Hi everyone, my name is Kristin Rebman and I'm an associate professor here at San Jose State University's School of Information. And I'm so pleased to welcome everyone to our first webcast of the 2016-2017 academic year. This is our first webcast that is tied into dimensions of diversity, which is an issue that our diversity committee and several of the faculty are very committed to and explore in various ways here at the iSchool. So I'm really excited to have the opportunity to present Dr. Michelle Viegran, who will be presenting to us over the next hour. I just want to welcome everyone, welcome Michelle, and thank everyone for attending today. Michelle, I'm going to go ahead and say a little bit about you. Dr. Viegran is based in the Los Angeles area and is a lecturer with the University of North Texas and works there as an LIS, or Library Information Science Coordinator for the University of North Texas and their Master of Library and Information Science Program. She also serves as president and CEO of Cultural Co, focusing in areas of cultural competency, competitive intelligence, and conflict resolution. She is a certified level one and level two cultural intelligence facilitator through the Cultural Intelligence Center and conflicts dynamic profile consultant. She earned her undergraduate degree in management and international business from the University of Nevada, Las Vegas, and obtained an MLS degree in legal informatics from the University of North Texas. She also earned an MBA in strategic management from the University of North Texas. At Pepperdine University, she completed a certificate in dispute resolution, her Master's of Dispute Resolution and her Doctorate of Education in organizational leadership with her dissertation focusing on cultural intelligence in law firm libraries at Pepperdine University. So, I feel we are so lucky to have her sharing her work and interests and knowledge here today with us. So, what I'm going to do is go ahead and turn the mic over to Michelle. Thank you so much and welcome. Thank you, Kristen, and thank you also to San Jose State University for putting together this series. I think the topic of diversity and many concepts that fall under that are really critical, especially nowadays, and cultural intelligence is one of those concepts which falls under that umbrella. So, let me give you my agenda first. Cultural intelligence is a topic I've studied since 2008. I've researched and done a lot of research on it. My dissertation was on the topic. I've also published and presented on this topic. So, it's a topic that's really embedded in my own life daily. And so, I hope you'll pull a couple of concepts from this that you can apply in your own organization, whether you're currently working in a library information center, if you're a teacher, whatever your organization may be, I hope that you'll take some nugget away and be able to apply it. So, I want to look at first, cultural matters. And what I mean by this is why is cultural intelligence needed and really identify for yourself today a cultural challenge you may be facing. And then throughout the presentation, using that challenge to try to address based on this concept things you can do to really advance or even address or solve that cultural challenge. We'll also look at briefly seven cultural values and that we call them cultural value dimensions or orientation. And then we'll also look at how you can apply and improve your cultural intelligence. And last, I have a few slides about my research. I specifically looked at law firm librarians. So, it's a very target group, but you might be interested in hearing what my findings are. So, first, let's get started. So, whether you are working across borders, and this may be in the context of international borders, you might have international students. You might have international staff that work with you or even patrons that come into your organization or even closer at home if we're thinking how diversity hits closer at home to just bridging gaps between cultures domestically. Also, and many of you may recognize a lot of these logos, whether you are dealing with the differences across various organizational cultures. So, you might be working with stakeholders across offices. You might be interacting with patrons from various walks of life. You may bank with some of these entities. You may work with, as an example, Disney and their archives and their librarians over there. We deal with different cultures all of the time. And one culture I'm not going to go in depth on, but it's important to know about are generations. Nowadays, in the workplace, we have five generations that we are working with. Five generations of patrons that are coming into our services. So, it's important that we learn how we can bridge those generational gaps. So, our culture matters. And it really does matter how you effectively are utilizing your own intelligence related to culture. And matters say in how effective you are in negotiating a contract with a vendor or with a publisher. It matters, for example, in how you market or brand yourself, market or brand your library, market or brand your resources that you're promoting, your program. And ultimately, it can make the difference between whether you thrive in an intercultural situation or if you flounder. So, it is all about change. I want to really emphasize that this concept, because now we are so fast moving and we're dealing with many different cultures, it's really a time of change. And I'll continually speak about change and adapting this and applying it to change throughout. So, a little history on cultural intelligence, what it is. Some of you may have heard of this concept. It is a form of intelligence. We have our IQ. We have our SQ or our social intelligence, social quotient. We have an emotional intelligence. Well, we also have a level of cultural intelligence. And really, the emphasis is on nurture more than nature. It integrates psychological as well as sociological issues. And it does draw upon the ability to reformulate one's concept of self, as well as the concept of others. And you can integrate it into the other intelligences that I mentioned earlier. Now, the great thing about cultural intelligence is that it can be applied to any cultural context. So, if it's a diversity initiative you're trying to put in place, if it's an international management issue, maybe an organizational culture or subculture, such as you're dealing with a specific gender, a specific generation, it can apply to any of these contexts. It also is malleable, meaning that it's flexible and anyone can improve their own cultural intelligence. And it is evidence-based. There's a lot of research out there, and I'll talk about the research later on in the presentation, but it's been validated in the United States and in Singapore. And there are more and more individuals really studying this concept. And here you can see several things on this slide. People sometimes ask me, who are you maven here this? Well, our cultural difference is really that big of a deal. Isn't it mainly a matter of social skills and common sense? So, to some degree, some common sense and of course, decent dose of social intelligence can help get us through the many intercultural interactions we have. But where this topic becomes more relevant is when stress hits or time constraints or that pressure. And suddenly we no longer find ourselves amused by the idea that different cultures have different time orientations or different cultures operate X and different cultures think this way. And simply knowing that some people are, say, more direct than others can help if we take the time to think about it and think about our own cultural intelligence. So mutual distress. Before you know it, mutual distress can possibly occur. For example, if you are in an organization that has, say, multiple branches and multiple locations, it's possible that the headquarters or central location may not trust, say, a regional or branch office and vice versa. Or if you're dealing with teams, even virtual teams, nowadays we use technology like we're using today and we have virtual teams all over. It's possible maybe you have staff in another country or even another domestic state or even city, I should say. And there may be a feeling of distrust between that team. The second one relates to conflict. And a lot of times this issue ties directly into managing conflict. There are times when we approach conflict differently. If you think about individuals that might be very direct, you might work with individuals that just super under the rug or don't want to confront the issue. And maybe there's even individuals where they use shame or honor. So this does occur even in the workplace and in our personal lives. The one under cultural intelligence is actually contracts. So if you think of an encounter you may have had where it was a written contract or an agreement, say with a publisher or a vendor. And some cultures may hold very closely to what is actually written word for word on that contract, where other cultures simply believe that it reflects what was agreed upon at that point in time. But remember, things change as we all know. And then the fourth one, language and communication barriers. That I can't emphasize enough. That one is obvious. Language and communication barriers won't sue. So that's why you