1. WELCOME building cultural intelligence
The linkage between the last module on Strategic Thinking and this one on Building Cultural Intelligence is vital. As leaders at our institutions, we need to engage in strategic thinking and acting in a way that will also connect us to the global community and pull us closer to thoughtful interaction with that global community through building our capacity for cultural intelligence.
This module endeavors to take you to a place where you are invited to think about how leadership can be directed toward connecting with the world beyond the institution and then back again. At its heart, this module asks you to pay attention to, stay connected with, and be changed by the world around you. This does not happen by itself, but rather by the intentional effort to extend ourselves across cultures, to address our own biases and fears, to apply the skills that cultivate accurate communication, and by using what we have learned within our institutions.
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2. Overview: Building cultural intelligence
A Global Mindset
Cultural Intelligence
Linking global attentiveness and cultural intelligence to leader effectiveness
Skills and tools to build our knowledge and enhance our application of global trends
Learning Outcomes for this module include those that follow:
Create a greater understanding and awareness of the global environment and its relationship to organizational development and leadership in an organizational setting.
Assess individual understanding and sensitivity to the dimensions of cultural intelligence.
Explore the link between building global community, enhancing cultural intelligence, and actual leader effectiveness.
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3. A Global Community
Global Awareness Leads To… Leadership that is Globally Engaged and Responsive.
Leadership can no longer be exercised in a vacuum. We are profoundly connected to the world around us in ways that impact our institutions, our relationships, and the way we accomplish our work. Our own cultural competence as leaders must always include a capacity for accurate communication across cultures that discuss current events and trends and how those may come to bear immediately or inevitably on our institutions.
Global leadership also includes an engaged mindset that indicates our appreciation for how our individual and institutional work contributes toward building global and cultural awareness in our communities. Globally sensitive leaders are in a position to facilitate understanding and awareness in others.
All of this takes effort on our part in three particular ways:
Seeing the need and importance of being a globally and culturally responsive leader,
Establishing the habits of a globally and culturally conscious leader, and
Identifying the practices of a global leader.
(11 minutes 51 seconds)
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4. A Global Mindset: what are the skills?
WHAT ARE THE SKILLS AND INSIGHTS FOR BUILDING A GLOBAL MINDSET?
Global awareness is work!
It is the result of an intentional effort to add the perceptions, skills, and competencies required to see events and to understand the significance of those events within a cultural and global context.
The leader’s ability to be globally aware is based on building a mindset and skill set that opens the door to global thinking, interpreting, and acting. This mindset and skill set is defined by seven areas:
Cognitive Openness: Cognitive openness is increasing awareness of and making cognitive space for new information about the way one perceives and acts.
Authentic interest in connecting and learning: Global awareness can only take place when we are legitimately and authentically interested in the world around us and how the global community intersects our own sphere of influence.
Collaboration and listening: Collaboration and a keen sense of listening to look for, hear, and understand.
Motivation to increase capability to translate understanding to the organization: Motivation to build organizational appreciation and understanding.
Awareness of biases and obstructions to learning in self and others: Knowledge of how one’s biases, stereotypes, and global myopia can limit one’s ability to connect to the flow of events and situations.
Placing oneself in the center of cultural exchanges and experiences: Immersing oneself, when possible, in cross-cultural and knowledge exchange situations where one will learn, absorb, and integrate global insights into their own work and life in their institutions.
Encouraging institutional, department, and team inclusion of global awareness and participation: Challenging and inviting others to step into the global awareness conversation and to find ways to incorporate their experiences into their work within their institutions.
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5. global Leadership
How do we prepare ourselves for the complexity of being leaders who are globally aware and connected?
Ian Goldin is director of the 21st Century School at Oxford. Through the school's program of research, collaboration, and education, he's powering new, cross-disciplinary thinking about global problems from the near and far future.
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6. What is Cultural Intelligence?
Cultural Intelligence is what we know about cultures that are not our own, and developing the skills and tools to successfully interact across cultures in a manner that takes into consideration the cultural experiences of others.
Why is this important for leaders? Precisely because our institutions no longer live in a cultural vacuum. Our institutions are filled with people representing multiple cultures. More importantly, it is vital for leaders to be uniquely aware of how the presence of diverse cultures can enhance and accelerate learning and broker understanding.
