COMMUNICATION 646Intervention in Multicultural Organizations Spring 2011

Professor Dr. Gary FontaineOffice 326 Crawford Hall; Phone 956-3335; Email <fontaine@hawaii.edu>Home Page "www2.hawaii.edu/~fontaine/garyspag.html"Office hours 10:00-11:30 MTW or by arrangementCourse graphics at "www2.hawaii.edu/~fontaine/u646PP.ppt"Laulima https://laulima.hawaii.edu/portal/site/MAN.88435.201130

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~This course describes intervention programs designed to prepare, support, and train individuals and teams in multicultural organizations both locally and globally. It examines these programs in the broader context of Human Resource Management, Organization Management and Organization Development as they have evolved over the last several decades. It emphasizes an Action Research intervention paradigm. These intervention programs include screening & self-selection; orientation; organizational & social support; training; health, mental health & counseling; organizational design; consulting; coaching and mentoring, and community intervention. Our emphasis is on training. Related issues associated with program evaluation and the professional development of intervention specialists are also addressed. The course is appropriate for graduate students with at least one previous course in intercultural communication, organizational communication or related topics.

The programs described are derived from and applied to a broad range of domestic and global contexts including: International business, tourism, foreign study, diplomacy; geographically dispersed teams both face-to-face and online, immigration; refugee resettlement; cultural diversity in domestic organizations; delivering health, mental health, social, educational, criminal justice, and other services to multicultural communities; intercultural marriage; organizational change; and accommodating to the impact of new technologies. The course objectives are to -

Familiarize students with theoretical, programmatic, and delivery issues in the management of effective training and intervention in a variety of applied contexts.

Provide students with supervised, practical experience in the development and use of specific training and intervention techniques.

Material is presented using lecture, group discussion, media, and experiential approaches in which students have the opportunity to both experience and develop appropriate preparation, support and training techniques. Evaluation of student performance is based on the ability to demonstrate both an understanding of the intercultural and organizational literatures and the ability to apply that understanding to the development of training or other intervention techniques.

Required text: –Landis, D., & Bennett, J. M. & Bennett, M. J. (2004). Handbook of Intercultural Training, Third Edition. Thousand Oaks, CA: Sage.

Strongly Recommended reading –Holman, P., Devane, T. & Cady, S (2007). The change handbook: The definitive resource on today’s best methods for engaging whole systems.

San Francisco: Berrett-Koehler Publisher Inc. [Strongly recommended for those with broad Organizational Development interests--about $45 online in paper]

Pedersen, P. (2004). 110 Experiences for Multicultural Learning. American Psychological Association. Press. [Strongly recommended for those with a specific Intercultural Intervention focus--about $20 online in paper]

Recommended and online resources for now or the future - Brewerton, P. & Millward, L. (2001). Organizational research methods. Sage.ChangingMinds.org http://changingminds.org/explanations/theories/theories.htmDick, B. (2004). Action Research Literature. Action Research, 2(4), 425-444.Landis, D. & Bhagat, R. S. (1996). Handbook of Intercultural Training, Second Edition. Thousand Oaks, CA: Sage.Wikispaces -- An online resource to support your course team projects (http://www.wikispaces.com/)

Grading -

The Case (Team grade; due January 31) 15%The Training & Intervention Contract Proposal (Team grade; class presentations) 35%Final Exam (Out May 2, due by May 9 at 4:15 pm) 35%In-class contributions (always) 15%Final grade - 90-100%=A; 80-89%=B; 70-79%=C; 60-69%=D; 0-59%=F

The Case. As a Client team develop and submit to your Intervention team an approximately 2,000 word description of a case of an organization requesting a contract proposal for intervention in a multicultural organization. You can select any type or size of organization and type or scope of intervention. You are free to develop a case from the experience of one or more of your team or to construct a hypothetical one. Write the case from the perspective of the appropriate managers/directors in the organization. Include in your description standard case information (e.g., history, cultures involved, problems, relevant personnel and resources, desired intercultural training & intervention objectives, and so forth). Submit 2 copies (1 to me; 1 to the Intervention team).

The Training & Intervention Contract Proposal. As an Intervention team develop a proposal that: (1) describes in general terms an intervention program that is at least partially responsive to the case described by your clients, and (2) elaborates in detail at least one specific training activity designed to meet at least one proposal objective. The proposal must be presented to the class at a scheduled time during the semester (50%) and then submitted in revised written form the last day of class (50%--1 copy to me and 1 copy to each member of your Client team). The detailed description of the training activity must be complete in terms of both materials and instructions and should include the--objectives; intended participants; theoretical basis for the module; trainer requirements in terms of experience, skill, or other relevant characteristics; and means of evaluation. Grading of the proposal will be based on the degree to which it demonstrates understanding of course material and appears responsive to the needs of the client organization.

The Final Exam will ask for your individual critiques of the Training & Intervention Contract Proposal submitted to your Client team along with one or more additional proposals selected from others presented orally to the class. The critiques will be graded on the degree to which they demonstrate an understanding of course material (e.g. lectures, discussions, texts, exercises, etc.).

Students must have completed the course prerequisite (COM643 or COM623 or consent). Students are expected to attend class on time, regularly, and not engage in behavior that detracts from a classroom ecology supportive of learning. All students attending class are expected to be on time in order to minimize disruption of class activities. Those submitting drafts of assignments for professor's review must do so 2 weeks prior to due date in allow for ample review and feedback. All assignments are due by the beginning of class on the due date. Late assignments will be reduced one grade for each working day. Assignments must be suitable in spelling, grammar & presentation in order to be accepted.

Helping people & organizations thrive in their World

We need to understand intervention in multicultural organizations in the much broader context of Human Resource Management, Organization Management & Organization Development particularly with respect to the necessities for dealing with dramatic changes in organizational ecologies as we move further into the 21st Century —

Changes in workforce (increased diversity in terms of age, gender, ethnicity, nationality, etc.)

Qualitative changes in the nature of jobsChanges in the knowledge & skills due to new technology, demographics, products,

etc.

Globalization (enough said!)

Changes in organizational design in a “flattening world” (Thomas Friedman, 2006)

Until recently, intercultural training & intervention has evolved mostly outside the mainstream of this process. However, the steps & concerns involved in planning, designing, implementing & evaluating organization management & development programs overlap significantly with those in intercultural training and continued integration of the fields is absolutely necessary.

Human Resource Management, Organization Management & Organization Development

Emerging out of Personnel, Industrial & Social Psychology and Business Administration over the last century –

Human resource management (HRM) involves the strategic and coherent approach to the management of an organization's people who individually and collectively contribute to the achievement of the organization’s objectives. The terms "human resource management" and "human resources" (HR) have largely replaced the term "personnel management" as a description of the processes involved in managing people in organizations.

Organization Management (OM) is involves getting people together to accomplish the organizations desired goals and objectives effectively. It typically comprises planning, organizing, staffing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal.

Organization Development (OD) involves processes designed to change the beliefs, attitudes, values, and structure of an organization and it’s personnel so that they can better adapt to changes in the organization’s world.

