Professor Dr. Gary Fontaine

Professor Dr. Gary Fontaine
COMMUNICATION 646 Intervention in Multicultural Organizations Spring 2011 Professor Dr. Gary Fontaine Office 326 Crawford Hall; Phone ; Home Page "www2.hawaii.edu/~fontaine/garyspag.html" Office hours 10:00-11:30 MTW or by arrangement Course graphics at "www2.hawaii.edu/~fontaine/u646PP.ppt" Laulima ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ This course describes intervention programs designed to prepare, support, and train individuals and teams in multicultural organizations both locally and globally. It examines these programs in the broader context of Human Resource Management, Organization Management and Organization Development as they have evolved over the last several decades. It emphasizes an Action Research intervention paradigm. These intervention programs include screening & self-selection; orientation; organizational & social support; training; health, mental health & counseling; organizational design; consulting; coaching and mentoring, and community intervention. Our emphasis is on training. Related issues associated with program evaluation and the professional development of intervention specialists are also addressed. The course is appropriate for graduate students with at least one previous course in intercultural communication, organizational communication or related topics. The programs described are derived from and applied to a broad range of domestic and global contexts including: International business, tourism, foreign study, diplomacy; geographically dispersed teams both face-to-face and online, immigration; refugee resettlement; cultural diversity in domestic organizations; delivering health, mental health, social, educational, criminal justice, and other services to multicultural communities; intercultural marriage; organizational change; and accommodating to the impact of new technologies. The course objectives are to - Familiarize students with theoretical, programmatic, and delivery issues in the management of effective training and intervention in a variety of applied contexts. Provide students with supervised, practical experience in the development and use of specific training and intervention techniques. Material is presented using lecture, group discussion, media, and experiential approaches in which students have the opportunity to both experience and develop appropriate preparation, support and training techniques. Evaluation of student performance is based on the ability to demonstrate both an understanding of the intercultural and organizational literatures and the ability to apply that understanding to the development of training or other intervention techniques. Required text: – Landis, D., & Bennett, J. M. & Bennett, M. J. (2004). Handbook of Intercultural Training, Third Edition. Thousand Oaks, CA: Sage. Strongly Recommended reading – Holman, P., Devane, T. & Cady, S (2007). The change handbook: The definitive resource on today’s best methods for engaging whole systems. San Francisco: Berrett-Koehler Publisher Inc. [Strongly recommended for those with broad Organizational Development interests--about $45 online in paper] Pedersen, P. (2004). 110 Experiences for Multicultural Learning. American Psychological Association. Press. [Strongly recommended for those with a specific Intercultural Intervention focus--about $20 online in paper]

Recommended and online resources for now or the future -
Brewerton, P. & Millward, L. (2001). Organizational research methods. Sage. ChangingMinds.org Dick, B. (2004). Action Research Literature. Action Research, 2(4), Landis, D. & Bhagat, R. S. (1996). Handbook of Intercultural Training, Second Edition. Thousand Oaks, CA: Sage. Wikispaces -- An online resource to support your course team projects ( Grading - The Case (Team grade; due January 31) 15% The Training & Intervention Contract Proposal (Team grade; class presentations) 35% Final Exam (Out May 2, due by May 9 at 4:15 pm) 35% In-class contributions (always) 15% Final grade %=A; 80-89%=B; 70-79%=C; 60-69%=D; 0-59%=F The Case. As a Client team develop and submit to your Intervention team an approximately 2,000 word description of a case of an organization requesting a contract proposal for intervention in a multicultural organization. You can select any type or size of organization and type or scope of intervention. You are free to develop a case from the experience of one or more of your team or to construct a hypothetical one. Write the case from the perspective of the appropriate managers/directors in the organization. Include in your description standard case information (e.g., history, cultures involved, problems, relevant personnel and resources, desired intercultural training & intervention objectives, and so forth). Submit 2 copies (1 to me; 1 to the Intervention team). The Training & Intervention Contract Proposal. As an Intervention team develop a proposal that: (1) describes in general terms an intervention program that is at least partially responsive to the case described by your clients, and (2) elaborates in detail at least one specific training activity designed to meet at least one proposal objective. The proposal must be presented to the class at a scheduled time during the semester (50%) and then submitted in revised written form the last day of class (50%--1 copy to me and 1 copy to each member of your Client team). The detailed description of the training activity must be complete in terms of both materials and instructions and should include the--objectives; intended participants; theoretical basis for the module; trainer requirements in terms of experience, skill, or other relevant characteristics; and means of evaluation. Grading of the proposal will be based on the degree to which it demonstrates understanding of course material and appears responsive to the needs of the client organization. The Final Exam will ask for your individual critiques of the Training & Intervention Contract Proposal submitted to your Client team along with one or more additional proposals selected from others presented orally to the class. The critiques will be graded on the degree to which they demonstrate an understanding of course material (e.g. lectures, discussions, texts, exercises, etc.). Students must have completed the course prerequisite (COM643 or COM623 or consent). Students are expected to attend class on time, regularly, and not engage in behavior that detracts from a classroom ecology supportive of learning. All students attending class are expected to be on time in order to minimize disruption of class activities. Those submitting drafts of assignments for professor's review must do so 2 weeks prior to due date in allow for ample review and feedback. All assignments are due by the beginning of class on the due date. Late assignments will be reduced one grade for each working day. Assignments must be suitable in spelling, grammar & presentation in order to be accepted.

