transnational leadership development theory into practive

T R A N S N AT I O N A L LEADERSHIP DEVELOPMENT This page intentionally left blank T R A N S N AT I O N A L LEADERSHIP DEVELOPMENT Preparing the Next Generation for the Borderless Business World Beth Fisher-Yoshida, Ph.D Kathy D Geller, Ph.D American Management Association New York • Atlanta • Brussels • Chicago • Mexico City San Francisco • Shanghai • Tokyo • Toronto • Washington, D C Special discounts on bulk quantities of AMACOM books are available to corporations, professional associations, and other organizations For details, contact Special Sales Department, AMACOM, a division of American Management Association, 1601 Broadway, New York, NY 10019 Tel: 212-903-8316 Fax: 212-903-8083 E-mail: specialsls@amanet.org Website: www.amacombooks.org/go/specialsales To view all AMACOM titles go to: www.amacombooks.org This publication is designed to provide accurate and authoritative information in regard to the subject matter covered It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional service If legal advice or other expert assistance is required, the services of a competent professional person should be sought _ Library of Congress Cataloging-in-Publication Data Fisher-Yoshida, Beth Transnational leadership development : preparing the next generation for the borderless business world / Beth Fisher-Yoshida and Kathy Geller p cm Includes bibliographical references and index ISBN 978-0-8144-1039-4 Leadership—Cross-cultural studies International business enterprises—Management Intercultural communication Corporate culture—Cross-cultural studies I Geller, Kathy Dee II Title HD57.7.F5837 2009 658.4′092—dc22 2008033098 © 2009 Beth Fisher-Yoshida and Kathy D Geller All rights reserved Printed in the United States of America This publication may not be reproduced, stored in a retrieval system, or transmitted in whole or in part, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of AMACOM, a division of American Management Association, 1601 Broadway, New York, NY 10019 Printing number 10 NEW FROM AMA The Adult Learning Theory and Practice Book Series ABOUT THE SERIES This new book series is intended to provide new thinking about adult learning theory and practice and will serve as a bridge across professions, disciplines, geographical, and cultural boundaries The Adult Learning Theory and Practice Series is designed to provide insights based on research for scholars and practitioners who help adults and organizations learn, develop, grow, and change Each book in this series will address a new issue or theory in adult learning, identify relevant resources and practical tools for application, and present the results of new, original research that link theory and practice To learn more about the Adult Learning Theory and Practice Book Series, please contact the series editors or Jacqueline Flynn SERIES EDITORS: Dr William J Rothwell–(814) 863-2581; wjr9@psu.edu Dr Victoria J Marsick–(212) 678-3754; Vmarsick@aol.com Dr Andrea D Ellinger–(217) 333-0807; adelling@uiuc.edu Ms Jacqueline Flynn, Executive Editor, AMACOM Books (212) 903-8379–jflynn@amanet.org To find submission guidelines and learn more about the Adult Learning Theory and Practice series, please go to: www.amanet.org/go/AMAInnovationsAdultLearning American Management Association www.amanet.org A DV I S O RY B OA R D Bill Gardner has worldwide responsibility for Executive Assessment, Executive & Leadership Development, Succession Planning, Learning & Collaborative Technologies, Performance Management, Corporate Learning & Development, and Organization Development for Advanced Micro Devices (AMD) Under Bill’s leadership AMD’s Learning & Development organization was named to Training magazine’s Top 100 learning & education groups in 2001, 2002, 2003 and 2004 He holds a BS in Finance from Mississippi State and an MBA from the University of Southern Mississippi Dave Medrano is an Associate Dean for the corporate university of one of the world’s leading multinational automotive companies where he directs training and development to support sales and marketing functions He is also responsible for reconfiguring training programs for the company’s global workforce He speaks internationally to industry groups and holds a B.A from the University of California at Los Angeles and an MBA from Pepperdine University Rich Wellins, Ph.D is a Senior Vice President with Development Dimensions International (DDI) where his responsibilities include leading the Center for Applied Behavioral Research, developing and launching a new leadership development system, and building systems for internal knowledge management He is a frequent speaker and has