ICF Community of Practice January 14, 2015 Topic: Cultural Competence and Coaching Presenter: Dr. Terrence E. Maltbia

Transcription

1 ICF Community of Practice January 14, 2015 Topic: Cultural Competence and Coaching Presenter: Dr. Terrence E. Maltbia

2 Session Objectives As a result of our time together, you will be able to: Outline the various ways cultural competence is conceived and defined by various key thinkers (Level 1: Knowledge); Describe the role of devising a cultural competence capability, within the context of coaching (i.e., note examples of cross-cultural coaching engagements - Level 2: Comprehension); Use various cultural competence structures to inform one s professional coaching practice (Level 3: Application); and Differentiate cultural competence from other forms of leadership capabilities (Level 4: Analysis). 2

3 Topic Agenda On-the-Spot Assessment: Polling Positioning: Reflection and Discussion Lecturette & Discussion: Cultural Competence as Strategic Learning - Content, Context and Conduct Concluding: Observations, Insights & Implications for Practice 3

4 A Bit about Me Experience Senior Lecturer, Department of Organization and Leadership Teachers College, Columbia University; Faculty Director, Columbia Coaching Program Former Vice President, Graduate School Alliance for Education in Coaching Current Co-Chair, Academic Standards Committee Over 20 years in Corporate: Sales, Sales Management, Corporate Employment & College Relations; Leadership Development; VP, Organizational Effectiveness Consulting: Process Improvement Firm, Sales Effectiveness, & Private Practice Education Undergraduate: Business Administration, The Ohio State University Masters: Workplace Learning/Organizational Psychology, Teachers, Columbia University Doctorate: Adult Learning and Leadership (AEGIS), TC Research/Professional Interests Diversity and Cultural Competence (EQ/SQ); Leadership and Organizational Effectiveness; and Executive and Organizational Coaching 4

5 Point-of-View Shaped by 3 inputs: Dissertation: The Journey of Becoming a Diversity Practitioner The Connection Between Experience, Learning and Competence (2001); Book: A Leader s Guide to Leveraging Diversity Strategic Learning Capabilities for Break-through Performance (2009); and Ongoing: Research, Teaching, Writing, and Consulting. 5

6 Book and Contact Information Available Amazon Leveraging-Diversity-Frontiers- Learning/dp/ Paperback Version Kindle Version Contact Information Twitter: #terrymaltbia CCLA: 6

7 On-the-Spot Assessment Poll #1 Which of the following best describes your role? (select one) (A) External Coach provide coaching services to organizations for a fee [Results: 72% of the attending reporting] (B) Internal Coach provide coaching service inside of the organization, for which, you are employed [Results: 14% of the attending reporting] (C) Blended: External and Internal [Results: 14% of the attending reporting] 7

8 On-the-Spot Assessment: Reflective Questions Poll #2: Select one question, for which, you have the most energy Q1. What comes to mind when you hear the term cultural competence? [8% of attendees reporting] Q2. Why is it important for coaches to understand cultural competence? Rationale? Drivers? [5% of attendees reporting] Q3. What are examples of coaching engagements that require cultural competence? [13% of attendees reporting] Q4. How do coaches prepare to leverage a cultural competence capability? [36% of attendees reporting] Q5. How do coaches using this approach engage with their clients? Probe: What are the advantages of developing this capability for coaches, clients, groups, and organizations? [38% of attendees reporting]

9 Q1. Conceptual Clarity Literal Meaning of the Concept Sample Definitions Key Thinkers Working Definition applied to coaching Clear Points 9

10 Positioning: The Role of a Coach Supporting valuable people move from where they are to where they want to be! 10

11 Q1. Conceptual Clarity Literal Meaning Source: Maltbia, T. E. (2013). Resource: Cultural Competence in Graduate Coach Education and Training Program. Unpublished position paper in preparation for panel during ICF Advances 2013 event Washington, D.C. (p. 2). 11

12 Sample Definitions: Cultural Competence The ability to conduct professional work in a way that is consistent with the expectations which members of a distinctive culture regard as appropriate among themselves. Green, 1982 (Social Work) A dynamic process of growth through ongoing questioning, self-assessment, knowledge and skill-building, starting with the client s level of current competence and supporting enhancement of their abilities (in a culture context). Sowers-Hoag & Sandau-Backler, 1996 (Education) 12