Helping people & organizations thrive in their World
We need to understand intervention in multicultural organizations in the much broader context of Human Resource Management, Organization Management & Organization Development particularly with respect to the necessities for dealing with dramatic changes in organizational ecologies as we move further into the 21st Century — Changes in workforce (increased diversity in terms of age, gender, ethnicity, nationality, etc.) Qualitative changes in the nature of jobs Changes in the knowledge & skills due to new technology, demographics, products, etc. Globalization (enough said!) Changes in organizational design in a “flattening world” (Thomas Friedman, 2006) Until recently, intercultural training & intervention has evolved mostly outside the mainstream of this process. However, the steps & concerns involved in planning, designing, implementing & evaluating organization management & development programs overlap significantly with those in intercultural training and continued integration of the fields is absolutely necessary.

Human Resource Management, Organization Management & Organization Development
Emerging out of Personnel, Industrial & Social Psychology and Business Administration over the last century – Human resource management (HRM) involves the strategic and coherent approach to the management of an organization's people who individually and collectively contribute to the achievement of the organization’s objectives. The terms "human resource management" and "human resources" (HR) have largely replaced the term "personnel management" as a description of the processes involved in managing people in organizations. Organization Management (OM) is involves getting people together to accomplish the organizations desired goals and objectives effectively. It typically comprises planning, organizing, staffing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal. Organization Development (OD) involves processes designed to change the beliefs, attitudes, values, and structure of an organization and it’s personnel so that they can better adapt to changes in the organization’s world.

Common types of intervention foci and methods
Communication Leadership Team Building Stress Management Conflict Resolution Mission Planning Time Management Technical Training (legal compliance, technologies, etc.) Change Planning Facilitating mergers, acquisitions & joint ventures Coaching Sex Harassment Prevention Diversity International Assignment Global Management

Organization Management & Organization Development Professional Associations
ASTD – American Society for Training & Development SHRM - Society for Human Resource Management “OD Net” - Organization Development Network SoL - Society for Organizational Learning Peter Senge, Otto Scharmer, Joe Jaworski, Betty Flowers “Presence” Thunderbird School of Global Management Human & Organization Development

World Café The World Café is a structured conversational process for awakening collective intelligence about key questions and issues -

Appreciative Inquiry Asking questions that focus on highlighting the strengths – as opposed to weaknesses of an organization to aid growth toward potential - .

360-degree feedback “360-degree feedback” is feedback about an employee that comes from all around - subordinates, peers & supervisors & sometimes customers and suppliers or other interested stakeholders. It also includes a self-assessment. The results from 360-degree feedback are often used by the person receiving the feedback to plan training or other types of intervention. 1:00 min

Open Space Technology Open Space Technology is a simple way to run productive meetings, for five to people, and a powerful way to lead any kind of organization, in everyday practice and extraordinary change -

Scenario Planning Scenario planning is a significant process that brings together very diverse input to create a set of scenarios that inform effective decision-making. Scenario thinking is more simply thinking about the world in terms of possibilities rather than forecasts, always understanding that ideas about where things are going can turn out to be very wrong. One of the most valuable outcomes of a well-designed scenario planning process is a shift to scenario thinking by the participating executives. From R. Dawson -

Strategic Visioning From Hinrichs Consulting-- Strategic Visioning is a process that engages an entire organizational community in integrating its best hindsight and foresight in aligned action. It blends traditional strategic planning with best practices emerging from visioning, large scale collaboration, and graphic facilitation. This blend complements the heavily analytical approaches of traditional planning with processes that engage participants in a holistic integration of their intuitive, emotional, intellectual, and physical understandings of the organization – Grove Consultants Int’l -

Six Sigma Six Sigma is a business management strategy originally developed by Motorola, USA in It is widely used in many sectors of industry. Six Sigma seeks to improve the quality of process outputs by identifying and removing the causes of defects (errors) and minimizing variability in manufacturing and business processes. It uses a set of quality management methods, including statistical methods, and creates a special infrastructure of people within the organization ("Black Belts", "Green Belts", etc.) who are experts in these methods. Each Six Sigma project carried out within an organization follows a defined sequence of steps and has quantified financial targets (cost reduction or profit increase). wikipedia

