culture and leadership. agenda what is leadership? what are cultural differences in leadership? how...
TRANSCRIPT
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Culture and Leadership
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Agenda
• What is leadership?
• What are cultural differences in leadership?
• How to be an effective leader across different cultures?– Cultural Intelligence
• Assess CQ based on experiences in BafaBafa
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How to study leadership
• Subordinates have expectations of what a leader should be like
• People who meet these expectations are more likely to be judged a s leaders
• People from different cultures can have different and similar expectations
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Research on subordinate expectations
• Universally “desirable” and “undesirable” expectations
• Culturally contingent expectations
• Together form SIX universally common conceptions
• Cultures vary in degree to which they are expected
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Dimensions that subordinates judge leaders on
• Charisma– Inspire, motivate, high performance
expectations, have firm, core beliefs
• Team oriented• Participative• Humane• Autonomous• Self-protective
Globe Study
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Dimensions of leadership
• Universal– Task concern– Relationship concern
• Culture-specific– Fairness?
Other reserach
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Process of leadership
Culture
Image of a leader
How subordinate responds to a leader
Acceptable substitute for a leader
Individual & Team Effectiveness
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Leader success in different cultures
• Expatriate adjustment• Overcome culture shock, • Ability to meet physical needs and social
demands
• Turnover
• Task performance/Success
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Cultural Intelligence: A ‘predictor’ of expatriate adaptation
• Ability to gather, interpret, act upon different cues to behave in novel and effective ways in different cultural settings or in a multicultural setting– Persist & believe in one self efficacy in
spite of obstacles
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• IQ theories: – Ability to adapt to others and situations
• Leadership education : – Integrates knowledge, behavior, motivation– Customized to individual strengths and
weaknesses
CQ and other frameworks
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What CQ is not-- SI• Social intelligence
– Ability to empathize, work, direct, interact with others
– Capacity to perform actions with and through others (social problem solving)
– Manage people– Assumes others are not culturally different
from target individual
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What CQ is not-- EI • EI
– Understand and convey affect– Self regulate emotion– Assumes individual is familiar with culture
and context (where the affect has a particular meaning)
– Assumes interacting with culturally similar others
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Summary of Dimensions of CQ• Meta cognition
– Strategize about how to learn/interpret cultural differences
• Cognition– Knowing the content of cultural differences
• Motivation– Confidence to persist & exert effort in
cultural situations• Behavior
– Ability to imitate social behaviors, acquire new behavioral repertoire e.g., kissing in cultures
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Types of meta cognition
• Meta-cognitive knowledge– Knowing how to ‘learn’ (critical thinking) ,
what to learn, how to deal with knowledge about cultural differences
• Meta-cognitive experience– What experiences to incorporate, how to
do that, to learn for future interactions
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Class Activity
• Go over your answers in the self reflection paper and highlight where you have obtained meta cognitive knowledge and meta cognitive experience
• If you don’t have it, what should you do to obtain such knowledge and experience
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Cognitive CQ• Knowledge of cultural universals and
differences – Not just values, but also economic, legal
systems etc
• Knowing oneself
• Being flexible in understanding why people function as they do, and changing perception of oneself
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Motivational CQ• Motivated (direct attention & energy) to
use knowledge of cultural difference and behave appropriate to culture
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Motivational CQ--II• Believing in one’s ability to be able to
deal with people from novel cultures,
• Not disengaging after initial failure,
• Not needing rewards to persist even under personal threat
• Have a problem-solving/strategic approach to overcome obstacles
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• Set goals to master cultural interactions• Flexibility – – Strongly held norms and values (which form self)
focus what one attends to behavioral choices, may lead to difficulty
Motivational CQ--II
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Class Activity
• Go over your answers in the self reflection paper and highlight where you have displayed motivational cq– Self efficacy, persistence, goal setting,
flexibility
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Behavioral CQ
• Able to acquire and display behaviors for new culture (despite reservations)
• Needs persistence to acquire skills
• Needs aptitude to determine what new behaviors are needed and how to execute them effectively
• Observe other’s behaviors to mimic, observe their reactions and modify to put them at ease
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Dimensions are inter-related and can affect each other
• Meta-cognition cognition
• Self-efficacy Strategic thinking (meta cognition) behavior –> motivation
• Meta cognition + cognition behavior
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Using features of CQ to design inter-cultural training
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Meta-cognitive Training- I
• Planning– Generate cognitive structures– Higher level thinking strategies– After observing relationships, generate
strategies for evaluating validity of relationships across situations
– Use conditional knowledge to adjust hypotheses
e.g., asking how are you
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• Monitoring– Reason inductively– Deliberate, formulate hypo concerning
actions– Monitory internal and external cues– Focus on culturally discrepant information
and adjust schema
Meta-cognitive Training-II
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• Monitoring (cont’d)– Evaluate surroundings– Learn about one’s own learning– Critically reflect on own performance in
cultural interactions
Meta-cognitive Training --III
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• Evaluating– Ability to learn about one’s own learning– Think critically and reflexively on one’s own
performance in cultural intelligence– Focus on tools for generalization
• E.g., general cultural assimilator vs. specific one
– Emphasize inductive logic and reasoning– Introspect about learning styles
Meta-cognitive Training --IV
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Training in Cognitive CQ
• Who, what why and how– E.g., Cultural assimilators, documentaries
or experiential learning with a specific culture
• Examine schemas about the self, social interactions, culture– How personal goals affect info processing
& behavior
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Training in Motivational CQ
• Use cultural experiences to build and enhance self efficacy – Short, simple, controlled, successful and
incremental experiences (e.g., focus on simple and salient rituals)
• Efficacy persistence
• Generate curiosity – tendency to experiment and observe
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Behavioral CQ• Use drama to help individual adopt an
integrative, multisensory approach to experience learning and improve self knowledge and cognition, improve understanding of feelings and motivation of others, bolster self efficacy, learn nuances of behavior and action – E.g., role plays, performance, visual arts
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Behavioral CQ- II
• Behaviors that are sanctioned are identified and transferred to learner,
• Reinforcement and punishment are used to guide behavior change in role plays and simulations. – Break out of old habits and gain a new
repertoire of culturally appropriate behaviors
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Why are previous approaches ineffective
• Focus on culture specific training
• Identify cultural value frameworks for trainees that can degrade into stereotyping
• Do not adjust for individual differences in CQ
• Do not consider intensity, duration, nature of expat assignments
• Do not teach for generalization in other cultures
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Additional notes not used in lecture
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CQ
• Focus on individual strengths and weaknesses
• Knowledge, learning, motivation, behaviors
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Training in CQ
• Moves away from culture specific knowledge
• Values orientation vs direct knowledge/experience
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Individual factors predicting expatriate adjustment
• Self Efficacy
• Relational Skills
• Perception Skills
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Individual factors predicting Expatriate Success
• Ability to manage stress
• Communicate effectively
• Establish interpersonal relationships
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