Cross-Cultural Leadership Competence Paper

Cross-Cultural Leadership Competence.Cross-cultural leadership competence involves sufficient knowledge about the skills, actions, and motivations of other leaders and followers that may function from the perspectives endorsed by, prevalent in, or specific to different nations (MirHosseini&Ghanbari, 2011).Cultural uncertaintyis a reflection ofthe abilities of team members to display patience, tolerance, and flexibility in multicultural and intercultural situations that may involve ambiguities and uncertainties stemming from cultural differences. Cultural empathy is thecapacity to behave inquisitively with respect to others’ cultures, display the communication patterns of others’ cultures, and express a non-judgmental appreciation for the variety

Communicatively competent cross-cultural leaders are able to establish interpersonal relationships with foreign nationals through effective exchanges of verbal and non-verbal forms of communication behaviors. Muchiri and Cooksey (20011), argued that understanding the theoretical relationships between the national cultures and leaders’ choices of effective communication strategies is necessary for effective exchanges and to generate a clear prediction about the role of effective leadership in a variety of contexts across cultures. Based on previous theoretical considerations of leadership effectiveness, five cultural orientations pertaining to communication include: (a) richness of the communications contexts; (b) power distances; (c) individualism-collectivism; (d) uncertainty avoidance; and (e) performance orientations. Communication contexts of cultures were described in terms of a continuum of low to high contexts. Low-context cultures emphasize explicit codes, words, and specific information-based messages. High-context cultures depend more on non-verbal contexts, physical settings, and the individuals’ internalized values, beliefs, and norms surrounding the messages. Considering the proximity and cooperation among the two countries, there is a significant gap in the literature regarding cross-cultural study of the United States and

Priest, Roberts, and Woods (2011) suggested that content analysis is a reliable method for analyzing qualitative data. The integration of qualitative content analysis as a method of examination of data in case study research.Bendersky and Kathleen (2011) stated that contemporary content analysis is a method that can offer an exploratory process with predictive intents.Qualitative content analysis involves searching the participants’ transcripts to locate themes and patterns to comprise meaningful units that consist of small bits of text that are independently able to convey a specific meaning. After the data was collected, data was categorized according to meanings generated from the sample. This method included a process that listed and categorized statements from the interviews to determine value. The data was then analyzed with focus on detailed narratives that explore patterns of the responses from the interviews. The patterns were then used to identify specific themes that were necessary to address the research questions qualitative content analysis results in unique themes that illustrate the range of the meanings of particular texts or concepts (Vaismoradi et al., 2013). The first step in the qualitative content analysis was preparing the data. The narrative data from interviews were transformed into written text before analysis starts. When transcribing interviews, all the questions of the interviewer were