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Each year, CORE’s experienced educators, digital technology experts and researchers identify emerging patterns influencing these key aspects of education in Aotearoa which include culture, technology, structural changes, processes and economic factors. Gain future-focused insight for informed decisi…

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Deploy Yourself School of Leadership - Sumit Gupta | Helping the best leaders get better and do the work of their lives

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The world is a melting pot of cultures. Every country, culture, region, or religion has different rules, regulations, rituals, and norms. Today, the world has become smaller and interactions between different cultures, especially at the workplace, take place on a daily basis. It is therefore essential for leaders in all organizations to be able to understand that people exhibit different behaviours that can be most certainly attributed to the difference in cultures.

The Culture Map focuses on how culture changes perceptions. It is a great guide for global managers and leaders to understand cultural idiosyncrasies and tailor their communication accordingly for different parts of the world. Moreover, understanding varied cultural backgrounds and thus the inherent perceptions can help in reducing miscommunication.
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Erin Meyer charts out eight culture scales that help in grasping the various cultural communication styles all over the world.

Scale 1 - The Communication Scale

Communication is at the crux of all forms of interaction. Understanding how communication differs in cultures, Meyer charts out the communication scale that can help understand values, temperaments, and sense of humour. The communication scale has low-context and high-context cultures. The differences between the two can be attributed to the history of the country.

Low-context cultures have precise and clear styles of communication where there are lesser chances of misinterpretation. Countries such as the US and Australia are low-context because their history is shorter, more recent, and has influences of immigrants that required communication to be precise.

High-context cultures have layered and subtle communication styles, where one requires to employ a lot of reading between the lines. Countries such as Japan and Korea are high-context cultures mainly due to the homogeneity in population. These countries have a long history, giving them more time to develop nuances. For example, in Japanese 'kuuki yomenai' translates to ' someone who cannot read the air', essentially meaning a person who doesn't understand the 'between-the-lines'.

No country can be completely low-context or high-context. For example, France is more 'high-context in comparison with Germany, but low-context when compared to China. There are varying degrees and therefore it is important to be able to strike a balance while communicating with teams that are multi-cultural in nature. While communicating with people from high-context cultures, one has to be attuned to the meaning of body language and gestures. On the other hand, communication with a low-context culture will require more specific, precise, and clear communication.

The Culture Map by Erin Meyer

Scale 2 - The Evaluating Scale

The Culture Map shows how the evaluating scale is a measure of how one gives and receives feedback. in the corporate world works like a double-edged sword, especially when one attaches culture to it. Feedback cultures can be either direct or indirect.

Direct feedback cultures include forthright language and use absolute descriptions to emphasize the point. Words such as 'totally', 'strongly', etc. are used to give feedback in direct cultures. Direct feedback styles do not refrain from giving criticisms in front of a group. Countries such as Russia and Israel are examples.

Indirect feedback cultures, on the other hand, are subtler, use gentle words, and mask negative feedback with positive words. Indirect feedback cultures mostly use words suck as, 'maybe', 'kind of', etc. criticisms in indirect cultures are given privately.

Considering the communication and evaluation scale together, we see that cultures can be divided into four categories -

Low-Context and Direct-Feedback like Germany

High-Context and Direct-Feedback like Russia

Low-Context and Indirect-Feedback like the USA

High-Context and Indirect-Feedback like Japan

Managers should keep these four categories in mind while communicating with people from different cultures keeping their backgrounds in mind. This will help to eliminate the risk of sounding offensive to the opposite person, especially while providing feedback. For example, while communicating with a person from a culture that is high-context and indirect feedback like Japan, the manager should avoid giving feedback in front of others.

Scale 3 - Persuading Scale

To manage a globally and culturally diverse team, it is important to understand how cultures affect persuasion. The persuasion scale tells us how people are inclined to reasoning to successfully understand and commence a task. The persuasion scale is divided into principles-first reasoning and applications-first reasoning.

The principles-first reasoning uses general principles and deduction to draw conclusions by questioning the 'why'. They are more inclined to the reasoning behind the request. The French and the Italians fall in the principles-first persuasion scale.

