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7.3: Case Study 2 - Young, Confident, and Moving too Fast

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Julia, who is 26 years old, recently graduated from the University of Chicago with her master’s degree in social work. She is a confident young woman who is used to making quick decisions, and she greatly values her independence. She graduated at the top of her class and, throughout her course of study, was known by her peers and professors as a “go-to person” for resolving conflicts and finding strategic, innovative approaches to social work. She is highly motivated and passionate about social justice and social change issues, particularly those involving poverty and housing.

She has high expectations in her career as a social worker and has found a job working with a local nonprofit organization that provides transitional housing to people who are homeless. Her boss, Joanne, holds her in high regard, but now, in her second month of the job, Julia is increasingly annoyed by her boss’s constant micromanagement and questioning of her decisions. “Come to me before you make a major decision. I don’t want you to move so fast on your own,” Joanne says.

Julia asks, “Have I made any mistakes so far?” “No,” Joanne retorts, “but I feel that you need to check in with me before you move on with some projects. You’ve only been here for two months and there’s a lot of stuff you still need to learn.”

“Well, tell me what they are. I’m eager to learn everything so I can do my job better,” Julia replies.

“I don’t think you’re ready yet. There’s a lot to learn about this job. Believe me, I was like you, too, when I was younger, but over the years I’ve learned that it takes time and patience to do this work. It’s fast paced and working in this field can be emotionally draining. We just can’t afford to make mistakes when we do this work.”

Julia cannot believe what she is hearing. Here she is, eager and motivated to take on more work, and Joanne says that it is too overwhelming. She thinks, “ What kind of work environment is this that won’t let me use skills and knowledge ?”

This week, Julia is furious. She worked on a slide presentation for a major donor and prepared a report about the progress of the organization’s clients, for which Joanne commended her. Nevertheless, she was told bluntly that she could not be a part of the donor meeting. “This is ridiculous,” Julia thinks. “I’m moving on. I’ll stay here until I get something better, but I sure am going to start looking around.”

• What beliefs and values “root” Joanne and Julia to their self-concepts?
• What suggestions do you have for Joanne and Julia when working with a person of another generation?
• How would you suggest Joanne and Julia use the cultural intelligence principles to resolve this intercultural situation?

Julia believes she is a fast learner, and she has a high level of confidence. She wants to quickly move up the ladder but feels that Joanne, her manager, is creating barriers. Joanne does not feel this way and believes that she knows best, given her experiences in the industry. Both Joanne and Julia have beliefs about who they are and what they are capable of doing. Additionally, they both are making assumptions about each other, which leads to their behaviors. It would be helpful to both individuals to conduct an exercise that explores their behaviors, the thoughts that accompany the behaviors, and the emotions they feel.

CI Model in Action

• Acquire: Joanne is in a formal position of leadership in this case study. As a leader who wants to be culturally intelligent, Joanne would seek to understand what experiences she has had in the past that contribute to her thinking about individuals like Julia. She needs to make the connection between this information and the new information about what she wants to experience related to generational culture. It would be helpful for Joanne to think about how she feels and what she might suspect Julia to feel in their interactions. Identifying emotions and feelings can serve as a great source of feedback to help Joanne comprehend the full picture of the situation.
• Build: To improve her cultural intelligence, Joanne can seek out a mentor who has worked with individuals like Julia. In CI work, it is important to be able to talk through cultural situations, particularly your plans and goals related to working with different cultural groups. In this situation, a mentor can help Joanne to identify the pieces of culture that she may not be picking up such as Julia’s high expectations of herself, her ability to get things done in an informal work setting, and her working style preference.
• Contemplate: Joanne, in this case study, thinks that Julia is very capable to carry out projects and tasks. However, she can do more to help build her own self-efficacy as well as Julia’s, thus improving both their cultural intelligence. It is more effective if Joanne schedules weekly evaluation and progress sessions with Julia. In this session, Joanne can help Julia to understand specific outcomes and expectations as well as take the opportunity to mentor her. Developing her cultural intelligence would mean that Joanne comes to these meetings prepared to provide the right type of feedback and recognize when to provide this feedback.
• Do: Joanne is able to quickly point out to what Julia’s blind spots are in their interactions. But does Joanne see her own blind spots? In this component of CI, Joanne can and should evaluate her own behavior, including what she may not see because she is too focused on whether Julia will make a mistake. Her ability to adapt rests on her acknowledgement of what makes her uncomfortable when Julia performs well. Does she hold a belief or attitude about how work can be completed? Or who can do the work?

