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Wednesday 12 JulyBangkok, Thailand
ScheduleDay 3: Cross Cultural Communication
TIME08:30
09:00
09:30
09:45
10.30
11:00
11:20
EVENTSession 11 -
Introduction to the Day and
Cross-Cultural Quiz
Session 11 (cont) -
Participants Stories
Session 12 -
What is Culture?
Session 13 -
Matching Values to
Behaviour
Coffee/tea break
Session 14 -
Culture in Context
Session 15 -
Intercultural Skills and
Cultural Assumptions
CONTENTOpening remarks and introduction to cross-cultural
communication.
A questionnaire will be used to raise some cultural issues
and begin the session.
Participants will share experiences of cultural difference
in a small group exercise.
A short lecture will introduce the concept of cultures, and
examine visible and invisible aspects of behaviour.
An exercise to show the links between values and
behaviour.
This is a short lecture to place culture and cultural
behaviour in the context of universal behaviour (human
nature) and personal (individual) behaviour. This will be
followed by a short activity to practice making
distinctions between the three categories of behaviour
introduced in the previous session.
This exercise explores an entry point to looking at
culture. Key concepts in the intercultural field will be
introduced, and participants will be asked to identifytheir views/attitudes towards them.
FACILITATOR/CHAIR
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Wednesday 12 July continuedBangkok, Thailand
ScheduleDay 3: Cross Cultural Communication
TIME12:00
13:00
14:00
15:00
EVENTSession 16
Attitudes Towards Cultural
Differences and Applying
the Model
Lunch
Free Time
Field Visit
Free evening
CONTENTBased on Milton Bennetts model, this session will
present and examine the stages people go through in
developing an awareness of and sensitivity towards
cultural difference.
The Bennett model will be applied through a group
exercise that will explore the implications of working
with a different or clashing set of values
Participants will have free time.
A bus trip to town, a market and some cultural sights of
interest is available.
FACILITATOR/CHAIRG. Martin Mehers
G. Bedi
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CROSS-CULTURAL QUIZ ANSWERS
1. People in 59 countries were asked: In general, do
you usually trust other people? Try to name the
country which ranked highest (most trusting) and
lowest (least trusting):
Highest __________________
Lowest __________________
Explain that this is taken from Transparency Internationals
semi-annual survey where they ask people in 59 countries:
Do you trust other people? (among other questions). Highest
(most trusting) is Norway. Least trusting is Brazil. The survey
results for all 59 countries is attached in the slide set
following the quiz questions.
2. If a Brazilian pulls her earlobe when someone else
is talking, this means:
A. Nothing; its just coincidence.
B. Her earlobe is itching.
C. She approves of what the person is saying.
Brazilians from around Rio de Janeiro say it means 3.
3. If a Chinese person says your suggestion is good,
they mean:
A. It is really good.
B. They are not sure.
C. It is not good.
Make the point that the Chinese (and Japanese) are very
polite when giving negative feedback. And their comment
often sounds like positive feedback. Answer can be B or C.
4. The percentage of Indian workers who said they
preferred very close supervision on the job was:
A. 25 percent C. 65 percent
B. 50 percent D. 85 percent
85%. Ask participants if this would be true in their country.
5. Youre traveling on a train in India. The Indian
woman next to you offers you a drink from her water
bottle. You should:
A. Refuse politely.
B. Take a small sip and hand the bottle back.
C. Pour some water into your mouth without touching the
bottle to your lips.
If you touch the bottle to your lips, this is considered jutha
or pollution, and the woman may be offended. Indians in
your workshop may deny this, but it is traditionally very true.
6. If a Pakistani says he will do something God
willing, this means:
A. He does not intend to do it, but he does not want to be
rude.
B. He intends to do it, but he does not want to sound
irreligious.
B. Could also be A. depending, but explain that in Arabic,
when you speak in the future tense you must say Nshallah
which means Perhaps or God willing. This does not mean
you are not sure of what you intend to do, only that youre
not sure of everything that may happen in the future because
it is ultimately in Gods hands.
7. You have been invited to a Mexican familys home
for dinner, and you arrive one hour after the time they
said to come. You are:
A. Late, and you should apologize.
B. On time.
C. Very early; most of the family isnt even home yet.
B or C, but definitely not A. Mexicans are very flexible when
it comes to being on time for social engagements.
8. A Senegalese guest in your house burps loudly after
dinner. Does this mean:
A. She has indigestion.
B. She appreciated the food; or
C. She wants more wine.
B according to LEADs colleagues in Senegal.
9. A Japanese lady touches her nose frequently while
you are talking to her. This means:
A. Go and brush your teeth;
B. Her nose must have been itching, or;
C. She is pointing to herself.
C. Japanese women in particular when referring to
themselves in a conversation, touch their noses (rather than
indicating to their chest with their hands as in European
culture).
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10. The percent of Arab executives who rated employee
loyalty as more important than efficiency was:
A. One quarter C. One half
B. One third D. Two thirds
D. Two thirds.
11. If a Nigerian from the North of the country raises his
clenched fist to you, what does he mean:
A. He is from the ANPP (opposition political party)
B. He intends to hit you.
C. He is showing you respect and reverence.
C. In the North of the country, this gesture indicates respect
to elders in particular.
12. In the following cities, try to guess how many timesin one hour a typical couple in a cafe touches each
other:
San Juan _____
Paris _____
London _____
San Juan: 180 Paris: 110 London: O
Additional Question:
What percentage of the worlds population is
relationship oriented (vs task oriented)?
95% relationship 5% task
70% relationship 30 % task
25% relationship 75% task
Resource:
The overwhelming majority of people maybe 95% of the
worlds population are relationship-oriented (e.g. Eastern
Europeans, and the inhabitants of Mediterranean, Latin-
Americans, Asian and Arab countries). The other 5% of the
worlds population are task- or issue-oriented (Germanics,
Nordics and Anglo-Saxons) (Storti, 2003).
Ranking in the trust survey where respondents were
asked whether or not they trusted people in general.
1. Brazil
2. Peru
3. Philippines
4. Puerto Rico
5. Turkey
6. Colombia
7. Venezuela
8. Slovenia
9. Poland
10. Argentina
11. Romania
12. South Africa
13. Pakistan
14. Nigeria
15. Bangladesh
16. Azerbaijan17. Chile
18. Slovakia
19. Estonia
20. Portugal
21. Moldova
22. France
23. Georgia
24. Croatia
25. Dominican Republic
26. Hungary
27. Russia
28. Armenia
29. E. Germany
30. Latvia
Participant Stories
This part of Session 11 gets participants thinking about their
own cross-cultural experiences, usually humorous or
embarrassing ones. It also gets them talking to each other.
The trainer does not have to say much here, except to
introduce the session, using the words on the slide.
Explain the purpose of the session, using the slide.
Explain that each participant at each table should tell a
personal cross-cultural story, taking no longer than 5 minutes.
After each person has told his/her story, the table should
vote on the best story that will later be told to the whole
audience.
Tell the tables to begin and explain that they have 30
minutes (or 5 minutes per participant) to complete the
exercise.