Balanced Scorecard The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals -

Brief History of Intercultural Training & Intervention a
Formerly Experiment in International Living in Vermont; Don Batchelder, Al Fantini; Theodore Gochenour, Gordon Murray; 1930s UK Center for International Briefing; 1950s US Foreign Service Institute; Robert Kohls; 1940s World Bank; Pierre Casse; 1970s 1960s International Society for Intercultural Education, Training & Research (SIETAR), 1970s Army Human Resources Research Office; Defense Department Race Relations Institute (DRRI); Navy Overseas Duty Support Program (ODSP); Al Kraemer, Ed Stewart, James Downs, Sandra Mumford-Fowler; 1960s, 1970s & 1980s International Journal of Intercultural Relations; Dan Landis; 1970s Hawaii-Tony Marsella, Ken Sanborn, Paul Pedersen, Ken Tokuno, Norm Dinges, Gary Fontaine; 1970s Culture Learning Inst Richard Brislin; 1970s

Brief History of Intercultural Training & Intervention b
Canadian International Development Agency (CIDA); 1980’s United Nations High Commission for Refugees (UNHCR); refugee processing centers in the Philippines (ICMC) & Thailand (Save the Children); 1980s; US Office of Refugee Resettlement (ORR) & Center for Applied Linguistics; 1980s. International Academy of Intercultural Research; 1990s Stanford Institute for Intercultural Communication Cliff Clarke; 1980s; Intercultural Communication Institute (ICI, in Portland); Janet & Milton Bennett; 1980s Asia Pacific Management Forum in KL; Rod Davies, Clarence Henderson;1995 Global Integration Strategies (GIS); Cliff Clarke, Naomi Takashiro; 2000 Going further into the 21st Century there’s a rapid global blossoming of intercultural training & intervention programs & organizations – government/ngo/private The Delta Intercultural Academy – online growing from SIETAR Europa Peter Franklin 2010 Gary Fontaine; 1980s

Intercultural Training & Intervention Programs a
Screening & Self-selection Foreign Study & Multicultural Education Orientation Training Social Support Travel & Relocation The Challenges of dealing with diversity at home, abroad & online Health Mental Health & Counseling Community & International Mediation Organization Management & Development Organization Support Consulting & Coaching

The Scholar – Practitioner Model in Organizational Interventions
Research & intervention in an imperfect, rapidly changing, stochastic world! The “scholar – practitioner” or “scientist – practitioner” model Action Research or Action Inquiry

Action Research Paradigm
Action research (studying questions or issues with particular attention to intervention or change) & participatory action research (“subjects” participate with researcher in design & conduct of the study)

Strategic Planning for Organizations
Organizations need to establish a Strategic Plan for success that includes: a mission that defines what you are doing a vision for your future values that shape your actions strategies that describe your key success approaches goals and action plans to guide your daily, weekly and monthly actions Your organization's success depends significantly on how well you define and live by each. The starting point must be to determine your company's existing mission, vision, values, strategies & plans, then — in a background of company performance — ask: Is the current vision being realized? How has the company's mission and goals changed over the years? Why? Describe the actual strategies followed over the past few years in respect of products/services, operations, finance, marketing, technology, management etc. Critically examine each strategy statement by reference to activities and actions in key functional areas covering such matters as management, funding, marketing, sales, productivity/costs, and other criteria as appropriate.

Green Giant Fresh by Growers Express March 2006 Monterey Sessions
Mission - Vision - Values - Strategies & Action Teams Thursday Session 1 (9:00 to 10:20) Launch; Communication Strategies & Skills in Growing & Changing Companies Break (10:20 to 10:40) Session 2 (10:40 to 12:00) Our Mission Lunch (12:00 to 2:00) Session 3 (2:00 to 3:20) Recognizing & Molding Company Cultures Break (3:20 to 3:40) Session 4 (3:40 to 5:00) Our Vision & Values Friday Session 5 (9:00 to 10:20) Leadership, Self-Organization & Optimizing Performance Session 6 (10:40 to 12:00) Our Strategies & Challenges Session 7 (2:00 to 3:20) Our Goals Session 8 (3:40 to 5:00) Action Plans & Teams Saturday Session 9 (9:00 to 11:00) Disembarking–Implementing Strategic Interventions Skippered by Gary Fontaine, Ph.D. Strange Lands Global Assignment Specialists

Assessing Needs for Intervention
Steps Identify gaps between current state and organization mission, goals & objectives Prioritize the gaps and express in terms of needs Select an appropriate package of the needs to be addressed in terms of intercultural issues Methods Tailored Questionnaires Interviews Formal & Informal Observation Focus Groups Critical Case Analysis of Successes & Failures The Key Good needs assessment requires a collaborative team effort involving all relevant organizational personnel and the intervention providers Adapted from Wederspahn 2000

