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GLOBAL LEADERSHIP - Coggle Diagram

- - - - Cynefin Framework: Helps leaders diagnose a situation and choose the right response.
        
        Complicated: Sense -> Analyze -> Respond (Expert Knowledge).
        
        Complex: Probe -> Sense -> Respond (Experimentation, Agile).
        
        Simple/Clear: Sense -> Categorize -> Respond (Best Practices).
        
        Chaotic: Act -> Sense -> Respond (Immediate Action).
    - - Heuristics: Mental shortcuts.
      - Specific Biases: Confirmation Bias, Halo Effect, Anchoring Bias, Framing Effect.
      - Impact: These biases are amplified in cross-cultural settings and lead to poor decisions.
    - - Volatility: Speed and nature of change.
      - Uncertainty: Lack of predictability.
      - Complexity: Multiple interconnected forces.
      - Ambiguity: Lack of clarity in meaning.
- - - - Power Distance: Acceptance of hierarchical order vs. expectation of equality.
      - Individualism vs. Collectivism: Preference for loose-knit social frameworks (personal goals) vs. tight-knit groups (group loyalty).
      - Masculinity vs. Femininity: Preference for achievement, heroism, and material success vs. cooperation, modesty, and quality of life.
      - Uncertainty Avoidance: Tolerance for ambiguity and unstructured situations vs. need for rules and certainty.
      - Long-Term vs. Short-Term Orientation: Focus on future rewards (persistence, thrift) vs. past and present (tradition, immediate results).
      - Indulgence vs. Restraint: Willingness to allow free gratification of human drives vs. strict social regulation.
    - - Low-Context: Communication is explicit, direct, and in the words. (e.g., U.S., Germany).
      - High-Context: Communication relies on context, non-verbal cues, and relationships. (e.g., Japan, Saudi Arabia).
    - - Percepta Level (Visible): Behavior, language, dress, food.
      - Concept Level (Hidden): Norms, values, beliefs, assumptions. This is where most intercultural conflicts arise.
- - - - Human Skill (Interpersonal Skill): The ability to work with people, understand their motivations, and build cooperation (e.g., empathy, communication, conflict resolution). Crucial for all levels.
      - Conceptual Skill: The ability to work with ideas and concepts, to see the organization as a whole, and to develop a strategic vision (e.g., strategic planning, systems thinking).
      - Technical Skill: Knowledge and proficiency in a specific type of work or activity (e.g., understanding software, manufacturing processes).
- - - - Extraversion: Outgoing, sociable, assertive
      - Agreeableness: Trusting, cooperative, kind
      - Conscientiousness: Organized, dependable, disciplined
      - Emotional Stability: Calm, confident, secure – opposite of Neuroticism
      - Openness to Experience: Curious, imaginative, seeks new ideas
- - - - The ideal style is Team Management (High Task, High Relationship).
    - - Task-Oriented Behaviors: Focus on accomplishing goals, organizing work, setting schedules, monitoring performance. (Getting the job done).
      - Relationship-Oriented (People-Oriented) Behaviors: Focus on building trust, fostering good feelings, respecting others' ideas, addressing follower well-being. (Building the team).
- - - - Idealized Influence (Charisma): The leader is a strong role model, earns trust and respect. Followers want to emulate them.
      - Inspirational Motivation: The leader articulates a compelling, uplifting vision of the future, using symbols and emotional appeals.
      - Intellectual Stimulation: The leader challenges assumptions, takes risks, and solicits followers' creative ideas.
      - Individualized Consideration: The leader acts as a coach or mentor, paying attention to each follower's needs for achievement and growth.
    - - Transactional: Based on an exchange. Leader rewards or disciplines based on performance. Manages the status quo (e.g., "Do this, get that").
      - Transformational: Based on inspiring followers to achieve more than they thought possible. Changes the status quo.
- - - - Directive (Task) Behavior: The extent to which a leader defines roles, gives instructions, and supervises closely.
      - Supportive (Relationship) Behavior: The extent to which a leader listens, provides support, and facilitates participation.
    - - R2 (Low to Moderate): Unable but Willing/Confident. (Needs direction AND support/encouragement).
      - R3 (Moderate to High): Able but Unwilling/Insecure. (Needs less direction, but lots of support and involvement to rebuild confidence).
      - R1 (Low Readiness): Unable and Unwilling/Insecure. (Needs clear, specific instructions).
      - R4 (High Readiness): Able and Willing/Confident. (Needs delegation and autonomy).
    - - R2 -> Selling (High Directive, High Supportive)
      - R3 -> Participating (Low Directive, High Supportive)
      - R1 -> Telling (High Directive, Low Supportive)
      - R4 -> Delegating (Low Directive, Low Supportive)
- - - - Supportive: Shows concern for followers' well-being. (Good for stressful, repetitive, or frustrating tasks).
      - Participative: Consults with followers, uses their ideas. (Good for ambiguous tasks when followers are experts and need to buy-in).
      - Directive: Clarifies expectations, schedules, rules. (Good for ambiguous tasks or inexperienced followers).
      - Achievement-Oriented: Sets high standards, seeks improvement, shows confidence. (Good for challenging, non-repetitive tasks).
    - - Follower Characteristics: (e.g., need for affiliation, preference for structure, desire for control).
      - Task Characteristics: (e.g., is it clear and structured or ambiguous and complex?).