Leading with Cultural Intelligence, 2012a

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Thus, cultural intelligence requires that you engage in adaptive behavior and necessitates that you have the understanding and motivation to achieve it. This third element of cultural intelligence refers to the ability of individuals to go beyond thinking: they must be doing something. To be a culturally intelligent leader, it is not enough for you to know the information you need and how you will think about it, nor is it enough to be motivated. You must have the appropriate behavioral responses and be able to acquire or adapt the behaviors to new cultural situations. And you must be willing to try and learn new behaviors, and to know when and how to use them. Learning new behaviors is considered the most challenging component of cultural intelligence. This is because behaviors are rooted in our beliefs and values. Rather than being skilled in particular sets of behaviors, as a culturally intelligent leader, it is better to have a repertoire of behaviors that you know of and use. You must be good at behaving in a manner that will not confuse other individuals. You cannot expect that your behavior will remain the same with all individuals from either the same or different cultural groups. You need to have a variety of behavioral skills you can draw from. This chapter discusses four key ideas in relationship to adaptive behavior: the concept of self, cognitive dissonance, linguistic relativity, and behavior and communication. [1] Earley & Peterson (2004), p. 109. [2] Thomas & Inkson (2003), p. 58. Saylor URL: http://www.saylor.org/books Saylor.org 127
6.1 Concept of Self George Herbert Mead [1] argued that individuals develop a self-concept that evolves throughout their lives as a result of interacting with their social world, which may include parents, teachers, and peers. Similarly, William Purkey stated that “self-concept may be defined as the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence.” [2] These interactions help individuals form a perception of who they are based on expectations from, and responses to, their social environment. Our perceptions are stimulated by internal and external factors. These factors can create intense emotional responses, which impact our willingness to learn and our choice of action—they guide individual behaviors. The following example demonstrates this idea of self-concept and how it manifests in one’s behaviors. Like many teenagers in the United States, Karen was required to take a foreign language course at her school. She chose to learn German because relatives on her mother’s side lived in Germany, and her family was planning a visit in the summer. Unfortunately, Karen’s few months of German class were not fun. She had a teacher who was very strict in her lesson plans and grading of the students. Additionally, Karen fell behind in the class work due to an after school sports injury; she was out for two weeks. When she returned to class, her teacher called her out in front of other students when she didn’t know the correct vocabulary terms and proper responses. She didn’t feel motivated to be in class and learn German. When summer arrived, her family went to Germany as planned to visit their relatives. Karen’s parents had been excited about her foreign language choice, and her relatives knew she was taking a German culture and language course. During the stay with the relatives, Karen tried to practice her German but stopped trying after her relatives told her, “You need to improve your German.” The next year, her family visited Germany again, and her relatives question her about her German language skills. Upon hearing her speak, they told her again, “You’re not there yet. You need a lot of improvements.” Twenty years later, Karen works for a financial company that has a location in Germany. Karen’s supervisor tells her that she will need to relocate to Germany for two years; she thinks that with Karen’s great interpersonal skills, she would be able to help the success of the project. Upon hearing this, Karen Saylor URL: http://www.saylor.org/books Saylor.org 128
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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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Desirable Leadership Attributes Und
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Chapter 3 Cultural Intelligence Def
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each play-by-play action in cultura
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Cultural intelligence is like tunin
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Figure 3.1 Cultural Intelligence Mo
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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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Leading with Cultural Intelligence, 2012a

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