Cross-Cultural Competency multilevel model of culture (Glikson and Erez, 2013) Cross-cultural...
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Transcript of Cross-Cultural Competency multilevel model of culture (Glikson and Erez, 2013) Cross-cultural...
Cross-Cultural Competency First in a series of three sessions sponsored by
Office of Faculty Affairs English Language Programs
Office of Postdoctoral Affairs Division of Biology & Biomedical Sciences BJC Office of Diversity, Inclusion & Equity
Panel Discussion, Cultural Competency in Pre-Clinical Settings Wednesday, April 13, 1 p.m. – Holden Auditorium Panel Discussion, Cultural Competency in Clinical Settings Thursday, April 21, 11 a.m. – Holden Auditorium
Presenter
Presentation Notes
Before we get started today, I want to point out that today’s session is the first of three sessions that will address cultural competency.
Spoken and written communication
Workplace settings
Communication with colleagues
Challenges associated with cultural differences
Recognizing and dealing with the difference
Cross-Cultural Competency in Research, Pre-Clinical, and Clinical Settings
Structural multilevel model of culture (Glikson and Erez, 2013)
Presenter
Presentation Notes
Cross-cultural competency can mean many things, so I want to specify how I’ll focus things today. First, I want to make clear that working in an environment with people from a variety of cultural backgrounds brings many, many advantages. That could be a long discussion in and of itself. We’ll be delving into the challenges today, but I just wanted to state from the start that the reason we’re confronting the challenges of handling these cultural differences is because the payoff is worth it. I’ll mainly be talking about cultural differences in terms of the communication challenges that can come with them. Second, I’ll be referring mainly to communication challenges within the workplace, between colleagues. The workplace in our sense could be a lab, an office, a clinical setting, or a classroom. For many of you, I would imagine that your workplace extends around the world in a virtual realm through disciplinary or interdisciplinary ties and collaborations, so you might even find that some of what we talk about applies there. “Colleagues” in this sense can mean your peers, whether that is fellow students, fellow faculty, or fellow staff, and it could also mean anyone above or below you in the organizational hierarchy. That hierarchy could be an official one or just an unofficial pecking order. Finally, the research I’m drawing on to present a framework for understanding cultural differences focuses on differences between “national” cultures. However, we’re going to talk about a method of looking at and working through cultural differences that can be useful regardless of the source of the difference. We are all influenced by multiple cultures—one or more national cultures, regional cultures, “ethnic” cultures, organizational cultures, disciplinary cultures, and so on. This model reinforces that we’re probably all working in multicultural teams in some sense all the time.
Where Challenges Might Arise
Expressing disagreement or telling someone they are wrong Asking for help Solving problems as a group
Expressing ambition and desire to achieve
Using humor, idioms, and colloquial language
Conversing about non-work matters
Taking and giving credit
And...?
Planning vs. changing plans
Demonstrating trust vs. ensuring accountability
Cross-Cultural Competency in Research, Pre-Clinical, and Clinical Settings
Presenter
Presentation Notes
Within a work environment, these are some situations where communication challenges can come up. As you can imagine, the implications if things go wrong are significant and could affect not only individual and group productivity, but employee and patient safety.
Your role, setting, and experience Framework for discussing cultural differences
Scenarios Reflections and solutions
Cross-Cultural Competency in Research, Pre-Clinical, and Clinical Settings
Presenter
Presentation Notes
To make our session as practical and concrete as possible, I want to get a sense of your experience with intercultural interactions, especially in academic and research settings. Then we’ll touch just a bit on some theory in order to have a framework and vocabulary for talking about cultural differences. Then we’ll look at a couple of scenarios involving intercultural miscommunication or misunderstanding in an academic/research workplace. Finally, we want you to leave today with some approaches for handling cross-cultural mishaps in the moment and for continuing to build your cultural intelligence and your skills with multicultural teams over the long term.
Your role • Faculty • Postdoc or other staff • Student • Other role
Your experience – Framework – Scenarios – Reflections and solutions
Your setting • Research setting • Pre-clinical setting • Clinical setting • Other setting
Your experience – Framework – Scenarios – Reflections and solutions
Time spent working outside the country/countries where you grew up
• More than ten years • Five to ten years • Less than five years
Your experience – Framework – Scenarios – Reflections and solutions
• More than ten years • Five to ten years • Less than five years
Time spent working in a multicultural team
Your experience – Framework – Scenarios – Reflections and solutions
Presenter
Presentation Notes
How long have you spent working in what you would consider a multicultural team?