Common types of intervention foci and methods

CommunicationLeadershipTeam BuildingStress ManagementConflict ResolutionMission PlanningTime ManagementTechnical Training (legal compliance, technologies, etc.)Change PlanningFacilitating mergers, acquisitions & joint venturesCoachingSex Harassment PreventionDiversityInternational AssignmentGlobal Management

Organization Management & Organization DevelopmentProfessional Associations

“OD Net” - Organization Development Network

Human & Organization Development

SHRM - Society for Human Resource Management

ASTD – American Society for Training & Development

SoL - Society for Organizational Learning Peter Senge, Otto Scharmer, Joe Jaworski, Betty Flowers

“Presence”

Thunderbird School of Global Management

World Café

The World Café is a structured conversational process for awakening collective intelligence about key questions and issues - http://www.theworldcafe.com/

Appreciative Inquiry

Asking questions that focus on highlighting the strengths – as opposed to weaknesses of an organization to aid growth toward potential - http://www.appreciative-inquiry.org/ .

360-degree feedback

“360-degree feedback” is feedback about an employee that comes from all around - subordinates, peers & supervisors & sometimes customers and suppliers or other interested stakeholders. It also includes a self-assessment.The results from 360-degree feedback are often used by the person receiving the feedback to plan training or other types of intervention.

http://www.youtube.com/watch?v=OXJkP13xACg 1:00 min

Open Space Technology

Open Space Technology is a simple way to run productive meetings, for five to 2000+ people, and a powerful way to lead any kind of organization, in everyday practice and extraordinary change - http://www.openspaceworld.org/

Scenario Planning

Scenario planning is a significant process that brings together very diverse input to create a set of scenarios that inform effective decision-making. Scenario thinking is more simply thinking about the world in terms of possibilities rather than forecasts, always understanding that ideas about where things are going can turn out to be very wrong. One of the most valuable outcomes of a well-designed scenario planning process is a shift to scenario thinking by the participating executives.

From R. Dawson - http://rossdawsonblog.com/weblog/archives/2010/06/why_scenario_th.html

Strategic Visioning

From Hinrichs Consulting--http://www.hinrichsconsulting.com/id9.html

Strategic Visioning is a process that engages an entire organizational community in integrating its best hindsight and foresight in aligned action. It blends traditional strategic planning with best practices emerging from visioning, large scale collaboration, and graphic facilitation. This blend complements the heavily analytical approaches of traditional planning with processes that engage participants in a holistic integration of their intuitive, emotional, intellectual, and physical understandings of the organization – Grove Consultants Int’l - http://www.grove.com/site/index.html.

Six Sigma

Six Sigma is a business management strategy originally developed by Motorola, USA in 1981. It is widely used in many sectors of industry. Six Sigma seeks to improve the quality of process outputs by identifying and removing the causes of defects (errors) and minimizing variability in manufacturing and business processes. It uses a set of quality management methods, including statistical methods, and creates a special infrastructure of people within the organization ("Black Belts", "Green Belts", etc.) who are experts in these methods. Each Six Sigma project carried out within an organization follows a defined sequence of steps and has quantified financial targets (cost reduction or profit increase).

wikipedia

Balanced Scorecard

The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals - http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx.

Brief History of Intercultural Training & Intervention a

Hawaii-Tony Marsella, Ken Sanborn, Paul Pedersen, Ken Tokuno, Norm Dinges, Gary Fontaine; 1970s

Formerly Experiment in International Living in Vermont; Don Batchelder, Al Fantini; Theodore Gochenour, Gordon Murray; 1930s

US Foreign Service Institute; Robert Kohls; 1940s

UK Center for International Briefing; 1950s

1960s

Army Human Resources Research Office; Defense Department Race Relations Institute (DRRI); Navy Overseas Duty Support Program (ODSP); Al Kraemer, Ed Stewart, James Downs, Sandra Mumford-Fowler; 1960s, 1970s & 1980s

World Bank; Pierre Casse; 1970s

International Society for Intercultural Education, Training & Research (SIETAR), 1970s

Culture Learning Inst Richard Brislin; 1970s

International Journal of Intercultural Relations; Dan Landis; 1970s

Brief History of Intercultural Training & Intervention b

United Nations High Commission for Refugees (UNHCR); refugee processing centers in the Philippines (ICMC) & Thailand (Save the Children); 1980s; US Office of Refugee Resettlement (ORR) & Center for Applied Linguistics; 1980s.

Canadian International Development Agency (CIDA); 1980’s

Stanford Institute for Intercultural Communication Cliff Clarke; 1980s; Intercultural Communication Institute (ICI, in Portland); Janet & Milton Bennett; 1980s

Global Integration Strategies (GIS); Cliff Clarke, Naomi Takashiro; 2000

Gary Fontaine; 1980s

International Academy of Intercultural Research; 1990s

Asia Pacific Management Forum in KL; Rod Davies, Clarence Henderson;1995

The Delta Intercultural Academy – online growing from SIETAR Europa Peter Franklin 2010

Going further into the 21st Century there’s a rapid global blossoming of intercultural training & intervention programs & organizations – government/ngo/private

Intercultural Training & Intervention Programs a

Training

Screening &

Self-selection

Travel & Relocation

Orientation

The Challenges of dealing with

diversity at home, abroad & online

Social

Support

Organization

Support

Health

Mental Health

& Counseling

Consulting

& Coaching

Organization Management & Development

Community & International

Mediation

Foreign Study & Multicultural

Education

The Scholar – Practitioner Modelin Organizational Interventions

Research & intervention in an imperfect, rapidly changing, stochastic world!

The “scholar – practitioner” or “scientist – practitioner” model

Action Research or Action Inquiry

Action Research Paradigm

Action research (studying questions or issues with particular attention to intervention or change) & participatory action research (“subjects” participate with researcher in design & conduct of the study)

Strategic Planning for Organizations

Organizations need to establish a Strategic Plan for success that includes:

a mission that defines what you are doing a vision for your future values that shape your actions strategies that describe your key success approaches goals and action plans to guide your daily, weekly and monthly actions

Your organization's success depends significantly on how well you define and live by each.

The starting point must be to determine your company's existing mission, vision, values, strategies & plans, then — in a background of company performance — ask:

Is the current vision being realized? How has the company's mission and goals changed over the years? Why? Describe the actual strategies followed over the past few years in respect of

products/services, operations, finance, marketing, technology, management etc. Critically examine each strategy statement by reference to activities and actions in key

functional areas covering such matters as management, funding, marketing, sales, productivity/costs, and other criteria as appropriate.

Green Giant Fresh by Growers ExpressMarch 2006 Monterey Sessions

Mission - Vision - Values - Strategies & Action Teams

Thursday

Session 1 (9:00 to 10:20) Launch; Communication Strategies & Skills in Growing & Changing Companies

Break (10:20 to 10:40)Session 2 (10:40 to 12:00) Our Mission

Lunch (12:00 to 2:00)Session 3 (2:00 to 3:20) Recognizing & Molding Company Cultures

Break (3:20 to 3:40)Session 4 (3:40 to 5:00) Our Vision & Values

Friday

Session 5 (9:00 to 10:20) Leadership, Self-Organization & Optimizing PerformanceBreak (10:20 to 10:40)

Session 6 (10:40 to 12:00) Our Strategies & ChallengesLunch (12:00 to 2:00)

Session 7 (2:00 to 3:20) Our GoalsBreak (3:20 to 3:40)

Session 8 (3:40 to 5:00) Action Plans & Teams

SaturdaySession 9 (9:00 to 11:00) Disembarking–Implementing Strategic Interventions

Skippered by Gary Fontaine, Ph.D.

