leading with cultural intelligence - the forum on workplace … · go together. skills, wealth,...

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Dr. Ramon A. Pastrano IVCathy BerglandApril 2018

Leading with Cultural IntelligenceThe Forum on Workplace Inclusion

©2018 ImpactLives, Inc. Use with permission.

Introductions

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IMPACTLIVES’ 4-I MODEL OF TRANSFOMATIONAL LEADERSHIP:

Identity: Answers the question “Who am I?”

Integration: Answers the question “Do I know others around me?”

Intrinsic Motivation: Answers the question “Why do I do what I do?”

Influence: Answers the question “What is the best way to influence and lead?”

C ©2018 ImpactLives, Inc. Use with permission.

Session Objectives1 Reinforce the importance of leading with cultural and global

competencies.2 Increase awareness of our own culture and the effect our

worldview has on understanding other cultures.3 Provide a framework for getting to know and understanding

differences.4 Understand the dimensions of culture and specifics in

certain countries.5 Work to move from cultural “intelligence” (cognitive) to

cultural “competence” (affective and behavioral).

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Group Exercise

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Building the Case for Intercultural Competence – Reality of the Twin Cities

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Minnesota: The next 10 years

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United States - updated

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A Story Not Only of Diversity but DisparityWebsite 24/7 Wall Street; August 2017• Study measured

gaps between black and white residents

• Black people in MN 10 times more likely to end up in jail or prison than white.

• Median income for black household is $30,306, white is $66,979

• Home ownership for black people is 21.7%, for white is 76%

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We cannot solve 21st century problems with 20th century mindsets.

We cannot solve multi-cultural issues with mono-cultural mindsets.


Why This is Important

Many well-intentioned people don’t educate themselves about cultural differences because they believe that if they focus on individual differences, that will be enough.

If you go into every interaction assuming that culture doesn’t matter, your default mechanism will be to view others through your own cultural lens and to judge or misjudge them accordingly.

(The Culture Map) – Erin Meyer

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Intercultural Competence is the Capstone…

Intercultural Intelligence

Intercultural Competence

Is there a difference?

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Intercultural Competence is the Capstone…

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We create what we expect.

We see what we expect to see.

3 different behaviors:

-reaction-response-reflection

“We do not see things as they are, we see them as we are” Anais Nin

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“By the time we are 35 years old, we unconsciously live by a set of memorized behaviors, thoughts, beliefs, perceptions, and emotional reactions that run like automatic computer programs behind the scenes of our conscious awareness-in which the body has been conditioned to the mind.” Dr. Joe Dispenza

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Worldviews and Mental Models

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They help us organize information into broader categories and conserve mental resources

• objects (e.g., “chairs”) • behaviors (e.g., “ordering food”) • human being (e.g., “the elderly”)• situational cues

Worldviews and the unconscious are social. They exist in and are shaped by our environment.

• Experiences with other people• Perceptions of structures • Narratives• Stories, books, movies, media, and culture

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Five Major Functions of Worldview

1. Explanatory—Provides cognitive foundation—answers question why

2. Validation—Validates our deepest cultural norms

3. Psychological Reinforcement—Gives emotional security

4. Integration—Organizes and systematizes reality into an overall design

5. Adaptation—Assists in adjusting to and monitoring cultural changeR

Three Levels of Uniqueness in Human Mental Programming

Personality

Culture

Human Nature

Specific to individual Inherited and learned(includes experience)

Specific to individual LearnedGroup or category

Universal Inherited(genetically)

Source: Hofstede, Geert, Cultures and Organizations: Software of the Mind, Institute for Research on Intercultural Cooperation (IRIC), University of Limburg at Maastricht, The Netherlands, McGraw-Hill Book Company.

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A culture may be divided into two major parts:1. Core culture— Slow to change (Uniqueness-Values-

Beliefs-Attitudes)2. Fluid Zone— Amenable to Change (Alternatives, Individual

Peculiarities)

CoreCulture

Fluid Zone

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Ways of Analyzing Culture

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Is Determining and Analyzing “Culture” Straightforward and Simple?

In an answer…”NO!”

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Cultural Differences Inside UsEven if you identify primarily with one national culture, you may or may not personally align with the characteristics of that culture!

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Group Exercise

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Dimensions of CultureGeert Hofstede

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Dimensions of CultureCrucial to understand for effective leadership

1. Identity: collectivism vs. individualism

2. Hierarchy: power distance (high vs. low)3. Gender: femininity vs. masculinity4. Truth: uncertainty avoidance (high vs. low)5. Virtue: long-term vs. short-term orientation6. Indulgence vs. Restraint

(Hofstede; Exploring Culture)

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Identity – the relationship between the individual & the group

Individualism vs. Collectivism

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The high side of this dimension, called Individualism, can be defined as a preference for a loosely-knit social framework in which individuals are expected to take care of only themselves and their immediate families.