The Applications-first reasoning is inductive in nature, where persuasion is driven by practice. Cultures such as the US and Canada are more focused on the 'how' of a given task.

When managers have to deal with mixed cultures, it is best to alternate between explaining the why to the 'principles first crowd and showing the 'applications first the how of the task.

Scale 4 - The Leading Scale

It is obvious that culture affects the leading styles of managers and leaders as well. Therefore, even as an employee in a global network, it is imperative to have knowledge of how cultures affect the workspace.

The leading scale has an egalitarian culture and a hierarchical culture at two ends of the spectrum.

Egalitarian styles of leading in countries such as the Netherlands and Denmark have flat organizational structures. With a narrow gap between employees and managers, the working relationship is egalitarian. For example, egalitarian cultures do not shy from managers and subordinates being on a first-name basis with each other.

Hierarchical structures such as Nigeria and China have gaps between levels that are clearly visible. In such culture styles, communication, as well as decision-making, follows a clear hierarchical structure.

Cultural differences in leading styles, according to Professor André Lauren, are hugely affected by the history of the country/region. For example, the history of France shows the influences of the Roman Empire's hierarchical structures and central political standing. On the other hand, hierarchical structures leading in countries such as Sweden are seen due to the impact of the Vikings.

Therefore working styles with people from egalitarian cultures should be inclusive, where employees are felt as being part of the big decisions. For people in hierarchical cultures, managers should invite employees to give their opinions. This is one of the key takeaways which I found valuable in the book The Culture Map.

Scale 5 - The Deciding Scale

While the leading scale gives an idea of how decision-making works in different cultures, there is a separate cultural scale for decision-making altogether. The deciding scale can be consensual, or top-down

Consensual scale - Cultures with consensual deciding scales involve everyone in the decision-making process. The final decision is made after all concerned reach a consensus. This type of deciding scale helps in making decisions faster. Countries such as Sweden and the Netherlands are examples of consensual deciding scales.

Top-down scale - Such deciding scales follow a hierarchical structure where those on the top of the ladder - the leadership, mostly make the decisions. While decisions are made faster on this scale, the need for regular alterations makes implementing changes slower. Countries such as India and China follow such a deciding scale.

The Ringi-system in Japan is an interesting mix of the consensual and top-down decision scales. In this system, a ringisho - a proposal document is passed between the mid-management to edit. The document is then passed on to the next management level. This process is repeated until the document reaches the topmost level.

When it comes to decision-making styles, it is best for managers to stick to one style, and decide early on, whether the decision-making system itself will be fixed or whether the management is open to flexibility.

Scale 6 - The Trusting Scale

Trust is a factor that is central to all business negotiations to be successful. Trust can be divided into cognitive trust and affective trust, where cognitive trust refers to the trust that is built by working with someone for a long time and establishing reliability, and affective trust stems out of emotions. Such trust is often attributed to close relationships such as friends and family.

Therefore, Erin shows in The Culture Map that the trusting scale has high task-based and high relationship-based measures.

High task-based scale - In countries such as the US and the Netherlands, the trust factor is created by achievements in business relations and profits. Such trust can be forged as well as dissolved easily.

High relationship-based scale - Countries such as Brazil and China form trust on the basis of shared personal relations and experiences. Such cultures believe that a trusting partnership needs time and effort to be nurtured.

Trust in any business relationship is vital for success, irrespective of the cultural context that affects it. That said, an effective high relationship-based trust works with all cultures. It is therefore a better form of trust to build than high task-based that works only with a few cultures.

Scale 7 - The Disagreeing Scale

Disagreements are natural and inevitable in a social construct. However, different cultures perceive disagreements in different ways. Based on cultures, disagreements can be confrontational or they endeavour to avoid confrontations.

Confrontational - Cultures that are confrontational by nature, such as France and Israel, are able to separate the person from their proposed idea that they do agree with. This outlook does not negatively affect relationships in disagreements.

