Global Mindset

Presented at NAFSA

Rachel Clapp-Smith

May 31, 2012

Why a Global Mindset? • Globalization has created additional layers of complexity

for organizational leadership. • Mingling of culturally diverse individuals is a regular, daily

occurrence • Traversing cultural boundaries, both physically and virtually, is

easier and more frequent

• Global Leaders face many demands (Bird and Osland, 2004) • More stakeholders • Wider range of diversity among stakeholders • Greater need for broad knowledge spanning functions and

nations • More frequent spanning across organizational and national

boundaries

Paradoxes of the Global Age • Leadership is a universal concept

(Bass, 1990) • Integrity, Communicating a Vision,

and a Team Orientation are universally seen as contributing to effective Leadership (House et al, 2004)

• But, Leadership is also culturally contingent • Is Integrity and a Team Orientation

enacted the same across cultures? • How does one communicate a vision

that appeals to many cultural constituencies?

What is a Global Mindset? • The ability to recognize complex interconnections, rather than to

become paralyzed by paradoxes that the global environment often presents.

• A world-orientation, in which sense-making transcends nationality and culture.

• A state of mind that has a world orientation vs. a home-country orientation.

• A curiosity and desire to actively learn about other people, cultures & world views.

• Two core principles: the ability to understand what’s different and understand what unites

Definitions of Global Mindset

• “a highly complex cognitive structure characterized by an openness to and articulation of multiple cultural and strategic realities on both global and local levels, and the cognitive ability to mediate and integrate across this multiplicity.” (Levy et al, 2007)

• “the cognitive ability that helps individuals figure out how to best

understand and influence individuals, groups, and organizations from diverse socio/cultural systems” (Beechler and Javidan, 2007)

A Two-Dimension Construct

• Cognitive Complexity – Differentiation

• Ability to the see multiple categories

– Integration • Understand the relationships between categories

• Cosmopolitanism – Openness

• Willingness to explore and learn from alternative systems

– Mediation • Between and local and global; the foreign and the familiar

A 9-Dimension Construct

Developing Global Mindset

Gupta and Govindarajan ( 2002)

Developing Global Mindset • Expanding Cognitive Complexity

• Creating Trigger Events:

– Learning Moments that Challenge Assumptions

– Make Current Cultural Frames Salient

• Reflection

– Expand Cultural Self-Awareness

– Understand Impact of Culture on: • Expectations of Normality, Values, Behaviors

Challenges with Development • Occurs throughout the lifespan

• Some individuals may have greater developmental readiness than others

– International experiences may have zero to very little impact when individuals lack inquisitiveness and openness (Bird and Osland, 2004)

• Cognitive structures change very slowly

– Acceleration requires deep levels of reflection

– Often easier for mature learners

Measuring Global Mindset • Coding Student Work for Cognitive Complexity (Baker-Brown et

al, 1992) – Time intensive

– Requires coding expertise

• Survey Instruments: – Thunderbird Global Mindset Inventory

– Cultural Intelligence

– Intercultural Effectiveness Scale

– Global Competencies Inventory

Questions?

Does the Depth and Breadth of Experience Matter?

Time-based models of cultural adjustment suggest length of stay impacts:

Cognitive Processes

Social Processes

The way we view ourselves and capabilities

Interviews indicate that more cultural experiences create more novel experiences

• Depth = time spent abroad

• Breadth = number of countries

Overall Model Results R

Square

F-Statistic Sig.

0.113 179.307 0.000

Model Details Beta t Sig. (Constant)

262.34

0

.000

1 to 6 months .221 15.106 .000

6 to 1 year .000 .016 .987

1 to 2 years -.001 -.051 .959

More than 2 years .222 17.149 .000

How do Social Relationships Impact Global Mindset Development?

Why are cross-cultural experiences transformative?

Interviews suggest that relationships play a role in the ability to learn about norms and values

Cosmopolitanism suggests that individuals seek out individuals who are different from them as a means to learn

How do Social Relationships Impact Global Mindset Development?

• Relationship between # of friends from other cultures and global mindset – r=.443 (p<.0001)

• Among the categories of # of friends, each one was significantly different from the other (F=279.106, p<.0001).

• The more friends from other cultures, the greater global mindset

Does Language Ability Play a Role?

Language is a cultural opportunity (Nerlove & Snippet, 1981)

Multi-linguals tend be more effective at divergent thinking than mono-linguals

Interviews indicate language is a vehicle for understanding culture

Does Language Ability Play a Role?

t Sig. Beta

(Constant)

259.54

0

.000

very skilled at reading--

speaking or writing?

.181 12.284 .000

moderately skilled at reading--

speaking or writing?

.139 9.197 .000

somewhat skilled at reading--

speaking or writing?

.092 6.104 .000

minimally skilled at reading--

speaking or writing?

.098 6.669 .000

Links to Instruments

• Thunderbird Global Mindset Inventory – http://www.thunderbird.edu/knowledge_network/ctrs_excellence/global_mindset_lead

ership_institute/global_mindset_inventory.htm

• Intercultural Effectiveness Scale – http://www.intercultural.org/kozai.php

• Global Competencies Inventory – http://www.intercultural.org/kozai.php