Tag Archives: Human Resource Development

Developing (Cultural) Empathy

Empathic concernEmpathic concern goes beyond simply understanding others and sharing their feelings; it actually moves us to take action, to help however we can (https://www.inc.com)

Positive Empathy (and the avoidance of antipathy) can be taught! •The main roadblock to be removed is the distraction from paying attention. Motivate yourself to be more empathetic by knowing how important empathy is to personal (private and career) and collective well-being!

Emotional hypersensitivity •Emotional hypersensitivity does even sense covered negative emotions (Rozell, E., & Scroggins, W., 2010); Overdoses of negative feelings and pain of others may be a burden for anybody exposed to it (Young, E., 2016)

Misuse of empathyEmpathy can be for the good or the bad, e.g., not only for help, but for manipulation, bullying, and exert cruelty where it harms others most (Fairbairn, 2017)

Emotional contagion •Empathy for the physical and psychological suffering of others, can spread across a team. This is a relevant phenomenon for work places to address as it can cause depression and sickness. Some organizations, therefore, introduce stress-free zones (Young, E., 2016).

Social amplification of risk •Media plays a crucial role in reminding people of threats, coalition challenges, and feelings of uncertainty, which results in increases of the proclivity for prejudices against out-group members.

Empathic imagination •Imaginative empathy is one of the great gifts that humans have and it means that we can live more than one life. We can picture what it would be like from another perspective. – Dan Chaon

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Strategic and Systems Thinking & Global Talent Management Strategies

  1. Strategic thinking involves SYSTEM THINKING, reframing (e.g., positive thinking), and reflection (e.g., evaluating one’s reasoning). Strategic thinking is best enabled in unforceful leadership communities and has positive effects on information seeking behavior (Pisapia, J., 2006)
  2. A system thinker (as compared to a linear thinker) is able to improve the performance of a whole by not only improving its parts but by enhancing the RELATIONSHIPS AMONG THE KEY PARTS systemwide.
  3. Often, solution approaches are rather reactive and focus on addressing symptoms rather than the underlying problems. CHANGES COMES AT THE LEVEL OF CULTURE, mindset, by regenerating MENTAL MODELS based on (self-) awareness.
  4. Be aware of the heuristics (“rules of thumbs”) in DECISION-MAKING STRATEGIES. For important decision, mental shortcuts may rely too heavily on limited (personally available) and representative (personal image) information.
  5. Although GLOBAL MOBILITY SURVEYS (BGRS, 2016) report the strategic importance of global mobility function for the competitive advantages of large organization, only 10% of the respondents answered that their company’s global mobility strategy is aligned with the broader talent agenda.
  6. Immersion into international assignments/expatriation may foster more deep LEARNING ABOUT THE ‘HOW’ AND ‘WHY’ of how foreign cultures on the otherwise invisible level work. This can be beneficial for individual career capital and talent retention.
  7. Different career trajectories (e.g., dual careers) require a more strategic ALIGNMENT OF LIFETIME STAGES AND CAREER STAGES that are integrated into the organization’s strategic direction.
  8. Cultural tightness (independent of nationality, culture, and legislation for gender equality), in some organizations in some countries, hinders ADVOCATING WOMEN LEADERSHIP (Toh, Leonardelli, 2013)
  9. REVERSE/BACKWARD MENTORING can help to bring together the younger generations’ digital talent and the older colleagues rich experience, while providing both a possibility to engage and develop (Claire, 2011).
  10. More PROFESSIONAL FREEDOM, MEANINGFUL WORK, and WORK-LIFE BALANCE tend to constitute job characteristics increasingly crucial as a high-level tendency across different cultures. The question remains how far these can be achieved in environments of fierce competition and profit requirements.
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Global Mindset, Intercultural Sensitivity, and Global Communication Competency

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Mobility, Cultural Agility, & Cultural Humility

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Human Capital & Success in Learning

Human capital

Human capital refers to the production factors, coming from human beings, that are used to create goods and services. These include knowledge, skills, habits, and social and personality attributes (marketbusinessnews.com).

Neuroplasticity

Changes to neurological pathways in the brain take place with practice. This would suggest that innate talent has no/little role to play (C. Ackerman, 2018)

Metacognition

Metacognition as the study of mental processes is about “thinking about thinking” and “learning how to learn” (Flawell, 1979).

Expert learners

Expert learners are more aware of/able to monitor systematic cognitive processes and therefore have more knowledge and better problem solving capabilities (Laureate education).

Self-efficacy

Self-efficacy comes from own believes and attitudes that are stronger than social discouragement (Adapted from Bandura, 1997).

Efficacy judgments

Self-efficacy is influenced by four factors: Verbal persuasion (encouragement), vicarious experiences (role models), performance outcomes (motivational lifts), and physiological feedback (arousal) (Bandura, 1977; Redmond, 2010).

Motivation success

Motivation success will increase if the individual attributes his/her successes & failures to internal, unstable factors over which he/she has control (e.g., effort) (Weiner, 1974).

Just World Hypothesis

To make meaning of the world, people tend to have a need for believing that the world is fair. However, people often are less generous about other people than about themselves (M.J. Lerner, 1980).

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Leadership & (Em-)Power(-ment)

From our ‘80% Percent is Psychology’ session, Wednesday, January 16th, 2019. Thanks all for the great discussions!

  • Force causes counter-force; and transactional leadership likely results in compliance only; It is transformational leadership based on inspiration and collaboration that increases most follower’s involvement and true commitment.
  • It is not the acquisition of power (whether it be positional or personal), but the mindset through which it is employed which determines the nature and effectiveness of leadership.
  • Agile leaders are able to cope with uncertainty and complex issues. Based on self-awareness, they are willing to ask for help and transfer experiences and values to different areas of the business, which is inspiring and developing others too.
  • Representativeness posits that leaders need to demonstrate how they are similar to their followers and then succeed by representing the values of the group. Leaders themselves may be required to adapt to followers to ensure continued representation.
  • Leadership and follower diversity is an important contributor to organization’s success (DuBrin, 2016). Unfortunately, gender stereotypes still cause a preference for men in ‘power’ roles. •Acceptance of inequality doesn’t stem from a passive stance, but rather an active endorsement that allows to justify and perpetuate the status quo.
  • System Justification Theory (SJT) states that an underlying ideology is motivating the justification of social order in a way that contributes to the often-unconscious belief of inferiority most strongly among individuals of underprivileged groups. Although it is a myth that Western Societies are characterized by equality of opportunity, studies found that a majority’s belief in equality helps to justify a meritocratic ideology, i.e., that it is, given we all start with the same possibilities, fair that individual differences are rewarded. The motive to legitimize economic inequality is further blocking critical thinking capacities with severe consequences for the economic and psychological well-being of marginalized persons (Godfrey & Wolf, 2015).
  • It’s a good description for Authentic Leadership too: “Your true character is most accurately measured by how you treat those who can do ‘nothing’ for you.” – Mother Teresa
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Leadership, (Cultural) Threats, and Change

Strong culture – weak culture

A strong organizational culture helps leadership and motivation, but it risks to become too rigid and inflexible. A leader needs to balance the inflexibility of a strong organizational culture with resistance to change from a too weak organizational culture.

Creating the need for change

A leader is analyzing and realizing that there is an unsatisfactory situation, then creates and communicates the required sense of urgency.