Leaders are in a position to influence, and because of this influence, they play a key role in bringing the world “out there” to the world “in here.” Leaders can help institutions become more adaptable and responsive to cultural influences. They can leverage the learning and knowledge gained through their own cultural intelligence by bringing that knowledge and insight to the relationships, teams, departments, and the greater institutions in which they work.
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7. Assessing your cultural Intelligence
Answer the eight questions using a five-point Likert Scale where
1 = Considerable Improvement Needed
3 = Moderate Improvement Needed
5 = No Improvement Needed
Share with your group your scores for questions 1, 3, and 6.
For each of the behaviors identified below, use the scale to determine where you have the opportunity to improve your cultural intelligence:
I intentionally develop a mindset that reflects a deep respect for other cultures and a willingness to study them and learn what makes them tick.
I understand the different components of culture.
I am always conscious of the different cultures around me.
When surrounded by people from different cultures, I use my cultural intelligence to inform my approach to communication and interaction.
When I struggle to connect with a person from a different culture, I make an effort to understand what happened and how it could be different in the future.
I tend to notice when others around me fail to exercise cultural intelligence.
I make thoughtful and appropriate efforts to help others understand the importance and practice of cultural intelligence.
I am able to modify my behavior when a particular cultural encounter requires it.
The assessment results can be viewed in two ways. First, the results for each question should be looked at individually to determine specific areas that should be addressed in order to increase cultural intelligence. Second, the total scoring range can be looked at in aggregate. The breakdown is as follows:
Aggregate scores between 8 and 16 indicate there is a considerable need to increase cultural intelligence.
Aggregate scores between 17 and 24 indicate there is a reasonable need to increase cultural intelligence.
Aggregate scores between 25 and 32 indicate a good foundation of cultural intelligence is in place and there is more upside potential for further development.
Aggregate scores between 33 and 40 indicate a strong ongoing learning and dynamic integration of Global Awareness into leadership practices.
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8. Cultural Intelligence inquiry
How have you observed or experienced leaders exercise cultural intelligence in a way that recognizes and advances understanding, builds relationships, and increases institutional effectiveness?
One of the best ways to learn about cultural intelligence is by observing others who demonstrate cultural intelligence. In this exercise, you are invited to find a partner. Follow the directions below:
Ask the follow questions of your colleague. Listen attentively to each answer, and record interesting highlights and details. Complete all the questions before reversing roles (about 10 minutes per person).
What aspects of cultural identity do you see at work?
Do you claim any particular cultural identity at home/work?
How does either your personal or organizational identity influence your life?
How do you and/or your organization work to celebrate your identity?
What limitations, if any, inhibit living your identity?
After all the questions have been asked and answered, return to your table and draft a master list of key observations.
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9. cultural Intelligence
The Three Parts of Cultural Intelligence
The mindfulness of the leader allows for continuous learning and information gathering that augments existing knowledge and informs the creation of new behaviors and actions.
(Adapted from Cultural Intelligence: Living and Working Globally by David C. Thomas and Kerr Inkson, 2009, Berrett-Koehler.)
What builds capacity for cultural intelligence?
The acquisition of knowledge about a particular culture.
Cultural intelligence requires knowledge of a particular culture; knowing what culture is, how cultures vary, and how cultures affect behavior as well as the exercise of mindfulness, that is, conscious awareness or paying attention to “data points” that emerge from you involvement in or observation of cross-cultural situations.
Cultural intelligence requires mindfulness of cross-cultural cues in cross-cultural situations and building a skill set, grounded in the knowledge gained about a particular culture, that allows you to engage in appropriate behaviors with people representing that culture.
Developing cross-cultural skills and becoming competent in choosing appropriate behaviors that are appropriate for a variety of cross-cultural situations helps build capacity for cultural intelligence.
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10. cultural Intelligence Components
The Differences Difference Makes
Cultural Intelligence makes it possible to see and honor difference. Moreover, it understands the details of differences and then seeks to build bridges of understanding to connect and communicate.
(From Managing Cultural Difference: Global Leadership Strategies for the 21st Century, 2007, by Harris, Moran, and Moran.)