Avoid confrontations - On the other hand, cultures such as Japan and Indonesia have cultures that believe that open confrontation can disrupt the harmonious setting of a group. They also believe that the idea a person puts forth is not separated from the person, therefore disagreeing with the idea is considered equal to disagreeing with the person.

Additionally, disagreements are also affected by whether emotions in the culture are expressive or inexpressive in style. For example, while both France and Germany have a confrontational culture, they differ in styles where Germans are mostly objective and fairly inexpressive, preferring to keep emotions out of the way of disagreements. France on the other hand, though confrontational by culture is expressive by style.

Working in a culture mix, it is always better to approach disagreements with caution. It is better to steer disagreements to constructive critiques rather than individual criticisms. This will be evident to you once you read The Culture Map by Erin Meyer.

Scale 8 - The Scheduling Scale

Perception of time and schedule differ from culture to culture and can range from linear to flexible on the scheduling scale.

Linear schedules - Linear styles focus on one task before they move to the next one and prefer to adhere to deadlines. Moreover, such cultures find it impolite to shift attention from one task to the other without finishing the first task.

Flexible schedules - Cultures such as Kenya and Saudi Arabia are flexible where timelines are concerned and believe in multi-tasking. Different topics can be addressed at the same time, and adaptability is a value that holds more weight.

Managers handling different cultures should be able to understand the differences between flexible and linear cultures and use culture schedules accordingly for individuals. At the same time, the manager should fix the schedule style for the team as a whole and adapt and change when necessary.

Conducting business and leadership in the melting pot of cultures can seem like a daunting task. But understanding the nuances using the eight scales can give any management an edge to understanding how people work in different cultures. Moreover, these scales help in creating effective communication within cultures and help in maintaining a successful, harmonious relationship within global teams. This is the crux of the book "The Culture Map".

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The Culture Map by Erin Meyer - The Eight Scales Of Culture

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The world is a melting pot of cultures. Every country, culture, region, or religion has different rules, regulations, rituals, and norms. Today, the world has become smaller and interactions between different cultures, especially at the workplace, take place on a daily basis.

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But like many organizational leaders, principals may get stymied when they actually try to describe the elements that create a positive culture. It's tricky to define, and parsing its components can be challenging. Amid the push for tangible outcomes like higher test scores and graduation rates, it can be tempting to think that school culture is just too vague or "soft" to prioritize.

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The documents on this page include critical information about the process of becoming an International Baccalaureate (IB) World School.

These are sample documents only, for schools that wish to review their contents before completing them online. Schools work with the appropriate IB regional office to receive access to the online applications when they are ready to complete them.

While the documents below support the process, the first step-if you haven't already-is to request more information.

General IB information

Primary Years Programme

Middle Years Programme

Diploma Programme

Career-related Programme

Other useful resources

If what you're looking for isn't above, or you have other questions about the IB, you can contact IB Answers -our dedicated question-and-answer service.

We also run the Follett IB Store, which provides a number of additional resources; and potential IB World Schools often use our guidance on communicating the IB to others.

You may also be interested in information about the IB's relationship with universities and governments around the world. You can also book professional development and learn about the costs of becoming an IB World School.

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Explore our authorization resource library. A resource for schools during the International Baccalaureate® World School authorization process.

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Korean version

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ES IB Coordinator_Administrative Support Job Description  2020-20200929120225

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Active Hope Foundations Training: A free online course for positive change - intro video.

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Most People [Leannah, Michael, Morris, Jennifer E.] on Amazon.com. *FREE* shipping on qualifying offers. Most People

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They All Saw a Cat (Brendan Wenzel) [Wenzel, Brendan] on Amazon.com. *FREE* shipping on qualifying offers. They All Saw a Cat (Brendan Wenzel)

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Whoever You Are: Fox, Mem, Staub, Leslie: 8601404297175: Books - Amazon.ca

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Article * 9 min read

Understanding Where Power Comes From in the Workplace

By the Mind Tools Content Team

Think of a leader you've known who relied on their ability to discipline or reward people to get things done. Then, remind yourself of a leader who was a renowned expert in their field, or who you really admired for their integrity.