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Case Study: Young, Confident, and Moving too Fast

Julia, who is 26 years old, recently graduated from the University of Chicago with her master’s degree in social work. She is a confident young woman who is used to making quick decisions, and she greatly values her independence. She graduated at the top of her class and, throughout her course of study, was known by her peers and professors as a “go-to person” for resolving conflicts and finding strategic, innovative approaches to social work. She is highly motivated and passionate about social justice and social change issues, particularly those involving poverty and housing.

She has high expectations in her career as a social worker and has found a job working with a local nonprofit organization that provides transitional housing to people who are homeless. Her boss, Joanne, holds her in high regard, but now, in her second month of the job, Julia is increasingly annoyed by her boss’s constant micromanagement and questioning of her decisions. “Come to me before you make a major decision. I don’t want you to move so fast on your own,” Joanne says.

Julia asks, “Have I made any mistakes so far?” “No,” Joanne retorts, “but I feel that you need to check in with me before you move on with some projects. You’ve only been here for two months and there’s a lot of stuff you still need to learn.”

“Well, tell me what they are. I’m eager to learn everything so I can do my job better,” Julia replies.

“I don’t think you’re ready yet. There’s a lot to learn about this job. Believe me, I was like you, too, when I was younger, but over the years I’ve learned that it takes time and patience to do this work. It’s fast paced and working in this field can be emotionally draining. We just can’t afford to make mistakes when we do this work.”

Julia cannot believe what she is hearing. Here she is, eager and motivated to take on more work, and Joanne says that it is too overwhelming. She thinks, “What kind of work environment is this that won’t let me use skills and knowledge?”

This week, Julia is furious. She worked on a slide presentation for a major donor and prepared a report about the progress of the organization’s clients, for which Joanne commended her. Nevertheless, she was told bluntly that she could not be a part of the donor meeting. “This is ridiculous,” Julia thinks. “I’m moving on. I’ll stay here until I get something better, but I sure am going to start looking around.”

• What beliefs and values “root” Joanne and Julia to their self-concepts?
• What suggestions do you have for Joanne and Julia when working with a person of another generation?
• How would you suggest Joanne and Julia use the cultural intelligence principles to resolve this intercultural situation?
• CI Model in Action
• Why This Book?
• Who Is This Book For?
• Reading the Book
• Definitions and Terminology
• Chapter Summary
• The Difference between Managers and Leaders
• Importance of Leadership in a Global Economy
• Cultural Systems
• What is Culture?
• Culture is Learned
• Culture is Shared
• Culture is Dynamic
• Culture is Systemic
• Culture is Symbolic
• Stereotypes and Generalizations
• National Culture
• Regional Culture
• Organizational Culture
• Team Culture
• Individual Culture
• Assumptions
• Uncertainty
• Cultural Value Dimensions
• Leadership Behaviors and Culture
• Tuning into Cultural Intelligence
• Acquire Knowledge
• Build Your Strategic Thinking
• Contemplate Your Motivation and Ability to Work with Others
• Adapt and Perform
• What Makes Cultural Intelligence Unique?
• The Labyrinth of Cultural Intelligence
• What is Cognition?
• Metacognitive Knowledge
• Metacognitive Experience
• Metacognitive Strategies
• Connecting New Information
• Selecting Intentional Thinking Strategies
• Planning, Monitoring, and Evaluating
• Peer Learning
• Writing Your Experiences
• Gaining Cultural Knowledge
• Thinking, Being, and Staying Positive
• Finding a Coach or Mentor
• Being an Observer
• Active Listening
• Changing Your Questions
• What is Self-Efficacy?
• The Role of Self-Efficacy in Cultural Intelligence
• Emotional Intelligence and Self-Efficacy
• Mindfulness and Self-Efficacy
• Mindlessness and Self-Efficacy
• Identify Moments of Success
• Teach and Promote Resilience
• Provide Social Role Models
• Lead by Example
• Support Others in Their Self-Efficacy Development
• Emphasize Self-Improvement
• Reduce Anxiety and Stress Related to Cultural Interactions
• Developing a Self-Concept
• Developing a Self-Understanding
• Learning and Dissonance
• Larger Gaps, Larger Dissonance
• Adapting and Modifying Behaviors
• Linguistic Relativity
• Self-Disclosure
• Maintaining Relationships
• The Concept of Face
• Changing Behaviors, Changing Minds
• Storytelling Unites Cultures
• Adaptive Work
• Interdependency
• Consciousness
• A Return to the Cultural Labyrinth
•  Back Matter

