Cultural Intelligence and
Workshop Week 1
Globalisation and You
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• Describe what is meant by the term globalisation
• Understand the opportunities and threats
globalisation presents to people and the planet
• Understand the implications of globalisation for
• Broaden and deepen our collective understanding
of global citizenship
• Understand the link between globalisation,
emotional intelligence, and cultural intelligence
What is Globalisation?
• Globalisation is the process whereby worldwide
interconnections in every sphere of activity are growing.
• It is not caused by a single force, but the dynamic
interconnectedness that results from the shifts that are taking
place across a range of contexts, including:
– economic and
– cultural spheres.
Thomas & Lazarova, 2014
Source: Adapted from
This diagram may look like a complicated mess. But once you analyse it a little
more deeply, you will see it actually makes sense.
In groups, discuss what you think this diagram represents, and then
compare your group’s answer to the rest of the class.
• Pervasive and unrelenting pace of ICT (Information &
• Access to information, resources, products and markets
are all affected by improved technology.
• ICT reduces cost of communication, leading to more
global goods, services and capital markets.
• This increases competition and even small firms can
• No longer constrained by physical location/space.
• Teams of individuals can be assembled to work virtually
throughout the world.
• Work-role of employees in all organisations has adapted
to reflect these technological changes.
• Worldwide capital markets that were previously closely
aligned with nations allow both large and small firms to
participate in the global economy (a flat world?).
• Established economies (US, Europe) expected to remain the
main source of FDI, whereas developing and transitioning
economies are expected to absorb and generate increasing
shares of global FDI – e.g. China, India, Russia, etc.
• Ease of movement of labour has increased cultural diversity.
• Nation states that receive migrants become more multiethnic
and multicultural, and consequently face the increased
challenge of integrating migrants and maintaining their own
national and cultural identity.
Global Political & Legal
• Although economic globalisation underscored
by market-based economic structures
assumes that free markets can help achieve
the balance between individual and national
interests, in reality the world is still organised
around nation-states that operate with
different political structures, different laws,
rules, and regulations ranging from pure
democracy (e.g. Norway) to totalitarianism
(e.g. North Korea).
• After four decades of Cold War, the fall of the Berlin Wall in
1989 marked the beginning of the democratisation process in
many former secular totalitarian countries, such as Central &
Eastern Europe, China, and Russia.
• Technology played a significant role in some Middle Eastern
countries where protesters used social media to plan their
protest and mobilise support.
• Activity: In groups, please answer the following question:
• In other words, what does the democratisation process and
technology have to do with emotional intelligence and cultural
intelligence in the modern workplace?
Shifts in the Political Landscape
Globalisation of Culture
• Culture is a fundamental element, although largely
• It represents shared meaning which affects how
individuals and organisations shape their goals,
the way they operate and the reasons behind
workplace policies, member behaviour, etc.
• There is still ongoing debate about whether
globalising forces encourage convergence or
divergence of culture.
Convergence and Divergence
• Cultural convergence and cultural divergence exist not only
within societies but also within organisations.
• Cultural convergence is when members of a group, over
time, become more and more similar to each other.
• Cultural divergence is when those group members instead
become more and more dissimilar to each other over time.
• Often, the one culture can both converge and diverge,
otherwise known as equilibrium perspectives.
• In groups, develop a list of five cultural aspects within
organisations that could converge and five that could
Who is a Global Citizen?
• “A global citizen is someone who identifies with
being part of an emerging world community and
whose actions contribute to building this
community’s values and practices.”
Ron Israel, 2012
• The forces of global engagement are helping
some people identify as global citizens who have a
sense of belonging to a world community.
• This growing global identity in large part is made
possible by the forces of modern information,
communications and transportation technologies.
• Those of us who see ourselves as global citizens are
not abandoning other identities, such as allegiances to
our countries, ethnicities and political beliefs.
• These traditional identities give meaning to our lives
and will continue to help shape who we are.
• However, as a result of living in a globalised world, we
also expand our identification to embrace values of a
world-wide community and understand that we have
an added layer of responsibility to all who share this
• Global citizenship requires us to embrace a global
way of being and to build a sustainable valuesbased world community.
