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Culture and Leadership. 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. How to study 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
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
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
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
Dimensions of leadership • Universal • Task concern • Relationship concern • Culture-specific • Fairness? Other reserach
Process of leadership How subordinate responds to a leader Image of a leader Culture Individual & Team Effectiveness Acceptable substitute for a leader
Leader success in different cultures • Expatriate adjustment • Overcome culture shock, • Ability to meet physical needs and social demands • Turnover • Task performance/Success
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
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
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
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
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
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
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
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
Motivational CQ • Motivated (direct attention & energy) to use knowledge of cultural difference and behave appropriate to culture
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
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
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
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
Dimensions are inter-related and can affect each other • Meta-cognition cognition • Self-efficacy Strategic thinking (meta cognition) behavior –> motivation • Meta cognition + cognition behavior
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
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
Meta-cognitive Training --III • Monitoring (cont’d) • Evaluate surroundings • Learn about one’s own learning • Critically reflect on own performance in cultural interactions
Meta-cognitive Training --IV • 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
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
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
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
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
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
CQ • Focus on individual strengths and weaknesses • Knowledge, learning, motivation, behaviors
Training in CQ • Moves away from culture specific knowledge • Values orientation vs direct knowledge/experience
Individual factors predicting expatriate adjustment • Self Efficacy • Relational Skills • Perception Skills
Individual factors predicting Expatriate Success • Ability to manage stress • Communicate effectively • Establish interpersonal relationships