The further we drill down into the practice of cultural intelligence, we begin to notice the components or categories that are discoverable about other cultures. This information helps to create a “window” into the way a culture operates. These ten categories are helpful in examining any group of people whether they live in India, the United States, Thailand, Australia, Argentina, or Kenya.
Sense of self and space
Communication and language
Dress and appearance
Food and eating habits
Time and time consciousness
Mental processes and learning
Work habits and practices
Values and norms
Beliefs and attitudes
Relationships
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11. cultural Intelligence Skills
What are the skills necessary to build Cultural Intelligence?
The Five-Step Skill-Building Process
Cultural knowledge must be translated into cross-cultural skills to be effective.
Open attitude is the prerequisite for developing cross-cultural effectiveness.
Open Attitude
Self Awareness
Other Awareness
Cultural Knowledge
Cultural Skills
(Adapted from The Global Manager, G.P. Sudhakar and Sumati Reddy, 2008, Icfai University.)
This five step skill-building process illustrates the skills that are involved cultural understanding.
It begins with an open attitude which is receptive to learning and conscious of obstructions or barriers to learning.
Openness facilitates increased self-awareness. Cultural intelligence is enhanced when we make ourselves available to new information.
Awareness of the other begins to expand our knowledge of differences and how those differences can enrich rather than disrupt or threaten us.
Cultural knowledge is expanded as a result of the eagerness to know the other.
When knowledge is translated into skills that create communication and understanding across cultures, cultural intelligence has come full circle.
Self and other awareness must be grounded in cross- cultural knowledge.
Self-awareness accelerates other awareness.
Walker, 2007
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12. Barriers to Cultural Intelligence
Often, we are the ones who can get in the way our own acquisition of cultural intelligence. Addressing existing biases, fears, and prejudices are essential if we intend to build and use cultural intelligence in relationships and institutions.
(Adapted from Cultural Intelligence: Living and Working Globally by David C. Thomas and Kerr Inkson, 2009, Berrett-Koehler.)
Building cultural intelligence can be challenging for many reasons. We can be naturally defensive because we find cultural differences hard to deal with. Other reasons include:
We are unclear and unaware of our own cultural biases: Our lack of awareness of our own conditioning and biases can prevent authentic learning and adapting. This would include aspects of our sense of self that may resist authentic learning and change.
We can feel threatened, uneasy, and uncomfortable when we interact with people who represent a different culture.
Our inability to understand or explain the behavior or customs of people from a different culture can engender anxiety.
The inability to transfer lessons learned from one cultural experience to another subsequent experience: Inability or unwillingness to build cultural learning from one encounter to another.
Our lack of awareness of how our cultural standards and norms are reflected in our own behaviors: Failing to recognize how our own cultural orientation influences our behavior.
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13. Assessing Cultures to Build C.I.
How do we assess cultures to increase Cultural Intelligence?
“Provide for me the tools to open up the world around me and I will gain the insights that will not only change me but the very world in which I live, work, and influence.”
(From Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, 2004, SAG.)
Two studies help us understand how to assess cultures that we are seeking to understand and to which we are seeking to communicate:
Hofstede’s work on cross-cultural leadership, and
The GLOBE framework.
Both studies combine to provide nine dimensions that help us understand cultural differences. The work of both Hofstede and the Nine Dimensions that that help define cultural differences are as follows:
Power Distance: The extent to which a society accepts the power in institutions and organizations is distributed unequally.
High: Russia, Spain, and Thailand
Moderate: England, France, and Brazil
Low: Denmark, the Netherlands, and South Africa
Uncertainty Avoidance: A society’s reliance on social norms and procedures to alleviate the unpredictability of future events.
High: Austria, Denmark, and Germany
Moderate: Israel, the United States, and Mexico
Low: Russia, Hungry, and Bolivia
Assertiveness: The extent to which a society encourages people to be tough, confrontational, assertive, and competitive rather than modest and tender.
High: Spain, the United States, and Greece
Moderate: Egypt, Ireland, and the Philippines
Low: Sweden, New Zealand, and Switzerland
Humane Orientation: The degree to which a society encourages and rewards individuals for being fair, altruistic, generous, caring, and kind to others.
