CROSS-CULTURAL PERSPECTIVES ON LEADERSHIP ORLD 7200 Syllabus (3 graduate credits)

ORLD 7200, Summer 2012 CROSS-CULTURAL PERSPECTIVES ON LEADERSHIP ORLD 7200 Syllabus (3 graduate credits) SUMMER SESSION II, 2012 SAINT CATHERINE UNIVERSITY Master of Arts in Organizational Leadership (MAOL) Program CO-INSTRUCTORS: Josef A Mestenhauser, Ph.D., JuDr j-mest@umn.edu home: (612) 822-8862 Brenda J Ellingboe, Ph.D., MAOL brendajean6@msn.com cell (651) 387-2314 SPECIAL GUEST FACILITATORS for July 20, 2012 (date yet to be confirmed) Basma Ibrahim Devries, Ph.D askbasma@gmail.com Jon Devries, Ph.D devri022@umn.edu OFFICE HOURS: In the classroom starting a half-hour before class starts on Friday evenings and Saturday mornings, during Saturday lunch break, and other times by appointment GENERAL INFORMATION: Intensive format, class sessions for Summer Session II, 2012: 24.0 class hours Weekend #1: Friday, July 13 (5:30-8:30 pm), Saturday, July 14 (9:00–12:00, 1:00– 4:00 pm) in Coeur de Catherine 370 Weekend #2: Friday, July 20 (5:30-8:30 pm), Saturday, July 21 (9:00-12:00, 1:004:00pm) in Coeur de Catherine 370, Weekend #3: Saturday, July 28 (9:00-12:00, 1:00-4:00 pm) in CDC 370 Prerequisite: ORLD 6200 Ethics and Leadership Paper Deadlines: Papers will be due on Monday, August 6, 2012, by 8:00 a.m They may be e-mailed to Josef Mestenhauser ORLD 7200, Summer 2012 COURSE DESCRIPTION: Cross-Cultural Perspectives on Leadership ORLD 7200 This intensive course is designed for students who wish to develop a comprehensive understanding of leadership and culture and how they influence the functioning of crosscultural groups and major institutions today In three weekends, we will clarify these concepts and consider how they can be applied to real world situations To achieve this goal, the course will use concepts drawn from several academic disciplines especially cultural anthropology, social psychology, history, cognitive sciences, public affairs, political science, and cultural contexts We will distinguish “leadership” from “management” and focus on distinctions between “leadership” and “functioning of organizations” ranging from simple to complex Students will be expected to integrate these concepts and learn how to translate them from theory to practice Integration of separate knowledge bases is not just juxtaposing them one at a time, but understanding their theoretical foundations and origins, and conditions under which these disciplines are compatible This course is not a traditional leadership training program, but an academic course designed to produce knowledge and understanding of leadership, organizations and culture This class will employ a variety of instructional approaches including lectures, critical incidents, videos, case studies, large- and small-group discussions, reflective writing, and a simulation ORLD 7200 meets the MAOL Degree Learning Outcomes:  Lead responsibly  Act with confidence  Make ethical decisions  Manage strategically and ethically  Achieve organizational goals  Communicate effectively cross-culturally  Understand and lead organizational change  Practice global citizenship  Understand “culture” – one’s own and others  Understand both “leadership” and “organizations” from a cross-cultural perspective COURSE LEARNING OBJECTIVES: Students will be expected to: 1) Develop a comprehensive understanding of leadership theories at the intersection of cultural theories; (through lecture, readings, small group process) 2) Apply theoretical frameworks to a wide range of leadership settings and cultural contexts; (through small group process and written assignments students submit based on their current employment or community setting) 3) Analyze cross-cultural leadership critical incidents and make specific recommendations for dealing with them; (through videos/DVDs, the StarPower simulation and its debriefing, and their own workplace examples of critical incidents that they analyze and process as a written assignment); and 4) Integrate the concepts of “leadership” and “culture” from this course (by producing a book review of a cross-cultural leadership book, a leadership critical incident paper, a reflection paper/journal on the course itself, and making a presentation on two chapters of a chosen cross-cultural book in a small group discussion setting.) ORLD 7200, Summer 2012 BOOKSTORE ITEMS: Two items will be available for purchase in the St Catherine University Bookstore: Check with the bookstore in mid-May 1) ORLD 7200 Handout Packet – handouts that will be used during class sessions including PowerPoint slides and discussion-based handouts for each of the videos/DVDs used in class 2) ORLD 7200 Course Reader – four required articles and chapters from books and journals COURSE EXPECTATIONS 1) Attend every scheduled session of this course Students who must miss any segment of the course should obtain prior permission from the instructors They will be responsible for bringing themselves up-to-date on the materials covered during their absence and should obtain notes from other students 2) Participate fully in small-group, large-group, pair, and individual activities 3) Make a 10-minute presentation for a small group of students on at least two chapters of a cross-cultural leadership book during class on Saturday, July 21st (approximately 10%) Create a 2-page double-sided handout, and bring enough copies for the entire class See more information under “assignment.” Choose from a list of books prepared by the instructors See the book list under “assignments.” 