levels (core traits, personal character, and abilities) and four dimensions (intercultural, interpersonal, global, and global organisational) (Kim & McLean, 2015). The review of the previ- ous research supports the idea that there are key competencies, over and above the contextual ones, that predict successful leadership in a global environment. 119 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies Core traits. To date, leaders’ personality traits have been analysed only in individual cultures (Judge, 2001), while the qualities of a global leader’s personality are just starting to be analysed (Lisak & Erez, 2015; Zander et al., 2012). A leader’s verbal fluency, confidence, and indepen- dence have links to successful leadership. The components that were determined from the literature review and assessed as an IT global leader’s core traits are awareness, extraversion (Magnusson et al., 2013), openness to experience, (Blasco, Feldt, & Jakobsen, 2012; Creasy & An- antatmula, 2013; Magnusson et al., 2013), anxiety level (Creasy & Anan- tatmula, 2013), emotional resilience, critical analysis, vision and imagina- tion, intuitiveness, interpersonal sensitivity (Galvin et al., 2014), empathy (Post, 2015), independence (Zander et al., 2012), and conscientiousness Figure 1. The components of global leadership competency according to the literature review and global leadership competency model (Kim & McLean, 2015) 120 Lina Cirtautienė, Auksė Endriulaitienė (Creasy & Anantatmula, 2013; Galvin et al., 2014). Their development is significant for a leader’s effectiveness. Core traits are interrelated to other components of the global lead- ership competency model. Personality traits, such as awareness and openness to experience, are linked with metacognitive cultural intelli- gence. Motivational cultural intelligence is related to extraversion and openness to experience. Cultural intelligence is significant for a global leader’s adaptation and efficiency (Magnusson et al., 2013). The extro- vert leader will be able to achieve long-term goals, postpone the award, and be more efficient. Personality traits and communication style have a combined effect on the productivity of the organisation (Solaja, Idowu, & James, 2016). To summarise, personality traits, such as awareness, extraversion, openness to experience, anxiety level, emotional resilience, critical anal- ysis, vision and imagination, intuitiveness, interpersonal sensitivity, em- pathy, dominance, independence, and conscientiousness are significant for a global IT leader’s efficiency. Personal character. Personal character is interpreted as personality, values, and spirituality, directing leader attitudes and behaviour (Judge, 2001). In the global leadership competency model such elements as a global mindset, self-concept, attitudes, global perspective, and self- efficacy were determined as second level concepts (Kim & McLean, 2015). The literature review has shown that operational efficiency (Kim & McLean, 2015), degree of change orientation, and degree of innovative- ness are related to an IT leader’s effectiveness (Creasy & Anantatmula, 2013). Flexibility, intuition, talent, innovation, and non-standard think- ing are meaningful characteristics for leadership (Brownell, 2006). Sub- jective well-being (Eisenberg et al., 2013), attitudes, and job satisfaction remain essential elements for the global leader (Eom, 2015). Moreover, effective global leadership requires a global mindset (Blasco et al., 2012; Javidan, Bullough, & Dibble, 2016; Kim & McLean, 2015) and cosmopoli- tan view (Blasco et al., 2012). Other frequently mentioned self-concepts are self-awareness (Galvin et al., 2014), self-efficacy (Javidan et al., 2016; Quisenberry & Burrell, 2012), level of self-monitoring (Creasy & Anantat- mula, 2013), self-leadership, and self-confidence (Eisenberg et al., 2013; Zander et al., 2012; Segawa, 2015). 