Cross-Cultural Leadership Skills

20/05/2020
1
ORG30002 – Leadership Practice
and Skills
Topic: Cross-cultural Leadership
Week 10
Readings for this week….
◦ Week 10 Topic: Cross-Cultural Leadership
◦ Chapter 11, Daft
◦ Javidan, M., Dorfman, P.W., De Luque, M.S. & House R.J.
(2006). In the eye of the beholder:
Cross cultural lessons in leadership from Project GLOBE -
Academy of Management Perspect ive,
20(1), 67-90
http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost
.com/login.aspx?direct=true&db
=bth&AN=19873410&site=ehost-live&scope=site
◦ Randel, A.E., et al. (2018). Inclusive leadership: Realizing
posit ive outcomes through
belongingness and being valued for uniqueness, Human
Resource Management Review, 28:190-
203.
http://ezproxy.lib.swin.edu.au/login?url=https://doi.org/10.1016
/j.hrmr.2017.07.002

◦ Hoffman, R., Yeh, C. & Casnocha, B. (2019). Learn from
People, Not Classes Whom do you know,
and what can they teach you? Harvard Business Review, Mar –
Apr 2019.
.com/login.aspx?direct=true&db
=bth&AN=134875248&site=ehost-live&scope=site
Work Force Trends
becoming more
diverse and cultures of inclusion more common
Women leaders in Global Businesses showing an increasing
trend
to other countries
ills are
increasingly more sought-
after in the workplace
Visualising the Iceberg Model of Culture
(source:http://opengecko.com/interculturalism/visualising-the-
iceberg-model-of-
culture/) The iceberg model of culture
has been arrived at through
the work of many theorists,
including those referenced

below:
◦ French, W., & Bell, C. (1995).
Organization development.
(5th Ed.). [Englewood Cliffs,
NJ: Prentice-Hall
International]
◦ Hall, E. T. (1976) Beyond
Culture [New York:
Doubleday]
◦ Selfridge, R., Sokolik, S.
(1975) “A comprehensive
v iew of organizational
management”. MSU
Business Topics, 23(1), 46-61
◦ Weaver, G. R. (1986).
“Understanding and coping
with cross-cultural
adjustment stress”. In Paige
R. M. (Ed.), Cross-Cultural
Orientation, New
Conceptualizations and
Applications. [Lanham, MD:
University Press of America]
https://monash.rl.talis.com/items/C3CF1A2F-948C-AA0D-
89D9-8498251A8662.html?referrer=/lists/86EF2F87-E1BB-
F832-BEB3-34F354D3DAC6.html?draft#item-C3CF1A2F-
948C-AA0D-89D9-8498251A8662
.com/login.aspx?direct=true&db=bth&AN=19873410&site=ehos
t-live&scope=site
http://ezproxy.lib.swin.edu.au/login?url=https://doi.org/10.1016

/j.hrmr.2017.07.002
.com/login.aspx?direct=true&db=bth&AN=134875248&site=eho
st-live&scope=site
20/05/2020
2
Who is a Multicultural Leader?
motivate people
across race, gender, age, social attitudes, and lifestyles
develop
personal relationships with followers, share power and
information,
empower employees, and strive to enhance others’ feelings of
self-worth
[email protected] 5
The Global Leadership and Organizational Behavioral
Effectiveness (GLOBE) Study
[email protected]
Cultural Dimensions:
◦ Performance Orientat ion

◦ Inst itutional collect ivism
◦ Gender Egalitarianism
◦ Uncertainty Avoidance
◦ In-Group Collect ivism
◦ Future Orientat ion
◦ Humane Orientat ion
◦ Assert iveness
◦ Power Distance
(Source: House et al, 2004 as in Shriberg &Shriberg, 2011)
6
Dimensions of Cultural Values
[email protected] 7
Universally Desirable Leadership
Attributes
Positive:
Trustworthy, Honest
Foresight, Plans ahead
Positive, Encouraging, Motivational
Confidence builder,

Intelligent, Decisive
Win-win problem solver
Administrative skilled
Excellence oriented
Just, Dependable
Effective bargainer
Informed
Team Builder
Negative:
Loner
Irritable
Ruthless
Antisocial
Non explicit
Dictatorial
Non cooperative
Egocentric
(Source: House et al, The GLOBE study of 62 Societies, 2004 )

[email protected]
8
20/05/2020
3
Implications for Leadership
[email protected]
◦ In the academic community:
◦ There is greater recognition that future leaders need diversity
competencies to leverage a diverse
workforce
◦ At the organizational level:
◦ Corporations are becoming more global and hence more
ethnically diverse and therefore must learn
to deal with diverse, cross-cultural stakeholders
◦ More and more organizations are relying on leaders with
international experience to lead a
multicultural workforce and compete in a global marketplace.
◦ The focus is on the role of leadership in creating an ethical
work environment learning to deal
effectively with partners from different cultures will be critical

◦ Multinational companies are recruiting leaders with
multicultural experiences
9
Cultural Views of Leadership Effectiveness
(Source: Javidan et al., 2006:75)
[email protected]
The following is a partial list of leadership attributes with the
corresponding primary leadership dimension in parentheses:
◦ Universal Facilitators of Leadership Effectiveness
● Being trustworthy, just, and honest (integrity)
● Having foresight and planning ahead (charismatic–visionary)
● Being positive, dynamic, encouraging, motivating, and
building confidence (charismatic–inspirational)
● Being communicative, informed, a coordinator, and team
integrator (team builder)
◦ Universal Impediments to Leadership Effectiveness
● Being a loner and asocial (self-protective)
● Being non-cooperative and irritable (malevolent)
● Being dictatorial (autocratic)
◦ Culturally Contingent Endorsement of Leader Attributes
● Being indiv idualistic (autonomous)