need to know and utilize your cultural intelligence. And it is, again, at times when we're under stress or pressure and constraints, we most need to survive and go into the cultural intelligence drive mode. So here's the official definition. It actually was officially defined in 2003. So it is pretty new concept. I'm going to read the definition and then give you a couple, with more background information on the concept. So cultural intelligence is the capability to function effectively across various cultural contexts. And the thing I want to point out here is various cultural contexts. I think immediately a lot of us go straight to maybe ethnicity or maybe even generational, but we also have to think about national context, organizational context. Even subcultures get in our organization because every organization has a culture and then their subcultures, maybe one department has a unique culture versus another department. So I just want to point that out that cultural intelligence applies across various cultural contexts. Now, everyone has a cultural intelligence quotient or CQ. And it's a score that you derive. I'm actually taking an assessment and learning about your own cultural intelligence. And it includes four parts. So I'm going to go through each of the four components or facets of cultural intelligence. And then you can see what you can apply to your own cultural challenge. It was developed as a concept to provide an overarching theoretical framework to tie together numerous models that are out there and to turn into a valid way to measure the capability of cultural competence. So it's conceptualized as a multi-dimensional construct based on Robert Sternberg's integrative theoretical framework. And the dimensions really represent qualitatively different aspects of the overall capability to function and manage effectively in these culturally diverse situations. Well, here's the first question I will pose to you. And if you are comfortable, I will ask in the chat window if you place the number 1 through 10 in the chat window. Of course, this is voluntary. But on a scale of 1 to 10, so you might be 5, you might be 8, you might be 2, how would you rate your organization's effectiveness working across cultures? Now, 1 is non-existent and then 10 is extremely effective. Now, I often get asked, can I more fully define what I mean by working effectively across cultures? But I'm going to resist going there and defining it too much because the goal really here is to get you thinking about this concept, what you know so far, and observe some big differences possibly in participants on this webinar. And let's see what we come up with. So, I'll give you a minute. If you're comfortable, you can place it in the chat. We'll see what numbers come up. I see a lot of 6, 7, 8. I see a 10, 7 and a half. So, typically when I ask this, I usually get a lot of 7, 8 in that area. I usually get 1 or 2 that say 10 and that's those are the individuals I want to talk to because it's very highly unlikely that the organization might be a 10. Sometimes I see and I got libraries this over and over. I see some 3, 4, 5 and those are organizations where they may have gone to a recent change. So, it may have been a merger, a restructure, a downside. There's something that has really caused that individual when they're reading this question to think about, well, now we're in a whole state of flux in trying to become this new culture. So, thank you for participating in that. I'll just think about that moving forward because the number might change as you think about how you can apply cultural intelligence. So, cultural values. This slide often takes several hours to go through in workshops. So, I'm going to try to break it down in about a couple minutes. There are 7 cultural value orientations as defined by the cultural intelligence center. Their website is culturalq.com. I am certified through them so I do a lot of work based on my certification with them. And they have a nice break down looking at different geographic clusters. So, they really look at these orientations. There's 7 different ones. So, I'll go through each one with a few examples. The first one is individualism, collectivism. So, this is the extent to which your personal identity is defined in terms of individual or group characteristics. So, if you think in your own workplace, there might be an individual that is motivated by a personal incentive or a goal. And they might be more comfortable with autonomy versus working on a team whereas on the flip side, if an individual comes from a collectivist background, that individual is more motivated by group goals or long-term relationships and who knows whom is very important. An example in the United States, we actually are a highly individualistic culture whereas China as an example is often known as the most collectivist culture. So, think about this in terms of your teams you work with because if you have say 99% are individualists, that could pose problems when you're trying to reach a goal together. And let me say right here that the website where you can find more information on this is cultural2.com. And I'll put that in the window for all of you that want to retrieve more information. The second one is power distance. Power distance is the extent to which differences in power and status are expected and accepted. So, if a person comes from a background of low power distance, this means that formalities or furgon titles aren't important. He or she may find appropriate ways to challenge authority. And then on the flip side, if it's high power distance, high power distance individuals prefer the chain of command and they're less likely to question authority. So, you can immediately see here the implications for organizations as well because if you have, again, if you have all high power distance, they're going to probably not ever challenge anything and just do what they're told and go with the chain of command. On the flip side, you might get a lot of resistance, especially when it comes to change. Uncertainty avoidance relates to risk. So, the extent to which risk is reduced or avoided through planning and guidelines. If you have low uncertainty avoidance, this means that you act first then you collect information. Whereas high uncertainty avoidance, our individuals that really appreciate explicit instructions and they rely on those policy and procedures in place. And they might be uncomfortable with ambiguity or uncertainty. So, think about when you're providing, if you supervise library staff, if you're providing, you know, instructions or maybe there's a project and you're giving some instruction or facilitating, you might want to consider does this individual need, you know, step by step, one, two, three, four, very explicit instructions and some policy or is it an individual that can just take it, go and then come back later with the results. Now, the fourth one is cooperative and competitive. This refers to preference to accomplishing results. So, someone who is cooperative believes the best way to accomplish results is by getting people to work together. So, that group concept. Competitive, our people are more motivated by accomplishing results when there's a competition involved. So, maybe some incentive where you're competing. But notice, I will mention you could be both. And in any of these, you could be cooperative and competitive, just depending on the situation and circumstances. So, it relates to time and this is the willingness to wait for success and results. So, if it's a short-term time orientation, individuals that have this cultural value want immediate outcomes more than long-term benefits. And then long-term are more focused upon the long-term planning. And they might actually sacrifice short-term outcomes for long-term benefits. So, that's a time factor. And I think that's critical to point out because especially, I will say, in the US culture, we are very, very high on the, you know, quick turnaround, short-term time orientation where other cultures might not be that we're working with. Context is the extent to which communication is indirect or direct. So, if it's a low-context orientation value, say it's an individual, they really appreciate direct communication. They believe people should say what they mean and mean what they say. Whereas a high-context orientation, flip side, where the individual is actually paying attention to what is not being said. They might be focused on, focusing on nonverbals, how you're dressed, reading between the lines. And this is one of the cultural differences that creates some of the largest points of conflict for many teams. And we see it often. And then the last one is being versus doing. And this is really the extent to which you are being productive or you're driving meaning from activity. So, if you believe, based on your own cultural values and your background, but you are a high, maybe you rate yourself as a more of a being individual, you work to live, you are always volunteering, whereas someone in a doing really lives to work.  