written books, including the best seller Empowered Teams He holds a Doctorate in social/industrial psychology from American University American Management Association www.amanet.org E D I T O R I A L B OA R D Andrea D Ellinger, Ph.D., PHR, is an Associate Professor in the Department of Human Resource Education at the University of Illinois at Urbana-Champaign Previously she was an Associate Research Educator at the Culverhouse College of Commerce and Business Administration at The University of Alabama, working on a two-year Kellogg Foundation research grant, and an Assistant Professor of Adult Education and Doctoral Program Coordinator at The Pennsylvania State University - Harrisburg, where she also taught in the Master’s of Training and Development program She holds a Ph.D in Adult Education from The University of Georgia, an M.S in Management from Rensselaer Polytechnic Institute, and a B.S in Business Administration from Bryant College Victoria J Marsick, Ph.D is a Professor of Adult & Organizational Learning, Department of Organization and Leadership, Columbia University, Teachers College She co-directs the J.M Huber Institute for Learning in Organization at Teachers College with Martha Gephart She directs graduate programs in adult education and organizational learning Prior to joining Teachers College, she was a Training Director at the United Nations Children’s Fund She holds a Ph.D in Adult Education from the University of California, Berkeley, and an M.P.A in International Public Administration from Syracuse University William J Rothwell, Ph.D., SPHR, is a Professor in the Workforce Education and Development program in the Department of Learning and Performance Systems at The Pennsylvania State University He has authored, coauthored, edited, coedited, or had translated over 65 books He is also President of Rothwell and Associates, Inc (see www.rothwell-associates.com) Dr Rothwell received his undergraduate degree at Illinois State University, his M.A and Ph.D from the University of Illinois at Urbana-Champaign, and his M.B.A from the University of Illinois at Springfield Dr Rothwell is also North American Editor for the International Journal of Training and Development and series co-editor of two book series with Pfeiffer: The Organization Change and Development Series and the Using Technology in Training and Learning Series American Management Association www.amanet.org ABOUT THE AUTHORS Beth Fisher-Yoshida Dr Beth Fisher-Yoshida, the founder and Managing Director of FYI Fisher Yoshida International, LLC, is an organizational development consultant, facilitator, corporate trainer, mediator, and executive coach, who partners with clients to develop customized interventions aimed at improving organizational performance as well as professional and personal development Clients have included organizations in the Fortune 100, private, not-for-profit, and government sectors in the United States, Canada, Asia, Europe, Africa, and the Middle East They include NASA, the United Nations, and academic institutions, such as Columbia University Their specialties range from finance to pharmaceutical goods, consumer goods, human rights, and education One main focus of Dr Fisher-Yoshida’s work is addressing intercultural competence and diversity, as well as performance issues and conflicts influenced by worldview differences With more than 20 years experience and 13 years living in Japan, she assists client organizations to support their efforts for change through leadership development; conflict resolution management systems, negotiation, and mediation; intercultural communication and diversity; team development and effectiveness; and performance management In addition to consulting, Dr Fisher- Yoshida is Academic Director of the new Master of Science in Negotiation and Conflict Resolution at Columbia University in New York City She is also on the viii American Management Association www.amanet.org About the Authors ix faculty in the Social and Organizational Psychology program at Teachers College and in the School of Continuing Education, both at Columbia University Dr Fisher-Yoshida researches and publishes articles and chapters on self-awareness, cultural competency, leadership development, and conflict resolution For more information please see www.fyicommunicate.com Kathy D Geller Dr Kathy Geller is presently Director of Organizational Effectiveness at Stanford University, a position she accepted after five years as Managing Director of Areté Leadership International Limited, an international consultancy focused on supporting business performance through leadership development Working in Asia for the last 10 years, Dr Geller brings expertise in