Planning & Designing Intervention Programs
Define training objectives in terms of assessed needs Assess training relevant aspects of the organizational ecology Money, time & facilities available Scheduling requirements Previous training history & related human resources programs Participant characteristics--especially motivation & readiness for change 3. Selecting optimal training program Participants Duration Schedule & Locations Approaches & techniques Facilitators

The Bases of Our Behavior Theories of learning, attitude change & motivation
Common problems of training & intervention programs are that It teaches trainees things they already know They don’t know any more at the end of a program than they did before An effective program of intervention must be based on a sound understanding of people -- how they learn, how their attitudes develop & change, what motivates them, and the bases of their behavior in organizations. Theories of learning Behavioral (e.g., Pavlov, Skinner). Stimulus & response are the best ways to explain behavior & thus if you want to change it you must work with those Cognitive (e.g., Tolman, Lewin, Bandura). Cognitions (perceptions) play a major along with both stimulus & response Theories of attitude change Reinforcement theories Consistency theories such as dissonance theory (Festinger) Changing the ecology Theories of motivation Drive theories (e.g. Freud) Motivational hierarchies (e.g., Maslow) Achievement theories (e.g., McClelland & Atkinson, Weiner) Optimal state/intrinsic motivation theories (e.g., Rotter, Deci, Csikszentmihalyi) Modeling

Key Intervention Concerns
“The Office” Key Intervention Concerns Who’s hiring you and what’s your relationship to them (e.g., traditional vs “high impact”)? What are the real needs? Who are the “stakeholders?” Review of literature, past interventions, resources. What are the intervention focus options? Where to start? What are the projected outcomes? What might be some unanticipated outcomes? Evaluation? (If it works and if it doesn’t)

The Bases of Our Behavior in Organizations
Leaders — A person with knowledge of the overall mission directs the activity of the group. Blueprints — A plan or representation of the desired outcome of the activity —”Mission statements, Goals & Objectives.” Recipes — A sequence of required actions or tasks necessary to produce the outcome — ”Best practices.” Templates — A fixed feature of the environment to which the activity is molded — A full-size model or mold that specifies strongly steers the pattern-formation process — “Cafeteria tables” Self-organization — global patterns in a system emerge from local interactions among participants using behavioral rules executed with only local information and without reference to the global patterns. Those patterns emerge from the system; they are not imposed on it. Implication for training & intervention — need to understand and focus on key behavioral rules at the local level.

The Game http://icosystem.com/game.htm
“The Game" illustrates through simulation how simple rules at the local level (perceptual/behavioral/communication) can produce emergence of unpredictable and complex structures at a global (organizational) level without the need to infer leadership, management, plans, recipes, or templates to guide behavior. As you start playing the game note that changing rules (e.g., for appropriate behavior) and parameters (e.g., population and sight distance) change outcomes drastically and unpredictably resulting in patterns that are very complex and appear planned or organized--but by who! Note how changing sight distance affects outcome in terms of number and stability of the emerging clusters (or teams). Play with the parameters (e.g., try population=78 or so, sight distance=7). Note that communication difficulty or cultural diversity, etc. could be functionally similar to sight distance and be sufficient to produce cultural clustering without postulating other social psychological explanations. In what ways might cultural differences in the rules for local interactions affect the self-organization process and hence the global outcomes? Note how medium (e.g., online vrs f2f) could also be related to sight distance in effects? How much of what goes on in teams is attributable to leadership or management or previously learned global plans and how much "simply" emerges from relatively simple rules we learn for interacting at the local level?

Particle swarm optimization
The traditional western social science paradigm views humans as primarily intentional & rational and behavior, and its products, as caused by decision-making, planning, leadership, and so forth. But there are other paradigms. Evolution computation, self-organization, and swarm intelligence are related paradigms that view people (teams, organizations, etc.) as potential problem solutions to challenges in the ecology and identify natural selection strategies to optimize the solutions (i.e., each person is a potential solution to some problem!). Evolution is a general problem-solving algorithm. In a “rational” model of optimization intelligence is defined at the individual level; in an “evolutionary” model Intelligence is defined at the level of the “swarm” — the collective. Particle swarm optimization — built on comparing “our own best” & “our neighbors’ best” over many iterations. Implications for organizational training & intervention — need to facilitate awareness of own previous best practices support awareness of — & communication with — best local others.