31. Mexico
32. Spain
33. Bulgaria
34. South Korea
35. Czech Republic
36. Serbia
37. Ukraine
38. Austria
39. Belgium
40. Italy
41. United States
42. India
43. Australia
44. Switzerland
45. Taiwan
46. W. Germany47. Great Britain
48. No. Ireland
49. Iceland
50. Japan
51. Ireland
52. Finland
53. New Zealand
54. China
55. Canada
56. Netherlands
57. Sweden
58. Denmark
59. Norway
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After 30 minutes, call the session to order and ask the
participant with the best story from each table to retell
his/her story to the entire group.
FACILITATOR NOTES
Speakers may not speak loud enough when telling their story
to the entire audience. Make sure they speak up.
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Session 12What is Culture?
Facilitators NotesDay 3: Cross Cultural Communication
OBJECTIVE
To familiarise participants with the concept of culture.
This session will focus on the concept of culture and examine
visible and invisible aspects of behaviour. Visual diagrams as
well as discussion will help the group explore some of these
concepts.
.
TIME SCHEDULE
09:30 Session 12
09:45 Session 13
10:30 Coffee Break
11:00 Session 14
GOALS FOR THE SESSION
To introduce and define the concept of culture as it will
be used in this workshop.
To explain the link between the visible aspects of culture
(personal behavior and the invisible, unconscious aspects(values, beliefs, assumptions).
MATERIALS REQUIRED
Session Workbook for participants
LCD Projector, screen
PREPARATION
Seating could be small groups seated at round tables
(maximum 6-8 persons per table)
PROCESS
This session is a short lecture which defines culture for the
purposes of the workshop and establishes the crucial link
between behavior and values, beliefs, and assumptions. This
is probably the most important 15 minutes of the entire 2-
day workshop, and it is essential the trainer practice the main
points of this lecture (see steps below) several times before
doing this session.
While you dont need to explain this unless you are asked,
the definitions we will use for values, beliefs, and
assumptions are as follows:
Values: the basis on which people decide and judge what
is right and good, and wrong and bad, in their society.
Beliefs: what people think of as true or real in their
society Assumptions: deep-seated, completely subconscious
instincts about the nature of reality.
Try not to get into a discussion of these terms at this point. If
people ask, then by all means give a very brief definition as
above and then explain that in later exercises we will be
dealing with each of these in much more detail.
Bring up slide (What is Culture?) and make the point that
there are many definitions of culture and we are choosing a
very general one for our purposes today. Then add that weare not talking about Capital C Culture, as in literature,
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painting, music etc., though they are products/manifestations
of culture. We are talking about culture in a wider sense as a
way of life for a particular group of people, which includes
their behaviors and characteristic values, beliefs, and
assumptions. Finally, make the point that culture does not
always equate with nationality, that most nations (countries)
have more than one culture, although most nations do have
a dominant culture and then several subcultures. (Be sure to
make this point so you can later make the point about
making cultural generalizations.)
Pointing to the same slide, explain the relationship between
what is above the line (behavior) and what is below the line
(values, beliefs, assumptions) in the triangle. Begin by saying
that what we have to deal with in everyday life is behavior,
the things people say and do. We dont really deal with a
persons culture, but their actions. Then point out that our
whole point here today is that the things people say and do
are not accidental or somehow invented. They are, rather, toa large extent determined by the things below the line in the
diagram: values, beliefs, assumptions. Depending on these
things (point below the line) people will say and do certain
things (point above the line), and almost never do other
things, things that are against (point below the line again) or
not consistent with what we know they value and believe in.
Now show next slide. When you deal with someone from
another culture (indicate the triangle on the right), you are
dealing with someone from another triangle, and to the
extent that that persons values, beliefs, assumptions (point
below the line of the triangle to the right) are different from
yours (point below the line of the triangle on the left), then
that persons behavior (point above the line of the right
triangle) must be different from yours (point above the line
on the left triangle). But remember: this persons behavior
(point above the line of the right triangle) makes perfect
sense (point below) to him or her, just like your behavior
(point above the line on left triangle) makes perfect sense
(point below) to you. Then make what is in many ways the
central point of the whole workshop (so practice this
statement!): When youre dealing with someone from
another culture and that person does something that makes
absolutely no sense to you, it is almost guaranteed that it
makes perfect sense to him/her. Most people simply do not
do things they think are crazy. They do things YOU think are
crazy, and you do things THEY think are crazy, but most of us
dont think the things WE do are crazybecause they are not.
To us.
This does not mean you have to like or accept or even permit
the various things people from other cultures do, but youshould try to understand where these behaviors (point above
the line) come from (point below the line). When you realize,
for example, that something a person from another culture
did that offended or frustrated you is not an
offensive/frustrating action in that persons culture, then you
will probably not get so upset. You may still find the behavior
offensive, but now you understand that that person did not
believe it was offensive and did not intend to offend you.
This is why it is so important to understand about the
invisible aspects of culturethe things below the line in the
triangleso we can better understand why people behave
the way they do.
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Session 13Matching Values to Behaviour
Facilitators NotesDay 3: Cross Cultural Communication
OBJECTIVE
To demonstrate and understand the link between values and
behaviour.
Participants will undertake an interactive exercise showing
the links between values and behaviour and discuss their
own examples.
TIME SCHEDULE
09:45 Session 13
10:30 Coffee Break
11:00 Session 14
11:20 Session 15
GOAL FOR THE SESSION
To illustrate with examples the link between values and
behavior.
MATERIALS REQUIRED
Session Workbook for participants
LCD Projector, screen
Hand out.
PROCESS
Introduce the exercise by explaining that this is a simple
activity to demonstrate the link between values and behavior(refer again to slide What is Culture?).
Explain (these instructions are also on the handout enclosedin the Resource section at the end of Day 3) that there is a
list of values down the left hand side of this page and a list
of behaviors down the right hand side. For each value on the
left there is a behavior somewhere on the right that is a
good match for this value, something you can easily
imagine that a person who held this value would actually do
or say.
Do the first value, Being direct, as an example, pointing out
that someone who felt it was important to be direct in
his/her communication would think it was OK to Disagree
openly with someone at a meeting.
Give the group a few minutes to complete the rest of the
items. Be sure to explain that for one or two of the values
there may be more than one match in the behavior column,
but participants should try to find just one match for every
value.
After everyone has finished, go through each item and solicit
answers from the group. (See Answer Key below for the
suggested right answers.)
At the very end, ask the group what the purpose of this
exercise was. If they cant remember, show slide What is
Culture? again and repeat the question. When they have
answered correctly (to show the relationship between values
and behavior), then ask one final question: Why is it
important to understand this relationship? (Answer: To show
that people with different values are bound to behave
differently, and this is basically what it means to be from
another culture.)
ANSWER KEY:The sequence of numbers down the right hand side should
be as follows: 8,6,2,9,1,5,4,3,7
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FACILITATOR NOTES
The only potential problem here (alluded to above) is if
people give a different match for a value than the right
answer given in the answer key. You can go ahead and
accept this answer as long as the person can give a good
explanation for it. Even then, be sure to give the answer from
the answer key.
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the same as some of these (point to other triangle), and
therefore, some of these behaviors (top of one triangle) will
be the same as some of these (top of other triangle). Then
say that it has been estimated that close to 50% of all
values/beliefs/assumptions, hence all behaviors, are
universal, the same from culture to culture. This means that
when you deal with someone from another culture not
EVERYTHING about that person is going to be different from
you; maybe only half. Furthermore, the more similar that
culture is to yours, the higher percentage of similarities (the
50% universal plus a certain percentage of cultural similarity).
