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Makes the case that companies intending to become globally competitive must recruit and develop the most talented people, men and women. Describes the experience of one company in developing women for global leadership positions. Shows how this initiative integrated organizational development, team and network building and individual leadership development.

Graduates of cross-cultural management (CCM) courses should be capable of both tackling international and cross-cultural situations and creating positive value from the diversity inherent in these situations. Such value creation is challenging because these situations are typically complex due to differences in cultural values, traditions, social practices, and institutions, such as legal rules, coupled with variation in, for example, wealth and civil rights among stakeholders. The paper aims to discuss these issues.

The authors argue that a scientific mindfulness approach to teaching CCM can help students identify and leverage positive aspects of differences and thereby contribute to positive change in cross-cultural situations.

Scientific mindfulness combines mindfulness and scientific thinking with the explicit goal to drive positive change in the world.

The authors explain how the action principles of scientific mindfulness enable learners to build positive value from cultural diversity. The authors then describe how to enact these principles in the context of CCM education.

Illustrates how good HR practices can help when a company becomes engulfed in conflict with neighboring communities.

Describes the case of Aracruz Celulose which, while feted with awards for its best practice on sustainability and HR, was involved in a 30‐year conflict over land ownership.

Argues that HR managers can: ensure that the firm's talent pool has the requisite leadership skills for future challenges; play a role in educating managers, workers and stakeholders so that their mindsets are changing with the times and current realities; take steps to ward off or ameliorate the effect of societal conflicts and targeting by non‐governmental organizations; educate and advocate that HRM best practices with employees and other stakeholders hold equal importance to best practices in internal operations; establish social‐performance tools to audit how well the company is doing in terms of corporate social responsibility and stakeholder relations.

Reveals that best practice in operational areas under a company's control cannot always protect firms from risks related to wider societal dilemmas.

Cautions against allowing claim and counter‐claim to fuel a festering dispute.

In this concluding chapter, the editors reflect on the value-added contributions of the papers in this volume toward a better understanding of global leadership effectiveness. After highlighting some of those contributions, the editors then discuss relevant directions for future research in global leadership effectiveness and organize their discussion around (1) antecedents, (2) conditions, and (3) dimensions of global leadership effectiveness. They conclude by listing some of the paramount research questions they believe should be addressed for the field to move forward in mapping the dimensions and dynamics of global leadership effectiveness.

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.