4) Turn in one 8-page double-spaced, typed Book Review of a cross-cultural leadership book (approximately 30%) on or before August by e-mail to Josef Mestenhauser See under “assignment.” 5) Turn in a 5-page double-spaced, typed Leadership Critical Incident paper on or before August by e-mail to Josef Mestenhauser (approximately 20%) See “assignments.” 6) Turn in a 10-page double-spaced, typed Course Reflection Paper/Journal including Reactions to the Readings and In-class Activities, Videos, Simulation, etc on or before August 6th by e-mail to Josef Mestenhauser (approximately 40%) See “assignments.” Break Times: There will be one 15-minute break during each three-hour class period In addition, we will take a lunch break from noon -1:00 pm on Saturday Because the campus food services will be closed, please bring your lunch OR buy lunch off-campus during the one hour lunch break GRADING and DEADLINES: All assignments will be graded by Dr Josef Mestenhauser and are due no later than Monday, August 6, 2012, by 8:00 a.m All assignments should be e-mailed to Dr Josef Mestenhauser at j-mest@umn.edu as Microsoft Word documents, should include your name and e-mail address on the first page of every assignment plus your name should be on all other pages, and pages should be numbered Grades are due on August 10 th During the week of August 13-17, students should expect to receive an individual evaluation letter by e-mail from Prof Mestenhauser with his comments ORLD 7200, Summer 2012 ASSIGNMENT DESCRIPTIONS: NOTE: Early submissions of assignments (papers) will be welcome, especially book reports Please e-mail all assignments to: Dr Josef Mestenhauser at j-mest@umn.edu 1)Make a presentation for a small group of students on at least two chapters of a crosscultural leadership book during class on Saturday, July 21st with a 2-page handout (approximately 10%) Please note that the multi-dimensional, inter-cultural and inter-disciplinary nature of the course means that there is not one suitable textbook The instructors decided to solve this issue by asking you to read and submit a book report (see under book report below) on one of the selected books, and – with your permission – to share this book report with other students While the entire book report is due on August th, please be prepared to share highlights from the first chapter and any other chapter in the book on July 21 st for members of a small group You may check out one of the books from the book review list by going to the St Catherine University library, your own local library, or you may purchase your own copy of your chosen book at a local or on-line bookstore We hope that many of you will not choose the same book; two people may read the same book but we would like to have some book report diversity in the small group session on July 21 st St Catherine University does own each of these books on the book review book list In your short presentation to your small group, include your key learnings, any new concepts or terms, or interesting examples from the text You will have 10 minutes for presentation time and minutes for questions and answers within your group Make enough copies of your two-page handout for everyone in class (students and instructors), even though you will only be doing your presentation for a small group of students plus one of the instructors Your handout should include your name, e-mail, and the full citation of your book at the top of the page using APA style Please be aware of the fact that your oral presentation and accompanying handout are supposed to serve as a bibliographic reference on leading themes in this course 2) Write a 10-page Course Reflection Paper/Journal ( approximately 40%) This Course Reflection Paper/Journal should be double-spaced, typed, and should combine the elements of reflection on in-class activities AND on the readings for a particular class session (i.e Hofstede, Bennett, Kluckhohn, Mestenhauser), AND on application It should focus on your individual perspectives on the course (class content, discussion, activities, videotapes, small group interactions, the simulation, and lectures) and concepts from the readings that were particularly important to your own learning with reasons listing why they were so important Reflections mean more than simply listing various points of view It asks for thinking at a higher level Reflective thinking is a process of constructing meaningful knowledge by integrating existing understandings to new experiences and bodies of knowledge In essence, reflect on what this course has meant to you Please note that this is not a research-type paper, but please cite your sources from readings, videos, and lecture presentations in APA format Please include some journal reflections on all class days in your reflective journal This assignment ORLD 7200, Summer 2012 will be graded primarily