chapter 11 intercultural competence: a 21st century imperative

Chapter 11

Intercultural Competence: A 21st Century Imperative

Chapter 11 Intercultural Competence: A 21st Century Imperative 2

Chapter 11 Objectives

• Define intercultural competence and explain its importance in the emerging economy.

• Understand what internal factors contribute to conflict in diverse environments.

• Recognize linguistic styles and how they affect interactions in a diverse workplace.

• Know how to thrive in a diverse environment.


Intercultural Competence and Diversity

• Diversity refers to differences. • The sum of your individual differences affects how

you view others and how others view you.• Intercultural competence is the measure of your

effectiveness when you interact with others who are different from you.


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Figure 11.1Dimensions of Diversity

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Intercultural Competence and Diversity(cont.)

• An interculturally competent workforce: Is a competitive necessity Helps a business create new and more innovative products Better meets the needs of diverse customers and clients Will be an increasingly important source of labor Helps American companies avoid major cultural mistakes



• The pool from which organizations draw employees has become ever more diverse. Percentage of white non-Hispanics is expected to fall by

2016. African-Americans, Hispanic-Americans, and Asian-

Americans are projected to increase their labor force. By that year, Hispanic-Americans will make up 16 percent

of the workforce, African-Americans 12 percent, and Asian-Americans 5.3 percent.



• The nature of work is changing. • The need for a highly skilled workforce will make

diverse groups an increasingly important source of labor.

• Organizations that fail to use the best and brightest from the talent available may fall behind their competitors.



Changing Makeup of the Workforce• The increasingly complex and diverse workforce

results in challenges relating to: Women in the workforce Older workers Race and ethnicity Workers with disabilities Lesbian, gay, bisexual, and transgender workers



Changing Makeup of the Workforce (cont.)• Women:

Women now make up approximately half of the workforce and more than half of college enrollments.

A woman’s salary is, on average, 76 percent of a male’s across all industries.



Changing Makeup of the Workforce (cont.)• Women (cont.):

Women are more likely than men to have family care responsibilities that impact women's employment choices, security, and advancement.

Despite comprising about half of the workforce, women hold relatively few director and corporate office positions in major corporations.



Changing Makeup of the Workforce (cont.)• Older workers:

By 2016, 22.7 percent of the nation’s workforce will be comprised of adults aged 55 and older.

Survey by AARP found that:○ 70 percent planned to work for pay during their retirement.○ Roughly half planned to work part-time.

Those surveyed are staying in the workforce longer for money, enjoyment, and activity.



Changing Makeup of the Workforce (cont.)• Race and ethnicity:

The workforce is becoming increasingly diverse racially and ethnically.

Minorities are expected to become the majority in 2042, with the nation projected to be 54 percent minority in 2050.

By 2023, minorities will comprise more than half of all children.



Changing Makeup of the Workforce (cont.)• Race and ethnicity (cont.):

International migration has played a vital role in the composition and size of the U.S. population.

By 2007, 12.6 percent of the U.S. population was foreign born.

Almost 20 percent of the U.S. population aged 5 and over spoke a language other than English at home in 2007.



Changing Makeup of the Workforce (cont.)• Workers with disabilities:

These workers are the nation's largest minority and cross all racial, gender, educational, socioeconomic, and generational lines.

As of 2006, almost one-eighth of all working-age Americans had at least one disability.

They are only half as likely as Americans without disabilities to be employed, and only 17 percent of those with more severe disabilities are employed.



Changing Makeup of the Workforce (cont.)• Workers with disabilities (cont.):

As growth in the traditional labor pool slows, the workforce ages, and disability rates rise, more organizations will be forced to hire from this group.

Technology (such as screen readers and voice recognition systems) is helping compensate for disabilities.

Telecommuting and flex time arrangements make it easier for disabled workers who have transportation difficulties or need to stay close to home.



Changing Makeup of the Workforce (cont.)• Lesbian, gay, bisexual, and transgender (LGBT):

The LGBT population in the U.S. is projected to be anywhere from 3 to 10 percent of the total population.

Many state/local governments give this population civil rights and many companies include them in diversity initiatives.

Nine of the Fortune 10 companies ban discrimination based on sexual orientation, five prohibit discrimination based on gender identity, and eight provide benefits to same-sex couples.



Understanding Diverse Needs• Diverse groups discussed offer many advantages for

organizations, but can also be a source of conflict and loss of productivity.

• Disagreement can evolve from internal factors such as: Biases and prejudices Differences in values Linguistic styles


Factors Causing Conflict

• Bias—a preference for or against an individual or group that interferes with impartial judgment

• Prejudice—making a decision about a person or group of people without sufficient knowledge

• Stereotype—a fixed or distorted generalization about members of a particular group


Factors Causing Conflict(cont.)

• Values—things (such as a principle or quality) that are intrinsically valuable or desirable

• Value systems—a road map for our behavior in a variety of situations


Linguistic Styles and Interactions

• Differing linguistic styles can cause conflict and misunderstandings.

• Linguistic styles refer to characteristic speaking patterns.

• Also included: Directness or indirectness Pacing and pausing Word choice Use of elements such as jokes, figures of speech, stories,

questions, and apologies


Linguistic Styles and Interactions(cont.)

Direct-Indirect Communication Styles• Direct communication style—reflects a goal

orientation and a desire to get down to business and get to the point

• Indirect communication style—reflects a focus on the relationship and is used to develop a rapport before getting down to business



Direct-Indirect Communication Styles (cont.)• To prevent communication styles from being a

source of conflict: Concentrate on the message and clarifying understanding

rather than the way it is delivered. Adapt your style to match others if needed.