In other words, dont despair and think that whenever you
deal with someone from another culture, everything is going
to be different. Cross-cultural interaction is more difficult than
same culture interaction, but not 100% more difficult.
Now explain that while there are ways that we are all alike
(Universal), there are other ways that we are like some
people, those from our culture (point to Cultural box) and notlike other people, those from other cultures. Briefly say that
this box will of course be the focus of most of this workshop.
Now point to the box on the extreme right (Personal) and
explain that there are also ways that none of us is like
anyone else, including people from our own culture (indicate
Cultural box) and the rest of the human race (indicate
Universal box)because each of us is also an individual.
Then explain that because of these individual differences,
anything we say about culture in this workshop will always
have to be a generalization. And that people should
remember this.
Then make it very clear that we cant talk about culture,
about millions of people, without making these general
statements. And while individual differences necessarily limit
the validity of general cultural statements, these statements
are nevertheless very useful as long as we remember that
they are general. Then explain to participants that they dont
have to believe you on this point but ask them to suspend
their disbelief or doubts for now and see what happens when
we get to the exercises in the rest of this workshop.
The Culture in Context hand out activity (referring to
universal, cultural or personal) allows participants to practice
making distinctions between the three categories of behavior
introduced in the previous lecture and thereby solidify their
understanding of the differences.
Briefly introduce the purpose of the exercise: to give
participants a chance to practice thinking about the
differences between universal, cultural, and personal
behaviors.
Go over the instructions as they are given on the handout. Do
the first item, Sleeping with a bedroom window open,
together with the group. Then ask them to complete the
exercise individually.
Review the answers with the whole group, asking different
people to give their response. There will be some
disagreement with some items; one person may say
something is cultural while another person may say it is
universal or even personal. You can allows these
disagreementsthe discussion is in many ways the whole
point of the activitybut be sure to require people to give
the logic or rationale for their choice. See Answer Key below
for what the right answers.
ANSWER KEY:
1. P 8. P
2. U (though the animal might differ) 9. U
3. C 10. C4. C 11. P
5. C 12. C
6. U 13. U
7. C 14. U
Remember: Something that is cultural is also going to be
personal, in the sense that many persons in that culture will
do this thing. But in this quiz an answer is only personal if
most people in a culture would not do that thing.
FACILITATOR NOTES
As suggested above, some participants react to making
general cultural statements; they think it is stereotyping or
oversimplifying to the extent that it is not valuable. Do not
argue with these people if they make these points; there is,
after all, some truth to what they are saying. Just politely
acknowledge their observations and invite them to try a few
of the upcoming exercises and see if they find them useful.
Regarding stereotyping: you can point out that this is simply
the use of categories for storing informationsomething themind must do to make sense of otherwise random input
and so long as we do not try to force any one individual into
a category, it can be illuminating. Dont use this statement
unless you have to; you begin to sound defensive.
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OBJECTIVE
To identify the most important intercultural communication
skills and to explore five key concepts in the intercultural
field.
This session focuses on exploring an entry point to looking at
culture in different contexts. Key concepts in the intercultural
field will be introduced, and participants will be asked to
identify their views and attitudes towards them.
TIME SCHEDULE
11:20 Session 15
12:00 Session 16
13:00 Lunch
14:00 Free time and field visit
GOALS FOR THE SESSION
To stimulate discussion about why being aware of ones
own culture is important when looking at other cultures. To introduce five key concepts in the field of intercultural
communication.
To ask participants to identify their own cultures point of
view on these five concepts.
MATERIALS REQUIRED
Session Workbook for participants
LCD Projector, screen
Flip chart and markers
Hand outs
PREPARATION
Draw up on the wall (using two pieces of flipchart paper), the
five continuum relating to the five cultural assumptions (see
slide Cultural Assumptions). Make sure each continuum is
labeled and numbered. Keep it covered till it is needed.
PROCESS
The Intercultural Skills exercise makes the important point
that the place to begin in looking at other cultures is with
ones own culture. This point is a natural link to the activity
which immediately follows.
Explain that the purpose of the exercise is to identify what agroup of 50 intercultural experts agreed was the most
important single quality or characteristic for dealing
effectively with people from another culture. And then to
discuss why the experts might have selected this quality.
Point out that the participants may not necessarily agree with
the experts, but they may find their choice interesting.
Ask participants to rank / arrange the 11 qualities according
to what they personally feel (not trying to decide what the
experts said). Put a 1 next to the quality that is most
important, 2 next to the second most important etc.
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Facilitators NotesDay 3: Cross Cultural Communication
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Then ask various people what they selected as number 1.
As people give wrong answers (which the first few answers
usually are), simply say that many people also select this
quality, but its not what the experts said. And then ask for
someone elses 1. As you do this, keep repeating that of
course each of these qualities is very important, and you can
make a very good rationale for most of them, but that it is
interesting what the experts said. And then ask for another
answer.
When someone finally gives the same answer the experts
gave, congratulate that person and then ask him/her why
they made that selection. Then ask if anyone else also made
that same selection and ask those people why they selected
that as 1.
Then supplement the above answers as necessary with these
two observations:
The important thing to determine in looking at another
culture is how that culture is different from your own because
it is cultural differences that cause problems. But before you
can make this kind of comparison, you first have to know
what your own culture is like in order to have a point of
reference. Once you see that your culture has these
values/beliefs/assumptions, then you can examine the other
cultures beliefs/values/assumptions and note the differences.
Then make the additional point (which leads into to the
next exercise) that it is very difficult to see ones own culture
because we take it for granted. Like a fish takes water for
granted and is never really aware of water, we take culture
for granted and may not be aware of it. Only when we go to
another country (or work with people in our own country
who come from a different culture) do we begin to see our
own culture.
ANSWER KEY:
The rank order of these 11 skills, as given by the experts,
was: 11, 3,8,10,7,9,2,1,5,4,6
The second part of this session deals with culturalassumptions. We will introduce five fundamental concepts in
the field of intercultural communication, concepts which
correspond to five key dimensions of the human experience.
These concepts, which will be referred to as assumptions so
as to correspond to the terminology used in the What Is
Culture? lecture, are the starting point, the ultimate
explanation for, a great deal of human behavior. If you want
to understand why people behave the way they do, then the
place to start is in knowing what their culture assumes about
these nine dimensions.
Introduce the session making the points under above. As part
of this introduction, show slide What is Culture? and indicate
that we are now going to be looking at the deepest, most
fundamental level of culture (point to the word Assumptions),
which means we will be looking at the place where a lot of
behavior (point to the top of the triangle) ultimately begins.
Then bring up slide Cultural Assumptions and say we are
going to be looking at five assumptions today. Then explain
what these continuums are, that you have described the
opposite extremes of each assumption/concept on the
opposite side of each of these lines. Explain that every culture
has a point of view/a way of thinking about or reacting to
each of these concepts and that a cultures view will be on
one side or the other side of each continuum. Tell participants
that you are going to divide them into groups according to
the country they come from and that in their group they
must read the two descriptions (right side and left side) and
decide which description they think is true in general for theirculture (not for the participants personally). If individuals in
the group do not agree on their cultures outlook on a
particular assumption, they should discuss their differences
until they can come to some kind of consensus.
