Written Assignment Unit 1 – Young, Confident and Moving Too Fast
In this case study we see a clash of cultures stemming from different generations, and
possibly different values. Cultural differences are usually associated with geographical
distances and the influence of the values and beliefs rooted in different areas. Here instead we
see, how cultural values and behaviors can differ significantly on a dimension that has
nothing to do with geography. The following analysis will provide a more clear view on the
issue and possible solutions.
Case Description and Major Issues
Julia recently completed her master degree in social work with excellent results and
has found a job in a local nonprofit committed to temporary housing for the homeless. She is
eager to take on more responsibility but her boss, Joanne, insists that she check in with her on
important decisions, and suggests that Julia has still very much to learn. Julia is frustrated by
her boss behavior and wonders if this is the right company for her, given that she feels she has
the skills and knowledge but she is not fully allowed to use them.
Relevant Facts
Julia completed her studies top of her class, in a well-known university such as the
University of Chicago. She is known to be a confident, quick decision maker, who greatly
values her independence. Joanne has been in this sector for much longer, and feels Julia wants
to move up too fast.
The beliefs that root Julia in her self-image are:
• I can learn quickly, and I demonstrated this already.
• I come from an excellent university program, which proves I can do great things.
• I am ready to take on more responsibilities.
• I don’t need to be baby-sit by Joanne all the time.
According to the GLOBE study (House, Hanges, Javidan, Dorfman, & Gupta, 2004) the
values that Julia shows, regarding leadership behavior are:
• Autonomous leadership style. She would like to take more decisions on her own.
Moreover, Julia also shows some tracts of “undesirable leadership attributes” such as:
• Irritable. She appears quite irritated by her boss requests.
• Egocentric. She is focusing too much on her responsibilities growth, for someone just
two months into a new job, rather than gradually proving her skills.
However, Julia also demonstrated “desirable leadership attributes” such as:
• Dependable. Her boss admits that Julia did not make any mistake so far.
The believes that root Joanne in her self-image are:
• I have more experience on the field and Julia should value this more.
• Julia should be willing to learn from myself and be coached.
• I am the one in a position of authority, and I should not lose control.
Again according to the GLOBE study (House, Hanges, Javidan, Dorfman, & Gupta, 2004)
the values that Joanne shows, regarding leadership behavior are:
• Self-protective style. She focuses on protecting her authority and influence area.
Joanne also demonstrates tracts of “undesirable leadership attributes” such as:
• Dictatorial. She appears to make no efforts at understanding Julias’ perspective.
However, also some desirable tract such as:
• Encouraging. When she commended Julia for the good work on a donor presentation.
Tentative Solution and Suggestions for Joanne and Julia
The suggestion for Julia would be to allow more time to Joanne to get to know her
and what she can do. Julia should also try to be more coachable, showing to Joanne that she
doesn’t question her leadership and authority and that she is willing to learn from her many
more years of experience on the field. Julia should also make an effort to understand that
Joanne is from a different generation and she might see things differently from her
(Brinkeroff, n.d.), especially regarding time required to gain seniority and autonomy.
The suggestions for Joanne is to put herself in Julia’ shoes, a recent master’s degree
graduate, top of her class, that cannot wait to prove that she can do more, and deal with this
by looking at her behaviors and how they may clash with who Julia is.
When she hired Julia, she probably understood her implicit and explicit expectations and
character, so it is only fair that now, Joanne would try to come to terms with Julia.
Julia could use cultural intelligence principles to avoid to stereotype Joanne’s
behavior as a typical self-protecting and controlling figure from a previous generation and try
to get to know more Joanne and her reasons for behaving so. Julia might discover that
Joanne’s behavior stems from a previous experience with another coworker, for example.
Joanne could use cultural intelligence principles to avoid generalizations such as: -
since Julia is younger, she is the one that has to learn and I am the one that has to teach. It
could well be the case that Julia’s studies thought her updated techniques and models to apply
to the social work sector that would also benefit Joanne and their nonprofit organization.
In the end, since Joanne is the leading figure, she could work on overcoming these
stereotypes and generalizations possibly by hiring a coach that would inform on the values,
behaviors, and working style preferences of Julia’s generation.
Conclusion
Using the GLOBE leadership behavior styles and the desirable and undesirable
leadership attributes, as suggested by Cultural Intelligence for Leaders (2012) it was possible
to profile Julia and Joanne empirically. The proposed solution aims to obtain a better
understanding of the rational and emotional elements that shape Julia’s behavior, to help
Joanne retain a valuable employee and improve their professional relationship.
References
Brinckerhoff, P. (n.d.). Understanding the Different Cultures of Different Generations.
Retrieved from https://www.bridgespan.org/insights/library/organizationaleffectiveness/
understanding-the-different-cultures-of-different
Cultural Intelligence for Leaders. (2012). Saylor Academy. Creative Commons by-nc-sa 3.0.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture,
leadership, and organizations: The GLOBE study of 62 societies. Sage publications.