Intercultural Models & Skills
To be effective in intercultural intervention we must have a good theory or model of the challenges faced and the strategies & skills necessary to address these challenges. For example, the challenges -- Relationships & rules  Universalist vrs Particularist orientations. The Group and the individual  Individualism vrs Communitarianism Feelings and relationships  Affective vrs Neutral cultures How far we get involved  Specific vrs Diffuse cultures How we accord status  Ascription vrs Achievement How we manage time  Sequentially vrs Synchronistically How we relate to nature  Internal vrs External Control Corporate cultures  Family (person-oriented); Eiffel Tower (role-oriented); Guided Missile (project-oriented); Incubator (fulfillment oriented) . Trompenaars Contact Disintegration Reintegration Autonomy Re-entry Culture fatigue independence ? Fontaine Adler Getting the job done by dealing effectively with diversity & change Maintaining motivation Coping with “ecoshock” Bennett & Bennett Denial Defense Minimization Acceptance Adaptation Integration Ethnocentric Stages Ethnorelative Stages Development of Intercultural Sensitivity

The Skills Skills for maintaining motivation
Skills for coping with ecoshock Attentional regulation Skills for maintaining motivation Attentional flexibility Identifying motivation profile-destination ecology match Patience Broadening stress-coping tool kit Identifying the social support provided at home Training for successful global assignments Use of a sense of presence to build IMCs Identifying social support needs abroad Identifying social support opportunities abroad Communication skills in ritual exchange, perspective sharing, & language, context & agenda matching Matching unfilled needs with available support Skills for dealing with diversity Social skills--particularly in conflict resolution Skills for developing & maintaining social support

Intercultural Training & Intervention Programs b
Screening & Self-selection Foreign Study & Multicultural Education Orientation Training Social Support Travel & Relocation The Challenges of dealing with diversity at home, abroad & online Health Mental Health & Counseling Community & International Mediation Organization Management & Development Organization Support Consulting & Coaching

“Screening” Map for Asia & Middle East
One point for - Country Capital Population “Knowledgeable” > 65 “OK” > 50 “Maybe in a pinch” > 35 Adapted from the TIBS Screening Program

Typical Screening “Self-Assessment” Instruments
Cultural Competence Self-Evaluation Form (CCSE) (For counselors & health &mental health providers) Inventory of Cross-Cultural Sensitivity (ICCS) Cultural Intelligence (CQ) Scale Intercultural Development Inventory (IDI)

Inventory of Cross-Cultural Sensitivity (ICCS)
ICCS Online C Scale = Cultural Integration "I have foreigners to my home on a regular basis“ B Scale = Behavioral Response "The way other people express themselves is very interesting to me“ I Scale = Intellectual Interaction "I enjoy being with people from other cultures“ A Scale = Attitude Toward Others "Foreign influence in our country threatens our national identity" (reversed) E Scale = Empathy "I think people are basically alike“ From K. Cushner et al. (2003)

Emotional intelligence (EI)
Emotional intelligence (EI) – developed by Daniel Goleman – is the ability to identify, assess & control the emotions of oneself, of others & of groups – Today organizations worldwide routinely look through the lens of EI in hiring, promoting & developing their employees. Much of the work on EI is supported by the Consortium for Research on Emotional Intelligence in Organizations –

Cultural Intelligence (CQ) Scale
Cultural Intelligence (CQ) Online Cultural Intelligence (CQ) is a person’s capability to function effectively in situations characterized by cultural diversity. (See Earley, P. C. & Ang, S. (2003). Cultural Intelligence: Individual Interactions Across Cultures. Stanford University Press) Importance In today’s increasingly global and diverse work settings, the ability to function effectively in multi-cultural situations is important for employees, managers, and organizations. Knowledge of your Cultural Intelligence provides insights about your capabilities to cope with multi-cultural situations, engage in cross-cultural interactions appropriately, and perform effectively in culturally diverse work groups. Knowledge of the Cultural Intelligence of others provides insights about how best to interact with others in multi-cultural situations, engage in cross-cultural interactions appropriately, and perform effectively in culturally diverse work groups. Contemporary Conceptualizations of Intelligence Contemporary research recognizes the importance of interpersonal intelligence, emotional intelligence (e.g., Daniel Goleman, 1998), and social intelligence. Like these other forms of intelligence, CQ complements IQ by focusing on specific capabilities that are important for high quality personal relationships and effectiveness in culturally diverse settings. Adapted from Linn Van Dyne © 2005 – 2007 The scale In Mandarin at

Intercultural Development Inventory (IDI)
Mitch Hammer The Intercultural Development Inventory® (IDI®) is a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity. The IDI can be used for a wide variety of purposes, including: Individual assessment in coaching, counseling situations Group analysis in teambuilding efforts Organizational-wide needs assessment for training design Program evaluation to assess the effectiveness of various interventions Research The IDI is a 50-item, theory-based instrument that can be taken either in paper and pencil form or online. The IDI is currently in twelve languages (Bahasa Indoneasian, English, French, German, Italian, Portuguese, Spanish, Russian, Korean, French, Japanese and Chinese). Translations from the English-language version were completed using rigorous "back translation" scientific protocols to insure both linguistic and conceptual equivalency. The instrument is easy to complete and it can generate an in-depth graphic profile of an individual's or groups' predominant level of intercultural competence along with a detailed textual interpretation of that level of intercultural development and associated transitional issues.

