Roles: Occupational Intercultural Communication CMUN 4 Mrs. Waddell.
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Transcript of Roles: Occupational Intercultural Communication CMUN 4 Mrs. Waddell.
Roles: Occupational
Intercultural Communication
CMUN 4Mrs. Waddell
A Contextual Model of Intercultural Communication
Roles
A role is a person’s relative position/rank in a group
Roles do not exist in isolation Roles relate to other roles Dictate communication
With whom About what How
Roles= expected behaviors
Formal Defined (CEO) Contractual
Informal Less explicit Behaviors must be
learned through experience
Varies across cultures
Roles
Four dimensions Personal vs. Impersonal Formality vs. Informality Hierarchy Deviation from ideal role
Family Social Occupational
Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs
Self Actualization: Living life to its fullest. Function as autonomous beings
Esteem Need: The need for respect or esteem from self, or others
Belongingness Need: The need to be a part of a group
Survival Needs: Physiological/Safety
Organizational & CultureOrganizational & Culture Shared assumptions, values, beliefs, language,
symbols, and meaning systems that hold the organization together Personality driven Communication style impacts culture Patterns of sustained communicative acts or behaviors
Defensive vs. Supportive environment Is developed by the organization
Organizational & CultureOrganizational & Culture Contextually based Business
For profit Regional National International
Not for profit School Healthcare
Organizational & CultureOrganizational & Culture
Business Each field attracts particular personality type
Reason for choice of occupation Cultural rules govern negotiation of business
practices internationally Rules for doing business Formality vs. informality Family and work
Mexico: okay to handle family problems at work US: Separation of family and work issues
Use of time Individualistic: Time is money Collectivist: Time needed to build rapport
Organizational & CultureOrganizational & CultureSchool
Attracts particular personality types per academic field Reason for choice of occupation
Serve a variety of functions Shape individuals
For community/citizenship For business/economic value
Teach informal cultural content/culture specific values Problematic in diverse societies
Language Dominant languages Strategic languages
Organizational & CultureOrganizational & CultureHealthcare
Attracts particular personality type Reason for choice of occupation
Intercultural issues Nudity Disclosure/openness Verbal vs. nonverbal communication vs. culture
Concept of illness differs across culture High technology societies: illness can be treated
Use of technology/funds available Low technology societies: Cause of illness within individual
Make person comfortable/Illness runs its course Traditional healing methods/technology unavailable
Group workMeyers & Briggs Personality Profile
Which profile fits a leader? List qualities
Is there a different Meyers Briggs type for each context? Business School Healthcare
INVENTOR / ENTP
Intuitive Would rather look for
possibilities and relationships Prefers new skills Works with bursts of energy Attracted by the future Looks for possibilities Hunches/Speculative
ExtrovertedRelates more easily to the
outer world of people and things
Life is an open bookGather’s energy with
peopleExpends energyThinks out loudMany friendsMany topics
Thinking Judgments based more on
impersonal analysis and logic Linear
PerceivingLikes a flexible, spontaneous way of lifeExperiencing lifeAccepting of the worldPrefers optionsResistance to decisionsDeadlines are a time to get startedLife happens--deal with itSpontaneous, fluid
THE RATIONALSTHE RATIONALS
Power and Influence
Organizational culture impacts and is impacted by the power and influence of its members
Power BasesPower Bases Legitimate PowerLegitimate Power
Those elected/chosenThose elected/chosen Referent PowerReferent Power
Those we allow to have power because we admire themThose we allow to have power because we admire them Expert PowerExpert Power
Those with knowledge/experienceThose with knowledge/experience Reward PowerReward Power
Those able to reward other’s performance (grades)Those able to reward other’s performance (grades) Coercive PowerCoercive Power
Those able to use threats/blackmailThose able to use threats/blackmail
StatusStatus
Status is a position in society that carries with it certain distinct behaviors and abilities.
High Status Age/Beauty Position Talent (celebrities)
Low Status Age/Beauty Gender Introverted/Social unease Position
Roles Legitimate
Hired Promoted Assigned
Illegitimate Default Coercive
Different value placed on gender. Males most often inherit power
…and keep it (rarely is this not the case). This is known as PATRIARCHY
men have afforded themselves most of the social power in almost every society known.
Social Learning Theory We are rewarded for conforming expectations We are punished for behavior that meets with
disapproval. Disapproved behavior is extinguished.
Primary Groups: Primary Groups: fulfill basic need to associate with othersfulfill basic need to associate with others
FamilyFamily
FriendsFriends
Secondary Groups:Secondary Groups:accomplish a task, or achieve a goalaccomplish a task, or achieve a goal
Problem solvingProblem solving Decision Decision
makingmaking
GROUPS TEAMS
Roles and Responsibilities
Roles/responsibilities Roles/responsibilities may be discussed, but may be discussed, but not always explicitly not always explicitly defined or developeddefined or developed
Roles and Roles and responsibilities are responsibilities are clearly developed and clearly developed and discusseddiscussed
Rules Rules and Rules and expectations are often expectations are often not formally not formally developed and evolve developed and evolve according to the according to the group’s needsgroup’s needs
Rules and operating Rules and operating procedures are clearly procedures are clearly discussed and discussed and developed to help the developed to help the team work together team work together
Goals Goals may be Goals may be discussed in general discussed in general terms.terms.
Clear, elevating goals Clear, elevating goals drive all aspects of team drive all aspects of team accomplishmentaccomplishment
Methods Group members Group members interact, and work interact, and work may be divided among may be divided among group members.group members.
Team members Team members collaborate and collaborate and explicitly discuss how to explicitly discuss how to coordinate their efforts coordinate their efforts and work together. and work together. Teams work together Teams work together interdependently.interdependently.
COMPARING GROUPS AND COMPARING GROUPS AND TEAMSTEAMS
ROLES Roles function to help groups achieve their goals. Roles include Task and Process types Roles can be
Determined: mother/father/child Assigned: As situation where a higher authority has
determined your role in that group Emergent: Roles we assume based on the negotiations
and interactions of a group and its members
Task vs. Process
The task of the group is defined by what it aims to achieve The process of the group describes how it actually works Tasks and process are sides of the same coin. Neither
operates in isolation from the other. For the task-based goals to occur, a suitable process
method must be developed, or chosen by the group. Task and process drive each other
Establishment and incorporation of rules and norms
IDENTIFYING NORMSExplicit vs. Implicit Norms
Explicit: In writing Verbally Wearing name badge
Implicit: Rarely discussed A result of group interaction
group meeting is set for 6:00, but members do not arrive until 6:15.
Violation of implicit norms are sensed via nonverbal/verbal reaction of members towards the violator
Changing Norms
Norms can be changed:
Contagious behavior, dress, speech patterns Actions or suggestions of those with most influence Suggestions from outsiders Group decision/discussion (explicit norms) Interaction of members (implicit norms)
Group discussion
What are the roles that have been used in this classroom?
What are the norms used in the classroom?
-Explicit
-Implicit
End of Presentation