case study

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ORG30002 – Leadership Practice and Skills

Topic: Cross-cultural Leadership Week 10

Readings for this week…. ◦ Week 10 Topic: Cross-Cultural Leadership

◦ Chapter 11, Daft

◦ Javidan, M., Dorfman, P.W., De Luque, M.S. & House R.J. (2006). In the eye of the beholder: Cross cultural lessons in leadership from Project GLOBE - Academy of Management Perspect ive, 20(1), 67-90 http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db =bth&AN=19873410&site=ehost-live&scope=site

◦ Randel, A.E., et al. (2018). Inclusive leadership: Realizing posit ive outcomes through belongingness and being valued for uniqueness, Human Resource Management Review, 28:190- 203. http://ezproxy.lib.swin.edu.au/login?url=https://doi.org/10.1016/j.hrmr.2017.07.002

◦ Hoffman, R., Yeh, C. & Casnocha, B. (2019). Learn from People, Not Classes Whom do you know, and what can they teach you? Harvard Business Review, Mar – Apr 2019. http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db =bth&AN=134875248&site=ehost-live&scope=site

Work Force Trends

 With more multi generational workplaces, work forces are becoming more

diverse and cultures of inclusion more common

 Women leaders in Global Businesses showing an increasing trend

 Globalization is compelling businesses to send more workers to other countries

 Leaders are traveling and working abroad in greater numbers

 Workers with international experience and skills are increasingly more sought-

after in the workplace

Visualising the Iceberg Model of Culture (source:http://opengecko.com/interculturalism/visualising-the-iceberg-model-of- culture/) The iceberg model of culture

has been arrived at through the work of many theorists, including those referenced below:

◦ French, W., & Bell, C. (1995). Organization development. (5th Ed.). [Englewood Cliffs, NJ: Prentice-Hall International]

◦ Hall, E. T. (1976) Beyond Culture [New York: Doubleday]

◦ Selfridge, R., Sokolik, S. (1975) “A comprehensive v iew of organizational management”. MSU Business Topics, 23(1), 46-61

◦ Weaver, G. R. (1986). “Understanding and coping with cross-cultural adjustment stress”. In Paige R. M. (Ed.), Cross-Cultural Orientation, New Conceptualizations and Applications. [Lanham, MD: University Press of America]

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Who is a Multicultural Leader?

 A leader with skills and attitudes to relate effectively to and motivate people

across race, gender, age, social attitudes, and lifestyles

 Interactive Leadership: A leadership style in which people develop

personal relationships with followers, share power and information,

empower employees, and strive to enhance others’ feelings of self-worth

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The Global Leadership and Organizational Behavioral Effectiveness (GLOBE) Study

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Cultural Dimensions:

◦ Performance Orientat ion

◦ Inst itutional collect ivism

◦ Gender Egalitarianism

◦ Uncertainty Avoidance

◦ In-Group Collect ivism

◦ Future Orientat ion

◦ Humane Orientat ion

◦ Assert iveness

◦ Power Distance

(Source: House et al, 2004 as in Shriberg &Shriberg, 2011)

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Dimensions of Cultural Values

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Universally Desirable Leadership Attributes Positive:

Trustworthy, Honest

Foresight, Plans ahead

Positive, Encouraging, Motivational

Confidence builder,

Intelligent, Decisive

Win-win problem solver

Administrative skilled

Excellence oriented

Just, Dependable

Effective bargainer

Informed

Team Builder

Negative:

Loner

Irritable

Ruthless

Antisocial

Non explicit

Dictatorial

Non cooperative

Egocentric

(Source: House et al, The GLOBE study of 62 Societies, 2004 )

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Implications for Leadership

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◦ In the academic community:

◦ There is greater recognition that future leaders need diversity competencies to leverage a diverse

workforce

◦ At the organizational level:

◦ Corporations are becoming more global and hence more ethnically diverse and therefore must learn

to deal with diverse, cross-cultural stakeholders

◦ More and more organizations are relying on leaders with international experience to lead a

multicultural workforce and compete in a global marketplace.

◦ The focus is on the role of leadership in creating an ethical work environment learning to deal

effectively with partners from different cultures will be critical

◦ Multinational companies are recruiting leaders with multicultural experiences

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Cultural Views of Leadership Effectiveness (Source: Javidan et al., 2006:75)

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The following is a partial list of leadership attributes with the corresponding primary leadership dimension in parentheses:

◦ Universal Facilitators of Leadership Effectiveness

● Being trustworthy, just, and honest (integrity)

● Having foresight and planning ahead (charismatic–visionary)

● Being positive, dynamic, encouraging, motivating, and building confidence (charismatic–inspirational)

● Being communicative, informed, a coordinator, and team integrator (team builder)

◦ Universal Impediments to Leadership Effectiveness

● Being a loner and asocial (self-protective)

● Being non-cooperative and irritable (malevolent)

● Being dictatorial (autocratic)

◦ Culturally Contingent Endorsement of Leader Attributes

● Being indiv idualistic (autonomous)

● Being status conscious (status conscious)

● Being a risk taker (charismatic: self-sacrificial)

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Culturally Sensitive Leader

 Cultural Intelligence (CQ): … an outsider’s ability to interpret someone’s unfamiliar and

ambiguous gestures the way that person’s compatriots would

 Cultural Sensitivity:… is an awareness of and a willingness to investigate the reasons why

people of another culture act as they do.