• Values include respect for human rights,
environmental protection, religious pluralism,
gender equity, sustainable worldwide economic
growth, poverty alleviation, prevention of conflicts
between countries, elimination of weapons of
mass destruction, humanitarian assistance and
preservation of cultural diversity.
• Your Planet
• Working individually, on a blank sheet of paper write
one sentence for each of the following two questions:
• Please answer honestly. Your workshop leader will be
collecting your responses and will be reading some of
them aloud in class – anonymously of course.
What does being a global
citizen mean to you as an
Conversely, what does it
mean to you as a manager
of global citizens in the
Our Collective Awareness:
• We are all part of a collective social system.
• Global citizenship of the 21st century is therefore
part of a living system.
• We need to move from reactive learning to deeper
levels of learning and systems thinking.
• Senge, Scharmer, Jaworski, Flowers, 2005
Deeper Levels of Learning
Senge et al., 2005
“Until people can start to see their habitual ways of interpreting a situation,
they can’t really step into a new awareness.”
Your First Assessment
• Your first assessment is a prime representation of the
deeper learning diagram on the previous slide.
• It requires you to repeatedly think in different ways and
to repeatedly do a varied number of tasks in order to
learn more deeply about yourself.
• Let’s review that first assessment now so that you have
a preliminary understanding of what’s expected.
• Can you see how it relates to Senge et al’s model?
Theory U: Explained
• Suspending: This is when you consciously take a break
from your daily habit of instinctive thoughts and actions,
and instead simply observe yourself.
• Redirecting: This is when you direct your attention
towards the patterns and themes that arise during that
period of introspection.
• Letting go: This is when you refrain from becoming
emotionally attached to the gaps that become obvious.
In other words, you observe without judgement.
Theory U: Explained
• Letting come: This is when you become present such that
you welcome novel ideas and new understandings.
• Crystallising: This is when you make a commitment towards
taking action. You may not yet know the full picture or have all
the details but you know a shift is necessary.
• Prototyping: This is when you try out new ideas. You
experiment, you accept mistakes as part of the learning
process, and you evaluate your success as you go.
• Institutionalising: This is when you incorporate your
discoveries within the wider contextual culture that is your
organisation, thereby shifting behaviours and mindsets.
In groups, you will be allocated one of the following eight
scenarios. Identify one or two ways through which you can help
these hypothetical stakeholders to advance through the seven
stages of Theory U.
1. A supervisor who is afraid to give negative feedback.
2. An employee who thinks it’s okay to arrive late every day.
3. A colleague who never returns emails and phone calls.
4. A boss who doesn’t listen to new ideas.
5. A client who talks aggressively to your employees.
6. A supplier who keeps making inventory errors.
7. A tenant making too much noise in the office next door.
8. A regulator threatening harsh and unfair media exposure.
Globalisation and EQ
• Emotional intelligence “involves the ability to monitor one’s
own and others’ feelings and emotions, to discriminate among
them and to use this information to guide one’s thinking and
actions”. (Salovey and Mayer 1990)
• The diversity associated with globalisation requires highly
emotionally intelligent leaders who are able to unite many
stakeholders who are culturally different to one another.
• This necessitates an awareness of one’s self and an
awareness of (and respect for) others.
• Traditional management practices are therefore no longer
sufficient since leaders today are required to be global, not
only in their location but also in their mindset.
Globalisation and CQ
• Cultural intelligence is “an individual’s capability to function
and manage effectively in culturally diverse settings”.(Ang and Dyne
• Cultural intelligence is multidimensional. It can be
metacognitive, cognitive, emotional, and behavioural.
• As globalisation increases in speed and prevalence,
workplaces will become more and more diverse, thereby
requiring managers who are highly culturally intelligent.
• Managers rated high on cultural adaptability have been found
to have higher rates of self-knowledge and self-awareness.
They also display emotional stability, which is a critical
success factor for managing change and diversity in
globalised economies. (Deal et al 2003)
• Understanding the forces of globalisation
• Appreciating what it means to be a global
citizen – as an employee and as a leader
• Reflecting on the link between
globalisation, emotional intelligence,
cultural intelligence and diversity