Behavior change

Behavior change can be “coerced” but it may be ineffective for positive changes of attitudes, such as solidarity and accountability.

Unfreeze, change, refreeze

People generally don’t like to unfreeze their accustomed situation. To unfreeze and change, change agents should reassure, involve, empower, support, and celebrate change.

“Men have made millions of laws to punish crimes, and they have not established even one to reward virtue”  Dragonetti (1766)

Solidarity and accountability

Payments are not resolving the solidarity problem in a competitive and career dominated environment. Leadership based on self-awareness (e.g., servant leadership) creates a sense of increased meaning, belonging, and promotes accountability and self-leadership.

Resistance vs. apathy

Resistance might be preferable to apathy, as resistance can highlight genuine problems in proposals, and there is an energy that serves as a source of commitment from converted followers.

Cultural context

(Transformational) leadership needs to be fine-tuned according to cultural contexts, such as collectivism/individualism and power distance. For example, on an individual level: low power distance fosters higher emotional commitment to transformational leadership.

Material from the session on January 9th, 2019, 19:30 – 21:00 in Tokyo (at J-Global, Yaesu)

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To be free requires freedom to learn

Thankful for another night being free to learn.

mathias-sager-freedom to learn

 

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The curious paradox is that when I accept myself just as I am, then I can change. – Carl Rogers

10 takeaways from the 80% is Psychology session ‘Learning and motivation’. Tokyo, November 7, 2018.  

Presentation and discussions:

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Beyond the brain (Takeaways from 80% is Psychology)

Takeaways from our event on October 24th, 2018. Thanks for the discussions. Please see also https://www.facebook.com/colorfulgrowth/

Course 1 Session 4 Brain and Memory in Learning_v04_TAKEAWAYS

1.Know that the brain has different chemical processes for addictive pleasure experiences (neurotransmitter is dopamine) versus more long-term, empathic, and self-sufficient happiness-related behavior (neurotransmitter is serotonin).

2.Reduce distractions, especially to avoid over-dependence (addiction) to technology and social networks that interrupt your attention and learning.

3.Increase for how long you are able to stay offline and/or exclusively focused for better learning results.

4.Train your brain through exercising, diet, sleep, and alternative learning strategies.

5.Recognize how your consciousness requires the joint operation of brain, body, and the world. Brain activities may be necessary, but not sufficient preconditions for human behavior.

6.Experiment with stretching your sense of time and thinking of cyclical time. The soul/spirit wants to expand. As the earth is not a plate where you can fall off the edges, time may not be a simple line with birth and life ‘abysses.’

7.Do not fear the future. The brain takes even distantly thought threats for real and causes already now suffering, anxiety, and depression.

8.Do not fear loss. If we are only our physical brain, we don’t need to fear any regrets or pain after death. If there is something more permanent than our brain, death isn’t an existential threat to fear either.

9.Use intuition, imagination, and intention to ‘real-life check’ what really counts in everything you learn: Is it meaningful, unlimited, and purposeful? If not, it’s not worth it.

10.Read to activate your brain, increase the working memory’s capacity, and expand attention span.

 

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Social Learning & Developing a Growth Mindset (7 Takeaways from 80% is Psychology)

Takeaways from our event on October 24th, 2018. Thanks for the discussions. Please see also https://www.facebook.com/colorfulgrowth/

mathias sager psychology social learning growth mindset

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Philosophy of Learning TAKEAWAYS 2018/10/17 (80% is Psychology Series)

Takeaways from our event on October 17th, 2018. Thanks for the discussions. For photos, etc., please see https://www.facebook.com/colorfulgrowth/

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Philosophy of Learning (80% is Psychology Series)

Takeaways from our event on October 10th, 2018. Thanks for the discussions.

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The Meaning of Work (and Cultural Considerations at the Example of Japan)

mathias-sager-meaning of work life quote.png

 

Introduction

Definition of meaning

Although ‘meaning’ isn’t reducible to a state-like single factor [1], the meaning of a concept (i.e., work) is related to how an individual does experience the significance of a situation that causes related inferential intentions to behave in a certain way [2]. While for many people the primary meaning of work lies in the earning of money for making a living, work provides also for values such as achievement, honor, and social relationships that determine how central the purpose of work is as compared to other life aspects like leisure, family, and community [3].

Economist and psychologist approach to work

The economist approach to work assumes a transactional exchange of time and effort for money. Non-financial job values have gotten limited attention by economists when examining work motivation and productivity. However, like for example, academics who have highest job security without the need to outperform, and who study beyond working hours without monetary incentives, are motivated by pure contribution to a subject, intellectual stimulation, and the satisfaction from a deliberate exchange of knowledge. Similarly, entrepreneurs enjoy the freedom of autonomous decision-making regardless of ‘pain’ put into it in the form of time and effort. Top talents have been found to prefer to work for social organizations rather than just for the best paying one [4].

Albeit the financialized political economy [5] ignores many aspects of work, such as its creative and interpersonal (social) value [6], the examples show that through psychological satisfaction, work can be a source of meaning beyond merely earning an income [4].

 

Cultural features of work meaning

Work creates culture, culture creates work

Culture as a guiding set of material, mental, and spiritual values that are based on a group’s experiences over time, creates meaning on how to behave and work [7] and, at the same time, its meaning itself is produced by work. Consequently, work should be considered a meaning-making construct of and within culture respectively as the producer and product of people’s mindset simultaneously [8]. A culture, therefore, can be only as rich and meaningful as the work that produces it is itself. 

“Adulthood” identity

In most Western cultures, there is today a less clear boundary between school and work life. In Japanese society though, there exists still a distinct point in time (usually beginning of April every year) that is marking the end of one’s student identity through entering the working world on full-time basis, which means to becoming a ‘shakaijin,’ i.e., a person of society/workforce [9]. Companies use recruitment practices and regular personal assessment throughout an adult’s work life to socialize [10]. Age-based reward and promotion systems also support this ongoing socialization process [15]. More recently, the traditional path to adulthood and ‘companyism’ has become more diverse, and the increasing number of part-time workers and contractors is shaping a changing understanding of the transition to adulthood and work life, one that takes place rather through action than through the acquisition of the ‘shakaijin’ status [10].

Masculine breadwinner identity

Company respectively work-led socialization reinforces gender roles. The breadwinning role is a priority in masculine identity. After the earthquake in 2011, men’s concern in Fukushima was less related to health than to the loss of their economic situation [11]. As in Japanese patriarchal culture, the father role is still primarily related to company job-related work, childcare duties are culturally assigned to solely to the female role (i.e., mother or grandmother), which provides a widespread potential for work-family conflicts. Shared family and work-related commitments, however, begin to be seen as essential to improve self-worthiness and a sense of meaningfulness in life [12]. Men who don’t exhibit a regular full-time job are more likely to marry late. Also, males with non-standard jobs have the lowest chance of getting children, an effect that is prevalent in Japan, but not in the US, for example [13].

Given the importance of work as a provider of status, identity, and meaning, it is understandable that Japanese commit with a lot of grit to it [14]. Over time, Japan’s values align more closely with global trends insofar as there is a great emphasis on the economic function of work as well [15]. Will that be enough meaning to engage the next generations of employees as well? Research is showing that lack of meaning at work is reducing work volition and work-related well-being significantly [16].