● Being status conscious (status conscious)
● Being a risk taker (charismatic: self-sacrificial)
10
Culturally Sensitive Leader
telligence (CQ): … an outsider’s ability to
interpret someone’s unfamiliar and
ambiguous gestures the way that person’s compatriots would
to investigate the reasons why
people of another culture act as they do.
ng with others
[email protected] 11
Facets of Cultural Intelligence (CQ)
Cognitive CQ (head): the ability to interpret factual
clues, i.e., the significance of a deadline or the order of

a meeting agenda
Physical CQ (body): the ability to recognize and adopt
the physical conventions of a culture
Emotional/motivational CQ (heart): the desire and effort
to improve one’s understanding of a culture
20/05/2020
4
Traditional Vs Inclusive Models of
Leadership
Core Values of Global Leaders
[Cohen, E., 2007, Leadership Without Borders: Successful
Strategies from World-Class Leaders,
John Wiley & Sons]
oConviction
oDiversity
oEntrepreneurship
oExcellence
oFairness
oHumility

oIntegrity
oPassion
oPerseverance
oPositive Attitude
oRespect
oService-oriented
oTeamwork
oWork-Life Balance
[email protected]
14
Global Leaders as Influencers
[email protected]
According to Cohen and Bradford (2005), Global leaders:
◦ Assume any individual, even an adversary, can be an ally
◦ Be clear in what they want
◦ Understand the cultures of all those to be influenced
◦ Identify their own and others’ currencies
◦ Build the relationships and develop partners
◦ Use informal and formal influencing skills

15
Future Competencies of Global
leaders
[email protected]
◦ Managing virtual teams
◦ Managerial agility
◦ Cross-cultural employee engagement
◦ Managing in a matrixed organizat ion
◦ Managing innovation in mult icultural sett ing
◦ Mastery of social network technology
◦ Collaborating with peers from mult iple cultures
◦ Mastery of latest advances in virtual technology
◦ Applying ethical standards in mult iple cultures
◦ Mult i-country supply chain management
◦ (Source: Developing successful Global Leaders. AMA, 2012)
16
20/05/2020
5

Developing Global Leaders…
❖Create a “global meeting place”
❖Encourage systematic learning -
sometimes through failure
❖Experiment
❖Evolve and expand Business Models
within an international context
❖Avoid silo cultures
❖A strategic capability
❖A partnership capability
❖A staffing capability
❖An organizational capability
❖Managing Agility
[email protected]
Basic Strategies
Instilling Global Leadership
Competencies
Source: Lorange, P., 2003, Developing Global Leaders, Biz Ed,
pp.24-27.
17

18
[email protected]
Source: http://www.diversityjournal.com/13313-moving-dial-
measuring-
inclusive-leadership/
The six signature traits of inclusive leadership
https://www2.deloitte.com/us/en/insights/topics/talent/six-
signature-traits-of-
inclusive-leadership.html
Bourke & Dillon(2019)
Becoming an Inclusive leader…
[email protected]
◦ Walking the (diversity) talk and modeling inclusive behaviour.
◦ Taking part in both formal and informal processes that support
the development of an inclusive organization.
◦ Understand community expectations and hold their staff
accountable for meeting those needs.
◦ Willing to reconsider how resources are allocated to serve a
group or sector that has been under-served.
◦ Purposeful and intentional about using a “diversity lens” in
specific processes such as recruitment and
promotion.

◦ Support diversity and inclusion by developing members of
their team on merit and being more transparent
about assignments and promotions.
◦ Working to create environments that are respectful.
◦ Encourage existing practices to be challenged.
◦ Aim for integrity between the organization’s diversity policies
and its practices
◦ Lead by influence, not authority.
[Source: https://diversipro.wordpress.com/2014/02/24/traits-of-
inclusive-leaders/ viewed on 22.04.2015]
20
http://www.diversityjournal.com/13313-moving-dial-measuring-
inclusive-leadership/
https://www2.deloitte.com/us/en/insights/topics/talent/six-
signature-traits-of-inclusive-leadership.html
20/05/2020
6
Intergenerational Leadership…
[email protected]
◦ Diverse, enriched experiences - Generations have a lot in
common and some key
differences

◦ Being Inclusive and avoid age related prejudices
◦ Building societies by using people’s skills
◦ Building superior programs for social change
◦ Encouraging sustainability of our social justice efforts
◦ Learning from the past, to build the future by making up
inclusive workplaces
21
Discussion Activity
◦ Pre- Reading:
◦ Johnson, C., (2008), The rise and fall of Carly Fiorina, An
Ethical Case Study, Journal of
Organizat ion & Leadership Studies, 15:2, pp.188-196.
◦ In the article ‘The Rise and Fall of Carly Fiorina’, Johnson
(2008) raises a number of
questions in relation to leadership and management practices.
The article examines
the performance of a leader who entered a successful company
as a ‘superstar CEO’
and introduced dramatic changes in a short time. Five years
later, the company stock
had declined significantly in value and the CEO was
unceremoniously removed.

◦ Your task is to compare and contrast the different theoretical
perspectives of
leadership effect iveness as ‘evidenced’ and ‘represented’ in the
given article.
Final Assessment -Individual Assessment Task
◦ Topic – Leadership Effectiveness - Week Due 12 – 6th June,
2020
◦ Format: Report - Value: 40% - A minimum of 12 refereed
journal articles related to leadership
◦ FOCUS ON LEADERSHIP EFFECTIVENESS. In this report,
you are expected to discuss issues which affect
leadership effectiveness. It is not a biographical report, a film
critique, or a historical report. While
you may find it useful to do some reading about the people and
situations featured in the film, the
report should focus mainly on leadership effectiveness. Avoid
extensive biographical details,
discussion on the historical events, or aspects of film making.
◦ APPENDIX. The report needs to have an Appendix at the end,
which provides evidence of your
observations. It should be presented in a table format with three
columns:
(1) Element of DuBrin’s Framework