High: Indonesia, Egypt, and Malaysia
Moderate: Hong Kong, Sweden, and Taiwan
Low: Germany, Spain, and France
Future Orientation: The extent to which a society encourages and rewards future-oriented behaviors such as planning, investing in the future, and delaying gratification.
High: Denmark, Canada, and the Netherlands
Moderate: Slovenia, Egypt, and Ireland
Low: Russia, Argentina, and Poland
Institutional Collectivism: The degree to which individuals are encouraged by societal institutions to be integrated into groups within organizations and society.
High: Greece, Hungary, and Germany
Moderate: Hong Kong, the United States, and Egypt
Low: Denmark, Singapore, and Japan
Gender Differentiation: The extent to which a society maximizes gender role differences as measured by how much status and decision-making responsibilities women possess.
High: South Korea, Egypt, and Morocco
Moderate: Italy, Brazil, and Argentina
Low: Sweden, Denmark, and Slovenia
In-Group Collectivism: The extent to which members of a society take pride in membership in small groups, such as their family and circle of close friends, and the organizations in which they are employed.
High: Egypt, China, and Morocco
Moderate: Japan, Israel, and Qatar
Low: Denmark, Sweden, and New Zealand
Performance Orientation: The degree to which a society encourages and rewards group members for performance improvement and excellence.
High: the United States, Taiwan, and New Zealand
Moderate: Sweden, Israel, and Spain
Low: Russia, Argentina, and Greece
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14. Assessing Cultures to Build C.I.
When building Cultural Intelligence, the GLOBE’s nine dimensions can provide specific information that can contribute to:
These nine dimensions provide “windows” into the worlds of those around us that build understanding and connections. We gain the vital details that help accelerate our own learning and the learning of our colleagues and institutions.
The GLOBE study’s nine dimensions help us assess the cultures we seek to understand. Specifically, these nine dimensions give us “hooks” to identify the values that drive behavior. Instead of guessing and engaging in failed attempts to build understanding and communication, we can use the information to more accurately, thoughtfully, and intelligently interact across cultures.
The nine dimensions help us build cultural intelligence by:
Providing us with information that helps foster meaningful communication across cultures (a more accurate understanding of how to communicate across cultures);
2. Identifying the values that drive the differences between behaviors before creating friction by making statements that illustrate our lack of knowledge of these values (how to identify potential problem areas and miscommunications before they occur);
3. Building communication that creates shared understanding (more thoughtfully and meaningfully engage in discussions about global issues, challenges, and opportunities); and
4. Establishing a platform and foundation that informs a common language that can be used to cultivate learning (increased institutional awareness about successfully interacting with and preparing local and international students for collaborative learning).
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15. About Case studies Name the issue. Review the facts.
Case studies require us to analyze problem situations and reach our own conclusions concerning the outcome.
Name the issue.
Review the facts.
WHO is the ultimate decider?
List the key stakeholders.
Determine what matters.
Assess why it matters and to whom.
Assess your relationship with key stakeholders.
Make a recommendation.
Experience has shown that case studies bring interesting, real-world situations into the classroom to study.
As you discuss cases with your fellow participants, you will learn that decision making is often a confrontational activity involving people with different points of view. Most important, you will learn how to work toward consensus while tolerating legitimate differences of opinion.
Case study does not claim any particular methods for data collection or data analysis. Our approach emphasizes assessing the merits of any situation from a qualitative perspective. We invite you to focus on discovery, insight, and understanding from the perspectives of those being studied.
Qualitative case study research approaches a problem or practice from a holistic perspective in order to gain an in-depth understanding of the situation and its meaning for those involved. The interest is in process rather than outcomes, in context rather than a specific variable, in discovery rather than in confirmation. Such insights into aspects of educational practice can have a direct influence on policy and practice.
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16. The Case: Making a Meaningful Connection
A case study
The Case: Making a Meaningful Connection
In your groups, read the Richardson College Case Study.
Engage in discussion about the situation.
Provide responses to each of the questions.
Be prepared to discuss your results.
