The Philosophy of Using Communicative Intelligence for Cross-Cultural Collaboration

This chapter describes Communicative Intelligence (CI) from a philosophical lens. The author explains its cognitive, emotional and actionable elements. CI is the deliberate and intentional deployment of verbal and nonverbal communication patterns in ways that aspire to develop relationships across and within cultures in the unpredictably dynamic arena of human interactions (see Zoller, 2008). Further, the author suggests that CI is a consciously mindful state where the deliberate application of verbal and nonverbal skills and moves are used to achieve an alignment between the intended message and the manner in which it is perceived to build rapport, model empathy, and impact trust. By using the strategies and ways of thinking found in CI, leaders can improve the quality of their relationships resulting in new possibilities and solutions to the issues facing organizations. Key areas of interest will be discussed including how CI can be used to impact cross-cultural collaboration and leadership.

Combating Human Trafficking

Human trafficking is one of the fastest and continuously evolving transnational crimes of this century, preceded only slightly by gun and drug trafficking; yet it is projected that human trafficking will soon surpass both unless government and nongovernmental officials throughout the world take immediate, collaborative action to deter and punish traffickers and educate and protect prospective trafficking victims. For that reason, combating human trafficking requires ongoing national and international communication, cooperation, and collaboration, particularly amongst law enforcement leadership across the globe. Only then will law enforcement be able to limit the ability of traffickers to operate freely and help prevent future victims from being trafficked. The primary purpose of drawing international attention to this chapter is in illuminating the challenges of police leadership in combating incidents of transnational human trafficking as well as to propose plausible to assist and support future global leadership and collaboration within and across police agencies.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Partnering for Purpose

The purpose of this chapter is to share with a wide range of organizational professionals three methods we find useful for educating a diverse undergraduate student body. Using metaphors from business, participants in two undergraduate classes were invited to co-create value by positioning their work in the context of their career goals. Following a description of our purposeful design for participation, exploration, appreciation, reflection and learning (PEARL), we arrive at the fertile delta that nurtures learning and grows a crop of confident, competent, culturally sensitive, and ethical participants with a refined understanding of success. We use narrative inquiry of participants' writing to suggest that PEARL may be useful in arenas beyond the undergraduate business classroom as it is beneficial in the development of ethical, managerial, and leadership values.

Tools Deepening Cross Cultural Collaboration and Leadership

The authors have led cross cultural collaboration in their organizations for twenty two and thirty years respectively. They have also been in a cross cultural partnership for the last decade. In this chapter they share the practices, attitudes and insights earned over years of cross cultural collaboration with an emphasis on professional reflective practice, or evaluation of impact, and tools and skills from the interdisciplinary field of negotiation, conflict resolution and peace building. Based on their experience, particularly author Erbe's work with those from an estimated eighty countries, they advocate these practices for all cross cultural collaboration and leadership in modern organizations. Rather than introduce relevant literature and research separately from pragmatic tools, the chapter integrates scholarship to help explain skills and empower readers to immediately begin practicing what is advocated here.

Effective Training for International Cross-Cultural Collaboration and Leadership

The purpose of this chapter is to share effective training methods designed to prepare business leaders for global cross-cultural collaboration and for the preparation to be utilized by practitioners, theorists and researchers from fields as diverse as humanities, sociology, psychology, Alternative Dispute Resolution (ADR) and business. The chapter analyzes existing literature with real-life case studies, such as integration policy in Sweden, the teaching of International Peacebuilding, training for Alternative Dispute Resolution in Mexico and first-hand observations of Morocco. Chapter findings suggest that experiential learning or learning-by-doing works best to effectively instill cross-cultural collaboration to shape global leaders. The authors propose further research be conducted to measure qualitative and quantitative results of cross-cultural training and implementation.

Coordinating Meaning and Joint Identity

This chapter is based on an ongoing research of intercultural relationships in a mixed Jewish-Arab town in Israel. The goal of the project is to establish patterns of constructive communication between the two groups, using the methods and models of Coordinated Management of Meaning (CMM) practical theory (Pearce, 1997) to promote the viability and sustainability of the community. Our case-study depicts Jews and Arabs in the human organization called the town of Ramla, where two cultural communities are divided along several reinforcing rifts including ethnic, religious, lingual and cultural (Horowitz & Lissak, 1989). These dissimilar backgrounds generate psychological, emotional and communicational difficulties, which encumber coexistence and impairs prosperity for the town's 62,000 residents. The keys to grapple with such challenges are prudent and inspiring leadership and effective cross-cultural collaboration. These two goals—finding adept leaders and establishing cross-cultural cooperation--are primary in the strategic intervention in the divided society of Ramla.

Paths to Success

The purpose of this chapter is to highlight the importance of cross cultural collaboration and leadership contextualized in a knowledge management paradigm with innovation and intangibles as cornerstones of competitive advantage. It is our intent to shed light on the importance of new knowledge arising from the paradigm shift of organizational values wherein intangibles lie. An innovative culture based on learning steers organizations on human potential with a new mindset to develop core competencies. This chapter demonstrates how core values of commitment, tolerance, involvement and willingness to take risk foster organizational sustainability in the new age paradigm. Complex, dynamic and turbulent organizational environments lead to second order learning, as opposed to first order learning. Organizational memory is reinforced in an environment of collaborative effort and committed knowledge workers. The quality of learning depends on leadership fostering teamwork and harnessing a common vision and organizational principles that nurture and encourage trust.

Principal Leadership in Diverse Cultures

This chapter draws empirical findings from a larger study that compared principals' leadership across three different international cultural contexts (Hong Kong, Singapore and Perth, Australia) and explored the influence of culture on leadership. Data were collected using interviews and structured vignettes from a purposive sample of 21 principals across three different cultures and were analyzed to arrive at a set of site-specific and cross-cultural comparative propositions. One set of these propositions is reported in the chapter. Societal culture was found to act as a filter and mediator to create substantial differences in leadership behaviors relevant to collaboration. The paper suggests re-thinking in the preparation, training, hiring and selection, of principals, all of which – given multi-ethnic, diverse societies – require more culturally aware and sensitive policies and practices.

Transnational and Cross-Cultural Approaches in Undercover Police Work

Undercover operatives have for decades attempted to interact with and expose criminal activity in identified criminal sub-culture groups of their same ethnic backgrounds, potential criminal participants in diverse ethnic cultural groups other than their own ethnic background, and cross-cultural groups made up of people from different ethnic groups. Through our combined professional experiences (e.g., leadership professor, undercover law enforcement, criminal justice, research, inmate instructor, ethics professors) and having lived and worked in various parts of the world (e.g., Canada, US, UK, Europe, South East and Central Asia) our chapter examines undercover police work and provides a view to cross-cultural issues that exist on both the enforcement and suspect sides of police investigation. A variety of transnational and cross-border ethical issues are examined in undercover work (e.g. trickery, entrapment) along with landmark court cases in an effort to compare and contrast international approaches to undercover operatives. Future directions concerning international collaboration are presented.