Cultural  Intelligence  

Dr  Cheryl  Doig  

CORNERSTONE UNIVERSITY1001 E BELTLINE AVE NEGRAND RAPIDS MI 49525-5897

grts.cornerstone.eduADDRESS SERVICES REQUESTED

Registration Information

Registration Deadline: Oct. 10, 2008 Cost: $40 ($35 if completed online)

Three ways to register:

1. Register online at: grts.cornerstone. edu/goto/talkingpoints

2. Return this card with registration fee to:

GRAND RAPIDS THEOLOGICAL SEMINARY 1001 E BELTLINE AVE NE GRAND RAPIDS MI 49525-5897

3. Phone in your reservation (credit cards only): Monday-Friday between 8 a.m. – 4:30 p.m. at (616) 222-1422.

How do we

equip ourselves

and our

ministries to

understand,

partner with

and engage in

multicultural

relationships?

Monday, Oct. 20, 2008

A  leadership  skill  for  the  future  

Culturally  Intelligence  

Cultural  intelligence  (CQ)  refers  to  the  capability  of  individuals  to  func<on  effec<vely  in  mul<cultural  contexts.      

Earley  &  Ang  (2003)  

We  tend  to  be  more  able  to  more  readily  decode  the  mental  states  of  others  in  social  groups  closest  to  us;  thus,  rela<ve  to  those  outside  the  group,  we  would  have  an  intra-­‐cultural  advantage.  

Ringleb,  Rock,  Conser  -­‐  “NeuroLeadership  in  2010”  

•  90%  of  leading  execu<ves  from  68  countries  named  mul<cultural  leadership  as  their  top  management  challenge                  -­‐Interna)onal  Labor  Union  

•  67%  of  interna<onal  air  travel  revenue  is  generated  by  Asian  and  Middle  Eastern  airlines  

2006  Census  

hWp://www.business.nsw.gov.au/invest-­‐in-­‐nsw/about-­‐nsw/people-­‐skills-­‐and-­‐educa<on/ethnic-­‐diversity    

Are  they  distributed  evenly?  Redfern….Chatswood…ParramaWa  

What  is  the  make  up  of  your  school?  How  has  it  changed  in  the  last  5  years?  How  do  you  expect  

it  to  change  by  2020?  

What  stereotyping  do  you  hear?  

Reflec<ng  on  your  staff  Conscious  Incompetence  Staff  begin  to  recognise  other  cultural  norms  and  start  finding  out  about  how  they  differ  -­‐  considering  why  others  might  not  be  responding  as  staff  thought.  

Conscious  competence  Staff  begin  to  accommodate  other  cultural  norms  into  their  planning  and  adjust  their  thinking  and  behaviour  to  fit  other  cultural  norms  as  appropriate.    

Unconscious  Incompetence  Staff  react  to  new  cultural  contexts  based  on  their  own  cultural  context,  assuming  that  their  understandings  and  beliefs  are  shared.    

Unconscious  competence  Staff  automa<cally  adjust  their  thinking  and  behaviour  to  fit  diverse  cultural  situa<ons.  Feeling  uncomfortable  on  purpose.  

Communi)es  are  con)nuing  to  change  –  how  are  you  developing  capabili)es  to  meet  these  diverse  cultural  needs?    

Culturally  Intelligent  staff…  

•  Are  interested  and  mo<vated  to  change  •  Understand  how  cultures  are  similar  and  different  

•  Use  their  awareness  to  plan  their  strategy  •  Know  when  to  adapt  and  when  not  to  

What  is  your  experience?  •  Most  of  us  tend  to  underes<mate  the  degree  to  which  we  ourselves  are  a  product  of  culture.  It’s  much  easier  to  see  it  in  others.    

•  Culture  isn’t  something  that  just  happens  to  us;  rather  we’re  also  ac<ve  creators  of  it.  

•  We  ohen  assume  that  what  mo<vates  us  mo<vates  others  eg  (clock-­‐<me  cultures  v  event-­‐<me  cultures).  

3  categories  of  human  behaviour  

•  Universal  needs  –  food,  water,  clothing,  housing,  economic  systems    

•  Visible  culture  -­‐    symbols,  images,  branding,  what  is  said,  how  <me  is  managed…  

•  Immersed  culture    -­‐  thoughts,  values,  and  assump<ons  that  lie  beneath  the  surface  (the  role  of  students,  teachers  and  families…)  

•  Personal  –  our  deepest  individual  differences  –  iden<fiable  personal  quirks  

David  Livermore  –  Leading  with  Cultural  Intelligence:  The  New  Secret  to  Success  

!

!

!

!

