Developing collaboration in a culturally diverse community
Developing collaboration in a culturally diverse community
Darlene Fisher IBAP - Hyderabad, March 2016
3 Stories… One lacking collaboration (silos)
One trying collaboration (getting over competition)
One – getting there … (developing structure and direction)
Aims Explore the importance of collaboration Understand why collaboration can be a challenge to implement in some schools because of the different expectations of leadership styles and education present among a diverse community
Explore ideas and skills to support the effective development of a positive organizational culture of collaboration
Outline 1. Why collaboration 2. Leadership, culture and diverse communities 3. Organisational culture 4. Developing collaboration
Firstly: Why collaboration? For compliance reasons… In the IB Standards and Practices:
A. The school as a community of learners is committed to a collaborative approach to curriculum development (PYP).
B. The school provides dedicated time for teachers’ collaborative planning and reflection.
C. Collaborative planning and reflection supports the implementation of the IB programme(s).
The research reason(s) Research indicates that teachers are no.1 in influencing student achievement Darling-Hammond: 2000, Leithwood et al: 2006 Robinson et al: 2009; Leithwood & 2009, Day et al: 2010
Sun:
Research indicates effective collaboration is a great way for teachers to continuously improve their pedagogy and practice and thus influence student achievement Cordingley, P., et al (2015) Developing Great Teaching: Lessons from the reviews into effective professional development. Teacher Development Trust.
international
Therefore: effective collaborative, is essential to support teachers so they can support student achievement.
Q. What does effective collaboration look like?
Collaboration is most effective when it : Includes effective problem solving Is supported with expert input Shares common goals Has good structure for the collaboration
And…it needs good leadership in order to be implemented. But what is effective leadership…?
So what is effective school leadership?
Ask the person next to you what they think and share your ideas in return!
Does culture and geography impact leadership?
Nisbett’s Geography of Thought
Geography of thought
Nisbett says… [In the Chinese approach to reasoning events do not occur in isolation from other events, but are always embedded in a meaningful whole in which the elements are constantly changing and rearranging themselves. To think about an object or event in isolation and apply abstract rules to it is to invite extreme and mistaken conclusions. It is the middle way that is the goal of reasoning.
What is culture? Geert Hofstede - “Collective programming of the human mind”
D. O’Neil - ‘Culture is the full range of learned human behavior patterns…Culture is a powerful human tool for survival, but it is a fragile phenomenon. It is constantly changing and easily lost because it exists only in our minds. ’
Deal and Kennedy - “How we do things around here”
We are all shaped by our environments
The visible and invisible self Visible behaviour and actions Attitudes and stereotypes Values and beliefs
So… does culture matter? Talk to the person next to you and consider…
Do there exist different values and beliefs in your school about: i) what good leadership should do ii) what good education looks like
Are these values and beliefs sometimes related to different cultural backgrounds and influences?
Does culture matter when schools are trying to achieve anything?
The GLOBE research Dorfman et al, (2012) GLOBE: A Twenty year journey into the intriguing world of leadership and culture, Journal of World Business, 47, 504-518 reports on research:
in 62 different cultural groups, in more than 900 companies using more than 17,000 respondents, over more than 20 years by 100s of researchers,
Resulted in: 6 global leadership styles /7 1. The charismatic/value based style (4.5 – 6.5) 2. The team-oriented style (4.7 – 6.2) 3. The participative style (4.5 – 6.1) 4. The humane style (3.8 – 5.6) 5. The self-protective (2.5 – 4.6) 6. The autonomous style (2.3 – 4.7)
Explanations: Charismatic/value-based leadership reflects the ability to inspire, to motivate, and to expect high performance from others based on strongly held core values
Team-oriented leadership emphasizes team building and a common purpose among team members.
Participative leadership reflects the degree to which leaders involve others in making and implementing decisions.
GLOBE Study: some conclusions Challenges for the future include the ability: “To develop global leaders comfortable with managing and leading people with varied values, beliefs and expectations for their leaders.”