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Leading with Cultural Intelligence

Table of contents, licensing information, introduction: a global community, chapter 1: culturally intelligent leadership matters.

• The Difference between Managers and Leaders
• Importance of Leadership in a Global Economy
• Chapter Summary

Chapter 2: Understanding Culture

• Cultural Systems
• What is Culture?
• Culture is Learned
• Culture is Shared
• Culture is Dynamic
• Culture is Systemic
• Culture is Symbolic
• Stereotypes and Generalizations
• Levels of Culture
• The Roots of Culture
• Value Dimensions of Culture
• Culture and Leadership

Chapter 3: Cultural Intelligence Defined

• What is Cultural Intelligence?
• Cultural Intelligence Model
• What Makes Cultural Intelligence Unique?
• The Labyrinth of Cultural Intelligence

Chapter 4: Thinking About Thinking

• What is Cognition?
• What is Metacognition?
• Techniques for Developing Strategic Thinking
• Cultural Strategic Thinking Techniques

Chapter 5: I Think I Can and I Will

• What is Self-Efficacy?
• The Role of Self-Efficacy in Cultural Intelligence
• Emotional Intelligence and Self-Efficacy
• Mindfulness and Self-Efficacy
• Mindlessness and Self-Efficacy
• Developing Your Self-Efficacy

Chapter 6: Adapting and Performing

• Concept of Self
• Cognitive Dissonance
• Linguistic Relativity
• Behavior and Communication
• Changing Behaviors, Changing Minds
• Changing Minds Through Storytelling

Chapter 7: Cultural Intelligence in Action

• Chapter Introduction
• Case Study 1: Resistance to Change
• Case Study 2: Young, Confident, and Moving too Fast
• Case Study 3: Building a Multicultural Team—Is it Worth it?
• Case Study 4: A New Leadership Culture
• Case Study 5: Marketing the Right Messages
• Case Study 6: On Opposite Political Sides
• Case Study 7: From Hometown to Global Village
• Case Study 8: No Dogs Allowed
• Case Study 9: Faith and Health
• Case Study 10: An Old Boy’s Club

Chapter 8: The Future of Cultural Intelligence

• Adaptive Work
• Interdependency
• Consciousness
• A Return to the Cultural Labyrinth

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This is “Case Study 2: Young, Confident, and Moving too Fast”, section 7.2 from the book Cultural Intelligence for Leaders (v. 1.0). For details on it (including licensing), click here .

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Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page .

For more information on the source of this book, or why it is available for free, please see the project's home page . You can browse or download additional books there. To download a .zip file containing this book to use offline, simply click here .

7.2 Case Study 2: Young, Confident, and Moving too Fast

Julia, who is 26 years old, recently graduated from the University of Chicago with her master’s degree in social work. She is a confident young woman who is used to making quick decisions, and she greatly values her independence. She graduated at the top of her class and, throughout her course of study, was known by her peers and professors as a “go-to person” for resolving conflicts and finding strategic, innovative approaches to social work. She is highly motivated and passionate about social justice and social change issues, particularly those involving poverty and housing.

