This presentation is for educators who wish to explore the increasing cultural diversity of staff, students and community and how cultural intelligence can be grown.

1. Cultural
Intelligence
How do we
equip ourselves
and our
ministries to
understand,
partner with
and engage in
multicultural
relationships?
A
leadership
skill
for
the
future
Dr
Cheryl
Doig
Monday, Oct. 20, 2008

2. Culturally
Intelligence
Cultural
intelligence
(CQ)
refers
to
the
capability
of
individuals
to
func<on
effec<vely
in
mul<cultural
contexts.
Earley
&
Ang
(2003)
We
tend
to
be
more
able
to
more
readily
decode
the
mental
states
of
others
in
social
groups
closest
to
us;
thus,
rela<ve
to
those
outside
the
group,
we
would
have
an
intra-­‐cultural
advantage.
Ringleb,
Rock,
Conser
-­‐
“NeuroLeadership
in
2010”

3. • 90%
of
leading
execu<ves
from
68
countries
named
mul<cultural
leadership
as
their
top
management
challenge
-­‐Interna)onal
Labor
Union
• 67%
of
interna<onal
air
travel
revenue
is
generated
by
Asian
and
Middle
Eastern
airlines

4. 2006
Census
hWp://www.business.nsw.gov.au/invest-­‐in-­‐nsw/about-­‐nsw/people-­‐skills-­‐and-­‐educa<on/ethnic-­‐diversity

5. Are
they
distributed
evenly?
Redfern….Chatswood…ParramaWa
What
is
the
make
up
of
your
school?
How
has
it
changed
in
the
last
5
years?
How
do
you
expect
it
to
change
by
2020?
What
stereotyping
do
you
hear?

6. Reflec<ng
on
your
staff
Conscious
Incompetence
Conscious
competence
Staff
begin
to
recognise
other
cultural
Staff
begin
to
accommodate
other
norms
and
start
finding
out
about
how
cultural
norms
into
their
planning
and
they
differ
-­‐
considering
why
others
might
adjust
their
thinking
and
behaviour
to
fit
not
be
responding
as
staff
thought.
other
cultural
norms
as
appropriate.
Unconscious
Incompetence
Unconscious
competence
Staff
react
to
new
cultural
contexts
based
Staff
automa<cally
adjust
their
thinking
on
their
own
cultural
context,
assuming
and
behaviour
to
fit
diverse
cultural
that
their
understandings
and
beliefs
are
situa<ons.
Feeling
uncomfortable
on
shared.
purpose.
Communi)es
are
con)nuing
to
change
–
how
are
you
developing
capabili)es
to
meet
these
diverse
cultural
needs?

7. Culturally
Intelligent
staff…
• Are
interested
and
mo<vated
to
change
• Understand
how
cultures
are
similar
and
different
• Use
their
awareness
to
plan
their
strategy
• Know
when
to
adapt
and
when
not
to

8. What
is
your
experience?
• Most
of
us
tend
to
underes<mate
the
degree
to
which
we
ourselves
are
a
product
of
culture.
It’s
much
easier
to
see
it
in
others.
• Culture
isn’t
something
that
just
happens
to
us;
rather
we’re
also
ac<ve
creators
of
it.
• We
ohen
assume
that
what
mo<vates
us
mo<vates
others
eg
(clock-­‐<me
cultures
v
event-­‐
<me
cultures).

9. 3
categories
of
human
behaviour
• Universal
needs
–
food,
water,
clothing,
housing,
economic
systems
• Visible
culture
-­‐
symbols,
images,
branding,
what
is
said,
how
<me
is
managed…
• Immersed
culture
-­‐
thoughts,
values,
and
assump<ons
that
lie
beneath
the
surface
(the
role
of
students,
teachers
and
families…)
• Personal
–
our
deepest
individual
differences
–
iden<fiable
personal
quirks
David
Livermore
–
Leading
with
Cultural
Intelligence:
The
New
Secret
to
Success

10. !
!
!
CQ
as
a
4-­‐step
Cycle
What’s my
motivation for
How
should
I
adapt?
learning about
diverse cultures?
4.
CQ
1. CQ
ACTION
DRIVE
3.
CQ
2.
CQ
STRATEGY
KNOWLEDGE
What’s
my
plan?
What
cultural
understanding
do
I
need?
!
© 2010 Cultural Intelligence
Center, www.culturalq.com ©
www.CulturalQ.com

11. CQ
Drive
(moRvaRon)
Interest,
drive
and
mo)va)on
to
adapt
inter-­‐culturally
• Intrinsic
Interest
–
deriving
enjoyment
from
culturally
diverse
experiences
• Extrinsic
Interest
–
gaining
benefits
from
culturally
diverse
experiences
• Self-­‐Efficacy
–
having
the
confidence
to
be
effec<ve
in
culturally
diverse
situa<ons
What
experiences
have
you
had
in
ea<ng
foods
that
were
interes<ng,
exo<c
or…difficult….