Key finding In order for leaders to be effective their behaviour needs to align with the leadership expectations of the ‘followers’. Dorfman et al; 2010
Integrity Inspirational Visionary Performance oriented • Team integrator • Decisive • Administratively competent
• Diplomatic • Collaborative team orientation • Self sacrificial • Modesty • Humane • Status conscious
Undesirable
• • • •
Culturally contingent
Desirable
Continuum of global leadership attributes • • • • •
Conflict inducer Procedural Autonomous Face saver Non participative • Autocratic • Self centered • Malevolent
However… culture (and associated values and beliefs) can interpret how these ‘leadership bevaviours’ are interpreted
http://www.smallstepsbigchanges.com/3-perspective-hacks-cheat-sheet-living-reality-real/#
If culture matters then: We need to understand culture in more depth BUT
We really need to understand, not categorize
NOW – keeping in mind we are looking to develop collaboration in a diverse community… look at these findings on different cultural values
Hofstede’s cultural dimensions Power distance « PDI » Individualism/ Collectivism « IDV » Masculinity / Femininity « MAS » Uncertainty avoidance « UAI » Long term orientation « LTO » Hofstede & Hofstede, (2005) ‘Culture and organisation: software of the mind’ McGraw Hill, NY.
Power distance:
The extent to which the less powerful members of organizations and institutions accept and expect that power is distributed unequally.
Low
PDI
High
Workplace - Power is decentralised
-Power is centralised
- Employees expect to be consulted
- Employees expect to be told what to do
- Ideal boss is a « coach »
-Ideal boss is a « father » figure
- Hierarchy is for convenience
-Hierarchy is part of existence
- Privileges and status symbols are frowned upon
-Privileges and status symbols are normal and popular
Individualism vs Collectivism
Individualism People are supposed to look after themselves and their direct family only. Being different is good
Collectivism People belong to ‘in-groups’ that take care of them, in exchange for loyalty.Being different is not good.
Low
IDV
High
At work
-The relationship between employer and employee is morally base; “I take care of you and you are loyal in return”
-The relationship is based on a contract
-Feedback is always indirect
-Feedback is direct
- Nepotism may exist
- Nepotism is rejected
Uncertainty Avoidance Uncertainty avoidance The extent to which people feel threatened by ambiguous situations and have created beliefs and institutions that try to avoid these
Low
UAI
High
At work
-Generalists are preferred
-Experts are needed
-Less need to plan and structure
-Strong need for planning and structure
- Less need for information to take a decision or even a risk
- Avoid risks and need much information to take a decision
Q: Does this research resonate with you? Consider your experiences in schools – have these cultural dimensions been evident?
What are the uses of generalizations like this? What are the pitfalls of generalizations like this?
http://geert-hofstede.com/national-culture.html
Geography of leadership
What does this image present as a difference in leadership styles in different cultures?
And this? Opinions / meetings
And this? Social arenas
ME
BOSS
In a café
http://qz.com/567479/the-cultural-differences-between-east-and-west-according-toone-artist/
Graphic artist Yang Liu has a sharp eye for cultural comparison, honed by personal experience. In 1990, in her teens she moved from Beijing, to Berlin. After 13 years there, she started an illustrated project to document her dual experiences in China and Germany. Q: What value might these comparisons have for us?
To consider… How do these different expectations of leadership impact your ability to build collaboration?
What information would help you decide how to build and encourage collaboration?
What skills might help you build and encourage collaboration?
Take 3 mins and talk to your neighbour and start a list!
Challenges and methods for building capacity? Shared ideas
One skill: Communication -through Culture
-through Culture
The Lewis Model • Lewis Model based on data drawn from 50,000 executives representing 68 different nationalities
• Basic premise is that human beings can be divided into clear category based on behaviour (and communication) not religion and nationality
• Lewis’ model identifies 3 clear behaviour types – linear active/multi-active and reactive
The Lewis Model
The Lewis Model http://www.crossculture.com/latest-news/the-lewis-model-dimensions-of-behaviour/
How can we support collaboration?
