tools for visionary self-management

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FORESIGHT MANAGEMENT IN CORPORATIONS AND PUBLIC ORGANIZATIONS

NEW VISIONS FOR SUSTAINABILITY, June 9-10, 2005, Helsinki, FINLAND

"Barriers in putting visions into action"

The solution created by the IntCultNet project: Tools for visionary self-management

Varis, Venla,

Hme Polytechic, Finland, [email protected]

Lindh, Kirsti,

Hme Polytechnic, Finland, [email protected]

Gashi, Ljuan Marko,

University of Novi Sad, Serbia and Montenegro, [email protected]

Fellner, Rostislav,St. John College, The Czech Republic, [email protected]

Aro, Irmeli,

Hme Polytechnic, Finland, [email protected]

Abstract

This paper introduces results of the Intercultural Learning in the Internet (IntCultNet) A Ladder of

Personal Success a research project of seven partner countries. Finland, the Czech Republic, the

United Kingdom and Greece have received two-year funding from the European Union

Socrates/Minerva programme. Serbia and Montenegro, Vietnam and Israel represent a more global

dimension.

The aim of the IntCultNet is to develop an on-line web learning training programme to face the

challenges of life long and life wide learning, visionary self-management and global cultural

diversity.

Tools created by the IntCultNet support and guide learners to build their learning taking into

account personal strengths and value of personal experience and perspectives for improvement of

organizational culture in ones own working environment. The approach the learner adopts willsignificantly help him/her in further international communication, team performance, setting

targets, creation of effective corporate strategies, and help him/her set up better performance in

personal and organizational level.

Chapters

1. IntCultNet the unique approach

2. Design of the learning process

3. Putting the theory in practice

4. Achieving a transformable and tailor-made learning product for use of a variety of

multicultural and multinational corporations and public organizations

5.

ConclusionsReferences


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1. IntCultNet the unique approach

Intercultural Learning in the Internet (IntCultNet) A Ladder of Personal Success is a research

project of seven partner countries, out of which Finland, the Czech Republic, the United Kingdom

and Greece have received two-year funding from the European Union Socrates/Minerva

programme, starting October 2002. Serbia and Montenegro, Vietnam and Israel represent a moreglobal dimension. The coordinating partner has been Hme Polytechnic, Finland. Other key players

have been St. John Teacher College, the Czech Republic, Athens University of Economics, Greece,

Middlesex University, the United Kingdom and Centre for Multiculturality, Serbia and

Montenegro. The Primus Motor of creating the new learning product has been Ms. Venla Varis,

Lic. Educ. and Special Expert from Finland.

The goal of the IntCultNet project was to create a new visionary learning product Holistic

Cultural Competence Assessment Model (HCCA Model). The project aimed to introduce a new

approach to the field of methods of cultural studies towards increasing the learners socio-cultural

competence. Instead of learning about possible differences of a new culture the learner should

increase his/her sensitivity towards his/her own culture learn to increase his/her cultural self-awareness and mutual understanding in communication. The HCCA Model makes it possible for

the learner to evaluate and measure his/her own level of cultural competence.

2. Design of the learning process

The national project coordinators have conducted altogether six pilot course programmes to

develop, test and refine the product. Certified teachers i.e. web-tutors have been trained in liaison

with the pilot programmes. Throughout the process the coordinators, tutors and students have been

encouraged to participate in the development work by bringing their ideas into action. The pilot

programmes have been run in Serbia-Montenegro, Finland, the Czech Republic and the United

Kingdom during the period of time from autumn 2002 to spring 2005. Part of the courses have had

an international web-learning dimension i.e. students from two or three participating countries. Also

the courses held nationally have always used virtual learning environment to ensure possibility to

collaborative learning and improving ones skills of communication, team building and sharing in

the web.

3. Putting the theory in practice

Declarative meta-cognitive skills, the awareness of ones own learning is essential to the learning

process. This is awareness of ones own learning and the ability to direct and adjust it. There is a

direct relationship between the manner of dept of processing information and learning. Declarativemeta-knowledge includes experience and knowledge about ones own abilities, skills and

cognitive deficits. In the intercultural virtual learning it means; knowledge about web-techniques

and language skills for mastering various tasks, compensating for missing knowledge and setting

goals by collaborative learning and by the help of tutoring. Declarative self-evaluation creates a

foundation for the control and development of all socio-cultural learning activities, self-regulative,

problem solving, creative and transformative learning. (Campbell, Tirri, Ruohotie & Wallberg

2004.)