12. CQ
Drive
QuesRons
• What
aWracts
you
about
working
with
people
from
other
cultures?
• What
things
do
you
think
might
challenge
you
about
the
cultural
diversity
of
our
school?
• What
experience
have
you
had
in
working
with
different
cultures?
With
X
specifically?
• Think
of
a
<me
when
you
were
successful
in
interac<ng
with
someone
from
a
different
cultural
background.
What
did
you
learn
from
the
experience?

13. Improving
CQ
Drive
• Iden<fy
similari<es
between
the
cultural
groups
represented
• Link
to
performance
–
gepng
the
best
out
of
your
team
–
list
the
tangible
benefits
• Demonstrate
vulnerability
and
provide
hands
on
experience
• Map
your
school
cultures
and
strengths
using
an
apprecia<ve
inquiry
approach
• Explore
the
documentary
“Go
back
to
where
you
came
from”
and
reflect
on
your
personal
beliefs
• Link
forward
momentum
to
an
exis<ng
interest
eg
sport,
art…

14. CQ
Knowledge
(cogniRon)
Understanding
of
cultural
norms
and
how
cultures
are
similar
and
different
• Understanding
that
team
members
from
some
cultures
are
less
likely
to
speak
up
• Business
–
knowledge
about
economic
and
legal
systems
• Interpersonal
–
knowledge
about
values,
social
interac<on
norms,
and
religious
beliefs
• Socio-­‐Linguis)cs
–
knowledge
about
rules
of
languages
and
rules
for
expressing
nonverbal
behaviors
• Leadership
–
knowledge
about
managing
people
and
rela<onships
across
cultures

15. CQ
Knowledge
QuesRons
• From
your
visit
to
our
school,
what
do
you
an<cipate
will
be
different
from
your
previous
work/school?
• Recall
a
<me
when
you
were
stereotyped.
How
did
you
respond?
Regardless
of
the
quality
or
faults
of
ones
parents
one
must
always
love
and
respect
them.
Do
you
agree?
31%
Dutch
95%
Asians

16. Improving
CQ
Knowledge
• Beat
the
‘filter
bubble’
by
searching
in
the
country
of
interest
eg
site:cn
educa<on
will
give
you
educa<on
sites
from
China.
Compare
the
differences
in
perspec<ves.
• Access
books
and
websites
about
different
cultures.
• Use
cultural
generalisa<ons
consciously
as
a
best
first
guess…and
dig
deeper.
• Explore
educa<on
(formal/informal)
expecta<ons.
• Study
a
foreign
language.

17. Live
Mocha
hWp://www.livemocha.com/

18. Cultural
Value
Dimensions
Individualism/Collec<vism
Power
Distance
High
–
Australia
High
–
Malaysia
Low
–
China
Low
–
New
Zealand
Uncertainty
Avoidance
CooperaRon/Compe<<on
High
–
Singapore
High
–
Sweden
Low
-­‐
UK
Low
-­‐
Japan
hWp://www.youtube.com/watch?v=6gJzRS0I7tA&feature=fvwp&NR=1
hWp://www.kwintessen<al.co.uk/intercultural/dimensions.html

19. CQ
Strategy
(metacogniRon)
Your
awareness
and
ability
to
plan
in
light
of
your
cultural
understanding
• Awareness
–
knowing
about
ones’
exis<ng
cultural
knowledge
• Planning
–
strategizing
before
a
culturally
diverse
encounter
• Checking
–
checking
assump<ons
and
adjus<ng
mental
maps
when
actual
experiences
differ
from
expecta<ons.