Cultural Dimensions Hofstede, G., Hofstede, G. J., Minkov, M. (2010). Cultures and organizations:
Software of the mind (3rd ed.) New York: McGraw-Hill USA.
Your experience – Framework – Scenarios – Reflections and solutions
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Explain who H. is and the source of his data. Subtitle, “software of the mind”—cross-cultural competency involves having access to multiple “software programs” and being able to use the right one for the right situation. Iceberg: invisible differences.
Power Distance: “[T]he degree to which the less powerful members of a society accept and expect that
power is distributed unequally.”
Your experience – Framework – Scenarios – Reflections and solutions
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“People in societies exhibiting a large degree of power distance accept a hierarchical order in which everybody has a place and which needs no further justification. In societies with low power distance, people strive to equalize the distribution of power and demand justification for inequalities of power.” High PD ~ preferring/expecting a more authoritarian leadership style and noticeable hierarchy in daily interactions vs. Low PD ~ preferring/expecting a more collaborative leadership style and less noticeable hierarchy in daily interactions.
Individualism vs. Collectivism: Contrast between loose vs. strong ties of an individual to family, work groups, and
other in-groups
Your experience – Framework – Scenarios – Reflections and solutions
Presenter
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A relatively familiar dimension of cultural difference. High IDV ~ more value on individual autonomy and independence and individual goals vs. Low IDV ~ more value on group goals. EXAMPLE: Some research discusses differences in decision-making processes—effort to build consensus behind the scenes in collectivist cultures before meeting to discuss vs. a group meeting where everyone speaks for him/herself without preliminaries in individualist cultures (Pitfield, et al., 2015).
Masculinity vs. Femininity: Societal preferences for either “achievement, heroism, assertiveness and
material rewards for success” or “cooperation, modesty, caring for the weak and quality of life.”
Your experience – Framework – Scenarios – Reflections and solutions
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i.e., the labels refer to groups of traits that we stereotypically think of as masculine or feminine. High MAS = more likely to perceive a situation as possibly competitive, less willing to be collaborative. EXAMPLE.
Uncertainty Avoidance Index: Level of comfort
with uncertainty and ambiguity, or “rigid codes of belief and
behavior” vs. “a more relaxed attitude.”
Your experience – Framework – Scenarios – Reflections and solutions
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High UAI = more resistant to risk and change, more likely to prefer clear structure and explicit instructions/expectations. Consider what can happen in a team when some people want to follow specific procedures and guidelines, but others want to follow a less structured, more free-flowing process
• Scenario 1: PI and postdoc • Scenario 2: Resident and senior resident/other
members of the care team • Feel free to discuss another scenario from your
experience if appropriate.
Scenarios
Your experience – Framework – Scenarios – Reflections and solutions
See the handout for the full scenarios. The scenarios were written for the purpose of this workshop and are not based on real people or situations.
Presenter
Presentation Notes
Participants are divided into small groups. Each group may discuss one of the scenarios described here or analyze a cross-cultural experience of their own (if appropriate to discuss in this setting) based on the questions on Slide 16. They have 10-15 mins to discuss their scenario(s) and prepare to informally summarize their discussion for all participants.
Cross-Cultural Competency February 29, 2016
Karen Schwelle English Language Programs, Washington University in St. Louis
Scenarios for Discussion
Choose one of the following scenarios to discuss, and/or discuss another scenario from your experience if appropriate. In groups of three or four (with whoever is sitting near you), answer the following questions about the scenario(s) of your choice: 1. Describe objective facts and observations (to the extent that you can, given the limited
information). 2. Interpret, considering multiple possible explanations. 3. Evaluate what the parties involved seem to feel about the incident. 4. Ask: How might the cultural dimensions fit in (Power Distance, Collectivism vs.
Individualism, Femininity vs. Masculinity, Uncertainty Avoidance)? How might other factors fit in?