on your ability to self-reflect and integrate your own learning in this class from a wide range of methods By reflecting on materials, people usually construct their own knowledge and reveal aspects that they include as well as exclude from their construction In evaluating your papers, we gain an insight about what you have learned and what you have to learn 3) Write a 5-page double-spaced Leadership Critical Incident Paper (approximately 20%) First, identify a troublesome and challenging cross-cultural leadership issue you have either experienced in your workplace, in your personal life, or that happened to others known to you Describe it from your point of view Second, analyze it by using one or more of the cultural frameworks used in this course, and suggest ways of dealing with the problem Third, reflect on it, and make recommendations for dealing with it based on your knowledge, skills, and mindset as an interculturally competent leader Fourth, speculate about the generalizability of the “critical incident” to other situations NOTE: What is a “CRITICAL INCIDENT”? It is process of collecting information about a direct observation of human behavior that can facilitate potential for useful application to solving other problems To be an “incident,” it should be sufficiently complete to permit inference To be “critical” means that it should occur in situations in which the purpose and intent of the act is sufficiently clear and the consequences should be sufficiently definite 4) Write an 8- to 10-page double-spaced Book Review of a Cross-Cultural Book (approximately 30%) Please refer also to point #1 above Please note: There are four reasons for including a book review as part of classroom assignments First, learning how to abstract credibly and accurately an entire book is a special skill that is exceptionally important to professional people because most concepts they deal with require abstractions of complex materials Secondly, since there is not one suitable textbook, writing an extensive book review provides an important base of knowledge relevant to this course Thirdly, by sharing your book reviews with others (special permissions from you are needed – see format enclosed with the welcome letter), the entire class will have the advantage of knowing at least the basic content of several relevant books on cross-cultural leadership Finally, every field of knowledge expects people who practice it to have a basic knowledge of its literature On the first day of class, please let us know which book you have chosen You may also e-mail us in advance before class starts with your choice Please check out or purchase the book Between July 13 and August th, you should read the book thoroughly and take notes on key themes, frameworks and concepts, and interesting examples The book review will be due on August 6th ORLD 7200, Summer 2012 Begin the book review by providing a brief 2-page summary and overview of the book as if you were writing a brief description for an on-line publisher What are some of the key points, frameworks, themes, or parts of the book? How would you describe the book? Who might be its target audience? Then, in the remaining to pages, focus on reviewing the book including its organization, theoretical foundation, approach to culture, utility in intercultural situations, contribution it makes to knowledge about leadership, its usefulness as a text in courses similar to this, and how this book might be understood in the culture and context in which you work Book List: Here is a list of the books we have selected for the book reviews You may select ONE for your book review project It is possible for two people to select the same book but we would request that they not be in the same small group for the book report presentations Check with St Catherine University library or your own community library or favorite bookstore or website The SCU librarians have assured us that the SCU library does own at least one copy of each of these books You may e-mail us your selected book before class starts on July 13th or sign up in class on a sign-up sheet on July 13th Adler, N J & Gunderson, A (2007) International dimensions of organizational behavior 5th ed South-Western College Publishing Antonakis, J., Cianciolo, A.T., & Sternberg, R.J (2004) The nature of leadership Thousand Oaks, CA: Sage Earley, P.C & Ang, S (2003) Cultural intelligence: individual interactions across cultures Stanford, CA: Stanford University Press Earley, P C., Ang, S., & Tan, J (2006) Developing cultural intelligence at work Stanford, CA: Stanford Press Franceschet, A (ed.) (2009) The ethics of global governance Boulder, CO: Lynne Rienner Hall, E T (1981) Beyond culture New York: Anchor Books/Random House Hofstede, G & Hofstede, G J (2004) Cultures and organizations: software of the mind New York: McGraw Hill Kegan, R (1998) In over our heads: the mental demands of modern life Cambridge, MA: Harvard University Press Koester, J & Lustig, M.W (2009) Intercultural competence: interpersonal communication across cultures 6th ed Columbus, OH: Allyn & Bacon Paige, R.M et al (2004) Maximizing study abroad: a student's guide to strategies for language and culture learning and use Minneapolis: University of Minnesota Global Campus ORLD 7200, Summer 2012 Ross, N (2004) Culture and cognition: implications for theory and method Thousand Oaks, CA: Sage Scarborough, J (2001) The origins of cultural differences and their impact on management Westport, CT: Greenwood Publishing Group, Inc Schneider, S.