1. CQ DRIVE

2.  CQ    KNOWLEDGE  

3.  CQ    STRATEGY  

       4.  CQ    ACTION  

CQ  as  a  4-­‐step  Cycle  What’s my motivation for learning about diverse cultures?

What  cultural  understanding  do  I  need?  

What’s  my  plan?  

How  should  I  adapt?  

© 2010 Cultural Intelligence Center, www.culturalq.com ©  www.CulturalQ.com    

CQ  Drive  (moRvaRon)  Interest,  drive  and  mo)va)on  to  adapt  inter-­‐culturally  

 •  Intrinsic  Interest  –  deriving  enjoyment  from  culturally  diverse  experiences  

•  Extrinsic  Interest  –  gaining  benefits  from  culturally  diverse  experiences  

•  Self-­‐Efficacy  –  having  the  confidence  to  be  effec<ve  in  culturally  diverse  situa<ons  

What  experiences  have  you  had  in  ea<ng  foods  that  were  interes<ng,  exo<c  or…difficult….  

CQ  Drive  QuesRons  

•  What  aWracts  you  about  working  with  people  from  other  cultures?  

•  What  things  do  you  think  might  challenge  you  about  the  cultural  diversity  of  our  school?  

•  What  experience  have  you  had  in  working  with  different  cultures?  With  X  specifically?  

•  Think  of  a  <me  when  you  were  successful  in  interac<ng  with  someone  from  a  different  cultural  background.  What  did  you  learn  from  the  experience?  

Improving  CQ  Drive  •  Iden<fy  similari<es  between  the  cultural            groups  represented    

•  Link  to  performance  –  gepng  the  best  out  of  your  team  –  list  the  tangible  benefits  

•  Demonstrate  vulnerability  and  provide  hands  on  experience  

•  Map  your  school  cultures  and  strengths  using  an  apprecia<ve  inquiry  approach  

•  Explore  the  documentary  “Go  back  to  where  you  came  from”  and  reflect  on  your  personal  beliefs  

•  Link  forward  momentum  to  an  exis<ng  interest  eg  sport,  art…  

CQ  Knowledge  (cogniRon)  Understanding  of  cultural  norms  and  how  

cultures  are  similar  and  different    •  Understanding  that  team  members  from  some  

cultures  are  less  likely  to  speak  up  •  Business  –  knowledge  about  economic  and  legal  systems  

•  Interpersonal  –  knowledge  about  values,  social  interac<on  norms,  and  religious  beliefs  

•  Socio-­‐Linguis)cs  –  knowledge  about  rules  of  languages  and  rules  for  expressing  nonverbal  behaviors  

•  Leadership  –  knowledge  about  managing  people  and  rela<onships  across  cultures  

CQ  Knowledge  QuesRons  

•  From  your  visit  to  our  school,  what  do  you  an<cipate  will  be  different  from  your        previous  work/school?  

•  Recall  a  <me  when  you  were  stereotyped.  How  did  you  respond?  

Regardless  of  the  quality  or  faults  of  ones  parents  one  must  always  love  and  respect  them.  Do  you  agree?  

31%  Dutch    95%  Asians  

Improving  CQ  Knowledge  

•  Beat  the  ‘filter  bubble’  by  searching  in  the  country  of  interest  eg  site:cn  educa<on  will  give  you  educa<on  sites  from  China.  Compare  the  differences  in  perspec<ves.  

•  Access  books  and  websites  about  different  cultures.  

•  Use  cultural  generalisa<ons  consciously  as  a  best  first  guess…and  dig  deeper.  

•  Explore  educa<on  (formal/informal)  expecta<ons.  •  Study  a  foreign  language.  

Live  Mocha  

hWp://www.livemocha.com/    

Cultural  Value  Dimensions  

hWp://www.youtube.com/watch?v=6gJzRS0I7tA&feature=fvwp&NR=1  hWp://www.kwintessen<al.co.uk/intercultural/dimensions.html  

 

Individualism/Collec<vism  High  –  Australia  Low  –  China  

Power  Distance  High  –  Malaysia  Low  –  New  Zealand            

         Uncertainty  Avoidance  High  –  Singapore  Low  -­‐  UK  

         CooperaRon/Compe<<on  High  –  Sweden  Low  -­‐  Japan  

CQ  Strategy  (metacogniRon)  Your  awareness  and  ability  to  plan  in  light  of  your  

cultural  understanding    

•  Awareness  –  knowing  about  ones’  exis<ng  cultural  knowledge  

•  Planning  –  strategizing  before  a  culturally  diverse  encounter  

•  Checking  –  checking  assump<ons  and  adjus<ng  mental  maps  when  actual  experiences  differ  from  expecta<ons.  