An example, being cultures, let me think, a few are like Latin American cultures or even in the Middle East. So, people are driven more by the quality of life and simply performance. But you can also find being oriented cultures in Western places. So, we think of like Nordic countries where people, we're giving people ample leave time and prioritizing recreation are actually high priorities. But if we think about home, let's come back to the United States where we're at. Places like United States, Japan, Germany are high and doing cultures, so we are very focused on productivity and results. You can immediately see again here how this can cause clashes within your own organization. Surely behind all the research and one that really can inform today's session is this question. What's the difference between individuals and businesses that succeed in today's globalized multicultural world and those that fail? Now, I want to point out the question is not who are the culturally sensitive because you can be culturally aware and still not be effective. Nor is it who are the culturally aware because awareness simply isn't enough. Instead, all of the research through the Culture Intelligence Center and all the researchers out there is really interested in looking at what characteristics consistently emerge among those who can effectively move in and out of many diverse cultures. So that's where I'm going to head. And so let's talk about cultural intelligence more and I'll give you the model. Now, I do want to point out some of you might be aware of other tools and ratings that are out there all very useful at starting points and I recommend you can check them out. So whether you're using say cultural value ratings from say the cultural intelligence center or Hopstead or Hopstead, I always say his name wrong, Globesmart, cultural navigator, these are all different tools that can help with identifying your own personal cultural orientation and cultural norms. So it's a great starting point to know where you stand and once you know where you're at, you can actually do group assessments and team assessments. But again, awareness is not enough. So even if say you take an assessment, then what, right? So we need to think about how do we actually adapt to these differences? How do we respect other preferences and still remain true to ourselves? What can be done actually train ourselves and others to be more effective working across cultures? So take a moment. This is my challenge to you and the one I want you to think through when we look at the model. Take a moment and think of one cultural challenge in your workplace. Now I'm not going to have you share it. This is just a personal reflection exercise we're going to go through as we go through the model. But I want you to keep this challenge in mind as we explore cultural intelligence. I will say do not target a particular person or individual, but think more as a cultural context. So maybe ethnic might be a national culture and might be a generational population. Homelessness is an example. Homelessness population. So think of a challenge you have in your current workplace and just keep that in mind. I'll give you a minute to think about it. And then we're going to go look at the model. Michelle, we had one that actually was raised in the chat box just a second ago right before you. I would have asked everyone to think about this. And I'll just sort of, it's a few messages up in the chat box if you want to take a look. It might get you thinking about what the students and the participants are thinking about. This is great. This is actually Tim. He's one of my students. Hi Tim. So he said currently I'm a social worker for special needs population, which is a great example of a cultural group. Midlife career. We're always made aware of different cultures that we're constantly working with. And we are trained to always take into consideration family cultures that's critical when you're in a social worker environment. Not to discriminate, but to be constantly aware. Promote acceptance, understanding, training, understand, this is great Tim. And this is one actually example that is working. It shows that you have the group, you know who you work with, your population. And maybe it doesn't present a cultural challenge because your organization is providing that support and has been training you and probably gives you regular support. There may be other organizations out there that possibly don't or maybe don't provide enough support. A great example. Thank you for sharing. And thank you Kristen for pointing that out. Okay. So hopefully you have an example in mind. I'm going to go to the model because this will take four parts. So we have 30 minutes and I want to get it done. This is the model. So there's four facets or four components. Drive, knowledge, strategy, action. Now the research does reveal that the culturally intelligent, so these are individuals who effectively accomplish their objectives regardless of the cultural context, have strengths in all four areas or all four facets. And this is the model. Again, I'm going to say I'm the cultural intelligence center. So it's just one of many models. Now this can be thought of as a four step starting the drive. So today I'm going to go through the four steps. When you do learn your own cultural intelligence quotient, it includes these four areas. So you would learn where you're, you might have a weakness and where your strengths lie. We use all four by the way. And all four can be improved upon. So let's take a look at applying them. And I'm going to start with the first one, which is drive. So drive is your motivation. This is your interest, your confidence to adapt to a multicultural situation. And it's interesting because this one may seem like common sense, but it's often the most overlooked. And I think probably that's because, you know, we're required to go through some type of diversity training, but we miss seeing it's relevant to making our job more effective or what we can do to be more effective because it's like mandated, we have to go to training. And it might be one time a year, so that might impact our, you know, we go to the training, we're done in checkbox next. Or someone might sit through the training before taking on maybe an overseas assignment, maybe you're going to be relocating to another location. But you might only appreciate the relevance of the training after you actually arrive in the other location. So it's important to intentionally address the issue of drive, and there are three sub-dimensions. So let me share the sub-dimensions. The first is intrinsic. So this is where you drive enjoyment through a culturally diverse experience. So you're naturally interested. You are naturally energized. You like being faced with or encountering different cultures. Now it's okay if you don't find yourself naturally energized by cross-cultural work or encountering different cultures, but consider how you could build your drive in this area. And one strategy I will give is to connect an existing interest with an intercultural component. So for example, maybe you like sports. So explore sports in a different culture or maybe it's the arts. Well, then explore the arts in a different culture and learn more about that culture related to sports. So you're tying both your interests as well as the intercultural component. Now extrinsic, that's the one in the middle with the little dangling carrot. This is gaining benefits from culturally diverse situations. Now this doesn't have to be tangible, but a lot of times, you know, my favorite promotion may be a new opportunity in your organization, but it also could be an extrinsic interest where a simple thank you or maybe you get employee of the month. That is what we mean by extrinsic interest. So there's some benefit to that professionally. Now if this might be an area of weakness, you might make a list of tangible benefits you can obtain by doing intercultural work or by being involved with that intercultural team. And think about it and what's important to you and then maybe discuss it with your supervisor. The last one relates to confidence. This is my cat and it's just like my cat in the view there. Because while he's eight years old, he seems to think he's a big lion, so he's very confident. But self-efficacy means having that confidence to be effective in those situations. Sometimes even intercultural training focuses too much on mistakes people make and we only hear those things. So it's really important to consider maybe there's a factor here where it comes to confidence. So maybe it's that delicate balance we'll say between a humble learner but also somebody that might be afraid or doesn't know and hasn't asked, that's where we reach out and we help support them. So to develop that you can, you know, reach out to that individual that might be afraid or questioning what they're doing.  