121 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies Thus, notable global leadership components, such as motivational factors, job satisfaction, and global mindset, drive positive outcomes. Self-concepts (such as self-awareness, self-efficacy, self-monitoring, self- leadership, and self-confidence) remain assessed as a global leader’s effi- ciency features. Social competencies, adaptability, accessibility, engage- ment, operational efficiency, and the degree of change orientation and innovativeness encourage successful management in an IT organisation. Abilities. According to the selected competency framework (Kim & McLean, 2015; Morrison, 2000), the third level consists of the follow- ing four dimensions: intercultural knowledge and skills, interpersonal knowledge and skills, global knowledge and skills, and global organisa- tional knowledge and skills. First dimension: Intercultural knowledge and skills. Intercultural competency knowledge and skills are the most frequently assessed in global leadership studies. Cultural intelligence is analysed through mo- tivational cultural intelligence and metacognitive cultural intelligence (Blasco et al., 2012; Eisenberg et al., 2013; Magnusson et al., 2014; Mag- nusson et al., 2013). Motivational cultural intelligence is particularly rele- vant in IT teams. This motivational construct influences group processes and outcomes, it captures the team members’ motivation, self-efficacy, and openness, suggesting better adaptability to the inherent challenges in a global organisation (Magnusson et al., 2014). Cultural intelligence is linked with intercultural leadership efficiency, operational effective- ness, and efficient negotiation (Rockstuhl et al., 2011; Ng et al., 2012). Research reveals that separate components are linked in the global leadership competency model. Cultural intelligence is associated with openness to experience (Rockstuhl et al., 2011) and less exclusionary re- actions (Rockstuhl et al., 2011). It is also linked to higher confidence in the international context (Rockstuhl et al., 2011; Eisenberg et al., 2013). Moreover, it is important to mention that high cultural intelligence encourages a global leader’s effectiveness through awareness of diver- sity, desire to understand differences, collection and retention of infor- mation of such differences, and behaving in a manner consistent with the norms of others (Tung, 2014). Second dimension: Interpersonal knowledge and skills. Effective em- ployee leadership in the global context demands certain interpersonal skills: motivating people and building interpersonal relations. This is 122 Lina Cirtautienė, Auksė Endriulaitienė accomplished using good communication skills, including a leader’s orientation to the relationship (Morgan et al., 2014, Solaja et al., 2016), ability to drive engaging communication (Galvin et al., 2014; Zander et al., 2012), indirect influence (Hoch & Kozlowski, 2014), good delegation skills (Quisenberry & Burrell, 2012), negotiation (Ng et al., 2012), and the ability to give sufficient feedback to a team (Morgan et al., 2014; Quisen- berry & Burrell, 2012) and resolve conflicts effectively (Morgan et al., 2014; Salas et al., 2015). Frequent spontaneous communication efforts can reduce interpersonal conflict and improve IT team performance (Magnusson et al., 2014). Frequent interaction among team members positively benefits the communication process, as it reduces coordina- tion issues and improves shared team knowledge and common ground (Espinosa et al., 2015). Global IT leaders need empowering skills to moti- vate and inspire the team (Zander et al., 2012), affect the members’ moti- vation and behaviour (Hoch & Kozlowski, 2014), reduce discomfort, and proactively increase benefits (Morgan et al., 2014). Developing mutual trust is important due to the forms of work applied in global companies. Mutual trust is encouraged by building confidence through communi- cation (Javidan et al., 2016; Morgan et al., 2014; Quisenberry & Burrell, 2012), making people feel appreciated and accepted, creating a sense of community (Morgan, Paucar-Caceres, & Wright, 2014) and relationship building (Quisenberry & Burrell, 2012), and giving structured support for employees (Hoch & Kozlowski, 2014). A leader’s communication style is linked to the productivity of the organisation. Studies highlight adaptive leadership (Galvin et al., 2014; Hoch & Kozlowski, 2014), transactional leadership (Quisenberry & Burrell, 2012), shared leadership (Javidan et al., 2016), leader-member exchange (LMX), and ‘informal’ leadership (Hoch & Kozlowski, 2014) as significant for global IT leaders. Transformational leadership behaviours help IT per- sonnel