CULTURAL INTELLIGENCE: NAVIGATING THE LABYRINTH OF DIVERSITY AT UST

Transcription

1 CULTURAL INTELLIGENCE: NAVIGATING THE LABYRINTH OF DIVERSITY AT UST Presented by Dr. Sujin Horwitz and Ms. Lily Swan March 23, 2017 In Collaboration with the Center for the Initiative for University Excellence

2 THIS PRESENTATION IS DESIGNED TO: Define cultural intelligence (CI), also known as cultural quotient (CQ) and cultural competence Discuss the three primary components of cultural intelligence Discussion: Highlight the importance of CI for improving intercultural interactions at UST Practical Applications of CI : Intercultural Communication Discussion: Scenarios How would you handle Q & A 2

3 CONTEMPORARY VIEWS OF INTELLIGENCE Let s reflect Why do some who are highly intelligent, have good social skills, and demonstrate emotional maturity still fail at crosscultural interactions? Multiple Intelligences (Gardner, 1985). IQ: General Mental Ability, g factor (Spearman, 1904). EQ: Emotional Intelligence (Goleman, 1995). CQ: Cultural Intelligence (Early & Ang, 2003; Livermore, 2009). CQ = One s ability to interpret and act in appropriate ways in unfamiliar cultural surroundings A psychometrically validated instrument for measuring cross-cultural intelligence (research across 40 countries). Can be enhanced by training and experience. 3

4 DEFINING CULTURAL INTELLIGENCE CROSS- DISCIPLINARILY Changing realities: Demographic and cultural change transforming the world in which we live and work (Bucher: 2008) HOWEVER In itself, intercultural competence is multifaceted and complex, where certain skills probably cannot be obtained via higher education, but must result from exposure, first hand-experience and reflection (Stier, 2002). Earley et al, (2006): As a person s capability for successful adaptation to new cultural settings, that is, for unfamiliar settings attributable to cultural context. Peterson (2004): The ability to engage in a set of behaviours that uses skills (i.e. language or interpersonal skills) and qualities (e.g. tolerance for ambiguity, flexibility) that are tuned appropriately to the culture-based values and attitudes of the people with whom one interacts. This slide is adopted from Emerging Research Developing Cultural Intelligence by Lynne Powell 4 2

5 HOW DIVERSE IS UST REPRESENTING 40 STATES AND 59 COUNTRIES! Australia Canada China El Salvador England France Germany Greece India Italy Japan Kenya Thailand Nepal Nigeria New Zealand Pakistan Philippines Russia South Africa South Korea Mexico Vietnam Saudi Arabia USA

6 CULTURAL INTELLIGENCE CQ A key individual capability that reduces use of overly simplistic stereotypes vs. prototypes enhances sensitivity to cultural similarities and differences enhances relationships and performance in cross-cultural interactions

7 CQ AS A MEDIATOR: YES MEANS YES, RIGHT? NOT NECESSARILY CQ Input Cultural Noise Cultural Noise Process Cultural Noise Cultural Noise Cultural Noise Output 7

8 THREE COMPONENTS OF CULTURAL INTELLIGENCE Knowledge & Meta-Cognition (Mind/Head) Learning Strategies Clues to shared understandings Emotions and Attitude (Soul/Heart) Overcome setbacks: Self-motivation Self-Efficacy & Confidence This slide is adopted from Cultural Intelligence: EAWOP 2007 Behavior(Body) Mirror Customs & Gestures Adopt Habits & Mannerisms Both Verbal and Nonverbal 8

9 CULTURAL INTELLIGENCE Knowledge Using both formal and informal opportunities to develop your knowledge of global issues, including national culture values, attitudes and beliefs and their impact on engagement within an intercultural situation The ability to pay attention in a reflective and creative way to cues in intercultural situations Mindfulness CQ Behaviour The use of appropriate behaviour from across a repertoire of behaviours that is correct for different intercultural situations Thomas and Inkson: (2004) Components of Cultural Intelligence 9

10 MINDFULNESS AS A MEDIATING STEP LINKING KNOWLEDGE AND SKILLS The opposite of mindfulness is. Knowing our own assumptions, biases, and categorizations that we and others adopt. Noticing and tuning into the other person s assumptions, biases, words, and behavior (Hearing vs. Listening?) Viewing the situation/issue from several perspectives (empathy in EQ, contextual intelligence in IB, intra/interpersonal intelligence in psychology, metacognition in CQ) This slide is adopted from Cultural intelligence: People skills for a global workplace by D. C. Thomas (2005). Cultu ral Intelli genc e

11 CRITIQUES OF CULTURAL INTELLIGENCE It s a Soft Construct because: It is vague and thus hard to operationalize. It is not data-driven. It is not linked to specific outcomes. It has overlapping components with other types of intelligence and personality not unique when those factors are controlled.

12 DISCUSSION (the National Education Association) What does cultural competence mean for faculty, staff, and administrators at UST? How have you applied CI in the diverse learning environment at UST to facilitate student learning? 12

13 PRACTICAL APPLICATIONS OF CI : INTERCULTURAL COMMUNICATIONS Non-verbal Direct vs. Indirect Cultural Dimensions Collective vs. Individualistic

14 INTERCULTURAL COMMUNICATION

15 PRACTICAL APPLICATIONS OF CI : INTERCULTURAL COMMUNICATIONS Observe others/notice patterns and trends Communicate how the recipient would communicate Ask questions

16 SCENARIO A In an IEP, female students from Saudi Arabia refuse to be put into working groups with men. Outcome: Our teachers do their best to accommodate when possible but doing group work in a mixed setting is inevitable when studying in the states. Being aware of possible discomfort because of cultural norms between men and women is helpful to mitigate negative responses.

17 SCENARIO B A faculty member came to me because some of the Nigerian students (who tended to be devoutly Christian) would refuse to sit next to students that they knew to be LGBTQ. Outcome: In progress.

18 SCENARIO C Advising session with female administrator and older international student from a male-dominant culture. Outcome: After a certain incident, female administrator had a teachable moment with the student. Acknowledgement of cultural differences were discussed and student now understands how their behavior was disrespectful.

19 REFERENCES Bucher, R. (2008). Building cultural intelligence: Nine mega-skills, Pearson Prentice Hall, NJ. Earley, P. C. & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures, Stanford University Press, CA. Earley, P. C., Ang, S., & Tan, J. (2006) Developing Cultural Intelligence at Work, Stanford University Press, California. Gardner, H. (1985). Frames of mind: The theory of multiple intelligences, Basic Books, NY. Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books. Goleman, D. (1998). What makes a leader? Harvard Business Review, (Nov-Dec), Livermore, D. (2009). Leading with cultural intelligence: The new secret to success. AMACOM, New York. NG, K., Van Dyne, L., & Ang, S. (2009). From experience to experiential learning: Cultural intelligence as a learning capability for global leader development. Academy of Management Learning & Education, 8(4), Peterson, B. (2004) Cultural intelligence: A guide to working with people from other cultures, Intercultural Press, ME. Spearman, C. (1904). General intelligence: Objectively determined and measured, The American Journal of Psychology, 15, Stier, J. (2006). Internationalisation, intercultural communication and intercultural competence. Journal of Intercultural Communications, 11, Thomas, D. C. & Inkson, K. (2004) Cultural Intelligence, Berrett-Koehler Publishers, San Fransisco, CA. 19