Richardson College - Strategic Thinking/Global Awareness
BACKGROUND:
You are the program chair of history at Richardson College, a mid-size two-year college located in the Pacific Northwest. The history department employs seven full-time faculty and approximately five part-time adjunct faculty. You have been the program chair for the past two years and are up for renewal in the coming academic year. You typically enjoy very good relations with staff, faculty, and students, although recently a small segment of your program area appear to be rumbling a bit about your support of administrative initiatives that allegedly adversely impact the overall standards and quality of instruction. One such example is your support for raising the class cap, allowing college administration to admit up to 10% of registered students on the wait list directly into overloaded classes up to five days before the term starts without faculty permission. In the past you know it has been difficult to reach individual faculty and, in the end, 99% of the time they agree to admit overloads; room capacity permitting. Some of the faculty see this as more of a pro-administration stance than a pro-student stance and are raising concerns about your loyalty to the department and their stance on maintaining control over their classroom environment.
ISSUE:
A new issue has been raised in recent days that requires your attention. It appears that a report from the Governor’s office (Special Advisor on Tribal Affairs) has reached the college president documenting a number of disturbing statistics regarding the progress Native American students are making in college. It appears the drop-out rate is approaching 70% before achieving declared certificate and/or degree options. The fact that Richardson College is connected to several tribal communities throughout their district, and that a College Board Chair is also Native American, has caused alarm bells to ring that require an immediate response. Two ideas have been made by a team of elders that feature prominently in the community that require your input. The first idea is to assign Native American faculty to work (shadow) with regularly assigned faculty to ensure material and assignments are made in a way that might facilitate student success. Often they lack the specific credentials required. The second proposal would require staffing classes on reservation property, generally uneconomical. There are pros and cons to both proposals and you sense that in either case these proposals will not be well received by your faculty.
Action Required:
You have been called to a meeting with the president along with your division dean, other department representatives, and the VPs for Academic and Student Affairs. The goal is to develop a framework that will allow the college to deal with this issue both strategically and operationally.
During the meeting the president directs that a task force be formed to develop a plan, both short and long-term, that will work to resolve the issues outlined in the report provided to the Governor. You are asked to be one of three program chairs represented on the task force and have also been tasked with being part of any pilot program leading towards implementation. As you return to your office after the meeting with the president, a team of faculty is waiting for you. They are eager to hear what’s going on and provide you with their views on what to do. You meet with them and patiently listen to their concerns. You get a strong sense that part of the issue is simply a lack of knowledge about Native Americans and how their culture and/or academic preparation may be impacting their progress. The Governor’s report does much to document the issue and provides considerable data, but in many cases it is hard to translate locally. The two suggestions being considered by tribal elders (assign shadow faculty/conduct more classes on the reservation) are both among the featured conclusions/recommendations.
Key personnel:
Dr. Mabel Hightower - Program Chair, History: Dr. Hightower has been the program chair of the history department for the past two years, one of 12 chairs assigned to the Social Science and Humanities Division. Chairs are appointed positions at Richardson College; typically for three years. Appointments are made by the division dean with input from faculty. Chairs are afforded either some amount of release time or a small stipend for their service, not both. Dr. Hightower has opted for 1/3 release time. Dr. Hightower’s specialty is Europe and the Renaissance, although most recently she has been consumed by her research into the Elizabethan era. Her DiSC style is “S,” although she can be quite analytical when dealing with complex issues. She has a low tolerance for conflict and typically works collaboratively with faculty to ensure it is less likely to be an issue she has to deal with. She feels appreciated by students, staff, and her colleagues. In fact, she is considering running for president of the Faculty Council in the coming year, but only if she is reappointed as Chair. Life is generally good, although she does have some concerns about the impression some faculty seem to have that she has too often sided with College Administration on key issues involving faculty perks/priorities.
DiSC Style “S”; Strengths: Relator, Intellection, Harmony, Empathy, and Strategic.
Dr. Standish - Dean Social Science and Humanities: Dr. Standish has been the dean for nine years, selected as a result of a nationwide search to fill the position. He wasn’t the first choice to fill the job, but rather the best one left standing as the ongoing search process lingered on. Dr. Standish has a university background in English, is a prolific writer of editorials for newspapers and periodicals, but has yet to write anything of substance more creatively. The faculty appear to tolerate his leadership style more so than embrace it. He is a strong “D” and prone to decide issues without much collaboration and, of late, that has prompted some complaints. As a result, he has come to avoid publically taking positions that might raise concerns on the part of key faculty. The VP of Academic Affairs has been coaching him but so far the situation has not improved. There are rumors that Dr. Standish may be on his way out. Dr. Standish has a terrible relationship with the college president who is politically very savvy and is beginning to see Dr. Standish as rather ineffective. The president really needs someone in the division who can get them moving forward on a number of issues and senses Standish is not made for the job.