(2) Characteristics Observed, and
(3) Corresponding Scene (just describe the scene where you
have observed the characteristic, e.g.,
Scene depicting the Administrative Board hearing). Improve the
readability of the appendix by
selecting table properties intelligently (e.g., use Auto Fit to
Contents, define the header row to repeat
across pages, do not allow rows to break across pages, etc.).
Use single line-spacing for the entire
Appendix. This section is worth 10 marks.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsHLT-520HLT-520-O500EMTALA Scenario
Analysis80.0CriteriaPercentageUnsatisfactory (0.00%)Less
Than Satisfactory (65.00%)Satisfactory (75.00%)Good
(85.00%)Excellent (100.00%)CommentsPoints
EarnedContent70.0%EMTALA Violations 20.0%A description
of EMTALA violations if the patient was rejected is not
included. A description of EMTALA violations if the patient
was rejected is incomplete or incorrect.A description of
EMTALA violations if the patient was rejected is included, but
lacks supporting detail.A description of EMTALA violations if
the patient was rejected is complete and includes supporting
detail. A description of EMTALA violations if the patient was
rejected is extremely thorough with substantial supporting
detailAdministrator Decision20.0%A description of the
administrators decision is not included. A description of the
administrators decision is incomplete or incorrect.A description
of the administrators decision is included, but lacks supporting
detail.A description of the administrators decision is complete
and includes supporting detail.A description of the

administrators decision is extremely thorough with substantial
supporting detail.Prevention Strategies15.0%An explanation of
potential prevention strategies is not included. An explanation
of potential prevention strategies is incomplete or incorrect.An
explanation of potential prevention strategies is included, but
lacks supporting detail.An explanation of potential prevention
strategies is complete and includes supporting detail.An
explanation of potential prevention strategies is extremely
thorough with substantial supporting detail.EMTALA Concerns
15.0%A description of possible concerns related to EMTALA is
not includedA description of possible concerns related to
EMTALA is incomplete or incorrect.A description of possible
concerns related to EMTALA is included, but lacks supporting
detail.A description of possible concerns related to EMTALA is
complete and includes supporting detail.A description of
possible concerns related to EMTALA is extremely thorough
with substantial supporting detail.Organization and
Effectiveness20.0%Thesis Development and Purpose7.0%Paper
lacks any discernible overall purpose or organizing
claim..Thesis is insufficiently developed or vague. Purpose is
not clear.Thesis is apparent and appropriate to purpose.Thesis is
clear and forecasts the development of the paper. Thesis is
descriptive and reflective of the arguments and appropriate to
the purpose.Thesis is comprehensive and contains the essence of
the paper. Thesis statement makes the purpose of the paper
clear.Argument Logic and Construction8.0%Statement of
purpose is not justified by the conclusion. The conclusion does
not support the claim made. Argument is incoherent and uses
noncredible sources.Sufficient justification of claims is lacking.
Argument lacks consistent unity. There are obvious flaws in the
logic. Some sources have questionable credibility.Argument is
orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically,
but not thoroughly, supports the purpose. Sources used are
credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of

argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.Clear and convincing argument that presents a
persuasive claim in a distinctive and compelling manner. All
sources are authoritative.Mechanics of Writing (includes
spelling, punctuation, grammar, language use)5.0%Surface
errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice or sentence construction is
used.Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.Prose
is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence
structures and figures of speech.Writer is clearly in command of
standard, written, academic English.Format10.0%Paper Format
(use of appropriate style for the major and
assignment)5.0%Template is not used appropriately or
documentation format is rarely followed correctly.Appropriate
template is used, but some elements are missing or mistaken. A
lack of control with formatting is apparent.Appropriate template
is used. Formatting is correct, although some minor errors may
be present. Appropriate template is fully used. There are
virtually no errors in formatting style.All format elements are
correct. Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)5.0%Sources are not documented.Documentation of
sources is inconsistent or incorrect, as appropriate to
assignment and style, with numerous formatting errors.Sources
are documented, as appropriate to assignment and style,
although some formatting errors may be present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct. Sources are completely and correctly
documented, as appropriate to assignment and style, and format

is free of error.Total Weightage100%
13/05/2020
1
Topic: Leadership and Organisational Culture
Week 9/S1
ORG30002 – Leadership Practice and Skills
What is Culture?
Culture is shared, pervasive, enduring and
implicit
It is the set of key values, assumptions,
understandings and norms that is shared by
members of an organisation and taught to
new members as correct
Importance of Culture: It gives
individuals a sense of identity and generates
a commitment to particular values and ways
of doing things and serves two important
functions – (i) it integrates members so that
they know how to relate to one another and
(ii) it helps the organisation adapt to

external environment; i.e. Internal
integration and external adaptation
Levels of Corporate Culture
D
ia
n
a
@
2
0
2
0
Organisational Culture Vs Climate
D
ia
n
a
@
2
0
2
0

D
ia
n
a
@
2
0
2
0
13/05/2020
2
The High Performance Culture
D
ia
n
a
@
2
0
2
0

Cultural Leadership
• A cultural leader articulates a vision for the organisational
culture that
employees can believe in
• A cultural leader heads the day-to-day activities that reinforce
the cultural
vision
D
ia
n
a
@
2
0
2
0

Organisational Culture, Climate & Leadership
Three perspectives on Organisational
Culture and Leadership:
o The role of leaders in creating an
organisational culture;
o Leadership as maintenance and
reproduction of organisational culture;
o Culture as framing and reframing by
leadership
• Culture as a constraint on leadership
behaviour and initiatives
• Ideology as part of culture
• The role of employee engagement and
voice
D
ia
n
a
@
2
0
2
0

The New Analytics of Culture: What Email, Slack, And
Glassdoor Reveal About Your Organization.
Harvard Business Review (Corritore, et al. Jan - Feb 2020).
A business’s culture can catalyse or undermine success.
THE PROBLEM - Culture is easy to sense but difficult to
measure. The workhorses of culture research - employee
surveys and
questionnair es - are often unreliable.
A NEW APPROACH - Using big-data processing to mine the
ubiquitous “digital traces” of culture in electronic
communications, such
as emails, Slack messages, and Glassdoor reviews and by
studying the language employees use in these communications,
they ar gue
that we can measure how culture actually influences their
thoughts and behavior at work.
THEIR FINDINGS:
Cultural fit is important, but what predicts success most is the
rate at which employees adapt as organizational culture changes
over
time – Fit versus Adaptability - Cultural fit was, on average,
positively associated with career success - By building trusting
social
bonds to overcome their outsider status and leverage their
distinctiveness.
Cognitive diversity helps teams during ideation but hinders
execution – variations during project milestone stages