Strange Lands Global Assignment Specialists

Assessing Needs for Intervention

Steps

Identify gaps between current state and organization mission, goals & objectivesPrioritize the gaps and express in terms of needsSelect an appropriate package of the needs to be addressed in terms of intercultural issues

Methods

Tailored QuestionnairesInterviewsFormal & Informal ObservationFocus GroupsCritical Case Analysis of Successes & Failures

The Key

Good needs assessment requires a collaborative team effort involving all relevant organizational personnel and the intervention providers

Adapted from Wederspahn 2000

Planning & Designing Intervention Programs

1. Define training objectives in terms of assessed needs

2. Assess training relevant aspects of the organizational ecology

Money, time & facilities availableScheduling requirementsPrevious training history & related human resources programsParticipant characteristics--especially motivation & readiness for change

3. Selecting optimal training program

ParticipantsDurationSchedule & LocationsApproaches & techniquesFacilitators

The Bases of Our BehaviorTheories of learning, attitude change & motivation

Common problems of training & intervention programs are that

It teaches trainees things they already know They don’t know any more at the end of a program than they did before

An effective program of intervention must be based on a sound understanding of people -- how they learn, how their attitudes develop & change, what motivates them, and the bases of their behavior in organizations.

Theories of learning Behavioral (e.g., Pavlov, Skinner). Stimulus & response are the best ways to explain behavior & thus if

you want to change it you must work with those Cognitive (e.g., Tolman, Lewin, Bandura). Cognitions (perceptions) play a major along with both

stimulus & response

Theories of attitude change Reinforcement theories Consistency theories such as dissonance theory (Festinger) Changing the ecology

Theories of motivation Drive theories (e.g. Freud) Motivational hierarchies (e.g., Maslow) Achievement theories (e.g., McClelland & Atkinson, Weiner) Optimal state/intrinsic motivation theories (e.g., Rotter, Deci, Csikszentmihalyi)

Modeling

“The Office”

Key Intervention Concerns

Who’s hiring you and what’s your relationship to them (e.g., traditional vs “high impact”)?

What are the real needs?

Who are the “stakeholders?”

Review of literature, past interventions, resources.

What are the intervention focus options? Where to start?

What are the projected outcomes?

What might be some unanticipated outcomes?

Evaluation? (If it works and if it doesn’t)

The Bases of Our Behavior in Organizations

Leaders — A person with knowledge of the overall mission directs the activity of the group. Blueprints — A plan or representation of the desired outcome of the activity —”Mission statements, Goals & Objectives.” Recipes — A sequence of required actions or tasks necessary to produce the outcome — ”Best practices.”Templates — A fixed feature of the environment to which the activity is molded — A full-size model or mold that specifies strongly steers the pattern-formation process — “Cafeteria tables” Self-organization — global patterns in a system emerge from local interactions among participants using behavioral rules executed with only local information and without reference to the global patterns. Those patterns emerge from the system; they are not imposed on it.

Implication for training & intervention — need to understand and focus on key behavioral rules at the local level.

The Gamehttp://icosystem.com/game.htm

“The Game" illustrates through simulation how simple rules at the local level (perceptual/behavioral/communication) can produce emergence of unpredictable and complex structures at a global (organizational) level without the need to infer leadership, management, plans, recipes, or templates to guide behavior.

As you start playing the game note that changing rules (e.g., for appropriate behavior) and parameters (e.g., population and sight distance) change outcomes drastically and unpredictably resulting in patterns that are very complex and appear planned or organized--but by who!

Note how changing sight distance affects outcome in terms of number and stability of the emerging clusters (or teams). Play with the parameters (e.g., try population=78 or so, sight distance=7).

Note that communication difficulty or cultural diversity, etc. could be functionally similar to sight distance and be sufficient to produce cultural clustering without postulating other social psychological explanations. In what ways might cultural differences in the rules for local interactions affect the self-organization process and hence the global outcomes?

Note how medium (e.g., online vrs f2f) could also be related to sight distance in effects?

How much of what goes on in teams is attributable to leadership or management or previously learned global plans and how much "simply" emerges from relatively simple rules we learn for interacting at the local level?

Particle swarm optimization

The traditional western social science paradigm views humans as primarily intentional & rational and behavior, and its products, as caused by decision-making, planning, leadership, and so forth. But there are other paradigms.

Evolution computation, self-organization, and swarm intelligence are related paradigms that view people (teams, organizations, etc.) as potential problem solutions to challenges in the ecology and identify natural selection strategies to optimize the solutions (i.e., each person is a potential solution to some problem!). Evolution is a general problem-solving algorithm.

In a “rational” model of optimization intelligence is defined at the individual level; in an “evolutionary” model Intelligence is defined at the level of the “swarm” — the collective.

Particle swarm optimization — built on comparing “our own best” & “our neighbors’ best” over many iterations.

Implications for organizational training & intervention —

need to facilitate awareness of own previous best practices support awareness of — & communication with — best local others.

Intercultural Models & Skills

To be effective in intercultural intervention we must have a good theory or model of the challenges faced and the strategies & skills necessary to address these challenges. For example, the challenges --

Getting the job done by dealing effectively with

diversity & change

Maintaining motivation

Coping with “ecoshock”

Contact

Disintegration

Reintegration

Autonomy

Re-entry

Culturefatigue

Relationships & rules Universalist vrs Particularist orientations.

The Group and the individual Individualism vrs Communitarianism

Feelings and relationships Affective vrs Neutral cultures

How far we get involved Specific vrs Diffuse cultures

How we accord status Ascription vrs Achievement

How we manage time Sequentially vrs Synchronistically

How we relate to nature Internal vrs External Control

Corporate cultures Family (person-oriented); Eiffel Tower (role-oriented); Guided Missile (project-oriented); Incubator (fulfillment oriented)

. Adler

Bennett & Bennett

Trompenaars

Fontaine

DenialDefense Minimization

Acceptance Adaptation Integration

Ethnocentric Stages Ethnorelative Stages

Development of Intercultural Sensitivity

The Skills

Attentional regulation

Attentional flexibility

Identifying motivation profile-destination

ecology match

Patience

Broadening stress-coping tool kit

Use of a sense of presence to

build IMCs

Communication skills in ritual

exchange, perspective sharing, & language, context &

agenda matchingSocial skills--particularly in

conflict resolution

Identifying the social support provided at home

Identifying social support needs abroad

Identifying social support opportunities abroad

Matching unfilled needs with available support

Skills for coping with ecoshock

Skills for maintaining motivation

Skills for developing &

maintaining social support

Skills for dealing with

diversity

Training for successful

global assignments

Intercultural Training & Intervention Programs b

Training

Screening &

Self-selection

Travel & Relocation

Orientation

The Challenges of dealing with

diversity at home, abroad & online

Social

Support

Organization

Support

Health

Mental Health

& Counseling

Consulting

& Coaching

Organization Management & Development

Community &

International Mediation

Foreign Study & Multicultural

Education

“Screening” Map for Asia & Middle East

Adapted from the TIBS Screening Program

“Knowledgeable” > 65

“OK” > 50

“Maybe in a pinch” > 35

One point for -

Country

Capital

Population

Typical Screening “Self-Assessment” Instruments

Cultural Competence Self-Evaluation Form (CCSE)(For counselors & health &mental health providers)

Inventory of Cross-Cultural Sensitivity (ICCS)

Cultural Intelligence (CQ) Scale

Intercultural Development Inventory (IDI)

Inventory of Cross-Cultural Sensitivity (ICCS)

ICCS Online

C Scale = Cultural Integration "I have foreigners to my home on a regular basis“

B Scale = Behavioral Response "The way other people express themselves is very interesting to me“

I Scale = Intellectual Interaction "I enjoy being with people from other cultures“

A Scale = Attitude Toward Others "Foreign influence in our country threatens our national identity" (reversed)

E Scale = Empathy "I think people are basically alike“

From K. Cushner et al. (2003)

Emotional intelligence (EI)

Emotional intelligence (EI) – developed by Daniel Goleman – is the ability to identify, assess & control the emotions of oneself, of others & of groups – http://danielgoleman.info/topics/emotional-intelligence/.