How did it feel to work for these leaders, and which one got the best from you? The way a leader behaves toward you and how effectively you work as a result can both depend on the source of their power. And their power need not come from their official status or title.

Social psychologists John French and Bertram Raven studied this phenomenon more than half a century ago. Despite its age, their research can still help us to understand why some leaders influence us, how prepared we are to accept their power, and - if you are a leader - how you can develop new power bases to get the best from your people.

Not all forms of power have a positive influence.

1. Legitimate - This comes from the belief that a person has the formal right to make demands, and to expect others to be compliant and obedient.

2. Reward - This results from one person's ability to compensate another for compliance.

3. Expert - This is based on a person's high levels of skill and knowledge.

1. Referent - This is the result of a person's perceived attractiveness, worthiness and right to others' respect.

2. Coercive - This comes from the belief that a person can punish others for noncompliance.

The exceptions to this are praise and thanks . We love to receive them and, best of all, they're free to give!

What's more, you can expand your , and reputation for into other subjects and issues. This is a good way to build and maintain expert power, and to improve your leadership skills.

In 1959, social psychologists John French and Bertram Raven identified five bases of power:

1. Legitimate.

2. Reward.

3. Expert.

4. Referent.

5. Coercive.

And, six years later, added an extra power base:

Anyone is capable of holding power and influencing others: you don't need to have an important job title or a big office. But if you recognize the different forms of power, you can avoid being influenced by those who use the less positive ones - and you can focus on developing expert and referent power for yourself. This will help you to become an influential and effective leader.

[1] French, J.R.P. and Raven, B. (1959). 'The Bases of Social Power.' In 'Studies in Social Power, Cartwright, D.,' pp.150-167. Ann Arbor, MI: Institute for Social Research. Available online here . [Accessed March 26, 2020.]

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French and Raven's Five Forms of Power - Understanding Where Power Comes From in the Workplace

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Article * 9 min read By the Mind Tools Content Team Think of a leader you've known who relied on their ability to discipline or reward people to get things done. Then, remind yourself of a leader who was a renowned expert in their field, or who you really admired for their integrity.

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Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education (Old Edition)

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Amazon.in - Buy Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education (Old Edition) book online at best prices in india on Amazon.in. Read Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educat…

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Leading Learning and Teaching [Dinham, Stephen] on Amazon.com.au. *FREE* shipping on eligible orders. Leading Learning and Teaching

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LGSi Inclusion Policy - August 2021.docx

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Academic honesty in the IB educational context

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Guidelines for school self reflection on its language policy

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PYP Playlist for all the stakeholders including parents 

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PYP Playlist for all the stakeholders including parents 

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The PYP Playlist is an introduction for parents and teachers who are new to the Primary Years Programme (PYP). It contains a wide range of e-learning resources to help develop a deeper understanding of the PYP, and become more active in supporting student learning.

Based on the principles of professional development (PD) in the PYP, the PYP Playlist is a range of structured lessons ranging from three minutes to an hour, designed for you to dip in-and out-at a time convenient to you! Supporting resources are downloadable for you to share on your website and across your learning community.

Select your area of interest and you will be guided through the rest.

Learn more about the PYP

Book your place on one of our new and updated face to face, in school, or online workshops here.

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The PYP Playlist is an introduction for parents and teachers who are new to the Primary Years Programme (PYP). It contains a wide range of e-learning resources to help develop a deeper understanding of the PYP, and become more active in supporting student learning.

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This digital toolkit provides authorized International Baccalaureate® (IB) World Schools with a wide range of communications materials. These can be used to present the IB and its programmes to stakeholders such as students, parents, teachers and school boards, as well as universities and government bodies.

The IB's brand guidelines (PDF, 5.6 MB) give examples of how to use the materials in the toolkit. It also contains guidance on how to apply the IB brand alongside your own marketing materials.

Explore and download our wide range of communication materials in our digital toolkit below.

