Cross Cultural Communication

1. Cross Cultural Communication A theoretical approach

2. What is culture? “Culture -the attitudes and beliefs, ways of thinking, behaving and remembering shared by members of that community.” (Kramsch 1996).

3. What is culture? • Anthropological Culture The ways that people of a certain group behave/live among themselves. • High culture The art, music, theater, literature created by culture • Popular culture Contemporary music/films/trends

4. Surface culture Dress Clothing Gestures Music Art Architecture Deep culture Worldview Language Kinship systems Social organization What is culture?

5. Deep culture • Worldview Orientation toward religion, humanity, nature, and the universe. • Language Medium to transmit culture • Kinship systems Importance of different family roles and the relationships between family members • Social organization Importance of relationship among group members

6. The importance of Values • Cultural values identify behavioral characteristics that members of the society consider important and valuable. • Serve as a mechanism of social control by determining how members of a culture should behave. • Core values vs. peripheral values

7. The importance of values • Talk to a partner and discuss following questions: • What are some important values in Thai society? • What do you think are some important values in North American culture?

8. Dynamics of culture systems in one main culture • Individual members of one culture may differ in the values and adopt several sub-cultures. • Boundaries are only loosely defined Culture can be shared by people from different geographical locations. • Values and systems can change over time

9. Four Fundamental Patterns of Cultural Difference What is different? 1. Communication Styles 2. Attitudes toward conflicts 3. Decision making style 4. Social behavior What is hidden below the surface? 1. Beliefs 2. Values 3. Expectations 4. Attitudes

10. Geert Hofstede’s cultural dimensions • Dr. Geert Hofstede worked for IBM as Psychologist from 1967-73 Geert Hofstede's dimensions analysis can assist the business person or traveler in better understanding the intercultural differences within regions and between counties.

11. Individualism vs. Collectivism Individualism (IDV) focuses on the degree the society reinforces individual or collective, achievement and interpersonal relationships. A High Individualism ranking indicates that individuality is of most importance within the society. Individuals in these societies may tend to form a larger number of looser relationships. A Low Individualism ranking typifies Collectivist societies with close ties between individuals. These cultures reinforce extended families and collectives where everyone takes responsibility for fellow members of their group.

12. Individualistic societies Australia Canada UK New Zealand USA Netherlands Collectivist societies Costa Rica Guatemala Mexico Ecuador Most Asian countries Individualism vs. Collectivism

13. Power Distance  Power Distance Index (PDI) focuses on the degree of equality between people in the country's society. A High Power Distance ranking indicates that inequalities of power and wealth are accepted in society. These societies are more likely to follow a caste system that does not allow significant upward mobility of its citizens. A Low Power Distance ranking indicates the society de-emphasizes the differences between citizen's power and wealth. In these societies equality and opportunity for everyone is stressed.

14. Small Power Distance societies Student-centered education Teacher expects students to initiate communication Students may speak up in spontaneously in class Students allowed to contradict or criticize teacher Effectiveness of learning related to amount of two-way communication in class Outside class, teachers are treated as equals Younger teachers are more liked than older teachers Large Power Distance societies Teacher-centered education Students expect teacher to initiate communication Students speak up in class only when invited by the teacher Teacher is never contradicted nor publicly criticized Effectiveness of learning related to excellence of the teacher Respect for teachers is also shown outside class Older teachers are more respected than younger teachers Power Distance in Education Where do you think MUIC fits in?

15. Uncertainty avoidance Uncertainty Avoidance Index (UAI) level of tolerance for uncertainty and ambiguity within the society - i.e. unstructured situations. High Uncertainty Avoidance ranking indicates country has a low tolerance for uncertainty and ambiguity. This creates a rule-oriented society that institutes laws, rules, regulations, and controls in order to reduce the amount of uncertainty. A Low Uncertainty Avoidance ranking indicates the country has less concern about ambiguity and uncertainty and has more tolerance for a variety of opinions. This is reflected in a society that is less rule-oriented, more readily accepts change, and takes more and greater risks.

16. Weak Uncertainty Avoidance Societies Students feel comfortable in unstructured learning situations: vague objectives, broad assignments, no timetables  Teachers are allowed to say "I don't know" A good teacher uses plain language Students are rewarded for innovative approaches to problem solving Teacher are allowed to behave emotionally Teachers interpret intellectual disagreement as a stimulating exercise Teachers seek students' ideas Strong Uncertainty Avoidance Societies Students feel comfortable in structured learning situations: precise objectives, strict timetables Teachers are expected to have all the answers A good teacher uses academic language Students are rewarded for accuracy in problem-solving Teachers are expected to suppress emotions (and so are students)  Teachers interpret intellectual disagreement as personal disloyalty Teachers consider themselves experts who cannot learn anything from students - and students agree Uncertainty avoidance in Education

17. Masculinity/femininity • Masculinity/femininity (MAS) focuses on degree the society reinforces the traditional masculine work role model of male achievement, control, and power. A High Masculinity ranking indicates country experiences a high degree of gender differentiation. In these cultures, males dominate a significant portion of the society and power structure, with females being controlled by male domination. A Low Masculinity ranking indicates the country has a low level of differentiation and discrimination between genders. Females are treated equally to males in all aspects of the society.

