Intersections: Intercultural Learning Modules€¦ · difference (remember the wine connoisseur)....

2009

Intersections:

Intercultural Learning

Modules

Module 2: Building Cultural Knowledge

H U M A N R I G H T S , C I T I Z E N S H I P A N D M U L T I C U L T U R A L I S M E D U C A T I O N F U N D

2

Intersections: Intercultural Learning Modules Module 2

Module 2: Building Cultural Knowledge

Contents Introduction......................................................................................................................... 3

Module 2 Outcomes:........................................................................................................... 3

General Learning Outcome:............................................................................................ 3

Specific Learning Outcomes:.......................................................................................... 3

What is cultural knowledge?............................................................................................... 4

Task 1: Observe .......................................................................................................... 5

Stereotypes and Generalizations ......................................................................................... 6

Task 2: Identifying Stereotypes .................................................................................. 7

Cultural Values ................................................................................................................... 8

Task 3: Contrasting Values......................................................................................... 8

Cultural Values: Individualism and Collectivism............................................................. 10

Task 4: Self Assessment ........................................................................................... 11

Figure 1: National Culture variation for Individualism / Collectivism..................... 12

Task 5: Community Assessment............................................................................... 12

Individualism, Collectivism and Volunteer Processes.................................................. 13

Task 6: Examining Expectations .............................................................................. 13

Cultural Values: Power Distance: Hierarchical and Egalitarian....................................... 14

Task 7: Self Assessment ........................................................................................... 14

Figure 2: National Culture variation for Power Distance ............................................. 15

Task 8: Community Assessment............................................................................... 15

Power Distance and Volunteer Processes ..................................................................... 16

Task 9: Examining Expectations .............................................................................. 16

Additional Resources ........................................................................................................ 17

Module 2 Assessment…..……………………………………………………..…………18

3


Introduction

In module 1 we explored the larger context of building inclusive and welcoming

organizations. First, we introduced the theoretical framework (DMIS) that is guiding the

design and delivery of these modules, the one day workshop and the subsequent working

groups. The supposition is that welcoming and inclusive organizations are supported by

individual and organizational intercultural competence. Second, the large context is

impacted by the issue of change from the perspective of individuals and communities in

general and for immigrants in particular. This macro level look is important to help

understand how to align the process of adaptation, and the needs and motivations

associated with the different stages of adaptation, to the systems that exist in Alberta

communities and more specifically in nonprofit/voluntary sector organizations.

In this module we will focus in a bit closer and examine how values and behaviours are

influenced by culture and some of the culture general knowledge frameworks that can

help make sense of how we organize and make sense of things. Culture general

knowledge is necessary for creating increasingly complex lens to view and notice cultural

difference (remember the wine connoisseur). We will explore two cultural value

orientations in particular and examine how they might impact certain aspects of volunteer

management.

Module 2 Outcomes:

General Learning Outcome: To develop a more detailed understanding of the role of intercultural competence in the

development of welcoming and inclusive nonprofit/voluntary sector organizations

through the examination of key culture general knowledge frameworks.

Specific Learning Outcomes: In this module participants will:

1. Build culture general knowledge and explore ways to build culture specific

knowledge.

2. Identify the difference between stereotypes and generalizations

3. Recognize the connection between values, behaviour and culture through two key

cultural dimensions: individualism/collectivism and power distance.

4


What is cultural knowledge?

Cultural knowledge is made up of culture general and culture specific knowledge.

Learning specific things about a culture will serve you well but learning culture general

frameworks will serve you even better.

Culture general knowledge: General categories facilitate our exploration of values, beliefs, and behaviours in any

culture and provide a perspective for comparing and contrasting cultures. Culture general

categories are tools to increase your ability observe and interpret (remember the

Reflective Intercultural Learning Cycle) with a more complex lens. Like the wine

connoisseur!

Example: Nonverbal behaviour, Communication style, Cognitive style, Cultural values

and language use (pragmatics)

Culture specific knowledge: Culture specific knowledge builds on culture general knowledge with deeper and subtler

interpretations of cultural patterns within a specific culture.

Example: Many Canadians greet each other with a handshake (non-verbal behaviour:

eye contact, touching, conversational distance, facial display etc.) There is a pattern to the

length of time it takes and how firm it needs to be. (Three pumps on average and firm but

not too strong, definitely not weak) The firmness of the handshake results in

interpretations of things like character or trustworthiness. The handshake will vary

depending on gender, how well the two people know each other, age etc. There are also

rules for eye contact in this situation.

5


There are many unwritten rules at

play during an interview for a new

volunteer. We apply these

unwritten cultural rules to assess

the interviewee, their performance

and these “fit”.

