Leading with Cultural Intelligence, 2012a

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The findings of the GLOBE study served to help organizations and societies understand what made an effective or ineffective leader. Many leadership behaviors are similar across societies, pointing out that no matter the cultural difference or society in which a leader is from, there are specific leadership behaviors that are viewed as effective. The GLOBE project was significant in indicating how cultures perceive effective and ineffective leadership, which is helpful to leaders in facilitating intercultural interactions. The study revealed six global leadership behaviors, which were used in the study to understand how the clusters perceived leadership. These six are charismatic/value-based, team-oriented, participative, humane-oriented, autonomous, and self-protective. Using their understanding of leadership behaviors and perceptions of leadership from each cluster group, the researchers were able to identify a leadership profile for each cluster. Table 2.7 "GLOBE Study of Key Leadership Behaviors" and Table 2.8 "Leadership Behavior Profiles for Clusters" list the six leadership behaviors and their characteristics as well as the leadership profile for each cluster. Table 2.4 Cultural Dimensions as Researched in the GLOBE Study Globe Dimension One Extreme Other Extreme Uncertainty avoidance Power distance Institutional collectivism In-group collectivism Need for established social norms, rituals, and practices Egalitarian and nonhierarchal Collective actions and sharing of resources encouraged Expressions of pride, loyalty, and cohesion Comfortable with ambiguity and predictability Hierarchy, authority, disparity in status and wealth Individual actions and goals are encouraged Noncohesiveness, loyal to oneself and one’s needs Gender egalitarianism Nurture, care, relationships, sharing Ambition, assertiveness, control Assertiveness Future orientation Performance orientation Assertive, confrontational, and aggressive in social relationships Planning, investing, and delays of individual or collective gratification Encourages and rewards group performance and excellence Timid, submissive, and tender in social relationships Spontaneity, enjoying the present No rewards and encouragement for goals; more relaxed in terms of achievement Saylor URL: http://www.saylor.org/books Saylor.org 63
Globe Dimension One Extreme Other Extreme Humane orientation Encourages and rewards individuals for being fair, altruistic, friendly, generous, caring Concerns for self, not sensitive, not encouraging of social supports and community values Adapted from House et al. (2002) The GLOBE Study of 62 Societies, Thousand Oaks, CA: Sage. The study also highlighted the perceptions of cultures related to universally desirable and undesirable attributes in leaders. The desirable attributes were viewed as characteristics that were valued and that facilitated the leadership processes. Undesirable attributes were viewed as obstacles and challenges to effective leadership. Table 2.9 "List of Desirable and Undesirable Leadership Attributes from the GLOBE Research" illustrates the positive and negative attributes of effective leadership. Table 2.5 GLOBE Clusters of Societies Anglo Cluster Confucian Asia Eastern Europe Germanic Europe Latin America Latin Europe Middle East Nordic Europe Southern Asia Sub-Saharan Africa Countries Canada, United States, Australia, Ireland, England, South Africa (White sample), New Zealand Singapore, Hong Kong, Taiwan, China, South Korea, Japan Greece, Hungary, Albania, Slovenia, Poland, Russia, Georgia, Kazakhstan Austria, The Netherlands, Switzerland, Germany-East, Germany-West Ecuador, El Salvador, Colombia, Bolivia, Brazil, Guatemala, Argentina, Costa Rica, Venezuela, Mexico Israel, Italy, Switzerland (French-speaking), Spain, Portugal, France Turkey, Kuwait, Egypt, Morocco, Qatar Denmark, Finland, Sweden Philippines, Indonesia, Malaysia, India, Thailand, Iran Zimbabwe, Namibia, Zambia, Nigeria, South Africa (Black sample) Adapted from House et al. (2002) The GLOBE Study of 62 Societies, Thousand Oaks, CA: Sage Table 2.6 Clusters of Societies and their Cultural Value Dimensions Cultural Dimension High-Score Cluster Low-Score Cluster Saylor URL: http://www.saylor.org/books Saylor.org 64
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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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Page 16 and 17: of culture. Because Joan is not awa
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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
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Page 28 and 29: When everyone is held accountable f
Page 30 and 31: 1.3 Chapter Summary Culturally int
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Page 34 and 35: 2.1 Cultural Systems Imagine a tree
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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
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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 66 and 67: Cultural Dimension High-Score Clust
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Page 70 and 71: Chapter 3 Cultural Intelligence Def
Page 72 and 73: each play-by-play action in cultura
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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 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
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Page 112 and 113: 5.5 Mindlessness and Self-Efficacy
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5.6 Developing Your Self-Efficacy T
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you have the abilities to master th
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ethics saying, “They’re so unre
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machine. You need to be very still
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in the situation, she can shift her
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or feeling. If you cannot forgive,
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Chapter 6 Adapting and Performing E
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Thus, cultural intelligence require
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ecomes anxious and uncomfortable. S
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neighbors; what used to be a quiet
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[3] This exercise was found by The
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eventually contradicts their belief
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in intercultural interactions. It i
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Jose is from Costa Rica and Mary is
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6.3 Linguistic Relativity In The Sp
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I know how to use the Internet to f
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point my finger at him. I was just
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suspicious of the company. Whereas,
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Time is an important value dimensio
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6.5 Changing Behaviors, Changing Mi
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6.6 Changing Minds Through Storytel
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3. Think of one common story that h
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Chapter 7 Cultural Intelligence in
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3. How would you describe Victor’
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7.2 Case Study 2: Young, Confident,
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up such as Julia’s high expectati
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esponses to this next attempt. In f
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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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Leading with Cultural Intelligence, 2012a

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