18. Feminine Societies Teachers avoid openly praising students Teachers use average student as the norm  System rewards students' social adaptation  A student's failure at school is a relatively minor accident Students admire friendliness in teachers Students practice mutual solidarity  Students chose academic subjects in view of intrinsic interest Masculine Societies Teachers openly praise good students Teachers use best students as the norm System rewards students' academic performance A student's failure at school is a severe blow to his/her self-image Students admire brilliance in teachers Students compete with each other in class Students chose academic subjects in view of career opportunities MAS in Education

19. Long-Term Orientation Long-Term Orientation (LTO) focuses on the degree the society embraces, or does not embrace, long-term devotion to traditional, forward thinking values. High Long-Term Orientation ranking indicates the country prescribes to the values of long-term commitments and respect for tradition. This is thought to support a strong work ethic where long-term rewards are expected as a result of today's hard work. However, business may take longer to develop in this society, particularly for an "outsider". A Low Long-Term Orientation ranking indicates the country does not reinforce the concept of long-term, traditional orientation. In this culture, change can occur more rapidly as long-term traditions and commitments do not become impediments to change

20. Thailand compared to the USA http://www.kwintessential.co.uk/intercultural-business-communication/tool.php

21. Drawbacks of applying the Hofstede Model • To general: model has proven to be quite often correct when applied to the general population, but not all individuals or even regions with subcultures fit into one category. • How accurate is the data? The data has been collected through questionnaires, which have limitations. • Is the data up to date? How much does the culture of a country change over time, either by internal or external influences?

22. Cross Cultural CommunicationPractical implications

23. How we see other cultures • Influence of our own culture using our own cultural framework for interpretation • Result - a biased view which is may cause stereotypes

24. Dictionary definition of stereotype • “A fixed general image, characteristic, etc. that a lot of people believe to represent a particular type of person or thing.” (Collins Cobuild Dictionary)

25. Exercise • Exploring our own stereotypes: Look at following pictures and write down a few things that come to mind when you think about these people. Don’t worry about writing negative/offensive things.

26. Stereotyping 1.

27. Stereotyping 2.

28. Stereotyping 3.

29. Stereotyping 4.

30. Stereotyping • When someone claims that members of another culture all share the same, often inferior or offensive characteristics. • Israelis are rude. • Chinese are dirty. • Black people are uneducated, trouble makers, criminals etc. • Americans are fat

31. Types of stereotypes • racial e.g. African people or people with dark skin are criminals • gender e.g. women are bad drivers • age e.g. old people are said to be very forgetful • religion e.g. Muslims are violent/agressive • profession e.g. all lawyers are greedy

32. Where do stereotypes come from? • Parents and family • The media • Friends • Education (school, university) • Travel • Laziness • Fear • Envy • A sense of superiority • Lack of experience of people, etc.

33. Person who is culturally more… …can perceive behavior of foreigners from other cultures as… How we see other cultures

34. Cross-cultural Communication • Cross-cultural Communication is the process of sending and receiving messages between people whose cultural background could lead them to interpret verbal and non-verbal signs differently.

35. Why is Cross-Cultural Communication important ? Globalization: Cross border movement of people, goods and data brings more and more cultures into contact with one another and increases the potential of cross culture communication. • Business Opportunities • Job Opportunities • Improves the contribution of employees in a diverse workforce • Sharing of views and ideas • Talent improvisation • An understanding of diverse market

36. High Context and Low Context Cultures High Context Culture:- Cultures that rely heavily on non-verbal and subtle situational cues in communication. Low Context Culture:- Cultures that rely heavily on words to convey meaning in communication. Edward Hall

37. High Context and Low Context Cultures

38. Body Language • 80% of our communication is non-verbal. • Gestures:

39. Culture Shock Culture shock refers to the anxiety and feelings (of surprise, disorientation, uncertainty, confusion, etc.) felt when people have to operate within an entirely different cultural or social environment, such as a foreign country. Source: Wikipedia

40. Stages of culture shock • Honeymoon Phase -differences between the old and new culture are seen in a positive light, wonderful and new. For example, an individual might love the new foods, the pace of the life, the people's habits, the architecture and so on.

41. Stages of culture shock • Irritation and HostilityAfter the initial excitement is over, more and more dissimilarities are noticed between the foreign country and home. The initial curiosity and enthusiasm turn into irritation, frustration, anger, and depression. Minor inconveniences can lead to serious distress

42. Stages of culture shock • Gradual Adjustmentgradual adaptation to the new culture over time. Persons begin to orient themselves and are able to interpret some of the subtle cultural clues and cues. Culture seems more familiar and more comfortable. They will feel less isolated, and their self-confidence will return.

43. Stages of culture shock • Adaptation or Bi-CulturalismFull recovery has occurred. Ability to function in two cultures with confidence. persons will find they enjoy some of the very customs, ways of doing and saying things, and personal attitudes that bothered them so much in phase two. persons may not realize how well they have adjusted to the new culture until returning home, at which point they may well experience reverse culture shock.

44. Overcoming cross cultural communication barriers Tips for improving cross cultural communication • Observe but don’t interpret according to your own culture –don’t form stereotypes • Don’t assume you understand non-verbal signals • Don’t take behavior personally even if it’s insulting in your culture • Develop an awareness of your own non-verbal signals and how they might be offensive • Understand your own stereotypes and learn about other cultures with openness. • Don’t evaluate behavior as good or bad • Accept the fact that cross cultural communication causes stress