Task 1: Observe Try this little exercise the next time you go to your local coffee shop. People in cultures

all over the world drink coffee. Culture impacts the “unwritten rules” for how this is

done. Observe and uncover the unwritten cultural rules for ordering a cup of coffee in a

coffee shop in your community. Then find out how these rules are similar or different in

another culture. What used to be a mundane trip to get a cup of coffee can turn into a

fascinating ethnographic experience!

What are the rules for:

• Standing in line? (how much space is there between people)

• Using eye contact? (do people use eye contact to send messages?)

• Responding to an error? (What is said? What is unsaid?)

• Choosing a place to sit? (If the coffee shop is full or when there are a lot of seats

available)

• How long is it acceptable to be kept waiting? Why?

• Do you get annoyed if someone gets into the

line in front of you? Why?

6


Stereotypes and Generalizations

Before diving into culture general frameworks it is always important to

approach with an awareness of stereotyping. Stereotypes, described below,

are limiting and can restrict us in the observation and interpretation stage of

the Reflective Intercultural Learning Cycle introduced in module one.

Culture general frameworks are places to start. We call them broad generalizations.

Cultures around the world that have been studied are often identified using culture

generalizations and help teach culture specific information. For example people from

country A tend to be more individualistic than people from country B when it comes to

their behaviour in certain situations. Starting with this knowledge can help when we are

trying to make sense of our “something’s up” moments. Then it is up to us to find out if

our interpretation is accurate or not. As we meet more people from a particular region or

culture we can fine tune our observations and interpretations. It is always good practice to

consult cultural informants to get some perspective.

Cultural Generalization The tendency of a majority of people in a cultural group to hold certain values and

beliefs, and to engage in certain patterns of behaviour

Cultural Stereotype The application of a generalization to every person in a cultural group; or, generalizing

based on only a few people in a group

Characteristics of Stereotypes Cultural Generalizations

• Often lie below the level of

consciousness

• A way of categorizing

• The mental organization of your

experience of others

• Simplistic

• Learned from parents, relatives, and

friends

• Learned from limited exposure or

experience

• Learned through the media

• Can evolve out of fear

• Are problematic when we put people

into the “wrong category”

• Broad characterizations

• Useful as a general guide to

anticipating and discussing cultural

reactions, attitudes, and behaviours in a

neutral way

• Helpful in analyzing cultural patterns

• Will never apply to everyone in a

culture because individual personalities

and backgrounds always play a role in

how people think and act

• Used as a shorthand way to make non-

judgmental cross-cultural comparisons,

not to oversimplify or deny the

complexity of social interaction

• Flexible and open to new information

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Task 2: Identifying Stereotypes

1. What are some stereotypes of people from Canada, from your community, from your

family?

2. What are some stereotypes of volunteers? Volunteer managers? Coordinators?

3. What are some stereotypes of other volunteer organizations?

4. What are the limitations of each?

Intercultural development is about eliminating interpretations and

behaviours based on cultural stereotypes and developing

interpretations and behaviour based on culture general

generalizations and frameworks.

8


Cultural Values

There are many additional cultural value dimensions that make up the complex ways that

our culture helps us make sense of the world. Learning these invisible aspects of culture

is challenging and sometimes frustrating if members of the “host” culture don’t

necessarily know how to talk about them. They are just “the way things are done”. When

you are part of a culture, you can act and respond automatically; knowing what the

boundaries of acceptable behaviour are. It is not uncommon for people in a new culture to

shut down or hold back until they figure out the rules or become comfortable with the

risks and consequences. This can sometimes be misinterpreted as lacking in confidence,

shyness.

Task 3: Contrasting Values

Look at the following table.

1. Which of the contrasting descriptions do you identify with?

2. Which descriptions characterize your parents’ culture?

3. Culture A descriptions are closer to the tendencies of mainstream Canadians.

Think of the people you know who have immigrated to Canada from other parts

of the world. Can you think of an example or story when you have noticed

contrasting way of doing something related to the value sets below?