13 More Sample Definitions: Cultural Competence One is culturally competent when one possesses the cultural knowledge and skills of a particular culture to deliver effective interventions to members of that culture (p. 441) S. Sue, 1998 (Psychology) An ongoing process with a goal of achieving ability to work effectively with culturally diverse groups and communities with a detailed awareness, specific knowledge, refined skill, along with personal and professional respect for cultural attributes, both differences and similarities. Suh, 2004 (Health Care - Nursing) 13

14 Still More Sample Definitions: Cultural Competence Individual One s attitude toward diversity, characterized by unique mixtures of similarities and differences (includes thoughts, feelings, and behavior); person s capacity for successful adaptation to new/unfamiliar settings (attributable to cultural context). Organizational A set of congruent behaviors, attitudes, policies, procedures, and services that enable leaders to embrace employee and customer differences and customized management-practices to various needs. 14 Early & Ang, 2003

15 Clear Point What do we mean when we say cultural competence? Cultural Competence As dimension As a process or action Cultural competence as a subject (or the what ) Cultural competence as a verb (or the how ) Capture both its static characteristics and its dynamic nature Source: Maltbia, T. E. (2009). A Leader s Guide to Leveraging Diversity: Strategic Learning Capabilities for Breakthrough Performance. Boston, MA: Elsevier: Butterwoth-Heinermann, pp

16 as dimension External Factors (e.g., governments, communities, customers, suppliers, etc.) Style / Tendencies Organizational Dimensions Personal Experiences Inborn Human Characteristics 16

17 Cultural Competence as process or action Strategic Learning Capabilities Cultural Continuum Mono- Cultural Contextual Awareness Awareness Knowledge Conceptual Clarity Skill Developmental Process Informed Action Application Multi- Cultural 17

18 Working Definitions: Cultural Competence Applied to executive coaching, cultural competence refers to The integration of key dimensions of a client s cultural identity into the various theories, tools, and practices that guide one s coaching approach, with the intent of providing clients of all socio-demographic backgrounds with relevant services focused on achieving their desired results. Maltbia,

19 Reflective Questions Q1. What comes to mind when you hear the term cultural competence? Q2. Why is it important for coaches to understand cultural competence? Rationale? Drivers? Q3. What are examples of coaching engagements that require cultural competence? Q4. How do coaches prepare to leverage a cultural competence capability? Q5. How do coaches using this approach engage with their clients? Probe: What are the advantages of developing this capability for coaches, clients, groups, and organizations? 19

20 Q2. Basic Rationale Globalization Demographic Diversity Increasingly Complex World of Work Technological Change Security: Physical & Intellectual Assets 20

21 Trends Technology: Internet, Transportation & Communication Competition/Demanding Consumer Markets Deregulation and Privatization Drive for Innovation Convergence Others? Source: Willie Pietersen (2002, p. 11), Reinventing Strategy 21

22 10 Best Leadership Practices Experience / Field Assignments Smart Content / Curriculum Action Learning Simulation or Small Scale Operation Coaching and Mentoring Teaching Others Feed-forward Team Building and Alignment Involvement and Engagement Accountability for Results Source: 2008 Best in Leadership Practices, Leadership Excellence 22

23 Q3. Sample Engagements Poll #3 Which of the following cross-cultural coaching engagements have you implemented? Select all that apply: (A) Leading a multi-generational workforce [46% of attendees reporting] (B) Leadership teams during mergers and acquisitions [44% of attendees reporting] (C) Coaching newly minted organizational chief diversity officers [19% of attendees reporting] (D) Preparing for expatiate assignments (and their families) and/or assisting leaders return from expatiate assignments [54% of attendees reporting] (E) Other (not listed above) [44% of attendees reporting] NOTE: total does not = 100 because of multiple response options 23

24 Sample Cross-Cultural Coaching Engagements Leading a multigenerational workforce Coaching newly minted organizational chief diversity officers Working with leadership teams during mergers and acquisitions Coaching sales professionals with clients in diverse markets Facilitating new multinational product/service development teams Supporting leaders and their families as they prepare for international assignments Providing multi-rater feedback (e.g., 360) to executive development program participants from multiple countries 24