Economy of dignity and respect

A further question is how much a collectivist society may be able to reduce the dependency on others and society overall because over-dependency on the meaning of work risks to hamper dignity. The individual capacity to understand and position oneself as a fully recognized societal participant is vital to the notion of dignity as sourced from within. It is to hope that companies and society, not only in Japan, help to create dignity by de-stigmatizing of traditional personhood markers such as employment type and gender roles [17]. It’s maybe such a shift from status-focus to an action-focus orientation that also explains the changing meaning of ‘sonkei’ (Japanese for respect). Formal respect (e.g., towards age-based status) is increasingly recognized as a moral duty rather than an emotion built on genuine love and admiration [18].

Benefits from meaningful work

Psychological well-being

The benefit of employees perceiving their work as meaningful come as experiences of greater happiness, job satisfaction, team spirit, and commitment ([19]; [20]), thus reducing turnover rates and long-term sickness absences. This is because of the positive emotional bondage to the workplace that is an end in itself; a characteristic also called intrinsic motivation [21]. A greater sense of meaning in one’s work can be protective of burnout [22]. Eudaimonia is a term describing the sort of well-being that comes from living an engaging, meaningful, and fulfilling life [23]. Such a spirit at the workplace can be fostered by letting employees feel they contribute to something more significant in connection to a common connection and purpose [24].

Performance and physical health

Work meaning is also closely linked to better outcomes, such as increased income, quality of work, and job satisfaction [25]. Finally, a sense of purpose and sense of socially embedded growth in and from work (i.e., eudaimonic, meaning-based well-being versus hedonic, pleasure-based job-satisfaction [26]) was found to be associated with positive health outcomes, for example, by the means of supporting one’s physical resistance against adversities like inflammation or viral infection [27]. The Japanese type of stress-death, the so-called ‘karoushi’ (death from overwork) cannot be seen as a physiological phenomenon only. Rather death is caused by a vicious cycle of depressive feelings, and states of helplessness and unescapable despair combined with overwork [28].

Fostering meaning at work

A culture of mentorship and nostalgia

For a long time, job satisfaction research has been focused on an organizational perspective without sufficiently considering the role of the job on family, the standard of living, personal development, and on a worker’s larger worldview [26]. It is crucial to understand better situational contexts in which meaning ensues. Researchers found that the highest levels of meaning arise during spiritual practices and work hours, especially when performing social job components such as talking to people. As a general pattern, meaning occurs most during states of increased awareness [29]. An organizational listening climate may facilitate such an awareness [30], and acting as a self-reflective mentor might be a useful avenue of experiencing meaning at work [31]. Indeed, studies among nursing practices from different countries (e.g., Canada, India, Ireland, Japan, and Korea) confirm that leaders and a culture of mentorship are important for fostering meaning of work for both mentors and the mentees [32]. Also, the induction of nostalgia (i.e., remembering sentimental events from the past) can be used to meet employees longing for wistful affection to the past and may increase an employee’s perception of the meaningfulness of his/her organizational life and therefore the attachment to it [19].

The need for humanizing the economy

The hope that unfulfilling, unsatisfying, and even health and life-threatening mental stress at work will improve may be overshadowed by the continuing centrality of profit margins and efficiency in corporations. Neo-liberal development in Japan has shaken the traditions of secure long-term employment and a state responsible for citizens welfare. While the need for meaning at the workplace implies rather a humanization of the economy and society, capitalist marketization of everything is continuing. Corporate managers continue to exploit deregulated labor and capital and maintain insecurity and growing competition among workers. [33]. While rhetoric is sometimes trying to convince otherwise, understandably in the light of how grim the reality reveals, capitalism’s ultimate sense is about capital rather than humanity. In case of conflict, business goals come before anything else. Regardless of how meaningful employees perceive their job, no CEO is considered unsuccessful when driving profits within legal constraints and without caring especially about humanistically meaningful jobs. It’s, therefore, as an example, a non-surprising and common observation that such managers only after their retirement turn to a more dedicated anthropological role of contributing to society.

Meaning determines moral and ethical intentions and behavior

It seems that people need to find answers from within because the treadmill of the pursuit of consumption, pleasure, and economic success from work won’t fulfill the potential of greater meaning at work in many cases, regardless of how comfortable or tough the circumstances. It is each and everyone’s responsibility to fill the void of meaning through their sacred awareness, philosophy, and artful approach to put it into practice. And it is critical that we help others to do so too. The meaning of work should be considered simultaneously from an individual, organizational, and societal perspective, considering its psychological function for everyone. Meaning is the basis on which intentions ensue and according actions follow [2]. Consequently, claiming peaceful fulfillment in one’s work is an essential part of and prerequisite for moral and ethical behavior towards oneself and others alike.

 

References

[1] Leontiev, D. A. (2013). Personal meaning: A challenge for psychology. Journal Of Positive Psychology, 8(6), 459-470. doi:10.1080/17439760.2013.830767

[2] Liberman, S., & López Olmedo, R. (2017). Psychological Meaning of ‘Coauthorship’ among Scientists Using the Natural Semantic Networks Technique. Social Epistemology: A Journal Of Knowledge, Culture, And Policy, 31(2), 152-164.

[3] THE MEANING OF WORKING: JAPAN VS USA. (2011). Allied Academies International Conference: Proceedings of the Academy for Studies in International Business (ASIB), 11(1), 7-11.

[4] Cassar, L., & Meier, S. (2018). Nonmonetary Incentives and the Implications of Work as a Source of Meaning. Journal Of Economic Perspectives, 32(3), 215-238. doi:http://dx.doi.org.liverpool.idm.oclc.org/10.1257/jep.32.3.215

[5] Lapping, C., & Glynos, J. (2018). Psychical Contexts of Subjectivity and Performative Practices of Remuneration: Teaching Assistants’ Narratives of Work. Journal Of Education Policy, 33(1), 23-42.

[6] Gill, F. (2000). The meaning of work: Lessons from sociology, psychology, and political theory. JOURNAL OF SOCIOECONOMICS, (6). 725.

[7] Francis, V. F. (2018). Infusing Dispute Resolution Teaching and Training with Culture and Diversity. Ohio State Journal On Dispute Resolution, (Issue 2), 171.

[8] Bendassolli, P. F. (2016). Work and culture: Approaching cultural and work psychology. Culture & Psychology, 23(3), 372-390.

[9] Cook, H. M., & Shibamoto-Smith, J. S. (n.d). Japanese at work : politeness, power, and personae in Japanese workplace discourse. Cham : Palgrave Macmillan, [2018].

[10] Cook, E. E. (2016). Adulthood as Action Changing Meanings of Adulthood for Male Part-Time Workers in Contemporary Japan. Asian Journal Of Social Science, 44(3), 317-337.

[11] Morioka, R. (2014). Gender difference in the health risk perception of radiation from Fukushima in Japan: The role of hegemonic masculinity. Social Science & Medicine, 107105-112. doi:10.1016/j.socscimed.2014.02.014

[12] Hamada, l. (2017). Men’s unpaid domestic work: A critique of (re)doing gender in contemporary Japan. In M. Tsai, W. Chen, M. Tsai, W. Chen (Eds.) , Family, work and wellbeing in Asia (pp. 177-191). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-981-10-4313-0_9

[13] Piotrowski, M., Wolford, R., Kalleberg, A., & Bond, E. (2018). Non-standard work and fertility: a comparison of the US and Japan. Asian Population Studies, 14(2), 116-136.