Developing Organisational culture
http://www.managementparadise.com/article_print.php?article_id=1061
How does the leader lead the culture with his/her behaviours? How does SLT support the culture with their behaviour? How does the behaviour of teachers, students and all in the community exemplify the culture of collaboration?
What actions ‘show’ ‘the way we do things here’ on a daily basis?
What are the org. practices which exemplify the culture of collaboration?
What are the assumptions values and beliefs that need to be shared by the community?
Q. How do we make sure our ‘culture’ reflects commitment to collaboration?
Suggestions: Know yourself and your preferred leadership style(s) Know your community and its diverse mixes of (cultural) values, beliefs and assumptions – and adapt where needed/appropriate
Develop and embed inter-cultural knowledge and understanding, and collaboration in your organisational culture
Structure your collaboration so it is meaningful and context appropriate
Celebrate any small victory!
Case studies… One story of challenges and successes Other stories? Other suggestions?
Reflection
What can I take away from this? What can I do differently? What can I develop in my skill set to help myself and others?
Bibliography Chen, C., Chen, X., & Meindl, J., (1998) How can Cooperation be Fostered? The cultural effects of individuals and Collectivism. Academy of Management Review. Vol. 23, No. 2, 285-304. Cheng, Kai-ming(1998) Can education values be borrowed? Looking into cultural differences', Peabody Journal of Education, 73: 2, 11 — 30 Cordingley, P., et al (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. Day et al, (2010) Ten Strong Claims about Successful School, Leadership National College for Leadership of Schools. Dorfman et al, (2012) GLOBE: A Twenty year journey into the intriguing world of leadership and culture, Journal of World Business, 47, 504-518 Hofstede, G., ‘Cultural Dimensions’ accessed June to December 2009 from http://www.geerthofstede.com Hofstede, G., and Hofstede, G.J., (2005), Cultures and Organizations - Software of the Mind. London: Mc Graw Hill, UK. James, C & Connolly, M., (2009) An analysis of the relationship between the organizational culture and the performance of staff work groups in schools and the development of an explanatory model. International Journal of Leadership in Education, 12: 4, 389 — 407. Joy, S., & Kolb, D.A., (2009), Are there cultural differences in learning style? International Journal of Intercultural Relations , 33, 69–85.
Leithwood, K., (1994) Leadership for School Restructuring. Educational Administration Quarterly 30; 498. Leithwood, K., & Duke, D. L. (1998) Mapping the conceptual terrain of leadership: A critical point of departure for cross-cultural studies, Peabody Journal of Education, 73: 2, 31- 50 Lorwatanapongsa P., (2003) Cross-cultural communication in international schools. (Unpublished Doctoral dissertation) Katholieke Universiteit Leuven (Belgium);. Publication Number: AAT C818941 Nisbett, R. (2005). The Geography of Thought: How Asians and Westerners think Differently - And Why Nicholas Brearley.
Nemetz, P., & Christensen, S., (1996),The Challenge of Cultural Diversity; A Harnessing a Diversity of Views to Understand Multiculturalism. Academy of Management Review21, No. 2. 434-462 Schlichting-Artur, S., (2009), Learning to Listen: Pursuing Leadership Strategies for Achieving Multiculturalism in Educational Administrative Work Environments. (Unpublished Dissertation for Doctorate) University of Pennsylvania. Walker, A., & Riordan, G (2010) Leading collective capacity in culturally diverse schools, School Leadership & Management: Formerly School Organisation, 30:1, 51-63 Weigl, R., (2009) Intercultural competence through cultural self-study: A strategy for adult learners. International Journal of Intercultural Relations 33, 346–360 Xie, Rau, Tseng, Su and Zhao (2009) Cross-cultural influence on communication effectiveness and user interface design. International Journal of Intercultural Relations. 33. 11–20.
