Leadership in cross-cultural contexts (Part III)

Almost a year ago I have taken on my first formal leadership role as team lead. I have had experience from informal leadership roles (project leader, central function position) in cross-cultural contexts and some theoretical knowledge on cross-cultural management. Now I was curious about the concept of leadership in cross-cultural settings and enrolled in a university course on that topic. This is part three of a series of three posts (find part I here, part II here) describing my main learnings from the course.

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Leadership in cross-cultural contexts (Part II)

Almost a year ago I have taken on my first formal leadership role as team lead. I have had experience from informal leadership roles (project leader, central function position) in cross-cultural contexts and some theoretical knowledge on cross-cultural management. Now I was curious about the concept of leadership in cross-cultural settings and enrolled in a university course on that topic. This is part two of a series of three posts (find part I here, part III here) describing my main learnings from the course.

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Leadership in cross-cultural contexts (Part I)

Almost a year ago I have taken on my first formal leadership role as team lead. I have had experience from informal leadership roles (project leader, central function position) in cross-cultural contexts and some theoretical knowledge on cross-cultural management. Now I was curious about the concept of leadership in cross-cultural settings and enrolled in a university course on that topic. This is part one of a series of three (find post II here and post III here) posts describing my main learnings from the course.

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Neuroscience through the eyes of a newbie

I did it again. After 6 ECTS in a summer school course covering the brain & behavior, I took a 15 ECTS distance course covering neuroscience basics. Along the way, I documented insights which challenged my knowledge and practice in human resource management and beyond. This post consists of three parts: first, I shared the most insightful questions and answers from my course, second, you will find some of my general reflections and finally, you can find a section with recommended further resources. Enjoy!

Disclaimer: As a neuroscience professional you might find these basics mundane and simplified, if even incorrect. In case of the latter, please reach out and support me in my learning process.

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Effective ways of reducing the number of competent (international) HR applicants (Swedish edition)

Feel free to copy this job posting blue-print for your next HR-professional opening for a Swedish company. You will greatly reduce the number of applications from competent (international) candidates and in addition severely harm your employer brand. All translations my work, originals taken from real job descriptions.

  • Du har en PA-utbildning och minst tre års erfarenhet av brett HR-arbete med HR-frågor. (= You have a ”PA”-qualification and a minimum of three years of experience from broad HR-work with HR questions.) [1]
  • Erfarenhet av att arbeta i process med ARUBA (= Experience from working according to ARUBA) [2]
  • Vidare är du en street-smart person. (=Besides that, you are a street-smart person.) [3]
  • Du älskar att vara spindeln i nätet. (= You love to be the spider in the web.) [4]
  • A sense of humour is greatly appreciated [5]
  • Swedish and English mandatory [6]

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2018: Knowledge & research, agility and neuroscience

Already in 2016 I reviewed my digital year that passed and now I am expanding this review beyond digital resources to my most valuable resources 2018 which helped me advance professionally and personally. Don’t have much time? These are the essentials of what I write about in this blog post:

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EdTech Sweden – en konferens i tweets

Idag var det dags för en av Sveriges mest intressanta konferenser om lärande och teknologi. EdTech Sweden i Stockholm.

Jag jobbar med att definiera en genomtänkt utbildingsstrategi på ett företag. Så det här har varit ett bra tillfälle att ta in lite inspiration, knyta kontakter och få konkreta rådslag. Läs mer nedan där jag även har sammanfattat mina key takeaways med hjälp av mina och andras kloka Twitter tweets.

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Cover letter to a recruiter

Dear   ,

I could look up you name in the job posting but I am writing so many applications that I keep loosing track of the hiring responsible.

Anyways, I thought the position sounds interesting. I would love to write something outstanding about my perfect fit. But your job posting reads exactly the same as all the others. I don’t really know how to make my cover letter special but I know I am the right one for the role.

And my fit for the company? 100%. Because you have a great company culture and you focus on people. I am a great human being.

I have exactly the years of experience you are asking for. No matter what I have taken away from these years or not. I have them. Trust me.

Of course I can work with all the weird internal tools and systems which you developed yourself. Nobody else uses them but I hacked into your company network to find out that they have the same features as the common ones on the market.

You do project management completely different? Well, then you are doing it wrong but I am happy to learn it your way.

In all your e-mails to follow I will overlook the myriad typos and grammar mistakes. You insist me to be fluent in three languages while you cannot properly communicate in one.

You will most probably call me out of the blue to ask me numerous questions and cannot answer one business related question yourself. That’s okay. I know you are working on several hiring processes in parallel. And I can relate to that.

I’ve several other application processes ongoing and as soon as you tell me where I am on your shortlist, I am happy to share details about my processes as well.

Yours faithfully,

One in a million

PS: You might have other open positions and you will ask me for which role I fit best. With all the cold calls, online tests, un/structured interviews and case studies you will put me through – why don’t you tell me?

Workplace literacy and the influences of technology between implicitness and definition challenges – recruiting as a bridging position

This has been my final assignment for the first course of my Master’s studies about digital literacy (Winter 2014). I was fascinated by the interconnection of (adult) education and getting a job, as well as the discussion about what it meant to be workplace literate. It was an ambitious assignment which I still find interesting to read, even though it is a bit too lengthy and not straight to the point. Enjoy!

The struggle for finding a superordinate definition of literacy can be retrieved regarding workplace literacy discussions (Mikulecky, 1988; Perin, 1997; Hull 2000; Belfiore, Defoe, Folinsbee, Hunter, and Jackson, 2004) and the influences of technology, being of interest for the workplace as a transforming key factor (Reinking, 1998). When literacy is seen as an age-independent continuum, distinguishing sharply between young and adult learners becomes hindering (UNESCO, 2009). In addition, the traditional dichotomy between literate-illiterate slows down the acknowledgement of lifelong learning (UNESCO, 2013). Rather, literacy is synonymous with “fundamental components of a complex set of foundational skills (or basic competencies), which require sustained learning and updating” (UNESCO, 2013, p. 17) to function as an empowering tool enriched by literate environments (UIL, 2010). The workplace connects various age groups with an enriched literate environment, where a social practice view of literacy is appropriate. When literacy is perceived as context-specific (UNESCO, 2005), a context definition backs the detection of skills and competencies for successful participation. Recruiting as a potential interface bridging literacy and context contributes by specifying required competencies to apply functional literacy in the work context. However, the expansion of literacy concepts complicates analysing it and distinguishing from “expressions such as knowledge, competence and learning” (Säljö, 2012, p. 6).

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