[14] Suzuki, Y., Tamesue, D., Asahi, K., & Ishikawa, Y. (2015). Grit and Work Engagement: A Cross-Sectional Study. Plos ONE, 10(9), 1-11. doi:10.1371/journal.pone.0137501

[15] Karyn A., L., & Arne L., K. (1988). Age and the Meaning of Work in the United States and Japan. Social Forces, (2), 337. doi:10.2307/2579185

[16] Duffy, R. D., Autin, K. L., & Bott, E. M. (2015). Work Volition and Job Satisfaction: Examining the Role of Work Meaning and Person-Environment Fit. Career Development Quarterly, 63(2), 126-140.

[17] Pugh, A. J. (2012). The Social Meanings of Dignity at Work. Hedgehog Review, 14(3), 30-38.

[18] Muto, S. (2016). [The hierarchical semantic structure of respect-related emotions in modern Japanese people]. Shinrigaku Kenkyu: The Japanese Journal Of Psychology, 87(1), 95-101.

[19] Leunissen, J. M., Sedikides, C., Wildschut, T., & Cohen, T. R. (2018). Organizational Nostalgia Lowers Turnover Intentions by Increasing Work Meaning: The Moderating Role of Burnout. Journal of occupational health psychology, (1). 44.

[20] Fourie, M., & Deacon, E. (2015). Meaning in work of secondary school teachers: A qualitative study. South African Journal Of Education, 35(3), 1-8.

[21] Clausen, T., Burr, H., & Borg, V. (2014). Does Affective Organizational Commitment and Experience of Meaning at Work Predict Long-Term Sickness Absence?. Journal Of Occupational & Environmental Medicine, 56(2), 129-135. doi:10.1097/JOM.0000000000000078

[22] Tei, S., Becker, C., Sugihara, G., Kawada, R., Fujino, J., Sozu, T., & … Takahashi, H. (2015). Sense of meaning in work and risk of burnout among medical professionals. Psychiatry And Clinical Neurosciences, 69(2), 123-124. doi:10.1111/pcn.12217

[23] Cake, M. A., Bell, M. A., & Bickley, N. (2015). The Life of Meaning: A Model of the Positive Contributions to Well-Being from Veterinary Work. Journal Of Veterinary Medical Education, 42(3), 184-193.

[24] Kinjerski, V., & Skrypnek, B. J. (2008). Four Paths to Spirit at Work: Journeys of Personal Meaning, Fulfillment, Well-Being, and Transcendence through Work. Career Development Quarterly, 56(4), 319-329.

[25] THE PATTERNING OF WORK MEANINGS WHICH ARE COTERMINOUS WITH WORK OUTCOME LEVELS FOR INDIVIDUALS IN JAPAN, GERMANY AND THE USA. (n.d). APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE, 39(1), 29-45.

[26] Rothausen, T. J., & Henderson, K. E. (2018). Meaning-based job-related well-being: Exploring a meaningful work conceptualization of job satisfaction. Journal Of Business And Psychology, doi:10.1007/s10869-018-9545-x

[27] Kitayama, S., Akutsu, S., Uchida, Y., & Cole, S. W. (2016). Work, meaning, and gene regulation: Findings from a Japanese information technology firm. Psychoneuroendocrinology, 72175-181. doi:10.1016/j.psyneuen.2016.07.004

[28] Walter, T. (1993). Karoushi: Stress-Death and the Meaning of Work. Journal Of Business Ethics, (11), 869.

[29] Kucinskas, J., Wright, B. E., & Riepl, S. (2018). The Interplay Between Meaning and Sacred Awareness in Everyday Life: Evidence From a Daily Smartphone Study. International Journal For The Psychology Of Religion, 28(2), 71-88.

[30] Reed, K., Goolsby, J. R., & Johnston, M. K. (2016). Extracting Meaning and Relevance from Work: The Potential Connection Between the Listening Environment and Employee’s Organizational Identification and Commitment. International Journal Of Business Communication, 53(3), 326-342. doi:10.1177/2329488414525465

[31] Kennett, P., & Lomas, T. (2015). Making meaning through mentoring: Mentors finding fulfilment at work through self-determination and self-reflection. International Journal Of Evidence Based Coaching And Mentoring, (2), 29.

[32] Malloy, D. C., Fahey-McCarthy, E., Murakami, M., Lee, Y., Choi, E., Hirose, E., & Hadjistavropoulos, T. (2015). Finding Meaning in the Work of Nursing: An International Study. Online Journal Of Issues In Nursing, 20(3), 7.

[33] Gagne, N. O. (2018). “Correcting Capitalism”: Changing Metrics and Meanings of Work among Japanese Employees. Journal Of Contemporary Asia, 48(1), 67-87. doi:10.1080/00472336.2017.1381984

‘Developing Leadership Skills’ online course: Drop me a message for free access.

mathias-sager-developing-leadership-skills-voucher.png

Hello All,

As you know from past years, I have been researching, advising, and working with many successful global leaders. I have also read several hundred research papers and books on leadership from a managerial and psychological perspective.

I am very happy to announce that finally, I have converted key learnings into 1.5 hours online course on Udemy. I am glad to give this course for free for an additional 3 days to my social media connected friends. Those who are interested, please drop me a message and I am happy to share 150 USD course for free. Hope you like this little gift!

My course ‘Developing Leadership Skills: Personality, Motivation, and Creativity’

PROMO thumbnail

My course ‘Developing Leadership Skills: Personality, Motivation, and Creativity’

Hello Everyone!

As you know from my blogging activities, I’m doing a lot of research, writing and projects related to leadership and personal development.

For the last few weeks, I’ve been working on my first online course and today it’s officially live on Udemy, the platform for high-quality on-demand online courses!

You can find a description of my course ‘Developing Leadership Skills: Leadership Personality, Motivation, and Creativity’ below as well as in this introductory/promotional video: https://youtu.be/TQQWZCn3R_A 

I am very happy to announce that finally, I have converted key learnings into 1.5 hours online course on Udemy. I am glad to give this course for free for an additional 3 days to my social media connected friends. Those who are interested, please drop me a message and I am happy to share 150 USD course for free. Hope you like this little gift!

If you know of anyone else that’d be interested to learn developing leadership skills, I’d appreciate if you’d share this information with them too.

Thanks so much, and all the best!

Mathias


Course description

The course ‘Developing Leadership Skills’ is a compelling summary of latest research and good practices that may well become your passport to explore new ways of effective leadership styles, increased levels of motivation, and untapped creativity.

Whether you are an HR practitioner, an aspiring or current leader, an executive coach, or a student, this logically structured course will help you in becoming personally and professionally more effective and efficient. You are offered practical tools for insight and understanding of your possible

  • roles in team situations,
  • conflict management style,
  • successful negotiation strategies,
  • stress management,
  • motivation,
  • better decision-making, as well as
  • unlocking of your innovation capacity.

The goal of this course is to make sure you will find answers to the questions that are relevant for personal growth and a thriving career. Compact, straightforward, and with numerous references to further information, the interdisciplinary, innovative, and cross-cultural knowledge and perspectives presented in the twelve short lectures will benefit your well-being and success as a dynamic leader and the common good alike.