Once the group comes to an agreement, they should put a
tick mark on that side of the continuum where the
explanation most accurately describes their cultures point of
view. Explain that you would like the location of this tick
mark to be described with a number1 thru 5and that this
number corresponds to a specific location along the
continuum (indicate the numbers on the first continuum on
the handout). Explain that:
Position number 1 corresponds to extreme left and should be
used if the group decides that the explanation on the left is
exactly true for their culture.
Position number 2 corresponds to left side, halfway to the
middle, and should be used if the group decides that the
explanation on the left is somewhat but not exactly true for
their culture.
Position number 3 corresponds to the middle and should be
used if the group decides that their culture is halfway
between the two extremes.
Position number 4 corresponds to the right side, halfway to
the right edge, and should be used if the group decides that
the explanation on the right is somewhat but not exactly true
for their culture.
Position number 5 corresponds to the extreme right side and
should be used if the group decides that the explanation on
the right is exactly true for their culture.
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Divide the group up according to the countries the
participants come from. If there is only one person from a
particular country, then that person works alone. If there are
many people from the same country, put them in groups of
6-10. (If everyone is from the same country, you may want to
divide people up by subcultures: geographic regions, ethnic
groups, tribesbut be careful if any of these are sensitive
designations). Give the groups about 15 minutes to read and
make their decisions for each continuum.
When all groups are finished, call the session back to order
and solicit each groups mark for each continuum by asking
for their number. At the place on the line that corresponds to
their number (on an overhead or flipchart), write an
abbreviation for that country. If the group from Vietnam, for
example, says their number for the first continuum is 4,
then write V (for Vietnam) at position number 4 on the first
continuum. Do this for all groups for all five continuums. If
you have many participants from the same country and havedivided them into several groups, then average the numbers
of all the various groups to arrive at a single number for that
country.
If you have a multi-cultural group and you have numbers on
both sides of some or all of the continuums (see below if you
do not have numbers of opposite sides), ask the group what
this means. They should answer that it means there are
significant differences between the cultures. Then ask them
what it means if someone on one side of the chart has to
work with someone on the other side. They should answer
that it means there is a lot of possibility for
misunderstanding, misinterpretation, even conflict. Then ask
them if they think people choose to be on different sides of
the chart. They will say No, of course, and then you can
make the point that similarly people dont choose to
misunderstand or misinterpret each other; it just happens
naturally. In other words, cultural misunderstandings are no
ones fault; no one is to blame. Culture is to blame, and
people cant help it if they come from different cultures.
If all the participants in your group are from the same culture,
or they are from different cultures but all of these culturesare on the same side of the continuum, then ask people to
imagine they have to work with someone who is on the
opposite side (or to remember a time when they did work
with someone like that), then continue as in above.
FACILITATOR NOTES
As suggested above, some people may not think the experts
choicebeing aware of ones own cultureis the most
important. They often say, for example, that being able to
communicate or respecting the other culture are much more
important. Dont argue with them; just say that all the
qualities are very important but its interesting to see how
these experts think.
With regard to the cultural assumptions exercise, some
people may point out that their country is too culturally
diverse and they cannot generalize about the entire
population. You can then ask them to select one of the larger
subcultures in their country or the dominant culture, if there
is one, and try to generalize about that. If they are still
reluctant, ask them to pick a group they do feel comfortable
generalizing about. At the same time you should point out
that this exercise deals in very general categories, and thatdifferent subcultures in a country may actually have the same
view when it comes to matters that are this fundamental. In
any case, you dont want too many different subgroups in the
room or it takes too long to record everyones mark.
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Session 16Attitudes Towards Cultural Differencesand Applying the Model
Facilitators NotesDay 3: Cross Cultural Communication
OBJECTIVE
To explore our own attitudes towards cultural differences and
to apply Milton Bennetts developmental model of
Intercultural Sensitivity.
Based on Milton Bennetts Development Model of
Intercultural Sensitivity, this session will present and examine
the stages people go through in developing an awareness of,
and sensitivity towards, cultural difference. The Bennett
model will be applied through a group exercise that will
explore the implications of working with a different or
clashing set of values.
In the afternoon, participants will go on a field visit into town
and see a market and some cultures sights of interest.
TIME SCHEDULE
12:00 Session 16
13:00 Lunch
14:00 Free time and field visit
GOALS FOR THE SESSION
To illustrate how cultural assumptions determine our
expectations of other people.
To illustrate how cultural assumptions influence our
judgments.
To show how people from different cultures naturally tend
to judge each other negatively or critically, that what is
different is usually perceived as negative.
To help participants become more familiar with the Modelof Intercultural Sensitivity.
To enable participants to work with the Model ofIntercultural Sensitivity and apply it in a real situation.
MATERIALS REQUIRED
Session Workbook for participants
LCD Projector, screen
Flip chart and markers
Hand outs
PROCESS
This exercise continues our exploration of the five cultural
concepts introduced in the previous session. In that session,
we presented the concepts and asked participants to identify
their cultures position on/attitude toward each. In this
exercise, we try to imagine how people on opposite sides of
the continuums, people who see the world very differently,
view the typical attitudes and behaviors of each other. In
short we look at how culture affects our judgments of other
people.
Bring up slide called Judgments and say magine that you
are on one side of a particular cultural continuum, that you
see the world from that perspective. How would you judge or
react to - What would you think of?the typical, characteristic
behaviors and attitudes of people on the opposite side? In
general, how would the actions/views of these people come
across to you? Then explain that we want to look at how
people on opposite sides of a particular continuum look at or
regard each other.
Bring up the next slide Judgments. Divide the participantsinto four groups. Explain that you are now going to ask each
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group to imagine that they come from a culture on the left
side of the first continuum (make sure you explain that for
this exercise it doesnt matter where participants actually put
their mark), and they are working with people who come
from the right side. For eg. ask them to think of some
adjectives to describe how Internalists (in the case of the first
continuum) would judge the typical attitudes, worldview of
Externalists. Give an example: Say that from the point of view
of Internalists, Externalists often seem very passive or without
any ambition. Allocate one example to each of the groups
(see the examples circled on the slide)
Call the session to order and solicit the answers from the
various groups, going through each continuum one at a time.
If the adjectives/judgments are mostly negative, as they tend
to be, ask the group why they think this is. Point out, if no
one says this, that most people tend to judge people who are
not like them negatively, not neutrally and very seldom
positively. This is because if I think what I do is normal orright, then someone who does the opposite of what I do
must be abnormal and wrong. Once again point out that
people do not choose or try to be on opposite sides of these
continuums, but often they are.
Ask participants if they think they have ever been judged in
any of the ways described in this exercise by people from a
different culture (especially a donor country). Ask for
volunteers to answer this question. Can they see now where
this judgment came from? Finally ask participants how they
think these judgments affect the relationships between
people from different cultures who must work together.
LEARNING JOURNAL ACTIVITY:
Following the Judgments section of this session, move to the
next slide Learning Journal Activity. Ask the participants to
take out their learning journals and to think about the
discussion and record some reflections on one or two of the
areas that are most interesting for you to think further about.
Ask them How can your thoughts translate into actions in
your workplace or other situation?
Bring up the next slide Attitudes toward cultural difference.