She has high expectations in her career as a social worker and has found a job working with a local nonprofit organization that provides transitional housing to people who are homeless. Her boss, Joanne, holds her in high regard, but now, in her second month of the job, Julia is increasingly annoyed by her boss’s constant micromanagement and questioning of her decisions. “Come to me before you make a major decision. I don’t want you to move so fast on your own,” Joanne says.

Julia asks, “Have I made any mistakes so far?” “No,” Joanne retorts, “but I feel that you need to check in with me before you move on with some projects. You’ve only been here for two months and there’s a lot of stuff you still need to learn.”

“Well, tell me what they are. I’m eager to learn everything so I can do my job better,” Julia replies.

“I don’t think you’re ready yet. There’s a lot to learn about this job. Believe me, I was like you, too, when I was younger, but over the years I’ve learned that it takes time and patience to do this work. It’s fast paced and working in this field can be emotionally draining. We just can’t afford to make mistakes when we do this work.”

Julia cannot believe what she is hearing. Here she is, eager and motivated to take on more work, and Joanne says that it is too overwhelming. She thinks, “ What kind of work environment is this that won’t let me use skills and knowledge ?”

This week, Julia is furious. She worked on a slide presentation for a major donor and prepared a report about the progress of the organization’s clients, for which Joanne commended her. Nevertheless, she was told bluntly that she could not be a part of the donor meeting. “This is ridiculous,” Julia thinks. “I’m moving on. I’ll stay here until I get something better, but I sure am going to start looking around.”

• What beliefs and values “root” Joanne and Julia to their self-concepts?
• What suggestions do you have for Joanne and Julia when working with a person of another generation?
• How would you suggest Joanne and Julia use the cultural intelligence principles to resolve this intercultural situation?

Julia believes she is a fast learner, and she has a high level of confidence. She wants to quickly move up the ladder but feels that Joanne, her manager, is creating barriers. Joanne does not feel this way and believes that she knows best, given her experiences in the industry. Both Joanne and Julia have beliefs about who they are and what they are capable of doing. Additionally, they both are making assumptions about each other, which leads to their behaviors. It would be helpful to both individuals to conduct an exercise that explores their behaviors, the thoughts that accompany the behaviors, and the emotions they feel.

CI Model in Action

• Acquire: Joanne is in a formal position of leadership in this case study. As a leader who wants to be culturally intelligent, Joanne would seek to understand what experiences she has had in the past that contribute to her thinking about individuals like Julia. She needs to make the connection between this information and the new information about what she wants to experience related to generational culture. It would be helpful for Joanne to think about how she feels and what she might suspect Julia to feel in their interactions. Identifying emotions and feelings can serve as a great source of feedback to help Joanne comprehend the full picture of the situation.
• Build: To improve her cultural intelligence, Joanne can seek out a mentor who has worked with individuals like Julia. In CI work, it is important to be able to talk through cultural situations, particularly your plans and goals related to working with different cultural groups. In this situation, a mentor can help Joanne to identify the pieces of culture that she may not be picking up such as Julia’s high expectations of herself, her ability to get things done in an informal work setting, and her working style preference.
• Contemplate: Joanne, in this case study, thinks that Julia is very capable to carry out projects and tasks. However, she can do more to help build her own self-efficacy as well as Julia’s, thus improving both their cultural intelligence. It is more effective if Joanne schedules weekly evaluation and progress sessions with Julia. In this session, Joanne can help Julia to understand specific outcomes and expectations as well as take the opportunity to mentor her. Developing her cultural intelligence would mean that Joanne comes to these meetings prepared to provide the right type of feedback and recognize when to provide this feedback.
• Do: Joanne is able to quickly point out to what Julia’s blind spots are in their interactions. But does Joanne see her own blind spots? In this component of CI, Joanne can and should evaluate her own behavior, including what she may not see because she is too focused on whether Julia will make a mistake. Her ability to adapt rests on her acknowledgement of what makes her uncomfortable when Julia performs well. Does she hold a belief or attitude about how work can be completed? Or who can do the work?

Case Study 2: Young, Confident, and Moving too Fast   Julia, who...

