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    

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

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

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

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  

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  

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)

…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)

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?  

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?

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

 

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  

     

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)

© 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

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)

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)

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.

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

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?

#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

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

#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)

#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

#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?

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

Carousel Graffiti

©  J.  Osland,  2012  

Q&A

©  J.  Osland,  2012