& Barsoux, J.L (1997) Managing across cultures NY: Prentice Hall Smith, P B., Bond, M H., & Kagitcibasi, C (2006) Understanding social psychology across cultures: living and working in a changing world London: Sage Thomas, D C & Inkson, K (2003) Cultural intelligence: people skills for global business San Francisco: Berrett-Koehler Thomas, D C (2005) Essentials of international management: a cross-cultural perspective Thousand Oaks, CA: Sage Triandis, H.C (1995) Individualism and collectivism Boulder, CO: Westview Press Trompenaars, F & Hampden-Turner, C (1998) Riding the waves of culture: understanding diversity in global business 2nd ed New York: McGraw Hill NOTE#1: GUIDELINES FOR WRITING A BOOK REVIEW: In writing a book review, students should strive to achieve two major objectives: first to give a reader a clear understanding of what the review is about, and secondly, to assess the worth or the merit of the book under review In order to meet the first goal, the book review should provide a comprehensive summary of the main points made by the author(s), chapter by chapter, including the theoretical foundation used To meet the second goal, it should include an analysis of the book from the perspective of several possible audiences, the author’s purpose, the author’s approach, the contribution to the field, and possibly the perspectives of the opposing points of view NOTE #2: PERMISSION TO SHARE YOUR BOOK REVIEW WITH THE REST OF THE CLASS “EACH ONE TEACH ONE!!! We hope you will grant us permission to share your book review with the rest of the class so that everybody can benefit from the work of others If you agree to share your book report with other students, please include in your book report an explicit permission statement for us to electronically forward your book report to others Please note that the shared book report in this case will be your original work, before it is evaluated by the instructors A permission slip will be enclosed with the welcome letter and sent to students by e-mail The COURSE READER will be available for purchase at the bookstore along with the handout packet These will supplement the lectures and help you understand the major theoretical frameworks of Milton Bennett, Geert Hofstede, and Josef Mestenhauser ORLD 7200, Summer 2012 Therefore, please read these readings before the scheduled class session These will be presented in class by the instructors and applied in several in-class activities Bennett, M J (1993) Towards ethno-relativism: A developmental model of intercultural sensitivity (Chapter 2) In R M Paige (Ed.), Education for the intercultural experience (pp 21-71) Yarmouth, ME: Intercultural Press Hofstede, G (1986) Cultural differences in teaching and learning International Journal of Intercultural Relations 10 (3), pp 301-320 Mestenhauser, J.A (2005) Critical, creative, and comparative thinking in an internationalized curriculum Manuscript published by the University of Manitoba, Canada Presented at Queen's University for faculty and staff (pp 1-17 plus bibliography) Mestenhauser, J.A & Ellingboe, B.J (2005, November/December) Leadership knowledge and international education Manuscript published in the Nov./Dec 2005 issue of the International Educator Vol XIV, No Washington, DC: NAFSA: Association of International Educators (pp.1-19 plus bibliography) The following reading will be handed out in class free of charge to you because it did not get copyright permission: Kluckhohn, F R., & Strodtbeck, F L (1961) Variations in value orientations (pp 1-47) Westport, CT: Greenwood Press The following supplementary book for this class is not required, but it is recommended for understanding leadership You may wish to purchase it for future use for your own personal library or for a literature review for a MAOL Leadership Thesis or Action Project: Northouse, P G (2006) Leadership: theory and practice 4th ed Thousand Oaks, CA: Sage INSTRUCTORS’ BIOS: Dr Josef A Mestenhauser is a Distinguished International Emeritus Professor in the Department of Educational Policy and Administration in the concentration of Comparative and International Development Education at the University of Minnesota, Twin Cities His fifty-year long career there included being a professor, researcher, administrator, counselor, and consultant He published more than 120 items including books, monographs, articles and book chapters on international education, educational exchanges, international studies, transfer of knowledge, crosscultural relations, leadership development, cultural change, educational reform and professionalism Josef is three-time holder of senior Fulbright grants in the Philippines, Japan, and Czechoslovakia His most recent international consulting includes trips to South Africa, the Czech Republic, Japan, Australia, and Mexico He was the first U.S faculty member to lead groups of faculty