Implementation Strategies Project Coordinated by the Lower Mainland Multicultural Education Consortium, in association with Multiculturalism B.C., and the Ministry of Education, Skills and Training Session 8: Intercultural Conflict Resolution April 19, 1996 Facilitators/ Trainers: Adrienne Chan and Suzu Speier Learning Objectives: To define assumptions about communications and conflict To develop considerations for conflict across cultures To understand the dangers of culturally specific models To introduce a model of understanding cross cultural communications To give participants practise in dealing with intercultural differences Agenda: Introductions, objectives Examples of cross contural conflict Personal assumptions about communications and conflict Case studies Dangers of culturally specific models Video vignettes from "Communicating Across Cultures" — Lunch — High context, low context model Strategies and practise Closure Common Characteristics of Conflict Resolution Win-Win Separate the people from the problem Identify and define the problem Generate alternative solutions Focus on interests, not positions Be direct, clear and assertive Emphasize verbal behaviour value underlaying this is that process is NB power dif erentials can it be equal? CASE STUDY I DON’T THINK YOU’RE ON THE RIGHT TRACK You are involved with another staff person Mimi on a special project. Mimi is of a different cultural background than yourself; you think she was born in another country but came to Canada as a very young child. Therefore, there is no language barrier and mostly you think of Mimi as a Canadian just like you. You feel you have a very good relationship with Mimi. You often go out to lunch together and have on occasion socialized with her and her family on the weekends. She likes to invite people to share food with her family, and you enjoy that because she is a very good cook. Because of your good relationship with Mimi, you were happy when she volunteered to work with you on this special project. You both decided that it would be best if each did a different part of the project then you’d meet to compare your results. You thought you both had a clear understanding of what had to be done. When you met and looked at what Mimi had done, you were surprised. She had not met your expectations of what had to be done. Her materials were very disorganized and vague; she hadn’t even finished her part of the project; and her materials weren’t even word processed, so it was difficult to read. You tried to be very careful about how you approached the problem. You tried to use your best communication skills for giving feedback. You were very specific, tried to be non judgmental, and told Mimi what you thought the problems were. You asked her, what should be done? She wasn’t sure, but you were eventually able to come to some agreement about what should be done? You noticed she was mostly very quiet and nodded her head at lot. When you said, “Now we understand, what needs to be done?” She nodded her head? The meeting was over. You didn’t feel right about the meeting but didn’t know what else could be done. After that day, Mimi seemed to be avoiding you. Your attempts to make friendly overtures to Mimi were met with polite formality, and she would say little to you. Your relationship just seemed to disappear. You perceive this to be a real problem since you still had to complete this project together. FOR YOUR DISCUSSION: What do you think the problem(s) is(are)? Does the problem involve cultural differences? If so, what could the differences be? What do you think the person should do to resolve their conflict with Mimi? Western Definitions of: Non-assertive Behaviours: • No expression of expectations and feelings • Views stated indirectly or apologetically • Complaints made to the wrong person (indirect) • Allowing problems to continue • May not persevere • Negotation and compromise without goals Assertive Behaviours: • Clear, direct, nonapologetic expression of expectations and feelings • Descriptive instead of judgmental criticisms • Persistence • Willingness to listen/hear • Negotiation and compromise Aggressive Behaviours: • Critical expression of expectations and feelings • Blaming and judgmental criticisms • Negative intentions attributed to others • Problems acted on too quickly • Unwillingness to listen • Refusal to negotiate and compromise reference and adapted: Susan Drury (1984) Assertive Supervision: Building Involved Teamwork INTERCULTURAL COMMUNICATIONS MODEL , ENVIRONMENT ^CONTEXT RECEIVER SENDER VERBAL COMMUNICATIONS^ (decode) (according) (process) ‘ NON VERBAL COMMUTATIONS' Other Influences Assumptions and Expectations Attitudes Perceptions Values Emotions Commuication Styles DANGERS OF CULTURE SPECIFIC INFORMATION * Encourages generalization * Encourages and supports stereotyping * Encourages bias due to innacuracies, generalizations, and simplification * Encourages "laziness" and "sloppiness" and discourages getting to know the unique individual * Arouses sensitivity and resentment from the group referenced * Creates a cultural adverse impact ADVANTAGES OF CULTURE SPECIFIC INFORMATION * Increases one’s own cultural self awareness * Gives a general feel for a previously unfamiliar group * Creates a starting point for understanding * Creates interest and appreciation of other cultures which becomes a good foundation for empathy and rapport DIFFERENCES IN COMMUNICATION STYLE From the Video: Communicating Across Cultures The following are communication