Case Study 2: Young, Confident, and Moving too Fast  

Julia, who is 26 years old, recently graduated from the University of Chicago with her master's degree in social work. She is a confident young woman who is used to making quick decisions, and she greatly values her independence. She graduated at the top of her class and, throughout her course of study, was known by her peers and professors as a "go-to person" for resolving conflicts and finding strategic, innovative approaches to social work. She is highly motivated and passionate about social justice and social change issues, particularly those involving poverty and housing. She has high expectations in her career as a social worker and has found a job working with a local nonprofit organization that provides transitional housing to people who are homeless. Her boss, Joanne, holds her in high regard, but now, in her second month of the job, Julia is increasingly annoyed by her boss's constant micromanagement and questioning of her decisions. "Come to me before you make a major decision. I don't want you to move so fast on your own," Joanne says. Julia asks, "Have I made any mistakes so far?" "No," Joanne retorts, "but I feel that you need to check in with me before you move on with some projects. You've only been here for two months and there's a lot of stuff you still need to learn." "Well, tell me what they are. I'm eager to learn everything so I can do my job better," Julia replies. "I don't think you're ready yet. There's a lot to learn about this job. Believe me, I was like you, too, when I was younger, but over the years I've learned that it takes time and patience to do this work. It's fast paced and working in this field can be emotionally draining. We just can't afford to make mistakes when we do this work." Julia cannot believe what she is hearing. Here she is, eager and motivated to take on more work, and Joanne says that it is too overwhelming. She thinks, "What kind of work environment is this that won't let me use skills and knowledge?" This week, Julia is furious. She worked on a slide presentation for a major donor and prepared a report about the progress of the organization's clients, for which Joanne commended her. Nevertheless, she was told bluntly that she could not be a part of the donor meeting. "This is ridiculous," Julia thinks. "I'm moving on. I'll stay here until I get something better, but I sure am going to start looking around.

"Reflection 

Julia believes she is a fast learner, and she has a high level of confidence. She wants to quickly move up the ladder but feels that Joanne, her manager, is creating barriers. Joanne does not feel this way and believes that she knows best, given her experiences in the industry. Both Joanne and Julia have beliefs about who they are and what they are capable of doing. Additionally, they both are making assumptions about each other, which leads to their behaviors. It would be helpful to both individuals to conduct an exercise that explores their behaviors, the thoughts that accompany the behaviors, and the emotions they feel.

Answer the following questions about the case.

• What beliefs and values "root" Joanne and Julia to their individual conceptions of self?  
• What suggestions do you have for Joanne and Julia when working with persons of other generations?  
• How would you suggest Joanne and Julia use the cultural intelligence principles to resolve this intercultural situation?  Specifically, address how Joanne and Julia can help reduce the use of generalizations and stereotyping related to generation.

Answer & Explanation

Question 1. 

Joanne's beliefs and values may be rooted in her experiences in the social work industry. As someone who has been in the field for a long time, she may believe that it takes time and patience to do the work and that mistakes can have serious consequences. She may also value caution and thoroughness in decision-making. On the other hand, Julia's beliefs and values may be rooted in her confidence and independence. As someone who has excelled in her studies and is passionate about social justice issues, she may believe that she is capable of making quick and effective decisions. She may also value autonomy and the ability to use her skills and knowledge in her work.

Question. 2. 

To work effectively with persons of other generations, Joanne and Julia could both benefit from adopting a growth mindset and being open to learning from each other. Joanne could acknowledge Julia's strengths and value her fresh perspective, while also providing guidance and support as needed. Julia could also seek to understand Joanne's experiences and perspective, and be willing to learn from her insights. Both could also practice active listening and effective communication, making an effort to understand each other's needs and concerns.

Question 3. 

To use cultural intelligence principles to resolve this intercultural situation, Joanne and Julia could start by acknowledging and challenging their own assumptions and generalizations about each other based on their generation. They could also seek to understand how their own cultural backgrounds and experiences may be shaping their behavior and attitudes. They could then work to develop empathy and understanding for each other, practicing active listening and effective communication. They could also work together to identify common goals and values, and find ways to collaborate and build on each other's strengths. By adopting a growth mindset and a willingness to learn from each other, they can develop a more positive and productive working relationship.