In this case study we see a clash of cultures stemming from different generations, and
possibly different values. Cultural differences are usually associated with geographical
distances and the influence of the values and beliefs rooted in different areas. Here instead we
see, how cultural values and behaviors can differ significantly on a dimension that has
nothing to do with geography. The following analysis will provide a more clear view on the
issue and possible solutions.
Case Description and Major Issues
Julia recently completed her master degree in social work with excellent results and
has found a job in a local nonprofit committed to temporary housing for the homeless. She is
eager to take on more responsibility but her boss, Joanne, insists that she check in with her on
important decisions, and suggests that Julia has still very much to learn. Julia is frustrated by
her boss behavior and wonders if this is the right company for her, given that she feels she has
the skills and knowledge but she is not fully allowed to use them.
Relevant Facts
Julia completed her studies top of her class, in a well-known university such as the
University of Chicago. She is known to be a confident, quick decision maker, who greatly
values her independence. Joanne has been in this sector for much longer, and feels Julia wants
to move up too fast.
The beliefs that root Julia in her self-image are:
• I can learn quickly, and I demonstrated this already.
• I come from an excellent university program, which proves I can do great things.
• I am ready to take on more responsibilities.
• I don’t need to be baby-sit by Joanne all the time.
According to the GLOBE study (House, Hanges, Javidan, Dorfman, & Gupta, 2004) the
values that Julia shows, regarding leadership behavior are:
• Autonomous leadership style. She would like to take more decisions on her own.
Moreover, Julia also shows some tracts of “undesirable leadership attributes” such as:
• Irritable. She appears quite irritated by her boss requests.
• Egocentric. She is focusing too much on her responsibilities growth, for someone just
two months into a new job, rather than gradually proving her skills.
However, Julia also demonstrated “desirable leadership attributes” such as:
• Dependable. Her boss admits that Julia did not make any mistake so far.
The believes that root Joanne in her self-image are:
• I have more experience on the field and Julia should value this more.
• Julia should be willing to learn from myself and be coached.
• I am the one in a position of authority, and I should not lose control.
Again according to the GLOBE study (House, Hanges, Javidan, Dorfman, & Gupta, 2004)
the values that Joanne shows, regarding leadership behavior are:
• Self-protective style. She focuses on protecting her authority and influence area.
Joanne also demonstrates tracts of “undesirable leadership attributes” such as:
• Dictatorial. She appears to make no efforts at understanding Julias’ perspective.
However, also some desirable tract such as:
• Encouraging. When she commended Julia for the good work on a donor presentation.
Tentative Solution and Suggestions for Joanne and Julia
The suggestion for Julia would be to allow more time to Joanne to get to know her
and what she can do. Julia should also try to be more coachable, showing to Joanne that she
doesn’t question her leadership and authority and that she is willing to learn from her many
more years of experience on the field. Julia should also make an effort to understand that
Joanne is from a different generation and she might see things differently from her
(Brinkeroff, n.d.), especially regarding time required to gain seniority and autonomy.
The suggestions for Joanne is to put herself in Julia’ shoes, a recent master’s degree
graduate, top of her class, that cannot wait to prove that she can do more, and deal with this
by looking at her behaviors and how they may clash with who Julia is.
When she hired Julia, she probably understood her implicit and explicit expectations and
character, so it is only fair that now, Joanne would try to come to terms with Julia.
Julia could use cultural intelligence principles to avoid to stereotype Joanne’s
behavior as a typical self-protecting and controlling figure from a previous generation and try
to get to know more Joanne and her reasons for behaving so. Julia might discover that
Joanne’s behavior stems from a previous experience with another coworker, for example.
Joanne could use cultural intelligence principles to avoid generalizations such as: -
since Julia is younger, she is the one that has to learn and I am the one that has to teach. It
could well be the case that Julia’s studies thought her updated techniques and models to apply
to the social work sector that would also benefit Joanne and their nonprofit organization.
In the end, since Joanne is the leading figure, she could work on overcoming these
stereotypes and generalizations possibly by hiring a coach that would inform on the values,
behaviors, and working style preferences of Julia’s generation.
Conclusion
Using the GLOBE leadership behavior styles and the desirable and undesirable
leadership attributes, as suggested by Cultural Intelligence for Leaders (2012) it was possible
to profile Julia and Joanne empirically. The proposed solution aims to obtain a better
understanding of the rational and emotional elements that shape Julia’s behavior, to help
Joanne retain a valuable employee and improve their professional relationship.
References
Brinckerhoff, P. (n.d.). Understanding the Different Cultures of Different Generations.
Retrieved from https://www.bridgespan.org/insights/library/organizationaleffectiveness/
understanding-the-different-cultures-of-different
Cultural Intelligence for Leaders. (2012). Saylor Academy. Creative Commons by-nc-sa 3.0.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture,
leadership, and organizations: The GLOBE study of 62 societies. Sage publications.
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