Homogeneous vs Heterogeneous Culture: The best cultures
encourage diversity to drive innovation but are anchored by
shared
core beliefs. Example: Netflix
“Algorithms make estimates, but it is ultimately humans’
responsibility to make informed judgments using them.
Managers must be
vigilant about keeping metadata anonymous and must regularly
audit algorithmic decision-making for bias to ensure that the use
of
language-based tools does not have unintended adverse
consequences on culture” (2020:83).
D
ia
n
a
@
2
0
2
0
13/05/2020
3
The Leader’s Guide to Corporate Culture: How To Manage The
Eight Critical Elements

of Organizational Life, Harvard Business Review (Groysberg, et
al. 2018)
D
ia
n
a
@
2
0
2
0
Integrated culture: The frame work
D
ia
n
a
@
2
0
2
0
Source: Groysberg, et al.2018:48
D

ia
n
a
@
2
0
2
0
Source: Groysberg, et al. (2018:49)
The Competing Values Approach to
Shaping Culture
D
ia
n
a
@
2
0
2
0
13/05/2020

4
Model of Spiritual Leadership
D
ia
n
a
@
2
0
2
0
Leadership effectiveness
Leadership effectiveness depends upon the leader behaving in a
manner
that
1. Elicits the trust and loyalty of followers (Image
Management);
2. Motivates the followers towards enthusiastic effort
(Relationship
development); and
3. Applies the knowledge, effort and material resources of the
group to
mission accomplishment (Resource deployment)
Source: Chemers, M.M (1997) An Integrative Theory of

Leadership. Lawrence
Erlbaum Associates, Mahwah, NJ
D
ia
n
a
@
2
0
2
0
A Framework For Understanding
Leadership
L = f (l, gm, s)
This formula means that the leadership process is a function of
the leader,
the group members, and other situational variables
The model states that leadership effectiveness can best be
understood by
examining its key variables: leader characteristics and traits,
leader
behavior and style, group member characteristics, and the
internal and
external environment
The four sets of variables are interrelated, with some linkages

stronger than
others
D
ia
n
a
@
2
0
2
0
Leadership Effectiveness
Model
D
ia
n
a
@
2
0
2
0

13/05/2020
5
A Closer Look at Leadership
Effectiveness
• Whether or not a leader is effective depends on four sets of
variables:
–
effectively in many situations
-confidence, courage and problem-
solving ability
–
characteristic approach
-orientation
behavior, authenticity
–
ibutes of the group members
motivation assist the leader with doing an outstanding
job
–
within the leader’s control

organizational culture D
ia
n
a
@
2
0
2
0
What is Contextual Leadership?
• It is the ability to succeed in multiple contexts ( eg. Warren
Bennis)
• Robert Thomas in Geeks & Geezers called this as adaptive
capacity — which is the ability to change
one’s style and approach to fit the culture, context, or condition
of an organization.
• The environmental factors create specific and sometimes
unique contexts
• Within this context, some leaders foresaw new initiatives or
new products and services, while others
saw opportunities for maximizing or optimizing existing
business opportunities, and still other
leaders found opportunities through reinvention or recreation of
companies or technologies that were
considered stagnant or declining (Mayo, 2007)

• Context can provide the framework through which one might
understand how individuals influence
one another within relationship - relationships that are process
oriented or socially constructed
• Success in the twenty-first century will require leaders to pay
attention to the evolving context
P
re
p
a
re
d
b
y
D
ia
n
a
@
2
0
1
9
18

Preparation for next week…
Read the following article before you come to the workshop:
Johnson, C., (2008), The rise and fall of Carly Fiorina, An
Ethical Case Study,
Journal of Organization & Leadership Studies, 15:2, pp.188-
196.
D
ia
n
a
@
2
0
2
0
6/05/2020
1
ORG30002 – LEADERSHIP SKILLS AND
PRACTICE
Topic: Followership
Week 8/S1- Workshop

[email protected]
2
Great followership has never been more important, if only
because of
the seriousness of the global problems we face and the fact that
they must
be solved collaboratively, not by leaders alone, but by leaders
working
in tandem with able and dedicated followers – Warren Bennis -
2008:xxvi
6/05/2020
2
[email protected]
3
• Leadership requires followers, and any understanding of
leadership is incomplete without the agency of
followers(Brown, 2018)
• Followers are not passive sheep but are active powerful
players in the leadership process (Collinson 2006)
FRAMEWORK FOR CONTINGENCY
LEADERSHIP VARIABLES
• Effective leaders have an appropriate fit between the leader’s
behavior and
style and the followers and the situation.

[email protected]
4
6/05/2020
3
Fiedler’s Contingency Theory
Of Leadership Effectiveness
• Fred E. Fiedler developed a contingency model that holds that
the best style of
leadership is determined by the situation in which the leader is
working
• Fiedler’s theory classifies a manager’s leadership style as
relationship-motivated or
task-motivated
• The intermediate style, which receives little mention is labeled
socio-independent
[email protected]
5
Measuring Leadership Style: The
Least Preferred Co-worker Scale
• According to Fiedler, leadership style is a relatively
permanent aspect of behaviour and
thus difficult to modify
• The least preferred coworker (LPQ scale) measures the degree

to which a leader
describes favourably or unfavourably an employee with whom
he or she could work the
least well
[email protected]
6
6/05/2020
4
Measuring The Situation
control
e favorable for
the leader
• Leader-member relations
• Task structure
• Position power
[email protected]
7
Leader – Member Exchange (LMX) Theory
In most leadership situations not every follower is treated the
same by the leader.

