Journal of Public and Private Management■ Article ■Vol. 10, No. 7, March 2024, pp. 1-9
ISSN 2189-2490

Developing Global Leadership Skills in Japanese Youth:
Insights from Self-Evaluation in Mock Job Interviews
for University Students
Yuko Takahama
Career Education Division, Kanda University of International Studies
Kazumasa Mori
Institute for Excellence in Educational Innovation, Chiba University
Susumu Shibui
Research Department, National Institution for Academic Degrees
and Quality Enhancement of Higher Education
Tomoko Oe
Department of Psychology, Teikyo University
takahama-y@kanda.kuis.ac.jp
Received: 15, Junuary, 2024

Abstract

In this study, we experimentally conducted presentation training in English for Japanese students
to elucidate factors influencing the development of global leadership and explore the learning stages
from the perspective of human resource theories. More specifically, we conducted experimental mockjob interviews in English to investigate the factors influencing participants’ overall self-evaluation andto identify the stages at which self-evaluation improves. In conclusion, we found that the factors directly
influencing the general self-evaluation of English presentations are the content itself, while other factors
may have an indirect impact. We also found a three-stage process for the improvement of overall selfevaluation. Based on these results, we provided some recommendations to develop global leadership forJapanese companies from the perspective of human resource theories.
Keywords : G lobal leadership, Human resource management, Job interview, Self-evaluation

Faculty of Business Administration, Bunkyo University
5-6-1 Hanahata, Adachi, Tokyo 121-8577, JAPANTel +81-3-5688-8577, Fax +81-3-5856-6009
http://www.bunkyo.ac.jp/faculty/business/

経営論集Vol. 10, No. 7（2024）pp. 1-9

English presentation training as a method for

1. INTRODUCTION

cultivating global leadership. For this purpose,
we analyze job interviews for university

In this study, we experimentally conducted

students in a representative presentation

presentation training in English for Japanesescenario. While the relationship between

students, and elucidated factors influencing

recruitment activities and leadership has been

the development of global leadership. We

pointed in several conventional studies (e.g.,also explored the stages of learning from the

Chilvers & Waghorne, 2018; Tay et al., 2006),

perspective of human resource theories. Morethese studies have predominantly approachedspecifically, we conducted experimental mockthe topic from psychological and learning

job interviews in English to investigate thetheory perspectives, and they lack discussions

factors influencing participants’ general self-from the fields of talent development or

evaluation and to identify the stages at which

management studies. Therefore, we discuss

self-evaluation improves.

the relationship between job interviews andIn the internationalized contemporary

leadership from the perspective of humansociety, cultivating global leadership in private

resource theories, in this study. We also provide

companies and public institutions is an essential

recommendations for Japanese companies

challenge. In the field of management theories,

based on the results.

many researches have been conducted from

The remainder of the paper is organizedvarious perspectives. For instance, conventional

as follows: The experiment design is presented

studies have highlighted that global leadershipin Section 2, the main analysis results are in

demands diverse competencies and that theSection 3, and the conclusion and discussion are

required competencies may vary across regionsin Section 4.

(Joniken, 2005; Black et al., 1999; UNC Executive

2. METHOD

Development, 2015). However, the resultsof these previous studies primarily focus on（1）Participants and procedureexperienced business professionals, who areoften in managerial positions. Here, research on

The experiment was conducted with eightglobal leadership development for the younger

participants, 2nd and 3rd-year students fromdemographic, including new employees andthe foreign language department of a private

university students, is limited. Thus, this study

university in Japan. Before the experiment,

experimentally conducts training for university

participants responded to psychologicalstudents and discusses the cultivation of global

scales and questionnaires on self-evaluation ofleadership in the younger generation.

English proficiency, which are detailed below.
Subsequently, they underwent mock interviews

Addit iona lly, t his study f ocuses on1

in both Japanese and English. The content of（3）The mock interview

these mock interviews was recorded on video.

The mock interviews followed a structured

The participants were instructed to watch

format of responding to standardized questions.

their own videos within a few days after the

Each participant was individually called into

interviews. They were then asked to provide

a conference room and responded with theirself-evaluation and comments for improvement.