merging the business orientation of the West with an understanding and appreciation of the relational aspects of the East Through her work with Areté Leadership International, she supported the development of executives, leaders, and managers in the talent pipeline of Fortune 100 U.S and European multinationals with a significant presence in Asia Recognizing the paradoxes inherent within their settings provides these leaders with a process and the tools to lead more effectively Before establishing Areté Leadership International Limited, Kathy was Chief Curriculum Architect for Personal and Managerial Effectiveness and Global Head of Management Development for Standard Chartered Bank, a 70,000-person British financial services organization serving Asia, Africa, and the Middle East Based in Hong Kong, Dr Geller and her team supported the organization’s growth and change by creating learning interventions aligned to business strategy, organization values, and cognizance of transnational needs Dr Geller is also an instructor in Columbia University’s Summer Principal’s Academy, a master’s level program focused on developing leadership talent for urban roles in education In addition to her work at Columbia University, Dr Geller is an adjunct professor with Nova Southeastern University’s teaching Leadership, Change Leadership, and Communications at the Doctoral level Based in Asia, she American Management Association www.amanet.org Acknowledgments 187 tioning and yearning has taken me to many corners of the world Growing up in New York City provided the background for developing the traits of assertiveness and independence that have aided me in all my endeavors I value the 13 years I lived, worked, and studied in Japan because it tempered my impatience and allowed me to learn to sit with silence Sometimes I want to thank my parents, Frieda and Seymour Fisher, who always believed in me and knew I could and be anything I wanted in the world; my best friend, my sister Mindy, who is always there to share laughs, tears, and oh so many adventures; and my fabulous daughters, Ria and Aya, who always make me proud of them Their wit, charm, talent, and sense of adventure keep me on my toes Thanks also to my niece Erin and nephew Justin, who are deep in my heart—our family vacations are incomparable; my wonderful husband and other best friend, Malick, who makes it easy for me to be me, with his constant love, support, and ways of keeping it lively to keep me going; and to all my family and friends, Susan, Adam, and Nicola Gebler, Marcia Levy, Charlie Bernstein, Adair Nagata, Helen Matsuki, Teri & Jeff Axel, Donna & Barry Sommers, Cathy Seidel, and everyone else who know they are dear to me, thank you I want to acknowledge my mentors and friends at Fielding Graduate University, Barnett Pearce, Libby Douvan, Jeremy Shapiro, Janja Lallich, Steve Schapiro, Martha Sherman, Ann Davis, Beth Montgomery, Judy Kuipers, Anne Kratz and Anna DiStefano, for their guidance and wonderful conversations; my colleagues at the ICCCR, Morton Deutsch, Peter Coleman, Naira Musallam, Ines Ariceta, Mekayla Castro, Kathryn Crawford, Melissa Sweeney, and Katharina Kugler for giving me your support and allowing me to take the time I needed; my fellow faculty in the Social and Organizational Psychology program at Columbia University, Teachers College, from whom I continue to learn; all the wonderful interculturalists I have met through SIIC and CCTS in Japan, Shoko Araki, Janet Bennett, Milton Bennett, Sheila Ramsey, Dean Barnlund, Mitch Hammer, and more, thank you; and my longtime colleagues Audrey Charlton, Robert Anderson, Carina Stern, and the members of the cross-cultural group who meet regularly to support and learn from each other about the paradoxes of cross-cultural matters American Management Association www.amanet.org 188 Acknowledgments To my spiritual guides Master Goy, Masami and Hiroo Saionji, I don’t know where I would be without you, but it wouldn’t be here! And now it is time for the dormant artist in me to come forward as I engage in the visual arts that have been absent from my life for too long A FEW NOTES OF APPRECIATION FROM KATHY From my earliest memories, I have always been aware of difference As a child growing up in Texas in the late 1950s and early 1960s, I remember a time when cultures were segmented and segregated I have my parents—Samuel and Selma Geller—to thank for teaching me another way of seeing the world, allowing me to query and challenge what I lived and what I saw To them and to my sister Marilyn Sue Geller, I say “thank you” for providing a foundation of values and the support to “try it all out!” As Beth wrote, we met almost 12 years ago at Fielding