diversity at work a cross-cultural training manual for literacy tutors, volunteers and practitioners...
TRANSCRIPT
DIVERSITY AT WORK
A Cross-Cultural Training Manual forLiteracy Tutors, Volunteers and
Practitioners
May, 2000RESEARCHED AND PRODUCED BY THE CANADIAN CENTRE ON MINORITY AFFAIRS WITHFINANCIAL ASSISTANCE FROM THE NATIONAL LITERACY SECRETARIAT.EDITOR AVRIL ROBINSON
Agenda• Section A - • Section C – Introduction and Dynamics Of Culture Objectives - What is culture - Workshop Objectives - Why culture is important
- Caveats about culture
• Section B - - Cultural diversity Diversity At Work - Understanding Cultural - What diversity means Conditioning - Why diversity is an important issue • Section D – - Demographic change Action Steps - A new client base - Implications for Tutors - Diversity on literacy - Next Steps organizations
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Section A
IntroductionAnd Objectives
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Introduction
Increased diversity of client baseAll tutors are affectedEffective interaction with diverse people essential to achieve work objectivesGreater awareness and understanding of diversity needed to meet the challenge
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Workshop Objectives
To assist tutors to better understand the culture values and beliefs of their clients as well as their own beliefs and valuesTo increase awareness of the impact of cultural differences on behaviors and expectations of clients and tutorsTo identify ways in which tutors can improve communication with clients from diverse backgrounds to better achieve vocational rehabilitation objectives
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Section B
DiversityAt Work
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What Diversity Means
Inborn/hard to changeImpact early learning, values/beliefsShape self image and world viewCondition access and opportunities
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Secondary Dimensionsof Diversity
Work BackgroundEducationFunctional StatusParental StatusGeographic LocationReligious BeliefsSexual OrientationMarital Status
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Why Is Understanding DiversityImportant?
The traditional client base has changedDiversity has an impact on the client-tutor relationshipFailure to adapt to change =lower learning effectiveness
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Understanding Diversity Means
Creating an environment in which:
– Client needs can be accurately assessed– Learning objectives can be achieved– Cultural and other differences are not
barriers to good client-tutor relations
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The Context: SignificantDemographic Change
A new client base
More womenMore immigrantsMore cultural, racial, linguistic and religious diversityDifferent values and beliefs
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Your New Client Base
Women as % of Labour Force- Canada
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Your New Client Base
Immigrants in Canadian Cities
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Your New Client Base
Top Ten Source Countries forImmigration 1981-1991
Number %1. Hong Kong 96,540 7.82. Poland 77,455 6.33. P.R. of China 75,840 6.14. India 73,105 5.95. United Kingdom 71,365 5.86. Vietnam 69,520 5.67. Philippines 64,290 5.28. United States 55,415 4.59. Portugal 35,440 2.910. Lebanon 34,065 2.8Total 1,238,455 100.00
Source: Statistics Canada, 1991 Census of Canada
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Your New Client Base
Visible Minorities in Canadian Cities
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Your New Client Base
Destination of Immigrants to Canada
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Representation of Key ClientGroups - 1991
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Demographic Bottom Line
Female, minority and aboriginal clients will be an increasing part of your caseload to the year 2000 and beyondClient expectations will differ significantly from the pastTeaching approaches will have to be examined and modified
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Diversity At Work
Small Group Exercise
Make notes about aspects of diversity that you have experienced at teaching. Give examples of how this has affected you as a tutor. Talk about this in your small groups.
Aspects of Diversity Examples of Affects on Teaching
1. Gender- ___________________________ neutral structure ___________________________
___________________________2. Race ___________________________ ___________________________ 3. Age ___________________________ ___________________________4. Ethnicity ___________________________
___________________________5. Language ___________________________ ___________________________6. Religion ___________________________
___________________________7. Education/Learning ___________________________
___________________________8. Work Experience ___________________________ ___________________________9. Other ___________________________
___________________________ ___________________________
Diversity At Work
Small Group Exercise
Questions:1. How has diversity affected the way you
think about and behave with clients?2. What advantages and disadvantages
have resulted from this diversity?
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Diversity At Work
Advantages and Disadvantages of Group Diversity
Advantages Disadvantages
Diversity Permits Increased Diversity Causes Lack ofCreativity Cohesion• Wider range of perspectives • Mistrust• More and better ideas • Lower interpersonal attractiveness• Less “groupthink” • Stereotyping
Diversity Forces Enhanced • More within-culture conversations
Concentration to • Miscommunication
Understand Others’ • Slower speech ( non-native speakers) and • Ideas translation problems• Meanings • Less accurate• Arguments • Stress
• More counterproductive behaviour • Less disagreement on content • Tension
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Diversity At Work
Advantages and Disadvantages of Group Diversity
Advantages Disadvantages
Increased creativity Lack of Cohesion Causes Can Lead to Inability to• Better problem definitions • Validate ideas and people• More alternatives • Agree when agreement is needed• Better solutions • Gain consensus on decisions• Better decisions • Take concerted action
Groups Can Become Groups Can Become• More effective • Less efficient• More productive • Less effective
• Less productive
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Section C
DynamicsOf Culture
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What is Culture?