Leaders and followers develop dyadic relationships and leaders
treat individual
followers differently, resulting in two groups of followers an in
-group & an out-
group
• The in-group consists of a small number of trusted followers
with whom the leader
usually establishes a special higher quality exchange
relationship
• The out-group includes the followers with whom the
relationship of the leader
remains more formal
Leaders who adapt their style to different individuals within the
group, or have different quality
relationships with individual group members, are essentially
practicing contingency leadership
[email protected]
8
http://leadershipchamps.wordpress.com/2008/04/21/leader-
member-exchange-lmx-theory/
6/05/2020
5
LMX CONCLUSIONS
• Leaders tend to give members of their in-group more favorable
performance ratings
than they give to out-group members, even when objective

performance is the
same.
• Leaders do not always develop entirely different relationships
with each group
member, but may respond the same way to a few members of the
group.
• Larger groups tend to result in differences with respect to
leader-member
exchanges.
• Managers are more likely to use servant leadership in groups
with whom the leader
has high-quality exchanges.
• Leaders are more likely to use empowerment with group
members with whom they
have high-quality exchanges.
• LMX quality median influences how leader-member exchanges
and differentiation
affect team performance.
[email protected]
9
What Is Followership?
• Followership is the ability to effectively follow the directives
and support the
efforts of a leader to maximize a structured organization -
Bjugstad et al.
(2006:304)
• Followership is a process in which subordinates recognize

their responsibility
to comply with the orders of leaders and take appropriate action
consistent
with the situation to carry out those orders to the best of their
ability -
Townsend and Gebhart (1997:52).
• Leaders and followers, in any context, share a common fate of
responsibility
for their family, group, organization, or nation. From their joint
participation
emerges the success or failure of their enterprise - Heller and
van Til(1982:
406).
[email protected]
10
6/05/2020
6
The Art Of Followership
[email protected]
11
What Your Leader Wants From You?
• A make-it happen attitude
• A willingness to collaborate
• The motivation to stay Up-to date

• The Passion to Drive your own Growth
[email protected]
12
6/05/2020
7
[email protected]
13
Strategies For Managing Up
• Understand the Leader
• Does the leader wants all details (micro-manage)or just a
bigger picture?
• Is the leader controlling or empowering?
• Does the leader like to carefully analyse information and
alternatives before
making a decision?
• Is the leader a reader or listener?
• Is the leader a numbers or word person?
• Is the leader an extrovert or introvert?
[email protected]
14

6/05/2020
8
Tactics For Managing Up
• Be a resource for the Leader
• Help the leader to be a good leader
• Build a relationship with the leader
• View the leader realistically
[email protected]
15
The Power And Courage To Manage Up
• Sources of Power - Personal and Position
• Necessary Courage to Manage Up
• The courage to assume responsibility
• The courage to participate in transformation
• The courage to serve
• The courage to leave
[email protected]
16

6/05/2020
9
What Followers Want From Leaders?
• Clarity of direction
• Opportunities for Growth
• Frequent, specific, and immediate Feedback
• Make it timely
• Focus on the performance not the person
• Make it specific
• Focus on the desired future
• Protection from the Organisational intrusion
[email protected]
17
Rank Order Of Desirable Characteristics
Desirable Leaders are…. Desirable followers are…
Honest Honest
Forward thinking Cooperative

Inspiring Dependable
Competent Competent
[email protected]
18
Source: Kouzes & Pozner(1993). Credibility: How leaders Gain
and Lose it. Why people demand it. p.255.
as in Daft (2018).
6/05/2020
10
Typologies of Followers
[email protected]
19
[email protected]
20
Typology of followership – Kelly, 1992
6/05/2020
11
Kouzes And Posner’s Transformational
Leadership Model

Leadership practices include:
❖ Challenging the process
❖ Inspiring a shared vision
❖ Enabling others to act
❖ Modelling the way
❖ Encouraging the heart
(Source: Kouzes and Posner (2002), Leadership Challenge, 3rd
edn,
Jossey-Bass, san Francisco, CA.)
[email protected]
21
Implicit Personality Theory
Implicit Personality Theory(IPT) is a set of concepts and
assumptions that we
use to describe compare and understand people.
• IPT refers to co-occurrence expectancies among traits and
behaviours;
• For example, individuals expect, that talkative people are
sociable as well; or
• Friendly people are not liars
• Two traditions are represented in the notion of implicit
personality theory.

• The first concerns the role of general bias in judgments of
others, and the
second has to do with individual differences in person
perception.
• A second major tradition has been more concerned with
individual differences
among perceivers.
[email protected]
22
6/05/2020
12
Bass And Steidlmeier’s (1999) Authentic And
Pseudo-transformational Leadership.
Authentic transformational leadership – Ideals for
their followers
Pseudo-transformational leadership –
Idols of their followers
Charisma or
idealised
influence
Env isioning, confident, sets high standards for emulation.

Values: universal brotherhood. Promote ethical policies,
procedures and processes. M ust ‘ev entuate in the
internalization in all the organization’s members of shared
moral standards’
Seek power and position, and indulge in fantasies of power and
success.
Values: flamboyant, fictitious we-they relationships that divide.
Inconsistent and
unreliable. False to organisation’s purpose. Outer shell of
authenticity but it is a
mask
Inspirational
motivation
Focus on the best in people, and harmony, charity and good
works. Empowerment to transform the person. Inwardly and
outwardly concerned about the good of ev eryone.
Focuses on the worst in people, on demonic plots, conspiracies,
unreal dangers,
excuses and insecurities.
Talk about empowerment but only to seek control. M ay give
impression of
concern for the good, may be idealized by their followers, but
inwardly concerned
only about the good for themselves

Intellectual
stimulation
Openness, with a transcendent and spiritual dimension, allows
followers to question assumptions and generate more creative
solutions. Altruism is a fundamental question.
Use persuasion to conv ince others on the merits of issues.
Bring
about change in followers’ v alues by the merit and relevancy
of their ideas.
Uses a logic of false assumptions to ‘slay the dragons’ of
uncertainty, take credit
for other’s ideas, scapegoat them for failure.
Use anecdotes rather than hard ev idence. Impostors who feed
on the ignorance
of their followers. M anipulate the v alues of followers. Only
does the right thing
when it coincides with their self-interest.
Intolerant of other v iews, substituting emotional argumentation
for rational
discourse
Individualized
consideration
Underscores necessity of altruism. Treats each follower as an

individual, coaches and mentors.
Concerned about dev eloping their followers into leaders.
Promote attainable shared goals. Helps followers to dev elop
their leadership skills.
Channel their need for power into the serv ice of others.
Concerned with maintaining the dependence of their followers.
Exploit followers’
feelings to maintain deference.
Expect blind obedience.
Encourage fantasy and magic. Foments fav ouritism and
competition among
followers. Seeks a parent–child relationship.
Uses power for self-aggrandisement. Privately scathing of those
they are
‘supposed to be serving as leaders’.
Public image (that of sav iours) contradicts their private
[email protected]
23
There are two ways of spreading
light: to be the candle or the
mirror that reflects it - Edith
Wharton (1862 - 1937)
[email protected]