High and Low Context Modes• Low context groups:

Value the written or spoken word Are task oriented and results driven Generally use a direct linguistic style

• In low context situations, knowledge is more transferable and available to the public.



High and Low Context Modes (cont.)• High context groups:

Are difficult to penetrate Value long-term relationships and use less verbally explicit

communication Have strong boundaries defining who is accepted and who

is considered an outsider• Decisions and activities focus on face-to-face

relationships and often around one person or small group who has authority.



Conversational Rituals and Styles• Conversational rituals are things we say without

considering the literal meaning of our words.• Problems can occur if others do not understand

conversational rituals and take them literally.



Regional Differences• Regional differences in conversational styles also

occur in: Pacing Accents and pronunciations Tone of voice and loudness When you start and stop talking What you talk about and to whom Variations are influenced by geographical location,

ethnicity, social class, and gender.


Global Intercultural Competence

• People from different cultures express their thoughts in very different ways; words alone are not enough to discern meaning.

• Important but complex variables are: Time and space Fate and personal responsibility Face and face-saving Nonverbal communication


Global Intercultural Competence(cont.)

Time and Space• In the West, time is viewed as quantitative,

measured in units that reflect the march of progress. • In the East, time is viewed as having unlimited

continuity, endlessly moving through various cycles.• Those who see time as having unlimited continuity

may not have the same sense of urgency as those who see it as logical and sequential.



Time and Space (cont.)• Individual work styles also vary along with

perceptions of time and priorities. Monochronic work style—do one thing at a time and

follow plans closely Polychronic work style—do many things at once, change

plans easily, and tolerate interruptions



Time and Space (cont.)• The use of space, particularly in conversations and

negotiations, varies greatly. North Americans tend to prefer a large amount of space. Europeans tend to stand more closely when talking.

• The use of space also affects how people arrange their offices, particularly during negotiations, and how they wait in lines in group settings.



Fate and Personal Responsibility • Refers to the degree to which individuals and groups

feel they are the masters of their lives as opposed to seeing themselves as subject to forces outside their control.

• When people with a more free will concept interact with someone more fatalistic in orientation, miscommunication is likely.



Face and Face-Saving• How a particular culture handles ideas of status,

power, courtesy, outsider relations, humor, and respect may vary greatly.

• Face and face-saving are tied to the concepts of fate and personal responsibility: A self-determining individual is more likely to work to

preserve image with others and self. A person who sees himself as a group member attempts to

avoid potential damage to group relationships.



Nonverbal Communication• Importance of nonverbal communication is

multiplied across cultures.• People in the United States and Canada place more

importance on the meaning of words.• People in Japan and Colombia consider nonverbal

communication more important in the total meaning of a message.



Nonverbal Communication (cont.)• Challenges in nonverbal communication:

Differences occur regarding which emotions may be displayed acceptably in various cultural settings and by whom.

The same verbal cue can convey different messages and social skills in different cultures.

Customs differ about who shakes hands with whom.


Thriving in a Diverse Environment

Empathy• Exercises to increase empathy:

Take advantage of cultural offerings at colleges. Shop in a new part of town. Volunteer to work with people with whom you are

uncomfortable. Seek others to act as advisors on cultural issues.


Thriving in a Diverse Environment

Empathy (cont.)• Exercises to increase empathy (cont.):

Develop a learning plan using books and films. Talk to a child who has not yet learned to be judgmental. Learn a foreign language and experience the culture. Try to understand the viewpoint of a radio host who makes

you angry.


Thriving in a Diverse Environment(cont.)

Positive Self-Talk• Practice the Pygmalion effect (you get what you

expect).• Tell yourself that you will get along with and

understand others who are different.• Train your “inner voice” to expect the best and avoid

negativity.



Dignity and Respect• Try to find out what dignity and respect mean for

each individual and act accordingly. • Communicate dignity and respect by encouraging

open communication: Share a part of yourself and be open to the differences in

others. Listen actively and be other-oriented. Speak to others as you would speak to your peers. Create a sincere style using body language and tone.



Flexibility and Ambiguity• Expect ambiguity and learn to deal with it.• Learn to think on your feet, be flexible, and adapt to

the communication style of the individual with whom you are speaking.



Inclusivity• Use language and actions that include others:

Suggest that employees may bring significant others rather than husbands and wives to events.

Offer food that is acceptable for everyone. Make certain that entrances and facilities are accessible

and comfortable to everyone. Deliver information in alternate formats if needed, such as

Braille or captioning.



Handling Offenses• If someone has offended you:

Be clear about your goals for challenging the individual. Try to assume goodwill. Talk to the person privately. Be honest and direct when explaining how the comments

made you feel. Use “I” phrases. Give examples of the comments and behaviors that

offended you.



Handling Offenses (cont.)• If you have been told you offended someone else:

Listen carefully and reserve judgment. Ask questions to clarify the other person’s concerns. Apologize if you had no intention of offending that

individual. Do not use the phrase or word that was offensive in the

future out of respect for the individual.


Key Terms

• Diversity• Intercultural competence• Bias• Prejudice• Values• Value system• Linguistic styles• Direct communication

style

• Indirect communication style

• Low context group• High context group • Conversational rituals • Monochronic style • Polychronic style • Pygmalion effect

chapter 11 intercultural competence: a 21st century imperative

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