These scenarios were written for the purpose of this workshop
and are not based on real people or situations. Scenario 1: A PI and postdoc from different cultural backgrounds have been experiencing communication difficulties ever since the postdoc joined the lab. From the PI’s perspective, the postdoc waits too long to admit when she is encountering problems with her research projects. The PI has said in lab meetings and one-on-one meetings that he wants lab members do to a reasonable amount of troubleshooting on their own before approaching him, but that they should not hesitate to admit difficulties if the difficulties are impeding their research process. He has also discussed his rationale and expectations with this postdoc. However, the postdoc finds that the PI reacts with impatience and frustration when she does bring issues to his attention, so she thinks his behavior conflicts with his stated expectations. Scenario 2: A resident physician who attended medical school outside the United States is experiencing communication difficulties with patients and some hospital staff. The resident is multilingual and was educated in English. Patients have complained that they cannot understand his accent, and that he did not appear to understand some of their explanations of their health issues. Other members of the care team have complained that the resident does not convey information efficiently during rounds and in other conversations about patient care. A senior resident, born and raised in the U.S., has already mentioned the communication issue to the resident. This conversation emphasized English language proficiency, and the resident was offended at the suggestion that his English proficiency is insufficient. The resident is anxious to be successful in his position and to provide good care for patients, but feels his communication skills are being judged by unfairly narrow standards.
“What Just Happened?” 1. Describe objective facts and observations.
2. Interpret, considering multiple possible explanations.
3. Evaluate your own feelings, and what others seem to feel about the incident.
4. Consider how the cultural dimensions might fit in (Power Distance, Collectivism vs. Individualism, Femininity vs. Masculinity, Uncertainty Avoidance). How might other factors fit in?
Questions 1-3 adapted from Paige, R. M., Cohen, A. D., Kappler, B., Chi, J. C., Lassegard, J. P. (2010). Maximizing study abroad. Minneapolis: University of Minnesota.
Your experience – Framework – Scenarios – Reflections and solutions
Presenter
Presentation Notes
Consider the scenarios in light of the Hofstede framework.
Building More Effective Intercultural Skills
1. Understand your own underlying assumptions and values 2. Adopt “cultural humility” (Hook et al., 2013) and a spirit of lifelong
learning 3. Suspend judgment about individuals while you work through
situations 4. Learn about the cultures important to your work life 5. Gain the communication skills to work through missteps 6. Focus on shared goals 7. Recognize that real change happens slowly
Your experience – Framework – Scenarios – Reflections and solutions
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#1 – Especially important if you have never had to function in a culture unfamiliar/uncomfortable for you #3 – Examples from scenarios #4 – How? #5 – How? #7 – Carnes, et al. (2005) comparison to quitting smoking (pre-contemplation, contemplation, etc.)
References Carnes, M., Handelsman, J., Sheridan, J. (2005). Diversity in academic medicine: The stages of change model. Journal
of Women’s Health, 14(6), 471-475. Chen, P. G.-C., Nunez-Smith, M., Bernheim, S. M., Berg, D., Gozu, A., Curry, L. A. (2010). Professional experiences of
international medical graduates practicing primary care in the U.S. Journal of General Internal Medicine, 25(9), 947-953.
Glikson, E., Erez, M. (2013). Emotion display norms in virtual teams. Journal of Personnel Psychology, 12(1), 22-32. Hofstede, G., Hofstede, G. J., Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.) New
York: McGraw-Hill USA. Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., Utsey, S. O. (2013). Cultural humility: Measuring openness to
culturally diverse clients. Journal of Counseling Psychology, 60(3), 353-366. Paige, R. M., Cohen, A. D., Kappler, B., Chi, J. C., Lassegard, J. P. (2010). Maximizing study abroad. Minneapolis:
University of Minnesota. Pilotto, L. S., Duncan, G. F., and Anderson-Wurf, J. (2007). Issues for clinicians training international medical
graduates: A systematic review. Medical Journal of Australia, 187(4), 225-228. Pitfield, L. E., MacLellan, A. M., Kelloway, E. K. (2015). Multicultural communication and diversity in the project
context. In F. Chiocchio, E. K. Kelloway, & B. Hobbs (Eds.), The Psychology and Management of Project Teams (363-392). Oxford, England: Oxford University Press.
Please join us for the second and third sessions in this series
Sponsored by Office of Faculty Affairs English Language Programs Office of Postdoctoral Affairs Division of Biology & Biomedical Sciences BJC Office of Diversity, Inclusion & Equity
Panel Discussion, Cultural Competency in Pre-Clinical Settings Wednesday, April 13, 1 p.m. – Holden Auditorium Panel Discussion, Cultural Competency in Clinical Settings Thursday, April 21, 11 a.m. – Holden Auditorium
Presenter
Presentation Notes
Dates, times and locations are somewhat in flux. Watch publications such as the postdoc newsletter for updates.
Thank you!
Karen Schwelle Director, English Language Programs [email protected]
Presenter
Presentation Notes
Thank you to Karen Dodson, Jessica Hutchins, and Mary Bradley for their input and help in understanding the audience and context for the Wash. U. Med School setting, and thanks to all of you for your contribution to the discussions.
