Global perspectives: International experience as the ultimate preparation for today’s leaders

Samantha Ball
Image of two business women in a office talking together over a document
Reading time: 4 minutes

From global marketplaces shipping goods between countries to fast-paced remote teams combining talent from all corners of the world, business has never been more international.

This multinational, multicultural nature of today’s companies demands more from business leaders. It’s not enough to build a global team, you need to pre-empt and mitigate the challenges that team will face, from overcoming language barriers to navigating new opportunities, and nurturing their differences while creating cohesion.

We talked to five leaders about how international experience gave them a global perspective that enhanced their leadership abilities, defined their careers, and shaped their personal lives.

Whats the secret to global business success?
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Perspective delivers performance

Leading a global business means balancing needs, trends, and opportunities across a wide range of different markets.Having experience in particular regions allows leaders to bring that first-hand perspective to key decisions, but even short periods abroad can significantly benefit team performance.

A by MIT’s Sloan School of Management on the high-pressure world of English football's Premier League found a direct link between a team manager's number of countries worked in and team performance.

For every foreign country a manager had worked in, their team won an extra 1.14 games, or 3.42 points.It’s evidence that global experiences help build some of the fundamental skills needed to lead high-performing teams.

Identifying cultural blind spots

Cultural norms and working styles differ significantly around the globe.

This process of experiencing different ways of working and communicating makes you a more open-minded leader, according to Founder and CEO, .“You’ve got that experience of knowing that there’s a spectrum of styles, all of which can be good; they’re just different,” she adds.That combination of self-awareness and an appreciation for different approaches can help leaders navigate the complexities of a global team.

A risk taker’s mindset

Anyone who’s lived abroad knows how difficult those first few months of expat life can be.Whether it’s finding a place to live or making a doctor’s appointment, living abroad often involves throwing yourself into the “cold swimming pool” of language and culture, as app Languages CTO, , describes it.

Those types of experiences create a level of comfort with taking a risk and giving it a go. “That mindset of trying something and not being afraid to fail is just as relevant in the boardroom as it is in the classroom,” agrees , Managing Director of International Wellbeing, .

Resilience through experience

From navigating culture clashes in working styles to the everyday challenges of living abroad, international experience helps leaders develop the resilience needed to navigate the constantly changing world of business.

“If you’ve put yourself through a bunch of different, tough experiences in your 20s, you learn that it doesn’t challenge your humanity — you can live with the tension of business and still find your equanimity”, shares Carrell.

Whether it’s a global pandemic or rocky markets, the experience of living abroad teaches adaptability and resilience that’s essential for today’s leaders.

From clarity to charisma

Poor communication costs businesses time and money, as well as undermining all-important relationships with co-workers and customers.Leaders estimate that teams lose to poor communication, costing U.S. businesses alone .

The risks of miscommunication are even higher in a global team with multiple languages and communication styles.

“With language, it’s not just the words you use, it’s how you phrase things”, according to , CEO and Founder of . “It’s the things you leave unsaid that can be so different between cultures,” she adds.At the leadership level, the stakes are even higher.

“Those that are able to articulate their ideas well, to express themselves, to find the right word, tone, or expression at the right time — they’re the ones that inspire confidence in the people listening to them,” says Perrucci.

Experience communicating with an international audience teaches leaders to prioritize simplicity and clarity, allowing their message to land and stick. Meanwhile, demonstrating effort can help deliver impact. The cultural awareness leaders gain from international experience and practical skills like speaking multiple languages help create strong relationships.

“My German isn’t perfect,” Groen says, “but the fact that I speak it with my German team creates so much goodwill that half the job of building a positive working relationship is already done.”

Creating cohesion

Accessing the benefits of a diverse, multicultural team depends on their ability to work as a unit. And that falls to leaders. “You can’t just put people from different backgrounds together and expect them to get along naturally”, Milanova believes.

It’s a challenge that Milanova and many of the leaders we spoke to have spent a lot of time thinking about.A common solution? Be open about your differences and the challenges the team will face.At Daye, each person on Milanova’s team has a “Working with me” guide, and there are also guides on how to work with each country.

Leaders with a breadth of global experiences can anticipate the challenges their international teams will face, take steps to mitigate them, and help their teams thrive.

International experience builds some of the fundamental skills that leaders and their businesses need in today’s world.Experiencing a range of cultures, approaches, and styles allows leaders to question their own defaults and be open to different, creative ideas.

The adaptability and resilience needed to settle in a place far from home creates a have-a-go mindset and the ability to communicate and connect with many different types of people.At a more fundamental level, international experience teaches leaders to be aware of and comfortable with differences. And only by doing that are they able to bring global teams together.

This article is part of app Languages’ series, Global Voices: Leaders on Language and Business, an exclusive exploration into the pivotal role of language in achieving international business excellence. For more in this series, check out the leaders’ full interviews on

More blogs from app

  • A teacher stood in front of his class with students looking at him,

    Designing new learning experiences for your English language learners

    By Ehsan Gorji
    Reading time: 6 minutes

    Ehsan Gorji is an Iranian teacher and educator with 18 years of experience in English language education. He collaborates on various ELT projects with different language schools around the globe. Ehsan currently owns and manages THink™ Languages and also works as a TED-Ed Student Talks Leader.

    Learning has always been an interesting topic to explore in the language education industry. Every week, a lot of webinars are delivered on how learning another language could be more successful, lots of articles are written on how to maximize learning, and many discussions take place between teaching colleagues about how they could surprise their language learners with more amazing tasks and games. In our lesson plans, too, we put learners into focus and try to write learning objectives that will benefit them in the real world.

  • A young child smiling in a classroom with a crayon in his hand.