During the development process the following targets were formed to welcome and encourage the

learner to start the portfolio learning process equalling 4,5 ects credits. The goals are:

1. How to integrate socially how to


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create confidence in a virtual environment

improve intercultural and multicultural relationships

know your personal cultural impacts to others

understand your own and others' team skills orientation

enlarge your self-awareness and cultural self-awareness

develop your collaborative and life long learning skills

evaluate your socio cultural competence with others

2. How to accept challenges obstacles and difficulties; you will discover how important it is to

change the way you see the situation

manage emotions and develop proactive reaction

reduce stress and increase coping skills

reduce cultural biases and negative efforts in our own and other societies

The course is scheduled to be completed in approximately three months time. The learner finds all

necessary incentive material in the web learning environment. The incentive material has beenproduced in format of the most frequently used web documents, like HTML, PDF, JPEG picture

etc. in order to guarantee its usability in all existing virtual learning environments. The incentive

material consist of three learning modules as follows.

1. Network in confidence understanding how to improve intercultural relationships and create

confidence: 1.1 Who am I? 1.2 Where am I from?

2. Diversity Competence awareness how to develop diversity orientation and team skills

orientation: 2.1 Diversity orientation 2.2 Team skills orientation.

3. Transformation ability to renew and develop value competence and evaluate ones own socio-cultural learning: 3.1 Value competence 3.2 Socio-cultural competence.

Picture 1. The portfolio learning process.


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Throughout the learning process the learner reflects his/her own previous experiences by writing

short essays and participating in web team discussions created around the topics and themes of the

incentive material. In addition to this self evaluation the learner gives and gets peer-evaluation to

and from his/her co-learners and tutors evaluation from the (international) tutors team. So far all

web courses have included at least one face-to-face learning period. Otherwise the learners have agreat freedom to plan their own learning process inside the learning product guidelines, goals and

targets though. In future the face-to-face learning periods can also be replaced with video lectures

given by the tutors via the internet. Towards the end of the course the learner gathers and completes

his/her learning process by producing a personal or team portfolio. The learners are encouraged to

include personal innovations in their portfolios like drawings, video clips, music samples The

portfolios can vary from Curriculum Vitae portfolios aiming to improve ones ability to get a job

to any creative expressions of the learners personal development targets and future plans in digital

format. The IntCultNet Project describes the portfolio learning process as expressed in Picture 1.

In addition to the above, the learner utilizes four self-evaluation tools during the course: Diversity

orientation, Team skills orientation, Value competence and Learning orientation. The learner gets ascale as a result of using each of the tools. With help of self-reflection in form of essays and web

team discussions or web team works the learner assesses his/her own level of socio-cultural

competence. The tutors evaluate the learners results according to the HCCA Model created by the

IntCultNet Project and issue the learner a certificate showing the learners cultural competence in

form of HCCA points. This process is described in Picture 2.

SELF

MANAGEMENT

Team skills

Orientation

VALUE

COMPETENCE

DIVERSITY

ORIENTATION

LEARNING

RESOURCES

SOCIO-

CULTURAL

COMPETENCE

HOLISTIC CULTURAL COMPETENCE ASSESSMENT

Picture 2. The Holistic Cultural Competence Model by Varis, V. 2004.

The learners are encouraged to continue the reflection process by comparing their written self-

assessments with the HCCA results calculated by the tutors and step by step adopt the portfolio

learning process as a self-development tool to be utilized as support and guide for the learners to

build their learning taking into account personal strengths and value of personal experience and

perspectives for improvement of organizational culture in ones own working environment. The

approach the learner adopts will significantly help him/her in further international communication,

team performance, setting targets, creation of effective corporate strategies, and help him/her set up

better performance in personal and organizational level.


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Table 1 explains the six different phases of socio-cultural competence A Ladder of Personal

Success the above picture of HCCA Model and corresponding points refer to. Socio-cultural

learning levels are based on constructive theory, transformative learning and moral estimation

which all are needed in all interaction. Phases are modified by Venla Varis from Bennet, M.,

Mezirow, J., Rost, JR.& Narvaez, D.

