Assessing & Teaching for Global Competencies...1 Assessing & Teaching for Global Competencies:!...
Transcript of Assessing & Teaching for Global Competencies...1 Assessing & Teaching for Global Competencies:!...
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Assessing & Teaching for Global Competencies:
Essential Leadership Tools for Local & Global Resilience
Chris T. Cartwright, MPA, Ed.D Intercultural Communication Institute
Allan Bird, Ph.D. Northeastern University
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Learning Objectives
Global Competencies
n What are they?
n How to teach them
n How to measure them?
n Tools
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What is a Competency?
The quality of being adequately or well-qualified physically & intellectually.
http://www.visualthesaurus.com/
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What are Global Competencies?
§ Over 50
§ Overlap
§ Multi-dimensional
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Overlapping Competencies
Intercultural Competencies
Global Business Competencies
Cross-Cultural Relationships
Global Business Expertise
Cognitive Orientation Global Organizing Expertise
Traits and Values Visioning
(Jokinen, 2005; Mendenhall, 2001; Mendenhall & Osland, 2002; Osland, Bird, Mendenhall, & Osland, 2006; Osland, 2008)
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6 Global Knowledge
Attitudes & Orientations
Cosmopolitanism Global Mindset
Interpersonal Skills
Building Trust &
Relationships
Threshold Traits Resilience Integrity Humility Inquisitiveness
Cognitive Complexity
System Skills
Building Community & Social Capital
Mindful Communication
Fostering innovation Making Complex
Ethical Decisions
Multicultural Teaming
Leading Change
Influencing Stakeholders
Architec- ting
Building Blocks of Global Competency
The Pyramid Model (Bird & Osland, 2003; Osland, 2008)
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The Global Leadership Context
High Performing Global Managers
Business Knowledge
Intercultural Competencies
Organizing Expertise
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Intercultural Competency
Intercultural Competency
Ability to Learn and
Understand Effectively
Ability to Develop and
Manage Relationships
Effectively
Ability to Manage Self Effectively in Challenging Situations
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What We Know About Developing GLC
• Personal Transformation
• Learning, expanding and unlearning
• Unpredictable non-linear
• Experiential Learning, Reflection
• The Four Ts: Training – Teams - Travel – Transfer (Study Abroad)
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What else … re: Dev’ling GLC?
• “Letting-go and Taking-on”
• Crucible experiences
• Cross-cultural mentors
• Non-work cross-cultural experiences
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The Challenge
§ More than global or cultural knowledge?
§ Attitudes & behavior = high-performing adaptive global leaders?
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Challenges of Devel’ing GL Competence
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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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
Developmental Methodologies (Oddou & Mendenhall, 2008)
High quality personal coaching
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Choosing Process Models ���Example- The Effectiveness Cycle
Perceive, analyze, decode the
situation
Accurately identify
effective managerial
action
Possess the behavioral flexibility and discipline to act appropriately
(Bird & Osland, 2004)
Decoding
Test
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©2004-2009 Dianne Hofner Saphiere. All rights reserved. To be used according to terms of paid licensing agreement. www.CulturalDetective.com
The 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. 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)
• 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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Measuring Expertise – Behavioral Assessment
• 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
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Intercultural Knowledge & ���Competence Rubric
§ Knowledge
§ Cultural self- awareness
§ Knowledge of cultural worldview frameworks
§ Skills § Empathy
§ Verbal and nonverbal communication
§ Attitudes § Curiosity
§ Openness
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Choosing the Right Assessments
• Program assessment (GCI or IES)
• Course assessment (Global knowledge test)
• Module assessment (Clayoquot and Aracruz stakeholder dialogue simulations)
How to choose an assessment instrument?
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The Intercultural Effectiveness Scale
Continuous Learning
Interpersonal Engagement Hardiness
Exploration Global Mindset Positive Regard
Self-Awareness Relationship Interest Resilience
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Continuous Learning
§ Exploration
§ Self-Awareness
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Interpersonal Engagement
§ Global Mindset
§ Relationship Interest
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Hardiness
§ Positive Regard
§ Resilience ���
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Case Study
German accepts
an international
assignment
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Your Questions