To what degree are you motivated to actually work with and learn about that cultural group? How about others involved in the situation? So don't overlook that drive component. And you want to spend time reflecting on how you can improve in this area. Because it actually can cost, it can cost you and it can cost others, reputation, et cetera. If you don't consider this sub-dimension as well as overall this facet. Hands-on experience is a great way, just diving in and learning and immersing yourself. But also being able to face your own biases. Let me go to the second one, which relates to knowledge. Now this one on all the assessments I've given as well as when I asked this in person, interestingly, it's always the weakest one of librarians. And I think that's because we are the type of profession we're in, especially if you're on the research side. There's just so much out there to simply research and learn. And because I think we're also very genuine and humble ourselves, but, you know, we might not be an expert in every single cultural group. There might be one area where we really are. And so this is your level of understanding about how cultures are similar and different. Those with high knowledge have a rich, well-organized understanding of culture and how it might affect not only themselves but others. Now let me show you this illustration. Many of you, I see a comment, lies with the iceberg theory. This is applied to many things in business, leadership, probably every industry or every area. But I'm going to apply it to culture. So people often resist learning about differences because they view it as being divisive. And we've seen that. We hear that. Some will say, well, we should just focus on, well, we all have encartment and we're all human. People are people and only treat people as individuals. Well, that's really, you know, easier said than done. And it can be unrealistic a lot of times. So this is where it's important to think about as a starting point how you effectively relate and work together. So at the very bottom, we'll go first at the bottom, is your individual personality. So people usually focus on one extreme of the iceberg or the other in this illustration. Either we're all alike, which is the tip of the iceberg, or just get to know people as individuals, which is at the bottom. But the most important part is what's in the middle. We all have cultural values. We all have assumptions based on backgrounds or experiences. We all also have artifacts, systems. Think of your library logo, your library mission, your systems in place. There are a lot of components in this middle piece. And this is where all the fuzzy stuff and conflicts and issues arise. So this is where you need to really focus on, on the knowledge side, learning about different norms, different values, setting aside your assumptions and really learning more about that particular group. And it looks like a little comment, which is great, that Liza uses this a lot with international students. And I think it's a great application. So I'm glad to hear that. First subdimension, I'm going to go to the next screen so I can go through a few of them. Now the first one, tied to the other one. Think about cultural systems, business systems, all types of factors when it comes to like your legal system as an example, you know, it might be different in one country versus another. But if we're thinking about, oh, I think I went too fast. I'm going to go back here. I didn't want to go that far, so let me go right here. If we're thinking about interpersonal cultural values, that's what we were talking about earlier, where we were talking about the value orientation. Now in terms of sociolinguistics, this is where we are really thinking about enrating, maybe not rating, but this means understanding of another language or even grasping different uses of language, both verbal and nonverbal. And this largely relates to your ability to read and understand a language, other than your own, but it can also refer to how you use that language in different cultures. Because the same word may mean different things, even in different regions, with different dialects. So consider little things here when it comes to sociolinguistics. Think about even how you write the date, changing the way you write the date for various contexts, but something or a particular culture might write it one way, yet you write it another way. Think of the context of say a specific event, Chinese New Year, or maybe a recent election or an upcoming election. It can demonstrate that possibly the way your views are or the way you're communicating might be different. What you believe and what you think about Chinese New Year might be different than someone else when you're communicating. And another simple one is in our email communication. How we address individuals within an email. Is it Mr. Doe or is it John Doe? So even thinking about how we address individuals. So we need to be careful also, say, here in social media and marketing our library. A lot of times there could be a miscommunication. We might possibly offend a cultural group, simply because of a particular word we used. Or it was actually interpreted incorrectly, but we were using it correctly. So the whole social media area is another area that they can get a little sticky. And then leadership. Many of you probably have heard of Warren Bennett. He's a well-known leadership guru out there. And he is a quote of his. Quote, leadership is like beauty. It's hard to define, but you know it when you see it. And it's interesting because that quote actually has a double meaning. People often think they can trust their gut to spot leaders, but that can be really dangerous. On the other hand, beauty and leadership are in the eye of the beholder. So the leadership area is another area, falls under knowledge, but it can open up much more context, especially looking at, you know, who your leadership is and then if you're dealing with other organizations, say a vendor and who is coming to the table to negotiate a contract, do they bring their, say their sales boss and then another executive? And then who do you bring to the table to show up power, again power from earlier, we're talking about power, as well as a leadership aspect. Do you really need to learn first your own culture and then about others? I always try to do this when you're reading a document or an email, ask yourself, how is this shaped by culture? And very likely, we'll say probably 99%, very, very high that there's some cultural aspect within that document. So here's a fun one. I want to show this because it's one I use a lot and I think it's one that is worth talking about. This is an actual ad. Toyota ran this Prado ad in China. So the Prado is the vehicle. And they received extreme criticism for running this ad. It's a print ad. And I want to ask here, why do you think it receives such intense backlash? So you can examine it and if you have any thoughts, why you can put them in the chat window. I'll give you some hints. It deals with, and it says right there, business, cultural systems, possibly religion, cultural symbols, language. So I'll give you a minute to take a look at it. I see one comment already, Rachel said the statues. So yes, that's actually probably one of the most important ones when you look at this that immediately you see. And so these are two lions.  They're often seen outside temples, outside banks. And so in this ad, the Chinese perceived that one lion was bowing at the vehicle and the other lion was saluting the vehicle. And so for a lion to be bowing to a Japanese car was very offensive to the Chinese. So great, yep, that's one, great guess. In the interest of time, I'll give you a couple others. So the tagline on the left side, I'm not sure if any of you know what that says, so I will go ahead and read it. It is Chinese tagline and it says you must respect. So remember, this is an ad, a Japanese vehicle in an ad in a Chinese culture and we're telling the Chinese culture, you must respect this car. Another one, does anybody know what bridge this is? The very important bridge. The vehicle, the Prado, is on top of the Marco Polo Bridge, which is just outside Beijing and it is the Chinese bridge with the most lions on it, number one. And number two, it was the site of the Japanese invasion in 1937. So clearly you can see the whole gone wrong with this ad, campaign, Toyota lost a lot of money, they weren't allowed to bring the Prado in for a long time. And I'm sure that this really impacted bottom line. Also, staff, this is an extreme example, but it can happen just with a simple graphic or what might be used. So think about this even with your marketing, marketing your programs, whether it's an ad or a flyer or even putting something on social media or on your website. So the strategy now, and comment, I wonder if the ad exact knew this was an issue. I don't know, but I'm sure there were some, maybe some firing going on after the issue. Clearly somebody did not do their research and was not aware of all these cultural aspects, which is very unfortunate because it really impacted their, you know, their whole point of trying to sell this vehicle in another country. Now, strategy is just what it says.  I want to show you the sub dimensions because there's three. Planning is just what it says, it's planning.  