Attitudes and Leadership in Sustainable Shipping 27August 2015 Kalmar Y ael Tågerud & Mats Hammander Vasco Da Gama Training for Greener and Safer Maritime Transport 1
Raison d'être 2
Raison d'être 3
Sustainable shipping Lecturers: Yael TÅGERUD and Mats HAMMANDER, Linnaeus University Introduction Leadership in Cross-Cultural Contexts • Culture as concept • Impact of cross-cultural • Leadership Leadership in relating to changing and unchanging attitudes about sustainable transport • Attitudes vs. behaviour • Briefly, Theory of ReasonedAction (Ajzen and Fishbein) • Managing changes • Exercise Motivation of crew members and employees in greening operations • Briefly, a case study on greening of corporate culture (Howard-Greenville) • Background to our pilot study • W estrum/Reason/Hudsons incorporated model • Results from the pilot study • Summary discussion 4
Leadership in cross-culture 5
One scientific definition of culture ’Culture is a pattern of meanings (Geertz, 1973) that are represented and recreated through the actions and communications of members of a group. These patterns do not simply arise arbitrarily; they are developed as a group ‘solve[s] its problems of external adaptation and internal integration’ (Schein, 1992). In other words, cultures evolve from their members’ interactions with the outside world and with each other . Culture offer their members ready-at-hand categories for problems (Douglas, 1966) and repertories of ‘strategies for action’ (Swidler , 1986) that are particularly suited to solving the problem recognized by the culture. But they are also historical, adaptive and emergent social phenomenon (W eeks and Galunic, 2003), that are neither perfectly nor immediately responsive to the outside world, nor fully designed by individuals. Cultures take on complex multifaceted lives of their own; members of a group tend to recreate or , less frequently, alter them through their actions, though not all with the same effect or for the same reasons. Inherent in any culture is a certain amount of inertia and a certain amount of unintended consequences. This paradoxical relationship between human agency and culture evolution is summed up in the observation that culture is ‘created by institutional activities but is not an intended project’(Giddens, 1984:27).’ Howard-Grenville, J., A. 2007. Corporate culture and environmental practice: making change at a high-technology manufacturer . 6
The Iceberg Concept of Culture 7
language myths finan ces art media food history music fashion heroes literature educa4on religion poli4cs celebra4ons architecture technology 8
The complex whole of solutions which a human community inherits, adapts or invents in order to meet the challenges of its natural and social environment. (Thierry G. V erhelst, 1994) 9
(Klyukanov 2005) 10
Leadership perspective Leadership vs management Challenges in the cross-cultural context Skills and strategies for the cross-cultural context 11
Attitude vs. behaviour ‘W e have faith in attitudes as solutions to environmental problems because we think behaviours are perfect reflections of attitudes. They aren’ t.’ Heberlein, T. A. (2012). Navigating Environmental Attitudes. New York : Oxford University Press. 12
Attitude vs. behaviour Background factors Attitude toward Behaviour the behavior beliefs Individual Personality Mode, emotion Intelligence V alues, stereotyps General attitudes Experiences Normative Subjective Intention Behaviour beliefs norm Social Education Age, gender Income Religion Race, ethnicity Perceived Actual Culture Control beliefs behavioral behavioral control control Information Knowlege Media Intervention Fishbein, M. & Ajzen, I. (2010). Predicting and Changing Behaviour – The Reasoned Action Approach. New York : Psychology Press. 13
Attitude vs. behaviour Four principles related to the attitude variable: Identity – hard to change because it require strong reformation on our beliefs, Consistency – attitudes are usually consistent, however to avoid uncomfortable situations people may tray to ’invent attitudes’ in order to avoid painful or awkward situations, Specificity – the more specific an attitude is the better interpreter it is of the actual behaviour, Experience – having been involved gives effects on attitude changes. Heberlein, T. A. (2012). Navigating Environmental Attitudes. New York : Oxford University Press. 14
Attitude vs. behaviour 15
Exercise • Each participant grades his/her own attitude level regarding environmental behaviour on a 10-level scale. Following this, Participant A interviews Participant B for two minutes (then vice-versa) Participant A provides a 10 scale grade for Participant B and vice-versa. Finally, Participant A compares his/her own 10 scale grade with the grade given to him/her by Participant B. Then vice-versa. . 16
Exercise • Each participant grades his/her own attitude level regarding environmental behaviour on a 10-level scale. Following this, Participant A interviews Participant B for two minutes (then vice-versa) Participant A provides a 10 scale grade for Participant B and vice-versa. Finally, Participant A compares his/her own 10 scale grade with the grade given to him/her by Participant B. Then vice-versa. . • Discuss whether a combination of variables e.g. nationality, rank, shape of vessel, family would affect your previously obtained attitude level, positively or negatively. 17
Green operations Solutions to environmental problems. Three categories: Structural solution – i.e. changing regulations or change structural behaviour by e.g. introducing ‘key’cardholders connected to the light in hotel rooms. echnological solution – basically the most frequently used solution in T the shipping industry. This does not necessarily change people’s attitudes and behaviour. Cognitive solution – exemplified with information or education in the hope that this will have an effect on individual attitudes and behaviour. Heberlein, T. A. (2012). Navigating Environmental Attitudes. New York : Oxford University Press. 18
Green operations (a case-study) Internal factors External factors • Organizational culture • Regulatory • Others (e.g. managerial • Economic incentives) • Social Howard-Grenville, J., A. 2007. Corporate culture and environmental practice: making change at a high-technology manufacturer . 19
Green operations (a case-study) Influences culture over time Tech-dep Env-dep as organization adapts to culture external conditions Internal factors External factors • Organizational • Regulatory Reinforce or • Others (e.g. managerial • Economic revise cultural incentives) • Social meanings Adopted Solution/strategy External condition ’Problem setting’ environmental for action practices Company’ s practices can shape the external norms and regulations over time Howard-Grenville, J., A. 2007. Corporate culture and environmental practice: making change at a high-technology manufacturer . 29
A pilot study How Do Y ou Measure Green Culture in Shipping? The Search for a T ool Through Interviews with Swedish Seafarers M. Hammander, P . Karlsson, C. Österman & C. Hult Kalmar Maritime Academy, Linnaeus University, Sweden 21
A brief view of the model Green Culture Pathologic and Reactive Bureaucratic Proactive and Generative BARRIERS NEUTRAL FACILITATORS Information is shared Information hides or is Information can be and actively required. misunderstood. ignored. The messenger is The messenger is ‘killed’ The messenger is regulated and trained. or ignored. tolerated. Level ( iii ) Responsibility is Responsibility is shared. Responsibility is avoided or neglected or controlled and shared. Bridging is toleratedbut personally accountable. Bridging is a natural discouraged. Bridging discouragedor part and is promoted. Mistakes are treated all only against Mistakes are right. Requirement. investigated and lead to New ideas create Mistakes are hided or new investigations. problems. punished. New ideas are shared New ideas is crushedor and are embraced. ignored. Unspecified Level ( ii ) Safety Environment Safety & Environment Level ( i ) Commitments Learning Empowerment Communication 22
The model level one and two Unspecified Level ( ii ) Safety Environment Safety & Environment Level ( i ) Commitments Learning Empowerment Communication Level (i) based on e.g. Fernández et al. 2003 23
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