Collective conditioning of thought and behaviour which distinguishes one human group from anotherThe sum of the common characteristics that influences what a group believes and values, and how it thinks and behaves in response to its environment
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What is Culture?
Something shared by all or almost all members of a groupSomething that older members of the group pass on to younger membersSomething that structures perceptions of the world and shapes behaviour
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What is Culture?
A complex whole that includes
•Knowledge •Values/morals•Belief •Customs•Art •Habits•Law •Capabilities
•Individual and group identity
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Why is Culture Important?
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Why is Culture Important?
Values• People express culture through the views they hold about what’s important about life and the world around them
Attitudes • What people see as important affects what they think and how they react to a given situation
Behaviour • What people think and how they react to a situation determines how they will behave
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Why is Culture Important?
Learning how to act and how to expect others to act
Provides a world view which affects:•How people see themselves as individuals and members of a group•What’s considered right and wrong•How authority is viewed•How comfortable people are interacting outside the group•How much feelings and emotions are shown publicly and privately•How important education is•Which career or work is chosen•What appropriate roles are for women and men•How direct or indirect people are in communication
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Cultural Conditioning
Learning how to act in society and how to expect others to act
Four stages of cultural conditioning• 0-7 years: Imprinting. Behaviour patterns are established through association with significant people in our lives. We observe and adopt the behaviours of those who surround us.• 8-13 years: Co-modelling. We take on the behaviour characteristics of those we admire, a form of hero worship.• 14-20 years: Peer group influence. We strive to be part of the “in crowd” and adopt those behaviours perceived to be acceptable to this group.• 21+ years: Significant emotional event. Behaviour change is a result of some traumatic event that alters the established view of the world.
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Cultural Conditioning
Imprinting An individual’s family preferences
become the unquestioned valuesof children at this age
Co-Modelling A conscious effort to seek outand emulate the
characteristicsof others
Peer Group Constantly challenging and purposefully shedding
Significant Mostly established
Transition The exclusionary patterns learned as children become conditioned
reflexes of adults
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Caveats About Culture
Everyone is part of a culture where certain behaviours are favoured and others are notThere is diversity within culturesThere are similarities between culturesCultural conditioning is an ongoing processCultural perspectives are limiting• Appreciate what is familiar• Judge critically what is differentSome cultural learning is misinformation
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Key Points
Identify your own cultural biasesAvoid stereotyping • Culture helps explain group attitudes and behaviour, but not all of the group all of the timeExperience and study are needed to understand the roots and assumptions of any cultureWorking cross-culturally requires an open mind and flexible behaviourSome cultural beliefs and assumptions have to be unlearned
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Understanding CulturalConditioning
Ten Aspects of Culture
1. Sense of self and space 4. Food and eating habits
• Proximity • Religious rules
• Familiarity • Taboos
• Formality • Practices
2. Communication and 5. Time and time
language conscious
• Non-verbal • Linear and finite vs. elastic
• Direct vs. Indirect and relative
• Gestures • Tasks vs. relationships
3. Dress and appearance
• Purpose: status symbols vs.