Its opposite, Collectivism, represents a preference for a tightly-knit framework in society in which individuals can expect their relatives or members of a particular in-group to look after them in exchange for unquestioning loyalty.

A society’s position on this dimension is reflected in whether people’s self-image is defined in terms of “I” or “we.”

Identity: Summary

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Collectivist Individualist

People are born into extended families or other in-groups which continue to protect them in exchange for loyalty.

Everyone grows up to look after him/herself and his/her immediate (nuclear) family only.

Identity is based in the social network to which one belongs.

Identity is based in the individual.

Children learn to think in terms of “we.”

Children learn to think in terms of “I”

Harmony should always be maintained and direct confrontations avoided.

Speaking one’s mind is a characteristic of an honest person.

High-context communication. Low-context communication.

Purpose of education is learning to do.

Purpose of education is learning how to learn.

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Collectivist Individualist

Diplomas provide entry into higher status groups.

Diplomas increase economic worth and/or self-respect.

Relationship of employer-employee is perceived in moral terms, like a family link.

Relationship of employer-employee is a contracted supposed to be based on mutual advantage.

Hiring and promotion decisions take employees’ in-group into account.

Hiring and promotion decisions are supposed to be based on skills and rules only.

Management is management of groups. Management is management of individuals.

Relationship prevails over task. Task prevails over relationship.

Ideologies of equality prevail over ideologies of individual freedom.

Ideologies of individual freedom prevail over ideologies of equality.

Harmony and consensus in society are ultimate goals.

Self-actualization by every individual is an ultimate goal.

Power Distance (Hierarchy)High: leaders are revered, subordinates don’t questionLow: more equality between leaders and followers

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This dimension expresses the degree to which the less powerful members of a society accept and expect that power is distributed unequally. The fundamental issue here is how a society handles inequalities among people.

People in societies exhibiting a large degree of Power Distance accept a hierarchical order in which everybody has a place and which needs no further justification. In societies with low Power Distance, people strive to equalize the distribution of power and demand justification for inequalities of power.

Power Distance: Summary

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Small Power Distance Large Power Distance

Inequalities among people should be minimized.

Inequalities among people are both expected and desired.

There should be, and there is, to some extent, interdependence between less and more powerful people.

Less powerful people should be dependent on the more powerful; in practice, less powerful people are polarized between dependence and counter-dependence.

Parents treat children as equals. Parents teach children obedience.

Children treat parents as equals. Children treat parents with respect.

Teachers expect initiatives from students in class.

Teachers are expected to take all initiative in class.

Teachers are experts who transfer impersonal truths.

Teachers are gurus who transfer personal wisdom.

Students treat teachers as equals. Students treat teachers with respect.

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More-educated people hold less authoritarian values than less-educated people.

Both more- and less-educated people show almost equally authoritarian values.

Hierarchy in organizations means an inequality of roles, established for convenience.

Hierarchy in organizations reflect the existential inequality between higher-ups and lower-downs.

Decentralization is popular. Centralization is popular.

Narrow salary range between top and bottom.

Wide salary range between top and bottom.

Subordinates expect to be consulted. Subordinates expect to be told what to do.

The ideal boss is a resourceful democrat. The ideal boss is a benevolent autocrat or good father.

Privileges and status symbols are frowned upon.

Privileges and status symbols for managers are both expected and popular.

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The use of power should be legitimate and is subject to criteria of good and evil.

Might prevails over right. Whoever holds the power is right and good.

Skills, wealth, power and status need not go together.

Skills, wealth, power and status should go together.

The middle class is large. The middle class is small.

All should have equal rights. The powerful have privileges.

Powerful people try to look less powerful than they are.

Powerful people try to look as impressive as possible.

Power is based on formal position, expertise, and ability to give rewards.

Power is based on family or friends, charisma, and ability to use force.

Native management theories focus on role of employees.

Native management theories focus on role of managers.

Gender – concepts of masculinity and femininity

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Gender: Summary

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The Masculinity side of this dimension represents a preference in society for achievement, heroism, assertiveness and material rewards for success. Society at large is more competitive.

Its opposite, femininity, stands for a preference for cooperation, modesty, caring for the weak and quality of life. Society at large is more consensus-oriented.

In the business context Masculinity versus Femininity is sometimes also related to as "tough versus tender" cultures.