25 Reflective Questions Q1. What comes to mind when you hear the term cultural competence? Q2. Why is it important for coaches to understand cultural competence? Rationale? Drivers? Q3. What are examples of coaching engagements that require cultural competence? Q4. How do coaches prepare to leverage a cultural competence capability? Q5. How do coaches using this approach engage with their clients? Probe: What are the advantages of developing this capability for coaches, clients, groups, and organizations? 25

26 Assess Cultural Self- Awareness & Capability Levels Understand origins of one s own cultural programming on 3 levels: Individual Group Universals Focus: Inside-out Work 26

27 Self-work You as a Cultural Diverse Entity (Sample Tool) Directions Individually (Handout) Think of the various cultures to which you belong (e.g., Black, American, Male, Corporate/ Academic, etc.) Label each circle with the cultural groups you identified & capture the important rules, norms & values learned from each group Consider the beliefs, values and biases that emerge from these experiences Caption/Headline to reflect how your cultural programming influences your approach to showing up with culturally diverse others Challenge with Support! Respect authority Value Security Struggle/Strength Commitment Pride Religion School Music Teamwork/Collaboration Co-creation Give and take Practice/Routine Discipline Family/ Black Work/ Corp. Innercity Sports Friends 1 st paid age of 12 Independence/make your own way Responsibility/accountability Hierarchy/engagement rules Acculturation/multiple realities 27

28 Assess Cultural Self- Awareness & Capability Levels Establish a Cultural Knowledge Base Understand origins of one s own cultural programming on 3 levels: Individual Group Universals Focus : Inside-out Work Have clear framework(s) for understanding cultural dynamics, e.g., Hofstede s Dimensions Cultural Navigator Measures Focus: Outside-in Work 28

29 Hofstede s Cultural Continuums The Five Dimensions 1. INDIVIDUALISM Individual Orientation Group Orientation 2. POWER DISTANCE Hierarchical Orientation Participative Orientation 3. CERTAINTY Need for Certainty Tolerance for Ambiguity 4. ACHIEVEMENT Achievement Orientation Quality of Life Orientation 5. TIME ORIENTATION Long-Term Orientation Short-Term Orientation 29

30 Descriptions: 5 Dimensions Individualism - the degree to which action is taken for the benefit of the individual or the group Power Distance - the degree to which inequality or distance between those in charge and the less powerful (subordinates) is accepted Certainty - the extent to which people prefer rules, regulations and controls or are more comfortable with unstructured, ambiguous or unpredictable situations Achievement - the degree to which we focus on goal achievement and work or quality of life and caring for others Time Orientation - the degree to which we embrace values oriented toward the future, such as perseverance and thrift, or values oriented toward the past and present, such as respect for tradition and fulfilling social obligations 30

31 Composite Profile Select ICF Competencies (i.e., #3-8) Composite: Competencies and Cultural Dimensions Individualism: Left Power Distance: Participative (Right) Uncertainty Avoidance: Certainity (Left) Score ( 0-100) Masculinity: QOL/Femininity (Right) Time: Present/Short Term (Right)

32 COI - Model 32

33 Range of Cultural Competence Measures Culture-Specific Instruments Developmental Inventory of Black Consciousness (DIBC)-Milliones (1980) Black Racial Identity Attitude Scale (RIAS-B)-Parham & Helms (1981) Black Intelligence Test of Cultural Homogeneity (BITCH)-R.L. Williams (1972) White Racial Identity Attitude Scale (WRIAS)-Helms (1984) Oklahoma Racial Attitudes Scale (ORAS-P)-Choney & Behrens (1996) Mid-Range Multicultural Instruments People of Color Racial Identity Attitude Scale (PCRIAS)-Helms (1995) Women Workplace Culture Questionnaire (WWCQ)-Bergman & Hallberg (2002) Culture-General Instruments The Intercultural Readiness Check (IRC)-Brinkman, van Weerdenburg & Newson The Multicultural Personality Questionnaire (MPQ)- van der Zee & van Oudenhoven (2000) The Intercultural Development Inventory (IDI)-Bennett & Hammer (1998) The Intercultural Conflict Style Inventory (ICSI)-Hammer (2002) Culture in the Workplace (CW)- Hofstede (1991) 33