style differences that are found between people in general and between people of different cultures and backgrounds. We often make the assumption that other people communicate and should communicate just like us. So when we do encounter difference, we often judge that other person as not being as good/skillful/smart as us. We may think they're inappropriate, they're wrong, or we may just not listen to them. CONVENTIONS FOR COURTESY Some people use words such as "please," "thank you," and phrases such as "How are you today," and "Have a nice day" as a means of being polite. Others may answer the question, "How are you today?" with a genuine response and be surprised when the other doesn’t seem really interested in the answer. SEQUENCE OF INFORMATION Some people believe it's important to speak clearly and logically. They line up their thoughts logically and like things to be either this or that. Others don't line up their thoughts; they speak at length, and seem to go around in circles without seeming to get to the point. PHASING OF CONVERSATION Some like to get right down to business and say "let's get to the point." Others want to build relationships first. They seem to be engaging in idle chatter by talking about the weather, their family, or the food first. OBJECTIVITY Some believe that the proper way to have a discussion is to talk about facts and to speak without emotion, cooly and objectively. Others speak with feelings and react emotionally. They may judge objectivity as cold and impersonal. SPECIFICITY ( In negotiating some want to "nail down the specifics" and get agreement around all the details. Others may initially want an agreement of the principles first. They believe the details could be sorted out later, if the working relationship is good. ASSERTIVE Some are assertive, direct, and open. They feel its important to define your terms, define your boundaries, and give a firm "yes" or "no". Others value being subtle. They won't ask a direct question; their responses are hesitant; and they respect privacy. CANDOR Some believe its important to be honest. When giving feedback they will "tell it as it is." Others want harmony. They don't want to anger the other or cause discomfort. They may want to ensure the other can “save face.” SIMPLICITY Many speak in language associated with their education level, their class, or their job. They speak quickly and use jargon which may be unfamiliar to others. Persons with English as a second language, people who are used to speaking thoughtfully and slowly, people with a disability around language, or people with a low level of education may have trouble with fast speech, too many words, and complicated unfamiliar words. ACCENTS Some think that persons with accents are not as smart, knowledgeable, and capable of understanding. They don't have the patience to listen and explain. TELEPHONE For many in our culture, the telephone and the answering maching are efficient tools that everyone is familiar with. Many do most of their business on telephones. For some the telephone is impersonal and unfamiliar. They don't like it. They don't feel comfortable and would rather have a face-to-face meeting. WALKING ON EGGS Because of issues around political correctness and a fear of judgment, some people feel that talking to someone who is different: a female, a male, a person of color, a person with a disability, a gay person, etc. is like walking on eggs. High Context and Low Context Cultures High Context • Communication and relationships are embedded in a network of kin, acquaintances and cultural context • Personal responsibility tends to be built in, shared • Little needs to be said, a great deal is understood • Systems or relationships build up the context for the rules and norms to be understood • There is more reliance on non-verbal communication (e.g. cues) SOME IDEAS FOR INTERCULTURAL CONFLICT 1. Listen Attentively 2. Ask Open Ended Questions 3. Accept Silence 4. Don’t Make Judgments 5. Check what you think you heard. 6. Check out assumptions and expectations. 7. Don’t ask too many questions. 8. Be aware of how you are feeling and reacting. High Context and Low Context Cultures Low Context • Few meanings and context are shared • In each transaction, new context must be shaped • Greater reliance on explicit messages, rules and norms • Operate from "I" messages • Prefer verbal communication that tends to be linear, logical • Little or no ambiguity in messages CROSS CULTURAL PARADIGM A CONTINUUM OF VALUES & BEHAVIOURS Byron Kunisawa copyright 1989 EASTERN WESTERN Introverted / / / / / III Extroverted Indirect / / / / / III Direct Non-verbal / / / / / III Verbal Implication / / / / / III Confrontation Cooperation II I / III Competition Illi III Advancement / III Immediacy Illi III First person I Contribution Patience II Third person I / / / I III Ownership II II / III Product / II / III Quantity Shared I Process Quality / I GUIDELINE FOR ROLE PLAY PREPARATION In your small groups, briefly discuss your scenarios that involve intercultural conflicts. Choose one that would be useful to roleplay and take some time to prepare your role play by: 1. Defining what is the problem from the viewpoint of person A and person B. 2. Discussing what are the cultural factors: assumptions, expectations, behaviours, perceptions, values, norms and for person A and person B. 3. Defining the needs for person A and person B. Note content and process needs. 4. Creating specific strategies for the meeting between person A and person B.