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Femininity Masculinity

Minimum emotional and social role differentiation between the genders

Maximum emotional and social role differentiation between the genders

Men and women should be modest and caring

Men should be and women may be assertive and ambitious

Balance between family and work Work prevails over family

Sympathy for the weak Admiration for the strong

Both fathers and mothers deal with facts and feelings

Fathers deal with facts, mothers with feelings

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Femininity Masculinity

Both boys and girls may cry but neither should fight

Girls cry, boys don’t; boys should fight back, girls shouldn’t fight

Mothers decide on number of children Fathers decide on family size

Many women in elected political positions Few women in elected political positions

Religion focuses on fellow human beings Religion focuses on God or gods

Matter-of-fact attitudes about sexuality; sex is a way of relating

Moralistic attitudes about sexuality; sex is a way of performing

Uncertainty Avoidance – High vs. LowExtent to which a culture is comfortable

with Uncertainty and Ambiguity

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The Uncertainty Avoidance dimension expresses the degree to which the members of a society feel uncomfortable with uncertainty and ambiguity. The fundamental issue here is how a society deals with the fact that the future can never be known: should we try to control the future or just let it happen?

Countries exhibiting strong UAI maintain rigid codes of belief and behavior, and are intolerant of unorthodox behavior and ideas. Weak UAI societies maintain a more relaxed attitude in which practice counts more than principles.

Truth: Summary

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Weak Uncertainty Avoidance Strong Uncertainty Avoidance

Uncertainty is a normal feature of life and each day is accepted as it comes.

The uncertainty inherence in life is felt as a continuous threat which must be fought.

Low stress; subjective feeling of well-being. High stress; subjective feeling of anxiety.

Aggression and emotions should not be shown.

Aggression and emotion may, at proper times and placed, be ventilated.

Comfortable in ambiguous situations and with unfamiliar risks.

Acceptance of familiar risks; fear of ambiguous situations and of unfamiliar risks.

Lenient rules for children on what is “dirty” and “taboo.”

Tight rules for children on what is “dirty” and “taboo.”

What is different is curious. What is different is dangerous.

Students comfortable with open-ended learning situations and concerned with good discussions.

Students comfortable in structured learning situations and concerned with the right answers.

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Teachers may say, “I don’t know.” Teachers are supposed to have all the answers.

There should not be more rules than is strictly necessary.

Emotional need for rules, even if these will never work.

Time is a framework for orientation. Time is money.

Comfortable feeling when lazy; hard-working only when needed.

Emotional need to be busy; inner urge to work hard.

Precision and punctuality have to be learned.

Precision and punctuality come naturally.

Tolerance of deviant and innovative ideas and behavior.

Suppression of deviant ideas and behavior; resistance to innovation.

Motivation by achievement, esteem, or a sense of belonging

Motivation by security, esteem or being right.

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Few and general laws and rules. Many and precise laws and rules.

Tolerance and moderation. Conservatism, extremism, law and order.

Positive attitudes toward young people. Negative attitudes toward young people.

Regionalism, internationalism, attempts at integration of minorities.

Nationalism, xenophobia, repression of minorities.

Belief in generalists and common sense. Belief in experts and specialization.

Many nurses, fewer doctors. Many doctors, fewer nurses.

Tolerance and moderation. Conservatism, extremism, law and order.

OrientationShort-term - doing what is right

here and now vs. Long-term - preparing for the future

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Virtue: Summary

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Every society has to maintain some links with its own past while dealing with the challenges of the present and the future. Societies prioritize these two goals differently.

Societies who score low (short-term) on this dimension, for example, prefer to maintain time-honored traditions and norms while viewing societal change with suspicion. Those with a culture which scores high (long-term), on the other hand, take a more pragmatic approach: they encourage thrift and efforts in modern education as a way to prepare for the future.

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Short-Term Orientation Long-Term Orientation

Most important events in life occurred in the past or take place now

Most important events in life will occur in the future

Personal steadiness and stability: a good person is always the same

A good person adapts to the circumstances

There are universal guidelines about what is good and evil

What is good and evil depends upon the circumstances

Traditions are sacrosanct Traditions are adaptable to changed circumstances

Family life guided by imperatives Family life guided by shared tasks .

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Short-Term Orientation Long-Term Orientation

Supposed to be proud of one’s country

Trying to learn from other countries

Service to others is an important goal Thrift and perseverance are important goals

Social spending and consumption Large savings quote, funds available for investment

Students attribute success and failure to luck

Students attribute success to effort and failure to lack of effort

Slow or no economic growth of poor countries

Fast economic growth of countries up till a level of prosperity .

Indulgence Vs. Restraint

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Free gratification of basic and natural human drives and having fun….versus…

Societies that suppress gratification of needs and regulate it by means of strict social norms.