become more aware of the process and committed to the organ- isational goals, enhancing the higher possibility to retain IT employees (Eom, 2015; Hoch & Kozlowski, 2014). The ability to identify and trans- mit the vision of the organisation is vital in maintaining core business operations and specific organisational requirements (Eom, 2015). A col- laborative leadership style fits more than the authority style in matrix organisations (Oertig & Buergi, 2006). Ability in managing resources may increase a leader’s effectiveness in coordination (Galvin et al., 2014; Salas 123 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies et al., 2015), coaching (Salas et al., 2015), and cooperative learning (Post, 2015). Task orientation would be preferable for sufficient direction and target setting (Morgan et al., 2014, Zander et al., 2012), defining the roles of each team member (Quisenberry & Burrell, 2012), fostering a group goal, showing high performance expectations, providing intellectual stimulation (Eom, 2015), and creating routines effectively (Hoch & Ko- zlowski, 2014). The main challenges for IT leaders are building trust, communica- tion, cultural diversity, and complexities in exchanging data and infor- mation. Leadership effectiveness is related to sufficient direction and target setting, effective communication, teamwork facilitation, motiva- tion, and inspiration, leveraging cultural differences and empowerment (Zander et al., 2012). Third dimension: Global knowledge and skills. The third dimension justifies the need for global business competencies. Global business competencies were mentioned as global leadership (Kim & McLean, 2015; Zander et al., 2012) or shared leadership (Hoch & Kozlowski, 2014) in self-managed virtual teams (Quisenberry & Burrell, 2012) or distrib- uted teams (Salas et al., 2015). Effective global leadership requires value- added skills: teamwork facilitation (Salas et al., 2015; Zander et al., 2012), operational effectiveness (Eisenberg et al., 2013), and knowledge in in- ternational business (Salas et al., 2015). Task management skills remain important for team efficacy, cooperation (Salas et al., 2015), trust (Espi- nosa et al., 2015; Quisenberry & Burrell, 2012), and commitment (Hoch & Kozlowski, 2014). Intercultural adaptation (Eisenberg et al., 2013; Javidan et al., 2016; Zander et al., 2012), cross-cultural efficiency (Eisenberg et al., 2013), and adaptation to the changing environment (Kim & McLean, 2015) leverage cultural differences. Knowledge and skills that are essen- tial for global business are gained through experience (Eisenberg et al., 2013; Javidan et al., 2016; Li et al., 2013). The key features that are urgent for global IT leaders depend on the organisational context (Brownell, 2006). Physical distance negatively affects trust and satisfaction (Mag- nusson et al., 2014). Availability, regardless of location and collabora- tion, technology use with the reduction of communication, and delayed feedback reduce conflict identification and increase misunderstandings. Psychic distance is meaningful for performance and interaction in virtual teams (Magnusson et al., 2014). Otherwise, the psychic distance may not 124 Lina Cirtautienė, Auksė Endriulaitienė always be negatively associated with team performance, particularly in a temporal distance (Espinosa et al., 2015;); it may be positively related to performance according to the ‘psychic distance paradox’ (Magnusson et al., 2014). Separate components in the global leadership competency model are linked. To summarise, global knowledge and skills are highlighted as global leadership skills, value-added skills, sufficient task performing issues, and ‘relational factors’ (commitment and trust). Leveraging cultural dif- ferences may be developed through experience and exposure to effec- tive global IT leaders. Fourth dimension: Global organisational knowledge and skills. This di- mension contains the following global organisational features as a con- text influencing leadership: organisational climate (Morgan et al., 2014; Salas et al., 2015), organisational dynamics, organisational project man- agement maturity, structure (Creasy & Anantatmula, 2013; Eom, 2015), external threat and stress (Salas et al., 2015), stability (Javidan et al., 2016; Quisenberry & Burrell, 2012), functional diversity, geographic disper- sion and size (Post, 2015), and cultural diversity (Salas et al., 2015). Team context is a component of the organisational context affecting global leadership, including global virtual teams (Hoch & Kozlowski, 2014; Magnusson et al., 2014), ‘psychic distance paradox’ (Espinosa et al., 2015; Magnusson et al., 2014), team cohesion, team interaction norms (Post, 2015), general collective intelligence (Javidan et al., 2016), team mem- bers’ expectation of challenges, team members’ satisfaction (Magnusson et al., 2014), team interaction, communication, and social integration (Espinosa et al., 2015; Magnusson et al., 2014), team performance (Espi- nosa et al., 2015), and experience in a global organisational context (Li et al., 2013). To summarise the literature findings, global leadership experi- ence, global organisational context, and team context are significant for effective IT leadership. Global and local leaders’ differences. Excellent global and local leaders are goal orientated (Eom, 2015; Seijts et al., 2015), able to engage employees (Blasco et al., 2012; Seijts et al., 2015; Zander et al., 2012), and can increase team loyalty and trust (Hoch & Kozlowski, 2014; Seijts et al., 2015; Liborius, 2014; Quisenberry & Burrell, 2012). Despite existing similarities, local and global leaders differ in the significance of social intelligence (IQ, EQ, and CQ). Social competencies, such as emotional 125 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies intelligence (Creasy & Anantatmula, 2013) and emotional competence (Post, 2015), are related to a leader’s efficiency and adaptability (Blasco et al., 2012; Eisenberg et al., 2013). Emotional intelligence has a positive effect on local and global leadership. However, a leader’s key features depend on the organisational context (Brownell, 2006). Emotional in- telligence predicts common, but not intercultural leadership effective- ness (Rockstuhl et al., 2011; Judge, 2001). Emotional intelligence with intelligence quotient (IQ) are significant variables associated with effec- tive regional leadership. Meanwhile, the global market and changes in working conditions require specific leadership competencies (Herbert, Mockaitis, & Zanderb, 2014; Zander et al., 2012), related to adaptation in the cultural environment (Magnusson et al., 2013; Ng et al., 2012). Thus, cultural intelligence is associated with more cross-cultural, global leadership efficiency (Judge, 2001). Effective global IT leaders need to adjust to cultural differences, values, attitudes, and behaviour accord- ing to cross-cultural diversity (Javidan et al., 2016; Morgan et al., 2014). Other significant differences among global and local IT leaders are not provided in analysed literature. However, cross-cultural skills and personality traits, such as aware- ness and openness, can be developed even in a local multicultural team (Tung, 2014). Due to the growing international diversity within coun- tries, employees in a local context must collaborate with colleagues from other countries. Intranational and international diversity can be equally significant and have positive and negative implications. Global and local leaders are already exposed to global leadership (Jokinen, 2005; Tung, 2014). Developmental Guidelines for IT Leaders Leadership can be developed through educational activities by modelling and practising leadership competencies. Training, created ac- cording to assessed deficiencies in individuals, would develop specific competencies and focus on more tangible aspects to improve perfor- mance (Caligiuri, 2006). By identifying the most significant global lead- ership competencies, organisations could successfully develop global leaders in reduced time and with low costs (McCall & Hollenbech, 2002). Developing the required personality traits through an educational 126 Lina Cirtautienė, Auksė Endriulaitienė intervention process reinforces preparation for global leadership (Kim & McLean, 2015). Strengthening personality traits related to performance, like extraversion, openness to experience, critical analysis, vision and imagination, intuitiveness, interpersonal sensitivity, empathy, and in- dependence, will help a global IT leader perform in the global context. Stress