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Hope, Living with Uncertainties, and Tolerance for Ambiguity

Summary. In the light of uncertain future threatening outcomes, present ambiguous information often is interpreted more negatively than it would be the case in a safe context. Black-and-white thinking is hindering positive deciphering of ambiguous information. People educated in open-mindedness and who have learned to tolerate ambiguity can better persevere in their tolerance even in situations of danger. Individuals’ dependencies on hierarchical power can cause closed mental systems that are increasingly unable to tolerate differences, ambiguities, and uncertainties. The promotion of hope might be a useful approach to reduce uncertainty intolerance that leaves more room for thoughtful and empathic decisions. It will be crucial how we instill hope and support our children to live constructively with uncertainties while retaining a high tolerance for ambiguity and open-mindedness as required to find the solutions sought for the benefit of all. What are your learnings from uncertain/ambiguous situations and how did you learn to develop a tolerance for it?

mathias-sager-hope-uncertainty-tolerance-ambiguity


The difference between ‘uncertainty’ and ‘ambiguity’

Intolerance of Uncertainty and Intolerance of Ambiguity often have been confused. Although IU and IA are overlapping concepts, they can be differentiated as follows: Intolerance of uncertainty refers future negative events that cause worries, and intolerance for ambiguity refers to adverse stimuli in the present [3]. Also, intolerance of uncertainty is built on the fact that information on outcomes of a situation is missing while intolerance for ambiguity is characterized by ambivalent or conflicting information available on the situation [5].

The effect of intolerance for uncertainty on tolerance for ambiguity

As per the discussion around the article https://mathias-sager.com/2018/06/12/tolerance-for-ambiguity-as-a-gateway-to-leadership-opportunity/ it became clear to me that tolerance for ambiguity respectively Intolerance for Ambiguity might be dependent a lot on context too. Thanks to all the involved for triggering that further research. While having assumed general business situations in times of relative peace in democratic countries in the last article, individual’s behavior in highly stressful (e.g., military) conditions in threatening environments needs to be looked at specifically, including both the concepts of uncertainty and ambiguity. I hope this article can contribute to that discussion.

Tolerance for ambiguity of an individual can be reduced in the context of threat through uncertainty, and especially when there is increased intolerance of uncertainty. In other words, in the light of uncertain future threatening outcomes, present ambiguous information is interpreted more negatively than it would be the case in a safe context [4]. Besides, not only the threat itself but the possibly stronger propagation of stereotyping (e.g., of enemies) might promote black-and-white thinking that is hindering an open mindset as required to positively decipher ambiguous information. People educated in open-mindedness and who have learned to tolerate ambiguity can better persevere in their tolerance even in situations of danger [7].

We generally have a choice between concern and cruelty. But as the example above showed, sometimes not-so-obvious factors influence our predispositions for one of the options because intolerance for an ambiguous situation, induced by threats of uncertainty, may trigger reactions of self-defense based on uncontrolled prejudices. Interviewing perpetrators in the Rwanda genocide revealed that individuals’ dependencies on hierarchical power caused closed mental systems unable to tolerate differences, ambiguities, and uncertainties [10].

Hope and resilience to endure uncertainty

In our times of continued pervasiveness of populations living in environments of war and disasters, resilience is a further important concept. Hope as related to resilience is enabling individuals to imagine a better future and to endure the present despite the uncertainty for such an achievement [9]. That way, the promotion of hope might be a useful approach to reduce uncertainty intolerance and consequently to increase the tolerance for ambiguity for a more open mindedness that leaves room for thoughtful and empathic decisions.

Growth versus safety orientation

Maslow (1968) made the point that we are oriented toward either growth or safety in our everyday lives and that a growth orientation is more favorable for psychological health and well-being [1]. When self-protection (needs) get reduced, self-awareness can arise and facilitate the appreciation of multiple possibilities in situations, which might be the stage of personal development where tolerance for ambiguity as the capacity to accept paradoxes starts to become feasible [2]. Systems of mass conformity, authoritarianism, and nationalism/racism are offered as a means for safety, unfortunately at the cost of growth possibilities through autonomy, creativity, and the use of reason though. After World War II this became evident and powerful movements toward an open mind of tolerance of ambiguity emerged that could cater to both safety and growth needs [8]. It is a function of societies to prepare the next generation for life, and it will be crucial how we instill hope and support our children to live constructively with uncertainties while retaining a high tolerance for ambiguity and open-mindedness as required to find the solutions sought for the benefit of all [6].

What are your learnings from uncertain/ambiguous situations and how did you learn to develop a tolerance for it?

 

References

[1] Maslow, A. H. (1968). Toward a Psychology of Being. New York: Van Nostrand Reinhold.

[2] Hartman, D., & Zimberoff, D. (2008). Higher Stages of Human Development. Journal Of Heart-Centered Therapies, 11(2), 3-95.

[3] Grenier, S., Barrette, A. M., & Ladouceur, R. (2005). Intolerance of Uncertainty and Intolerance of Ambiguity: Similarities and differences. PERSONALITY AND INDIVIDUAL DIFFERENCES, (3). 593.

[4] Neta, M., Cantelon, J., Haga, Z., Mahoney, C. R., Taylor, H. A., & Davis, F. C. (2017). The impact of uncertain threat on affective bias: Individual differences in response to ambiguity. Emotion, 17(8), 1137-1143. doi:10.1037/emo0000349

[5] Kirschner, H., Hilbert, K., Hoyer, J., Lueken, U., & Beesdo-Baum, K. (2016). Psychophsyiological reactivity during uncertainty and ambiguity processing in high and low worriers. Journal Of Behavior Therapy And Experimental Psychiatry, 5097-105. doi:10.1016/j.jbtep.2015.06.001

[6] Einwanger, J. (2014). Wie riskant ist Sicherheit? (German). Pädiatrie & Pädologie, 49(4), 33. doi:10.1007/s00608-014-0152-4

[7] Bright, L. K., & Mahdi, G. S. (2012). U.S./Arab Reflections on Our Tolerance for Ambiguity. Adult Learning, 23(2), 86-89.

[8] Rohde, J. (2015). Review of The open mind: Cold War politics and the sciences of human nature. Journal Of The History Of The Behavioral Sciences, 51(3), 343-345. doi:10.1002/jhbs.21739

[9] Wilson, M. J., & Arvanitakis, J. (2013). The Resilience Complex. M/C Journal, 16(5), 17.

[10] Böhm, T. (2006). Psychoanalytic aspects on perpetrators in genocide: Experiences from Rwanda. Scandinavian Psychoanalytic Review, 29(1), 22-32. doi:10.1080/01062301.2006.10592776

Tolerance for Ambiguity as a Gateway to Leadership Opportunity

mathias-sager-tolerance-for-ambiguity

The necessity for tolerance of ambiguity

Today’s professionals need to succeed in technology-rich environments [1]. Information age organizations are characterized by rapid change and uncertainty [2]. Progressing globalization poses challenges through ambiguities that are caused by ever novel, complex, and changing socio-economical, environmental, technological, and workforce factors [3]. The ability to tolerate ambiguity, therefore, is increasingly vital for successful leaders and employees alike [1].

Definition

“The tolerance for ambiguity (or intolerance for ambiguity) construct relates to a person’s disposition or tendency in addressing uncertain situations” [4, p.1]. The concept is also described in organizational behavior as “a coping mechanism for dealing with organizational change” [5].