“reasons for application” and “personal PR” to

It is important to note that participation

the first choice company for each 3 minutes.

in these experiments was voluntary, andSince the mock interviews were conducted inparticipants were provided with explanations

both English and Japanese, each participantof the procedures and gave their consent

underwent two mock interviews. These

before engaging in the study. Furthermore,segments of these mock interviews werethe experimental procedures underwent

recorded on video.

ethical review and received approval from（4）Self-evaluation and comments

Chiba University and Kanda University of

Following the mock interviews, partici-

International Studies before implementation.

pants were asked to watch the video recordings（2）Psychological scales and questionnaireof their responses and perform a self-evalua-

All participants were administeredtion on three aspects: “Reason for application,”

the following three psychological scales“Personal PR,” and “General evaluation,” using afor evaluation. The initial scale assessed

five-point scale. This self-evaluation took placeinternational orientation and employed thewithin a few days after the mock interviews.

International Posture Scale (IPS; Yamashita,

In addition to the self-evaluation, participants

2002; Hirose, 2020), comprising 15 questions.

were asked to provide comments in a free-text

The second scale evaluated foreign language

format regarding their impressions and areas

anxiety, utilizing the Foreign Language

for improvement after viewing their own mockClassroom Anxiety Scale (FLCAS; Horwitz etinterview sessions. As the mock interviews inal., 1986; Yashima et al., 2009), which consisted

this study were conducted in both English andof 33 questions. Finally, the third scale centered

Japanese, and participants were instructed toon appraising participants’ job preparation

provide comments in the language in which

status, employing the Vocational Indecision

they underwent the mock interview (English or

Scale (VIS; Shimoyama, 1986), which consisted

Japanese).

of 38 questions.

（5）Data Analysis

In addition, they were asked to respond to

All quantitative analyses were conducteda self-evaluation of their English proficiency on

using the latest version of R at the time ofa five-point scale.

writing, namely R ver. 4.3.2. Text mining was
also conducted using KH-Corder ver. 3, the

2

経営論集

Vol. 10, No. 7（2024）pp. 1-9

latest version.

glish presentations. 2. The results are presented
in Table 2. The correlation coefficients indicate

3. MAIN RESULTS

that self-evaluations in other aspects of the English interviews（RFA(E), PPR(E)) show a high(1) Basic statistics

correlation with GE(E) and that GE(J) exhibit

Table 1 presents the basic statistics of thea moderate correlation with GE(E). However,measured values obtained in the experiment.

anticipated relationships with the IP, and theIt includes self-evaluations for Reason For

FLCAS, could not be established. Moreover,Application (RFA), Personal PR (PPR), anda suitable moderate correlation was observed

General Evaluation (GE) with the notation

between the VIS and GE(E).

(E) for English mock interviews and (J) for(3) Analysis 2: Detailed analysis of inﬂuencing

Japanese mock interviews. Note that VIS, IP,

factors on GE(E) through multiple regression

and FLCAS were used here by scoring the

Following the correlations observed in

Likert scale and calculating the total score.

Analysis 1, a multiple regression analysis

These results indicate that no notable trends

was conducted with self-evaluation andwere found, except that self-ratings for thepsychological scale variables as independent

English interview tended to be lower than thoseva ria bles a nd GE(E) a s t he dependent

for the Japanese interview using the native

variable. This aimed to provide a morelanguage.

detailed examination of the factors influencing(2) Analysis 1: Factors influencing self-

confidence in English presentations.

evaluation in English mock interviews based

The results are presented in Table 3. weon correlation analysis with GE(E)found some certain correlations with GE(E),In Analysis 1, we explored factors influenc-

RFA(E), GE(J), and VIS were treated as

ing the GE(E), representing confidence in En-

independent variables in this analysis. As a

Table 1. Basic statistics of the measured values obtained in the experiment

GE(E)

RFA(E)PPR(E)GE(J)RFA(J)PPR(J)

IP

FLCAS

VIS

Mean

1.750

1.875

1.875

3.250

3.250

3.250

30.75093.75070.500

SD

0.707

0.641

0.641

0.886

0.886

0.886

8.242

28.734

11.892

NOTE: In this table, Mean represents the sample mean, and SD represents the sample standard deviation.