management training could support decreasing the anxiety level and emotional resilience. Promotion of cultural intelligence will strengthen the development of global orientation among IT leaders. Cultural intelligence can be de- veloped through training, internships, and exploration (Crowne, 2008). Exercises demonstrating cultural differences are particularly benefi- cial, especially encouraging efforts in preparation for managing cross- cultural interactions (Magnusson et al., 2014). Trainees must be attentive for non-obvious cultural differences, such as values and beliefs. In the global environment, a leader’s major focus will be on maintaining com- mitment and trust. Team trust and efficiency can be increased by pro- viding foreign language and cultural difference training for new team members (Oertig & Buergi, 2006). Training should strive to become individually-focused with an ori- entation towards the near future and solving short-term performance challenges. Fostering proper leader roles and attitudes remains suf- ficient for effective IT leadership. Leaders are urged to fill communica- tion gaps (learning how to give sufficient feedback, resolve conflict, and have confidence in communicating), promote trust (learning how to express appreciation and acceptance, a sense of community, and structured support) and motivate the team (learning how to gain em- powering skills, reduce discomfort, and increase the benefits). Continu- ous observation and assessment of the leader’s performance is useful in the development of specific competencies (like decision-making and problem-solving strategies) (Brownell, 2006), value-added skills (team- work facilitation, operational effectiveness, and sharing knowledge), and task management skills (team efficacy, teamwork, cooperation, and collective efficacy), which encounter effective management of human resources. Experiential learning activities and training can be used to trace the development of leaders as they advance through each stage of learning. Increased interest in the ‘delivery’ of leadership programmes 127 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies is observed (Tung, 2014). There is growing evidence in the efficiency of networking, mentoring, coaching, and facilitation training programmes (Brownell, 2006; Tung, 2014). The content of training programmes and the lecturer competencies are particularly relevant in the context of cross-cultural training (Magnusson et al., 2014). Programmes for global leadership development must be attentive to the following global organisational contexts: organisational climate, organisational dynamics, structure, external stress, and stability. Func- tional and cultural diversity in the team context is linked with leadership efficiency and, therefore, must be assessed in the executives’ educational process. Developing competencies might have individually focused training as a short-term performance goal (Caligiuri, 2006). Sufficient educational interventions can improve individuals’ ef- fectiveness concerning global leadership challenges. Practice through cross-training encourages appropriate roles, sufficient leadership style and attitudes by modelling and practising other critical competencies that are beneficial for global IT leaders. Attentive preparation for global leadership during programme development will contribute to develop- ing the required traits, attitudes, and related capabilities. Gathered infor- mation about required competencies for global IT leaders may be used in the recruitment process, career development, appraisal, and talent identification and in assessing organisational threats or in identifying training needs. CONCLUSION The global leadership competency model is useful for analysing global IT leadership and assessing how personality traits, characteris- tics, and abilities are related to an IT leader’s effectiveness. Results re- veal that personality traits (extraversion, awareness, and openness to experience), personal character (self-esteem, self-efficiency, global mindset, and motivation), abilities (communication skills, leadership style, and experience) are significant for a global IT leader’s efficiency and encourage successful management in an IT organisation and may be developed through experience and exposure to effective global IT leaders. 