Today organizations worldwide routinely look through the lens of EI in hiring, promoting & developing their employees.

Much of the work on EI is supported by the Consortium for Research on Emotional Intelligence in Organizations – http://www.eiconsortium.org/

Cultural Intelligence (CQ) Scale

Cultural Intelligence (CQ) is a person’s capability to function effectively in situations characterized by cultural diversity. (See Earley, P. C. & Ang, S. (2003). Cultural Intelligence: Individual Interactions Across Cultures. Stanford University Press)

ImportanceIn today’s increasingly global and diverse work settings, the ability to function effectively in multi-cultural situations is important for employees, managers, and organizations.

Knowledge of your Cultural Intelligence provides insights about your capabilities to cope with multi-cultural situations, engage in cross-cultural interactions appropriately, and perform effectively in culturally diverse work groups.

Knowledge of the Cultural Intelligence of others provides insights about how best to interact with others in multi-cultural situations, engage in cross-cultural interactions appropriately, and perform effectively in culturally diverse work groups.

Contemporary Conceptualizations of IntelligenceContemporary research recognizes the importance of interpersonal intelligence, emotional intelligence (e.g., Daniel Goleman, 1998), and social intelligence. Like these other forms of intelligence, CQ complements IQ by focusing on specific capabilities that are important for high quality personal relationships and effectiveness in culturally diverse settings. Adapted from Linn Van Dyne © 2005 – 2007

Cultural Intelligence (CQ) Online

The scale www.culturalq.com/20itemscale.html

In Mandarin at www.culturalq.com/papers/20_item_CQ_Scale_Mandarin.pdf

Intercultural Development Inventory (IDI)

www.idiinventory.com/index.php Mitch Hammer

The Intercultural Development Inventory® (IDI®) is a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity. The IDI can be used for a wide variety of purposes, including:

Individual assessment in coaching, counseling situations

Group analysis in teambuilding efforts

Organizational-wide needs assessment for training design

Program evaluation to assess the effectiveness of various interventions

Research

The IDI is a 50-item, theory-based instrument that can be taken either in paper and pencil form or online. The IDI is currently in twelve languages (Bahasa Indoneasian, English, French, German, Italian, Portuguese, Spanish, Russian, Korean, French, Japanese and Chinese). Translations from the English-language version were completed using rigorous "back translation" scientific protocols to insure both linguistic and conceptual equivalency. The instrument is easy to complete and it can generate an in-depth graphic profile of an individual's or groups' predominant level of intercultural competence along with a detailed textual interpretation of that level of intercultural development and associated transitional issues.

A “Screening Checklist” – Copeland & Griggs

Twenty Questions For The EmployeeHow Will I Perform In An International Assignment?

To assess how hard you will have to work to become effective in another culture, rate your answers to the questions below, on a scale of 1 to 5. A rating of 1 means the statement is very untrue, a firm "no." A rating of 5 means It is strongly true, a firm "yes."

1. Do I need a strong support staff and technical experts In order to do my job well? ____2. Do I become exasperated when kept waiting? ____3. Must I adhere to a firm schedule to feel I am making progress? ____4. Do I feel frustrated, impatient, or bored when social subjects are being discussed in business situations? ____5. Do I believe that having the best product and best price will always win, above all else? ____6. Am I outraged when told one thing and later find it is not true? ____7. Do I make decisions alone, without the advice of my colleagues? ____8. Do I prefer to work alone? ____9. Am I very uncomfortable in ambiguous or unpredictable situations? ____10. Am I intolerant of people who do not do things my way? ____11. Do I have trouble communicating with people outside my field? ____12. Do I consider learning a new language a waste of time? ____13. In hiring employees, choosing co-workers, or seeking a new job, would I prefer to work with someone of my own race and ethnic background? ____14. Have I had negative experiences working with people different from myself? ____15. Do I feel it is most important to get the job done, even If it means doing it myself? ____16. Do I sometimes concentrate so hard on what I am doing that I forget to pay attention to the reactions and feelings of my co-workers? ____17. Do I put my job first and expect my spouse and children to tend for themselves? ____18. Do I prefer to keep my business and social life totally separate? ____19. Overseas, would I most likely "be myself" and expect others to accept me for what I am? ____20. Is money my main reason for accepting an overseas assignment? ____

Total your scores.

If your score is 20 or below, you should do well in many cultures.If it is between 20 and 50, you will have to work hard to overcome your habitual work attitudes and style.If your score is above 50, you may experience great frustration and difficulty; you should reconsider your reasons and expectations before accepting an international assignment.

Adapted from Copeland, L. & Griggs, L. (1985). Going international: how to make friends and deal effectively in the global marketplace. NY: Random House.

A “Screening Checklist” - Fontaine

Name:

He or she:Works well with new or changed management styles? Y ? NWorks well with new clients or customers? Y ? NAdapts well to changes in organizational structure? Y ? NAdapts quickly to and make use of new technologies? Y ? NIs able to provide own structure for tasks? Y ? NQuickly rearranges schedule when useful? Y ? NIs self-motivated? Y ? NHas a variety of friends? Y ? NManages stress well? Y ? NIs broadly aware of people, resources & problems in a situation? Y ? NIs not bound by the "rules" or standard procedures? Y ? N

Y=___ ?=___ N=___

Sample Items from an Orientation Checklist

General information about the host cultureGeography and climate Y NCurrent events and economic and social conditions Y NImportant people Y N

Specific information about living & working in the hostculture

Survival tips on laws, disease, crime, and security risks Y NTypical business practices such as hours and rates-of-pay Y NHousing, health facilities, and schools Y N

Information about preparing for the assignmentPassports, visas, work permits; health, tax clearances Y NTax information Y NMoving household goods Y N

Specific information about the particular assignmentOrganizational cultures Y NClients, contractors, and key personnel Y NHost attitudes toward the assignment Y N

Orientation to Some Common & Important Cultural Differences a

The individual & self vrs the collective as the primary unit of value.

Emphasis on honesty & directness vrs harmony, indirectness & face.

Value on doing vrs being or belonging--implications for equality, status & age.

Emphasis on the quality of the deal vrs the quality of the relationship in making decisions to do business--implications for ritual & the bargaining process.

Preference for high power distance in which bosses make all the decisions vrs low power distance in which subordinates expect to participate.

Belief in control vrs fatalism--implications for uncertainty avoidance, planning, decision making & training.

Belief in high vrs low work centrality.

Preference for monochronic vrs polychronic structuring of activities in time.

Some Common & Important Cultural Differences b

A past vrs present vrs future orientation--implications for valuing progress, change, tradition & continuity.

Perception of people & nature as independent & competitive vrs interdependent and in balance--implications for valuing technology.

Belief in universalism vrs particularism or rules vrs relationships.

Emphasis on analytic vrs holistic, relational or intuitive understanding--implications for research, education & training.

Different strategies for forming, maintaining & dissolving relationships--including the value on individual attitudes vrs role performance.

Differences in verbal & nonverbal communication symbols.

Preference for high vrs low context communication.

Different conflict resolution strategies!!!

Some Key Filipino/American Cultural Differences

Emphasis on the individual or self (American) vs. the relationship or collective (Filipino) --implications for the value of individual freedom, independence, self-reliance, collectivism, relationship building (pakikisama) & authority.