Aspects of Culture Culture A:

Values and Behaviours

Culture B

Values and Behaviours

1 Sense of Space Informal

Handshake

Formal

Hugs, bows, handshakes

2 Communication and

language

Explicit, direct

communication Emphasis

on content – meaning found

in words

Implicit, indirect

communication

Emphasis on context –

meaning found around

words

3 Dress and appearance “Dress for success” ideal

Wide range in accepted

dress

Dress seen as a sign of

position, wealth, prestige

Religious rules

4 Food and eating habits Eating as a necessity – fast

food

Dining as a social

experience

Religious rules

5 Time and time

consciousness

Linear and exact time

consciousness

Value on promptness-time

= money

Elastic and relative time

consciousness

Time spent on enjoyment of

relationships

6 Relationships, family,

friends

Focus on nuclear family

Responsibility for self

Value on youth, age seen as

handicap

Focus on extended family

Loyalty and responsibility

to family

Age given status and

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respect

7 Values and norms Individual orientation

Independence

Preference for direct

confrontation of conflict

Group orientation

Conformity

Preference for harmony

8 Beliefs and attitudes Egalitarian

Challenging authority

Individuals control their

destiny

Gender equity

Hierarchical

Respect for authority and

social order

Individuals accept their

destiny

Different roles for men and

women

9 Mental processes and

learning style

Linear, logical, sequential

Problem solving focus

Lateral, holistic,

simultaneous

Accepting of life’s

difficulties

10 Work habits and

practices

Emphasis on task

Reward based on individual

achievement

Work has intrinsic value

Emphasis on relationships

Rewards based on seniority,

relationships

Work is a necessity of life

Adapted from Gardenswartz and Rowe, 1998, Managing Diversity Chapter 4 pg.67

10


Cultural Values: Individualism and Collectivism

Let’s take a look at two cultural values dimensions in particular and how they relate

specifically to various aspects of volunteer management. Each description includes a

short self assessment, a figure to show variation between national cultures1 and examples

of how the dimension might show up in volunteer management practices.

The first, individualism/collectivism, is one of the major dimensions of cultural

variability used to explain differences and similarities in communication across cultures.

This dimension of culture is about how individuals define their identity. Managing this

dimension presents a significant adaptation challenge for individuals and families from

more collectivist cultures as they adapt to a more individualistic Canadian society.

Individualism is defined as the tendency to be more concerned about one’s behavior for

one’s own interests, goals, and needs. Collectivism is defined as a tendency to be more

concerned about the consequences of one’s behavior for in-group members and to be

more willing to sacrifice personal interests for the attainment of harmony and collective

interests.2

1 The information in these figures is from work by Geert Hofstede Dimensions of Organizational Culture

www.geert-hofstede.com. 2 Triandis, H.C. (1988). Collectivism vs. individualism: A reconceptualization of a basic concept in cross-

cultural social psychology. In G. Verma & C. Bagley (Eds.), Cross-cultural studies of personality, attitudes,

and cognition (pp. 60-95). London: Macmillan.

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Task 4: Self Assessment3 Look at the identifiers for Individualistic and Collectivist orientations.

1. Which characteristics do you feel are more reflective of you? Check the box.

2. How do you experience this orientation?

3. In which situations do you tend to act on this orientation?

4. Which influences or experiences have shaped your preference?

Individuals with an INDIVIDUALISTIC

orientation frequently:

Individuals with an COLLECTIVISTIC

orientation frequently:

Discuss themselves and their

motivation and interests

Require meeting to process

information and make decisions

Emphasize the first person singular

when proposing ideas (e.g. “I think…”)

Do not determine an action quickly or

by themselves.

Act and make decisions without

informing or preparing others

Seek feedback from others

Decrease their interest in and

contribution to activities when the

personal benefits become less obvious

to them.

Feel personally offended when the

group or organization is criticized.

Do not display consideration of the

impact of their decisions and actions on

others.

Show great concern for the impact of

decisions and events on the

group/organization.

View teams as a temporary collection

of individuals

Use the first person plural when

referring to business processes,

accomplishments and goals.

Resist and object to predetermined

structures and processes

Defend decisions made by their

group, even if they personally had no

roles in that decision

Maintain a loose relationship to others

in their larger social environment.

View themselves as a permanent

extension of a group/organization and

expect security from the organization

while offering loyalty in return.

INDIVIDUALISTIC COLLECTIVISTIC

• Where do you think you, your community, Canada in general fall on a continuum

between individualistic and collectivist?

• Think of someone you know from a culture different than your own. Where do you

think they fall on the continuum?