Darlene Fisher IBAP - Hyderabad, March 2016
3 Stories… One lacking collaboration (silos)
One trying collaboration (getting over competition)
One – getting there … (developing structure and direction)
Aims Explore the importance of collaboration Understand why collaboration can be a challenge to implement in some schools because of the different expectations of leadership styles and education present among a diverse community
Explore ideas and skills to support the effective development of a positive organizational culture of collaboration
Outline 1. Why collaboration 2. Leadership, culture and diverse communities 3. Organisational culture 4. Developing collaboration
Firstly: Why collaboration? For compliance reasons… In the IB Standards and Practices:
A. The school as a community of learners is committed to a collaborative approach to curriculum development (PYP).
B. The school provides dedicated time for teachers’ collaborative planning and reflection.
C. Collaborative planning and reflection supports the implementation of the IB programme(s).
The research reason(s) Research indicates that teachers are no.1 in influencing student achievement Darling-Hammond: 2000, Leithwood et al: 2006 Robinson et al: 2009; Leithwood & 2009, Day et al: 2010
Sun:
Research indicates effective collaboration is a great way for teachers to continuously improve their pedagogy and practice and thus influence student achievement Cordingley, P., et al (2015) Developing Great Teaching: Lessons from the reviews into effective professional development. Teacher Development Trust.
international
Therefore: effective collaborative, is essential to support teachers so they can support student achievement.
Q. What does effective collaboration look like?
Collaboration is most effective when it : Includes effective problem solving Is supported with expert input Shares common goals Has good structure for the collaboration
And…it needs good leadership in order to be implemented. But what is effective leadership…?
So what is effective school leadership?
Ask the person next to you what they think and share your ideas in return!
Does culture and geography impact leadership?
Nisbett’s Geography of Thought
Geography of thought
Nisbett says… [In the Chinese approach to reasoning events do not occur in isolation from other events, but are always embedded in a meaningful whole in which the elements are constantly changing and rearranging themselves. To think about an object or event in isolation and apply abstract rules to it is to invite extreme and mistaken conclusions. It is the middle way that is the goal of reasoning.
What is culture? Geert Hofstede - “Collective programming of the human mind”
D. O’Neil - ‘Culture is the full range of learned human behavior patterns…Culture is a powerful human tool for survival, but it is a fragile phenomenon. It is constantly changing and easily lost because it exists only in our minds. ’
Deal and Kennedy - “How we do things around here”
We are all shaped by our environments
The visible and invisible self Visible behaviour and actions Attitudes and stereotypes Values and beliefs
So… does culture matter? Talk to the person next to you and consider…
Do there exist different values and beliefs in your school about: i) what good leadership should do ii) what good education looks like
Are these values and beliefs sometimes related to different cultural backgrounds and influences?
Does culture matter when schools are trying to achieve anything?
The GLOBE research Dorfman et al, (2012) GLOBE: A Twenty year journey into the intriguing world of leadership and culture, Journal of World Business, 47, 504-518 reports on research:
in 62 different cultural groups, in more than 900 companies using more than 17,000 respondents, over more than 20 years by 100s of researchers,
Resulted in: 6 global leadership styles /7 1. The charismatic/value based style (4.5 – 6.5) 2. The team-oriented style (4.7 – 6.2) 3. The participative style (4.5 – 6.1) 4. The humane style (3.8 – 5.6) 5. The self-protective (2.5 – 4.6) 6. The autonomous style (2.3 – 4.7)
Explanations: Charismatic/value-based leadership reflects the ability to inspire, to motivate, and to expect high performance from others based on strongly held core values
Team-oriented leadership emphasizes team building and a common purpose among team members.
Participative leadership reflects the degree to which leaders involve others in making and implementing decisions.
GLOBE Study: some conclusions Challenges for the future include the ability: “To develop global leaders comfortable with managing and leading people with varied values, beliefs and expectations for their leaders.”
