Leading with Cultural Intelligence, 2012a

More documents

Recommendations

Info

neighbors; what used to be a quiet neighborhood is now a festival every week. His neighbors have lots of visitors who park up and down the side street, their children running around without any parental guidance. Once, he held a party to celebrate his son’s graduation from high school, and his relatives and friends had to park two blocks away because of his neighbor’s party. At work, he’s pressured from his director to hire more people who “reflect the community” that Garden Grove has become. From volunteers to paid staff, he’s had to work through policy changes and make accommodations for who he hires. He disagrees with his director that he should hire someone just to make a quota, and besides, he can’t find anyone who has the skills or the experience for the department jobs. Although he loves his job, it’s not what it used to be. He’s increasingly unmotivated to go to work. It seems that all he does these days is attend training sessions on diversity. What’s happened to his passion for public service? As the director, you have noticed the changes in Joe. You know it has to do with the new vision of the organization to increase racial and cultural diversity as part of the city’s strategic vision. To help Joe manage his self-concept, think about the following questions: What do you think is Joe’s self-concept? What are the beliefs that are being challenged? When evaluating this case study, there are several items that are important to note: Joe has a long history of family traditions and roots in Garden Grove. His experiences and knowledge of Garden Grove span generations. Joe and his family are accustomed to interacting with people who are Caucasian. He has a belief that his neighborhood was a “quiet” place to live, but it is now disrupted because of the new neighbors, who are not so quiet. He has a belief that the parties thrown by his neighbors are so large that he considers them festivals. He does not understand the collective nature of the Asian Indians, Vietnamese, and Chinese neighbors in his neighborhood. He believes that one should be hired on the basis of merit and skill rather than filling a quota. Saylor URL: http://www.saylor.org/books Saylor.org 131
All of these items are some examples of Joe’s beliefs that form his self-concept. In the case study, you can also identify what emotions and feelings he has related to his self-concept, such as his discomfort with nonwhites. Identifying emotions is useful for understanding how the self-concept develops to make the person feel comfortable. Developing a Self-Understanding One’s self-concept is developed throughout one’s lifetime and has an impact on behaviors and choice of action. How have you come to understand yourself over time? How has this understanding led to the choices you make? One way of gaining knowledge of who you are is through personality assessments. There is a plethora of assessments and inventories, and I describe three that I have used successfully with diverse audiences. I have found that these three assessments are excellent tools for building cultural intelligence and leadership. Reflected “Best Self” Exercise helps individuals to identify their strengths and talents. The exercise requires that you seek out and request feedback from significant people in your life— siblings, parents, friends co-workers, colleagues, mentors, supervisors, relatives, and so on. Once you collect the information, you create a picture of your “best self.” [3] Via Institute on Character is a nonprofit organization that was founded in 2000 by Dr. Martin E. P. Seligman and Dr. Neal H. Mayerson. The organization provides, free of charge, a survey (VIA Survey of Character) that measures 24 character strengths. VIA stands for “Values in Action,” and the survey can be used to help improve one’s performance and well-being. [4] The Enneagram Institute provides a personality assessment to help you discover and understand your personality type. The institute suggests that there are nine basic personality types, and these types serve as a framework for understanding oneself and working with others. [5] [1] Mead (1925). [2] Purkey (1988). Saylor URL: http://www.saylor.org/books Saylor.org 132
Page 2 and 3:
This text was adapted by The Saylor
Page 4 and 5:
It is hard for human beings not to