    Young learners of English deserve more

    By Ehsan Gorji
    Reading time: 3 minutes

    Imagine a class of English language students aged 8– 9 taught by a dynamic teacher they love. The young learners sit together for two hours, three times a week to learn English as a Foreign Language (EFL). The vibe they bring with them to the class, plus the dynamic teacher and the creativity she develops in her lesson plans, is fantastic.

    I have been observing trends in teaching EFL to young learners, and it is clear to me that school directors, syllabus generators, teachers, parents and learners are all satisfied with this image… “Hooray! Young learners sit together for two hours, three times a week to learn English as a Foreign Language. And the teacher is able to manage the class. Bravo!” But is it enough?

    What causes the lack of focus?

    It all begins with the coursebooks. If you take a coursebook for young learners and thumb through the ‘Scope and Sequence’ pages, you’ll see holistic definitions of language input in each unit. The school authorities then design a course based on the coursebook, and the snowball effect happens, whereby they design a course without specific details on what exactly to focus on.

    It is the teacher’s turn now. The creative and dynamic teacher provides an excellent classroom experience through which young learners can learn English together. She also assigns a piece of homework: write an email to a friend and tell her about your last holiday.

    When the teacher reviews the emails, she smiles as she finds many uses of the simple past tense—both in affirmative and negative forms. She then drafts an email thanking everyone and praising them generously. She includes a link to a PDF of other exercises to reinforce the grammar (the next day in class, they will review the completed handouts).

    This hardworking teacher tries to blend her style with digital literacy and applies creativity along the way. Everything seems perfect in her class, and she regularly receives emails from parents thanking her. Nevertheless, some questions remain: What was the task? What was the learning outcome? Which learning objective should have been tracked?

    Let’s reconsider the task – this time with our critic’s hat on – and analyze what has been taking place in this class. It is very nice that young learners sit together to learn English, and the teacher is able to manage the class successfully, but having fun and ease alone is not enough. We should aim for “fun, ease and outcomes”.*

    *Assessing Young Learners of English: Global and Local Perspectives,Dr Marianne Nikolov, 2016.

    Which important dynamics should be considered?

    The assigned piece of homework said: write an email to a friend and tell her about your last holiday. However, what actually occurred was a shift from this task to the students’ best performance in producing simple past-tense sentences. There are other important dynamics that have migrated out of the teacher’s focus. Did the students begin their emails appropriately? Was the tone appropriate? Did they pay attention to organizing their thoughts into sentences and paragraphs? Was the punctuation correct? Did they end their emails in the right way?

    If the coursebook had been equipped with clear and concrete learning objectives, the course directors would have employed them while designing study syllabuses, and the teacher would have used them when lesson planning. Consequently, the student’s formative and summative progress would have been evaluated against those detailed learning objectives rather than according to what some did better than the average.

    How can learning objectives be applied to tasks?

    With the Global Scale of English (GSE), publishers, course designers, teachers, and even parents can access a new world of English language teaching and testing. This global English language standard provides specific learning objectives for young learners that can be applied to tasks.

    For example, for our task, the GSE suggests the following learning objectives:

    • Can write short, simple personalemails/letters about familiar topics, given prompts or a model.(GSE 40/A2+)
    • Can use appropriate standard greetings and closings in simple, informal personal messages (e.g., postcards or emails). (GSE: 37/A2+)

    By applying language learning chunks – learning objectives, grammar and vocabulary – and identifying the can-do mission each one is supposed to accomplish, teaching and testing become more tangible, practical and measurable. Going back to my original scenario, it is excellent that young learners sit together for two hours, three times a week to learn English as a Foreign Language – provided that we know in detail which learning objectives to focus on, which skills to grow and what learning outcomes to expect.

  • A teacher stood at the front of the class talking to her class

    English for employability: Why teaching general English is not enough

    By Ehsan Gorji
    Reading time: 4 minutes

    Many English language learners are studying English with the aim of getting down to the nitty-gritty of the language they need for their profession. Whether the learner is an engineer, a lawyer, a nanny, a nurse, a police officer, a cook, or a salesperson, simply teaching general English or even English for specific purposes is not enough. We need to improve our learners’ skills for employability.

    The four maxims of conversation

    In his article Logic and Conversation, Paul Grice, a philosopher of language, proposes that every conversation is based on four maxims: quantity, quality, relation and manner. He believes that if these maxims combine successfully, then the best conversation will take place and the right message will be delivered to the right person at the right time.

    The four maxims take on a deeper significance when it comes to the workplace, where things are often more formal and more urgent. Many human resources (HR) managers have spent hours fine-tuning workplace conversations simply because a job candidate or employee has not been adequately educated to the level of English language that a job role demands. This, coupled with the fact that many companies across the globe are adopting English as their official corporate language, has resulted in a new requirement in the world of business: mastery of the English language.

    It would not be satisfactory for an employee to be turned down for a job vacancy, to be disqualified after a while; or fail to fulfil his or her assigned tasks, because their English language profile either does not correlate with what the job fully expects or does not possess even the essential must-have can-dos of the job role.

    How the GSE Job Profiles can help

    The Job Profiles within the can help target those ‘must-have can-dos’ related to various job roles. The ‘Choose Learner’ drop-down menu offers the opportunity to view GSE Learning Objectives for four learner types: in this case, select ‘Professional Learners’. You can then click on the ‘Choose Job Role’ button to narrow down the objectives specific for a particular job role – for example, ‘Office and Administrative Support’ and then ‘Hotel, Motel and Resort Desk Clerks’.

    Then, I can choose the GSE/CEFR range I want to apply to my results. In this example, I would like to know what English language skills a hotel desk clerk is expected to master for B1-B1+/GSE: 43-58.