Level Points Qualitative evaluation, Some example how

a learner has shown it in practice

A

learners

points

IntegrationHaving balancebetween own

integration and

cultural renewing

Excellent

23-21

- synergy and interdependence

- ability to create confidence

- critical reflection of own presuppositions, new roles,

perspectives and creativity

- flexible identity, loyalty and satisfaction

- motivation to releasepower and endowment- transformation

Adaptation

Facilitate publicvictory

Very

good20 -18

- reflection of premises and adaptation

- increased awareness of own personal andother cultures philosophy

- improved own cultural understanding and empathy

- seeking at first to understand others

then to be understood

AcceptanceProactive behavior

Good

17- 15

- positive attitudes- respect diverse values and attitudes

- awareness cultural biases and presumptions

- ability to solve problem and create security

- win-win communication

MinimizingArrogance and

reactive behavior

Satisfied

14- 12

- thoughtful action

- analyzing and judging others and situations

as well as at the same time protecting her/ himself

- dysfunctional meaning schemes and pre-expectations- irony and impolite joking

DefenceIndependentactions and superiority

Poor

11- 9

- self-examination with feelings of guilt or shame

- unrealistic expectations and negative pre-assumptions

- protection of own identity- impatience and hostility

WithdrawalReactive behavior,

isolation and

separation

Fear

8- or less

- reflecting upon assumptions

- disorientation and chaos

- inability to construe cultural diversity

- superficial statement of tolerance and aggressive

ignorance laying stress on familiar

- seeks to be understood and private victory

Table 1. Socio-cultural competence qualitative evaluation and interpretation of learning levels

4. Achieving a transformable and tailor-made learning product for use of a variety of

multicultural and multinational corporations and public organizations

Towards the end of the project the above mentioned self-evaluation tools were validated with the

help, support and supervision of Prof. Pekka Ruohotie , Research Centre for Vocational Education

and Training, University of Tampere. Prof. Markku Verkasalo, Department of Psychology,

University of Helsinki and Prof. Shalom Swartz, University of Jerusalem.

The development of the self-assessment tools, their validation process and its results are

summarized as follows in an internal evaluation report of the IntCultNet Project. The incentive

materials, created by Lic. Ed. Venla Varis for learning socio-cultural competence


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have been modified in the Intercultural Learning in the Internet project according the experiences of

the pilot courses.A Ladder of Personal Success course has been built with interactive, social and

collaborative elements, which enhances group formation and social bonding during net-based

studies. The aim of the HCCA Model is to help the students to grow as learners and human beings.

Self-assessment tools help learners to identify their strengths and growth needs as life long learners

and it increases cultural self-awareness and cultural understanding.

The Holistic Cultural Competence Assessment Model (HCCA Model) has been created and

tested also in the project. The tutors have guided learning and evaluation processes. Declarative

evaluations have created to be a foundation for the students for control and development of their

activities. Portfolios display and review students socio-cultural learning and competencies in a

relevant and holistic way. The world needs self-directed learners who can perform collaboratively and

creatively with minimal amount of supervision and stress.

According to the statistical analyses the overall reliabilities are for: 1) theDiversity Orientation scale

questionnaire good (Alpha = .76), 2) theTeam Skilsl Orientation scale questionnaire very good

(Alpha .86) and 3) theLearning Orientation scale questionnaire is good (Alpha .75) and 4a) the ValueCompetence scales the Individual Value Scale questionnaire very good (Alpha .70) and 4b) the

CulturalValue scale questionnaire good (Alpha .70).

As one more detailed example of the validation process: The Value Scale consist of two parts, the

Individual Value Scale and the Cultural Value Scale. The latter part of validating the Value

Competence self-assessment tool is explained and described in the IntCultNet Project Final Report

as follows (Varis, V. 2005):

B. Cultural level. Schwartz (1997) identified three basic issues with which societies must

cope with, that might underlie cultural values in intercultural and multicultural interactions. This

cultural value dimension form is a dynamically integrated system. From the above named

value scale have been rotated by two factor orthogonal solutions the factors on cultural level.

Cultural values have been measured according to the same value scale as above individual values

(Schwartz. S, 1997). The survey asks respondents to rate each vales As a Guiding Principle of

My life using 6 point scale as before.

The Schwartzs items ( N= 40 ) have been rotated by eight factor orthogonal Solutions. Thereliability estimates of the scale were good in eight new factors.