3 This task is adapted from Schmitz J, Cultural Orientations Guide: The Roadmap to Building Cultural

Competence 3rd

Ed. Princeton Training Press, 2003 pg. 69-72

12


Figure 1: National Culture variation for Individualism / Collectivism

Country Ind/Coll

Value

Country Ind/Coll

Value

Country Ind/Coll

Value

Canada Total 80 Greece 35 Russia 39

Canada Quebec 73 Guatemala 6 El Salvador 19

Arab Countries 38 Hong Kong 25 Singapore 20

Argentina 46 Hungary 80 Slovakia 52

Australia 90 India 48 Slovenia 27

Austria 55 Indonesia 14 South Africa

(White)

65

Bangladesh 20 Iran 41 Spain 51

Belgium Flemish 78 Ireland 70 Sweden 71

Belgium

Walloon

72 Israel 54 Switzerland

French

64

Brazil 38 Italy 76 Switzerland

German

69

Bulgaria 30 Jamaica 39 Taiwan 17

China 20 Japan 46 Thailand 20

Colombia 13 Korea (South) 18 Trinidad 16

Costa Rica 15 Luxembourg 60 Turkey 37

Croatia 33 Malaysia 26 United States 91

Czech Republic 58 New Zealand 79 Uruguay 36

Denmark 74 Norway 69 Venezuela 12

East Africa 27 Pakistan 14 Vietnam 20

Ecuador 8 Panama 11 West Africa 20

Estonia 60 Peru 16 Malta 59

Finland 63 Philippines 32 Mexico 30

France 71 Poland 60 Morocco 46

Germany 67 Portugal 27 Netherlands 80

Great Britain 89 Romania 30

100 = Highly Individualistic

1 = Highly Collectivist

Task 5: Community Assessment

Highlight the countries represented by immigrants to your community. Compare those

numbers to the numbers for Canada.

13


Individualism, Collectivism and Volunteer Processes This cultural dimension impacts volunteer processes and communication in the volunteer

context in a variety of ways. Consider these examples:

Example Individualist Culture Collectivist Culture

Motivation

Prioritizing goals according to

individual goals, needs, desires

(personal development / growth)

Individual success.

Personal priorities align with in-

group priorities. Group success.

Joining a group:

What

assumptions do

we have about

how people join

groups?

People tend to belong to many

groups and are accustomed to

joining groups. Relationships

tend to be more superficial and

limited to a specific group. It is

easy to make friends and it is not

uncommon to join new groups.

People tend to have only a few

general ingroups (e.g. work

groups, universities, family,

community, etc.) that influence

their behaviour across situations.

This membership can impact

behaviour broadly and in many

aspects of a person’s life.

Different values standards are

applied to members in the group,

compared to people who are not

in the group.

Providing

support

What is

considered

supportive?

What can I do to support the

individual

Supporting the individual means

supporting the broader in-group

i.e. family.

Including

volunteers as

equal members

Allowing volunteers to choose

what they want to contribute

Equality comes from perception

of choice

Equality comes from shared

responsibility to contribute till it

is done…beyond, my part

Interviewing

Expect interviewee to sell

themselves, promote own

accomplishments

Will tend to describe

accomplishments in terms of

group effort rather than

individual effort

Task 6: Examining Expectations

Consider how these different orientations affect or impact volunteer recruitment and

placement, supervision, evaluation and recognition in your nonprofit/voluntary sector

organization.

Can you see your expectations reflected in the above list?

14


Cultural Values: Power Distance: Hierarchical and Egalitarian

Some cultures are high power distance cultures, or hierarchical. In these cultures, some

people have more power and influence than others and this power, which people accept,

is often emphasized. For example titles such as boss, teacher, professor rather than first

names. Those with power are expected to look after those beneath them and workers

called subordinates, expect to be closely supervised. They are not expected to take

initiative.

Other cultures are low power distance cultures, or egalitarian. In these cultures power

tends to be deemphasized by those who have it. For instance the boss may insist on being

called by his or her first name. Subordinates tend to be called co-workers, and are

rewarded for taking initiative. They do not like to be supervised too closely (micro-

managed). Power distance is also reflected in how formal or informal communication and

other behaviours are in the workplace.

Task 7: Self Assessment Put a mark along each continuum that best represents your views. Find out if your value

orientation toward power tends to be more hierarchical or more egalitarian. Remember all

cultures will have elements of both.

Low Power Distance

Egalitarian

High Power Distance

Hierarchical

I believe that all people are

basically equal and should be

treated the same.

I believe that people should

be treated differently

according to their place in

society.

I believe that power should be

shared throughout the society.

I believe that power should be

concentrated at the top.

I believe that followers should

question their leader when in

disagreement.

I believe that followers

should obey their leader

without questions.

I believe that a person’s

influence should be based

primarily on one’s ability and

contribution.

I believe that a person’s

influence should be based on

the authority of one’s

position.

