blooming where transplanted: accelerating performance/cultural competence of new minnesotans...
TRANSCRIPT
Blooming Where Transplanted: Accelerating Performance/Cultural Competence of New Minnesotans
Presenters:Arlene Anderson, Essentia Health
Veronica Quillien, Duluth Public Schools
Session Objectives
1. Identify 5 cultural factors that trainers must recognize and integrate into training practices.
2.Exchange “cultural transplant” best practices with other training professionals.
4 Rounds
1.What is your name and role?
2.Why are you interested in this topic?
3.What do you already know about this topic?
4.What question did you come with today?
Hofstede’s Factors
Power: --The degree to which
a culture accepts or rejects unequal power distribution
Training Implications:
If culture is low power/distance:
Minimize inequalities among people
If culture is high power/distance:
Inequalities are expected and desired
Hofstede’s, Continued Self: Individualism
vs. Collectivism-- Whether the person
and his/her rights are seen as more important than the rest of the group and vice versa
Training Implications
If culture is individualistic:
Use of individual opinions expected
Independent self emphasized
If culture is collectivist:
Reliance on social group opinion
Interdependent self emphasized
Hofstede’s, Continued Gender index:
--“Male” aspect of continuum = High earnings, recognition, advancement, and challenges are valued
--“Female” aspect of continuum = Manager relationships, cooperation, living area, and employment security are valued
Training Implications:
If culture is “male” oriented
Relate learning to achievement of earnings, recognition and advancement
If culture is “female” oriented
Relate learning to relationships and quality of life
Hofstede’s, Continued
Uncertainty Avoidance: -- The extent to which
the members of a culture feel threatened by ambiguous and unknown situations
Training Implications:If culture is strong uncertainty avoidance:
Expect preference for familiar tasks and approaches
If culture is weak uncertainty avoidance:
Learners will be more comfortable with unfamiliar risks
Hofstede’s, Continued
Time: -- Degree of emphasis
on the future; long- vs. short-term orientation
Training Implications
If culture has short-term orientation: Emphasize possibility for quick results
If culture has long-term orientation: Emphasize sustained efforts toward results
5 Factors Summary
• Power: High vs. Low
• Self: Individualism vs. Collectivism
• Gender: Masculine vs. Feminine
• Uncertainty Avoidance: High vs. Low
• Time: Short term vs. Long term
Bridging Cultural DifferencesCultural Dimensions Issue
Individualism vs. Collectivism How Identity is maintained
Equality vs. hierarchy How Power is distributed
Achievement vs. Ascription How Status is conferred
Risk taking vs. Security How Ambiguity is tolerated
Task vs. Relationship How Goals are accomplished
Universal vs. Particular How Rules are followed
Future vs. Past How Decisions are made
Monochronic vs. Polychronic How Time is managed
Direct vs. Indirect How Problems/conflicts are solved
Emotional Expressive vs. Emotional Restraint How Emotions are expressed
Cooperative vs. Competitive How Activity is organized
Spiritual vs. Secular How Religious identity is formulated
Deductive vs. Inductive How Logic is formulated
Tight vs. Loose How Norm deviation is permitted
Formal vs. Informal How Relationships develop
Communicating & WorkingAcross Cultures
Communication style:
Context dictates how the listener should accept and interpret verbal messages
Intercultural communication:
Interaction between people of different cultural backgrounds
Intercultural competence:
The ability to function effectively and appropriately while interacting across cultures.
Linear:• To the point
• Meaning is explicit
Implication for training:
Be brief
Phrase your ideas with “the point is …”
Provide explanation to clarify as needed
Be concise & explicit
Communicating & Working Across Cultures
Implication for training: Build story to create meaning. Let story drive the point Let another individual interpret the message
Circular:• Communication around the point• Point is unstated• Meaning is implicit • Non-verbal & verbal determine understanding
Communicating & Working Across Cultures
Direct
Message is clear
Being direct means being honest
Respect is granted
Implication for training
Respect time
Don’t avoid issue
Get to the point
Communicating & Working Across Cultures
Implication for training
Respect other’s feelings Don’t put people on the spot Don’t be direct
Indirect
• Message is subtle• Rely on non-verbals, stories• Being indirect means being polite and respectful
Communicating & Working Across Cultures
Low context
Context not assumed to be known
Meaning is clear
Meaning is precise
Implication for training
Communicate clearly & fully
Foster clear understanding
Communicating & Working Across Cultures
Implication for training
Acknowledge other’s understanding of situation
Leave understanding to the other person
High context
• Context is assumed to be known• Could be insulting to have a clear & precise meaning• Meaning is conveyed through context
Communicating & Working Across Cultures
Create a Training Checklist
Get into groups of 4-5
Resources
Blooming Where Transplanted: Accelerating Performance/Cultural Competence of New Minnesotans
Presenters:Arlene Anderson, Essentia Health / [email protected]
Veronica Quillien, Duluth Public Schools / [email protected]