34 Assess Cultural Self- Awareness & Capability Levels Understand origins of one s own cultural programming on 3 levels: Individual Group Universals Focus: Inside-out Work Establish a Cultural Knowledge Base Have clear framework(s) for understanding cultural dynamics, e.g., Hofstede s Dimensions Cultural Navigator Other Measure Focus: Outside-in Work Build Skills to Communicate, Listen & Coach Cross- Culturally Acknowledge contextual factors determine what is considered appropriate Ethnocentrism (specific) Ethnorelativism (general) Focus: Leveraging Diversity 34

35 Cultural Competence as process or action Strategic Learning Capabilities Cultural Continuum Mono- Cultural Contextual Awareness Awareness Knowledge Conceptual Clarity Skill Developmental Process Informed Action Application Multi- Cultural Stages Self-work Denial Defense Minimization Acceptance Adaptation Integration Collective Impact Incapacity Destructiveness Blind-spots Competent Highly Competent Distinctive Capacity 35 Source: Maltbia s (2009) adaptation of concepts found in book chapter by M. J. Bennett s (2004), entitled, Becoming Intercultural Competent, pp

36 Response to Difference, the Other Construing Cultural Differences Ethnocentric Stages Ethnorelative Stages Denial Defense Minimization Acceptance Adaptation Integration * Isolation * Separation * Denigration * Superiority * Reversal * Similarity Focused * Universalism * Respect for Behavioral Differences * Respect for Value Differences * Cognitive * Behavioral * Contextual Evaluation * Constructive Marginality Source: Milton J. Bennett, Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity (1993/2004). 36

37 Bennett s Multicultural Stages-Sample 37

38 Learning Facets - Sample 38

39 Resource 39

40 CQ Theory Predictors, Correlates, Consequences & Moderators Source: S. Ang & L. V. Dyne (In-Press), Conceptualization of Cultural Intelligence 40

41 Cultural Intelligence: Factors and Facets Cultural Intelligence STRATEGY (Metacognitive) KNOWLEDGE (Cognitive) DRIVE/Affective (Motivational) ACTION (Behavioral) Planning Cultural Intrinsic Verbal Awareness Systems Extrinsic Non-verbal Checking Cultural Norms Self Efficacy Speech Acts & Values Source: Dyne, Ang, Ng, Rockstuhl, Tan, & Koh (2012, p. 301) 41

42 CQ Learning Cycle Cultural awareness during interaction Question our assumptions Active thinking about people/situations Reflection-in-action Triggers Critical thinking Evaluate/revise mental maps Cultural/emotional self control Meta- Cognitive CQ Cognitive CQ Knowledge of different cultures Norms, practices & conventions Includes universals / specifics Similarities and Differences Foundation for decision making Action and outcomes Exhibit verbal/nonverbal actions Having/using broad repertoire Expatriate adjustment Performance Global leadership Global teams Behavioral CQ Motivational CQ Capacity to direct attention/energy Toward cultural differences Expectancy-theory / goal attainment Self-efficacy & intrinsic motivation Self confidence Interest in novel settings Source: Dyne, Ang, Ng, Rockstuhl, Tan, & Koh (2012)

43 Reflective Questions Q1. What comes to mind when you hear the term cultural competence? Q2. Why is it important for coaches to understand cultural competence? Rationale? Drivers? Q3. What are examples of coaching engagements that require cultural competence? Q4. How do coaches prepare to leverage a cultural competence capability? Q5. How do coaches using this approach engage with their clients? Probe: What are the advantages of developing this capability for coaches, clients, groups, and organizations? 43

44 Developing Cross-Cultural Competence Source: Schmitz (2006). Cultural Orientations Guide: The Roadmap to Cultural Competence (pp. 4-6) 44

