learner development unit group session 2

Learner Development UnitConversation Group Session 2 –pDiversity

Culture 1

Culture 2

“I define culture as the collective mentalI define culture as the collective mental programming of the people in an environment. Culture is not a characteristic of individuals; it ;encompasses a number of people who were conditioned by the same education and life experience. When we speak of the culture of a group, a tribe, a geographical region, a national i it ti lt f t th ll timinority, or a nation, culture refers to the collective

mental programming that these people have in common; the programming that is different fromcommon; the programming that is different from that of other groups, tribes, regions, minorities or majorities or nationsmajorities, or nations.Hofstede, G. (1980). 'Motivation, Leadership and Organization: Do American Theories Apply Abroad?‘. Organizational Dynamics (Summer, 1980), 42‐63; reprinted in D. S. Pugh (ed.), Organization Theory, Penguin, 2007.

Culture 3

“Culture, in this sense of collective mental programming, is p g goften difficult to change; if it does so at all, it changes slowly. This is so not only because it exists in the minds of the people but if it is shared by a number of peoplethe people but, if it is shared by a number of people, because it has become crystallized in the institutions these people have built together: their family structures, p p g yeducational structures, religious organizations, associations, forms of government, work organizations, law, literature settlement patterns buildings and even as Iliterature, settlement patterns, buildings and even, as I hope to show, scientific theories. All of these reflect common beliefs that derive from the common culture.” (Hofstede 1980: 224)

• Hofstede, G. (1980). 'Motivation, Leadership and Organization: Do American Theories Apply Abroad?‘. Organizational Dynamics (Summer, 1980), 42‐63; reprinted in D. S. Pugh (ed.), Organization Theory, Penguin, 2007.

Culture 4

“Today we are all culturally conditioned. We seeToday we are all culturally conditioned. We see the world in the way we have learned to see it. Only to a limited extent can we, in our thinking, t t f th b d i i d b lt lstep out of the boundaries imposed by our cultural conditioning. This applies to the author of a theory as much as it does to the ordinary citizen: theories reflect theas it does to the ordinary citizen: theories reflect the cultural environment in which they were written. If this is true, Italian, British, German, and French theories reflect th lt f th It l B it i G d F fthe culture of the Italy, Britain, Germany, and France of their day, and American theories reflect the culture of the United States of their day. Since most present‐day theoristsUnited States of their day. Since most present day theorists are middle‐class intellectuals, their theories reflect a national, intellectual, middle‐class, culture background.” (Hofstede 1980 232)(Hofstede 1980: 232)

• Hofstede, G. (1980). 'Motivation, Leadership and Organization: Do American Theories Apply Abroad?‘. Organizational Dynamics (Summer, 1980), 42‐63; reprinted in D. S. Pugh (ed.), Organization Theory, Penguin, 2007.

Hofstede's five Cultural DimensionsCultural Dimensions

1 Power distance – the extent to which1. Power distance the extent to which less powerful members in a group accept unequal distribution of power and theunequal distribution of power, and the way power is openly manifested. High PD = “a place for everyone and everyone in theira place for everyone and everyone in their place”

2 Individualism/Collectivism the extent to2. Individualism/Collectivism – the extent to which the individual or the group is favoured.

3 M li i /F i i i h hi h3. Masculinity/Femininity – the extent to which [stereotypical] gender roles are dominant i hi ( i &within a group (e.g. aggression &

competition Vs modesty & quality of life).

Hofstede's five Cultural DimensionsCultural Dimensions

4 U i id h4. Uncertainty avoidance – the extent to which the members of a group feelwhich the members of a group feel threatened by uncertain situations.

5. Long‐termism/Short‐termism – the extent to which long‐termism or short‐termism appears to be the dominanttermism appears to be the dominant approach in a group

Effects of Dimensions 1Dimensions 1

Small Power Distance Medium Power Distance Large Power Distance Subordinates have weak dependence needs.

Subordinates have medium dependence needs.

Subordinates have strong dependence needs.

Superiors have weak dependence needs toward their superiors. Subordinates expect superiors to consult them and may rebel

Superiors have medium dependence needs toward their superiors. Subordinates expectsuperiors to consult them

Superiors have strong dependence needs toward their superiorssuperiors to consult them and may rebel

or strike if superiors are not seen as staying within their legitimate role

superiors to consult them but will accept autocratic behaviour as well

needs toward their superiors. Subordinates expect superiors to act autocratically.