20. CQ
Strategy
QuesRons
Think
about
a
mee.ng
that
you
had
with
another
cultural
group.
• How
did
you
prepare
for
it?
• In
such
a
mee<ng
where
it
wasn’t
going
your
way,
what
did
you
do?
How
did
you
react?
• When
you
are
working
with
people
from
other
cultures,
how
do
you
change
the
way
you
communicate?

21. Improving
CQ
Strategy
• Find
a
cultural
mentor
• Observe
people
from
different
cultural
backgrounds
• Plan
for
the
culturally
diverse
encounter
–
OPV
• Schedule
a
private
conversa<on
ahead
of
<me
with
individuals
who
are
averse
to
direct
conflict
• Ask
staff
to
come
with
3
ideas
to
share
• Avoid
stereotypes
• Check
assump<ons
and
adjust
mental
maps
and
consider
what
other
other
perspec<ves
need
to
be
considered
and
what
you
can
do
differently
for
beWer
results
• Develop
understandings
of
assump<ons/interpreta<ons
v
evidence
and
integrate
• Provide
scenarios
for
staff
to
work
through
and
share

22. Describe
what
you
see…
What’s
going
on?

23. Conversa<on
An
exchange
of
ideas
between
two
or
more
people
Conscious
use
of
language
and
clarity
of
purpose
through…
Social
Discussion
Dialogue
tab le
• Reach
a
conclusion
Un predic • Exploratory
• Kill
choice
• Suspend
assump<ons
• Debate
• Mutual
ques<oning
• Logically
explore
• Growing
of
insights
and
new
ideas
Consensus
Advoca<ng
Listening
Inquiring
Decision
Task
AND
rela<onship
Understanding
www.thinkbeyond.co.nz
©
2011

24. CQ
AcRon
(behaviour)
Flexibility
to
adapt
when
rela.ng
and
working
inter-­‐culturally
• Adapt
verbal
and
non-­‐verbal
behaviour
to
meet
the
needs
of
the
group,
while
s<ll
remaining
authen<c
• If
successful,
mee<ngs
will
be
effec<ve
and
respeczul
• Non-­‐Verbal
–
modifying
non-­‐verbal
behaviors
(e.g.,
gestures,
facial
expressions)
• Verbal
–
modifying
verbal
behaviors
(e.g.,
accent,
tone)
• Speech
Acts
–
modifying
the
manner
and
content
of
communica<ons
(e.g.
direct/indirect)

25. CQ
AcRon
QuesRons
Think
about
a
<me
when
you
needed
to
do
something
you
felt
very
uncomfortable
doing?
What
did
you
do?
What
did
you
tell
yourself?
What
happened?

26. Improving
CQ
AcRon
• Travel
to
a
different
culture
and
explore
local
haunts,
sepngs,
foods…
• Find
out
how
to
deal
with
difficult
situa<ons
and
act
on
this
eg
refusing
gihs
(be
upfront,
donate
to
a
charity
on
your
behalf,
involve
a
third
party…),
apologies,
feedback
• Role
play
eg
lack
of
eye
contact
• Imitate
successful
others
• Integrate
mul<culturalism
and
globalisa<on
into
school
strategy
and
expecta<ons

27. What
well?
well?
What
went
went
What
impact
did
it
have?
What
impact
tdid
it
have?
How
do
you
think
more
of
hat?
How
do
you
think
you
could
do
more
of
that?

28. Cultural
Intelligence
Leading
with
cultural
intelligence
doesn’t
mean
being
a
chameleon
to
every
individual
and
situa<on
encountered.
But
it
does
mean
knowing
when
an
empowering
style
is
most
necessary
as
compared
to
a
more
direc<ve
one….
It
requires
discipline
and
hard
work
to
become
more
adaptable
in
how
we
inspire
and
lead
people
in
an
increasingly
diverse
world.
And
with
that
hard
work,
slowly
but
surely,
you
can
be
a
global
leader.
hWp://davidlivermore.com/2011/09/09/can-­‐you-­‐really-­‐be-­‐a-­‐global-­‐leader/

29. Extra
resources
• hWp://www.culturalq.com/rter
David
Livermore
-­‐
Cultural
Intelligence
Center
• www.cicollec<ve.com
Trisha
Carter
–
Intercultural
Specialist,
organisa<onal
psychologist,
Sydney
• hWp://www.culturaldetec<ve.com/
-­‐
for
informa<on
on
values
lenses
c.doig@thinkbeyond.co.nz
www.thinkbeyond.co.nz