So if it's a homeless population, what would you change? Maybe you need to plan particular aspects, you need to maybe think about the language you're going to use, think about how you're going to present that program. Performance reviews, this is actually a great thing I'll mention about performance reviews. An example could be thinking about how you're going to do a performance review differently if the individual comes from a different background. We always think, I think in the US about eye contact. Well, if you're working with someone where they don't want to use eye contact, they just don't, that's their cultural norm. Or silence, where silence can be fine, depending on, you know, who's involved, what the situation is. Or silence could be used even as a conflict tactic, where you need to really think about the situation before you come to a resolution. Awareness, this is referring to what's going on internally and externally during the interaction. So it's observing, it's being aware of how you're feeling, what you're thinking, is your planning working, is what you thought really happening, or are you waiting it? You're going to have to change and modify as you go through the process. Or is the other individual behaving in a different way? Are they adapting to you, or are you adapting to them? And a good way to develop awareness is really jotting down observations, the things that you can definitively see and observe, not assumptions, but observations. And the last is checking, and I think sometimes we forget to do this, to debrief or check back in with our team, with ourselves, spend time to really debrief on what happened, why it happened, if it happens again, how will we handle it? And so this is where it's really looking at those observations, seeing what the behaviors were, where your behavior is modified, silly example, but it's a fun one before we go to the final dimension. And this is an image or a picture at the top. And if we had time, we'd go through an exercise, what do you actually observe, and what do you interpret, or what are you assuming here? Now this, I've gotten everything when I show this picture, so while we actually start jotting down usually, I hear things like there's five individuals, one has a knapsack, the person at the end is either very confident or praying, the person looking down is like fearful or afraid, there's paper on the table, that's a woman, I get lots of variety here, but these are all interpretations. We're interpreting, and we each have a different story, so we're each interpreting things differently in what the people are doing. We're really, we're going to describe what we see, there are black lines on the paper.  Now the last one, and this one's a quick one, this one relates to changing, the first part is changing your verbal or non-verbal behavior, because ultimately people will judge you based on how you behave, so we have to keep that in mind, so it might be, you know, how you speak, how you say no, how you provide feedback, negative feedback, do you provide compliments? When it's verbal, think about your rate of speech, your tone, your volume, your level of enthusiasm. Non-verbals are a huge area of facial expression, gestures, the way you dress, all of these aspects tie into the action piece, it's not just what's being said, it's also remember the non-verbal what's not being said. So one of the crucial things to understand is we shouldn't always adapt our behavior, sometimes it works, but sometimes we don't need to change our behavior, it's a matter of observing and learning about the other behavior, and then spending time really reflecting on what was working or not working in that cultural situation. And this is where I always say practice new behaviors and adapt to how you gave instruction, how you gave feedback, how you, you know, foster interaction, so in the interest of time, I'm just going to show you two last slides and we'll take any questions. My recommendation, if you want to learn more, you can always contact me and I can provide you with resources.  And then we can work with our team or our whole organization. And making it a priority, you can take nuggets from today's session and just start adapting them, think about your own motivation. And then say, hmm, why am I not going motivated to do XYZ? Or is this a group I'm working with? Why? Or what can I do that I actually become motivated and want to be a part of, say, that rollout group that's going to be rolling out new software? I remember it is all about change. We are constantly changing. That is a constant of life, and especially in our library and information centers daily, even with the patrons we're working with. So we have to always remember and keep that in mind. Now I'm going to show you one last slide, and then we'll take questions. So I did my research for any of you that do have an interest on law firm librarians in the United States. And I was actually looking at whether, not just whether they were culturally competent, but I was looking at their overall levels of cultural competence, but also if there are any variations among the four facets of cultural intelligence, and then what viewpoint law firm librarians had about their value and the importance of cultural intelligence within a law firm. And these are my four conclusions. Pretty much what I thought was the exception of the last one, I don't know, the third one, because the third one went into a whole other separate area that wasn't really on target to what I was looking for. But the first one, there's a strong sense of value and importance in firms. There are also varying levels, which I expected. The third one about feeling valued and appreciated was kind of a tangent with my, where I was hoping to go with my research. But it was really interesting because it opened doors to thinking about, you know, are we valued and appreciated in our organizations? And what does that mean? And does culture have a play a role in that? And then the last one, especially as I said, was so much change in our industries, that law firm librarians are coping with the cultural challenges and have been adapting to us in other environments, because it's part of the job. They have to, otherwise they would be obsolete. So with that, I want to say thank you and see if we have questions. There's all my contact info, by the way. And then I'll turn it back to you. Thank you so much, Michelle. I wish we had more time for you to tell us more about your project. That would be wonderful to hear more. I would, I certainly would be really excited to hear more. And I felt like your presentation was so rich in terms of talking about this issue of cultural intelligence and cultural competency and different ways of unpacking that, and one of the, I mean, why don't we open it up to questions? I have a few of my own, but I'm going to set those aside and see, I noticed a few hands were popping up and then maybe they didn't raise them anymore. But let me turn off my mic and see if we have anyone that has any questions initially. Okay, so while everyone is mulling what you've presented over, I was interested in, you know, you had mentioned that you, that that website had some information there. Was that website also where that CQ test was located? I didn't catch that actually. So the CQ test, you have to talk to a CQ certified facilitator. So if anybody is interested, you can contact me directly. It is not free, I'll tell you that, but there are different prices depending on, you know, if you're in a government or non-profit or academic. They're even tests for students, which is, I've used for my, some of my classes and it's just fascinating to learn from the students' lives. I know, I actually give my students kind of an icebreaker that's related more toward issues of diversity and how they manifest themselves just in different ways, both in the United States and in just globally and there's a lot of surprises in the tests about, you know, just asking about different issues than what the student impressions were and then they sort of provide a response to that. So I think that's really helpful. I think one that's just focused on cultural intelligence would be great for the students and just would have a slightly different angle to what we're already doing. So to me, that sounds, I'd love to follow up with that. One thing, and I know that you teach at University of North Texas, but you didn't say whether you teach online or not and so I was wondering if you had anything to say about the challenges of teaching online and this idea of serving diversity or just different dimensions of culture in distributed spaces or online spaces and if you could talk a little bit about that. Wow, that's a loaded question. Oh, I didn't mean any harm. No, no, no. I'm actually going to be on a panel at Texas Library Association talking about multiculturalism and multi-pluralism related to online teaching and I guess that's next year in April, but I'm going to be able to see what comes out of that. And I do teach face-to-face as well as online. And I think in the online atmosphere there are more challenges just because, you know, you're not in person with the students and even before we then go to, like, the class, I've learned that even looking at names, just because there's inherent bias and a lot of times we see a particular name, we may be quick to make a judgment about that person. We might assume they're African American or they're Indian or whatever and that is, I think, one thing that we need to step away from and separate that bias and until we actually get to know the students, so if you have video or you really get to know them as far as their background, I always do like an introduction or tell me a little bit more about you and you share it with the whole class, so there's at least some communication as far as background. And I think it's at least helpful in a smaller aspect. But in the whole, I eat with technology, there's challenges, so that's a loaded question. I really just wanted to open up a dialogue about it because you want to present teaching materials and create a context that is really relevant to students and responsive to the different experiences that they bring to