Key finding In order for leaders to be effective their behaviour needs to align with the leadership expectations of the ‘followers’. Dorfman et al; 2010
Integrity Inspirational Visionary Performance oriented • Team integrator • Decisive • Administratively competent
• Diplomatic • Collaborative team orientation • Self sacrificial • Modesty • Humane • Status conscious
Undesirable
• • • •
Culturally contingent
Desirable
Continuum of global leadership attributes • • • • •
Conflict inducer Procedural Autonomous Face saver Non participative • Autocratic • Self centered • Malevolent
However… culture (and associated values and beliefs) can interpret how these ‘leadership bevaviours’ are interpreted
http://www.smallstepsbigchanges.com/3-perspective-hacks-cheat-sheet-living-reality-real/#
If culture matters then: We need to understand culture in more depth BUT
We really need to understand, not categorize
NOW – keeping in mind we are looking to develop collaboration in a diverse community… look at these findings on different cultural values
Hofstede’s cultural dimensions Power distance « PDI » Individualism/ Collectivism « IDV » Masculinity / Femininity « MAS » Uncertainty avoidance « UAI » Long term orientation « LTO » Hofstede & Hofstede, (2005) ‘Culture and organisation: software of the mind’ McGraw Hill, NY.
Power distance:
The extent to which the less powerful members of organizations and institutions accept and expect that power is distributed unequally.
Low
PDI
High
Workplace - Power is decentralised
-Power is centralised
- Employees expect to be consulted
- Employees expect to be told what to do
- Ideal boss is a « coach »
-Ideal boss is a « father » figure
- Hierarchy is for convenience
-Hierarchy is part of existence
- Privileges and status symbols are frowned upon
-Privileges and status symbols are normal and popular
Individualism vs Collectivism
Individualism People are supposed to look after themselves and their direct family only. Being different is good
Collectivism People belong to ‘in-groups’ that take care of them, in exchange for loyalty.Being different is not good.
Low
IDV
High
At work
-The relationship between employer and employee is morally base; “I take care of you and you are loyal in return”
-The relationship is based on a contract
-Feedback is always indirect
-Feedback is direct
- Nepotism may exist
- Nepotism is rejected
Uncertainty Avoidance Uncertainty avoidance The extent to which people feel threatened by ambiguous situations and have created beliefs and institutions that try to avoid these
Low
UAI
High
At work
-Generalists are preferred
-Experts are needed
-Less need to plan and structure
-Strong need for planning and structure
- Less need for information to take a decision or even a risk
- Avoid risks and need much information to take a decision
Q: Does this research resonate with you? Consider your experiences in schools – have these cultural dimensions been evident?
What are the uses of generalizations like this? What are the pitfalls of generalizations like this?
http://geert-hofstede.com/national-culture.html
Geography of leadership
What does this image present as a difference in leadership styles in different cultures?
And this? Opinions / meetings
And this? Social arenas
ME
BOSS
In a café
http://qz.com/567479/the-cultural-differences-between-east-and-west-according-toone-artist/
Graphic artist Yang Liu has a sharp eye for cultural comparison, honed by personal experience. In 1990, in her teens she moved from Beijing, to Berlin. After 13 years there, she started an illustrated project to document her dual experiences in China and Germany. Q: What value might these comparisons have for us?
To consider… How do these different expectations of leadership impact your ability to build collaboration?
What information would help you decide how to build and encourage collaboration?
What skills might help you build and encourage collaboration?
Take 3 mins and talk to your neighbour and start a list!
Challenges and methods for building capacity? Shared ideas
One skill: Communication -through Culture
-through Culture
The Lewis Model • Lewis Model based on data drawn from 50,000 executives representing 68 different nationalities
• Basic premise is that human beings can be divided into clear category based on behaviour (and communication) not religion and nationality
• Lewis’ model identifies 3 clear behaviour types – linear active/multi-active and reactive
The Lewis Model
The Lewis Model http://www.crossculture.com/latest-news/the-lewis-model-dimensions-of-behaviour/
How can we support collaboration?
