GLOBE project

The latest addition to the value-oriented cultural models is that of the GLOBE (Global Leadership and Organizational Behavior Effectiveness) studies, led by Robert House. This study is a project conducted by 170 researchers all over the world. The nine dimensions of the GLOBE project are largely taken from Hofstede, with additions from Kluckhohn and Strodtbeck (Future Orientation), leadership behaviors and also the additions of House himself (inspired by McClelland), these being Performance Orientation; Humane Orientation and Spiritual and Financial Success.

Not only is this research extensive, well-documented, and statistically validated, it is the first undertaking that thoroughly examined the difference between values that a culture can hold on one side, and the behavior that they show in day-to-day life on the other side. It turns out that while often close to each other, in certain cases there is a strong discrepancy between the values a person from a certain culture holds, and what that same person puts into practice in his daily life. Hofstede described this as ‘desired’ for oneself and what is ‘desirable’ for the society. Dingemans & Janssen tackled this issue by conceptualizing a ternary model of 3 theoretical cultures. The 9 cultural dimensions of GLOBE are:

  1. Performance orientation: The degree to which a collective encourages and rewards (and should encourage and reward) group members for performance improvement and excellence.
  2. Uncertainty avoidance: The extent to which a society, organization, or group relies on social norms and procedures to alleviate unpredictability of future events. The greater the desire to avoid uncertainty, the more people seek orderliness, consistency, structure, formal procedures, and laws to cover situations in their daily lives.
  3. Humane orientation: The degree to which a collective encourages and rewards (and should encourage and reward) individuals for being fair, altruistic, generous, caring, and kind to others.
  4. Assertiveness: The degree to which individuals are (and should be) assertive, confrontational, and aggressive in their relationship with others.
  5. Power Distance: The extent to which the community accepts and endorses authority, power differences, and status privileges.
  6. Gender Egalitarianism: The degree to which a collective minimizes (and should minimize) gender inequality.
  7. Institutional collectivism: The degree to which organizational and societal institutional practices encourage and reward (and should encourage and reward) collective distribution of resources and collective action.
  8. In-group collectivism: The degree to which individuals express (and should express) pride, loyalty, and cohesiveness in their organizations or families.
  9. Future orientation: The extent to which individuals engage (and should engage) in future-oriented behaviors such as planning, investing in the future, and delaying gratification.

The cultural dimensions of GLOBE are conceptualized binary on a 7-step rating scale.

More information can be found on the website: www.globeproject.com where they have a lot of visuals and information (such as interactive world maps) that visualize their research.

Further GLOBE research focused more on leadership. Eventually, the GLOBE study found 6 “Culturally Endorsed Leadership Theory Dimensions”

These are 6 universally shared conceptions of leadership also known as “global leadership dimensions” and by several other names. It is important to keep in mind that these are dimensions and are not statements of what is outstanding leadership. Rather, they are about the ways in which people worldwide distinguish between leaders who are effective and ineffective. The 6 global dimensions are briefly defined as follows:

  1. Charismatic/Value-Based Leadership: Reflects the ability to inspire, motivate, and expect high performance outcomes from others based on firmly held core values. It includes the following six primary leadership dimensions: (a) visionary, (b) inspirational, (c) self-sacrifice, (d) integrity, (e) decisive and (f) performance oriented.
  2. Team-Oriented Leadership: Emphasizes effective team building and implementation of a common purpose or goal among team members. It includes the following five primary leadership dimensions: (a) collaborative team orientation, (b) team integrator, (c) diplomatic, (d) malevolent (reverse scored), and (e) administratively competent.
  3. Participative Leadership: Reflects the degree to which managers involve others in making and implementing decisions. It includes two primary leadership dimensions labeled (a) nonparticipative and (b) autocratic (both reverse scored).
  4. Humane-Oriented Leadership: Reflects supportive and considerate leadership and includes compassion and generosity. This leadership dimension includes two primary leadership dimensions labeled (a) modesty and (b) humane orientation.
  5. Autonomous Leadership: Refers to independent and individualistic leadership attributes. It is measured by a single primary leadership dimension labeled autonomous leadership, consisting of individualistic, independence, autonomous, and unique attributes.
  6. Self-Protective Leadership: Focuses on ensuring the safety and security of the individual and group through status enhancement and face saving. It includes five primary leadership dimensions labeled (a) self-centered, (b) status conscious, (c) conflict inducer, (d) face saver, and (e) procedural.

More information can be found on the website: www.globeproject.com where they have a lot of visuals and information (such as interactive world maps) that visualize their research.

Description of the theory

Other projects: 

Inclusivity in the primary school system in the Netherlands

Are the Netherlands confrontation-avoidant?

Cultural appropriation among non-Western cultures

Critical review

Other projects: 

Inclusivity in the primary school system in the Netherlands

Are the Netherlands confrontation-avoidant?

Cultural appropriation among non-Western cultures

Practical application

Other projects: 

Inclusivity in the primary school system in the Netherlands

Are the Netherlands confrontation-avoidant?

Cultural appropriation among non-Western cultures