Leading with Cultural Intelligence, 2012a

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ethics saying, “They’re so unreliable” and “I don’t know why they don’t just pick up the phone to talk to me. It’s like they don’t know how to leave a message on voicemail anymore.” She’s even said these comments to her 55+ volunteers, who readily agree about the generational differences. Jaime knows that Anne needs to be able to work with volunteers of all ages and cultural backgrounds. She’s seen the negative impacts of Anne’s behavior. Many of the younger volunteers come to Jamie if they have problems or issues when they should be going to Anne who directly manages them. They’ve expressed that Jaime is “more like them” and understands them. Although Jamie doesn’t mind helping the volunteers with their questions, it’s taking her away from her role and responsibilities as a leader of the department. Additionally, it’s setting a tone for how Anne works and reshaping her job duties. To resolve this, Jaime speaks with Anne about the issue. Anne doesn’t see a problem with how she’s handling the situation with younger volunteers. Jaime disagrees and at the end of the meeting, both agree to a plan that helps Anne to work more effectively with volunteers of any cultural background. Jamie and Anne work together to set goals that are achievable and work toward the long-term goals of the organization. Jaime finds opportunities to compliment Anne when she is successful and helps Anne to identify strategies that help her do her work more efficiently. Jaime continues to work with Anne in the months to come. She’s patient and believes that Anne will be able to adapt; however, after two years, Jaime decides to let Anne go because the situation does not change. It is important to recognize that there are times that no matter how much you try to model the way for employees and others, it does not work out to the benefit of the organization. In the example of Jamie and Anne, after 2 years of Jaime modeling the way and helping Anne, the progress was not significant enough to make the change that was needed. There was still resistance on Anne’s part. After much reflection and evaluation, Jaime decided to let Anne go. The cost of low self-efficacy affects not only Anne but also the program and the organization’s overall goals. Support Others in Their Self-Efficacy Development Saylor URL: http://www.saylor.org/books Saylor.org 117
As any leader should, it is important to support your staff, co-workers, and the organization to strengthen their self-efficacy. You can do this in several ways: Verbally tell them that they are making progress. Have evaluation or reflection sessions about the progress. Provide them with the right resources. Tell them to keep trying and to sustain their efforts. Know when to give feedback and what type of feedback to provide. If you are looking to develop your own self-efficacy, then you need to put in systems that will help you. For example, find the role models and proper support mechanisms to ensure you do not fail. Finding support is important because your support system helps to minimize your attention on weaknesses; they provide constructive feedback to help you develop professionally. Emphasize Self-Improvement Unfamiliar cultural interactions are challenging, and you should look at your success and failures as personal and professional development. There will be times when you will be involved in cultural misunderstandings, make “cultural bloopers,” or take part in a cultural conflict. This is just a part of the process of navigating through cultural terrain. When this happens, you need to focus on the value of selfimprovement. Do not berate yourself over the mistake; learn to “learn and let go.” When it is an employee who makes the mistake, do not compare them to others; rather, set a standard for improvement within cultural interactions and help the employee to get there. Notice how Jodi felt about herself in the following case study: Jodi is a Magnetic Resonance Imaging (MRI) technician. She’s been in the field for ten years and works with a variety of patients from different cultural backgrounds. One day, an African woman, Aziza, her son, Guleed, and her husband, Hussein, comes into the clinic for an MRI. The son accompanies his parents and interprets as needed because, although they understand English, they have difficulty speaking it. Jodi calls the patient to the MRI room. Her co-worker, Melinda, assists her with the preparations and is with her in the room. Jodi prepares for the MRI by giving Aziza instructions, “You will lie down on the Saylor URL: http://www.saylor.org/books Saylor.org 118
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This text was adapted by The Saylor
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It is hard for human beings not to
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In this age of social transformatio
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Chapter 3 "Cultural Intelligence De
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Endnotes 1. Hubbard (2002), p. 1. 2
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online collaborative communities, a
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Hispanics and women will dominate t
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of culture. Because Joan is not awa
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looking for my help to implement di
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Chapter 1 Culturally Intelligent Le
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surroundings—you create a new pic
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Culturally intelligent leaders must
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stakeholder needs. Edgar Schein not
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When everyone is held accountable f
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1.3 Chapter Summary Culturally int
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placing it on a heated surface for
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2.1 Cultural Systems Imagine a tree
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I once had a manager describe and d
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2.3 Culture is Learned Geert Hofste
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2.5 Culture is Dynamic Culture is d
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Langley, Knox, and Cooper, a law fi
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2.7 Culture is Symbolic Symbols are
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2.9 Levels of Culture One of the ba
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Regional Culture Names Cultural Exp
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and aunts. Her father was not aroun
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family of three. She doesn’t want
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interpretation; it can give us cult
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The value dimension of identity ref
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toward laissez-faire leadership, on
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This dimension also speaks to a cul
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[1] Hofstede (2001). [2] Hofstede (
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The findings of the GLOBE study ser
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Cultural Dimension High-Score Clust
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Page 74 and 75: Cultural intelligence is like tunin
Page 76 and 77: Figure 3.1 Cultural Intelligence Mo
Page 78 and 79: do we choose to adapt to our enviro
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Page 82 and 83: 3.4 The Labyrinth of Cultural Intel
Page 84 and 85: 3.5 Chapter Summary Cultural inte
Page 86 and 87: 4.1 What is Cognition? Cognition is
Page 88 and 89: 4.2 What is Metacognition? Metacogn
Page 90 and 91: willingness to continue. Critical t
Page 92 and 93: 4.3 Techniques for Developing Strat
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Page 100 and 101: Chapter 5 I Think I Can and I Will
Page 102 and 103: 5.2 The Role of Self-Efficacy in Cu
Page 104 and 105: Jerry to use CI principles on a dai
Page 106 and 107: Build: Melissa can build her knowle
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Page 110 and 111: Two politicians from opposing parti
Page 112 and 113: 5.5 Mindlessness and Self-Efficacy
Page 114 and 115: 5.6 Developing Your Self-Efficacy T
Page 116 and 117: you have the abilities to master th
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Page 124 and 125: or feeling. If you cannot forgive,
Page 126 and 127: Chapter 6 Adapting and Performing E
Page 128 and 129: Thus, cultural intelligence require
Page 130 and 131: ecomes anxious and uncomfortable. S
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Page 134 and 135: [3] This exercise was found by The
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Page 138 and 139: in intercultural interactions. It i
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Page 142 and 143: 6.3 Linguistic Relativity In The Sp
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Page 146 and 147: point my finger at him. I was just
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Page 154 and 155: 6.6 Changing Minds Through Storytel
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Page 160 and 161: 3. How would you describe Victor’
Page 162 and 163: 7.2 Case Study 2: Young, Confident,
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7.4 Case Study 4: A New Leadership
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efugee. As a leader practicing cult
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1. How can Diane and her employees
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7.6 Case Study 6: On Opposite Polit
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their judgments of other beliefs an
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now they don’t feel this is an is
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7.8 Case Study 8: No Dogs Allowed A
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who they are based on their expecta
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CI Model in Action Acquire: It is
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Reflection Pattie works in a male-d
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Chapter 8 The Future of Cultural In
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8.1 Reframing Leaders must be able
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8.2 Adaptive Work It is clear that
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8.4 Consciousness As we progress in
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Chapter 9 References Adams, M. G. (
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Goldsmith, M. (2006). Leading new a
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Pink, D. H. (2006). A Whole New Min
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