gi net 12 - building global indonesian leaders by systematic learning
DESCRIPTION
Materials presented during the 12th GI Net: "Developing Global Competence for (Future) Indonesian Leaders" on August 30, 2013TRANSCRIPT
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Media Partner:
Global Indonesian Network
a Global Indonesian Network series
Hosted by :
BUILDING GLOBAL INDONESIAN LEADERS
By Systematic Learning
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Global Indonesian Network
Global Indonesian-Network (GI-Net) is a series of events aiming to promote an open and interactive dialogue between the academic world and business practices.
Involved are people who take an active role in an Indonesian-international working environment.
• We make sure that research addresses the needs of businesses and organiza5ons and provide a pla9orm of learning and sharing, where theory meets reality
• Themes to be raised in our forum will focus on the three
domains cross-‐cultural competence, talent & leadership development as well as strategic change & transforma5on
• Business implica5ons based on our findings will further be discussed in each of our sessions
Global Indonesian Network
Global Indonesian NetworkGlobal Indonesian Network www.globalindonesian.net @htjitra
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Global Indonesian Network Can Add To Your Success
• You will be able to apply current research to the
challenges faced in daily business life
• Get in touch with people in similar work environment
to share knowledge and experience
• Develop yourself in the area of intercultural diversity,
talent and change management
• Add value to your organiza5on with concrete
knowledge on current interna5onal business maKers
and industry characteris5cs
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✴ Culture Learning Needs
✴ Systematic Learning
✴ What the data says
AGENDA
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Culture Learning Needs
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Data from Multinational Corporations (MNCs)
1. 10% - 50% of international assignees returning home early from their assignment (Eschbach et al., 2001)
2. Financial cost of expatriate failure and tehir underperformance are very high: $ 250.000 – $ 1 million
3. The percentage of companies offering of intercultural training increased from 30% to 60% within 10 years (Bennett et al., 2000)
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Strangeness - Culture Shock
“Aneh harus memanggil orang yang lebih tua dengan nama tanpa disertai sapaan om, tante, oma di Belanda”
“Kaget dengan nada suara orang Ambon dan Medan yang tinggi dan keras, pada akhirnya merasa tidak nyaman”
“Bos Jawa : Yes or No tidak terlalu jelas, saya harus tanya berkali-kali untuk memastikan suatu hal”
EVEN WITH OUR OWN CULTURE
“1 bulan pertama merasa depresi karena masih terbawa dengan culture Belanda yang on time”
Re- Entry Culture Shock
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Non- Systematic Learning is inefficient
“pengalaman saya ketika berhubungan dengan seorang profesor dalam konteks studi. Profesor ini sudah sering mengunjungi berbagai Negara dengan budaya berbeda. Akan tetapi dia tetap bertanya: “ketika di Uganda bisa jalan dengan cara seperti ini, kenapa disini tidak bisa?”
Pendeta Jamaica dan pendeta Singapore mengeluh “mengapa begitu sukar mengajak kerja orang Indonesia?”.
Orang lokal Indonesia resisten dengan usulan mereka “mereka tau apa tentang orang indonesia?”.
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“Staf-staf ini tidak mau duduk bersebelahan dalam mobil yang mengantar mereka ke lokasi pendampingan. Saya pusing negosiasi dengan bagian logistik untuk minta tambahan mobil.
! Karena persediaan mobil terbatas, akhirnya saya menengahi dengan duduk di tengah-tengah di antara staff laki-laki dan perempuan dalam mobil.
! Karena saya sudah bangun rapport dengan staffnya sebelum kerja, dia mau cerita bahwa mereka tidak mau duduk sebelahan, karena bukan mukhrim dan menurut budaya/ agama mereka yang bukan mukhrim tidak boleh bersentuhan fisik”
Learning by doing
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Information Searching
“Mengerti karakteristik orang dan cultural backgroundnya itu penting. Saya akhirnya mencari sendiri dalam seri buku culture shock. Itu isinya cukup bagus loh, yang culture shock Singapur itu kan dia cerita orang Singapur ini kayak begini, jadi kalau anda bertemu dengan mereka. Kalau anda mengatakan begini, jangan tersinggung karena apa, karena mereka maksudnya bukan begitu, tapi ini dijelasin karakteristik orangnya.”
Senior Vice President Bank ‘X” in Singapore
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BEHAVIOR
Person
SituationCulture
Behavior Attribution
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Conflict
The Cultural Iceberg
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Other culture
My own culture
Self Other
Intercultural Encounter
Self, Other, Intercultural Encounter
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Acculturation
Indonesia is one of the most MULTICULTURAL country in the world
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✴ Born at a little village in East Java, Indonesia.
✴ Grew and learned from two culture, Chinese and Javanese.
✴ Lived not only with his nuclear family, but also with his grandmother and grandfather who owns business in copra (dried meat, or kernel, of the coconut).
✴ Described himself as a stubborn, brave, and sociable person.
✴ His friends comes from various circles.
✴ Moved to Jakarta to continue his study.
✴ One of this job, he had 4 simultaneous jobs in a one single-day: Cigarette distributor (morning), Biology teacher (afternoon), college student (evening), and worked in casino (night) Tr
ansf
orm
ing
Global & local career excellence
Intracultural Experiences
Intercultural Competence
Our Case Study: Harvesting Diversity Benefit
Career’s critical incidents:
✴ Encounters with foreign bosses / colleagues✴ Leading multinational team
BEST
PRACTICE
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✴ Born at a little village in East Java, Indonesia.