Compartmentalization, openness & mutual independence in relationships (American) vs. breadth, formality & mutual dependence (Filipino)--implications for trust, role relevance & obligations.

Value on honesty (American) vs. harmony (Filipino) in relationships--implications for communication directness & indirectness (not to wound amor-proprio or self-esteem).

High power distance between bosses and workers (Filipino) vs. low power distance (American)--implications for expected/desired participation in decision making.

Preference for monochronic (doing things sequentially--American) vs. polychronic (doing things in an interwoven manner--Filipino) structuring of activities over time.

A belief in the ability to control one’s life (American) vs. a more fatalistic (bahala na) orientation (Filipino)--implications for planning, decision making & problem solving.

The place, timing & size of personal payments--”tips” & “bribes” (lagay).

Direct verbal expression of conflict by complainant (American) vs. indirect expression (tampo) and interpretation by target (Filipino).

Some Key Japanese/American Cultural Differences

Emphasis on the individual or self (American) vs. the relationship or collective (Japanese)--implications for the value of individual freedom, independence, self-reliance, in-group vs. out-group competition, collectivism & authority.

Value on honesty (American) vs. harmony (Japanese) in relationships--implications for communication directness, indirectness & face (kao).

Emphasis on the quality of the immediate “deal” (American) vs. the longer-term relationship (Japanese)--implications for the objectives of business meetings (e.g., decision making or relationship testing).

High (Japanese) vs. medium (American) work centeredness--implications for the role of the company vs the family or community in worker’s lives.

High (Japanese) vs. low (American) uncertainty avoidance--implications for planning, job descriptions & job security.

High (Japanese) vs. lower (American) reliance on “context” in communication--implications for the meaning of words (yes), gestures & silences.

Direct verbal expression of conflict by complainant (American) vs. indirect expression and interpretation by target (Japanese).

Means on Work-related Perceptions a

Individualism: The degree to which action is taken for the benefit of the individual or the group.

Power Distance: The structure of authority in an organization. The degree to which inequality or distance between those in charge and the less powerful (subordinates) is accepted.

Uncertainty Avoidance: The structure of activity in an organization. The extent to which people prefer rules, regulations and controls or are more comfortable with unstructured, ambiguous or unpredictable situations.

“Masculinity” or “work-centrality:” The degree to which we focus on goal achievement and work or quality of life and caring for others and the place of work in employees lives. The relative masculine and feminine influences in the workplace.

Confucian Work Dynamism (Michael Bond) differentiates between a long-term orientation to life and valuing persistence, status differences, sense of shame (China, Japan, South Korea, India) and a short-term orientation to life valuing tradition, personal steadiness, reciprocity, and face (Pakistan, Nigeria, Philippines, Canada, UK, US)..

Hofstede, G. (1991). Cultures and organizations: Software of the Mind. London: McGraw-Hill.

Means on Work-related Perceptions b

Power UncertaintyDistance Avoidance Individualism “Masculinity”

Philippines 94 Greece 112 USA 91 Japan 95Mexico 81 Portugal 104 Australia 90 Austria 79Venezuela 73 Belgium 94 GB 89 Venezuela 73India 77 Japan 92 Canada 80 Italy 70Singapore 74 Peru 87 Netherlds 80 Switzerld 70Brazil 69 France 86 New Zeald 79 Mexico 69Hong Kong68 Chile 86 Italy 76 Ireland 68France 68 Spain 86 Belgium 75 GB 66Colombia 67 Argentina 86 Denmark 74 Germany 66Turkey 66 Turkey 85 Sweden 71 Philippines 64USA 40 USA 46 USA 62Ireland 28 Ireland 35 Taiwan 17 Finland 26New Zeald 22 HK 29 Peru 16 Denmark 16Denmark 18 Sweden 29 Pakistan 14 Netherlds 14Israel 13 Denmark 23 Colombia 13 Norway 8Austria 11 Singapore 8 Venezuela 12 Sweden 6

Confucian Work Dynamism (Michael Bond) differentiates between a long-term orientation to life and valuing persistence, status differences, sense of shame (China, Japan, South Korea, India) and a short-term orientation to life valuing tradition, personal steadiness, reciprocity, and face (Pakistan, Nigeria, Philippines, Canada, UK, US).

Adapted from Hofstede http://www.geerthofstede.nl/

Some Key Bases of Differences in Corporate and National Cultures

Relationships & rules Universalist vrs Particularist orientations.

The Group and the individual Individualism vrs Communitarianism

Feelings and relationships Affective vrs Neutral cultures

How far we get involved Specific vrs Diffuse cultures

How we accord status Ascription vrs Achievement

How we manage time Sequentially vrs Synchronistically

How we relate to nature Internal vrs External Control

Corporate cultures Family (person-oriented); Eiffel Tower (role-oriented);

Guided Missile (project-oriented); Incubator (fulfillment oriented)

Trompenaars, F. & Hampden-Turner, C. (1998). Riding the Waves of Culture: Understanding Cultural Diversity in Global Business.

Trompenaars & Turner How Far We Get Involved 7.3

Trompenaars & Turner How We Accord Status 8.2

Trompenaars & Turner How We Relate to Nature 10.1

Trompenaars & Turner Universalist vs Particularist Orientations 4.1

Trompenaars & Turner Universalist vs Particularist Orientations 4.2

Trompenaars & Turner The Group & the Individual 5.1

A Tale of "O"

http://www.youtube.com/watch?v=p56b6nzslaU

Orientation to Hawaii

List the 10 key points of information that a person coming to Hawaii needs to know about working and living here

1

2

3

4

5

6

7

8

9

10

List the 5 key points of information that a person coming to Hawaii to work with you needs to know

1

2

3

4

5

Orientation Resources

Reference books, novels & films

Newspapers & Periodicals--with country or international focus

Government agencies--own & foreign; at home & abroad

Travel agents, travel consultants, airlines, global moving companies & credit or charge card companies

Returning compatriots

Visitors from the host culture

Site visits

The Internet

Orientation on the Web

Training for Intercultural Effectiveness

Stress-management training

Stress-management training

Cross-cultural trainingCross-cultural training

Culture training

Culture-Specific

Culture-General

Culture training

Culture-Specific

Culture-General

Technical, Professional or

Management training

Technical, Professional or

Management training

Language training

Working with interpreters

Working with 2nd language speakers

Language training

Working with interpreters

Working with 2nd language speakers

Intercultural trainingIntercultural training

Training Approaches & Techniques

Lecture, group discussion & media presentations

Self-awareness training - Contrast American Episodes and individual & organizational cultural self-assessments

Attribution or sensitivity training - Cultural Assimilators and Critical Incidents

Experiential/Simulation/Role-playing training - Experiential exercises with stop-the-world techniques

Interaction training - Immersions exercises in or outside of training environment

IMC training - Task analysis

Conflict Resolution training - Workplace Conflict exercise

Social Support training - Social support exercise

Case Studies

Massive multiplayer online gaming (MMPOG) & simulations – Urgent Evoke, Opinion Space (see Cathy Davidson (2011). “Now you see it: How the brain science of attention will transform the way we live, work, and learn. “

Evoke, swarm, change the world!

This is not a simulation. You are about to tackle real problems –

food securityenergywater securitydisaster reliefpovertypandemiceducationhuman rights

Welcome to the Evoke Network. Welcome to your crash course in changing the world.

What's an "evoke"?

There's an old saying here: "If you have a problem, and you can't solve it alone, evoke it."