CQ  Strategy  QuesRons  

Think  about  a  mee.ng  that  you  had    with  another  cultural  group.    •  How  did  you  prepare  for  it?  •  In  such  a  mee<ng  where  it  wasn’t  going  your  way,  what  did  you  do?  How  did  you  react?  

•  When  you  are  working  with  people  from  other  cultures,  how  do  you  change  the  way  you  communicate?  

Improving  CQ  Strategy  •  Find  a  cultural  mentor  •  Observe  people  from  different  cultural  backgrounds  •  Plan  for  the  culturally  diverse  encounter  –  OPV  •  Schedule  a  private  conversa<on  ahead  of  <me  with  individuals  who  

are  averse  to  direct  conflict  •  Ask  staff  to  come  with  3  ideas  to  share  •  Avoid  stereotypes  •  Check  assump<ons  and  adjust  mental  maps  and  consider  what  

other  other  perspec<ves  need  to  be  considered  and  what  you  can  do  differently  for  beWer  results  

•  Develop  understandings  of  assump<ons/interpreta<ons  v  evidence  and  integrate  

•  Provide  scenarios  for  staff  to  work  through  and    share  

Describe  what  you  see…  

What’s  going  on?  

Conversa<on  

• Reach  a  conclusion  • Kill  choice  • Debate  • Logically  explore  

• Exploratory  • Suspend  assump<ons  • Mutual  ques<oning  • Growing  of  insights  and  new  ideas  

Dialogue  Discussion  

Decision   Understanding  

An  exchange  of  ideas  between  two  or  more  people  

Social  

Unpredictable  

Advoca<ng   Inquiring  Listening  

Consensus  

Conscious  use  of  language  and  clarity  of  purpose  through…  

Task  AND  rela<onship  

www.thinkbeyond.co.nz  ©  2011  

CQ  AcRon  (behaviour)  Flexibility  to  adapt  when  rela.ng  and  working  inter-­‐culturally  

 •  Adapt  verbal  and  non-­‐verbal  behaviour  to  meet  the  needs  of  the  group,  while  s<ll  remaining  authen<c  

•  If  successful,  mee<ngs  will  be  effec<ve  and  respeczul  

•  Non-­‐Verbal  –  modifying  non-­‐verbal  behaviors  (e.g.,  gestures,  facial  expressions)  

•  Verbal  –  modifying  verbal  behaviors  (e.g.,  accent,  tone)  

•  Speech  Acts  –  modifying  the  manner  and  content  of  communica<ons  (e.g.  direct/indirect)  

CQ  AcRon  QuesRons  

Think  about  a  <me  when  you  needed  to  do  something  you  felt  very  uncomfortable  doing?    What  did  you  do?  What  did  you  tell  yourself?  What  happened?  

Improving  CQ  AcRon  

•  Travel  to  a  different  culture  and  explore  local  haunts,  sepngs,  foods…  

•  Find  out  how  to  deal  with  difficult  situa<ons  and  act  on  this  eg  refusing  gihs  (be  upfront,  donate  to  a  charity  on  your  behalf,  involve  a  third  party…),  apologies,  feedback  

•  Role  play  eg  lack  of  eye  contact  •  Imitate  successful  others  •  Integrate  mul<culturalism  and  globalisa<on  into  school  strategy  and  expecta<ons  

What  went  well?    What  impact  did  it  have?  

How  do  you  think  more  of  that?  

What  went  well?    What  impact  did  it  have?  

How  do  you  think  you  could  do  more  of  that?  

Cultural  Intelligence    Leading  with  cultural  intelligence  doesn’t  mean  being  a  chameleon  to  every  individual  and  situa<on  encountered.  But  it  does  mean  knowing  when  an  empowering  style  is  most  necessary  as  compared  to  a  more  direc<ve  one….  It  requires  discipline  and  hard  work  to  become  more  adaptable  in  how  we  inspire  and  lead  people  in  an  increasingly  diverse  world.  And  with  that  hard  work,  slowly  but  surely,  you  can  be  a  global  leader.  

hWp://davidlivermore.com/2011/09/09/can-­‐you-­‐really-­‐be-­‐a-­‐global-­‐leader/    

Extra  resources  

•  hWp://www.culturalq.com/rter  David  Livermore  -­‐  Cultural  Intelligence  Center  

•  www.cicollec<ve.com  Trisha  Carter  –  Intercultural  Specialist,  organisa<onal  psychologist,  Sydney  

•  hWp://www.culturaldetec<ve.com/  -­‐  for  informa<on  on  values  lenses  

c.doig@thinkbeyond.co.nz                  www.thinkbeyond.co.nz