Some notes on a course I recently took as a volunteer with the Canadian Executive Services Overseas or CESO.  Overall, a good course that was not too preachy and had useful information when working in different cultures.  Highlights are as follows. 

Reaction to a New Culture

There are three common reactions when coming into contact with a new culture: Confront, Complain or Conform.  I would suggest that there is a fourth reaction: Balkanize.  That is remain apart from the culture.  

Nine Competencies of an Inter-culturally Effective Person (IEP)

1. Adaptation skills – IEPs have the ability to cope personally, professionally, and in their family context with the conditions and challenges of living and working in another culture.
2. An attitude of modesty and respect – IEPs demonstrate modesty about their own culture’s answers to problems and a respect for the ways of the local culture, are humble about their knowledge of the local context, and are therefore willing to learn much and consult with locals before coming to conclusions on issues.
3. A understanding of the concept and culture – IEPs have an understanding of the concept of culture and the pervasive influence it will have in their life and work abroad.
4. Knowledge of the host country and culture – IEPs possess knowledge of the host country and culture and try constantly to expand that knowledge.
5. Relationship-building – IEPs possess good relationship-building skills, both social/personal and professional.
6. Self-knowledge – IEPs possess knowledge of one’s own background, motivations, strengths and weaknesses.
7. Intercultural communication – IEPs are effective intercultural communicators.
8. Organizational skills – IEPs strive to improve the quality of organizational structure, processes, and staff morale, and promote a positive atmosphere in the workplace.
9. Personal and professional commitment – IEPs have a high level of personal and professional commitment to the assignment and the life experience in another culture.

Culture Shock

• The feeling of disorientation experienced by someone who is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.
• Indicates awareness and a need to adjust your usual context.
• Four classic stages of culture shock that are often represented by a U-shaped curve.
• Shorter exposure to a culture may accelerate movement through the stages or one may remain in one of the early stages.

• Stage 1 Honeymoon: During the honeymoon stage, you are overwhelmingly positive about this new adventure. The new sights, sounds, foods, people and culture are all exciting.
• Stage 2 Frustration: At this stage, you may begin to be frustrated. This is culture shock. Things are not working like they do at home, you do not understand the language, the food is not to your liking, you don’t understand what is going on.
• Stage 3 Adjustment: Slowly you begin to adjust to the new culture. You take part in activities, make some friends, enjoy the local music and food, start to understand how to get things done.
• Stage 4 Acceptance: You are now comfortable in your new environment and are able to live and work happily and effectively.

Cultural Competence

There are stages one goes through to achieve cultural-competence. Even though you may be culturally competent in one culture, you may not be in another. These steps all over again, each time you enter a new culture!

1. Unconscious Incompetence = unaware of any cultural differences
2. Conscious Incompetence = aware of cultural differences but not sure how to adapt
3. Conscious Competence = aware of cultural differences and try to adapt your own behaviour
4. Unconscious Competence = aware of cultural differences, but no longer have to think about how to adapt, it is now second nature.

Developmental Model of Intercultural Sensitivity

The Developmental Model of Intercultural Sensitivity (DMIS) was created by Dr. Milton Bennett. This model was created as “a framework to explain how people experience and engage in cultural difference”. The model moves from no previous contact with other cultures to full integration with six stages:

1. Denial = cultural difference is not perceived at all
2. Defense = cultural difference is perceived in stereotypes, us vs. them
3. Minimization = assumes one’s own worldviews are universal
4. Acceptance = awareness that there are many worldviews, though these may still be negative
5. Adaptation = demonstrates appropriate cultural behaviour in another culture
6. Integration = can now easily move between cultural worldviews

Six Cultural Dimensions

There are six ways that they found cultures can differ with some overlap between the dimensions.

1. Individual vs Group orientation

GROUP

• Harmony and solidarity
• Starts with “we”: mutual support, loyalty, preserving the honour of the group
• General agreement: people take time to consult
• Group cohesion and stability, distinguishing oneself is poorly viewed

INDIVIDUAL

• Autonomy and responsibility
• It starts with “I”: each is accountable for his/her own choices and actions
• Delegation of power: one representative answers for the group
• Individual achievement, distinguishing oneself is seen as a positive

2. Hierarchy vs Equality

HIERARCHY

• Hierarchical distance ensures order, security, stability
• Leaders ask for loyalty; subordinates ask for protection
• Power conferred socially; age, gender, class, function, wealth
• Power, privilege, status symbols (title, diploma, clothing) and protocol regarded as appropriate

EQUALITY

• Hierarchical proximity encourages innovation and mobility
• Leaders expect commitment of subordinates; subordinates expect consultation
• Power earned through merit; expertise, leadership, influence
• Power, privilege, status symbols (title, diploma, clothing) and protocol inconspicuous

3. Linear time vs Circular time

LINEAR

• Time is linear and segmented
• Time must be planned (agenda); punctuality indicates respect and efficiency
• Tasks are done one at a time; areas of activity (family, work, hobbies) are separated
• Time is money; it can be lost, gained, wasted

CYCLICAL

• Time is cyclical
• Time is submitted to an uncertain future; punctuality is relative – people come first
• It is appropriate to do several things at once; areas of activity (family, work, hobbies) are open to each other
• Time is a gift; there will always be more of it

4. Direct vs Indirect Communication

How we prefer to communicate is culturally bound and taught, e.g.: direct communication = no “beating around the bush” versus indirect = message is implicit but may not be stated directly?

DIRECT

• Words carry most of the meaning; clear, concise
• Priority given to the message; truth, a duty to be transparent
• Modes of communication are direct: feedback, paraphrasing
• Yes means yes, no means no

INDIRECT

• Context carries a lot of the meaning: who, when, in what circumstances?
• Priority given to the receiver: face, a duty to respect
• Modes of communication are indirect: clues, proverbs, mediation, negotiation
• Yes may mean perhaps, I will try because it is you…

5. Rules vs Relationships

Some cultures value rules more than relationships, and some value relationships more than rules. Canadians, in general, value rules before relationships, and this can be seen in the laws we create.

RULES

• Contracts, rules and laws ensure trust
• To be fair, rules must be applied equally to all
• Agreement details are written, explicit, legally binding, independent of signators
• Justice consists of treating all similar cases identically

RELATIONSHIPS

• Harmonious relationships inspire trust
• To be fair, rules must be applied flexibly, depending on the context: who, when, where?
• Agreements are oral, general, open to change, bound up by identity of the signators
• Justice consists in treating each case based on its circumstances

6. Internal control vs External Control.

Some cultures feel that each person is in control of their own life and future (internal), while others believe destiny, or a higher power, is in control (external). The theorists call this locus of control. Canadians, in general, prefer an internal locus of control. This may be due to our geography and history, a large country with a small population of mostly people who came from somewhere else at some time. Indigenous Canadians may prefer a more external approach.

INTERNAL CONTROL

• Results-based management
• Humans are in charge of their destiny
• In development: pro activity and control
• We are self-oriented: own beliefs, organization and goals

EXTERNAL CONTROL

• *Process-based management
• Humans comply to their destiny
• In development: flexibility and patience
• We are oriented towards others: the leader, the colleague, the client