45 Descriptions of 4 Cultural Skills Cultural Due Diligence - the practice of preparing for the possible impact of culture prior to the interaction (or on an on-going basis). Cultural Due Diligence requires a non-judgmental orientation toward cultural differences (and similarities), as well as high levels of self-awareness and self-regulation. Style-Switching - the ability to use a full range of different behavioral, thinking, and attitudinal approaches to accomplish one s goals. Style-Switching can be a difficult skill to develop and sustain, in that it requires a broad and flexible behavioral repertoire that is devise on the basis of focused reflection on one s own culture-based values, beliefs, preferences, traditions, and behaviors. Cultural Dialogue the ability to explore cultural differences (and similarities) as a basis for negotiating the conditions of mutual adaptations through conversation. Cultural Dialogue requires the application of a carefully crafted conversational process (e.g., Action Learning Conversation Protocols). Cultural Mentoring - the ability to help others with cultural adaptation and integration. Cultural Mentoring requires applying one s own awareness, knowledge and insight for the benefit of another individual or group. Source: Schmitz (2006). Cultural Orientations Guide: The Roadmap to Cultural Competence (p. 7) 45

46 Working in Diverse Contexts: Cultural Competence in Action M Map B Bridge I Integrate Synergy Understand the Similarities & Differences Communicate Across the Differences Leverage the Differences 46

47 While Complex, Clear Benefits Source: Maltbia & Prior (2011), Cultural Competence in Leadership Coaching What Coaches Need to Need. Choice p

48 Final Reflection: Coaching & Cultural Competence Where does cultural competence fit? A. Setting the Foundation 1. Meeting Ethical Guidelines and Professional Standards 2. Establishing the Coaching Agreement B. Co-Creating The Relationship 3. Establishing Trust and Intimacy with the Client 4. Coaching Presence C. Communicating Effectively D. Facilitating Learning and Results 8. Creating Awareness 9. Designing Actions 10. Planning and Goal Setting 11. Managing Progress and Accountability 5. Active Listening 6. Powerful Questioning 7. Direct Communication 48

49 Final On-the-Spot Assessment Poll #4 Based on our exploration of cultural competence, which of the following best captions your point-of-view (select one) (A) Cultural competence should be fully integrated into the existing 11 ICF competencies (embedded in the various indicators); [38% of attendees reporting] or (B) Cultural competence should be added as an additional core competence bringing the total to 12 [62% of attendees reporting] 49

50 Thank Are there any minutes you for your questions? 50

51 Selected References Dyne, L. V., Ang, S., Ng, K.Y., Rockstuhl, T., Tan, M. L., & Koh, C. (2012). Sub-dimensions of the Four Factor Model of Cultural Intelligence: Expanding the Conceptualization and Measurement of Cultural Intelligence. Social and Personality Psychology Compass, (6), 4, Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford, CA: Stanford University Press. Francis, A. (2009). Leadership development and leadership effectiveness. Management Decision, (47), 6, Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY: Bantam Books. Green, J. W. (1982). Cultural awareness in the human services. Englewood Cliffs, NJ: Prentice-Hall. Jackson, T. (1991). Measuring management performance: A developmental approach for trainers and consultants. New York, NY: Kogan Page. Maltbia, T. E. (2013). Resource: Cultural Competence in Graduate Coach Education and Training Program. Unpublished position paper in preparation for panel during ICF Advances 2013 event Washington, D.C. 51

52 Selected References Maltbia, T. E. (2011). Cultural Competence in Leadership Coaching: What Coaches Need to Know? Choice, (9), 3, Maltbia, T. E., & Power, A. (2009). A leader s guide to leveraging diversity: strategic learning capabilities for breakthrough performance. Lexington, MA: Butterworth-Heinemann Business Book, part of a new book series, Frontiers in Learning for Performance. Schmitz, J. (2006). Cultural Orientations Guide: The Roadmap to Cultural Competence. Princeton, NJ: Princeton Training Press. Sowers-Hoag, R. M., & Sandau-Beckler, P. (1996). Educating for cultural competence in the generalist curriculum. Journal of Multicultural Social Work, (4), 3, Suh, E. E. (2004). The Model of Cultural Competence Through an Evolutionary Concept Analysis. Journal of Transcultural Nursing, (14), 2, Sue, S. (1998). In search of cultural competence in psychotherapy and counseling. American Psychologist(53), Taras, V. (2013). Catalogue of Instruments for Measuring Culture. Greensboro: NC: Bryan School of Business and Economics University of North Carolina at Greensboro, Retrieved : 52