15


Figure 2: National Culture variation for Power Distance

Power

Distance

Power

Distance

Power

Distance

Canada Total 39 Greece 61 Russia 93

Canada Quebec 55 Guatemala 95 El Salvador 66

Arab Countries 80 Hong Kong 68 Singapore 74

Argentina 50 Hungary 47 Slovakia 104

Australia 36 India 77 Slovenia 71

Austria 11 Indonesia 78 South Africa

(White)

49

Bangladesh 80 Iran 60 Spain 57

Belgium

Flemish

63 Ireland 28 Sweden 31

Belgium

Walloon

67 Israel 13 Switzerland

French

70

Brazil 69 Italy 54 Switzerland

German

26

Bulgaria 70 Jamaica 46 Taiwan 58

China 80 Japan 54 Thailand 64

Colombia 67 Korea (South) 60 Trinidad 49

Costa Rica 35 Luxembourg 40 Turkey 66

Croatia 73 Malaysia 104 United States 40

Czech

Republic

58 New Zealand 22 Uruguay 61

Denmark 18 Norway 31 Venezuela 81

East Africa 64 Pakistan 56 Vietnam 70

Ecuador 78 Panama 95 West Africa 77

Estonia 45 Peru 64 Malta 57

Finland 33 Philippines 94 Mexico 81

France 68 Poland 68 Morocco 70

Germany 35 Portugal 63 Netherlands 38

Great Britain 35 Romania 90

100 = High Power Distance (Hierarchical)

1 = Low Power Distance (Egalitarian)

Task 8: Community Assessment

Highlight the countries represented by immigrants to your community. Compare those

numbers to the numbers for Canada.

16


Power Distance and Volunteer Processes Look at the following comparison of hierarchical and egalitarian behaviours in a work

environment. From the above figure 2 we can see that Canada tends more toward an

egalitarian (or low power distance) orientation toward power.

Compared with hierarchical people,

EGALITARIAN people tend to:

Compared with egalitarian people,

HIERARCHICAL people tend to:

• Be empowered

• Provide infrequent updates to their

managers

• Make decisions without consulting their

managers

• Stop asking questions and are ready to

leave before hierarchical people

consider that they have been given

sufficient direction

• Prefer open-ended assignments

• Prefer general instructions and the

freedom to choose one’s own approach

• Prioritize tasks and responsibilities

based on urgency and importance

• Take extensive initiative; make

decisions and implement them without

checking with their managers first

• Feel relatively comfortable disagreeing

with their boss

• Be obedient

• Provide frequent updates to their

managers

• Ask more questions

• Keep asking questions after egalitarian

people consider that they have been

given sufficiently clear directions

• Ask their managers to make decisions

• Ask permission for small decisions,

such as leaving early for lunch or taking

office supplies from the supply room

• Prefer close-ended assignments

• Prefer detailed instructions and will

follow those instructions completely

• Prioritize tasks and responsibilities

based on the position and title of the

delegating person

• Report frequently to their managers and

verify that their managers concur with

their suggested direction

• Rarely, if ever, disagree with their boss

Task 9: Examining Expectations

Consider how these different orientations affect or impact volunteer recruitment and

placement, supervision, evaluation and recognition in your nonprofit/voluntary sector

organization.

Can you see your expectations for volunteer communication and behaviours reflected in

the above list?

17


Additional Resources

For more information on other cultural values dimensions check out these great

resources:

Fantino, Ana Maria., Cultures at Work: Intercultural Communication in the Canadian

Workplace The Muttart Foundation, 2006

Toolbox of Ideas for Smaller Centres: Attracting, Welcoming &Retaining Immigrants to

Your Community Resource Handouts 3-9

Laroche L. and Rutherford D. (2007). Recruiting, retaining and promoting culturally

different employees. Butterworth-Heinemann.

Hofstede.com

Storti C. (1999) Figuring Out Foreigners: A Practical Guide Intercultural Press, INC.

“I had a hard time

explaining what

volunteering is to my

parents (from China)”

Immigrant focus group participant

18


Module 2 Assessment How long did it take you to complete this module? __________ hours

Please return the following to Volunteer Alberta

(#217 10113-104 St., Edm., AB T5J 1A1, fax (780) 482-3310 or email

[email protected]):

• Module 2 Assessment (please use the back of this sheet if necessary)

• Responses (individually or from a group) to any 3 of the tasks in this module - please include

any recorded discussions, pictures, answers or interesting thoughts they may have invoked.

1. Overall impression Disappointed Very Satisfied

1 2 3 4

What were the topics and tasks you found most useful?

What were the topics and tasks you found least useful?

2. Usefulness

Not useful Very useful

1 2 3 4

From this module, the ideas most useful for my work in nonprofit/voluntary organizations are:

Skills/information I want to learn more about:

3. Module layout / Process

Need much improvement Excellent

1 2 3 4

Please provide comments for improvement and comments about what helped you

complete this independent study module.

4. What three questions are you left with after completing this module? 1.

2.

3.

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