Table 2. Correlation coefficients between GE(E), other self-evaluations, and psychological scales

GE(E)

RFA(E)PPR(E)GE(J)RFA(J)PPR(J)

IP

FLCAS

VIS

0.867

0.867

0.570

0.570

0.570

-0.0370.081-0.4933

result, the significant independent variable wastations. Now, the question arises: What factors

identified as RFA(E). To enhance confidence inimpact these self-evaluations of specific points?

English business presentations, it is suggested

Table 4 illustrates the correlation between

that the content in English addressing specific

RFA(E), self-evaluaions in Japanese interviews,

points directly influences confidence more

and psychological scales. Initially, RFA(E) was

than overall proficiency in English speaking

found to have a moderate correlation withor presentations in the participants’ native

self-evaluations in Japanese interviews (GE(J),language.

RFA(J), PPR(J)), and VIS. Additionally, despite

Notably, as the response patterns forunclear results in Analysis 1 (Table 2), we

RFA(E) and PPR(E) were similar for manyfound the present correlation between RFA(E),participants, results similar to those in Table 3

IP, and FLCAS here. Therefore, we conclude

were obtained with the same implications whenthat crucial psychological factors for interna-using PPR(E), GE(J), and VIS as independenttional interactions, such as IP and FLCAS, indi-variables.

rectly influence general self-evaluation.
Furthermore, as mentioned in Analysis(4) Analysis 3: Analysis of factors inﬂuencing

2, RFA(E) exhibits similar response patterns

RFA(E)

to PPR(E) in this study. Hence, conducting a

In Analysis 2, we found that self-evalu-

correlation analysis for PPR(E) would yieldations on specific points like RFA(E) play asimilar insights.

significant role in confidence in English presen-

Table 3. Main results of estimation for multiple regression analysis
Estimate

Std.Errort value

Pr(>|t|)(Intercept)-2.0784.102-0.507

0.639

RFA(E)

0.890

0.319

2.788

0.049

GE(J)

0.299

0.502

0.595

0.584

VIS

0.017

0.037

0.462

0.668

＊

Multiple R-squared: 0.773, Adjusted R-squared: 0.603,
F-statistic: 4.538 on 3 and 4 DF, p-value: 0.090
NOTE: In this table, *indicates significance at the 5% level

Table 4. Correlation coefficients between RFA(E), self-evaluation for Japanese interview,
and psychological scales

RFA(E)GE(J)RFA(J)PPR(J)

IP

FLCAS

VIS

0.566

0.566

0.566

0.156

-0.142-0.5344

経営論集Vol. 10, No. 7（2024）pp. 1-9(4) Analysis 4: Relationship Analysis between

correspondence analysis, the interpretation ofGE(E), Self-rated English Proﬁciency (SEP)

the vertical and horizontal axes is based on

and Comments through Text Mining

external variables (SEP and GE(E)). In thisI n A na l y s i s 4, f o c u s i ng o n E ng l i s hcontext, the vertical axis corresponds to SEP,

interviews, we categorize comments

and the horizontal axis corresponds to GE(E).

(impressions and improvement points) at self-

From the results in Figure 1, it is evident that

evaluation based on participants’ prior self-comments at self-evaluation can be primarily

rated English proficiency (SEP) and Generalcategorized into three groups. The first group

Evaluation in English (GE(E)) by text mining

consists of participants with low SEP andand correspondence analysis.

the lowest GE(E). In this group, comments

The results are depicted in Figure 1. In

revolved around basic English proficiency and

Figure 1 Classified comments by GE (E) and SEP by correspondence analysis

speaking

Group 1 (GE(E): Low, SEP: Low)
Poor English Conv.

Vertical axis: SEP (low < > high)

my

2

learn

make

also

Frequency:

lack

10

speak

1
1

20
what
English30

speech it want0

do smile

Simple daily conversationbeinterviewI

3
Daily conversation

not
have

say

practicetalk
40

sometimes

conﬁdence more

2

-1

50
word

Group 3 (GE(E):Middle, SEP: Middle)

-2

like
prepare-2

Business levelwell-1Group 2 (GE(E):Low- Middle, SEP:High)01
成分1 (0.2062, 38.44%)

2

Horizontal axis: GE(E) (low < > high)53

its deficiencies, with terms like “learn,” “lack,”interviews are limited to the self-evaluation ofand “speaking” being prominent. The second

content-related aspects in English interviews.