Give out the hand out explaining the stages to the Milton
Bennett model. Talk through each stage referring to the
slides. Explain that there are many models that have been
developed, this is just one such model that we felt was
useful to help us understand the process in becoming more
effective cross cultural communicators. (They dont necessarily
need to agree with the model but perhaps try to see in what
ways it can be useful).
This session asks participants to think in more detail about the
Bennett model and to apply it in a real situation (give out the
hand out). In this situation, the task is getting the participants
to think about how you can get someone to move further
ahead in the model toward a more ethnorelative perspective.
Divide participants into small groups and give them 20
minutes to read the hand out and discuss the two questions.
After 20 minutes, call the session to order and askparticipants to describe their answers to the two questions.
Then ask them if they themselves have moved through the
stages of Milton Bennetts model. If so, what enabled them to
change?
The last slide of the day Wrap Up is designed to get the
participants in plenary to discuss and reflect the key points
from todays session, and if they wish, to make some notes
in the Learning Journal.
There are plenty of reading materials and resources included
in the slide set and participants manual that can be utilized if
participants are interested in following up on reading in this
area.
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Resources
Facilitators NotesDay 3: Cross Cultural Communication
SESSION 13:
Matching Values to Behaviour
SESSION 14:
Culture in Context
SESSION 15:
Intercultural Skills
Cultural Assumptions
SESSION 16:
The Milton Bennett Model
Applying the Model of Intercultural Sensitivity
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MATCHING VALUES AND BEHAVIORS
VALUES BEHAVIORS
1. Being direct ____ Use of understatement.
2. Centrality of family ____ Asking people to call you by yourfirst name.
3. Fatalism ____ Taking off from work to attend thefuneral of an aunt.
4. Saving face ____ Not helping the person next to youon an exam.
5. Respect for age ____ Disagreeing openly with someoneat a meeting.
6. Informality ____ Not laying off an older worker whoseperformance is weak.
7. Deference to authority ____ At a meeting, agreeing with asuggestion you think is wrong.
8. Being indirect ____ Accepting without question that.something cannot be changed.
9. Self-reliance ____ Asking the boss opinion onsomething youre the expert on.
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UNIVERSAL, CULTURAL, & PERSONAL
For each of the sixteen items below, write a U, C, or P in the blankdepending on whether you think the behavior is
(U) niversalcommon to all cultures and people
(C) ulturalspecific to a particular group or culture
(P) ersonalunique to a particular individual within aculture
Note that something that is personal could also be done by other peoplein the same culture, but it would only be considered cultural if it weredone by most people from that culture.
1. ____ Sleeping with a bedroom window open.
2. ____ Running from a dangerous animal.
3. ____ Considering snakes to be "evil."
4. ____ Men opening doors for women.
5. ____ Respecting older people.
6. ____ Learning ones mother tongue.
7. ____ Speaking Arabic.
8. ____ Speaking Arabic as a foreign language.
9. ____ Eating regularly.
10. ____ Eating with a knife, fork, and spoon.
11. ____ Liking the novels of Vikram Seth.
12. ____ Calling a waiter with a hissing sound.
13. ____ Regretting being the cause of an accident.
14. ____ Feeling sad at the death of your mother.
15. ____ Wearing white mourning robes for 30 days after the death of your mother.
16. ____ Disliking having to wear mourning clothes for 30 days after the death of yourmother.
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CULTURAL ASSUMPTIONS
THE LOCUS OF CONTROL
1 2 3 4 _INTERNAL
CONCEPT OF SELF
INDIVIDUALIST
The locus of cfate plays a mbelieve they hover their desevents; manybe accepted/success/lack a result of go
people tend tfatalistic; life me.
The locus of control is internal;fate has little or no importance;there are few givens in life, fewthings that cant be changed andmust just be accepted; wheretheres a will, theres a way; onemakes ones own luck;unhappiness is ones own fault;
people tend to be moreoptimistic; life is what I do
The primary grfamily, is the ssurvival; lookinprotects ones harmony is thechildren are ta
others, who in depend on thedont like to staprefer group/teidentity is mainones memberprimary group;measured by halong with/are others.
Self is the smallest unit of survival;looking out for ones self protects others;personal fulfillment is the greatest good;independence and self-reliance arehighly valued; children are taught tostand on their own two feet; workers
dont mind individual recognition; onesidentity is personal and individual, notprimarily a function of ones membershipor role in a group; self-worth is a functionof what you have accomplished or donewith your life
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POWER DISTANCE
LOW
OF TIME & PEOPLE
MONOCHRONIC
More authoritaricentralized; defeauthority; managpower, not muchauthority; subordtake initiative aninstructions; decthe top; one doedisagree with/sarank has its privsubordinate rela
formal.
More democratic management style;power is less jealously guarded;manager shares authority withsubordinates; subordinates takeinitiative and are not overlydeferential to managers;subordinates do not like to bemicromanaged; decision making ismore consultative; OK to say noto/disagree with the boss; manager/subordinate relations are more
informal; rank has fewer privileges.
People are mothere is alwaysdeadlines and approximations
adjusted/changreally late and they start; peothings simultanreally be interrare life); time isneeds of peop
Time is a limited commodity andmust be used carefully; peopleare very conscious of time; itsimportant to be on time and for
things to start on time; to be lateor to keep people waiting is rude;schedules and deadlines aresacred and not easily changed;people do things one at a time;interruptions are bad; the needsof people are subservient to thedemands of time.
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VIEW OF HUMAN NATURE
BENIGN
.
People are noor bad, but yotrust other pegood reason;cannot be coor play by thetake advantachance; you h
yourself; you at their word;one person cat someone e(concept of th
People are inherently good; theyshould be trusted until they proveotherwise; they can normally becounted on to be fair and play bythe rules; on the whole people donot try to take advantage of eachother; you can usually takepeople at their word; people
believe that one personssuccess does not have to be atsomeone elses expense(concept of the unlimited good).
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ATTITUDES TOWARD CULTURAL DIFFERENCE
Different people react in different ways to people from other cultures. The range of possible reactions to
cultural difference has been summarised by Dr. Milton Bennett in his Developmental Model ofIntercultural Sensitivity. Based on concepts from cognitive psychology and constructivism, Bennettidentifies six stages of intercultural sensitivity, ranging from extreme ethnocentrism on the one hand tomature ethnorelativism on the other.
Understanding the mindset of people in the various stagestheir typical attitudes toward and reactionsto cultural differencecan be very useful to the participants in their respective jobs. In this exercise, wewill first examine Bennetts model, summarised below, and then apply it in two LEAD-like criticalincidents. (In the formulation presented below, Bennetts six stages have been reduced to five bycombining his Adaptation [stage 5] and Integration [stage 6] into one.)
ETHNOCENTRISM
1. DENIAL
Extreme ethnocentrism.
Very limited exposure to/contact with people not like oneself (either by choice or by default).
People can only see the familiar; no real framework even for noticing cultural differences (evenwhen confronted with them).
Their reaction to difference (if they do perceive it) is usually either embarrassment or studiouspoliteness.
Benign stereotypes (all Africans are good hunters; all Europeans are rich; all Asians are goodbusiness people).
The Other is not considered a threat as it is not consciously acknowledged.
The Other is an aberration (not its own category, but a deviant version of the only category, i.e.,us).
People may erect physical, social or psychological barriers to separate themselves from theOther.