When we evoke, we look for creative solutions.We use whatever resources we have.We get as many people involved as possible.We take risks.We come up with ideas that have never been tried before.

An evoke is an urgent call to innovation.Evoking first started in Africa, but it can happen anywhere.

www.urgentevoke.com/page/how-to-play 1:30 min

The evoke blog – blog.urgentevoke.net/

Developed by the World Bank Institute, the learning and knowledge arm of the World Bank Group, and directed by alternate reality game master Jane McGonigal.

Opinion Space

3 min

“Contrast American” Episodes

Smith: Yes, my replacement, Mr. Jackson, will be here next week. And I’d certainly like to bring him over so I could introduce him to you.

Konda: Ah, Mr. Jackson. You know Mr. Jackson?Smith: Yes, we worked together several years ago in Germany.Konda: Ah! Is he a good man?Smith: Oh yes, he is a very fine manager. He’s a graduate of Harvard, he’s worked for several

firms, and his last position with us was a major one.Konda: I see.

---------------------------------------------Konda: You like tea?Smith: Yes, (accepting a cup) thank you.Konda: Yes, tea is good.Smith: That’s good tea. It’s very good.Konda: Ah, yes. Well, tell us all about yourself.Smith: Ok. I went to school in Texas, at the University of Texas, and of course I’m an engineer;

and I spent my last year in Germany in our engineering division. And now I’m here principally as an advisor.

---------------------------------------------Smith: Well, Kahn’s team can bring in some bulldozers and a road grader--that’s big

construction equipment--and we can level the road, and cut down some of the trees along the edge of the road and dig drainage ditches.

Konda: You say you have to cut trees?Smith: Well, yes. I mean, this will straighten out the road. And, of course, we’ll only cut the

trees right next to the road. They’re mostly old trees anyway, and too old to grow fruit.Konda: Yes, indeed, these are old trees, Mr. Smith.

Adapted from Kraemer

Individual & Organizational Cultural Self-Assessments

“Culture in the Workplace Questionnaire” – Based on the dimensions of “work-related perceptions” – Individualism, Power Distance, Certainty, Individualism, Achievement, & Time Orientation (after Hofstede, 1991).

Sample questions

Values Exercise

Imagine that your cruise ship has just sunk in the open ocean. Your group is safe on a raft with a good chance to survive. There is still room for three more people.

(1) As a group make a choice from the list below of the three persons you would take on board.

A ten-year-old childAn injured womanA thirty-year-old manA married couple in their seventiesA medical doctorA religious leaderA ship's officerA newly wed couple

(2) List the perceptual dimensions you used in differentiating among the persons to make your selection: For example, "survivability," "ability to provide assistance," or "most likely to benefit from a longer life." Identify the categories within each dimension (values) which led each person to be selected or excluded. For example within the dimension of survivability, you might identify “ woman” because they typically survive such experiences longer.

Stranded!

After a shipwreck, an Hawaiian man and a Japanese man are stranded on one island; a Haole man, the Filipina wife of the Hawaiian man and her mother are stranded on the other. The wife wishes to go to her husband and discusses her dilemma with her mother. The wife then asks the Haole man to row her to the other island. He agrees in exchange for her sleeping with him. She submits and he rows her over to the other island. She tells husband and he kicks her out. The Japanese man takes her in but won't let her return to her husband later.

Rank each person on a dimension of morally best to worst.Discuss what dimensions of value led to your ranking.

Sensitivity or Attribution Training

Objective -- to learn about the culture in others. How other cultures perceive the world and specific incidents in it.

Culture Specific Assimilators (Triandis) or Intercultural Sensitizers (Albert) or Simulators (Montalvo)

“Isomorphic attributions”

Construction of assimilators

Culture General Assimilators (Brislin)

Impact more on perceptions than performance

Post-training paralysis (Landis)

Online Russian, Israeli, Austrian & US Assimilators

Culture Specific Assimilator a

The Mexican American Culture Simulator for Child Welfare

Frank F. Montalvo, Tonia T. Lasater & Nancy Garza

Abstract: Project staff and experienced child welfare personnel adapted the Culture Simulator to train child welfare caseworkers to have an empathic understanding of minority children and families in order to encourage and support ethnic identity, integrity, and community life. The training technique used 4 self-instructional modules containing 40 critical casework incidents (derived from discussions with 180 San Antonio, Texas, barrio residents) depicting misunderstanding between Mexican American clients and Anglo American child welfare workers due to differences in their sociocultural backgrounds. Trainees (27 non-Hispanic child welfare workers) were instructed to rank the 4 alternative explanations for the misunderstanding in each vignette according to the-best-to-the-least preferred answer. Trainees were given the teaching volumes, each with a test form and rationales, in sequence. After reading the rationales in order of their answer selection, trainees scored their own tests. Results from trainees and 3 control groups (46 child welfare and family service workers tested with single volumes) indicated that significant cumulative learning took place, the technique was equally effective with experienced and inexperienced workers and for those with extensive exposure to the Mexican American community, and the best results were obtained when the modules were followed by discussions designed to integrate the knowledge gained.

Culture Specific Assimilator b

Culture General Assimilator a

The Personal Touch

Missing his wife and children who were still back in the United States, Jack accepted a friend's invitation to attend a party in Manila. Jack had received his assignment from his company on rather short notice and so came ahead of his family since he and his wife did not want to pull their children out of school in the middle of the year. Jack and his friend showed up at the party, Jack was introduced around, and soon fell into conversation with a very attractive Filipino woman. While speaking with Jack, this woman was very animated and very attentive to Jack's observations on various topics. When Jack mentioned something about his personal life, the woman matched it with a incident from her own life and added more detail than did Jack in his stories. Occasionally, the woman touched him when talking with him. Jack thought things were going well, but when he suggested that he and the woman go to a nightclub after the party by themselves, the woman cut off the conversation as quickly as politeness permitted and walked off to chat with friends in another part of the room. Jack was not sure what had happened.If Jack asked you to help him understand what had happened, what would you say?

(1) Jack has misinterpreted the meaning of the woman's behavior.(2) The woman was trying to tease Jack so as to flatter herself when Jack made the inevitable

suggestion.(3) Jack's behavior reflected his ambivalent feelings about his wife.(4) The friend who brought Jack to the party should have prepared Jack for eventualities such

as this.

Adapted from R. W. Brislin, et al. Intercultural Interactions: A Practical Guide.

Culture General Assimilator b

A Managers' Dilemma

Ned Schwartz, the manager of a large factory operation in Canada, had been transferred to an operation of the same size in a Central American branch, as its production had always been low. Ned had a reputation of getting things done, but from the start Ned had a hard time. Government regulations made procuring needed materials difficult. Communication from his site to headquarters was slow and often garbled. Even Ned's personal work habits had to be changed. He was used to working late and inspecting the plant after most of the workers had gone home, but strict military rule imposed curfew hours over such installations as Ned's. In his own country there were organizations to protest such unreasonable restrictions, but superiors here said there was nothing one could do. Ned became increasingly depressed and ineffective. He finally asked to be sent back to his original operation.

What can help explain Ned's situation?

(1) The job was not really appropriate for Ned since the difficulties were too great.(2) Ned found himself in a situation where he had relatively little control over matters.(3) Operations in Third World countries are impossible to bring to maximization given the

resources available.(4) Ned did not have the proper local support. If he had been nicer to local authorities and

workers, they would have offered him more cooperation.

Adapted from R. W. Brislin, et al. Intercultural Interactions: A Practical Guide.