group comprises participants with high SEP but

Self-evaluation in Japanese interviews andslightly lower GE(E). Here, comments focused

psychological factors were found to have noon presentation content based on fundamental

direct impact on the general self-evaluation

English proficiency, with terms like “prepare”

in English. These results may be related toand “word” being prevalent. The third groupa certain percentage of global leadership

involves participants with moderate levels

characteristics being rooted in specific culturesof both SEP and GE(E). In this category,and customs (Black et al., 1999). In othercomments centered around practical training

words, participants may be speaking uniquebased on foundational English proficiency andinternationalization-oriented speech content

presentation content, featuring terms such as

when conducting English interviews that they“practice,” “talk,” and “confidence.”

would not speak about in a regular Japanese

These results suggest that self-evaluations

interview. Whether this tendency is unique toof English presentations progress through three

Japanese culture is a topic for future research.

stages: essential English proficiency develop-

The second point suggests the possibility

ment, content refinement, and accumulation ofthat self-evaluation in Japanese interviews

experience.

and psychological factors may influence the

However, it should be noted, that theseevaluation of the contents in English interviews.

results do not provide the speech of groups

In other words, factors beyond the content

with high GE(E).

of English interviews may indirectly impact
the self-evaluation process. This finding aligns

4. CONCLUSION AND DISCUSSION

closely with the idea that global leadershipdemands various competencies to adapt to

In this study, we elucidated the factors

diverse cultural backgrounds and values (e.g.,

influencing participants’ general self-evaluation

Joniken, 2005). Moving forward, it is essential

through mock job interviews conducted into elucidate further the connection between

both English and Japanese. Additionally, wetalent development for globalization and the

conducted a comprehensive examination from

cultivation of global leadership by comparing

the human resource development theory

self-evaluations in tasks involving both Japaneseperspective.

(native language) and English, such as group

These findings can be summarized into

discussions or proposal presentations.

three key points.

Through the analysis of participants’ self-

Firstly, we found that the factors directly

evaluation comments, the third point reveals

influencing the general self-evaluation in Englishthat self-evaluation of presentations in English

6

経営論集

Vol. 10, No. 7（2024）pp. 1-9

undergoes improvement through three stages:

human resource development programs. Most

essential English proficiency development,

Japanese companies face challenges where

content refinement, and accumulation ofproviding opportunities for language learning

experience.

does not necessarily result in improved

Based on experiential learning theory, Ng

language proficiency, and employees hesitate

et al. (2009) discussed the relationship between

to engage in global projects. Without a sense of

global leadership development and self-

ownership or motivation among the targeted

efficacy, dividing the process into four stages:

employees to become global talents, offering“experience,” “reflect,” “conceptualize,” andlanguage training opportunities may not yield“experiment.” Aligning prior research insights

successful outcomes. It is crucial to first instillwith the results of this study, their “experience”

an understanding within the organization thatmeans stimuli based on experiences andwithout effective global business expansion,

external information and corresponds toboth individual departments and the company

essential English proficiency development andas a whole may struggle to survive. This

motivation in our study. Additionally, “reflect”

necessitates clarifying the importance of globaland “conceptualize” involve critically reflecting

talent development, even amid busy daily

beliefs based on experiences and abstracting

tasks. Initiating the process involves setting

or modeling experiences, respectively, andindividual goals tailored to each person’s

this corresponds to the content refinement

proficiency level. The key here is for individuals,

observed in our study. The final stage,

with the involvement of supervisors or talent“experiment,” means trials for modeled

development personnel, to set their own goals.

concepts corresponding to the accumulation

Beyond setting distant overall objectives, it isof experience in our study. Thus, we conclude

effective to reverse-engineer goals, establishingthat our results in this study are consistentachievable smaller milestones. Conductingwith prior research and that these results

language proficiency exams can assess current

demonstrate a clear association between

abilities, and incorporating milestones suchbusiness presentation training using English-

as presentations using learned languages orsimulated interviews and the cultivation ofopportunities to speak in meetings or projects

global leadership.

can instill a conscious focus on learning. This

Based on the insights gained from thiscyclical process aligns with the experiential

study, we propose two recommendations forlearning model (Ng et al., 2009; Kolb, 1984) andJapanese companies to implement in humancontributes to the consolidation of learning.

resource development for globalization.