•  The case study presents a conflict between Julia, a confident young social worker, and Joanne, her boss who is more experienced in the field. The conflict arises due to differences in beliefs and values, as well as assumptions and generalizations based on their respective generations. To address the situation, the recommended approach is to adopt cultural intelligence principles, which involves acknowledging and challenging assumptions and stereotypes, practicing empathy and active listening, and finding common ground to work together effectively.
• Joanne's beliefs and values are rooted in her experiences and expertise, which lead her to value caution and thoroughness in decision-making. On the other hand, Julia's beliefs and values stem from her confidence and independence, leading her to value autonomy and the ability to use her skills and knowledge. To work effectively with persons of other generations, both individuals must be open to learning from each other, adopting a growth mindset, and practicing active listening and effective communication.
• By acknowledging and challenging their own assumptions and generalizations, Joanne and Julia can develop empathy and understanding for each other's perspectives. They can also work together to identify common goals and values, and find ways to collaborate and build on each other's strengths. Through these efforts, they can resolve the intercultural conflict and develop a more positive and productive working relationship.

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2 Case Study 2: Young, Confident, and Moving too Fast

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Chapter 7 Cultural Intelligence in Action 1. What beliefs and values “root” Joanne and Julia to their self-concepts? 2. What suggestions do you have for Joanne and Julia when working with a person of another generation? 3. How would you suggest Joanne and Julia use the cultural intelligence principles to resolve this intercultural situation? Reflection Julia believes she is a fast learner, and she has a high level of confidence. She wants to quickly move up the ladder but feels that Joanne, her manager, is creating barriers. Joanne does not feel this way and believes that she knows best, given her experiences in the industry. Both Joanne and Julia have beliefs about who they are and what they are capable of doing. Additionally, they both are making assumptions about each other, which leads to their behaviors. It would be helpful to both individuals to conduct an exercise that explores their behaviors, the thoughts that accompany the behaviors, and the emotions they feel. CI Model in Action • Acquire: Joanne is in a formal position of leadership in this case study. As a leader who wants to be culturally intelligent, Joanne would seek to understand what experiences she has had in the past that contribute to her thinking about individuals like Julia. She needs to make the connection between this information and the new information about what she wants to experience related to generational culture. It would be helpful for Joanne to think about how she feels and what she might suspect Julia to feel in their interactions. Identifying emotions and feelings can serve as a great source of feedback to help Joanne comprehend the full picture of the situation. • Build: To improve her cultural intelligence, Joanne can seek out a mentor who has worked with individuals like Julia. In CI work, it is important to be able to talk through cultural situations, particularly your plans and goals related to working with different cultural groups. In this situation, a mentor can help Joanne to identify the pieces of culture that she may not be picking up such as Julia’s high expectations of herself, her ability to get things done in an informal work setting, and her working style preference. • Contemplate: Joanne, in this case study, thinks that Julia is very capable to carry out projects and tasks. However, she can do more to help build her own self-efficacy as well as Julia’s, thus improving both their cultural intelligence. It is more effective if Joanne schedules weekly evaluation and progress sessions with Julia. In this session, Joanne can help Julia to understand specific outcomes and 7.2 Case Study 2: Young, Confident, and Moving too Fast 162 Chapter 7 Cultural Intelligence in Action expectations as well as take the opportunity to mentor her. Developing her cultural intelligence would mean that Joanne comes to these meetings prepared to provide the right type of feedback and recognize when to provide this feedback. • Do: Joanne is able to quickly point out to what Julia’s blind spots are in their interactions. But does Joanne see her own blind spots? In this component of CI, Joanne can and should evaluate her own behavior, including what she may not see because she is too focused on whether Julia will make a mistake. Her ability to adapt rests on her acknowledgement of what makes her uncomfortable when Julia performs well. Does she hold a belief or attitude about how work can be completed? Or who can do the work? 7.2 Case Study 2: Young, Confident, and Moving too Fast 163 Chapter 7 Cultural Intelligence in Action 7.3 Case Study 3: Building a Multicultural Team—Is it Worth it? Kalia works in a large business, managing a diverse team of eight individuals. Two of her