to Kyrgyzstan in the mid-1990s, on a U.S Department of Education grant-funded trip that also included visits to Belarus and the Czech Republic He was President of NAFSA: Association of International Educators, ISECSI (International Society for Educational, Cultural and Scientific Interchanges), and the Fulbright Association of Minnesota, and he has held officer positions in several professional associations Josef holds a doctorate from the Charles University (Prague) from the Faculty of Law and a Ph.D degree from the University of Minnesota in Political Science and International Relations From ORLD 7200, Summer 2012 June 1, 1999 to September 2008, he was the Honorary Consul of the Czech Republic for Minnesota, North Dakota, South Dakota, and Iowa Josef has received many honors including these:  Marita Houlihan Award for Excellence in International Education;  Centennial Award from Waseda University, Tokyo, Japan;  Comenius Medallion from the Prime Minister of the Czech and Slovak Federal Republic;  International Citizen Award from the Twin Cities of Minneapolis and St Paul;  Honorary Fellowship of the Faculty of Pedagogy, Charles University, Prague;  Honorary Professorship of the European Humanities University in Minsk,  Honorary Professorship of the Kyrgyz State Pedagogical University in Bishkek, Kyrgyzstan;  Medal for Outstanding Contribution to Higher Education by Charles University in commemoration of the 650th anniversary of its founding in Prague, Czech Republic;  Presidential Silver Medal from Czech President Vaclav Havel;  Jan Masaryk Silver Memorial Medal from the Minister of Foreign Affairs of the Czech Republic;  The Distinguished Global Engagement Award from the University of Minnesota;  Internationalization Annual Lecture Series, University of Minnesota; and  Innovative Research and Scholarship in Internationalization Annual Award, NAFSA: Association of International Educators, Washington, DC Dr Brenda J Ellingboe has considerable experience teaching intercultural communication, intercultural leadership, and English as a Second Language (ESL) Brenda has been an intercultural trainer and consultant since 2000, providing intercultural training for 51 clients (ranging from nonprofits to corporations to government agencies) She has also conducted internationalization of the curriculum evaluations for deans at 10 colleges and universities including the MAOL program at St Catherine University She currently teaches seven intercultural leadership courses at Century College in their Continuing Education division for helping professionals in healthcare, counseling, and social work She also teaches English as a Second Language courses for international adult students at ELS Language Centers, St Paul Brenda has taught or co-facilitated intercultural communication courses since March 1990 and cross-cultural leadership courses with Dr Mestenhauser since July 1996 Her teaching experience includes two private universities, two public research universities, two liberal arts colleges, three company workplaces, and two community colleges She co-taught Cross-cultural Perspectives on Leadership with Josef Mestenhauser at the University of Minnesota (summers 2004 to 2007) and was the teaching assistant for this class from 1996 to 1998 She has co-taught this course at St Catherine University annually since July 2009 Brenda earned her Ph.D degree from the University of Minnesota with double concentrations in Higher Education Studies and Comparative and International Development Education She also earned her MAOL degree in Ethical Leadership in May 2005 and a certificate in Spirituality and Leadership from the College of St Catherine in June 2005 and received both the Intercultural Foundations (2001) and the Intercultural Practitioner (2006) certificates from the Intercultural Communication Institute in Portland, Oregon She is a certified interpreter of the Intercultural Development Inventory and has had training on the Intercultural Conflict Styles Inventory She is committed to peace and social justice issues and has traveled to Latin American countries on service learning trips PRE-WORK for the first weekend: July 13-14 ORLD 7200, Summer 2012 10 1) Please respond to the Welcome Letter sent to you by e-mail Email us a three-paragraph introduction of yourself by Friday, July 13 2) Purchase items in the bookstore: the Course Reader and Course Handout Packet The reader contains required articles; the handout packet has handouts that will be useful during class sessions Call the bookstore sometime at 651.690.6729 to find out when these will be available for purchase 3) Read the Mestenhauser & Ellingboe article in the Course Reader by Saturday morning 4) Be prepared to choose ONE book on July 13th for your book review assignment and your oral presentation discussion on two chapters (Saturday, July 21) 5) Continually give us your feedback from every class session Index cards will be available throughout the entire course so that you can give us instant and continual feedback on anything that caught your attention, was not understood fully, or appears inconsistent either with the rest of the course, or with knowledge acquired elsewhere These cards will