Graduate University As a mid-career adult, I can think of no experience more powerful than my Doctoral journey From the first course, where I began to challenge my assumptions and shift my perspective on the world, to the awarding of my degree many years later, this was a life- changing and life-affirming experience Many people at Fielding were part of my journey Barbara Mink, Steve Schapiro, and Barnett Pearce offered their wisdom and became strong voices challenging and supporting me during the writing of my dissertation My continuing work with Barbara and Steve extends and deepens the experience! My Fielding colleagues and now life-long friends—Beth, Jewel Ray-Chaudhuri, Ann Davis, Beth Montgomery, and Kenzie Kwong—continue to offer fascinating conversations, reminding me always of the importance of seeing the world from a range of perspectives Living these paradoxes and working from Hong Kong, Kuwait, and Malaysia was made easier by a wide range of friends and colleagues who supported my own development as a transnational leader My appreciation goes to Thomas Tin-Chak Chen, who in the time of our relationship offered me “the world” (literally), and American Management Association www.amanet.org Acknowledgments 189 provided a constant basis for experiencing the paradoxes of transnational leadership 24/7 To my team in Hong Kong—Rebecca Wai Ting Wong, Spencer Lau, and Eric Chu—you first taught me that “yes” can mean many things and later you showed me the importance of recreating a family in the work setting I have the greatest admiration for you three and always look forward to our next dinner together Just as my work team in Hong Kong offered me a way of knowing myself and appreciating others, my friends in Kuala Lumpur have opened my eyes to the power of living in a multicultural context: to Lili Tan, L.C Toh, Husnah Wadi, Margaret Sebastian, Sharon Yap and Vanaja Nethi, please know I continue to learn from you in each and every conversation For the past four summers, I’ve had the joy of being a faculty for future school leaders, attending the Columbia University’s Summer Principal’s Academy The experience of working with wonderful faculty in a consciously designed transformative learning environment is without comparison It has been a privilege and journey unto itself to co-teach with Robert Anderson and work with Audrey and Beth During one of these summers, I can remember a dinner with Jewel and Ray Chaudhuri in New York I was at a loss on how to communicate effectively with someone in the operations center in Chennai, and Ray offered an insight “from the other end of the continuum” that I had been unable to see through my own lens It was a magical moment—thank you both! Across time, distance, and change Donnis Rosenwinkel-Benson remains the most positive person I know, and I thank her for always seeing the rainbow and offering me a glimpse Priscilla V Marotta, my best friend for 30 years, continues to be my cheerleader and psychological support, spending time in my homes in Hong Kong and Kuala Lumpur and bringing with her a considered view of alternative frames of reference and perspectives To all of you and to others too numerous to list here, thank you for touching my life and offering me new ways to understand the world! American Management Association www.amanet.org This page intentionally left blank INDEX American Management Association www.amanet.org This page intentionally left blank INDEX A Accomplishment, 139 praise for, 153 of tasks, 75 Action group reflection in, 114–115 group reflection on, 111–112 guided by values, 28 individual reflection in, 112–113 individual reflection on, 110–111 paradox of, 18–19, 91–117, 142 reflection in, 98–99 reflection on, 97–98, 162 Action and thought, balancing, 91 Action vs planning, 19 ACUMEN survey, 169 Adler, Nancy, Adult learning theory, transformative learning and, 160 Adult Learning Theory and Practice Series: Crossroads in Adult Learning (Ellinger, Marsick, & Rothwell), xvii Advances in Human Resource Development (Brooks), 159 American Society for Training and Development, Argyris, C., 161, 162 Art learning about others using, 171 relationship development through, 171 for self-awareness, 171 Assertion of identity, 24 Assertiveness, 139 Assimilation, xv Assumptions implicit, 32–37 reflection and, 100–101 B Being vs doing, 92 Beliefs cultural, 161 familial, 161 stereotypical, 161 Birth rates, in developed countries, Blackberry™, 92, 138 Brooks, A K., 159 Brown, L M., 168 Business communication technology and, 1–2 we-centric focus and, 57 Business model, multinational and transnational, American Management Association www.amanet.org 193 194 Index C Cantril, Henri, 24 Centralization