✴ Grew and learned from two culture, Chinese and Javanese.
✴ Lived not only with his nuclear family, but also with his grandmother and grandfather who owns business in copra (dried meat, or kernel, of the coconut).
✴ Described himself as a stubborn, brave, and sociable person.
✴ His friends comes from various circles.
✴ Moved to Jakarta to continue his study.
✴ One of this job, he had 4 simultaneous jobs in a one single-day: Cigarette distributor (morning), Biology teacher (afternoon), college student (evening), and worked in casino (night) Tr
ansf
orm
ing
Global & local career excellence
Intracultural Experiences
Intercultural Competence
Our Case Study: Harvesting Diversity Benefit
Career’s critical incidents:
✴ Encounters with foreign bosses / colleagues✴ Leading multinational team
BEST
PRACTICE
Systematic Learning
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Culture Learning
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Cross-cultural Training
Technical Competence
Passion to Learn
Self - confidence
An educative process focused on promoting intercultural learning through acquisition of behavioral, cognitive and affective competencies required for effective interaction across diverse cultures
Landis & Brislin, 1996
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“To be effective in another culture, people must be interested in other cultures, be sensitive enough to notice cultural differences, and then also be willing to modify their behavior as an indication of respect for the people of other cultures ”
(Bhawuk and Brislin, 1992)
Intercultural Competence
Technical knowledge & skill
Motivation
Stress tolerance
Respect for differences
Harmony preservation Self Control
Awareness of communication symbols
Language skill
Verbal & non verbal expression
Attribution process of information
Cultural empathy
Intercultural Sensitivity
Intercultural Communication Competence
What is Intercultural Competence & Sensitivity ?
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Developmental Intercultural Competence Model
Bennet, 1996
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Cross Cultural Training
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W - Curve: Intercultural Training
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‣ Building Self-Confidence &
Developing Assertiveness
‣ Creating (Inter-) National Talent Pool
✴ Selection✴ Support✴ Coaching✴ Training✴ Networking
into Intercultural sensitivity
Transforming the Intra-cultural sensitivity
Getting Familiar with International Business Experiences
Foreign Colleagues and Boss in home country
International Project / Virtual Teams
Intensive Working and Living abroadLeading another cultures
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Organization Intervention
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Dipl. Psych. Ulrich Hößler University of Regensburg, Germany
University & Corporation Setting
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Just Example: Pre - Departure Training for Students Going Abroad
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Master Program for Intercultural Psychology
What the Data Says
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“training ini membuat saya bisa mengerti mengapa orang Jakarta bersikap demikian dan membuat saya mengetahui bagaimana bertahan di Jakarta”
Mahasiswa Kutai Barat, 2013
Is It Possible To Become Interculturally by A Course / Training ?
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No Dimensi Pre Post
1 Awareness of differences culture * 2.64 3.00
2 Understand the differences 3.17 3.21
3 Respect the differences 3.26 3.29
4 Valuing the differences 2.61 2.73
5Willing (and) to par5cipa5ng in cross-‐cultural interac5on (working with people from other backgrounds)
2.27 2.42
6 Having stereotype and prejudice toward others 1.93 2.07
7 Awareness of cultural influence to behavior * 2.69 3.01
8 Respect the influence of cultural to behavior 2.83 3.05
9 Understand of your own and other's culture 2.73 2.83
10Admit our assump5on about someone else stereotype and prejudice may be wrong*
2.10 2.52
11Understanding the meaning of ac5on of others by analyze the context/ situa5on of the ac5on*
2.21 2.68
12 Empathy * 2.81 3.07
13 Comfortable* 2.57 2.82
14Awareness of judging other's behavior and beliefs according to the standards of your own culture*
1.62 1.98
NILAI TOTALNILAI TOTAL 2.52 2.74
Significant Attitude change on diversity
Pre - Departure Training for Students Going Abroad
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Evaluation of The Bachelor’ Course “Psikologi Kerjasama antar Budaya”
“jadi tidak take it personally ketika ada masalah. Ketika dikritik, tidak sakit hati karena yang dikritik adalah perilakunya”
“Jadi lebih peka dalam menangkap issue antar budaya yang melatarbelakangi keinginan dan kebutuhan si mayoritas orang Singapore itu”
“Kalau ada yang tidak disetujui oleh rekan-rekan kerja, malah dibicarakan di belakang. Akhirnya saya berperan sebagai mediator antara rekan kerja dengan atasan”
X angkatan 2004
Y angkatan 2005
Z angkatan 2003
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Significant knowledge change after the course
Significant attitude change on diversity
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Method: qualitativeStudents had to find explanations and solutions to culturally determined critical incidents• 2 trained coders analysed written material independently• 4 levels of ICC: 1 being the lowest, 4 the highest
Dipl. Psych. Ulrich Hößler University of Regensburg, Germany
Study Program in German
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Average level of intercultural competence
before program ader program significance
mean SD
.54 **1.62 .60 2.83
mean SD
k = .83
Interraterreliability
Method: qualitativeStudents had to find explanations and solutions to culturally determined critical incidents• 2 trained coders analysed written material independently• 4 levels of ICC: 1 being the lowest, 4 the highest
Dipl. Psych. Ulrich Hößler University of Regensburg, Germany
Study Program in German
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