be collected at the end of every day and will be responded to the next time the class meets COURSE CONTENT & ACTIVITIES: Session #1: Friday evening, July 13, 5:30 pm to 8:30 pm 5:30 – 7:00p.m Introductions and Leadership Challenges Welcome to the Course; Instructor Intros– Josef Mestenhauser and Brenda Ellingboe Student Introductions: Get Acquainted Icebreaker Leadership Challenges in Cross-cultural Contexts Josef Mestenhauser In this unit, the notion of cultural variability in leadership will be introduced by looking at leadership issues in different cultural settings In the context of selected countries, several stories will be shared based on observing leadership in such countries as: Japan, Indonesia, The Philippines, Belarus, South Africa, Mexico, and the Czech Republic 7:00-7:15 p.m break 7:15-8:30 p.m Defining Leadership – Participants in small groups This unit will give participants an opportunity to examine their own personal experiences with leadership, and compare and contrast them with others in the workshop In small groups, students will generate descriptions of leadership, followership, and cross-cultural leadership Note: We will hand out this reading in class: Kluckhohn, F R., & Strodtbeck, F L (1961) Variations in value orientations (pp 1-47) Westport, CT: Greenwood Press Please read it by Saturday, July 30 Session #2: Saturday morning, July 14, 9:00am-Noon 9:00 a.m – 10:15 a.m Knowledge about Leadership and Knowledge in General – Josef Mestenhauser This unit will focus on the historical development of the concept(s) of leadership We examine leadership in selected disciplines and discuss the many “paradigm shifts” that have occurred in the areas of theory, research methods, and practice Concepts to be studied include: emergent leadership; personality concepts of leadership; ethical leadership; elitist ORLD 7200, Summer 2012 11 concepts; contingency models; situational leadership; performance and maintenance; pathgoal concept; conformity; cognitive theories of leadership Familiarity with these theoretical concepts is essential in order to achieve conceptual integration of these with cross-cultural concepts (to which attention will be given in subsequent units) Reading: Mestenhauser, J.A & Ellingboe, B.J (2005, November/December) Leadership knowledge and international education Manuscript published in the International Educator Vol XIV, No WDC: NAFSA: Association of International Educators 10:15-10:30 BREAK 10:30-Noon Perception and Cultural Differences – Brenda Ellingboe We will go back in time to 1985 and see video excerpts from an international “U.S./Soviet Town Hall Meeting” (involving the U.S and the former Soviet Union before the Cold War ended) This will illustrate differences in perception, the difficulties in communicating with and learning about other cultures, as well as explaining our own It also focuses on the art of perspective-taking We will then examine the perception and cultural differences focusing on how leaders are perceived in different contexts 10:30-11:15 Videotape 11:15-Noon Small Group Discussion & Large Group Debriefing 12:00 – 1:00 p.m LUNCH BREAK Session #3: Saturday afternoon July 14, 1:00-4:00p.m 1:00p.m Check in and time for individual and pair sharing: What questions you have about the first two class sessions? What reactions you have to the class so far? Process time for small and large group sharing 1:20-2:00 High and Low Context Across Cultures – Brenda Ellingboe High and low context is an important cultural framework pioneered by cultural anthropologist Edward T Hall To demonstrate high and low context, a Nightline Feb 2001 video clip will be shown demonstrating high and low context and cross-cultural differences in apologizing by leaders in the U.S and Japan We will focus on how leaders apologize in various cultural settings 2-2:15 Break 2:15-4:00 The Nature and Structure of Organizations Josef Mestenhauser This session will provide an overview of organizations in terms of their functions, process, design, and structure Understanding the nature of organizations is fundamental to leadership Here, we will discuss such topics as: intervening in organizational life; inter-group and interpersonal relationships in organizations; organizational change dynamics and processes; building collective capacity and shared responsibility; the nature of power in organizations; formal versus non-formal organizations; organizations as learning entities; and other emerging themes in the new literature on organizations PRE-WORK for the second weekend: July 20-21: 1) Read Bennett’s article in the Course Reader by Saturday morning ORLD 7200, Summer 2012 12 2) Mestenhauser’s article in the Course Reader by Fri evening 3) Read any two chapters from your book, create a 2-page handout highlighting key parts of those chapters, and bring enough copies for the entire class and the instructors by Saturday, July 21st Session #4: Friday evening, July 20, 5:30-8:30 p.m 5:30-7:45 p.m STAR POWER Simulation and Debriefing with Guest Facilitators Dr Basma Ibrahim Devries and Dr Jon Devries in Coeur d’ Catherine 370 & next door in the Faculty Lounge 7:45-8:00pm Break 8:00-8:30pm Power, Culture, and Ethics of Leadership – Josef Mestenhauser This presentation is a follow-up of the simulation and focuses on the structure of power in groups, and how culture affects the performance of leadership We will distinguish several similar concepts such as authority and influence Reading: Mestenhauser, J.A (2005) Critical, creative, and comparative thinking in an internationalized curriculum Manuscript (in your Course Reader) Session #5: Saturday morning, July 21, 9:00 a.m.