vs decentralization, 10–11 Change, speed of, Chinese culture, communication in, 69 Collective cultures behaviors of, 55 contradictions in, 52–53 Collective genius, leadership as, Command communication, 82 Command-discussion-dialogue continuum, 82 Common needs, 24 Communication in Chinese culture, 69 circular vs linear, 74, 77–78 command, 82 conflict management and, 166 contextual dilemmas, 74 continuum, 82 criticism in, 76 cultural influences on, 68–70 dialogue, 83–84 dilemmas of word, 74–75 direct vs indirect, 16–18, 74–76 disagreement in, 76 discussion, 82–83 of feelings dilemma, 76–77 harmony in, 69, 75 intercultural, 71–74 interpersonal risks of, 70–71 open, 153 organizational risks in, 71 of outcomes dilemma, 77–78 paradox of, 12 , 16–18, 64–90, 141–142 relationship development in, 69 restrained vs expressive, 74 in “space between,” 79–82, 80 technology, 1–2 traditional model, 79 transnational, 90 trust in, 70 Competence, intercultural, xviv Competitive spirit, 59 Complexity of people, acknowledgment of, 169 Conflict, 139, 153 dynamics of, 165 Conflict management communication and, 166 methodology for, 166–167 storytelling and, 167 transformative learning for, 164–167 Consensus for decision-making, 153 group, 49 Consequences See Unintended consequences Cooperation, 139 Corporate Social Responsibility (CSR), 135 Critical reflection, 161 Critical thinking, 161, 162, 165 Criticism, in communication, 76 Cross-cultural consciousness, five-step process of, 38–40, 41 CSR See Corporate Social Responsibility Cultural beliefs, 161 Cultural diversity, transnational leadership in, 139 Cultural frames case study of, 25–28 of human beings, xvi miscommunication and, 73 Cultural implications, of quadrants of reflection, 108–110 Cultural influences attending to own, 37 on communication, 68–70 Cultural sensitivity, American Management Association www.amanet.org Index Cultures See also I-centric cultures; We-centric cultures Chinese, 69 collective, 52–53, 55 group-based, 49 high context, 73 homogenization of, 4–5 individualistic, 52–53 low context, 73 D Dalai Lama, 47 D’Amico, C., xviv Debate, in I-centric cultures, 60 Decentralization vs centralization, 10–11 Decision-making, 153 consensus for, 153 Deterritorialization, Developed countries, birth rates in, Dialectic of Freedom (Green), xviv Dialogue, 142 communication, 83–84 as exploration tool, 167 “space between” and, 82–84 steps to foster, 166 transformative, 167 transformative learning through, 160, 162, 163 Dignity and personal respect, 24 Dilemma(s) of communicating feelings, 76–77 of communicating outcomes, 77–78 disorienting, 161 vs problems, 10 of word communication, 74–75 Direct vs indirect communication, 16–18, 74–76 Disagreement in communication, 76 in I-centric cultures, 60 open, 153 195 Discussion communication, 82–83 Disorienting dilemma, 161 Diversity embracing, xvi negation of, xv Doing vs being, 92 impact of, 94–97 vs reflecting, 18–19, 97–106 Donham, Wallace Brett, Double-loop learning, 165 Down time, 118 Drucker, Peter, 64 E Earthwatch, 136 Einstein, Albert, 21, 118 Ellinger, Andrea, xvii Empathy, 88–89, 154 transformative learning through, 162, 163, 170 End needs, 25 Engaging support, English language, 72 Environmental sustainability, time orientation and, 135–136 Expressive vs restrained communication, 74 F Facebook, 3, 138 “Face” concept, in we-centric culture, 55, 56 Familial beliefs, 161 Fayol, Henri, 58 Feedback, transformative learning through, 163 Feelings, dilemma of communicating, 76–77 Flex-time, 121, 122 Focus “I” centric vs “we” centric, 14–16 American Management Association www.amanet.org 196 Index Focus (continued ) paradox of, 12 , 14–16, 47–63, 140–141, 154 Frames of reference, identification of, 161 Freedom of choice, 24, 25 Freeze frame, 113 reflection and, 103–104 G Gandhi, Mahatma, Gender issues, 35 Gestures, meanings of, 33 Globalization, xvii, variables of, 3–5 Global organizations, 136 Global performance, management scenario, 49–51 Global village, 138 Glocalization, 5, 129 Green, Maxine, xviv Group-based cultures, 49 Group consensus, 49 Group reflection See also Quadrants of reflection; Reflection; Individual reflection in action, 114–115 on action, 111–112 Guilt, in I-centric cultures, 60–61 H Harmony, 139 in communication, 69, 75 Harvard Business Review, 23 Harvard Business School, High context cultures, 73 Hill, Linda A., Homogenization of culture, 4–5 Hong Kong and Shanghai Banking Corporation (HSBC), HSBC See Hong Kong and Shanghai Banking Corporation Human beings See also People cultural frames of, xvi Human resource development, transformative learning in, 159–164 I I-centric-based performance management, 58–63 I-centric cultures, 47–48, 48–49 See also