Developing Organisational culture
http://www.managementparadise.com/article_print.php?article_id=1061
How does the leader lead the culture with his/her behaviours? How does SLT support the culture with their behaviour? How does the behaviour of teachers, students and all in the community exemplify the culture of collaboration?
What actions ‘show’ ‘the way we do things here’ on a daily basis?
What are the org. practices which exemplify the culture of collaboration?
What are the assumptions values and beliefs that need to be shared by the community?
Q. How do we make sure our ‘culture’ reflects commitment to collaboration?
Suggestions: Know yourself and your preferred leadership style(s) Know your community and its diverse mixes of (cultural) values, beliefs and assumptions – and adapt where needed/appropriate
Develop and embed inter-cultural knowledge and understanding, and collaboration in your organisational culture
Structure your collaboration so it is meaningful and context appropriate
Celebrate any small victory!
Case studies… One story of challenges and successes Other stories? Other suggestions?
Reflection
What can I take away from this? What can I do differently? What can I develop in my skill set to help myself and others?
Bibliography Chen, C., Chen, X., & Meindl, J., (1998) How can Cooperation be Fostered? The cultural effects of individuals and Collectivism. Academy of Management Review. Vol. 23, No. 2, 285-304. Cheng, Kai-ming(1998) Can education values be borrowed? Looking into cultural differences', Peabody Journal of Education, 73: 2, 11 — 30 Cordingley, P., et al (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. Day et al, (2010) Ten Strong Claims about Successful School, Leadership National College for Leadership of Schools. Dorfman et al, (2012) GLOBE: A Twenty year journey into the intriguing world of leadership and culture, Journal of World Business, 47, 504-518 Hofstede, G., ‘Cultural Dimensions’ accessed June to December 2009 from http://www.geerthofstede.com Hofstede, G., and Hofstede, G.J., (2005), Cultures and Organizations - Software of the Mind. London: Mc Graw Hill, UK. James, C & Connolly, M., (2009) An analysis of the relationship between the organizational culture and the performance of staff work groups in schools and the development of an explanatory model. International Journal of Leadership in Education, 12: 4, 389 — 407. Joy, S., & Kolb, D.A., (2009), Are there cultural differences in learning style? International Journal of Intercultural Relations , 33, 69–85.
Leithwood, K., (1994) Leadership for School Restructuring. Educational Administration Quarterly 30; 498. Leithwood, K., & Duke, D. L. (1998) Mapping the conceptual terrain of leadership: A critical point of departure for cross-cultural studies, Peabody Journal of Education, 73: 2, 31- 50 Lorwatanapongsa P., (2003) Cross-cultural communication in international schools. (Unpublished Doctoral dissertation) Katholieke Universiteit Leuven (Belgium);. Publication Number: AAT C818941 Nisbett, R. (2005). The Geography of Thought: How Asians and Westerners think Differently - And Why Nicholas Brearley.
Nemetz, P., & Christensen, S., (1996),The Challenge of Cultural Diversity; A Harnessing a Diversity of Views to Understand Multiculturalism. Academy of Management Review21, No. 2. 434-462 Schlichting-Artur, S., (2009), Learning to Listen: Pursuing Leadership Strategies for Achieving Multiculturalism in Educational Administrative Work Environments. (Unpublished Dissertation for Doctorate) University of Pennsylvania. Walker, A., & Riordan, G (2010) Leading collective capacity in culturally diverse schools, School Leadership & Management: Formerly School Organisation, 30:1, 51-63 Weigl, R., (2009) Intercultural competence through cultural self-study: A strategy for adult learners. International Journal of Intercultural Relations 33, 346–360 Xie, Rau, Tseng, Su and Zhao (2009) Cross-cultural influence on communication effectiveness and user interface design. International Journal of Intercultural Relations. 33. 11–20.