the classroom. And yet, you can't really essentialize students based upon like as you mentioned, you can't essentialize them based on their name or who you think they are or what you think they bring to the table. And so, how to create a space for them to voice, you know, what's relevant for them, I think is so important and that's sort of how I sort of address it, but I'm always like liking to hear new ideas. Well, I have a whole book of cultural exercises. I've only in I think one online class used them, but it usually ties into an online icebreaker. And it was more, I think, receptive because I know in that class I had international students. And it was a lower class, so they weren't at the very end of the program ready to get out and, you know, move on, so it was one where they're really interested in that became a lot of the interaction and discussion was built on what came out of that cultural exercise. So, even icebreakers online, and there's a lot out there. I'd be happy to share the resource with everyone if you want to obtain the book. That sounds fantastic. Beth Renestis, who's also a faculty member at the ice school, is here today and she said that she uses introduction videos. I don't know, Beth, do you have your mic today that you could just sort of describe what you're working on? Yeah, I'm kind of working, looking all without my headset, so I hope you can hear me. I can hear you fine. I asked a couple of semesters ago in several of my classes a better way for everyone to get to know each other rather than just in writing through the discussion threads. And I found that the video allows everyone to see each other and hear the pronunciation of names. I always ask for them to do a professional overview, like where do they work, and then I also say, tell us something about your background and your family. You know, there's no pressure if you don't want to, but we would love to kind of all get together. And that really has helped a lot with preconceived notions about people's names. A couple, you know, semesters ago, I came in thinking that someone was a man, I mean, and it was woman, and I didn't understand that in, it was a Pakistani student. And I didn't understand enough about naming and spelling of different names within cultures, and so I made a very bad assumption.  So I just thought that was one way to learn a little bit about someone ethnically and culturally, and then move forward and hoping that that's, you know, create some kind of communication vehicle among other students in the class. That's great. And hi Beth, I just read your comment. Tomar, hello too. Great to meet you again, virtually. I'm going to have to incorporate those videos. I think that's a great idea. I love that idea too. And videos are so interesting to have the students create, you know, whether it's their shepherding readings from the courses or they're talking about themselves. It can be a really powerful medium in an online class especially. One question I had about your project with the law libraries was to what extent did you, I guess my question really is, did you ask the librarians that you worked with whether they had formalized professional development in cultural competency or cultural intelligence or was that not one question that you asked? It was not one of the three research questions, but it did come out in, because I have a whole summary here, and actually did come out as far as the valued and appreciated, which was not, you know, really where I was, I was not, I was looking at the important, really cultural intelligence, but that was a whole other area. And I did have the results that the librarians were saying because they were given professional development opportunities, not only, you know, raises and bonuses, but they felt that that contributed to feeling appreciated in their law firm. So that was the only aspect where it came out. Other than I did ask about if they felt they needed more training, and I think it was a mixed bag on that one. I can't remember the exact results, but I do remember that some were, you know, they were good with whatever their firm was already providing, where others said they wanted more training, and it wasn't emphasized enough looking at cultural competency and, you know, working with clients and even internally their own attorneys. Yeah. And for us, one of the things that our committee does is survey faculty in terms of what, to what extent they're infusing their courses with just different dimensions of diversity or cultural competency. And one of our surveys looked at cultural competency, and what I found, I did ask them to what extent have they had exposure to professional development in this area, and they didn't have, you know, as a group, they did not have a lot of preparation that was specific to developing competencies in this area, but they had a lot of sort of informal experience and informal knowledge, and I think that so they had great dispositions toward cultural competency, but because they didn't have formalized training like what you would provide, I think that when you mentioned early on in your presentation that dispositions are great until you're in this like high pressure context where the stakes are all of a sudden higher, and so, you know, what do you have to rely on in those moments when, you know, like you mentioned when pressure is on, and so how do you react? And so I don't know if the informal experiences and informal knowledge is as valuable as something that would be more like professional development, I guess is sort of my feeling. I think I would agree with you on that. Are there any other questions out there for Michelle? Okay, well, thank you again. I'm so happy and appreciative of the time that you took to spend with us today, and would love to hear from you more regarding what you're up to and your latest projects or even some of the resources you mentioned in the session today that you'd be willing to share. I think everyone would benefit from those. I know I'd love to share them with my students. So thanks again, Michelle, and thank you to everyone who joined us this afternoon. I hope everyone has a great weekend that I will see you again maybe at our next webcast which should be in a few months or so. So thanks again, Michelle, and thanks everyone else. And thank you, Kristen, and San Jose State and for all the attendees. And yes, please reach out if you have questions and I'll keep in touch and we can go from there. So thank you and have a great day.


Tired of the everyday routine? Ever dream of a life of romantic adventure? Want to get away from it all? We offer you escape. Escape, designed to free you from the four walls of today for a half hour of high adventure. Escape, brought to you by your Richfield gasoline dealer and the Richfield Oil Corporation of New York. Marketers of Richfield gasoline, motor oils and other petroleum products. Look for the Richfield Eagle under cream and blue pumps. Tonight we escape to the prairie west of the Platte River and to the Indian fighting US cavalry of the Old West. As James Warner Bella describes it in his exciting tale, command. Brittle, sir. Yes, Sergeant. Here comes Lieutenant Cohill back with a patrol. Yes, I see him. Halt the column. Yes, sir. Hand me my field glasses, Sergeant. Yes, sir. Here you are, sir. Thank you. Captain Brittle's. Well, Mr. Cohill, here's the best body of grass, sir. This slope with the small run below for water. This is the best bivouac for tonight. Mr. Cohill, do you see the rise there to the left behind you across the valley? Yes, sir. What are those shapes lying on that slope? A small herd of buffalo. Sleeping it seems. We didn't go that far, sir. We turned back when we saw them. The wind has shifted a bit. Take a deep breath, Mr. Cohill. Yes, sir. Smell anything? No, sir. Take another deep breath, Mr. Cohill.  No, sir. Smells like dead men. And not freshly killed. Lieutenant Grasham and his squad, sir? I imagine so. The men we've come to find. We'll make sure after nightfall. Mr. Cohill, there are several fairly obvious differences between the great plains and the classroom at West Point. There you can fail and try again. Here you may not have that chance. There they taught you, I am sure, that servitude and accuracy and observation is a military virtue. I suggest that you cultivate it here. Sergeant Octabacck. Yes, sir. This is the Bibuwak, this mountain unsaddled, a night-grazing area between the crest of this hill and the creek bottom. You as the picket rope know individual pins. Yes, sir. Yes. Yes, sir! Yes, sir! Yes, sir! Yes,ikh! Yes, sir. Yes, sir, captain Pretels, no, sir, captain Pretels. Of all the officers in the United States why did they have to assign me to him? A handbook soldier over age and grade. A bitter failure of a soldier marking time out here on the plains until he retires, taking up space in the table of organization, standing in the way of younger and more aggressive and, yes, more capable officers. My father wouldn't be guessing. Father would be over yonder right now to see if those corpses are really Gresham and his men. Father would have made sure instead of losing time making camp. The broken rattle Sergeant Uterback had found at noon showed clearly, sir, that broken rattle the Sergeant found. Yes, Mr. Cohill. What we crossed the trace of that Sioux War Party at noon today. That could have been the trail of a Cheyenne