-Noon 9:00am Small Group Discussion: Application of Cross-cultural Topics Covered Last Weekend: What did you think about, apply, focus on, observe during the last week, based on our first four class sessions? 9:20-10:30 Communication Styles Framework – Brenda Ellingboe In this unit, the concept of communication styles will be introduced and analyzed Participants will have the opportunity to practice observing and analyzing intercultural communication and interaction by viewing a videotape: A Different Place: The Intercultural Classroom, Part portraying an internationally diverse group of students in a U.S university classroom The recognition of different communication styles in the classroom and work place will be emphasized In small groups, students will discuss one or two individual videotape characters’ communication styles In our debriefing, we will discuss your perceptions of each of the characters and coach Larry Ford, the instructor, on ways to improve his cultural awareness 10:30-10:45 a.m Break 10:45a.m.-Noon The Developmental Model of Intercultural Sensitivity by Dr Milton Bennett (a theoretical framework) Brenda Ellingboe This session will introduce participants to the concepts of intercultural identity and sensitivity The focus will be on Milton Bennett’s developmental model of intercultural sensitivity (DMIS), which posits a six-stage developmental continuum ranging from ethnocentrism to ethnorelativism This intercultural (culture-general) concept is intended to serve as a tool for leadership, i.e., theoretical bridges between culture-specific knowledge and leadership It will also include a video clip from "Better Together than Apart" featuring Milton Bennett's lecture of the DMIS model he created In our debriefing, we will focus on differentiating between the two ethnocentric stages, the transition stage, and the three ethnorelative stages We will also match quotations by Milton’s interviewees to one of the six stages of the model ORLD 7200, Summer 2012 13 Small Group Time: Sharing Perceptions of the DMIS Model - Share your reactions to the model and any ways you might use it Reading due: Bennett, M J (1993) Towards ethnorelativism: A developmental model of intercultural sensitivity (Chapter 2) In R M Paige (Ed.), Education for the intercultural experience (pp 21-71) Yarmouth, ME: Intercultural Press 12:00-1:00 p.m Lunch Break Session #6: Saturday afternoon, July 21, 1:00-4:00 p.m 1:00-2:30 p.m Students’ Informal Presentations of their Book Chapters (in Small Groups with Handouts) Each student will make an informal presentation (10-15mn) for a small group of students on any two chapters of a cross-cultural leadership book; following that, there will be about to 10 additional minutes for questions and answers from the small group members Please bring ample copies of your two-page handout for everyone in class even though you will be presenting your key learnings only to those in your small group We will distribute handouts to everyone in class, so all students will have a brief summary of two chapters of each book 2:30-2:45 p.m Break 2:45-4:00 p.m Male/Female Communication Style Differences - Dr Debra Tannen This unit will explore the relationship between leadership, culture, and context with an emphasis on the ways in which culture shapes leadership assumptions, norms, and styles Using examples, we will demonstrate how leadership is contextualized by the setting, that is, by the cultural dynamics of place, persons, and time The videotape "He Said, She Said," produced by Dr Debra Tannen will be shown We will have some small group discussion following the video on gender and communication style differences Things to for the 3rd Weekend: 1-Read Kluckohn’s and Hofstede’s articles in the Course Reader by Sat afternoon 2-Prepare to share two of your key learnings during the closure Session #7: Saturday morning, July 28, 9:00a.m.-Noon 10:00-11:15a.m Florence Kluckhohn's Cultural Value Orientations - Josef Mestenhauser This unit will provide one of several conceptual models for the analysis of culture, based on the classic study by Florence Kluckhohn, which introduced the idea of “universal” value orientations for societies, not individuals At the intersection of these concepts are two additional concepts which relate to leadership and will be singled out for special attention: change and conformity Reading: Kluckhohn, F R., & Strodtbeck, F L (1961) Variations in value orientations (pp 1-47) Westport, CT: Greenwood Press 11:15-11:30 Break ORLD 7200, Summer 2012 14 11:30-Noon Geert Hofstede's Cultural Dimensions (based on Organizational Research with 60 Nationality Cultures) -Brenda Ellingboe In this next unit, participants will become familiar with Geert Hofstede’s cultural dimensions