There may be some negativity toward the Other, but it is usually subconscious and not overt.
There is very little hostility, as the Other is not consciously recognised.
2. DEFENSE
The Other is acknowledged but seen as a threat. My culture is the only good one.
There is active resistance to/defense against those who are different.
There is open hostility, negativity toward the Other, the Other is denigrated and criticised.
The undesirable characteristics of the Other are emphasised.
The OtherThemis inferior to a superior Us.
There should be minimal contact with the Other; contact only exacerbates tension.
People tend to over-value their own culture.
People of the other cultures dont know any better (or they would be like us).
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This stage can sometimes include reversal, denigrating ones own culture and uncritically (andwithout any real understanding) embracing another.
3. MINIMIZATION
Cultural differences are acknowledged but are not considered negative.
Differences are perceived as minimal and are trivialised.
Differences are superficial, quaint, but not fundamental.
We are different in some ways but alike in the ways that really count.
Preference for emphasising/focusing on underlying human similarities rather than externalcultural differences.
Less judgmental, evaluative than the denial stage, but still essentially dismissive of theimportance/reality of culture.
You just have to be yourself and people will understand.
Some acceptance of differences in behavior (though theyre not really significant) but not of
differences in values or assumptions.
ETHNORELATIVISM
4. ACCEPTANCE
Cultural differences are acknowledged and respected.
The basic integrity/viability of other worldviews is accepted (and they are notseen as merely anearlier stage of a more evolved worldview, i.e. our own).
There is minimal judgment/evaluation of cultural differences; they are just part of the human
condition. Cultural differences are interesting (not threatening) and can be positive and enjoyable.
People can see that their own worldview/culture is just one of many.
Acceptance is not necessarily agreement; the Other can still be judged negatively but notethnocentrically.
People may still wish others didnt behave in a particular way, but they accept that they have to.
One is aware of the fact that one sees others through ones own cultural lens (but one is not yetable to consistently see others from the Others point of view).
One is still very conscious of culture.
5. ADAPTATION / INTEGRATION
People have the ability to identify fully with another culture (biculturalism).
People can readily see the world through the eyes of others and imagine how they are seen byothers.
Empathy (I feel what you feel) replaces sympathy (I know how you must feel), which is morecharacteristic of the acceptance stage.
People consciously adopt behaviors from other cultures.
The internalisation of/ability to operate from two or more frames of reference.
A respect for difference means a respect for oneself.
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APPLYING THE MODEL OF INTERCULTURAL SENSITIVITY
You work with a colleague who has not had any international experience and verylimited exposure at home to people from a different cultural background. Your
organisation has a grant to work on a deforestation project with a rural indigenous group
in a remote region, and your colleague is consistently frustrated by the backward
behaviour of various members of the indigenous group. He doesnt understand why it is
not enough, for example, to just explain to these people that cutting trees for firewood
is shortsighted and will eventually cause the erosion of their cropland, which will result in
them having to move to the city.
You can also see that when this colleague interacts one-on-one with indigenous group
members, he offends them with his somewhat impatient, very proud manner. When theindigenous group members ask questions at meetings, for example, he acts frustrated,
answers somewhat abruptly, and uses words and talks about concepts that common or
lay people at the meeting do not understand. You can see that the indigenous group
members do not trust himthat they think he does not understand their situationand
now you are worried that their reactions to this man may be hurting the success of this
project.
Discuss these two questions with your group: What can you do to help this colleague get
beyond this stage and generally improve his relationship with the indigenous group? Is
there anything you can do or say to the indigenous group members to help the situation?
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Slide 1
Copyright, 2006 -- LEAD International
Day 3
Regional Leadership Training Workshop
Cross-Cultural Communication
Slide 2
Copyright, 2006 -- LEAD International
Outline of the Day
Session 11: Introduction to the Day, CCC Quiz,Participant Stories
Session 12: What is Culture?
Session 13: Matching Values to Behaviour
Coffee break
Session 14: Culture in ContextSession 15: Intercultural Skills and Cultural Assumptions
Session 16: Attitudes Towards Cultural Differences andApplying the Model
Lunch
Free Time and Field Visit
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Slide 3
Copyright, 2006 -- LEAD International
S E S S I O N 11
Introduction to theDay, CCC Quiz,Participant Stories
Cross-Cultural Communication
Slide 4
Copyright, 2006 -- LEAD International
Cross-Cultural Quiz
1. People in 59 countries were asked:In general, do you trust
other people?Try to name the country in which most
respondents said yes, and the country in which most said no
Highest__________
Lowest__________
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Slide 5
Copyright, 2006 -- LEAD International
Cross-Cultural Quiz
2. If a Brazilian pulls his earlobe when eating, he means:
A. The food is too spicy for him.
B. His earlobe is itching.
C. He likes what he is eating.
Luiz CarlosRos FilhoLEAD Fellow,Brazil
Slide 6
Copyright, 2006 -- LEAD International
Cross-Cultural Quiz
3. If a Chinese person says your suggestion is good, they mean:
A. It is really good;
B. They are not sure;
C. It is not good.
Wei Zhao
LEAD Fellow
China
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Slide 7
Copyright, 2006 -- LEAD International
4. The percentage of Indian workers who said they preferred very close
supervision on the job was:
A. 25 percent
B. 50 percent
C. 65 percent
D. 85 percent
Cross-Cultural Quiz
SujathaByravan
LEAD FellowIndia
Slide 8
Copyright, 2006 -- LEAD International
5. You are travelling on a train in India when an Indian woman offers you adrink from her water bottle. You should:
A. Politely refuse,
B. Take a short sip and hand the bottle back,
C. Drink in such a way that your mouth never touches the lip of the
bottle.
Cross-Cultural Quiz
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Slide 9
Copyright, 2006 -- LEAD International
6. If a Pakistani says he will do something God willing, he means:
A. He does not intend to do it but does not want to be rude.
B. He fully intends to do it but doesnt want to sound irreligious.
Cross-Cultural Quiz
Amjad ZafarKhan
ICT ManagerLEAD Pakistan
Slide 10
Copyright, 2006 -- LEAD International
7. You have been invited to a Mexican familys home for dinner, and
you arrive one hour after the time they said to come. You are:
A. Lateand you should apologize.
B. On time.
C. Very early;
most of the family
isnt even home yet.