Tolerance for ambiguity as a performance driver

Tolerance for ambiguity was found to support organizational performance drivers, such as [2]:

  • Mindfulness
  • Receptive for cross-cultural work and collaboration
  • Flexibility and adaptability
  • Tolerance for failure
  • Taking risks
  • Creativity and innovation
  • Monitoring self
  • Entrepreneurship, entrepreneurial performance, and
  • Managerial performance
  • A firm’s financial and market performance

Importance for (global) leadership

“Dealing with ambiguity is seldom taught, but higher-performing leaders tend to understand that uncertainty can be the gateway to opportunity” (6, p. 30).

Indeed, tolerance (or intolerance) for ambiguity influences one’s behavior and consequently leadership and decision-making style [4]. Studies have found that expatriates high on tolerance for ambiguity adjust and perform better in global work workplaces and cross-cultural environments [3].

Practicing tolerance for ambiguity

Leadership learning and development should adapt to the rapidly evolving business world, for example, by providing innovative learning strategies such as simulations [2]. Potential for improvement and learning progress related to tolerance for ambiguity can be measured with according psychometric assessments and accordingly monitored as a key leadership ability [3].

 

References

[1] Arlitsch, K. (2016). Tolerating Ambiguity: Leadership Lessons from Off-Road Motorcycling. Journal Of Library Administration, 56(1), 74-82. doi:10.1080/01930826.2015.1113063

[2] Brendel, W. )., Hankerson, S. )., Byun, S. )., & Cunningham, B. ). (2016). Cultivating leadership Dharma: Measuring the impact of regular mindfulness practice on creativity, resilience, tolerance for ambiguity, anxiety and stress. Journal Of Management Development, 35(8), 1056-1078. doi:10.1108/JMD-09-2015-0127

[3] Herman, J. L., Stevens, M. J., Bird, A., Mendenhall, M., & Oddou, G. (2010). The tolerance for ambiguity scale: Towards a more refined measure for international management research. International Journal Of Intercultural Relations, 34(1), 58-65. doi:10.1016/j.ijintrel.2009.09.004

[4] Kajs, L. T., & McCollum, D. L. (2009). Examining tolerance for ambiguity in the domain of educational leadership. Academy Of Educational Leadership Journal, 13(2), 1-16.

[5] Judge, T.A., Thoresen, C.J., Pucik, V. and Welbourne, T.M. (1999), “Managerial coping with organizational change: a dispositional perspective”, Journal of Applied Psychology, Vol. 84 No. 1, pp. 107-122, doi: 10.1037/0021-9010.84.1.107.

[6] Shullman, S. L., & White, R. P. (2012). Build Leadership’s Tolerance for Ambiguity. Chief Learning Officer, 11(10), 30-33.

The Benefits of an Internal Locus of Control Personality

mathias-sager-locus-of-control

Summery benefits of an internal locus of control

  • Belief in one’s control over their life
  • Improved information acquisition
  • Better decision-making processes
  • Self-efficacy, job effectiveness, and higher achievement
  • Less risk of burnout
  • Generally increased happiness
  • Increase leadership adaptability

 

Rapidly changing leadership challenges

Leadership education has undergone a substantial shift. Life and working world seem to have become more complex with competing urgencies and over-dynamic developments of issues that challenge the required qualities of the next generation of leaders. Leaders today need to be able to find ever-new solutions and adaptations to challenging situations. This can be traced back, for example, to the growing world population and increased growth expectations in all areas of life and economy that cause growth issues in the following six areas [1]:

  • Space
  • Agricultural yield
  • Natural resource management
  • Energy production and consumption
  • Climate change, and
  • Global health

Organizations keep aspiring to increase profits, acting ethically, and promoting community and environmental sustainability. How will it be possible to optimize all these aspects while not doing it at the cost of others [1]? One answer is that it requires leaders who believe they can respond to these challenges in their own capacity, a concept that is coined as “locus of control.”

Definition of internal vs. external locus of control

Locus of control is about a person’s confidence that he or she can control events in their lives. Individuals with an internal locus of control have a strong sense of self-responsibility and that they have the power to change their lives. Externally-controlled individuals believe that they are not in control of their lives and it is instead chance, opportunities, and other individuals and events (i.e., the circumstances) that determine their destiny [2].

According to research, adverse consequences from an external locus of control are heightened levels of intolerance and anxiety, and finally higher burnout rates [4].

Internal locus of control, on the other hand, is associated with individuals gathering more information [3], which improves their decision-making process, effectiveness, and achievement. That internally-controlled individuals benefit from increased self-efficacy is in line with these results. For example, it was found that teams with individuals of relatively high internal locus of control are able of higher performance in a self-reliant way respectively without a leader [5]. Last but not least, people with an internal locus of control generally enjoy more happiness [4].

Adaptation of leadership style

Locus of control is one aspect of personality. Leaders with an internal locus of control can adapt their leadership style as required to achieve the leadership objectives effectively and efficiently [6].

What’s your locus of control?

LEt’s find out more about ourselves. You can find a couple of free online assessments related to locus of control. The following example structures the result along different dimensions of life, such as achievement, career, relationships, and health. Comparing different tests, you will see soon that it becomes quite clear how to distinguish between internal and external locus of control.

http://psychologia.co/locus-of-control/

psychologica locus of control test

Example result overview

 

References:

[1] Andenoro, A. C., Sowcik, M. J., & Balser, T. C. (2017). Addressing Complex Problems: Using Authentic Audiences and Challenges to Develop Adaptive Leadership and Socially Responsible Agency in Leadership Learners. Journal Of Leadership Education, 16(4), 1-19.

[2] Schultz, D. P., & Schultz, S. E. (2007). History of modern psychology. İstanbul: Kaknüs Psikoloji Yayınları.

[3] Boone, C., Van Olffen, W., & Van Witteloostuijn, A. (2005). Team locus-of-control composition, leadership structure, information acquisition, and financial performance: a business simulation study. Academy Of Management Journal, 48(5), 889-909. doi:10.5465/AMJ.2005.18803929

[4] Tas, I., & Iskender, M. (2018). An Examination of Meaning in Life, Satisfaction with Life, Self-Concept and Locus of Control among Teachers. Journal Of Education And Training Studies, 6(1), 21-31.

[5] Akca, F., Ulutas, E., & Yabanci, C. (2018). Investigation of Teachers’ Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences. Journal Of Education And Learning, 7(3), 219-232.

[6] Dumitriu, C., Timofti, I. C., Nechita, E., & Dumitriu, G. (2014). The Influence of the Locus of Control and Decision-making Capacity upon the Leadership Style. Procedia – Social And Behavioral Sciences, 141(4th World Conference on Learning Teaching and Educational Leadership (WCLTA-2013), 494-499. doi:10.1016/j.sbspro.2014.05.086

[7] Cooper, C. (2010). Individual differences and personality (3rd ed.). London: Hodder Education. Retrieved February 3, 2015 from http://cw.tandf.co.uk/psychology//individual-differences- and-personality/

[8] Khan, E. (1998). Carl Rogers, More Relevant Today Than Freud. Retrieved June 6, 2017, from http://adpca.org/publicfiles/library/Carl%20Rogers%2C%20More%20Relevant%20Today%20than%20Freud_Edwin%20Kahn.pdf

[9] Saxena, M. K., & Aggarwal, S. (2010). Developing Emotional Intelligence in Children – Role of Parents. International Journal Of Education & Allied Sciences, 2(2), 45-52.