of people management, which has made a significant impact on the literature about leadership and management as it applies to groups or societies (nationalities) Hofstede’s model of four major cultural factors arose out of his pioneering research on management in different cultures within the same multi-national corporation The most well known parts of the framework are: individualism and collectivism and high/low power distance Participants will focus on their own leadership contexts/settings and will apply Hofstede's research to their work environments Reading from the Course Reader: Hofstede, G (1986) Cultural differences in teaching and learning International Journal of Intercultural Relations 10 (3), pp 301-320 Noon – 1:00 p.m Lunch Break Session #8: Saturday afternoon, July 28, 1:00-4:00 p.m 1:00-2:15 p.m Leadership and Culture: Integration and Synthesis Lecture Josef Mestenhauser This unit will provide the conceptual basis for an interdisciplinary integration of the many complex concepts we have been studying Here, we examine concepts that converge between psychologically oriented and culturally related knowledge All of these concepts have implications for leaders who must apply their knowledge to specific cross-cultural contexts often under conditions of uncertainty The session will conclude with a Top Ten List of Ways to Integrate Complex Interdisciplinary and Intercultural Learning 2:15-2:30 Break 2:30-3:30 pm Leadership and Culture: Integration and Synthesis Lecture – Josef Mestenhauser continued… 3:30-4:00 Closure – Brenda Ellingboe Individual reflection on what you learned from this intensive course Individual sharing: Please share one or more of your key learnings with the large group What stood out for you? What will you take away from this course? Course Evaluations to be administered by a student and returned to the MAOL office REMINDERS: 1) Include your e-mail address on the title page of your paper(s) so Josef Mestenhauser can email your evaluation letter to you after grades are turned in August 10 h 2) Consider giving us your explicit permission to share your original version of the book review with the rest of the class by e-mail attachment Do this by returning the permission slip by email to Dr Mestenhauser giving him your permission to share your book review with other students in this course, but not including any grades or comments ORLD 7200, Summer 2012 15 DISABILITIES STATEMENT: Students with documented disabilities who believe they would benefit from accommodations are encouraged to contact the Disabilities Coordinator in the O’Neill Center for Academic Development at (651) 690-6563 PLAGIARISM: Plagiarism is the act of passing off someone else's work as your own It includes such dishonest practices as buying, borrowing, or stealing a paper to turn in as your own or simply copying someone else's words without putting them in quotation marks and identifying the author and source Many students, however, inadvertently plagiarize because they not realize that what they are doing is, in fact, plagiarism and thus dishonest Avoiding plagiarism is much more complicated than simply not copying other people's work In an attempt to avoid plagiarizing, students often paraphrase the passages they want to use Basically, paraphrasing is stating something in different words As such, it is a useful device The problem is that it can lead you to unintentional plagiarism if it is not done properly Changing a few words in a passage and then using it in your paper without documentation is plagiarism Changing a few words and then using it in your paper even with proper documentation is also plagiarism When you paraphrase other people’s ideas, you have two choices: 1) you may quote the passage exactly, put it in quotation marks, and cite it; or 2) you may change the wording of the passage so that the ideas are explained substantially in your own words and cite it Anything in between is plagiarism One reason some students inadvertently plagiarize is the pressure they feel to come up with new ideas, to be original, even with topics that they know little about In academic settings such as college courses, it is difficult if not impossible to come up with totally original ideas, especially on topics with which you are unfamiliar When an instructor asks for original thinking, she/he often means thinking through ideas to find your own perspective on them and then expressing those ideas in your own way In doing so, you may and often should use other people’s ideas to add to or support your own When you so, however, you must give them credit O’Neill Center for Academic Development, St Catherine University ... studied include: emergent leadership; personality concepts of leadership; ethical leadership; elitist ORLD 7200, Summer 2012 11 concepts; contingency models; situational leadership; performance... on application It should focus on your individual perspectives on the course (class content, discussion, activities, videotapes, small group interactions, the simulation, and lectures) and concepts.. .ORLD 7200, Summer 2012 COURSE DESCRIPTION: Cross-Cultural Perspectives on Leadership ORLD 7200 This intensive course is designed for students