Cross-Cultural Quiz
Boris GregorioGraizbord Ed
NationalProgrammeDirectorLEAD Mexico
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Slide 11
Copyright, 2006 -- LEAD International
8. A Senegalese guest in your house burps loudly after dinner. Doesthis mean:
A. She has indigestion;B. She appreciated the food; orC. She wants more wine.
Cross-Cultural Quiz
Awa Faly Ba
LEAD FellowFrancophone Africa
Slide 12
Copyright, 2006 -- LEAD International
Cross-Cultural Quiz
9. A Japanese lady touches her nose frequently while you are
talking to her. This means:
A. Go and brush your teeth;
B. Her nose must have been itching; or
C. She is pointing to herself.
YumikoUmehara
LEADFellowJapan
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Slide 13
Copyright, 2006 -- LEAD International
Cross-Cultural Quiz
10. The percent of Arab executives who rated employee loyalty as more
important than efficiency was:
A. One quarter
B. One third
C. One half
D. Two thirds
Mireille Atallah
LEAD FellowEurope
Slide 14
Copyright, 2006 -- LEAD International
11. If a Nigerian from the north of the country raises his clenched fistto you, what does he mean:
A. He is from the ANPP (the opposition political party)
B. He intends to hit you
C. He is showing you respect and reverence
Cross-Cultural Quiz
AbiodunShonubi
AcademicCoordinator
LEAD Nigeria
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Slide 15
Copyright, 2006 -- LEAD International
Cross-Cultural Quiz
12. In the following cities, try to guess how many times in one hour
a typical couple in a caf touches each other:
San Juan, PR ______ times
Paris ______ times
London ______ times
Slide 16
Copyright, 2006 -- LEAD International
Country Rank ings in the Trust SurveyConducted by Transparency International
1. Brazil 19. Estonia 38. Austria
2. Peru 20. Portugal 39. Belgium 57. Sweden
3. Philippines 21. Moldova 40. Italy 58. Denmark
4. Puerto Rico 22. France 41. United States 59. Norway
5. Turkey 23. Georgia 42. India
6. Colombia 24. Croatia 43. Australia
7. Venezuela 25. Dom. Republic 44. Switzerland
8. Slovenia 26. Hungary 45. Taiwan
9. Poland 27. Russia 46. W. Germany10. Argentina 28. Armenia 47. Great Britain
11. Romania 29. E. Germany 48. No.Ireland
12. South Africa 30. Latvia 49. Iceland
13. Pakistan 31. Mexico 50. Japan
14. Nigeria 32. Spain 51. Ireland
15. Bangladesh 33. Bulgaria 52. Finland
16. Azerbaijan 34. South Korea 53. New Zealand
17. Chile 35. Czech Rep. 54. China
18. Slovakia 36. Serbia 55. Canada
37. Ukraine 56. Netherlands
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Slide 17
Copyright, 2006 -- LEAD International
From Your Experience
Try to recall a memorable cross-culturalmoment/incident from your own experience
a misunderstanding a misinterpretation a cultural mistake a funny story any situation which illustrates how you were
personally affected by a cultural difference
Slide 18
Copyright, 2006 -- LEAD International
Our Stories
Tell your story in your group, pick one or two thatyou will share in the plenary.
You have 15 minutes.
Discussion: What do we notice about the stories
that we have told?
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Slide 19
Copyright, 2006 -- LEAD International
S E S S I O N 12
What is Culture?
Cross-Cultural Communication
Slide 20
Copyright, 2006 -- LEAD International
WHAT IS CULTURE?
ValuesBeliefs
Assumptions
Behaviour
The thingspeople sayand do
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Slide 23
Copyright, 2006 -- LEAD International
Matching Values to Behaviours
Most of the things most people do are the result of eithersomething they believe in or something they hold dear.
In other words, most behaviour is neither arbitrary nor
spontaneous; rather it makes sense given that personsvalues or beliefs.
In the following exercise, match the values to the
corresponding behaviour.
Slide 24
Copyright, 2006 -- LEAD International
Matching Values to Behaviours
Values Behaviours
1. Being direct _ Use of understatement
2. Centrality of family _ Asking people to call you by your first name
3. Fatalism _ Taking off from work to attend the funeral ofan aunt
4. Saving face _ Not helping the person next to you on an exam
5. Respect for age _ Disagreeing openly with someone at a meeting
6. Informality _Not laying off an older worker whose performanceis weak
7. Deference to authority _At a meeting, agreeing with a suggestion you think
is wrong
8. Being indirect _ Accepting without question that something cannotbe changed
9. Self-reliance _ Asking the boss opinion on something youre theexpert on
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Slide 25
Copyright, 2006 -- LEAD International
S E S S I O N 14
Culture in Context
Cross-Cultural Communication
Slide 26
Copyright, 2006 -- LEAD International
TYPES OF BEHAVIOUR
UNIVERSAL CULTURAL PERSONAL
Eating Eating from yourown plate
Eating in front ofthe television
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Slide 27
Copyright, 2006 -- LEAD International
UNIVERSAL, CULTURAL, & PERSONAL
For each of the sixteen items on your handout, write a U, C, orP in the blank depending on whether you think the behaviour is
(U) niversalcommon to all cultures and people
(C) ulturalspecific to a particular group or culture
(P) ersonalunique to a particular individual within aculture
Note that something that is personal could also be done by
other people in the same culture, but it would only beconsidered cultural if it were done by most people from that
culture.
Slide 28
Copyright, 2006 -- LEAD International
UNIVERSAL, CULTURAL, & PERSONAL
1.____ Sleeping with a bedroom window open.
2. ____ Running from a dangerous animal.
3. ____ Considering snakes to be "evil."
4. ____ Men opening doors for women.
5. ____ Respecting older people.
6. ____ Learning ones mother tongue.
7. ____ Speaking Arabic.8. ____ Speaking Arabic as a foreign language.
9. ____ Eating regularly.
10. ___ Eating with a knife, fork, and spoon.
11.___ Liking the novels of Vikram Seth.
12. ___ Calling a waiter with a hissing sound.
13. ___ Regretting being the cause of an accident.
14. ___ Feeling sad at the death of your mother.
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Slide 29
Copyright, 2006 -- LEAD International
S E S S I O N 15
Intercultural Skills andCultural Assumptions
Cross-Cultural Communication
Slide 30
Copyright, 2006 -- LEAD International
Intercultural Skil ls
___ To be persistent
___ To learn from interacting
___ To be flexible
___ To be aware of ones limitations
___ To listen and observe
___ To tolerate ambiguity
___ To respect the other culture
___ To be aware of ones own culture
___ To avoid stereotyping
___ To be nonjudgmental
___ To be able to communicate
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Slide 31
Copyright, 2006 -- LEAD International
Intercultural Ski l ls Experts Opinions
_1__ To be aware of ones own culture
_2__ To respect the other culture
_3__ To learn from interacting
_4__ To be nonjudgmental
_5__ To avoid stereotyping
_6__ To be able to communicate
_7__ To listen and observe
_8__ To be flexible
_9__ To tolerate ambiguity
_10__ To be aware of ones limitations
_11__ To be persistent
Source: Casse, Pierre 1984, Training for the Multicultural Manager, SIETAR International, Washington, D.C.
Slide 32
Copyright, 2006 -- LEAD International
WHAT IS CULTURE?
