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November 18, 2009
Aaron Kesher

President Obama is in the news a lot. Actually, more than a lot. This fact, coupled with close media analysis of the things he’s doing, makes him a fascinating study in leadership. I mean, in this country, the President is really the Leader, capital “L”; when he struggles or, conversely, handles something well, we can all learn from it, especially compared to the comments of his critics. Right now President Obama is traveling through Asia, and I want to look at two of his stops through the lens of culturally proficient leadership.

In China, the President spoke to an audience of college students in Shanghai. He pushed for greater uncensored access to the Internet, saying that a little criticism wouldn’t harm their leaders. Now stop for a second: does that opinion make sense to you? If it does, and you’re American, that’s not surprising. The open challenging of authority is a baseline of our culture---it’s what the Declaration of Independence is all about! However, it’s not the norm in Chinese culture. To openly challenge someone in authority is to cause them to lose face or, putting it another way, cause them to suffer public humiliation. From a general American point of view, well, if someone deserves to be publically humiliated then they should be. Case closed. It’d be considered a normal action to take, and if you were the target of the humiliation, you’d be expected to either vigorously defend yourself or apologize, whatever your status. In China, though, if you’re in authority, you don’t normally openly admit to wrongdoing, and you don’t usually get called out in a public forum. Note that this doesn’t mean that Chinese officials aren’t ever censured or punished---they are. It just doesn’t often happen in public.

When the President pushes for open criticism of Chinese leaders, he’s actually asking for something quite foreign to the Chinese way of thinking. In a culture used to indirect communication, criticism is often best handled through an intermediary, or by analogy, rather than straight confrontation. So here the President is acting out of a cultural assumption---projecting his culture onto another. A message framed this way, while possibly embraced by some of the college crowd to whom he spoke, is likely to be summarily dismissed by Chinese leaders. This is a tough place to be in as a leader---Obama has a message to deliver, a message he believes in, but it’s going to be ignored by those for whom it’s intended because of cultural confusion around how to deliver it.

Even more interesting, at least in terms of the furious response, was the President’s bow to the current Emperor of Japan. Many of those who commented on the bow found it to be demeaning---they didn’t think America’s President should be bowing to anyone. They saw the bow as submissive. Now, I think it’s fairly common knowledge that in Japanese culture, bows are seen as a sign of respect; not to bow would be insulting. What’s fascinating is that I don’t doubt many of those who criticized the bow knew that fact---they just didn’t care. To them, the point was that America’s leader-in-chief shouldn’t bow to anyone, no matter who they are. The American value-norm of a firm handshake and straight-on eye contact are viewed as superior, and somehow the President should expect the Emperor to conform to American culture, even though the meeting took place in Japan.

So, once again, here’s a leader in a tough place. He’s trying to convey a message to a colleague in a culturally appropriate manner, and voices are raised because of cultural confusion about just what message he was delivering.

Around deepSEE, we’d say that in the first example the President is acting out of an orientation of Minimization---he’s assuming that everyone understands and appreciates criticism in the same way he does. In the second example he’s acting more out of an orientation of Acceptance---recognizing the difference at hand and attempting to frame his response through the perspective of the other culture. His critics, however, are tending to react more out of an orientation of Defense---uncritically viewing their own cultural practice as superior, with no regard for context.

If this seems a little complicated, well, it is! Building cultural proficiency is a developmental process, like any sort of growth, and there’s no skipping over the messy parts. The President, like any leader, is only human and subject to both success and failure---the thing to watch is how he builds on those cultural successes, and learns from the failures. Oh, and the terms I used above: Minimization, Acceptance, and Defense, are three parts of an assessment tool we use a lot around here: The Intercultural Development Inventory (IDI). Check it out!

Cultural Moment
November 9, 2009
Aaron Kesher

It’s no surprise that schools are in trouble. We hear this sentiment almost ad nauseum, coupled with fervent debate over what can actually make a difference. The problem is complex, and I’m not going to pretend there’s an easy fix, but one approach that can yield a big return on investment is a focus on cultural proficiency.

deepSEE's current work with the St. Paul Public School District was recently written about in the Minneapolis Star Tribune and discussed on KSTP AM1500. A large portion of the comments by readers and listeners shared a common theme: basically, cultural proficiency is smoke and mirrors, a total waste of time and money, money that would be better spent on, say, hiring more teachers. Respectfully, I disagree.

See, here’s the thing—you can hire as many teachers as you want, but if nothing changes about the way teachers interact with students from increasingly diverse backgrounds, well, nothing’s going to change. In fact, it’s just going to get worse. The “achievement gap” we hear about every time a new round of standardized test scores have been published, or a new Superintendent is being hired, is simply not a function native ability; it’s a manifestation of cultural collision: the inability to effectively communicate across cultural difference. So, flip that sentence around and you have a pretty good definition of cultural proficiency. It’s about recognizing cultural differences, accepting the viewpoints that come with them, and applying the insights gained to the task at hand.

And here’s another thing—it’s not just about the teachers. Really. SPPS is visionary in their approach to this work, and what most people don’t seem to notice in the Strib article is that ALL employees of the district are participating in at least 12 hours of cultural proficiency training: approximately 6500 people. The majority of these people are not teachers. In fact, some of them have little or no contact with students. “What?!” howl the enraged. “This is a complete joke!” But again, cultural proficiency is applicable in all directions. Students come into classrooms every day, but they come from a larger, diverse community. Teachers teach students every day, but they also interact with other teachers, and school secretaries, and custodians, and bus drivers, who also interact with them and with each other, as well as district employees no one ever pays much attention to: those who package food to be shipped to school lunchrooms every day, for instance, working in a big warehouse out by the fairgrounds. Or the admin assistants working on all floors in 360 Colborne, the district headquarters. Etc.

In a culturally proficient school district, every person who comes in contact with the district, whether student, staff, parent, vendor, community group, whatever, will have their voice heard. Is this easy to accomplish? Of course not. It’s a shift in mindset, and it’s a developmental process (which is a topic for another post.) It is, however, necessary. Who will benefit the most? All of us.

Cultural Moment