Page 6 and 7:
In this age of social transformatio
Page 8 and 9:
Chapter 3 "Cultural Intelligence De
Page 10 and 11:
Endnotes 1. Hubbard (2002), p. 1. 2
Page 12 and 13:
online collaborative communities, a
Page 14 and 15:
Hispanics and women will dominate t
Page 16 and 17:
of culture. Because Joan is not awa
Page 18 and 19:
looking for my help to implement di
Page 20 and 21:
Chapter 1 Culturally Intelligent Le
Page 22 and 23:
surroundings—you create a new pic
Page 24 and 25:
Culturally intelligent leaders must
Page 26 and 27:
stakeholder needs. Edgar Schein not
Page 28 and 29:
When everyone is held accountable f
Page 30 and 31:
1.3 Chapter Summary Culturally int
Page 32 and 33:
placing it on a heated surface for
Page 34 and 35:
2.1 Cultural Systems Imagine a tree
Page 36 and 37:
I once had a manager describe and d
Page 38 and 39:
2.3 Culture is Learned Geert Hofste
Page 40 and 41:
2.5 Culture is Dynamic Culture is d
Page 42 and 43:
Langley, Knox, and Cooper, a law fi
Page 44 and 45:
2.7 Culture is Symbolic Symbols are
Page 46 and 47:
2.9 Levels of Culture One of the ba
Page 48 and 49:
Regional Culture Names Cultural Exp
Page 50 and 51:
and aunts. Her father was not aroun
Page 52 and 53:
family of three. She doesn’t want
Page 54 and 55:
interpretation; it can give us cult
Page 56 and 57:
The value dimension of identity ref
Page 58 and 59:
toward laissez-faire leadership, on
Page 60 and 61:
This dimension also speaks to a cul
Page 62 and 63:
[1] Hofstede (2001). [2] Hofstede (
Page 64 and 65:
The findings of the GLOBE study ser
Page 66 and 67:
Cultural Dimension High-Score Clust
Page 68 and 69:
Desirable Leadership Attributes Und
Page 70 and 71:
Chapter 3 Cultural Intelligence Def
Page 72 and 73:
each play-by-play action in cultura
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
Page 80 and 81:
skills can make it easier for them
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
Page 94 and 95: asic information and Betty does not
Page 96 and 97: opportunity to reread the picture t
Page 98 and 99: Judger Learner How can I protect my
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
Page 108 and 109: deal with the ambiguities of cultur
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
Page 118 and 119: ethics saying, “They’re so unre
Page 120 and 121: machine. You need to be very still
Page 122 and 123: in the situation, she can shift her
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
Page 134 and 135: [3] This exercise was found by The
Page 136 and 137: eventually contradicts their belief
Page 138 and 139: in intercultural interactions. It i
Page 140 and 141: Jose is from Costa Rica and Mary is
Page 142 and 143: 6.3 Linguistic Relativity In The Sp
Page 144 and 145: I know how to use the Internet to f
Page 146 and 147: point my finger at him. I was just
Page 148 and 149: suspicious of the company. Whereas,
Page 150 and 151: Time is an important value dimensio
Page 152 and 153: 6.5 Changing Behaviors, Changing Mi
Page 154 and 155: 6.6 Changing Minds Through Storytel
Page 156 and 157: 3. Think of one common story that h
Page 158 and 159: Chapter 7 Cultural Intelligence in
Page 160 and 161: 3. How would you describe Victor’
Page 162 and 163: 7.2 Case Study 2: Young, Confident,
Page 164 and 165: up such as Julia’s high expectati
Page 166 and 167: esponses to this next attempt. In f
Page 168 and 169: 7.4 Case Study 4: A New Leadership
Page 170 and 171: efugee. As a leader practicing cult
Page 172 and 173: 1. How can Diane and her employees
Page 174 and 175: 7.6 Case Study 6: On Opposite Polit
Page 176 and 177: their judgments of other beliefs an
Page 178 and 179: now they don’t feel this is an is
Page 180 and 181: 7.8 Case Study 8: No Dogs Allowed A
Page 182 and 183:
who they are based on their expecta
Page 184 and 185:
CI Model in Action Acquire: It is
Page 186 and 187:
Reflection Pattie works in a male-d
Page 188 and 189:
Chapter 8 The Future of Cultural In
Page 190 and 191:
8.1 Reframing Leaders must be able
Page 192 and 193:
8.2 Adaptive Work It is clear that
Page 194 and 195:
8.4 Consciousness As we progress in
Page 196 and 197:
Chapter 9 References Adams, M. G. (
Page 198 and 199:
Goldsmith, M. (2006). Leading new a
Page 200 and 201:
Pink, D. H. (2006). A Whole New Min
show all

Leading with Cultural Intelligence, 2012a

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?