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