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Journal of Business and Educational Leadership while the demand for global business understanding continues to grow, nearly 85% of fortune 500 companies have reported a shortage of mangers with the necessary global skills (Gregersen, Morrison, & Black, 1998). This same report indicates that having competent global leaders was a highest priority concern for corporations when looking at factors for business success. In fact, the need for competent global leaders was rank higher than even adequate financial resources or technology, showing just how significant this consideration is for prominent corporations working to meet the demands of globalization. CULTURE AND LEADERSHIP When looking at the discipline of leadership studies, it is easy to see why a focus on intercultural competence is necessary for successful initiatives in the global context. Klenke (2008) argues that leadership is essentially a relational practice. The relational dimension of leadership is further emphasized by ASBBS‘ own Stone and Patterson (2006) in their overview and history of leadership studies‘ movement toward follower-focused orientations. As followerorientation in leadership becomes more of a dominant leadership paradigm—and this coupled with the widening cultural spectrum of followers and organizational constituencies—the need for intercultural competence grows dramatically. As a relationally-focused endeavor, leadership and leaders must be able to understand and effectively communicate with individuals of their own and divergent cultural backgrounds. Lest we quickly dismiss this discussion of intercultural competence as something only needed for organizational leaders who physically travel to foreign sites, we must remind ourselves of the increasing cultural diversification within and around our organizations. With the onset of virtual and multinational teams, organizational members need to quickly learn a new set of competencies in how leadership within such teams is effectively carried out. Marquardt and Horvath (2001) argue that, ―Leaders around the world are now recognizing the critical importance of global teams as the key to future competitiveness and productivity in today‘s new networked-style global organization‖ (p. 3). The need for globally minded and interculturally competent leaders is not only a reality in virtual global teams; it is needed in the multicultural context of regional teams and organizations as well. With the cultures of the world around and within even local expressions of our organizations, some authors are beginning to utilize the creative language of ―glocalization‖ to emphasize that global influence is now a local reality. The central question for leaders then is how do we best prepare our organizational members to meet this unique opportunity In order to engage this question, we will focus on the nature of culture and intercultural competence, and I will argue that preparing leaders to become interculturally competent is one of the best approaches to meet this challenge of our day. 5
Irving THEORETICAL APPROACHES: HOFSTEDE Hofstede's approach to the study of culture is based on the concept of culture as consisting of dimensions that may be predictive of behavior. In his original study, Hofstede focused on a group of IBM middle managers across 53 countries. In his groundbreaking work, Hofstede found four primary cultural dimensions: (a) power distance, (b) individualism-collectivism, (c) uncertainty avoidance, and (d) masculinity-femininity. As Hofstede continued to study cultural dimensions, he eventually identified a fifth dimension, which was labeled long-term orientation. Hofstede‘s work has been criticized for, among other things, being focused on only one company and inattentive to in-country differences, even with such criticisms in view, Hofstede‘s work was groundbreaking and has been a dominant paradigm in the study of culture and leadership up to the time of the GLOBE project. THEORETICAL APPROACHES: GLOBE The Global Leadership and Organizational Behavior Effectiveness (GLOBE) project is the most extensive study of leadership from a global perspective to date. With 160 social scientists and management scholars from over 60 cultures—representing most, if not all, major regions in the world—the GLOBE project worked with over 17,000 middle managers from over 900 corporations in these 60 plus countries. Focused on the food processing, finance, and telecommunication industries, the GLOBE project engaged in a long-term programmatic series of cross-cultural leadership studies. As such, GLOBE is described as ―a multi-phase, multi-method project in which investigators spanning the world are examining the interrelationships between societal culture, organizational culture, and organizational leadership‖ (House, Javidan, Hanges, & Dorfman, 2002, p. 4). In discussing the notion of culture, Javidan (2008a) emphasizes that without common experiences, there is no common culture. One of the unique components of the GLOBE study is the differentiation of cultural values and cultural practice. In other words, GLOBE desired to evaluate both how things are done in a culture, and how that culture describes how they should be done. It is a contrast between the ―should be‖ and the ―as is,‖ and what the GLOBE project refers to as modal values and modal practices. Built upon Hofstede‘s study of culture, the GLOBE project utilized nine dimensions of culture. In addition to the nine dimensions of culture, the GLOBE project utilized six global leadership dimensions of culturally endorsed implicit theories of leadership. In examining the relationship between cultural and leadership dimensions, substantial evidence has been established indicating that leader behavior, attributes, and influence significantly vary due to the influence of unique cultural dimensions in diverse contexts (House, Wright, & Aditya, 1997). 6
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