Ideal superior to most is a loyal democrat.

Ideal superior to most is a resourceful democrat.

Ideal superior to most is a benevolent autocrat or paternalist

Laws and rules apply to all and privileges for superiors are not considered

Laws and rules apply to all. But a certain level of privileges for superiors is Laws and rules differ for superiors andfor superiors are not considered

acceptable.level of privileges for superiors is considered normal.

Laws and rules differ for superiors and subordinates

Status symbols are frowned upon and will easily come under attack from

Status symbols for superiors contribute moderately to their authority and will be

Status symbols are very important and contribute strongly to

‐ Subordinacy for three levels of Power Distance (Hofstede 1980: 241)

will easily come under attack from subordinates.

moderately to their authority and will be accepted by subordinates

important and contribute strongly to the superior's authority

Country Clusters 9

Country Clusters 10

Country Clusters 11

Implications …

P l b i i th i•People bring in their own lt l f / t i t tcultural frame/s to interpret

i ticommunication• (Plus also their own particular history &• (Plus also their own particular history & personality)

• This can easily lead to i i i / i d dimiscommunication / misunderstandings

Communication Problems

• Think of a recent time when communication didn’t work for you –this could be in your work, your studying, or your personal life. Note

/down beneath what the hindrances were, what the consequence/s were, what would have improved those hindrances (and avoided those consequences), and what you’ve learned from the situation

• Hindrances to Good Communication • Consequences of the hindrances Wh ld h i d h hi d ?• What would have improved these hindrances?

• What you’ve learned from the experience/s

Follow this up with metaphors / expressions about communication (e.g. wrong end of the stick, wires crossed) + language for how to l if / i ti [ f B id i / t iti i iti ]clarify message/s in conversation [cf. Bridging / transitions in writing]

Communication problems

• ‘Noise’ – conflicting / contradictory / unclear messages – there needs to be aNoise conflicting / contradictory / unclear messages there needs to be a shared public understanding of a project's objectives, confidence in what the project should achieve and how / who / when. (Cf. contradictory / private accounts of purpose & expectations)

• Selective and biased perceptions – the habit of human beings to interpret what they want to read into a message/s – there needs to be clarity of a project's objectives and recognition of the achievement / failure of project

( f b i f / f il )steps (cf. subversive accounts of progress / failure) • Conflict – conflict can happen, and when it does happen, it acts as a wall

between individuals or groups – the first casualty is often communication• Language and tone – people can easily get their wires crossed / get the wrong

end of the stick, especially when working in multicultural groups • Lack of feedback – human beings require feedback as a means of grasping /

h / f / h ff f db kcommunicating the point/s of a message/project – without effective feedback, a message/project can easily drift off course

Based on Verma V (1996) Human Resource Skills for the Project Manager Newton Square Pennsylvania Project Management Institute andBased on Verma, V. (1996) Human Resource Skills for the Project Manager. Newton Square, Pennsylvania, Project Management Institute and http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397429&printable=1

Working in groups …

C b t h... Can be tough

Can be demanding... Can be demanding

... Usually has times of ‘strife’

... Requires good ‘people skills’

... Requires very good communication skills

Think of groupwork as a project which has... Think of groupwork as a project, which has many stakeholders involved ...

Successful Intercultural Communication

• 1. Question your assumptionsW ll h k ti b t th l b d i t f f t h ti litWe all have or make assumptions about other people based on a variety of factors, such as nationality, gender, religion. However, such assumptions are usually mere subjective beliefs as opposed to objective truths, and can therefore ‘blind’ us to someone’s ‘true’ personality. This is why we all need to regularly evaluate our assumptions and ask ourselves what the basis of our ideas and beliefs are. Failing to do so and see people for who and what they really are is one of the key reasons why people struggle toand see people for who and what they really are is one of the key reasons why people struggle to communicate.

• 2. Develop empathy for peopleWithout empathy, it will always be hard, if not impossible, to develop true understandings of other people. For this reason, we should all sometimes put ourselves in someone else’s shoes and see how the p p , pworld seems from there.