 Aspects of Cultural Sensitivity:

 Recognition of nuances in customs and beliefs

 Being a multicultural worker

 Recognizing potential problems of cultural misunderstanding

 Transgender employees

 Flexibility in dealing with others

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Facets of Cultural Intelligence (CQ)

Cognitive CQ (head): the ability to interpret factual clues, i.e., the significance of a deadline or the order of a meeting agenda

Physical CQ (body): the ability to recognize and adopt the physical conventions of a culture

Emotional/motivational CQ (heart): the desire and effort to improve one’s understanding of a culture

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Traditional Vs Inclusive Models of Leadership

Core Values of Global Leaders [Cohen, E., 2007, Leadership Without Borders: Successful Strategies from World-Class Leaders, John Wiley & Sons]

oConviction

oDiversity

oEntrepreneurship

oExcellence

oFairness

oHumility

oIntegrity

oPassion

oPerseverance

oPositive Attitude

oRespect

oService-oriented

oTeamwork

oWork-Life Balance

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Global Leaders as Influencers

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According to Cohen and Bradford (2005), Global leaders:

◦ Assume any individual, even an adversary, can be an ally

◦ Be clear in what they want

◦ Understand the cultures of all those to be influenced

◦ Identify their own and others’ currencies

◦ Build the relationships and develop partners

◦ Use informal and formal influencing skills

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Future Competencies of Global leaders

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◦ Managing virtual teams

◦ Managerial agility

◦ Cross-cultural employee engagement

◦ Managing in a matrixed organizat ion

◦ Managing innovation in mult icultural sett ing

◦ Mastery of social network technology

◦ Collaborating with peers from mult iple cultures

◦ Mastery of latest advances in virtual technology

◦ Applying ethical standards in mult iple cultures

◦ Mult i-country supply chain management

◦ (Source: Developing successful Global Leaders. AMA, 2012)

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Developing Global Leaders…

❖Create a “global meeting place”

❖Encourage systematic learning -

sometimes through failure

❖Experiment

❖Evolve and expand Business Models within an international context

❖Avoid silo cultures

❖A strategic capability

❖A partnership capability

❖A staffing capability

❖An organizational capability

❖Managing Agility

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Basic Strategies Instilling Global Leadership

Competencies

Source: Lorange, P., 2003, Developing Global Leaders, Biz Ed, pp.24-27.

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Source: http://www.diversityjournal.com/13313-moving-dial-measuring-

inclusive-leadership/

The six signature traits of inclusive leadership

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https://www2.deloitte.com/us/en/insights/topics/talent/six-signature-traits-of-

inclusive-leadership.html

Bourke & Dillon(2019)

Becoming an Inclusive leader…

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◦ Walking the (diversity) talk and modeling inclusive behaviour.

◦ Taking part in both formal and informal processes that support the development of an inclusive organization.

◦ Understand community expectations and hold their staff accountable for meeting those needs.

◦ Willing to reconsider how resources are allocated to serve a group or sector that has been under-served.

◦ Purposeful and intentional about using a “diversity lens” in specific processes such as recruitment and promotion.

◦ Support diversity and inclusion by developing members of their team on merit and being more transparent about assignments and promotions.

◦ Working to create environments that are respectful.

◦ Encourage existing practices to be challenged.

◦ Aim for integrity between the organization’s diversity policies and its practices

◦ Lead by influence, not authority.

[Source: https://diversipro.wordpress.com/2014/02/24/traits-of-inclusive-leaders/ viewed on 22.04.2015]

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Intergenerational Leadership…

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◦ Diverse, enriched experiences - Generations have a lot in common and some key

differences

◦ Being Inclusive and avoid age related prejudices

◦ Building societies by using people’s skills

◦ Building superior programs for social change

◦ Encouraging sustainability of our social justice efforts

◦ Learning from the past, to build the future by making up inclusive workplaces

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Discussion Activity

◦ Pre- Reading:

◦ Johnson, C., (2008), The rise and fall of Carly Fiorina, An Ethical Case Study, Journal of

Organizat ion & Leadership Studies, 15:2, pp.188-196.

◦ In the article ‘The Rise and Fall of Carly Fiorina’, Johnson (2008) raises a number of

questions in relation to leadership and management practices. The article examines

the performance of a leader who entered a successful company as a ‘superstar CEO’ and introduced dramatic changes in a short time. Five years later, the company stock

had declined significantly in value and the CEO was unceremoniously removed.

◦ Your task is to compare and contrast the different theoretical perspectives of

leadership effect iveness as ‘evidenced’ and ‘represented’ in the given article.

Final Assessment -Individual Assessment Task

◦ Topic – Leadership Effectiveness - Week Due 12 – 6th June, 2020

◦ Format: Report - Value: 40% - A minimum of 12 refereed journal articles related to leadership

◦ FOCUS ON LEADERSHIP EFFECTIVENESS. In this report, you are expected to discuss issues which affect

leadership effectiveness. It is not a biographical report, a film critique, or a historical report. While you may find it useful to do some reading about the people and situations featured in the film, the

report should focus mainly on leadership effectiveness. Avoid extensive biographical details,

discussion on the historical events, or aspects of film making.

◦ APPENDIX. The report needs to have an Appendix at the end, which provides evidence of your

observations. It should be presented in a table format with three columns:

(1) Element of DuBrin’s Framework

(2) Characteristics Observed, and

(3) Corresponding Scene (just describe the scene where you have observed the characteristic, e.g.,

Scene depicting the Administrative Board hearing). Improve the readability of the appendix by selecting table properties intelligently (e.g., use Auto Fit to Contents, define the header row to repeat

across pages, do not allow rows to break across pages, etc.). Use single line-spacing for the entire

Appendix. This section is worth 10 marks.