128 Lina Cirtautienė, Auksė Endriulaitienė Local and global leaders differ in the significance of social intelli- gence. Emotional intelligence and IQ are significant for effective regional leadership. Meanwhile, cultural intelligence was associated with global leadership efficiency. Appropriate global IT leadership development can positively affect globalisation consequences for the organisation. 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Journal of World Business, 47(4), 592–603. doi: 10.1016/j.jwb.2012.01.012 PSICHOLOGINIŲ VEIKSNIŲ SVARBA VADOVO EFEK T Y VUMUI GLOBALIOSE IT ORGANIZ ACIJOSE Lina Cir tautienė, Auksė Endriulaitienė Vytauto Didžiojo universitetas, Lietuva Santrauka. Problema. Kintama verslo aplinka, specifinis informacinių technologijų sek- torius, dideli lūkesčiai IT sprendimams reikalauja kitokio vadovavimo. Tarptautinėje organizacijoje vadovo technologinės, organizacinės, socialinės ir emocinės kom- petencijos tapo vienodai svarbios. Tačiau esami tyrimai taptautiniam efektyviam vadovavimui svarbius veiksnius pristato segmentiškai. Neaišku, kokie psichologiniai veiksniai siejasi su vadovų veiklos efektyvumu tarptautinėje ir regioninėje IT orga- nizacijoje. Tikslas – išanalizuoti literatūroje pateikiamus tyrimų rezultatus, kokie psichologiniai veiksniai yra svarbūs vadovų veiklos efektyvumui tarptautinėse IT organizacijose. Metodas. Sisteminė literatūros analizė. Psichologiniai veiksniai reikš- mingi efektyviai IT lyderystei pateikti pagal trijų lygių (bruožai, savybės, gebėjimai) ir keturių dimensijų (tarpkultūriniai, tarpasmeniniai, globalaus verslo, globalios orga- nizacijos) kompetencijų modelį (Kim ir McLean, 2015). Rezultatai ir išvados. Rezul- tatai parodė, kad vadovavimo efektyvumui svarbiausi veiksniai susiję su adaptacija prie kultūrinės aplinkos. Asmenybės bruožai (ekstraversija, saviveiksmingumas ir atvirumas patirčiai), savybės (pasitikėjimas savimi, saviveiksmingumas, globali mąs- tysena ir motyvacija) ir gebėjimai (bendravimo įgūdžiai, lyderystės stilius ir patir- tis) pritaikomi reaguojant į pakitusią organizacinę aplinką ir susiję su vadovavimo efektyvumu. Socialinių kompetencijų (IQ, EQ ir CQ) reikšmė skirtinga tarptautinių https://doi.org/10.1007/s10726-011-9245-7 133 2018, 22, 113–133 p.The Influence of Psychological Factors for Leader’s Efficiency in Global IT Companies ir regioninių organizacijų vadovams. Tinkamos ugdomosios intervencijos gali pri- sidėti didinant vadovų efektyvumą globalioje aplinkoje. Straipsnyje pateikiamos ugdymo gairės IT vadovams, susiję su asmenybės bruožų svarbių veiklos efektyvu- mui stiprinimu; bendravimo įgūdžių ugdymu; prisitaikymu prie kultūrinių skirtumų; pasitikėjimo ir motyvacijos skatinimu; dėmesiu vadovavimo stiliui ir nuostatoms; komandinio darbo ir orientacijos į užduotis skatinimu; globaliai lyderystei svarbių kompetencijų stiprinimu mokymų metu. Reikšminiai žodžiai: IT lyderystė, globali lyderystė, efektyvumas, kompetencijos. Received: 2018-10-11 Accepted: 2019-02-04 CONTENTS EDITORIAL NOTE SCIENTIFIC PUBLICATIONS Viktorija Cepukiene, Rytis Pakrosnis INTRODUCING UNGUIDED COMPUTERIZED SOLUTION-FOCUSED SELF-HELP INTO UNIVERSITY COUNSELING SERVICES Virginija Klimukienė, Alfredas Laurinavičius, Ilona Laurinaitytė, Laura Ustinavičiūtė, and Mykolas Baltrūnas EXAMINATION OF CONVERGENT VALIDITY OF START: AV RATINGS AMONG MALE JUVENILES ON PROBATION Karina Kravčenko, Laura Šeibokaitė THE EFFECT OF JOY AND ANXIETY ON EGOCENTRIC DECISIONS AMONG YOUNG ADULTS Ala Petrulytė, Virginija Guogienė ADOLESCENTS’ SOCIAL EMOTIONAL HEALTH AND EMPATHY IN LITHUANIAN SAMPLE Kristina Ražauskaitė-Pilipavičienė, Kristina Žardeckaitė-Matulaitienė GENDER DIFFERENCES IN DYADIC DOMINANCE DURING INTERPERSONAL INTERACTION: THE COMPARISON OF FRIENDS’ DYADS AND ROMANTICC OUPLES Lina Cirtautienė, Auksė Endriulaitienė THE INFLUENCE OF PSYCHOLOGICAL FACTORS FOR LEADER’S EFFICIENCY IN GLOBAL IT COMPANIES Kristina Kovalčikienė, Giedrė Genevičiūtė-Janonė THE RELATIONSHIP BETWEEN THE VOCATIONAL TEACHERS’ PERSONALITY TRAITS AND THE WORK MOTIVATION INFORMATION THE 20TH INTERNATIONAL SYMPOSIUM IN PSYCHOLOGY AT UNK & VDU, DECEMBER 6TH, 2017. ABSTR ACTS THE 21ST INTERNATIONAL SYMPOSIUM IN PSYCHOLOGY AT UNK & VDU, APRIL 25TH, 2018. ABSTR ACTS CONTRIBUTORS REVIEWERS INSTRUCTIONS FOR AUTHORS