The IB regularly runs webinars to support IB World Schools at every step of their IB journey. You can access a list of recorded webinars that you can view immediately or download and save.

Find the IB World School, IB learner profile and IB programme logos. You can also download the programme models.

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Download International Baccalaureate resources for schools and teachers. The digital toolkit provides authorized International Baccalaureate® (IB) World Schools with a wide range of communications materials, information explaining IB approaches to teaching and learning and what is an IB education.

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These interactive nanos are aimed to support candidate schools at specific points in their journey throughout the IB Primary Years Programme (PYP) authorization process.

Projecting your timeline

Welcome to the first nano session in our series of Authorization support resources. In this introduction, we provide an overview and guidance on developing a realistic authorization timeline.

New to candidacy

This nano is the second in the series of Authorization support resources. The aim of this resource is to provide programme coordinators and other school leaders with information to help you get started with the authorization process. This resource is also useful for coordinators new to the role or new to a school that has already begun its candidacy.

Making the most of your consultation

Welcome to the third nano in the Authorization support resource series. The aim of this nano is to provide useful information and resources for the consultancy phase, one of the most critical stages in the authorization process.

Planning your PD during candidacy

Welcome to the fourth nano in the Authorization support resource series. The aim of this resource is to support you in planning for professional development. This nano provides useful information on the professional development required for candidate schools, as well as the importance of ongoing, meaningful professional development.

Becoming an IB World School: is it time to apply for authorization?

This fifth nano in the series of Authorization support resources will draw attention to the requirements that need to be in place for authorization. The aim of this nano is to provide you with information about the application for authorization process as well as support schools to make an informed decision on when to submit the Application for Authorization.

The verification visit and beyond

Welcome to the sixth Authorization support resource. This nano will focus on the verification visit stage of the authorization process and beyond. In this final nano, we will discuss the preparation and hosting of the verification visit and what to expect in once the visit is complete.

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These interactive nanos are aimed to support candidate schools at specific points in their journey throughout the IB Primary Years Programme (PYP) authorization process. Welcome to the first nano session in our series of Authorization support resources. In this introduction, we provide an overview and guidance on developing a realistic authorization timeline.

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useful information for the Authorisation 

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useful information for the Authorisation 

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Explore our authorization resource library. A resource for schools during the International Baccalaureate® World School authorization process.

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체계화된 평가 프로그램 

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체계화된 평가 프로그램

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Introduction of IB (International Baccalaureate) into Korean National Public Schools

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Introduction of IB (International Baccalaureate) into Korean National Public Schools

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게시되는 글의 본문이나 첨부파일에 개인정보(주민등록번호, 휴대폰번호, 주소, 은행계좌번호, 신용카드번호 등 개인을 식별할 수 있는 모든 정보)를 포함시키지 않도록 주의하시기 바랍니다.

개인정보가 게시되어 노출 될 경우 해당 게시물 작성자가 관련 법령에 따라 처분을 받을 수 있으니 유의하시기 바랍니다.

저작권자의 허락없이 제작물(사진,그림,영상,폰트 등)을 올릴경우 저작권법에 의하여 처벌 받을 수 있으니 유의하시기 바랍니다.

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이 페이지에서 제공하는 정보에 대하여 어느 정도 만족하셨습니까?

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게시되는 글의 본문이나 첨부파일에 개인정보(주민등록번호, 휴대폰번호, 주소, 은행계좌번호, 신용카드번호 등 개인을 식별할 수 있는 모든 정보)를 포함시키지 않도록 주의하시기 바랍니다. 개인정보가 게시되어 노출 될 경우 해당 게시물 작성자가 관련 법령에 따라 처분을 받을 수 있으니 유의하시기 바랍니다. 저작권자의 허락없이 제작물(사진,그림,영상,폰트 등)을 올릴경우 저작권법에 의하여 처벌 받을 수 있으니 유의하시기 바랍니다.

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필수합의

신뢰의 바탕에서 서로 공감과 지지를 보낸다.

문화적 체험도 함께 한다.

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interactive link for authorization time line 

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interactive link for authorization time line 