CD Method Developing Competencies by DHS
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CD Method – How the process works and develops competencies within us When I was at the CD training in NY, it seems that this question got raised. And we were encouraged to "trust the process," even though, we didn't know the specific Values, etc. at work in the critical incidents. Can you comment more on this. In "real time" there will be many instances -- most instances -- where we won't have a Values Lens in front of us. How can we ensure some degree of accuracy in our evaluation of the situation. • One key skill of intercultural competence is the ability to delay judgment, back up, and try to imagine what could possibly be a positive intention behind an action that might appear negative to the observer—to envision an alternative worldview, another way of looking at things, another “right” way to be in the world, another culture. • Over time the interculturally competent person develops the ability to generate numerous possible constructive motivators of behavior—the more the better. It’s like a brainstorm. Accuracy is not so important. At least it is not so important while someone is learning the process. The key is to identify possible positive intentions. • The next step will then be to dialogue with the person involved, to understand their intentions and better collaborate with that person. Or, to speak with a cultural informant, who would be a member of that culture, or someone very fluent in the culture, to help you understand the motivators. In a classroom setting this can be done by inviting in someone from the culture, but that is only needed if one is teaching culture-specific competence. Meaning, if someone is teaching people how to succeed in business in Brazil, it’s advisable to have a Brazilian business person present to explain and make sure participants respond accurately • If someone is teaching culture-general competence, the ability to collaborate across cultures, to manage remote employees or virtual teams, then the process is the key, not the accuracy of the match between values and behaviors. As people work together in multicultural teams, they can use the CD process to debrief their misunderstandings, and to plan how they will collaborate together. • Values Lenses teach people that they can make major strides in understanding other people and foreign situations even without culture-specific knowledge (because they work on the incidents prior to seeing the Values Lens). But, culture-specific knowledge is also necessary and helpful, and the Lenses can help with that. But, the biggest key to collaboration is to get to know colleagues as individuals (influenced by multiple cultures), learn to learn with them and from them, learn to teach them our intentions (culturally influenced as well), and learn to collaborate with them. These are the three capacities of the CD process: subjective culture/know ourselves, cultural literacy/get to know others, and cultural bridge.
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Transcript of CD Method Developing Competencies by DHS
CD Method – How the process works and develops competencies within us When I was at the CD training in NY, it seems that this question got raised. And we were encouraged to "trust the process," even though, we didn't know the specific Values, etc. at work in the critical incidents. Can you comment more on this. In "real time" there will be many instances -- most instances -- where we won't have a Values Lens in front of us. How can we ensure some degree of accuracy in our evaluation of the situation.
• One key skill of intercultural competence is the ability to delay judgment, back up, and try to imagine what could possibly be a positive intention behind an action that might appear negative to the observer—to envision an alternative worldview, another way of looking at things, another “right” way to be in the world, another culture.
• Over time the interculturally competent person develops the ability to generate numerous possible constructive motivators of behavior—the more the better. It’s like a brainstorm. Accuracy is not so important. At least it is not so important while someone is learning the process. The key is to identify possible positive intentions.
• The next step will then be to dialogue with the person involved, to understand their intentions and better collaborate with that person. Or, to speak with a cultural informant, who would be a member of that culture, or someone very fluent in the culture, to help you understand the motivators. In a classroom setting this can be done by inviting in someone from the culture, but that is only needed if one is teaching culture-specific competence. Meaning, if someone is teaching people how to succeed in business in Brazil, it’s advisable to have a Brazilian business person present to explain and make sure participants respond accurately
• If someone is teaching culture-general competence, the ability to collaborate across cultures, to manage remote employees or virtual teams, then the process is the key, not the accuracy of the match between values and behaviors. As people work together in multicultural teams, they can use the CD process to debrief their misunderstandings, and to plan how they will collaborate together.
• Values Lenses teach people that they can make major strides in understanding other people and foreign situations even without culture-specific knowledge (because they work on the incidents prior to seeing the Values Lens). But, culture-specific knowledge is also necessary and helpful, and the Lenses can help with that. But, the biggest key to collaboration is to get to know colleagues as individuals (influenced by multiple cultures), learn to learn with them and from them, learn to teach them our intentions (culturally influenced as well), and learn to collaborate with them. These are the three capacities of the CD process: subjective culture/know ourselves, cultural literacy/get to know others, and cultural bridge.