Cultures; We-centric cultures behaviors of, 60 debate in, 60 disagreement in, 60 guilt in, 60–61 teamwork in, 61 time in, 61 I-centric vs we-centric focus, 14–16 Immigrant populations, professional roles for, Impact vs intent, reflection and, 104–105 Implicit assumptions, awareness of, 32–37 Indirect vs direct communication, 16–18 Individualistic cultures, contradictions in, 52–53 Individual reflection See also Group reflection; Quadrants of reflection; Reflection in action, 112–113 on action, 110–111 Inquiry, 86, 154 Intent vs impact, reflection and, 104–105 Interconnectedness, 3–4 Intercultural appreciation, transformative learning and, 162–163 Intercultural communication, 8, 71–74 Intercultural competence, xviv American Management Association www.amanet.org Index Intercultural partnerships, xvii Interpersonal dynamics, 153 Interpersonal risks, of communication, 70–71 iPhone™, 138 Isaacs, W, 166 J Judy, R.W., xviv K Kaleidoscope perspective, 36 Knowing, paradox of, 12, 13–14, 23–46, 140 Knowing self appreciating others and, 38–40 honoring others and, 12–14, 42–46 values sort activity, 43–44 Kouzes, James, 28 L Language English, 72 as experiential filter, 71 Leadership See also Transnational leadership as collective genius, connection to others in, 168 literature, measurements, 169 relational, , 167–172 sense of self in, 168 Leadership Challenge (Kouzes and Posner), 28 Leadership Practices Inventory (LPI), 169 Learning See also Transformative learning double-loop, 165 for social responsibility, 160 Learning partnerships interview process for, 170 197 for mindful interactions, 170–171 Life choices, 29, 30 , 31 Life context, 29, 30 , 31 Linear vs circular communication, 74, 77–78 Listening, 85, 154 “LIVE” dialogue, 84–90, 154 Long-term/short-term results, 132–133 Long-term vs short-term response, 20–21 Long Walk to Freedom (Mandela), Low context cultures, 73 Loyalty, 48, 54, 55 , 139 LPI See Leadership Practices Inventory M Mandela, Nelson, Marsick, Victoria, xvii, 91, 106 Mask-making activity, 171 MBTI See Myers-Briggs Type Indicator McGill University, Organizational Behavior and International Management, Mental software, 72 Meritocracy, 48 Meta-view, 113 reflection and, 101–102 Mezirow, J, 160, 162, 163, 164, 165, 166 Mindful interactions, learning partnerships for, 170–171 Miscommunication, cultural frames and, 73 MLQ See Multifactor Leadership Questionnaire Modeling, Monochronic/polychronic time, 131–132 Mood check, 113 Motivation Orientation, 169 Multifactor Leadership Questionnaire (MLQ), 169 American Management Association www.amanet.org 198 Index Multinational business model, transnational business model and, Mutuality, conscious development of, 160 Myers-Briggs Type Indicator (MBTI), 169 N Need common, 24 end, 25 for reflection, 94–97 NGOs See Non-governmental organizations Non-governmental organizations (NGOs), 135, 136 O On-line environments, for transnational interactions, Open communication, 153 Open disagreement, 153 Organizational Behavior and International Management, McGill University, Organizational risks, in communication, 71 Others, honoring, 168 art for, 171 knowing self and, 12–14, 38–40, 42–46 in leadership, 168 using art, 171 P Palmisano, Samuel, Paradoxes embracing, 138–148 example, 10 of transnational leadership, xv, 12–21 using, 10–11 Paradox of action, 18–19, 91–117, 142 Paradox of communication, 12 , 16, 16–18, 64–90, 141–142 Paradox of focus, 12, 14–16, 47–63, 140–141, 154 assessing, 62–63 strategy planning for, 63, 154 Paradox of knowing, 12 13–14, 23–46, 140 Paradox of response, 20–21, 118–137, 143 driving forces in, 128–129 firm’s role in, 129–130 scenario of, 122–128 Partnerships intercultural, xvii learning, 170–171 Past/present/future, time orientation, 133–134 Pay-for-performance, 50 People See also Human beings complexity of, 169 Personal history, 29 Personality attributes, 29, 30 , 31 Personal respect and dignity, 24 Planning vs action, 19 Polychronic/monochronic time, 131–132 Posner, Barry, 28, 168 Practitioner applications, transformative learning, 159–160 Praise, for accomplishments, 153 Praxis, 162 Problems vs dilemmas, 10 Professional roles, for immigrant populations, Profiler questionnaires, 169 Provocative questions, 14 use of, 21–22 Psychological surveys, 169 American Management Association www.amanet.org Index Q Quadrants of reflection, 106–107 See also Group reflection; Reflection; Individual reflection cultural implications of, 108–110 guiding questions, 107–110, 156 Questions See Provocative questions R Recognition, 153 Reflection See also Group reflection; Quadrants of reflection; Individual reflection in action, 98–99 on action, 97–98, 162 assumptions and, 100–101 critical, 161 vs doing, 18–19 