A “Screening Checklist” – Copeland & Griggs
Twenty Questions For The Employee How Will I Perform In An International Assignment? To assess how hard you will have to work to become effective in another culture, rate your answers to the questions below, on a scale of 1 to 5. A rating of 1 means the statement is very untrue, a firm "no." A rating of 5 means It is strongly true, a firm "yes." 1. Do I need a strong support staff and technical experts In order to do my job well? ____ 2. Do I become exasperated when kept waiting? ____ 3. Must I adhere to a firm schedule to feel I am making progress? ____ 4. Do I feel frustrated, impatient, or bored when social subjects are being discussed in business situations? ____ 5. Do I believe that having the best product and best price will always win, above all else? ____ 6. Am I outraged when told one thing and later find it is not true? ____ 7. Do I make decisions alone, without the advice of my colleagues? ____ 8. Do I prefer to work alone? ____ 9. Am I very uncomfortable in ambiguous or unpredictable situations? ____ 10. Am I intolerant of people who do not do things my way? ____ 11. Do I have trouble communicating with people outside my field? ____ 12. Do I consider learning a new language a waste of time? ____ 13. In hiring employees, choosing co-workers, or seeking a new job, would I prefer to work with someone of my own race and ethnic background? ____ 14. Have I had negative experiences working with people different from myself? ____ 15. Do I feel it is most important to get the job done, even If it means doing it myself? ____ 16. Do I sometimes concentrate so hard on what I am doing that I forget to pay attention to the reactions and feelings of my co-workers? ____ 17. Do I put my job first and expect my spouse and children to tend for themselves? ____ 18. Do I prefer to keep my business and social life totally separate? ____ 19. Overseas, would I most likely "be myself" and expect others to accept me for what I am? ____ 20. Is money my main reason for accepting an overseas assignment? ____ Total your scores. If your score is 20 or below, you should do well in many cultures. If it is between 20 and 50, you will have to work hard to overcome your habitual work attitudes and style. If your score is above 50, you may experience great frustration and difficulty; you should reconsider your reasons and expectations before accepting an international assignment. Adapted from Copeland, L. & Griggs, L. (1985). Going international: how to make friends and deal effectively in the global marketplace. NY: Random House.

A “Screening Checklist” - Fontaine
Name: He or she: Works well with new or changed management styles? Y ? N Works well with new clients or customers? Y ? N Adapts well to changes in organizational structure? Y ? N Adapts quickly to and make use of new technologies? Y ? N Is able to provide own structure for tasks? Y ? N Quickly rearranges schedule when useful? Y ? N Is self-motivated? Y ? N Has a variety of friends? Y ? N Manages stress well? Y ? N Is broadly aware of people, resources & problems in a situation? Y ? N Is not bound by the "rules" or standard procedures? Y ? N Y=___ ?=___ N=___

Sample Items from an Orientation Checklist
General information about the host culture Geography and climate Y N Current events and economic and social conditions Y N Important people Y N Specific information about living & working in the host culture Survival tips on laws, disease, crime, and security risks Y N Typical business practices such as hours and rates-of-pay Y N Housing, health facilities, and schools Y N Information about preparing for the assignment Passports, visas, work permits; health, tax clearances Y N Tax information Y N Moving household goods Y N Specific information about the particular assignment Organizational cultures Y N Clients, contractors, and key personnel Y N Host attitudes toward the assignment Y N

Orientation to Some Common & Important Cultural Differences a
The individual & self vrs the collective as the primary unit of value. Emphasis on honesty & directness vrs harmony, indirectness & face. Value on doing vrs being or belonging--implications for equality, status & age. Emphasis on the quality of the deal vrs the quality of the relationship in making decisions to do business--implications for ritual & the bargaining process. Preference for high power distance in which bosses make all the decisions vrs low power distance in which subordinates expect to participate. Belief in control vrs fatalism--implications for uncertainty avoidance, planning, decision making & training. Belief in high vrs low work centrality. Preference for monochronic vrs polychronic structuring of activities in time.

Some Common & Important Cultural Differences b
A past vrs present vrs future orientation--implications for valuing progress, change, tradition & continuity. Perception of people & nature as independent & competitive vrs interdependent and in balance--implications for valuing technology. Belief in universalism vrs particularism or rules vrs relationships. Emphasis on analytic vrs holistic, relational or intuitive understanding--implications for research, education & training. Different strategies for forming, maintaining & dissolving relationships--including the value on individual attitudes vrs role performance. Differences in verbal & nonverbal communication symbols. Preference for high vrs low context communication. Different conflict resolution strategies!!!