War Party. Or Comanches or Apeches. They all make rattles like that from the ends of Buffalo Toes. But if they were Sioux, they couldn't be more than 30 miles to the north in the deadlands. They're afraid of ambush so they'd be camping away from timber and near water. Two hours rest and we can be at the upper reaches of the river by dawn, sir, ahead of them. Mr. Cohill, I have no orders to be anywhere by dawn or any other time. My orders are to find Mr. Gresham's patrol and, having found it, return to Fort Stark and report it. I think I've found him. I'll know as soon as the moon rises and I'll go over and take a look. What are the mounts in half an hour? Yes, sir. Mr. Cohill. Sir. Reading minds is an uncomfortable habit, but one I have never been able to lose. Yes, sir. Look at the other side of it. Suppose that War Party was Cheyenne, which they might be instead of Sioux. They wouldn't be in the deadlands. Cheyennes would head for timber along the Lower Mesa Roa. So would Arapahoe's, Chiowa's or Comanches. They'd all be bewackin' the open timber. And Mr. Cohill, they all make rattles out of Buffalo Toes. Yes, sir. Pass the word to Sergeant Utterback. The dinner will be at 630, but the bugler will not sound calls. Yes, sir. And Mr. Cohill. Yes, sir. There is no shortcut to the top of the glory heap, so we'll not run all over the West tonight looking for one. But if death and battle is a soldier's path to glory, Mr. Gresham and his patrol had found a shortcut. Yet what we looked upon that night on Yanda's slope was not glorious. Well, at least they respected the most fighting men. How's that, Sergeant? Every one of them skin ball-headed so he can cross the shadow waters without trouble. And whoever did it don't want to fight him again. Why? Hands and feet cut off, that's why, sir, to cripple them in case they meet in the Hereafter. Sergeant. Yes, sir? Do you still think the Sioux did this? No, sir. Not now, sir. Why not? Sir, I made the march from Bent's Forth to Santa Fe with Steve Conny, and I know an Apache arrow when I see one, sir. Even a thousand miles from where they're made. Yes, but that Sioux trail we crossed this morning, that war party could have brushed with an Apache war party and come by Apache arrows that way. No, sir. No, sir, this job is two days old, sir. It wasn't that Sioux war party. This is Apache work. How do you figure that? Mostly because the captain knows it's Apache work, too, sir. Lieutenant Coyle. Sir? Take the grave detail. Yes, sir. Sergeant. Yes, sir. We shall move the company out at 10 tonight. Yes, sir. We will return to Fort Stark to report this massacre as fast as we can. Yes, sir. So he's showing me. Makes his lieutenant first grave digger and confides his plans to the sergeant in exchange for flattery. He's an old woman in blue fatigues. Can't hide his bad temper.  Instead of striking when he has the advantage, he's going to cut and run. In a stiff action, I'd probably have to shoot him and take over the command. A grave doesn't take long to dig in the soft black earth of the plains. And the rocks were nearby to pile upon the still mounds against the hungry mussels of wolves and coyotes. And after, the air was sweeter in the cold moonlight. The job done in plenty of time for Captain Brittle's scheduled retreat. The command is prepared to mount, sir. Very good, Sergeant. Captain Brittle. Yes, Mr. Coyle. Excuse me, sir, but can't we go after the Indians who did this? Can't we try to- Mr. Coyle, the United States Cavalry is not out here to fight Indians. We're here to watch them and report on them for the Indian Bureau. We fight only if they attack us. I refer you to the standing orders of the Department of the Plet. They are most explicit on this point. Yes, I know, sir, but Mr. Gresham was attacked. How do you know that? I don't, for sure. Of course you don't.  Avenge him? Disabuse yourself of classroom valor, Mr. Coyle. Out here we obey orders. Sergeant. Yes, sir. Pass the word to mount. Yes, sir. Up thank you. Pass the word, mount. Pass the word, mount. Pass the word, mount. Thirty miles already that day, and who knows how many miles ahead of us tonight. The men are tired. The horses are tired. Cavalry is a delicate arm of the service, Captain Britols. Hour after hour is the moon through our lengthening shadows ahead of us. Hour after hour, walk 30 minutes, trot 5 minutes, dismount and lead 10 minutes, unbidden graze 15 minutes, every hour. Hour after hour. Got a chaw eating tobacco, Middendorf? Ain't got much. Give me a loan or something. You can get some more at the fort tomorrow. Yeah. Why don't you ever have any of your own? Don't approve of chawing tobacco. My ma don't, that is. Thanks. Golf free, mighty. Mexico wasn't like this. Do tell. No, sir. When I was with Winfield, Scott, the time we took Chipulope- Hey, Middendorf, save his back in our Mexican campaign again. Pity he didn't stay there. Yeah. Just the same, the army was arming them days. You slept in tents, and when you took a town, there was girls, senoritas, not scoffs.  Cause, I was gold-bricked. Yours what? Gold-bricked. I joined up again because they said they'd be fighting out here. Only fighting, I seen west of the Missouri's on Saturday nights in the barracks. Sergeant other back. Yes, sir. I'd like to ask you a question. Yes, sir. How did you know the captain thought there were apaches that killed Mr. Grasham's detail? Well, I've been his first sergeant for a long time, sir. You, uh, you get to know. I see. Do I get to know? This is a different kind of service out here, sir. It ain't full dress war, but but it's the only kind the captain and I ever served in, sir. And you get to know it just like you get to know siege operations or saber charge by company front after you've had enough of me. I see. Five hours on the way now. Less than three hours till dawn. And we're at the north fork of the Platte in a full 25 minutes for watering call. Some of the men lie sleeping where they've dismounted. Others huddled together in the moon shadow of the high bank quietly talking. She left me standing there like a bound boy at a Husky. What'd you do then? Won nothing to do except join the army. That little senior eater in Mexico City. Time I was with Scott when we took Mexico, but she wasn't at all like that. Not a talk.  Not me. I never even seen one. I had a catfish once. Didn't like it. I could sure put away a lobster right now. Fresh out of the lobster pot and into the cooking pot. Live? Sure. That's the only way to cook a lobster. Sure wish I was back in Wisconsin. Get you back in the state of Maine. You'll be pining away for buffalo meat. Truer word was never spoken. Some people ain't never satisfied. I ain't never satisfied for a fact. That's how you get some place in this world. Never be satisfied. Sure got you a long way, didn't it? Looks like you can plan on getting even further, Cyber. Captain's getting fidgety again. Oh, yeah. Another day, another dollar. All right, man. All right. Fall in and be quiet. Prepare to mount. Pass a word. Prepare to mount. Pass a word. Prepare to mount. Pass it. Say a mount. Pass it. Mount. Mount. Mount. Mount. Route step. Forward. Route step. Forward. Route step. Forward. March. You go. You go. How's that, Sergeant? North, sir. Captain's heading north. You're right, Sergeant. Red Mesa should be to our left. Instead, it's dead ahead. Doesn't make any sense, Sergeant. Yes, sir. My father would have done things differently. In the cold, dying moonlight, I could imagine him. Young Major Cohill riding out of St. Joe to convoy the wagon trains bound west on the Oregon Trail. What a figure he must have been out here in the old days when the Missouri River itself was the jumping-off place. Killer Cohill, as men had called him, but the wide-roaming Arapahos had another name for him.  By this time, father would have cut those apaches into coyote meat as they lay sleeping around their smoldering campfire. Mr. Cohill. Mr. Cohill, sir. Yes, Sergeant. Were you dozing, sir? No. No, of course not. I was just thinking. Captain Biddles wants you at the head of the column, sir. Thank you, Sergeant. Sergeant Outerback said you wanted me, sir. Yes, Mr. Cohill. I do. This is his officer's call. Listen carefully. I have Sergeant Sutrow ahead of me with the point. You will relieve him with eight men and push forward fast. Yes, sir. Will you recall the Ford across Red Mesa Wash? Yes, sir. We crossed it yesterday. Exactly. There is a knoll on the east side of the Wash. A knoll that is crossed by the trail from the top of the Mesa. I remember, sir. Be on that knoll before dawn. Build a bivouac fire as soon as you arrive. To what, sir? Build a fire I want to know when you get there. But I can send a messenger back to tell you when I arrive. I want everyone else for miles around to know it, too. Build a bivouac fire, a squad fire. No larger. Yes, sir.  Remember, the dawn light can work for you, but it can also fool you in this country. So don't shoot until the last possible moment. But I don't understand. You don't have to. You have your orders. Yes, sir. Move out, Mr. Cohill.  