employees are in their early 20s, two in their 30s, three in their late 40s, and one in her late 50s. Four members of her team are Caucasian and the other four are Hispanic, African American, Asian, and African. Her younger employees are fairly new, having been there for less than two years. Most of her team members have worked with the organization for 5 to 10 years, and her most senior staff has been there for 25 years, 10 years longer than Kalia has been in her leadership position. Generally, team members are cordial to one another on the surface, but Kalia knows that there are tensions among some of the staff that have an impact on the success and productiveness of the team. She is aware that one of the younger employees, Robert, is frequently frustrated that his Hispanic co-worker, Ana, defers authority and decision making to others in the team. In conversations with him, she discovers that the younger employee feels Ana should express her opinions more often. Robert’s frustration results from his beliefs that everyone on the team should be able to contribute in a shared, democratic process. He feels that when Ana defers her decision making to others, she is not being accountable as a team member. Margaret, a senior member of the team has picked up on Robert’s comments and feels that he is disrespectful of Ana’s working style. She has mentioned to him that it could be a “cultural thing” and that he should learn to adapt his behavior and working style to better meet her needs. In response, Robert mutters, “Whatever. You don’t know anything about us.” Responses like this have led Margaret to believe that he is disrespectful of her knowledge and tenure in the organization. Frankly, Kalia is tired of managing people’s personalities. She feels that people should just learn to adapt to each other’s working styles. Even though she believes this, she also believes that a good leader has to unite the team, no matter their differences and working styles. This year, she has made it a goal of hers, and of the team, to resolve these intercultural issues. But given her previous attempts, she does not have high hopes for a successful outcome. The last time she tried to resolve intercultural team issues, she felt like a complete failure. She is concerned about the employees’ responses to this next attempt. In fact, every time she thinks about that meeting, she flinches. She just did not have the skill sets to facilitate the conversation in their last meeting. She wonders if this next try will progress her team in any way or whether it will just be another failure. 1. How do you describe Kalia’s self-efficacy? 164 Chapter 7 Cultural Intelligence in Action 2. How does Kalia’s self-efficacy impact her leadership? 3. What strategies do you recommend to Kalia to help her improve her cultural intelligence? 4. What suggestions do you have for Kalia in leading her staff to be a culturally intelligent team? Reflection Kalia works with a multicultural team, and each member has his or her own individual differences. In a situation like this, it would be helpful for Kalia to explore her motivation and self-efficacy for managing multicultural teams and resolving intercultural conflicts. Her self-efficacy can, and does, have an impact on her leadership. If her employees sees that she is not confident or able to resolve conflicts, they may disregard the positional power she has as a leader. Because it seems as if she is overwhelmed, it would be helpful to her to break down her goal of creating a culturally intelligent team into manageable, small goals. She can also help others to recognize the basics of cultural differences in the workplace and the positive ways in which differences can be used to ignite their work. CI Model in Action • Acquire: As a leader, it is important for Kalia to understand the types of individual and team culture that are present in her work place. Her frustration about her team is a result of not knowing what to do based on her limited perspective of culture. Broadening her viewpoint to understand the value dimensions of culture such as language, power, authority, and gender can help her to make more sense of the situation. As Kalia learns this new information, she can evaluate her progress by identifying points in her interactions where the value dimensions appear and whether she has accurately assessed the situation. Understanding the particulars about culture will help her to grasp the cultural dynamics at play. • Build: Resolving cultural conflicts can be overwhelming, especially to someone, like Kalia, who wants to avoid it. In this situation, Kalia will need to help resolve the conflict among team members. She can do this in two ways: first, by helping team members to understand their individual working styles, and in this case, taking the members that have the most conflict aside for discussions. Second, she can help them understand how individual cultures contribute to a team culture by describing the type of team she wants to build. She can mediate the conflict by herself or bring in an outside mediator. • Contemplate: Kalia’s anxiety and self-induced stress is a barrier to her success as a leader. She believes she does not have the skill sets to 7.3 Case Study 3: Building a Multicultural Team—Is it Worth it? 165 

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