Culture and Leadership

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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
How subordinate responds to a leader
Image of a leader
Culture
Individual Team Effectiveness
Acceptable substitute for a leader
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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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CQ and other frameworks

• IQ theories
• Ability to adapt to others and situations
• Leadership education
• Integrates knowledge, behavior, motivation
• Customized to individual strengths and weaknesses

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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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CQ is not cultural competence

• Cultural competence includes personality, CQ does
  not

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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 dont 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 ones 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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Motivational CQ--II

• 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

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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 others 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 gt 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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Meta-cognitive Training-II

• Monitoring
• Reason inductively
• Deliberate, formulate hypo concerning actions
• Monitory internal and external cues
• Focus on culturally discrepant information and
  adjust schema

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Meta-cognitive Training --III

• Monitoring (contd)
• Evaluate surroundings
• Learn about ones own learning
• Critically reflect on own performance in cultural
  interactions

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Meta-cognitive Training --IV

• Evaluating
• Ability to learn about ones own learning
• Think critically and reflexively on ones 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

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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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