29/04/2020
1
Leadership Practice and Skills
Week 7
Topic: Leading Teams
Prepared & Delivered by: Dr. Diana Rajendran
Teams and Teamwork
member to experience optimum success and
achievement.
to group goals on the part of all team members.
such an important leadership
role that team building is said to differentiate successful
from unsuccessful leaders.
Diana_2020
2
Types of Teams
Diana_2020

3
Virtual TeamVirtual Team
Self-Managed TeamSelf-Managed Team
Functional TeamFunctional Team
Cross-Functional TeamCross-Functional Team
Types of
Teams
Types of
Teams
Self-Managed Team (SMT)
-Managed Teams (SMTs)
-
functional in membership makeup
ibilities
performance goals assigned by higher management
themselves, planning and scheduling work, and taking
action on problems

Diana_2020
4
29/04/2020
2
How Are SMTs Different from
Conventional Teams?
Diana_2020
5
Characteristics
Self-Managed
Teams
Conventional
Teams
Leadership Within the team Outside the team
Team member role Interchangeable Fixed
Accountability Team Individual
Work effort Cohesive Divided
Task design Flexible Fixed
Skills Multi-skilled Specialized

SMTs: Team-Building
Activities
Diana_2020
6
Leading Virtual Teams
organizations
include:
Diana_2020
7 Evolution of Teams and Team
Leadership
Diana_2020
8
29/04/2020

3
Fostering Teamwork
tionship Oriented
information
summarizing and energizing
Harmonize,
Reduce Tension, Follow and Compromise
ring, Charm, Charisma, Personal Magnetism
Diana_2020
9 Teamwork Actions Leaders Can
Take Using Their Own Resources
team mission

intelligence
sh urgency, demand performance standards, and prov
ide
direction
-leadership for v irtual teams
Diana_2020
10
Teamwork Actions Generally
Requiring Organization Structure
or Policy
communication
-book management

-oriented members
Using technology that facilitates teamwork including
social media
and foreign nationals on the team
Diana_2020
11 Hill's Team Leadership Model
Diana_2020
12
29/04/2020
4
Team leadership
The Hill Model is “to simplify and clarify the complex nature
of team leadership and to aid leadership decision making
for team leaders and members” (Northouse, 2016:366).
formal leader or a self-directed group with no specific

leader all benefit from an shared leadership with the
attention and focus of all members on the groups process
dynamics.
-based structures in organizations have several
positive characteristics and are capable of increasing
production, allocation and use of resources, effective on
making decisions and problem solving, increased quality
and services as well as, fluent innovation and creativity, as
listed by Parker (as cited in Northhouse, 2016:364).
Diana_2020
13 Five Common Dysfunctions of
Teams
Diana_2020
14
Managing Dysfunctional
Teams
Apples
and Trust

Building Trust
Communication
e and
hard work
support
Diana_2020
15 Handling Problem Members
Silent
• Encourage
participation
Silent
• Encourage
participation
Talker
• Slow them down,
don’t stop them

Talker
• Slow them down,
don’t stop them
Wanderer
• Keep the group
on track
Wanderer
• Keep the group
on track
Bored
• Assign them a
task
Bored
• Assign them a
task
Arguer
• Do not argue
Arguer
• Do not argue
Diana_2020

16
29/04/2020
5
Diana_2020
17
A Model of Styles to Handle Conflict
Negotiation
– Win-
Win
–
Sharing the losses
proportionately
-win
problem
ying Interests,
not current Demands
Objective Standards

Diana_2020
18
What Is an Effective Team?
components:
1. Task performance – the degree to which the team’s output
(product or
service) meets the needs and expectations of those who use it;
2. Group process – the degree to which members interact or
relate in ways
that allow the team to work increasingly well together over
time; and
3. Individual levels of satisfaction – the degree to which the
group
experience, on balance, is more satisfying than frustrating to
team
members
Diana_2020
19 Expectancy Theory & Motivational Skills
Basic Premise: The amount of effort individuals expend
depends on how much reward they expect to get in return

think
they have the best chance of attaining
e the alternative that appears to have the
biggest
personal payoff
think they
can handle the best and will benefit them the most
Diana_2020
20
29/04/2020
6
The Expectancy Theory
of Motivation
Diana_2020
21 Expectancy Theory - Leadership Considerations
to
achieve organizational goals

being
motivated, trained and are encouraged
that
the rewards are large enough
of the
reward
-level
outcomes by
understanding individual differences
valences,
instrumentalities, and expectancies are more likely to lead
towards
good performance
Diana_2020
22
Goal Theory
Diana_2020
23 Goal Theory - Leadership Considerations
goals

difficulty
accept them
are more effective when they are used to evaluate
performance
performance goal orientation does
Diana_2020
24
29/04/2020
7
Equity Theory & Social Comparison
Basic Premise: Employee satisfaction and motivation depend on
how fairly employees believe they are treated in comparison to
peers
bout the outcomes they
receive from their
jobs, as well as the inputs they invest to obtain these outcomes

the workplace –
these are social comparisons
treated equitably,
they are more
willing to work hard
what they
receive from the organization, demotivation occurs
Diana_2020
25 Equity Theory & Social
Comparison Leadership
Considerations
Indiv iduals consider their own inputs in relation to outcomes
received – and they also evaluate what others receive for the
same inputs
outcome/input ratio is equal to that of other people
Inequity exists when an indiv idual’s ratio is not the same as
that of
other people
ratios
equal to those of their chosen comparison person
likely to
engage
in an action leading to a negative outcome for their employer

inequity and take steps towards an equitable workplace
Diana_2020
26
Using Recognition & Pride to
Motivate Others
Recognition:
need
motivates employees to elevate their performance
Appealing to Pride:
contributes to job performance
money, as their primary motivating tactic
Diana_2020
27 Why Diverse Teams Are Smarter
(Rock & Grant 2016)

challenge your brain to overcome its stale ways of thinking and
sharpen its performance
- Encourage greater
scrutiny of each member’s
actions, keeping their joint cognitive resources sharp and v
igilant. By breaking up
workplace homogeneity by allowing employees to become more
aware of their
own potential biases — entrenching in ways of thinking that can
otherwise blind
them to key information and even lead them to make errors in
decision-making
processes.
- diverse
teams may outperform
homogenous ones in decision making because they process
information more
carefully. Remember: Considering the perspective of an outsider
may seem
counterintuitive, but the payoff can be huge – Role of Dev ils’
advocate
- may feel more at
ease working with
people who share your background, don’t be fooled by your
comfort. Hiring
indiv iduals who do not look, talk, or think like you can allow
you to dodge the costly
pitfalls of conformity, which discourages innovative thinking
Diana_2020
28