• 3. Involve everybodySome people, for whatever reasons, struggle to get involved in situations requiring group decision‐making etc. However, involving everyone in decision‐making often gives such people more confidence g g y g g p pand can contribute to building strong relationships. Try to make sure therefore that people are involved and that all points of view are incorporated.

• 4. Discourage a herd mentality Sometimes some people, for whatever reasons, struggle to think for themselves, and instead prefer to f ll d f l f h k h h ’ k h d l d llfollow dominant or familiar ways of thinking. This is what’s known as a herd mentality, and typically, such thinking not only stifles people’s opportunities to be creative and innovative, but also results in lazy sterotyping. In a nutshell – think outside the box!

• 5. Be WiseB i i f b i d t t lf d th ith t d id ti P l hBe wise in your ways of being, and treat yourself and others with respect and consideration. People who are able to move gracefully between different cultural contexts are usually very highly thought of and respected. Such people and situations are much more likely to result in good business!

• http://www.sideroad.com/Cross_Cultural_Communication/barrier‐of‐intercultural‐communication.html

Resolving Conflicts in Groupworkin Groupwork• Conflict happens in groups – in the business world and atConflict happens in groups in the business world and at universities! An eternal feature of human existence.

• Allow both /all parties to simmer down.• Confront the issues directly, but with care, tact and precision – what is the problem/s? Why is the problem h i ? T t k th t f th fli t dhappening? Try to seek the true source of the conflict and resolve it systematically. In the long run, this usually maintains or even develops healthy working relationships.maintains or even develops healthy working relationships.

• Make sure your and everyone’s points of views are known.• If you are the person being criticised, maybe the criticism isIf you are the person being criticised, maybe the criticism is fair and you need to accept it. Taking it on the chin can often resolve problems very swiftly.

• Take your problem to a higher authority if gentler approaches do not work.

Working in Teams (1)

Role type Description Characteristics WeaknessesRole type Description Characteristics Weaknesses

I l tLikes to get on with the t ' t k( ) d t

Dutiful, practical and quite cautious;

Inflexible; conservative; slow

Implementer team's task(s) and sort out practical details

q ;predictable and sometimes inflexible

i bAction‐oriented Roles Shaper

Provides drive and energy to the team's work, but can try to

Outgoing, dynamic, challenging; impatient d

Provocation; can be challenging, aggressive. Disagrees f tl tRoles p , y

influence it with their own views

and sometimes provocative

frequently; can upset people.

Completer/ i i h

Makes sure that all tasks are finished off

Painstaking, orderly, conscientious; can be

i d fi d i

Worries excessively; doesn’t like delegating

Finishercompletely

anxious and find it difficult to ‘let go’



Encourages team members to make

Calm, self‐confident and

Can be manipulative;

Coordinatormembers to make their point but keeps the team going in the right direction

supportive; does not get involved in matters of detail

offloads work

People‐oriented Roles

right direction

Does things to keep Socially orientated, Indecisive; unwilling to offend

Teamworker up team spirit or morale

sensitive and responsive; sometimes indecisive

O ti i ti

Resource investigator

Provides lots of information and has lots of useful contacts

Highly communicative, enthusiastic and curious; easily bored

Over‐optimistic; can lose interest

lots of useful contacts easily bored



Plant

Offers lots of imaginative ideas or specialist

Creative thinker, often unorthodox; likes to work

Ignores incidentals / minor / practical issues; preoccupied Can bePlant or specialist

knowledge to the task

alone and not very practical

preoccupied. Can be argumentative

Lacks drive / ability to

Thinking & problem‐

Monitor/ Evaluator

Likes to observe and measure how well the team are

Prudent, hard‐headed and a good judge; at times rather

Lacks drive / ability to inspire. May appear dull / over‐critical. High level positions often this typeproblem‐

solving RolesEvaluator well the team are

doingtimes rather unemotional

positions often this type

Gets stuck on

Specialist Brings specialised knowledge &

Dedicated, single‐minded, self‐starting;

Gets stuck on technicalities. Can be introverted, anxious, and sometimes lack empathy

skills. usually highly committed.sometimes lack empathy.

Working in Teams 4

• Tables adapted from Belbin (1981)

• Belbin, R. M. (1981). Management Teams. Why they d f il d isucceed or fail. London: Heinemann.

Useful Sites

• http://www.kwintessential.co.uk/resources/country-profiles.html

learner development unit group session 2

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