FOSTERING STUDENTS’ INTERCULTURAL

DEVELOPMENT AND LEADERSHIP IN A GLOBAL

SOCIETY: THE GLLAB APPROACH

Joyce Osland Lucas Endowed Professor of Global Leadership

Executive Director, Global Leadership Advancement Center

San Jose State University

AAC&U Modeling Equity, Engaging Difference:

New Frameworks for Diversity and Learning Pre-Conference Workshop

Baltimore, MD October 18th, 2012

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

GLAC MISSION

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 PROGRAMS

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

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

• 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)

© J. Osland, 2012

…What We Know About GLD

• 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)

© J. Osland, 2012

THE CHALLENGE

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?

© J. Osland, 2012

Challenges of Developing Global

Leadership

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

• Defining intercultural competence or GL in an

easily memorable way

• Determining student learning and

performance outcomes

• Choosing the scholarly underpinning

– Competency and process models

– Developmental model

– Seminal research

© J. Osland, 2012

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)

Highlights – What Do Expert

Global Leaders Do?

• Deal with Ambiguity

• “Read” people very closely to gauge their 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)

© J. Osland, 2012

© 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

Developmental methodologies #2 Choosing Methodologies with Most

Potential for Transformation (Oddou & Mendenhall, 2008)

High quality personal coaching

15

#3 Choosing Process Models

Example- The Effectiveness Cycle

Perceive, analyze,

decode the

situation

(Bird & Osland, 2004)

Decoding

Test

© Joyce Osland, GLAC 2010 ©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.

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

How Do Expert Global Leaders

Describe Their Work Context?

• Managing Multiplicities -- multiple

stakeholders, functions, levels, and

issues that cross multiple cultures,

countries, and government entities.

• Huge Challenges

• Precarious/High Stakes

• Ambiguity

How do we

replicate

this in training &

development? (Osland, Bird, Osland & Oddou, 2007)

© J. Osland, 2012

#4 Designing Surrogate Experiences

Social innovation and service as a

functional equivalent

Study abroad and internships

Assignments that approximate reality or

build competencies

© J. Osland, 2012

Sample Assignments

• 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

© J. Osland, 2012

#5 Leveraging Experience

• 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)

© J. Osland, 2012

© Joyce Osland, GLAC 2010

#6 Measuring Expertise

- GLLab 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

Aracruz

Cellulose

© J. Osland, 2012

#7 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?

© J. Osland, 2012

The IES examines three main dimensions of intercultural adaptability, and each dimension consists of two sub-dimensions:

The Intercultural Effectiveness Scale

Continuous

Learning

Interpersonal

Engagement Hardiness

Exploration Global Mindset Positive Regard

Self- Awareness Relationship

Interest Resilience

© Kozai Group

Continuous Learning

• The degree you engage the world by continually seeking to understand the world around you.

• It influences your intercultural success by acting as an motivator to learn about why people in other cultures behave and think the way they do.

• People who strive to learn new things are more successful at living and working with people from other cultures than those who are comfortable with what they already know.

• Two specific sub-dimensions comprise this factor:

Self-Awareness and Exploration.

© Kozai Group

Exploration

• Openness to understanding ideas, values, norms, situations, and behaviors that are different from your own.

• Fundamental inquisitiveness, curiosity, and an inner desire to learn new things.

• Willingness to seek out new experiences that can cause learning or a change in your perspective.

• Ability to learn from mistakes and to make adjustments to your personal strategies to ensure success in what you do.

© Kozai Group

Self-Awareness

• The degree to which you are aware of

your personal values, strengths,

weaknesses, interpersonal style, and

behavioral tendencies, as well as their

impact on others.

• The degree to which you reflect on

this knowledge in order to engage in

personal development and learning

activities.

© Kozai Group

Interpersonal Engagement

• This factor assesses your interest in other

cultures and the importance of developing

relationships with people from other cultures in

general.

• The development of positive interpersonal

relations is essential for effective performance in

an intercultural environment.

This factor is comprised of two dimensions:

Global Mindset and Relationship Interest.

© Kozai Group

Global Mindset

• The degree to which you are interested in –

and seek to actively learn about – other

cultures and the people that live in them.

• The degree to which you seek out such

learning by your own choice in order to

expand your global knowledge about

people and their cultures

© Kozai Group

Relationship Interest

• The extent to which you initiate and maintain

relationships with people from other cultures.

• You find that engaging others is an energy-

producing vs. an energy-depleting activity.

• Your willingness to use a foreign language in

developing new relationships.

© Kozai Group

Hardiness

• Managing your thoughts and emotions in intercultural situations, along with your ability to be open-minded and nonjudgmental about ideas and behaviors that are new to you.

• The tendency to not get upset, stressed, frustrated, or angry when you encounter situations, people, behavior, and ideas that are different from what you are used to.

• Managing your emotions constructively and learning from failures and setbacks.

• This factor is comprised of two dimensions:

Open-Mindedness and Resilience.

© Kozai Group

Positive Regard

• Assuming the best about people

and being more accepting of

different behaviors.

• Not resorting to negative

stereotypes about other cultures or

people.

© Kozai Group

Resilience

• Your level of emotional strength and ability

to cope with challenging emotional

experiences.

• Your capacity to recover quickly from

psychologically and emotionally

challenging situations.

© Kozai Group

Sample IES Results