The second recommendation focuses on

The first recommendation involves goal

providing learning opportunities related tosetting and follow-up for participation in global

culture and customs to foster a global mindset.

7

In an era of globalization, it is essential tolanguage proficiency concerns, or involving

respect and understand diverse cultures andstudents from science and mathematics

values, view things from a global perspective,

faculties could potentially alter the conclusions

and collaborate with people from different

drawn from this study. To generalize thebackgrounds using flexible thinking. Cross-findings of this research, future endeavors

cultural management, a form of human resource

should encompass larger-scale experiments

management, is indispensable in contemporary

involving diverse participant groups.

society for guiding diverse teams or global

Addressing the outlined limitations andprojects to success by overcoming cultural

expanding the scope of the study to include a

differences. Specifically, offering training andbroader range of subjects will be essential forlearning opportunities such as understandingachieving a more comprehensive understanding

the values of the host culture, importantof the issues at hand.

concepts, traditions, communication styles such

Moreover, in this study, we employed

as gestures and manners, and business practices

limited psychological measures such as FLCAS

relevant to the posting location or target

and VIS, which are directly related to English

business region helps employees understandpresentations and job interviews. To discuss

the means of smooth business operations while

the psychological aspects of global leadershiprespecting the culture of others. This not only

development more broadly, the introduction of

prevents business failures but also enhances

more generic scales is necessary. For instance,

adaptability to new environments before an

the “Big Five Model,” used as a personality

overseas assignment, thereby preventing

model (Tupes & Christal, 1961; Oliver &culture shock and reducing feelings of anxiety

Robbins, 2022), has been studied in relation toand stress.

leadership even in recent years (e.g., Shahzad et

Finally, we outline the further studies.

al., 2022). Introducing such a scale could provide

Firstly, we point out that this study targeteda broader perspective and deeper insights intoa small group of second to third-year students

the psychological aspects of global leadershipat a Japanese university. Additionally, as all

development.

participating students belonged to language-

ACKNOWLEDGMENT

related departments, the group exhibited
relatively low anxiety about foreign languages.
Thus, it is crucial to acknowledge that the

The authors would like to acknowledge

obtained results under these specific conditions

UBIS University DBA Candidate Edward Yagi

may not be generally applicable. For instance,

for his interview evaluation support in English.

including f ourth-year students nearing

This work was supported by JSPS KAKENHI Grant Numbers 20K03157.

graduation, incorporating individuals with

8

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Vol. 10, No. 7（2024）pp. 1-9

biographical characteristics, and job interview
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■ 論文 ■

経営論集
Vol. 10, No. 7, March 2024, pp. 1-9
ISSN 2189-2490

日本の若年層に対するグローバルリーダーシップスキルの開発：
大学生への模擬面接による検討
髙

濱

森
渋

井

大

江

優

子

一

将
進

朋

子

概要
本研究では、日本人学生を対象に英語によるプレゼンテーション研修を実験的に実施することで、グローバルリーダーシップの育成に影響を与える要因を解明し、人的資源論の観点から学習段階を検討した。具体的には、英語による実験的な模擬就職面接を行い、参加者の総合的な自己評価に影響を与える
要因を明らかにするとともに、コメントをテキストマイニングで分析することで自己評価が向上する段階を特定した。
結論として、英語プレゼンテーションの総合的な自己評価に直接影響を与える要因はスピーチ内容そのものであり、他の要因は間接的に影響を与える可能性があることが明らかになった。また、総合的な自己評価を向上させるための 3 段階のプロセスも明らかにした。これらの結果をふまえ、本研究では人的資源論の観点から日本企業への提言も行った。
キーワード：グローバルリーダーシップ、人材マネジメント、採用面接、自己評価（投稿日

文教大学経営学部〒 121-8577 東京都足立区花畑 5-6-1
TEL：03-5688-8577

FAX：03-5856-6009

http://www.bunkyo.ac.jp/faculty/business/

2024 年 1 月 15 日）

経営論集

Vol . 10, No . 7

ISSN 2189-2490
2024年 3 月31日発行
発行者

文教大学経営学部

石塚

浩

編集

文教大学経営学部

研究推進委員会

編集長

山﨑

佳孝

〒121-8577 東京都足立区花畑5-6-1
TEL：03-5688-8577

FAX：03-5856-6009

http://www.bunkyo.ac.jp/faculty/business/