Experiential & Interaction Training

Stop-the-world

experiences

Identification of differences in culture and broader ecology

Identification of strategy options for successful interaction

Identification of skills needed to implement those strategies

Practice with skills

An “iterative”

process

Experiential Training Activities

A1A2 Exercise

Correct responseYour

command

Score + or -Partner’s turn

F(1) 2 [ ] A(5) 4 [ ] B(5) 1 [ ] F(2) 4 [ ] E(2) 5 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

E(2) 5 [ ] D(1) 2 [ ] E(3) 2 [ ] D(3) 3 [ ] F(1) 2 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

C(5) 5 [ ] C(1) 1 [ ] F(4) 1 [ ] D(5) 1 [ ] C(5) 5 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

F(3) 3 [ ] C(3) 3 [ ] B(1) 2 [ ] B(2) 5 [ ] F(3) 3 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

A(3) 5 [ ] A(4) 2 [ ] C(4) 4 [ ] A(2) 3 [ ] A(3) 5 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

Figure Grid

Response Grid

BaFa’ BaFa’ a

© Copyright Simulation Training Systems

BaFa’ BaFa’A Cross Cultural Simulation

BaFa’ BaFa’ b

Outline of ActivitiesDivide into two cultures.Learn and practice your new culture.Select an observer.Exchange observers.Observers return and report observations.Exchange sets of visitors.Each set of visitors reports its observations.End of the simulation.Discuss and analyze the experience.

Cases

The Office – “Diversity Day”

Workplace Conflict

Attribution ConflictSymptoms:

Confrontations, discussions, arguments & fightsDirect & indirect hostility

Solutions:Changes in organizational, relationship or microculture

Ignorance of Attribution ConflictSymptoms:

Lack of synchrony, responsiveness & enthusiasmSolutions:

Increased sense of presence & improved perspective sharing

Attributional AmbiguitySymptoms:

Problem solving difficultiesThreats to relationship stability

Solutions:Maintaining motivation

Tolerance & trust in affect or intentionsStress management

Workplace Conflict Exercise

A good boss should be--

strong, decisive, and firm but fair. He/she should be protective, generous, and indulgent to loyal subordinates.

impersonal and correct, avoiding the exercise of authority for his/her own advantage. He/she should demand from subordinates only that which is required by the formal system.

egalitarian and influenceable in matters concerning the task.

responsive to the personal needs and values of others. He/she should provide satisfying work opportunities for subordinates.

3

Your

partner’s

rank

2

Your

rank of partner

1

Your

rank3 - 1

3 - 2

Attribution Conflict Score (total of 3 -1; range 0 to 56) =

Ignorance of Attribution Conflict Score (total of 3 - 2; range 0 to 56) =

 Adapted from C.B. Handy, Understanding organizations. Penguin Books.

Marital Conflict

Attribution ConflictSymptoms:

Confrontations, discussions, arguments & fightsDirect & indirect hostility

Solutions:Changes in organizational, relationship or microculture

Ignorance of Attribution ConflictSymptoms:

Lack of synchrony, responsiveness & enthusiasmSolutions:

Increased sense of presence & improved perspective sharing

Attributional AmbiguitySymptoms:

Problem solving difficultiesThreats to relationship stability

Solutions:Maintaining motivation

Tolerance & trust in affect or intentionsStress management

Key Potential Marital Problem Areas

• Marital goals (What are the motives? Individual vs relationship centered?)

• Decisions (Who makes decisions over what? How?)

• Children (How many? Who's responsible for rearing?)

• Money (How saved? Where spent? Who manages?)

• Cooking & housekeeping (Who? What?)

• Sex (How? How often? Who initiates? Who responds? What's it mean?)

• Extended family (Importance? Residence? Roles?)

• Work (Who works? Where? How work centered?)

• Lifestyle (Homebound? Social & Entertainment? Travel?)

• Conflict resolution (Direct, confrontative vs avoiding, mediated?)

Program Evaluation a

General evaluation issues

Did the training program meet its objectives?Formative evaluationSummative evaluation

Evaluating intercultural training & intervention programs

Identifying the objectives--Typically training does not give trainees skills to be effective in intercultural/international contexts. It informs, instructs, illustrates, and perhaps provides some practice in those skills. The effectiveness of training depends on the extent to which trainees bring what is learned back home to their job and are motivated to give as much attention to developing those skills as they do other skills deemed essential to their job and career.

Organizational objectives

Employee knowledge/skills/motivationEmployee performanceOrganization performance

Trainer objectivesfacilitator learninggood impression to further training opportunities

Program Evaluation b

Timing of evaluation

In-course evaluation of trainee knowledge and motivationOn-the-job evaluation of trainee skills and work group performanceEnd of year/end of 5-year/etc. evaluation of trainee and organization performance

Evaluation methods

Experimental designs (with good assessment, manipulation & control)Post-post (with control group and random assignment)Pre-post (with control group and random assignment)LongitudinalNon-experimental designsOne-group pre-post (without control or random assignment)Static group comparison (without random assignment)Regression-discontinuity (multiple groups without random assignment)

Procedures

Self report questionnaires/interviewsOther report questionnaires/interviewsObservation

Worksheets for Building IMCs

Step 1Tasks essential to assignment completion

A.________________________________________________________B.________________________________________________________N.________________________________________________________ Step 2Ecological characteristicsof task __

1.__________________________________

2.__________________________________

n.__________________________________

Step 3Alternative strategies for completing task __

a.________________________________________________________

b.________________________________________________________

n.________________________________________________________

Step 4Strategy-Ecology Links

(+ 0 -)a b n

[ ] [ ] [ ]

[ ] [ ] [ ]

[ ] [ ] [ ]Net =

Step 4Strategy-Ecology Links

(+ 0 -)a b n

[ ] [ ] [ ]

[ ] [ ] [ ]

[ ] [ ] [ ]Net =

Key Training Concerns

• Who should receive training?

• When should training be provided?

• How long should the training be?

• Where should training take place?

• Who should provide training?

High Impact Intervention

Flaws of conventional intervention projects Project defined in terms of consultant’s expertise or products (not in terms of client

results to be achieved) Project scope based solely on problem to be solved (ignoring clients readiness for

change) One big solution (rather than incremental successes) Sharp division of responsibility between client and consultant (not partnership) Labor-intensive use of consultants (instead of leveraged use)

Keys to high impact intervention projects

Define goals in terms of client results instead of consultant products Match project scope to what the client is ready to do Aim for rapid-cycle successes to generate momentum (create smaller rapid-cycle projects

from large-scale goals) Build a partnership to achieve and learn (Abandon the traditional view that a project is a

task carried out by a consultant for a client. The project has to be seen as a joint undertaking to produce a joint product. Both players have to accept that much of the work can and should be done by client personnel--they often will not only produce better results for less expense, they will also benefit from the learning that results from the experience.)

Create a contract for collaboration instead of a proposal for a job Build communication bridges (perspective sharing, agenda matching, information

exchange, social influence) and provide interpretation based on more intimate client experience and broader consultant experience.

Adapted from Schaffer, R. H. (2002). High Impact Consulting: How Clients and Consultants Can Work Together to Achieve Extraordinary Results. San Francisco: Jossey-Bass.