[10] Banai, B., & Perin, V. (2016). Type of High School Predicts Academic Performance at University Better than Individual Differences. Plos ONE, 11(10), 1-16. doi:10.1371/journal.pone.0163996

[11] Salgado, J. F., Moscoso, S., & Berges, A. (2013). Conscientiousness, Its Facets, and the Prediction of Job Performance Ratings: Evidence against the narrow measures. International Journal Of Selection & Assessment, 21(1), 74-84. doi:10.1111/ijsa.12018

[12] Bertram, K., Randazzo, J., Alabi, N., Levenson, J., Doucette, J. T., & Barbosa, P. (2016). Strong Correlations between Empathy, Emotional Intelligence, and Personality Traits among Podiatric Medical Students: A Cross-sectional Study. Education For Health: Change In Learning & Practice (Medknow Publications & Media Pvt. Ltd.), 29(3), 186-194. doi:10.4103/1357-6283.204224

[13] Boyle, G. J., Stankov, L., & Cattell, R. B. (1995). Measurement and statistical models in the study of personality and intelligence. In D. H. Saklofske & M. Zeidner (Eds.), International Handbook of Personality and Intelligence (pp. 431–433).

The Development of Cultural Agility (A Literature Review)

mathias-sager-cultural-agility copy

Introduction

Advancing globalization requires new workplace competencies [1]. Among Global Talent Managers, there is the sobering realization that people working in an increasingly global environment find themselves challenged in acquiring the necessary cultural agility [2] In today’s world Global talent management, mobility, and cultural agility belong together [3]. “Bridging the global skills gap” through international assignments was rated as a priority for more than 1,200 globally surveyed CEO’s ([4]. p. 19).

The term “cultural agility” was already used before as, for example, by Freedman (2003) who saw cultural agility to be needed in teams working around the world [5]. In Caligiuri’s (2012) book, the same is more specifically defined as a mega “Mega-competency that enables professionals to perform successfully in cross-cultural situations . . . [it is] a combination of natural abilities, motivation to succeed, guided training, coaching, and development over time” ([6] pp. 4–5). In Caligiuri’s work, one can find a later leaner version that goes as follows: “Cultural agility is the ability to quickly, comfortably and effectively work in different cultures and with people from different cultures” [7]. Other researchers accepted cultural agility to play a role in cross-cultural professional contexts [8].

Theoretical background

As per the analysis of Gibbs and Boyraz (2015), cultural intelligence (CQ), global mindset, and cultural agility are sometimes used interchangeably, and most scholars might agree that these concepts are in minimum inter-related [9]. In the form the cultural agility mega-competency is broken down into four categories that are behavioral, psychological, cross-cultural interactions and decisions, and comprising of a dozen more specific components, cultural agility seems to contain all that is needed to perform successfully in cross-cultural settings [10]. The so-called “jangle fallacy” (Kelley, 1927, as cited in Brenneman, Klafehn, Burrus, Roberts, & Kochert, 2016) exists when a construct is conceptualized differently and, therefore, also named otherwise [11]. This is roughly what was found when analyzing four frameworks related to the field of cross-cultural competency (C3) [11]. A generally agreed-upon definition of C3 is that it is the “knowledge, skills, and affect/motivation that enable individuals to adapt effectively in cross-cultural environments” [12].

Multinational enterprises (MNEs) today often use the term “cultural agility” to describe their expectations regarding employees’ “flexibility.” The ability to adapt culturally intelligent to local situations, from such a usage perspective, addresses the need to be responsive in a global marketplace [13]. Cognitive complexity refers to the ability to switch between distinct cultural demands [14] and strikingly illustrates how agility suggests “movement” as an organizing principle [15]. “Cultural adaptiveness” in that sense is only one out of three possible “responding moves” that define cultural agility. The second is “cultural minimization” that is required from an employee when putting a supervisor’s command above a cultural norm, and third, there is “cultural integration” that is the consideration of concurrent cultures as, for example, in a multi-cultural team [16].

Some authors also distinguish cultural learning and cultural agility as two aspects of 3C ([10]; [17]), matching the discrimination between “understanding about” and “knowing to use knowledge” as pointed to in Hounsell (2016) [18]. It is the notion of cultural agility that is meant to be required to integrate cultural inclusion respectively to use the knowledge of inclusion to manifest it in a behavior that is producing inclusive organizational results [19]. Therefore, for the further course of this systematic review, the following short definition is used: Cultural agility is “related to the ability … to use your cross-cultural learning effectively” [20]. Training and development are significant for International Human Resources Management (IHRM) [9]. The question to be investigated by this research aims to shed light on how much focus exists in the literature on the “usage” aspect of cultural knowledge. A systematic review shall provide for the answer by analyzing the relative emphasis put on training (i.e., specific knowledge/skills acquisition) as compared to development (i.e., a longer-term gathering of experiences and lessons learned as applicable fur improved cultural agility). Furthermore, developmental approaches shall be studied and reported to potentially support GTM practices in their challenge to extend their repertoire of available approaches and measures.

For Methodology and Results details, see Appendix A.

Discussion

Similar to this systematic review’s finding that only 20% of the analyzed articles did specify cultural agility in connection with training and development, others found that only one out of four companies do assess cultural intelligence or agility in their international assignment candidates [22]. Although in Lundby and Caligiuri’s (2013) survey cultural agility was rated as the third most important senior leader quality, the results of this review tendentially lean to support existing gaps in delivering brand success in GTM and a related need for not only training technical skills but developing cultural agility competencies [19], [23]. Foreign culture on-site programs like the Cultural Agility Leadership Lab (CALL) [24] may be effective solutions to narrow the gap. Interactional experiences with peers from other cultures seem to be an effective path to develop cultural agility [25].

Implications and future research

The findings and discussion in this article imply that experiential development opportunities should be sought by GTM practices to supplement a learning system towards increased effectiveness in developing cultural agility [1]. A stronger link between organizations GTM function and their international assignee selection should be established. Psychological measures like the Cultural Agility Climate Index (CACI) could be used to support candidate and assignment effectiveness assessments [22]. Measuring the current state would provide for the basis justifying the sustainable investment into cultural agility competencies [19]. Watson (2014) found that diversity and inclusiveness training is standard practice, while the long-term building of cultural agility was found to be a less usual investment [19].

A facet of cultural agility this study came across too is the motivational component of the construct. While “willingness” had been included already in earlier conceptualizations of cultural agility [10], the term “agility” does not naturally imply such a component. Interestingly, Caligiuri, Baytalskaya, and Lazarova (2016) came later up with a construct of “cultural humility” and found evidence for its effectiveness in enhancing leadership skills, performance, and engagement [26]. It would be interesting to see how the concepts of cultural agility and cultural humility could be integrated as some scholars still see cultural agility and the will for cultural adaptation as complementary rather than inclusive concepts [27].

Limitations

More research should have been done to evaluate the precision of the use of the terms “training” and “development” in the analysis of this systematic review. It can be that the inclusion of synonyms or the more in-depth study and interpretation of the literature analyzed would have led to different results. Also, relying on Google scholar search and only processing around 30% of the results does not represent an as complete study as possible. Also, the result interpretation may be biased as it was not benchmarked against any further industry standards than mentioned in the article.