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Indulgence Restraint

Higher percentage of people declaring themselves very happy

Fewer very happy people

A perception of personal life control A perception of helplessness: what happens to me is not my own doing

Freedom of speech seen as important Freedom of speech is not a primary concern

Higher importance of leisure Lower importance of leisure

More likely to remember positive emotions

Less likely to remember positive emotions .

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Indulgence Restraint

In countries with educated populations, higher birthrates

In countries with educated populations, lower birthrates

More people actively involved in sports

Fewer people actively involved in sports

In countries with enough food, higher percentages of obese people

In countries with enough food, fewer obese people

In wealthy countries, lenient sexual norms

In wealthy countries, stricter sexual norms

Maintaining order in the nation is not given a high priority

Higher number of police officers per 100,000 population

Additional Dimensions of Culture

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Context – High vs. LowHow much time people have been together, common rules and understanding

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High Context Low Context

High use of non-verbalVoice tone, Gestures, WordsFacial expressions, Eye contact

Low use of non-verbalLiteral message is carried more by

wordsLess non-verbal actionsWords have precise meaningContext is less important

Indirect CommunicationsTalk around and embellish pointUse lots of storiesParables and detours

Communication is directThings are spelled out exactlyLittle or no use of stories

No parables or detours

Message is an art formReason for communication is to

engage otherTo establish or confirm relationshipsThe message is not as important

(focus) as the person

Message is literalPurpose is to share information, ideas

or opinionLittle personal involvement (emotional

distance)Message is most important (focus)

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Time is PolychronicDoing different things at one timeNo set time for one particular thingNone, or few time schedulesEvent-orientedConcern only for activity at hand

Time is MonochronicOne thing is done at a time, finish it firstSpecific time for everythingClear time schedulesTime-orientedGreat concern for punctuality

Past Oriented (sometimes present oriented)

History very importantChange slowly, if at allRespect for elders or ancestorsConservative and traditional“Come what may” orientation

Future OrientedHistory has little importanceChange is essentialYouth must be praisedInnovationGoal-oriented

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People OrientedStrong focus on people and

relationshipsSatisfaction lies in interacting with

people (group)Identity and fulfillment of life found in

warm, personal relationshipsGroup orientedFriendships are long-lasting, with

similar peopleDeplores loneliness, sacrifices time,

money, status, and achievement for the sake of relationships

Task OrientedStrong focus on tasks and principlesSatisfaction found in the achievement

of goalsStrong work and achievement

orientation as the basis of self-fulfillmentIndividual centeredFriendships are fleeting, among people

with same goals and orientationsAccepts loneliness and social

deprivation for sake of personal achievement

TimeEvent time vs. Clock time

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Time

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Under clock time, the hour on the timepiece governs the beginning and ending of activities. Individuals operating on clock time are careful to be punctual and expect the same of others.

Under event time, scheduling is determined by the flow of the activity. Events begin and end when, by mutual consensus, participants “feel” the time is right. People on event time are more spontaneous in beginning and ending events and, as a result, tend to be less punctual and more understanding when others are less punctual.

Group Exercise

Time to Practice!

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Using the handouts

You are the supervisor and identify most with China or Mexico or Iran or Russia culture and the employee identifies most with the United States’ culture. What do you notice?• What may be easier? What might you expect?• How might communication between the two of you

be easier or more challenging?• How might the two of you interact with each other?• What might happen if there is conflict?


Using the handouts

Now switch cultures – you are the supervisor and identify most with the United States’ culture and your employee identifies most with the other culture noted (China or Iran or Russia or Mexico). What may go well/not go well in terms of:• What may be easier? What might you expect?• How might communication between the two of you

be easier or more challenging?• How might the two of you interact with each other?• What might happen if there is conflict?


Summary - Erin Meyer

Leaders have always needed to understand human nature and personality differences to be successful. In this new, multi-cultural environment, leaders need to be prepared to understand a wider, richer array of work styles than ever before and to be able to determine which aspects of an interaction are simply a result of personality and which are a result of differences in cultural perspective.

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Optional Next Steps• Explore more countries and learn about the other

dimensions of culture from Hofstede• www.Hofstede-insights.com

• Explore more countries and learn about cultural scales from Meyer• www.erinmeyer.com• “The Culture Map, by Erin Meyer

• Take your own “culture profile” survey and see how you personally identify with the characteristics of your national culture!• “What’s Your Cultural Profile?” from www.hbr.org (don’t have to

have a subscription); also a link through the Erin Meyer web site

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http://www.hofstede-insights.com/

http://www.erinmeyer.com/

http://www.hbr.org/

Questions and Answers

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