Construction of Contingency-Style Global Leadership based on Meta-Cognition

沿着全球化商业的迅猛发展，多元化管理的重要性在全球性企业以及非政府组织和非营利组织中日益凸显。特别是在语言、民族和价值观不同的组织中进行经营活动的管理者，需要具备与同质组织不同的管理能力。这些能力包括不同的视角、对环境的判断以及基于对相关信息的逻辑分析而做出的适当的行为。近年来，跨国环境下的全球领导功能受到关注，全球管理者被期望识别特殊（区域）和跨国环境，并履行全球领导的权变风格。本研究应用教育心理学的元认知理论建立模型，分析全球经理如何从复杂的商业因素中认识商业环境、做出判断和行使领导力。为了构建这一序贯模型，研究者通过文献、访谈、问卷调查等方法进行了研究。该模型还包括多变量，如全球领导能力，跨文化适应，工作与生活的平衡。本研究结果提供了考虑模型扩充与规范化的可能性。基于这些研究，也证实了元认知理论对全球领导行为学习的影响是显著的，并且在此过程中会受到跨文化适应、工作与生活平衡等调节因素的促进。最后，讨论了该模型的理论成果和应用前景.

Along with the swift development of global business, importance of the diversity management has been pointing out among global companies as well as NGO and NPO. Particularly, managers who is responsible to conduct operation at organization with divergent in language, nationality and values is required to possess different capacity of management ability from that exercises at homogeneous organization Those capacities are consists of different perspective, judgment contingent to their environments and appropriate behaviors based on the judgment made through a logical analysis by using relevant information. Recently global leadership functions at multinational environment has been paying attention, and global managers are expected to identify idiosyncratic (regional) and cross-national environments and perform contingent style of global leadership. In this research, the meta-cognition theory of educational psychology was applied to develop model to analyze how a global manager recognize the business environment, make judgment and exercise leadership from complex business factors. In order to construct this sequential model, researchers have investigated through preexisting literature, interview, questionnaire survey. This model also includes multivariate variables such as global leadership competency, cross-cultural adjustment, work-life balance. The result of this research provided to consider the possibility of expansion and normalization of the model. Based on these studies, it is also confirmed that meta-cognition theory will affect significantly in learning of global leadership behaviors, and it will be promoted by moderating factors such as cross-cultural adjustment, work-life balance in the process. Academic achievement as well as practical implication for future development of the model was also discussed.