Conclusions

This study identifies components and evaluates the focus on training and development in the cultural agility literature. This paper found introductory that cultural agility potentially surpasses the scope of cross-cultural competency (C3) as it entails a behaviorally consequential nature that makes it especially practical for GTM considerations [11]. On the other side, possible motivational aspects of cultural agility need to be further clarified.

In any case, for various sectors in a continuously globalizing world, the development of cultural agility through experiential means such as mobility programs [8] could gain even more popularity as a promising success factor for MNEs’ search and development of talents.

 


 

Appendix A

Methods

Research design

This study assumed a descriptive, quantitative analysis-based approach of a systematic literature review. Systematic reviews help the creation of a scientifically derived summary of available evidence [21]. It is not known to the author of this review that another study did systematically review the research question related to training and development focus on promoting cultural agility.

Data collection

The systematic review as designed in this article first selected from the University of Liverpool (UOL) discovery database books, e-journals, and theses with the search term “cultural agility.” Second, the Google Scholar search widget on the same (UOL) portal with the same search term was used to retrieve more documents. The UOL discovery database search found 13 documents published in 2012 or later, whose checking resulted in the exclusion of 2 irrelevant and one non-accessible (commercially protected) file, leaving 11 documents for analysis. The Google Scholar search found 424 results, of which 130 were books, e-articles, or theses. Out of the 130, 63 sources were accessible for download. The check for the inclusion criteria of equal or higher than the year 2012 further reduced the population to 47 documents that have been downloaded then and analyzed. The publication date 2012 as an inclusion criterion seemed appropriate considering this is the year of the publication of Paula Caligiuri’s book “Cultural Agility: Building a Pipeline of Successful Global Professionals.”

Data extraction and analysis

The analysis of the available documents included an in-document search for “agility” and “agile” to get to the section where a potential definition or description of cultural agility could be found; the according passages have been examined and studied for finding answers to the research question. In this process, additional 8 documents have been excluded due to irrelevance. The total number of included texts, therefore, was 50 and represents a significant amount of relevant and recent data sources across a broad range of scientific journals and other scholarly resources. The analysis report table documents copied text snippets from pertinent passages of the analyzed files. Due to space limitations, these were kept rather short without providing much further context.

Results

Among the 50 documents derived from the databases and Google Scholar, nine were found to contain a mentioning or elaboration related to “training,” and six instances were found that include developmental aspects. Consequently, only 32% of the analyzed document did prominently refer to training and development in their section about cultural agility. A simultaneous presence of “training” and “development” appeared in five papers. In table 1, the 11 reportable results are outlined. The results indicate that more research articles do mention “training” as compared to “development” with regards to the concept of cultural agility. A couple of interesting operationalizations of cultural agility development were found as will be shown in the discussion section.

Table 1. Training and development in cultural agility related articles

#TextTrainingDevelop-ment
1Mukerjee (2014). As universities become increasingly global in their reach and operations, cultural agility is likely to be a competency that will be sought after and reflected in the recruitment, training and development processes [8]xx
2Dinwoodie, Quinn, and McGuire (2014) Strategic Drivers for Leadership for expansion into international markets: Cultural agility—promote the predisposition to appreciate diversity and develop cultural intelligence to operate successfully in unfamiliar territories. [28] x
3Gibbs and Boyraz (2015) These concepts – cultural intelligence, global mindset and cultural agility – have each been extensively studied in terms of leadership, but they have yet to be applied to team level processes. For instance, Caligiuri (2012) regards cultural agility as a necessary skill of global business professionals. These professionals are usually CEOs and top managers responsible for more strategic organizational functions, who generally get more customized training, coaching, and development, rather than lower level virtual team members. / Attracting global team leaders and team members with the important skills needed to manage cultural diversity – cultural agility, global mindset, and CQ – is an issue with significant implications for IHRM, not only for training and development but also for selection of team members. [9]xx
4Hounsell (2016). The development in students of a global outlook or global mindset generally focuses on the internationalisation of curriculum content within and across disciplines or subject areas. The knowledge gained takes two main forms. The first is a fuller understanding about other nations and cultures, or the use of knowledge and perspectives derived in or from other nations and cultures, leading to what has sometimes been called ‘cultural versatility’ or ‘cultural agility’. In HKU’s overarching goals for four-year degrees, this is referred to as intercultural understanding. [18] x
5Vega (2012). The creation of an informative guide that addressed cultural agility in emergency medicine would benefit both the EMS and Vietnamese-American communities. [29]x 
6[30] Honnor (2013). Explains how the learning and development function at Infosys supports its global activities by developing competences that offer the organization global and cultural agility. x
7Synoground (2013). Cross-Cultural Competency (C3) has surfaced as the term to describe cultural ability and adaptability in personnel. Cultural Agility, a term coined by Dr. Paula Caligiuri, is used here to describe a degree of talent that surpasses C3. Using these concepts as a framework, the analysis herein will make suggestions designed to improve cross-cultural talent recognition and recruiting practices and introduce a potential training paradigm to fit the traditional GPF and SOF/IW framework of the services. [31]x 
8McKinley (2016). Internationalizing the curriculum: explicitly pugng in assessments or program requirements that relate to cultural agility [32]x 
9Jameson and Goshit (2017). program participants (domestic and international) to develop the intercultural skills, knowledge, and mindsets to communicate effectively across cultural boundaries. For the IPDF this typically includes cultural agility, open mindedness, respect, patience, empathy, leadership, an understanding of intercultural communication styles, willingness to step out of one’s comfort zone, as well as a basic understand- ing of the impact of power and privilege. [33]x 
10Martin and Zhang (2017). The main goal of the course is to further students’ understanding and knowledge of education and business leaders’ best practices and how they can apply these best practices to their current career, as well as their future career within the education arena. The course objectives are consistent for both the domestic and international trips and are as follows: – Researching emerging global paradigms, best practices, and structures in education and business. – Analyzing international   assessment measures -implement, understand drivers, improvement. – Building learning partnerships with global school and business leaders. – Increasing students’ global awareness, perspectives, and cultural agility. – Understanding the transferability of global educational and business systems. – Understanding the external environmental impact on education and business. [34]x 
11Pace, A. (2012). After detailing each of these competencies, Caligiuri shares how readers can attract, recruit, assess, select, train, and develop culturally agile employees. / As far as workplace learning and development, Caligiuri notes: “A learning system to develop cultural agility needs to include two parts, cross-cultural training and experiential development opportunities.” [1]xx
Total1196

 

References

[1] Pace, A. (2012). Developing Global Savvy. T+D, 66(11), 74.

[2] Morrow, I. J. (2014). Edward T. Reilly (Ed.). AMA Business Boot Camp: Management and Leadership Fundamentals That Will See You Successfully Through Your Career. New York, NY: AMACOM, 2013, 236 pages, $25.00 hardcover. Personnel Psychology, 67(2), 523-526.

[3] Uma, S. N. (2013) Global HR Issues and Challenges for Managers.

[4] PriceWaterhouseCoopers’s 14th Annual Global CEO Survey (2011), “Growth reimagined: prospects in emerging markets drive CEO confidence”, PriceWaterhouseCoopers.

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