29/04/2020
8
Shared leadership(SL)
through
voluntary cooperation and interaction based on the
competencies of
all stakeholders and a sense of responsibility.
to be
positively associated with team and organizational outcomes in
a
range of different organizational settings and for a variety of
types of
teams (Ensley et al., 2006).
levels of
performance in production and manufacturing settings (Ford and
Seers, 2006), team performance in unionized work settings
(Seers et al.,
1995), sales teams (Mehra et al., 2006), CEO’s, anesthesia
teams

(Ku¨nzle et al., 2010), consulting teams (Hoch et al., 2010), and
among
management students (Carson et al., 2007; Solansky, 2008).
(Hoch, 2012
Diana_2020
29 Distributed Leadership(DL)
relationships, rather than individual action (Bennett et al.
2003, p. 3).
dispersed and other related forms of leadership, as a means
for enhancing the effectiveness of, and engagement with,
leadership processes(Leithwood et al. 2009, p.1)
order ‘to have the most beneficial effect’… which could be
challenging… for eg.
Diana_2020
30
Executive Coaching &

Leadership Effectiveness
consult with professional coaches to work towards becoming an
effective leader.
transition
aching does have downfalls:
bad/poor/incorrect adv ice
Diana_2020
31 Coaching as an Approach
to Motivation
– and good coaches
are effective motivators
their strengths. To coach is to care enough about people
to invest time in building personal relationships with them

from the job and develop as an employee
make their own decisions
Diana_2020
32
22/04/2020
1
ORG 30002
Leadership
Practice and skills
Workshop – Week 6
Topic: Leadership
Development
Trends in leading and
development in the West
[email protected]
Leadership Development
– Unless top-level management assigns a high priority to

developing leaders and succession planning, the company will
experience a steady attrition in talent
– Leadership talent can be developed – remember that leaders
are both born AND made
– Leadership development is often perceived in terms of
education and training, job experience, and coaching
[email protected]
Components of Leader and
The development of leadership ability is a complex process
According to Conger (1992), who extensively studied “learning
to lead,” successful
leadership development programs and processes must be
designed to address three
features:
(1) Personal growth - relates to experiences that tap individuals’
personal needs
interests, build self-esteem, and help clarify and develop
individuals’ interests and
motivation to lead
(2) Conceptual ability - entails developing individuals’ abilities
to think about
challenges, analyze a situation, provide a conceptual framing of
a situation,
stimulate intellectually, and develop novel and creative
directions including deep

learning
(3) Skill development - is focused on learning important
behaviors and refining the use
of skills that are important for the leadership role to offer
insights to the
followers/subordinates/group members
[email protected]
22/04/2020
2
Self-Help Leadership
Development
❖ Self-awareness involves insightfully processing feedback
about
oneself to improve personal effectiveness
❖ Levels of self-awareness
▪ Single-loop learning
▪ Double-loop learning
❖ Self-discipline is mobilizing one’s efforts and energy to stay
focused on attaining an important goal
[email protected]
Single-Loop Learning
Versus Double-Loop

Learning
[email protected]
Personality and Self-
awareness
The use of personality typographies can assist the development
of self-awareness
1. Clarifying ones’ own values and priorities
2. Seeking new experiences
3. Seeking feedback
Two common typologies are:
• The Myers Briggs Inventory
• The Stanford Enneagram Discovery Inventory
[email protected]
Factors Contributing to
❖ Education
❖ Experience
– Challenging experiences
– Broad experience
– Pivotal life experiences
❖ Mentoring

– Formal
– Informal
[email protected]
22/04/2020
3
Education & Leadership
Position
▪ Formal education is positively correlated with achieving
managerial
and leadership positions
▪ Many people get the opportunity to hold a business leadership
position only if they have achieved a specified level of
education
▪ Most leaders are intelligent, well-informed people who gather
knowledge throughout their career
▪ Formal education and self-study provide them with
information for
innovative problem solving
▪ Being intellectually alert also contributes to exerting influence
through logical persuasion

[email protected]
Leadership & Experience
– Without on-the-job experience, knowledge cannot readily be
converted into skills
– Challenging leadership experience also helps build skills and
insights that a person may not
have formally studied
– The goal of leadership development is to provide meaningful
development opportunities,
not to push managers to the point where they are most likely to
fail
– The two major developmental factors in any work situation
are work associates and the
task itself
– The tasks that do most to foster development are those that
are more complex and
ambiguous than a person has faced previously
– A sound approach to improving leadership effectiveness is to
gain experience in different
settings
– Multifunctional managerial development is an organisation’s
intentional efforts to
enhance the effectiveness of managers by giving them
experience in multiple functions
within the organisation
[email protected]
Managing Oneself – Drucker (1999)
“Success in the knowledge economy comes to those who know

themselves their strengths, their values, and how they
best perform” (100:1999).
“It takes far more energy to improve from incompetence to
mediocrity than to improve from first-rate performance to
excellence” (101:1999)
- How Do I Perform?
– Am I a reader or a listener?
– How do I learn?
– What Are My Values?
– Where Do I Belong?
– What Should I Contribute?
– Course of Actions:
– Responsibility for Relationship
- The Second Half of Your Life:
“There is one prerequisite for managing the second half of your
life: You must begin doing so long before you enter it”
– (109:1999)
“Knowledge workers outlive organizations, and they are
mobile” – (109:1999)
[email protected]
Effective Leadership Behavior: What
We Know and What Questions Need