freeze frame and, 103–104 on group action, 111–112 on individual action, 110–111 intent vs impact and, 104–105 leader’s role in, 115–116 meta-view and, 101–102 need for, 94–97 process chart, 107 quadrants of, 106–107 on social identity, 153 suggested tips for, 116–117, 157 time spent in, 92–94 unintended consequences and, 105–106 values and, 153 Relational leadership, methodology for, 168–172 through transformative learning, 167–172 Relationship development through art, 171 in communication, 69 Respect and dignity, 24 199 Response long-term vs short-term, 20–21 paradox of, 20–21, 118–137, 143 Responsibility See also Social responsibility in we-centric culture, 56–57 Restrained vs expressive communication, 74 Results, long-term/short-term, 132–133 Risks, organizational, 71 Rothwell, William, xvii S Self-awareness, 23 art for, 171 developing, 28 iceberg model of, 36–37 in leadership, 168 through “snapshots,” 169 Self in the context of another, 40–41 Seniority issues, 35 Sense of self, in leadership, 168 Sequential/synchronous time, 131 Shame, 56 in we-centric culture, 56 Short-term/long-term results, 132–133 Short-term vs long-term response, 20–21 Situational Leadership Survey, 169 “Snapshots,” self-awareness through, 169 Social identity awareness, 29–32 mapping, 30, 42, 150 reflection on, 153 Social responsibility See also Responsibility learning process for, 160 Social Styles, 169 “Space between” communication in, 79–82 dialogue and, 82–84 American Management Association www.amanet.org 200 Index Speed of change, Stereotypical beliefs, 161 Storytelling conflict management and, 167 transformative learning through, 163, 166, 167, 172 Strategy planning, for paradox of focus, 154 Synchronous/sequential time, 131 T Tao Te Ching, 23 Task accomplishment, 75 Taylor, E W., 161 Taylor, Frederick, 58 Teamwork, in I-centric cultures, 61 Thinking, critical, 161, 162, 165 Thought and action, balancing, 91 Time broadening sense of, 136, 137 concepts, 130 culture, 20, 120, 153 in I-centric cultures, 61 impact chart, 137, 158 monochronic/polychromic, 131–132 perspective, 118, 119, 121–122 polychronic/monochronic, 131–132 synchronous/sequential, 131 Time orientation, 118, 119, 120 environmental sustainability and, 135–136 past/present/future, 133–134 unintended consequences in, 134–135 Trainer, for transformative learning, 163 Transformative dialogue, 167 Transformative learning, See also Learning adult learning theory and, 160 for conflict management, 164–167 developing relational leaders through, 167–172 through dialogue, 160, 162, 163 dynamics of, 160–163 through empathy, 162, 163, 170 through feedback, 163 in human resource development, 159–164 intercultural appreciation and, 162–163 in practice, 163–164 practitioner applications, 159–160 through storytelling, 163, 166, 167, 172 trainer for, 163 Transnational business model, multinational business model and, Transnational communication, worksheet for, 90, 155 Transnational interactions, on-line environments for, Transnational leadership See also Leadership challenge of, 65–67 in cultural diversity, 139 developing, 143–144 foundations of, 7–9 paradoxes of, xv, 12–21 practice of, xix research on, xviii–xix Trust, in communication, 70 Tsinghua University, 66 U Unintended consequences reflection and, 105–106 in time orientation, 134–135 V Values chart, 150–151 chart worksheet, 45, 152 impact worksheet, 45, 152 American Management Association www.amanet.org Index priority worksheet, 46 reflection and, 153 sort activity, 43–44, 150–151 that guide actions, 28 Voicing, 86–87, 154 W We-centric-based performance management, 54–58 We-centric cultures See also Cultures; Icentric cultures behaviors of, 55 “face” concept in, 55, 56 responsibility in, 56–57 shame in, 56 201 We-centric focus business implications of, 57 vs I-centric focus, 14–16 Word communication, dilemmas of, 74–75 Workforce 2020: Work and Workers in the 21st Century ( Judy, D’Amico), xvii, xviv Working style, 153 Work movement, Workshop design considerations, 145–148 Work structures, changing, 1–3 Y YouTube, American Management Association www.amanet.org ... www.amanet.org Transnational Leadership Development FIGURE 1.1 Foundations of Transnational Leadership Communication Intercultural Communication TNL Relational Leadership Transformative Learning Leadership. .. Assessment, Executive & Leadership Development, Succession Planning, Learning & Collaborative Technologies, Performance Management, Corporate Learning & Development, and Organization Development for... changes has impacted the ways in which leadership needs to be thought about and American Management Association www.amanet.org Transnational Leadership Development acted upon In the networked