You Manage It! 2: Global Competencies in a Global Environment

As discussed in the Manager’s Notebook, “Competencies in a Global Workplace,” competencies can come from a variety of sources, including the job, the strategic direction of the organization, and the global nature of the business. Whatever the source, once competencies are identified, they typically become the key aspects measured in a performance appraisal system. For example, a competency for a salesperson’s job would likely include customer service. The formal performance appraisal for this job might then include a customer service dimension and include, for example, behavioral standards, such as “salesperson greets customer” and “salesperson helps resolve customer complaints,” on which salespeople are evaluated. In short, competencies become the criteria by which performance is measured.

Competencies should reflect what workers do on the job. For example, a job might include dealing with customers, putting together customer products, and expediting orders. Competencies associated with this type of job might include interpersonal skills, negotiation ability, problem solving, and organization skills. These competencies could then be illustrated and measured with observable reflections of these competencies, such as behaviors.

Competencies can reflect more than the core tasks that make up a job. As presented in the Manager’s Notebook, “Competencies in a Global Workplace,” competencies can be based on the strategic direction of an organization. For example, a manufacturing organization might commit to a strategy of customer service in order to have a competitive advantage in its industry. Engaging in customer service isn’t how the company currently operates, and it isn’t reflected in its current manufacturing jobs. However, customer service is a strategic target for the company. If it is going to reach this strategic target, customer service needs to be included as a competency and become part of how jobs are performed in the company.

Competencies can also reflect the global nature of business. The ability to recognize and deal with diverse values and cultures can be critical in today’s global environment. Global businesses routinely confront diversity in culture and language. However, increases in minority and immigrant populations are forcing local organizations to adapt to culturally and linguistically diverse groups. Cultural competency is increasingly being recognized as an important capacity. Cultural competency means that you not only have knowledge of a culture, but that you also have the skills needed to work with that particular ethnic group and the attitude to do so effectively.

Many organizations would benefit from improvements in their cultural competency. Teamwork and productivity suffer if a diverse workforce lacks cultural competency. Further, a lack of cultural competency could negatively affect service and sales to customers.

Critical Thinking Questions

7-20. Is there a distinction between diversity and cultural competency, or are they the same thing? Explain.

7-21. Of the three sources of competencies discussed—job, strategy, and global factors—what is their relative importance? That is, how would you weigh each of the three categories of competencies? For example, should they all be weighted the same, or should the ability to perform the current tasks take precedence over strategically important competencies or cultural competency?

7-22. Do you think that cultural competency should be included as a core competency in most businesses? Why or why not?

Team Exercise

7-23. Join your team members to work on operationalizing cultural-competency criteria.

a. Specifically, start by identifying the dimensions of cultural competency. For example, if you think of cultural competency as a general duty or area of responsibility, what aspects make up that area? Perhaps communication is one dimension. In other words, part of cultural competency may be the capability to understand someone’s language and to be able to effectively express yourself in that language. Understanding of a culture could be another aspect. Identify as many dimensions as you think are needed to capture the general concept of cultural competency.

b. Refer to this chapter’s Appendix detailing the critical-incident technique. Using the Appendix as a guide, generate behavioral examples for each of the cultural-competency dimensions your team identified (see step 2 in the Appendix). These “critical incidents” should describe both good and poor levels of each cultural competency dimension.

Share your team’s dimensions and behavioral examples with the rest of the class.

c. Can a common or core set of dimensions be identified? As a class, address the issue of the utility of these dimensions and the behavioral incidents. Specifically, what could they be used for?

Experiential Exercise: Team

7-24. Select representatives as members of a pro or con cultural-competency team. Each team identifies a rationale for their position. This rationale can include, but should not be limited by, the following aspects:

a. What is the impetus behind the push for cultural competency?

b. What role does cultural competency have in business?

c. If it is a competency, should it be measured? How?

d. What about the bottom line? Can a positive return on an investment be expected?

In a debate-style format, each team makes its presentation of position and rationale and has the opportunity to question and rebut and rejoin the other team. The instructor moderates this process. At the end of the debate, the instructor leads the class in identifying the key reasons for and against the use of cultural-competency in performance appraisal. Is there a clear consensus in the class for or against this performance measure?

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