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2013 Conference
Re-imagining Higher Education in a Global Context
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
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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
© J. Osland, 2012
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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 © J. Osland, 2012
GLAC Mission
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http://www.sjsu.edu/glac/
Knowledge Creation & Dissemination
Development & Training
Social Innovation Initiative
GLLab Assessment Center GLLab Associates
Global Leadership Passport Program
© J. Osland, 2012
GLAC Programs
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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
© J. Osland, 2012
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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
© J. Osland, 2012
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What We Know About GLD
© J. Osland, 2012
• 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)
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…What We Know About GLD
© J. Osland, 2012
• 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)
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THE CHALLENGE
© J. Osland, 2012
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?
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Challenges of Developing Global Leadership
© J. Osland, 2012
Individual
Education Training &
Development
Outcomes
Are we really
changing attitudes, behavior &
performance?
Would they get to the outcome on
their own?
What GL/IC competencies are we trying to build?
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Responding to the Challenge: #1 LAYING THE GROUNDWORK
© J. Osland, 2012
• 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
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Building Blocks of Global Competency
The Pyramid Model (Bird & Osland, 2003; Osland, 2008)
Global Knowledge
A.tudes & Orienta6ons
Cosmopolitanism Global Mindset
Interpersonal Skills
Building Trust &
Rela8onships
Threshold Traits
Resilience Integrity Humility Inquisi8veness
Cogni8ve Complexity
System Skills
Building Community & Social Capital
Mindful Communica8on
Fostering innova8on
Making Complex Ethical
Decisions
Mul8cultural Teaming
Leading Change
Influencing Stakeholders
Architec-‐ 8ng
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Highlights – What Do Expert Global Leaders Do?
© J. Osland, 2012
• Deal with Ambiguity • “Read” people very closely to gauge reactions and bridge intercultural communication gaps • Engage in conscious managerial “code-switching” to be effective in different situations • Engage in stakeholder dialogue & boundary spanning • Use different types of sensemaking (Osland, Bird, Osland & Oddou, 2007)
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© Joyce Osland, GLAC 2010
Complexity
Intensity of Experience
Developmental Relevance
Personal Characteristics/ Background
Transformational
Process
GL Outcome Measures
Cognitive Processes
Global Knowledge
Intercultural Competence
High
Low
Degree of Emotional
Affect
CAIR
Global Dispositions/ Competencies
Family Background
Cultural Exposure
International Education
Global Knowledge
Global/MC Teamwork
Global Job Scope
Global Training
Coaching/mentoring Expertise
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Films/books
Business seminars
International exposure trips
Global project teams
Global task forces
Global virtual teams
Lecture Self-study
Cultural briefings
Role playing
Case analysis
Cultural assimilator training
Language training
Strategic international business travel Global assessment centers
Planned field experiences Sophisticated simulations
Non-buffered expatriate assignments High Potential For Development
Low
Degree of Experiential
Rigor
Number and Valence of Feedback Sources High
High
High quality personal coaching
15
#2 Choosing Methodologies with Most Potential for Transformation (Oddou & Mendenhall, 2008)
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Perceive, analyze, decode
the situation
Accurately
identify effective
managerial action
Possess behavioral flexibility and discipline to act appropriately
Decoding
Test
#3 Choosing Process Models Example- The Effectiveness Cycle (Bird & Osland, 2004)
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Cultural Detective Model
©2004-2009 Dianne Hofner Saphiere. All rights reserved.
Contact www.culturaldetective.com
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. 3. Cultural Bridge Reach out interpersonally to leverage differences for synergy and creativity. Create systems and processes to sustain intercultural productivity.
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Four Step Code-Switching Learning Process (Molinsky, 2009)
© J. Osland, 2012
• Step 1: Diagnosis (appropriate content, style, context differences)
• 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)
Authenticity
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How Do Expert Global Leaders Describe Their Work Context?
© J. Osland, 2012
• 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?
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#4 Designing Surrogate Experiences
© J. Osland, 2012
• Social innovation and service learning as a functional equivalent
• Study abroad and internships • Assignments that approximate reality or build competencies
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Sample Assignments
© J. Osland, 2012
• 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
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#5 Leveraging Experience
© J. Osland, 2012
• 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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#6 Measuring Expertise - GLLab Behavioral Assessment
© J. Osland, 2012
• Skill component rubrics
• Self evaluation and guided reflection
• Peer evaluation of behavior
• Expert evaluation and coaching
• Videotaping and coding behavior • Outcome measures – appropriate and effective behavior in each module that builds/maintains relationships
Aracruz Cellulose
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#7 Choosing the Right Assessments
© J. Osland, 2012
• 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?
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The Intercultural Effectiveness Scale (IES)
Kozai Group
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
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Carousel Graffiti
© J. Osland, 2012
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Q&A
© J. Osland, 2012