Some Key Filipino/American Cultural Differences
Emphasis on the individual or self (American) vs. the relationship or collective (Filipino) --implications for the value of individual freedom, independence, self-reliance, collectivism, relationship building (pakikisama) & authority. Compartmentalization, openness & mutual independence in relationships (American) vs. breadth, formality & mutual dependence (Filipino)--implications for trust, role relevance & obligations. Value on honesty (American) vs. harmony (Filipino) in relationships--implications for communication directness & indirectness (not to wound amor-proprio or self-esteem). High power distance between bosses and workers (Filipino) vs. low power distance (American)--implications for expected/desired participation in decision making. Preference for monochronic (doing things sequentially--American) vs. polychronic (doing things in an interwoven manner--Filipino) structuring of activities over time. A belief in the ability to control one’s life (American) vs. a more fatalistic (bahala na) orientation (Filipino)--implications for planning, decision making & problem solving. The place, timing & size of personal payments--”tips” & “bribes” (lagay). Direct verbal expression of conflict by complainant (American) vs. indirect expression (tampo) and interpretation by target (Filipino).

Some Key Japanese/American Cultural Differences
Emphasis on the individual or self (American) vs. the relationship or collective (Japanese)--implications for the value of individual freedom, independence, self-reliance, in-group vs. out-group competition, collectivism & authority. Value on honesty (American) vs. harmony (Japanese) in relationships--implications for communication directness, indirectness & face (kao). Emphasis on the quality of the immediate “deal” (American) vs. the longer-term relationship (Japanese)--implications for the objectives of business meetings (e.g., decision making or relationship testing). High (Japanese) vs. medium (American) work centeredness--implications for the role of the company vs the family or community in worker’s lives. High (Japanese) vs. low (American) uncertainty avoidance--implications for planning, job descriptions & job security. High (Japanese) vs. lower (American) reliance on “context” in communication--implications for the meaning of words (yes), gestures & silences. Direct verbal expression of conflict by complainant (American) vs. indirect expression and interpretation by target (Japanese).

Means on Work-related Perceptions a
Individualism: The degree to which action is taken for the benefit of the individual or the group. Power Distance: The structure of authority in an organization. The degree to which inequality or distance between those in charge and the less powerful (subordinates) is accepted. Uncertainty Avoidance: The structure of activity in an organization. The extent to which people prefer rules, regulations and controls or are more comfortable with unstructured, ambiguous or unpredictable situations. “Masculinity” or “work-centrality:” The degree to which we focus on goal achievement and work or quality of life and caring for others and the place of work in employees lives. The relative masculine and feminine influences in the workplace. Confucian Work Dynamism (Michael Bond) differentiates between a long-term orientation to life and valuing persistence, status differences, sense of shame (China, Japan, South Korea, India) and a short-term orientation to life valuing tradition, personal steadiness, reciprocity, and face (Pakistan, Nigeria, Philippines, Canada, UK, US).. Hofstede, G. (1991). Cultures and organizations: Software of the Mind. London: McGraw-Hill.

Means on Work-related Perceptions b
Power Uncertainty Distance Avoidance Individualism “Masculinity” Philippines 94 Greece 112 USA 91 Japan 95 Mexico 81 Portugal 104 Australia 90 Austria 79 Venezuela 73 Belgium 94 GB 89 Venezuela 73 India 77 Japan 92 Canada 80 Italy 70 Singapore 74 Peru 87 Netherlds 80 Switzerld 70 Brazil 69 France 86 New Zeald 79 Mexico 69 Hong Kong 68 Chile 86 Italy 76 Ireland 68 France 68 Spain 86 Belgium 75 GB 66 Colombia 67 Argentina 86 Denmark 74 Germany 66 Turkey 66 Turkey 85 Sweden 71 Philippines 64 USA 40 USA USA 62 Ireland 28 Ireland 35 Taiwan 17 Finland 26 New Zeald 22 HK 29 Peru 16 Denmark 16 Denmark 18 Sweden 29 Pakistan 14 Netherlds 14 Israel 13 Denmark 23 Colombia 13 Norway 8 Austria 11 Singapore 8 Venezuela 12 Sweden 6 Confucian Work Dynamism (Michael Bond) differentiates between a long-term orientation to life and valuing persistence, status differences, sense of shame (China, Japan, South Korea, India) and a short-term orientation to life valuing tradition, personal steadiness, reciprocity, and face (Pakistan, Nigeria, Philippines, Canada, UK, US). Adapted from Hofstede

Some Key Bases of Differences in Corporate and National Cultures
Relationships & rules  Universalist vrs Particularist orientations. The Group and the individual  Individualism vrs Communitarianism Feelings and relationships  Affective vrs Neutral cultures How far we get involved  Specific vrs Diffuse cultures How we accord status  Ascription vrs Achievement How we manage time  Sequentially vrs Synchronistically How we relate to nature  Internal vrs External Control Corporate cultures  Family (person-oriented); Eiffel Tower (role-oriented); Guided Missile (project-oriented); Incubator (fulfillment oriented) Trompenaars, F. & Hampden-Turner, C. (1998). Riding the Waves of Culture: Understanding Cultural Diversity in Global Business.