ValuesBeliefs
Assumptions
Behaviour
The thingspeople sayand do
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Cultural Assumptions
We will look at 5 fundamental concepts in the field of interculturalcommunication corresponding with various dimensions of the humanexperience
The Locus of Control
Concept of Self
Power Distance
Of Time and People
View of Human Nature
(Sources: Gardenswartz & Rowe, Hall, Hofstede, Rotter)
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Copyright, 2006 -- LEAD International
The Locus of Control
Internal:
fate has little importance
there are few things that cant be changed
where theres a will, theres a way
life is what I make of it
External:
fate plays a major role
people have limited control over destiny/external events
success is partly a result of good fortune
life is what happens to me
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Concept of Self
Individualist:
self is the smallest unit of survival
personal fulfilment is the greatest good
independence and self reliance is highly valued
Collectivist:
the family unit is the smallest unit of survival
looking out for others protects ones self
group harmony is the greatest good
identity is mainly a function of ones membership / role in a
primary group
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Copyright, 2006 -- LEAD International
Power Distance
Low:
more democratic management style
power is less jealously guarded
subordinates take initiative and are not overly deferential tomanagers
High:
more authoritarian
power is centralised
deference to authority
managers hold on to power
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Copyright, 2006 -- LEAD International
Of Time and People
Monochronic:
time is a limited commodity and must be used carefully
people are very conscious of time
schedules and deadlines are sacred
Polychronic:
people are more casual about time
deadlines and schedules are approximations and can be
easily adjusted and changed
people may do several things simultaneously and cantreally be interrupted
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Copyright, 2006 -- LEAD International
View of Human Nature
Benign:
people are inherently good
people should be trusted unless they prove otherwise
one persons success doesnt have to come at someoneelses expense
Skeptical:
people are not inherently good or bad
never trust anyone without a good reason
people can not be counted on to be fair
one persons success comes at the expense of someoneelse
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Copyright, 2006 -- LEAD International
INDIVIDUALIST Concept of Self COLLECTIVIST
Cultural Assumptions Examples from
LEAD
USA
Nige
riaBr
azilUK
/Za
mbia
NZRussi
a
Pakis
tan
India
Indo
nesia
Zambia
Senegal
1 2 3 4 5
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Copyright, 2006 -- LEAD International
LOW Power Distance HIGH
Cultural Assumptions Examples fromLEAD
NZ USA
UK
Sene
gal
Brazil
Russia
Zambia
Nige
ria
Pakistan
Indo
nesiaIn
dia
1 2 3 4 5
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MONOCHRONIC Of Time & People POLYCHRONIC
U
SA UK
R
ussia
Nig
eria
Sene
gal
Zambia
Cultural Assumptions Examples from
LEAD
N
Z India
In
done
siaBr
azilP
akist
an
1 2 3 4 5
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Copyright, 2006 -- LEAD International
BENIGN View of Human Nature SKEPTICAL
UK/Se
neg
al
USA
Zambia
India In
donesia
NZ Russia
Brazil
Nige
ria
Cultural Assumptions Examples fromLEAD
1 2 3 4 5
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Copyright, 2006 -- LEAD International
Cultural Assumptions discussion questions
How easy did you find it to identify a position on each continuumthat reflected your national culture?
What does it mean if someone on one side of the continuum hasto work with someone on the other side?
Do people chooseto be on different sides of the continuum?
Have you ever worked with someone from a different position ona continuum?
Can you give an example of where different cultural positionshave caused confusion or misunderstandings?
Slide 46
Copyright, 2006 -- LEAD International
S E S S I O N 16
Attitudes Towards CulturalDifferences and Applying the
Model
Cross-Cultural Communication
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JUDGMENTS
Imagine you are one side of a particular continuum, that you
see the world from that perspective.
How would you judge or react to the typical characteristicbehaviours and attitudes of people on the opposite side?
In general, how would the actions and views of these peoplecome across to you?
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Copyright, 2006 -- LEAD International
JUDGMENTS
Internalists on Externalists Externalists on Internalists
Individualists on Collectivists Collectivists on Individualists
Low Power Distance on High High Power Distance on Low
Benign on Skeptical Skeptical on Benign
Monochronic on Polychronic Polychronic on Monochronic
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ATTITUDES TOWARD CULTURAL DIFFERENCE
1. Denial - no recognition of cultural differences.
2. Defense - recognition of some differences, but viewed
as negative.
3. Minimisation - lack of awareness about projection of
own cultural values. Views own values as superior.
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Copyright, 2006 -- LEAD International
ATTITUDES TOWARD CULTURAL DIFFERENCE
4. Acceptance shifts perspectives to understand thatthe same ordinary behaviour can have differentmeanings in different cultures.
5. Adaptation / Integration can evaluate othersbehaviour from their time frame of reference and canadapt behaviour to fit the norms of a different culture. Canshift frame of reference and also deal with resulting
identity issues.
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ATTITUDES TOWARD CULTURAL DIFFERENCE
5. Adaptation / Integration
4. Acceptance
3. Minimization
2. Defense
1. Denial . Ethno-centrism
Ethno-relativism
Source: Bennett, M J 1986. A developmental approach to training for interculturalsensitivity, International Journal of Intercultural Relations, 10 (2), pp. 179-95.
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Applying the Model of Intercultural Sensitivity
Case Study:
In small groups, take 20 minutes to familiarise yourself with the
case study given and to discuss the issues raised within it withother members of your group. Consider how the Milton
Bennett developmental model can be applied to your scenario.
How could you encourage someone to move further ahead inthe model towards a more ethno-relativist perspective.
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Wrap Up
In plenary, participants will discuss and reflect
upon the key points from todays session.
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Copyright, 2006 -- LEAD International
Learning Partner Lunch
Have lunch with your Learning Partner for aconversation:
What are some new thoughts you have had during
the day? How is your learning journey progressing checkin with your Learning Partner about where you areand where you wish to go in the next two days.
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References, Resources
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Copyright, 2006 -- LEAD International
References and Resources
Cross-Cultural Communication
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References, Resources Barker, A 2000. Improve Your Communication Skills. Kogan Page, London.
Bennett, M J 1986. A developmental approach to training intercultural sensitivity.InternationalJournal of Intercultural Relations, 10(2), 179-196.
Brake, T 2002. Managing Globally. Dorling Kindersley, London.
Carbaugh, D, Ed. 1990. Cultural communication and intercultural contact. Lawrence ErlbaumAssociates, Hillsdale, NJ.
Cross-Cultural Library
http://sistergoldenhair.com/uponarrival/library.html
2003. Cross-Cultural Management and NGO Capacity Building , International NGO Training andResearch Centre (INTRAC), Oxford.
http://www.intrac.org/Intrac/PraxisNotes_en.html
Du Praw, M and Axner, M 1999. Working on Common Cross-cultural Communication Challenges,Online Article, Topsfield Foundation and Marci Reaven.
Gardenswartz, L, & Rowe, A 1998.Managing diversity: A complete desk reference and planningguide. New York: McGraw Hill.
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References, Resources
GreenCOM 2001.Human Nature (6):2. (Online 25 June, 2003).http://www.greencom.org/greencom/pdf/hn-v6n2-eng.pdf
Hall, E T and Mildred, R 1990. Understanding Cultural Differences.Intercultural Press, Yarmouth,ME.
Hill, R 1996. Us & Them. Europublications, Brussels.
Hofstede, G 1980. Cultures Consequences. Sage Publications, London.
Hofstede, G. 1996. Cultures and Organisations: Software or the Mind Intercultural Cooperationand its Importance for Survival. McGraw-Hill, NY.
INTRAC Resources: http://www.intrac.org/Intrac/PraxisNotes_en.htmlhttp://www.intrac.org/Intrac/docs/PraxisNote1-CrossCulturalManagement.pdfhttp://www.intrac.org/Intrac/docs/PraxisNote8-Multi-CulturalIceberg.pdf.
Multicultural Toolkit: http://www.awesomelibrary.org/multiculturaltoolkit.html
Rotter, J 1966. Generalized expectancies for internal versus external control of reinforcements,Psychological Monographs, 80, Whole No. 609.
Storti, C 1990. The Art of Crossing Cultures.Intercultural Press, Yarmouth, ME.
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