DiSC Style “D”; Strengths: Command, Belief, Relator, Deliberative, Responsibility.
Dr. Donald Driver - President: Appointed president in 2005, Dr. Driver has been a college president at two different institutions in the state and has invested heavily in building good relationships with college and community members, particularly community tribal representatives. Since arriving, Dr. Driver has led the drive to have Richardson College earn accreditation as both a two and four-year institution and is well connected to state board and legislative representatives.
DiSC Style “C”; Strengths: Discipline, Relator, Learner, Maximizer, Strategic.
Ms. Cheryl Able – Vice President, Academics: Ms. Able was appointed in 2008 and has served in some capacity at Richardson since graduating from college in With a background in Early Childhood Education, she has been a faculty member, chaired the Faculty Council, has held the position of Workforce Dean, and now Vice President. She is a long-time member of the community, highly respected, and very student focused.
DiSC style “S”; Strengths: Empathy, Harmony, Developer, Includer, Positivity.
Dr. Jane Good – Vice President, Student Services: Dr. Good has just recently been appointed to her position as a result of a national search. She has no previous history in the state and is working hard to build relationships across the college and throughout the greater community.
DiSC style “I”; Strengths: Achiever, Communication, Context, Ideation, Learner.
Questions to Consider:
What are the key issues connected to this situation (short and long-term)?
What are the strategic considerations that are involved in addressing this issue?
Who are the primary stakeholders you feel need to be involved in addressing a viable solution?
What cultural issues do you feel might genuinely be valid considerations and/or will shape the outcome?
How would you proceed from this point as a member of the task force to fully and fairly represent the many and varied interests of the Academy, your faculty, your college, your community, and yourself?
TIME REQUIRED: 90 minutes including team reports.
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17. Summary
Globally connected leaders build conscious awareness of unfolding world events that might in some way impact their institutions.
Stay informed, connected, and involved.
Connect Global Awareness with Cultural Intelligence.
Strengthen our capacity to engage in and build Cultural Intelligence.
Contribute to institutional capacity for international community.
Build a knowledge exchange.
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18. What’s Your Plan Tomorrow?
What opportunities/platforms exist in the area of building Global Leadership for the future?
What steps might you take as a leader to accelerate the acquisition of Cultural Intelligence?
Who can you call on to help?
What opportunities exist in your community to increase access to healthy cross- cultural experiences?
As this discussion comes to a close, you might want to reflect on some key questions regarding your own organization and situation. For example:
What opportunities and platforms exist at your institution to engage in conversations about the importance of building Global Awareness?
What steps can you take to leverage your influence as a leader in your organization, department, or team to accelerate the acquisition of Cultural Intelligence?
Who will you surround yourself with to enhance your own professional development in Global Awareness and Cultural Intelligence?
What opportunities exist in and around your institution to build cross cultural experiences?
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19. BUILDING MY ALIGNMENT PLAN (MAP)
Responses
Core Purpose/Mission
Identity
Values/Beliefs
Capabilities/Strengths
Behaviors/DiSC Style
Constraints
Hopes/Dreams/
Expectations
What is the object of your desire regarding Complex Role?
Measures
How will you document your progress?
Again consider your Alignment Plan. Is there anything from this discussion that might modify or be added to your Plan? Is so amend as appropriate.
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20. WRITING AND REFLECTION
Record two to three ideas or issues that came out of the discussion that were most meaningful to you.
Reflect on the discussion that we had in this seminar.
What are the major issues or ideas you noted?
________________________________________________
Which of these issues relate most to your journey as a leader?
___________________________________________________________________________________________
____________________________________________________________________________________________
What specific issue or idea represents a possible area of interest for your Individual Professional Development Plan (IPDP)?
_____________________________________________________________________________________________
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