More Attention - Gary Yukl (2012)
Hierarchical Taxonomy of Leadership Behaviors(page
68)[email protected]
22/04/2020
4
Cultural values and Leader
Development
Cultural Value Potential Impact on Leader Development
The communication context
Communication of information; feedback provided;
who provides the feedback; directness of message in
case of assessment and self-development
Individualism-Collectivism
Focus of development on the individual leader or on
the group; professional setting for T&D
Action-orientation
Content of development – hands-on training or on
theoretical understanding and conceptual development
Tolerance for ambiguity Exposure to challenging and changing
times
Perception of time

Focus on quick and short-term results or on long-term
development
Power distance and equality
Development provided to all or only individuals
identified as high potential; implementation of 360
degree feedback
[email protected]
Types of Leadership
Development Programs
❖ Feedback-Intensive Programs
❖ Skill-Based Programs
❖ Conceptual Knowledge and Awareness Programs
❖ Personal Growth Programs
❖ Socialization Programs
❖ Action Learning Programs
❖ Coaching and Psychotherapy
[email protected]
A collective approach to
leadership development
(Source: Dalakoura, 2010, p.436)
[email protected]
Leadership development

practices…
(Source: Groves, KS, 2006)
[email protected]
22/04/2020
5
Ways to support Leadership
Training of Subordinates
Before the training
– Inform subordinated about
opportunities
– Explain the importance & benefits
– Relate the benefits from earlier
participants
– Accommodate the work schedule
– Give time off to prepare for training
– Support preparation activities
– Request for conditional feedback
after the training is completed
After the training
– Discuss what was learned and how it can be applied

– Set specific objectives and action plans
– Offer assignments to apply newly learnt skills
– Hold periodic review sessions for monitoring
progress
– Provide positive feedback for applying newly learnt
skills
– Provide encouragement & coaching
– Include application of new skills in Performance
appraisals
– Set an example for trainees by using the skills
yourself
[email protected]
Guidelines For Action And Skill
Development
An important method for enhancing both the acceptance and the
effectiveness of leadership development is needs analysis, the
diagnosis
of needs for development
A needs analysis recognizes individual differences among
leaders and
future leaders
Sources of data for assessing leadership development needs
include

(1) self-perceptions of developmental needs
(2) perceptions by others in the workplace
(3) psychological evaluation
(4) a statement of organizational needs for development
[email protected]
Applying what you learn
[Personal Development]
– Know yourself - Self awareness
– Openness to new experiences
– Consider volunteer work
– Seek feedback
– Focus on understanding your strengths
– Observe leaders around you
– Be persistent and practice
[email protected]
Leadership Resiliency: Handling
Stress, Uncertainty, and Setbacks
Resilience is maintaining equilibrium under pressure - It is on
of the most
important skills for leaders at all levels to come to grips with
– The question is, ‘How do you face (adversity)?’

– Practices to Build Your Resilience
– Personal energy management.Manage your own resistance.
“Show up,” give your best, and
relinquish attachment to the outcome. Stay in the present.
– Shifting your lenses. Take charge of how you think about
adversity. Understand your beliefs
about the situation and choose your response. Exercise
compassion for yourself and others.
– Sense of purpose. Develop a “personal why” that gives your
life meaning. This helps you better
face setbacks and challenges. Also, look for ways that crisis and
adversity may connect to your
larger life purpose.
[Source: https://www.ccl.org/articles/leading-effectively-
articles/leadership-resiliency-
handling-stress-uncertainty-and-setbacks/]
[email protected]
https://www.ccl.org/articles/leading-effectively-
articles/leadership-resiliency-handling-stress-uncertainty-and-
setbacks/
22/04/2020
6
How to Be More Resilient: Take
Better Care of Yourself

– Get enough sleep. What can you do to conserve energy?
Get between 7.5 and 8.5 hours of sleep each night. Set a
regular sleep schedule, even on weekends. Disconnect —
and park those devices far from the bed. Create a relaxing
environment that’s dark, cool, and quiet.
– Prioritize exercise. What can you do to increase your
physical energy? During the workday, get up and move
every 90 to 120 minutes. Suggest a walking meeting. Climb
stairs instead of taking the elevator.
– Play brain games. What can you do to overcome mental
fatigue and exhaustion? Learn anything new. Solve a
challenging puzzle. Find positive distractions such as
hobbies or meditation.
– Control your emotions. What can you do to become more
conscious of emotional triggers? Figure out who and what
pushes your buttons. Step away, slow down, or enlist an
ally to help you control your reactions and choose your
response. Create a gratitude journal. Cultivate kindness by
doing something nice for someone else.
– Enhance social connections. What can you do to create
more meaningful and productive relationships? Ask a
colleague for advice, give positive feedback, or share
something you recently learned about yourself.
Reflect on Your Experiences to Increase
Resilience
– Recall a time in your personal or professional life
when you were able to rise above a difficult
situation. Then ask yourself:

– What happened?
– What was I thinking and feeling at the time?
– How did I get through it?
– What did I do that helped me get through
that situation?
– What did I learn from the experience that has
made me a more resilient person today?
[email protected]
Source: https://www.ccl.org/articles/leading-effectively-
setbacks/
Challenges of Being a New
Leader
[email protected]
Critical approaches to
Leadership

– The development of leadership practice from a relational,
social and
situated perspective ‘becoming’ adopting a culture of reflective
practices and engage in behaviours that are learned from
experiences
– Leadership learning and development should ‘reconnect with
context’
and community and become inclusive of critical and creative
views of
the society
– The emerging critical strand of the leadership literature
suggests that
leadership development and learning should avoid presenting
leadership as a fixed identity or role, instead encouraging an
awareness
of multiple roles i.e., leader, follower and both
[email protected]
https://www.ccl.org/articles/leading-effectively-
setbacks/

Cross-Cultural Leadership Skills

Recommended

Recommended

More Related Content

Similar to Cross-Cultural Leadership Skills

Similar to Cross-Cultural Leadership Skills (20)

More from RAJU852744

More from RAJU852744 (20)

Recently uploaded

Recently uploaded (20)

Cross-Cultural Leadership Skills