Riggle. It's new. It's free. Don't miss it. Don't miss this free offer by your Richfield Gasoline Dealer. It's the new Richfield Baseball Book. 32 pages jammed with fascinating facts about America's number one sport. And it's yours for the asking at your Richfield Gasoline Dealer Station. This new Richfield Baseball Book is the most interesting book of its kind ever published. Listen to this. The Richfield Baseball Book shows you seating diagrams of leading stadiums. It has a special baseball quiz you can try on your friends. It has a special page on which you can try your skill at picking pennant winners. It has a spring and summer calendar. That's right. The Richfield Baseball Book has all that, plus major league schedules, many minor league schedules, and World Series box scores. So be sure to get your free copy tomorrow while the supply lasts. Drive in where you see the Richfield Eagle on the cream and blue pumps. Ask your Richfield Dealer for your free copy of the new Richfield Baseball Book. And now we return you to Escape. You knew Red Mesa was there only because the stars stopped where it stood. The moon was a honey ladle spilling blackness over the edge of the plains. Then the jagged teeth of the Rockies broke it into ragged pot sherds. And it was gone. It was dark, black dark, cold dark. The squad fire sputtered and took and pushed the night back a little. This was different. This was command. This was the final moment of the soldier's heritage. To stand ready to fire and be fired upon. To kill and be killed. And it wasn't at all like you expected. It just plumb scared you. Don't stand still, Mittendorf. Keep moving a little all the time and slap those mounts. Keep them moving too. Yes, sir. Lieutenant, sir, how come the captain sent us up here to sashay around on the top of this little old hill? He said we're the bait of his hook. Huh? The decoy. There's an Indian war party. We're to draw them out. Better put some bacon on to fry, Lusk. Make it look natural. Yes, sir. Meaning, weuns may end up like Mr. Gresham and his patrol. Is always that possibility? Tain a prospect that pleases, sir. That's what a soldier lives for, Sarver. To die. He does? I mean, yes, sir. It was a good performance. To any watching Sue or Apache, here was a small white soldier war party like the two yesterday's party they'd left lying scalpless in the buffalo grass 30 miles down the valley. Firelighted, bacon cooking. Horses unsaddled and warriors sleeping from a long night march. Soft for the kill. Only the warriors weren't sleeping. Beyond the yellow carpet of firelight, they lay fanned out behind their saddles waiting. Sorting the night sounds with straining ears, pushing at the soft wall of darkness with widened eyes.  Well, any can be sure of one thing. No Indian is running around the middle of the night yelling like a coyote. Yeah, but it sure makes me nervous. Sounds like hoodie aisles back home in Maine. What's that? Behind you. Don't get in a fret, boys. It's only me. Oh, General Scott's chief of staff. Oh, something.  Man, you wouldn't do that. Lieutenant said not to fire until commanded. Any of you fellas ever at Indian Putin? No. I had a sort of bean pudding when I was with old rough and ready Zach Taylor at the Battle of Univista, but I didn't like it much. Was you with Napoleon at Waterloo? No, but I've been talking to the Lieutenant. Naturally. What's the word from headquarters? It's made of cornmeal and molasses. What? Engine pudding. Seen any savages yet? No, and don't expect to yet. Why? Is there any Indian west of the Missouri or come out and fight at night if he can help it? Yeah, that's right. They're afraid of taking a chance of being killed at night. They believe if a warrior's killed at night, he'll be blind when he gets to the happy hunting grounds. Well, then what are we worrying about? Who's worrying? Not me. Oh. And you can start worrying. Huh? Dawn's coming to make out the mesa planer. Sure would like some engine pudding for breakfast. Slowly the light came. First you could see the outline of the mesa, then down below the silver of the water in the wash, then the shapes of the men, and out across the plain the feathers of mist in the drawers. If it was to come, it would come now. Hold your fire, men. Errors. They're shooting arrows. Oh, I'd expect their engines. What was that? Hit one of the horses. Here they come. Oh, my leg. Hold your fire. Hold it. Barra patches. I got one of the heathen. I got two. Look at them lying, Yondi. One of them's still wriggling. I'll fix that. Hold your fire. But I was just... They'll be backed up was only the beginning. Yes, sir. You all right, coffin? My legs, sir. Bone shattered. Hurt much? A little, sir. Those arrows are sure wicked. Go right through a man if they don't hit bone. Do tell. No action in the new army, huh, Sava? Well, it ain't exactly like your polar pack. Did they come again? Hold fire. Lights better this time. Makes no difference. Hold your fire. They're the ones that did Mr. Gresham in. Look, that one's wearing a corporal's chevrons and there's one with a U.S. cavalry saver. Where's Captain Brittle's? That's how I want to know. Most likely having breakfast at the fort. Decoy. We're just a... Lord of mighty... Okay, almost half of them. They'll be back. No, they won't. Here's Captain Brittle's now. Attacking from the flank. Hey, Sava, Captain Brittle's got him on the run. Hey, can you pull this tarnation arrow out of me? Down below the knoll, the remains of the Apaches were streaking for the open planes with Captain Brittle's men overtaking them, cutting them down with thirsty sabers and pistalling the ponies as they ran. And then it was quiet. And not an Indian or his pony was left alive. Coffin sat propped up against a saddle lighting his pipe. His shattered leg stretch naked and useless before him. And Sava lay where he'd fallen. Eyes closed, face blue. His hands around the shaft sunk deep in his left side below the ribs. The feathered tip waving idly with each shallow breath. Can't we do something for him, sir? What? Look how deep that arrow is. Right under the heart. Can't cut it out, can't pull it through. Oh, Sava. He finally saw action. Yeah. I can hear him now telling St. Peter about the time he beat the Apaches under Coheal. That's not very funny. Noah, guess you're right, Coffin. How's your leg? Painting you much? Can't feel anything. Lieutenant. Yes, Coffin? Dear, I think they'll send me back home to get this fixed. You think maybe I'll get to see the state of Maine right soon? I hope so, Coffin. Lander, Goshen, no. You won't get further than the hospital at Council Bluffs.  It was a strange feeling. A mixture of pride and guilt. Watching a man die whom I'd commanded into action, looking at the shattered leg of another. And a feeling of helplessness, too. For the moment we could only sit there and wait. Our horses were dead for a stampeded by the action. We were alone on our little hilltop in the hot red glare of the rising sun. And then the company rode back in triumph, and I was reporting to Captain Brittle's. And it seemed like months instead of hours since I'd last looked at his tired gray face. You may do in time. Captain, you knew there were apaches yesterday at sundown. And you knew they were camped on top of the mesa, didn't you, sir? Mr. Cohill, accuracy and observation is a military virtue. Had you pushed forward to that slope yesterday afternoon, you would have found Mr. Gresham not sleeping buffalo. Had your eyes been sharp, you would have found this between the slope and last night's bivouac. An Apache headband. That's right, unbloodstained. And had you been a plainsman and suspected apaches, you would have looked at once for smoke at sundown from the highest ground, in this case, Red Mesa. You had me fooled, sir. I even thought- The facts for the record are these. My patrol, temporarily bivouacked at dawn today, came under a sudden enemy attack. Fortunately, it was able to hold until I arrived at the main body. I understand perfectly, sir. I'm familiar with departmental orders which allow defensive actions only and expressly forbid attack. And yet they are in direct violation of cavalry tactics. For cavalry is extremely weak on the defensive and can only defend well by attacking. I believe that is also taught at West Point. And I thought you were avoiding an engagement. Captain, I'm terribly sorry. Mr. Cohill, never apologize. It is a mark of weakness. There is a captain out here who tried it once to escape an inquiry board.  The officer who saw to that could have worked with him and made a soldier of him if his humanity had been large enough. Mr. Cohill, I am going to make a soldier out of you. You may present my respects to General Cohill when next you write your father. Mr. Cohill, take morning stables. 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And tonight has presented command by James Warner Bella. Adapted for radio by Mr. Robson. Featured in the cast were Harry Bartell as Lt. Cohill. John Hoyt as Captain Brittle's. Wally Mayer as Sergeant Utterback. David Ellis as Updike. Paul Freese as Sarver. Walter Burke as Mittendorf and Hugh Thomas as Coffin. Special music was arranged and played by Ivan Dittmars. Next week.  In the heavens above you lie the magnificence of the universe. And also terrible dangers from which there is no escape. Next week at this time the Richfield Oil Corporation of New York invites you to escape with one of the most unusual of all stories about man's attempt to conquer space. As Ray Bradbury tells it in his exciting tale Mars is Heaven. Be listening. Goodbye then until the same time next week when once again we offer you escape. Tom Hanlon speaking. This is CBS the Columbia Broadcasting System.