Self-expression
• Hair and head covering
• Body odour NOTES:
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Understanding CulturalConditioning
Ten Aspects of Culture (continued)
6. Relationships 9. Mental processes and learning • Family role and structure • In control vs. fate and luck7. Values and norms • Logical cause and effect vs. • Individual freedom and intuition and holistic thinking achievement and harmony • Learning style • Competition vs. cooperation10. Work habits • Privacy • Work as a calling vs. • Loyalty to abstractions vs. a necessary evil Individuals • Status of different kinds of work • How respect is shown • Value placed on different kinds8. Beliefs and attitudes of rewards • Religious beliefs • Initiative and self-direction vs. • Roles of women and men do as directed • Authority
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Understanding Cultural ConditioningComparing Ten Aspects of Culture
Aspects of Mainstream North Other Culture American Culture Cultures
1. Sense of self Informal Formal and space Handshake Hugs, bows, handshakes
2. Communication Explicit, direct Implicit, indirect and language communication communication
Emphasis on content- Emphasis on content-meaning found in words meaning found around
words
3. Dress and “Dress for success” ideal; Dress seen as a sign of appearance wide range in accepted position, wealth,
dress prestige; religious rites
4. Food and Eating as a necessity- Dining as a social eating habits fast food experience; religious rites
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Understanding CulturalConditioningComparing Ten Aspects of Culture ( continued)
Aspects of Mainstream North OtherCulture American Culture Cultures
5. Time and time Linear and exact time Elastic and relative time consciousness consciousness consciousness
Value on promptness- Time spent on enjoymenttime= money of relationships
6. Relationships, Focus on nuclear familyFocus on extended family family, friends Responsibility for self Loyalty and responsibility
Value on youth, age seen to familyas handicap Age given status
and respect
7. Values and Individual orientation Group orientation norms Independence Conformity
Preference for direct Preference for harmonyconfrontation of conflict
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Understanding CulturalConditioningComparing Ten Aspects of Culture ( continued)
Aspects of Mainstream North OtherCulture American Culture Cultures
8. Beliefs and Egalitarian; challenging Hierarchical; respect for attitudes of authority authority and social order
Individuals control their Individuals accept theirdestiny destinyGender equity Different roles for men and
women
9. Mental Linear, logical, sequential Lateral, holistic, simultaneous
processes and Problem-solving focus Accepting of life’s difficulties
learning style Emphasis on relationships
10. Work habits Emphasis on task Rewards based on seniority, and practices Rewards based on relationships
individual achievement Work is a necessity of lifeWork has intrinsic value
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Hife Grid
Four Primary Cultures
Group Boundaries High High
Low
Hierarchical EgalitarianInstitutionalized authority Authority by consentEach person has their role Anyone can perform any roleInequality based on differences at birth Inequality based on difference is minimizedGroup more important than the individual Both individual and group are important Decisions made for group well- being Decisions are negotiated to achieve Work an expression of group solidarity “win-win”
Orientation toward the past Work benefits individual and society Present and future orientation
Low High
Individualistic FatalisticSelf-regulation is the ideal Authority lies outside the groupRoles are self-determined Roles are assignedInequality based on survival of the fittest Inequality based on distance from powerIndividual more important than the group Group more important than the individualDecisions benefit individual interests Decisions are based on rules that can’t be
Work is for personal gain changedOrientation toward the present Work is a necessary evil
Orientation toward the future Low
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Group
Rules
Cultural Proverbs
“A nail that sticks up is hammered down”“It’s every man for himself”“All for one and one for all”“What will be, will be”“God willing”“It’s not whether you win or lose it’s how you play the game”“Might makes right”“Live and let live”“Respect your elders”“Some live to work, I work to live”
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Small Group Exercise
Apply your understanding about differences in cultural conditioning to your own situation. Analyze your own conditioning in each of the ten areas; then analyze what you think one particular client’s conditioning has been.
Aspects of Culture Cultural Conditioning Cultural ConditioningYOU YOUR CLIENT
1. Sense of self and ____________________ ____________________ space ____________________ ____________________
____________________ ____________________2. Communication ____________________ ____________________ and language ____________________ ____________________
____________________ ____________________3. Dress and ____________________ ____________________ appearance ____________________ ____________________
____________________ ____________________4. Food and eating ____________________ ____________________ habits ____________________ ____________________
____________________ ____________________5. Time and time ____________________ ____________________ consciousness ____________________ ____________________
____________________ ____________________6. Relationships, ____________________ ____________________ family, friends ____________________ ____________________
____________________ ____________________7. Values and norms ____________________ ____________________
____________________ ____________________8. Beliefs and attitudes ____________________ ____________________
____________________ ____________________9. Mental processes ____________________ ____________________ and learning style ____________________ ____________________
____________________ ____________________10. Work habits and ____________________ ____________________ practices ____________________ ____________________
____________________ ____________________
Questions
1. Which areas where there have been differences in culturalconditioning and expectations may be causing problems?
2. How could you use this information to overcome some of these cultural barriers?
3. What are you willing to do or expect differently in order to clear up any misunderstandings or erroneous assumptions?
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Cross-Cultural Hot Buttons
Discounting or refusing to deal with womenSpeaking in a language other than EnglishBringing whole family/children to classesRefusal to shake hands with womenNo nonverbal feedback (lack of facial expression)No eye contactSoft, “dead fish” handshakeStanding too close when talking
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Cross-Cultural Hot Buttons(cont’d)
Heavy accent or limited English facilityComing late to classes or being unavailableWithholding or not volunteering necessary informationNot taking initiative to ask questionsCalling/not calling you by your first nameEmphasizing formal titles in addressing peopleUnwillingness to make quick decisionsOffering “foreign” food and beverages
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Section D
ActionSteps
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Implications for Tutors
Understanding where you and your client are coming from can enable you to find better ways to support and motivate your clients and use the teaching relationship more effectively
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Next Steps
Enhance your ability to recognize, describe and understand the differences you encounter
Become aware of your own assumptions and stereotypes without allowing them to limit your expectations and actions
Develop ways to modify your own thinking and behaviour to meet client and organizational needs
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