Distributions of Client/Consultant Involvement in Intervention ActivitiesType of Activity

ReflectorProcess

Specialist

Fact

Finder

Alternative

Identifier

Collaborator

in Problem Solving

Trainer/

Evaluator

Technical Expert Advocate

Raises questions for reflection

Observes problem-solving processes & raises issues mirroring feedback

Gathers data & stimulates thinking

Identifies alternatives & resources for client and helps assess consequences

Offers alternatives & participates in decisions

Trains the client & designs learning experiences

Provides information & suggestions for policy or practice decisions

Proposes guidelines, persuades or directs in the problem-solving process

High Client

Involvement

Non-directive Consultant Role

High Consultant Involvement

Directive Consultant Role

Adapted from Management Consulting: A Guide to the Profession, M. Kubr, (Ed.) (1996). University Associates, La Jolla, CA.

Ethical Issues in Training & Intervention

Issues associated with the trainer

Must be knowledgeable in contentMust be competent in method (training pedagogy)Must be committed to professional development

Issues associated with the content of training

Information exchange and skill developmentConfrontation with new beliefs and behaviors in trainingChanging trainees' perceptions, attitudes, values

Issues associated with the client organization

Purposes to which new skills are to be applied

International Roles

Senior Executives

International Assignees

International Business Travelers

Home Office Staff

Global

Managers

Host-Country

Counterparts

Adapted from Wederspahn 2000

Cultural Process Teams

Management Teams

Global Teams

Cultural Process TeamsOrganizational design

Interventions

Mediation

Multicultural

Ecology

Adapted from Silvia Odenwald

Global Manager's Tasks

•Readily adjusting to different cultural values & practices•Networking with multicultural colleagues & associates on a worldwide basis•Conducting business diplomacy at the highest corporate & governmental levels•Balancing conflicting interests of stakeholders in different countries•Promoting & supporting multicultural teamwork•Learning from colleagues of all nationalities•Sharing of best practices between country operations•Managing cultural and ethnic diversity within the organization•Being a catalyst to move the company globally•Representing the global perspective in corporate strategy planning•Flexibly & quickly adapting to changes in the global business ecology•Modeling global managerial attitudes & behaviors to peers & subordinates

Adapted from Wederspahn, 2000

Global

Managers

Global Manager's Skills

Ways of Thinking• Keeping the global corporate mission in focus amid ambiguous, dynamic & sometimes chaotic

international business conditions• Being continually engaged in a global learning process• Being aware of their own "cultural baggage," but transcending it• Discerning individual versus cultural differences• Accurately interpreting cross-cultural signals of warning, threat, approval, acceptance, discomfort,

agreement, displeasure, support, disagreement & so forth• Thinking about business matters from different cultural viewpoints

Ways of Feeling• Enjoying international travel & the foods, music & so forth in "strange lands"• Liking the challenge of learning about other cultures• Being relatively uninhibited when practicing new behaviors• Accepting uncertainty or ambiguity• Feeling comfortable among people from other cultures• Having confidence, but not over-confidence• Being a "presence seeker" Adapted from Wederspahn, 2000

Global

Managers

Management Planning in Strange LandsNew, Diverse or Changing Ecologies

Remind ourselves of the organization’s mission.

Revise if necessary & possible.

Remind ourselves of the organization’s mission.

Revise if necessary & possible.

Identify strategies for fulfilling the mission and specific objectives

within each.

Identify strategies for fulfilling the mission and specific objectives

within each.

Assess the support by

organizational ecology in terms of people (e.g., cultures,

skills, motivations, social climate), facilities, resources,

products or services, markets or clients,

competition, time, place, larger organizational context, and community and changes

in that ecology.

Assess the support by

organizational ecology in terms of people (e.g., cultures,

skills, motivations, social climate), facilities, resources,

products or services, markets or clients,

competition, time, place, larger organizational context, and community and changes

in that ecology.

Develop an action plan for each objective by identifying required tasks,

optimal process in terms of the organizational ecology, time-line,

resources, and personnel responsible.

Develop an action plan for each objective by identifying required tasks,

optimal process in terms of the organizational ecology, time-line,

resources, and personnel responsible.

Social Support

AssigneeSupportNeeds

AssigneeSupportNeeds

Home-countrygroups

Home-culturegroups

Host-culturegroups

NeedsResourcesInformation & guidanceA different perspectiveA similar perspectiveComparison for adjustment, performance & satisfactionSharing responsibility & effortFamiliarityCompanionshipIntimacy

Sources

Organizational Support for International Assignments

• Programs of preparation, support & training

• Clear assignment objectives & appropriate status

• Appropriate recognition, career relevance, salary & other benefits

• Staff support & other necessary task resources

• Performance appraisal with an understanding of international assignment problems

• Access to good communication technologies

• Health, passport, visa, banking, & tax arrangements

• Housing, transportation & security

• Vacations, R & R, & home leaves

• Help for nonworking spouse & children

• Health, mental health, and counseling assistance

• Assistance in re-entry to home office & community or to the next assignment

Skills in Developing & Maintaining Social Support

Identifying the social support provided at homeWho & what?

A focused or diffused pattern?

Identifying social support needs on the assignmentWho is left behind & how much support will they continue to provide?

Identifying social support available on the assignmentExploring & scouting

Matching unfilled needs with available supportMatching resource requirements of needs with resources provided by

available support groups

Maintaining existing relationshipsHome-country & home-culture groups

Dealing with work-group & family conflict

Developing, maintaining & dissolving new relationshipsHome-culture & host-culture groups

Quick personalization & being in the right time and placeDealing with conflictSaying “good-bye”

Social Support Exercise

My support needs Who fills them Filled Who is available at home? at home? abroad? abroad?

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

Social Support Online

Stress-management Skillsin New, Diverse or Changing Ecologies

Eat

Drink

SexSexPray

ShopSuicide

Acceptance

Sight see

Fight

Seeksolitud

e

Relaxation

GainperspectiveHike

SleepEscape

Exercise

Drugs

Meditate

Massage Anger

Get help

Walk

SmokeWork Read

Cry

Self-pity

Blameothers

Competitive sports

Analyze it

Therapy

Hobbies

Share it

Expanded “tool kit”for new ecologies

Stress-management “tool kit” for home

Mediational Model of Stress Management

Modify the stressor situationChanging the situation by adding music, lowering noise, altering workloadLeaving the situation through transfer, vacation or resignationIncreasing social and organizational support--particularly from the bossGetting more control over the situationModify mental appraisal of the situationRedefining the severity of the stressorEvaluating the stressor more positivelyAnd, critical to ecoshock, understanding the ecological bases for cultural differences experiencedModify the physiological arousal produced by the stressorMuscle relaxationMeditationExercisePrescription drugs, alcohol, etc.Developing effective responses for coping with the situationImproving technical and professional skillsImproving language skillsImproving social and communication skillsImproving a sense of presence, attention or flow as the situation requires

My Stress-management "Tool Kit"Current stress-management toolsEffectiveness

Net score [ ] Some new ones to try & develop

Some Key Ethical Challengesin Dealing with Cultural Diversity

The themeTo be successful in culturally diverse areas in the Pacific Rim requires not only dealing with cultural complexity about what ways to do business are seen as effective or not, but ethical complexity, as well. That iswhat ways are right or wrong in terms of broader moral, philosophical or religious beliefs. Whereas people often are willing to adjust their ways of business, they are typically much less likely to sacrifice their ethics !In Hawaii this complexity reflects our mix of cultures, our small island ecology and the relatively low mobility of our people.

The distribution of rewardsEquityEqualityNeedStatus

The timing of rewardsBribesTips & bonusesGifts

Communication of information & influenceHonest & directHarmony & indirect

ConclusionWhile ethical issues may be subtler and less frequently addressed than effectiveness and performance ones, they can influence business success as well. Especially in a small island ecology in which

Everyone knows everything and they remember!