Global Leadership for International Educators

Transcription

1 2013 Conference Global Leadership for International Educators Joyce Osland Lucas Endowed Professor of Global Leadership Executive Director, Global Leadership Advancement Center Chris Cartwright Director of Intercultural Assessment Intercultural Communication Institute February 18, 2013 New Orleans, LA Re-imagining Higher Education in a Global Context

2 Global Leadership Defined The process of influencing the thinking, attitudes and behaviors of a global community to work together synergistically toward a common vision and common goals Extreme Leadership But relevant for any diverse setting

3 GLAC Mission Advancing, fostering, and disseminating cutting-edge knowledge on global leadership and its development We cannot solve today s problems with the same thinking OR LEADERSHIP that we used when we created them. Einstein + 3

4 GLAC Programs Knowledge Creation & Dissemination Development & Training Social Innovation Initiative GLLab Assessment Center GLLab Associates Global Leadership Passport Program

5 Global Leadership Laboratory -- The GLLAB Assessment center approach Pre and post assessment Leverage our multicultural classrooms Experiential learning and simulations Extensive feedback and coaching Behavioral assessment Based on research Aided by GLLab Associates

6 ROADMAP 1. Laying the groundwork 2. Choosing transformative methodologies 3. Teaching process models to develop expertise 4. Designing surrogate experiences 5. Leveraging experience 6. Measuring expertise 7. Choosing the right assessments

7 What We Know About GLD Process of personal transformation that takes time to develop (Mendenhall, 2006) Learning, expanding and unlearning competencies and mindsets (Mendenhall, 2002) Unpredictable non-linear process (Mendenhall, 2006) Best accomplished through experiential learning, reflection & multi-method designs (Osland & Taylor, 2003) The Four Ts: Training Teams - Travel Transfer (Study Abroad) (Black, Gregerson & Morrison, 1999)

8 What We Know About GLD Expatriate assignments involve a transformational process of letting go and taking on that can trigger GLD (Osland, 1995) GLD models comprise a series of transformational, crucible experiences over time (Osland & Bird, 2012) Key role played by cross-cultural mentors and significant others (McCall & Hollenbeck, 2002) Non-work cross-cultural experiences play a developmental role (Caligiuri & Tarique, 2012)

9 THE CHALLENGE How do we develop more than global or cultural knowledge in students? How do we know that we ve successfully developed the attitudes and behavior that result in high-performing adaptive global leaders?

10 Challenges of Developing Global Leadership Education Training & Development Are we really changing attitudes, behavior & performance? Individual Outcomes Would they get to the outcome on their own? What GL/IC competencies are we trying to build?

11 Responding to the Challenge: #1 LAYING THE GROUNDWORK Defining GL in an easily memorable way Determining student learning and performance outcomes Choosing the scholarly underpinning Ø Competency and process models Ø Developmental model Ø Seminal research

12 Building Blocks of Global Competency System Skills The Pyramid Model (Bird & Osland, 2003; Osland, 2008) Leading Change Fostering innova8on Making Complex Architec- Ethical Decisions 8ng Building Community & Influencing Social Capital Stakeholders Interpersonal Skills Mindful Communica8on Building Trust & Rela8onships Mul8cultural Teaming A.tudes & Orienta6ons Global Mindset Cogni8ve Complexity Cosmopolitanism Threshold Traits Integrity Humility Inquisi8veness Global Knowledge Resilience

13 Highlights What Do Expert Global Leaders Do? Deal with Ambiguity Read people very closely to gauge reactions and bridge intercultural communication gaps Engage in conscious managerial codeswitching to be effective in different situations Engage in stakeholder dialogue & boundary spanning Use different types of sensemaking (Osland, Bird, Osland & Oddou, 2007)

14 Personal Characteristics/ Background Transformational Process GL Outcome Measures Global Dispositions/ Competencies Family Background Cultural Exposure International Education Global Knowledge Global/MC Teamwork Global Job Scope Global Training Coaching/mentoring Joyce Osland, GLAC 2010 CAIR Complexity Degree of Emotional Affect Intensity of Experience Developmenta l Relevance High Cognitive Processes Global Knowledge Intercultural Competence Low Expertise

15 #2 Choosing Methodologies with Most Potential for Transformation (Oddou & Mendenhall, 2008) High Degree of Experiential Rigor International exposure trips Business seminars Films/books Low Strategic international business travel Global virtual teams Global task forces Global project teams Lecture Self-study Cultural briefings Non-buffered expatriate assignments Planned field experiences Role playing Case analysis Cultural assimilator training Language training High Potential For Development Sophisticated simulations Global assessment centers High quality personal coaching Number and Valence of Feedback Sources 15 High

16 #3 Choosing Process Models Example- The Effectiveness Cycle (Bird & Osland, 2004) Perceive, analyze, decode the situation Decoding Test Possess behavioral flexibility and discipline to act appropriately Accurately identify effective managerial action

17 Cultural Detective Model Three Intercultural Capacities: 1. Subjective Culture Know yourself, individually and as a cultural being. Be able to explain yourself to others. 2. Cultural Literacy Understand others positive intentions, the values and beliefs that motivate their behavior Dianne Hofner Saphiere. All rights reserved. Contact 3. Cultural Bridge Reach out interpersonally to leverage differences for synergy and creativity. Create systems and processes to sustain intercultural productivity.

18 Four Step Code-Switching Learning Process (Molinsky, 2009) Step 1: Diagnosis (appropriate content, style, context differences) Authenticity Step 2: Practice (3 switches in real situations; final switch observed by a native) Step 3: Reflection (Describe thoughts, feelings, coping strategies immediately after switching; diary) Step 4: Feedback (performance evaluation, self-evaluation, learning conversation)

19 How Do Expert Global Leaders Describe Their Work Context? Managing Multiplicities -- multiple stakeholders, functions, levels, and issues that cross multiple cultures, countries, and government entities. Huge Challenges Precarious/High Stakes Ambiguity (Osland, Bird, Osland & Oddou, 2007) How do we replicate this in training & development?

20 #4 Designing Surrogate Experiences Social innovation and service learning as a functional equivalent Study abroad and internships Assignments that approximate reality or build competencies

21 Sample Assignments Development journals Radar screens (combine readings with expert interviews) Interviews, shadowing, cross-cultural mentoring Cultural observations participant observation Code switching in simulations Ecosphere magazine competition Train other study abroad students Work on real global problems

22 #5 Leveraging Experience Utilize co-curricular experiences All global exposure and international trips have developmental purposes Create assignments related to their development plan (and performance evaluation if that exists) Pre-trip/experience training covers the nature of the competencies that will be developed Incorporate reflection and debriefing after each experience (e-portfolios)

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24 #6 Measuring Expertise - GLLab Behavioral Assessment Skill component rubrics Self evaluation and guided reflection Peer evaluation of behavior Expert evaluation and coaching Aracruz Cellulose Videotaping and coding behavior Outcome measures appropriate and effective behavior in each module that builds/maintains relationships

25 #7 Choosing the Right Assessments Program assessment (GCI or IES) Course assessment (Global knowledge test) Module assessment (Clayoquot and Aracruz stakeholder dialogue simulations) Portfolio Assessment (AAC&U VALUE Rubric: HOW TO CHOOSE AN ASSESSMENT INSTRUMENT?

26 The Intercultural Effectiveness Scale (IES) The IES examines three main dimensions of intercultural adaptability, and each dimension consists of two sub-dimensions: Continuous Learning Interpersonal Engagement Hardiness Exploration Global Mindset Positive Regard Self- Awareness Relationship Interest Resilience Kozai Group

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29 Q&A