The reliabilities of the scale was good (Alpha .70) an only in one factor barely acceptable (Alpha.40) in one factor:

AC 1. Intellectual Autonomy (Alpha .70)

AC 2. Hierarchy (Alpha .40)

AC 3. Egalitarianism (Alpha .88)

AC 4. Mastery (alpha .69)

AC 5. Affective Autonomy (Alpha .82)

AC 6. Embeddedness (Alpha .69)

AC 7. Harmony (Alpha .72)


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Factor

Mean

Std.

Dev

P-value Factor Mean Std. Dev P-value

AC1 . 2226 AC4


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A6 - A5 Enjoying life -. Intellectuality, curiosity and creativity .682,

A1 - A7 Security and respect of others - Close friendship, equality and love of ones

neighbor ..643,

A8 - A1 Protection of human being and nature - Security and respect of others .616,

A7 - A5 Close friendship, equality and love of ones neighbor - Intellectuality, curiosity

and creativity .602A6 -A4 Enjoying life - Searching for success .600

Dependency model shows the strengths of the arcs and also take a look at two causal graphs that

speculate about the possible causalities underlying the observable statistical dependencies.

(Ruohotie, Nokelainen, Tirri & Silander 2000.) Dependence model is made by a nave causal

model. During the search, 8486721 candidate models were evaluated. The results show:

Variable 22 & 1 = Intellectual autonomy (,2226), Variable 6, 30, 37, 10 & 26 = Affective

autonomy (


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courses have proved that the project Intercultural Learning in the Internet (IntCultNet) A Ladder

of Personal Success has created and produced a unique prototype of a visionary learning product

worth developing further.

The project partners are actively negotiating with different interest groups to form letters of intents

to jointly make possible the take-off of the next phase of this project. New visions of the use of theHCCA learning process are under construction new approaches and ideas are warmly welcomed.

The next goal is to implement this learning product in use for a true variety of multicultural and

multinational corporations and public organizations. The next targets include promoting

interdisciplinary views for understanding, appreciating and maintaining cultural and biodiversity.

To achieve the targets transformative learning in multicultural context needs to be further

encouraged. Learning self-evaluation and self-reflection throughout whole organizations reduces

the amounts of barriers in putting visions into action and strategies to succeed.

References

Campbell, JR., Tirri, K., Ruohotie, P., Walberg, H., (2004) Cross-cultural Research: Basic Issues,

Dilemmas and Strategies, Saarijrven Offset Oy, Finland.

Bennet, MJ. (1999) Developmental Training for Intercultural Sensitivity. Workshop Book.

Presented in the Summer School for Intercultural Communication. University of Jyvskyl,

August, 1999. The Intercultural Communication Institure. Portland. USA.

Mezirow, J. (1991) Transformative dimensions of Adult learning. San Francisco, Jossey Bass.

Schwartz, SH (in press) Robustness and Fruitfulness of a Theory of Universals in Individual

values. Department of Psychology. The Hebrew University of Jerusalem. Israel. Israel Science

Foundation Grant.

Rest, J. and Narvaec, D. (1994) Moral Development in the Professions: Psychology and

Applied Ethics. Lawrence Erlbaum Associates, Hillsdale, New Jersey. Hove, UK.

Schwartz, SH., Verkasalo, M. Antanovsky, A., & Sagiv, L. (1997) Value priorities and social

desirability: Much substance, some style. British Journal of Social Psychology, 36, 3-18.

Smith, P., & Schwartz, SH. (1997). Values. In J. Berry, M. H. Segal & C. Cagitcibasi (Eds.),

Handbook of cross-cultural psychology (Vol.3, pp. 77-118). Boston: Allyn & Bacon.

Varis, V., Sociocultural Competence and its Learning Assessment. The Intecultural Learning in the

Internet A Ladder of Success. The Final Report in IntCultNet Project 1.10.2000-31.3.2005.

Unpublished paper. 2005.

Internal Evaluation Forms and Reports of the IntCultNet Project. Unpublished papers. 2002-2005.

Ruohotie, P., Nokelainen, P., Tirri, H. and Silander, T. (2001) Modelling Individual and

organizational Prerequisities of Professional Growth. In coperation with Research Centre forVocational Education and Training at the University of Tampere and Hme Polythecnic.

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