Trompenaars & Turner How Far We Get Involved 7.3

Trompenaars & Turner How We Accord Status 8.2

Trompenaars & Turner How We Relate to Nature 10.1

Trompenaars & Turner Universalist vs Particularist Orientations 4.1

Trompenaars & Turner Universalist vs Particularist Orientations 4.2

Trompenaars & Turner The Group & the Individual 5.1

A Tale of "O"

Orientation to Hawaii List the 10 key points of information that a person coming to Hawaii needs to know about working and living here 1 2 3 4 5 6 7 8 9 10 List the 5 key points of information that a person coming to Hawaii to work with you needs to know

Orientation Resources
Reference books, novels & films Newspapers & Periodicals--with country or international focus Government agencies--own & foreign; at home & abroad Travel agents, travel consultants, airlines, global moving companies & credit or charge card companies Returning compatriots Visitors from the host culture Site visits The Internet

Orientation on the Web

Training for Intercultural Effectiveness
Technical, Professional or Management training Stress-management training Language training Working with interpreters Working with 2nd language speakers Culture training Culture-Specific Culture-General Cross-cultural training Intercultural training

Training Approaches & Techniques
Lecture, group discussion & media presentations Self-awareness training - Contrast American Episodes and individual & organizational cultural self-assessments Attribution or sensitivity training - Cultural Assimilators and Critical Incidents Experiential/Simulation/Role-playing training - Experiential exercises with stop-the-world techniques Interaction training - Immersions exercises in or outside of training environment IMC training - Task analysis Conflict Resolution training - Workplace Conflict exercise Social Support training - Social support exercise Case Studies Massive multiplayer online gaming (MMPOG) & simulations – Urgent Evoke, Opinion Space (see Cathy Davidson (2011). “Now you see it: How the brain science of attention will transform the way we live, work, and learn. “

Evoke, swarm, change the world!
This is not a simulation. You are about to tackle real problems – food security energy water security disaster relief poverty pandemic education human rights Welcome to the Evoke Network. Welcome to your crash course in changing the world. What's an "evoke"? There's an old saying here: "If you have a problem, and you can't solve it alone, evoke it." When we evoke, we look for creative solutions. We use whatever resources we have. We get as many people involved as possible. We take risks. We come up with ideas that have never been tried before. An evoke is an urgent call to innovation. Evoking first started in Africa, but it can happen anywhere. 1:30 min The evoke blog – blog.urgentevoke.net/ Developed by the World Bank Institute, the learning and knowledge arm of the World Bank Group, and directed by alternate reality game master Jane McGonigal.

Opinion Space 3 min

“Contrast American” Episodes
Smith: Yes, my replacement, Mr. Jackson, will be here next week. And I’d certainly like to bring him over so I could introduce him to you. Konda: Ah, Mr. Jackson. You know Mr. Jackson? Smith: Yes, we worked together several years ago in Germany. Konda: Ah! Is he a good man? Smith: Oh yes, he is a very fine manager. He’s a graduate of Harvard, he’s worked for several firms, and his last position with us was a major one. Konda: I see. Konda: You like tea? Smith: Yes, (accepting a cup) thank you. Konda: Yes, tea is good. Smith: That’s good tea. It’s very good. Konda: Ah, yes. Well, tell us all about yourself. Smith: Ok. I went to school in Texas, at the University of Texas, and of course I’m an engineer; and I spent my last year in Germany in our engineering division. And now I’m here principally as an advisor. Smith: Well, Kahn’s team can bring in some bulldozers and a road grader--that’s big construction equipment--and we can level the road, and cut down some of the trees along the edge of the road and dig drainage ditches. Konda: You say you have to cut trees? Smith: Well, yes. I mean, this will straighten out the road. And, of course, we’ll only cut the trees right next to the road. They’re mostly old trees anyway, and too old to grow fruit. Konda: Yes, indeed, these are old trees, Mr. Smith. Adapted from Kraemer

Individual & Organizational Cultural Self-Assessments
“Culture in the Workplace Questionnaire” – Based on the dimensions of “work-related perceptions” – Individualism, Power Distance, Certainty, Individualism, Achievement, & Time Orientation (after Hofstede, 1991). Sample questions

Values Exercise Imagine that your cruise ship has just sunk in the open ocean. Your group is safe on a raft with a good chance to survive. There is still room for three more people. (1) As a group make a choice from the list below of the three persons you would take on board. A ten-year-old child An injured woman A thirty-year-old man A married couple in their seventies A medical doctor A religious leader A ship's officer A newly wed couple (2) List the perceptual dimensions you used in differentiating among the persons to make your selection: For example, "survivability," "ability to provide assistance," or "most likely to benefit from a longer life." Identify the categories within each dimension (values) which led each person to be selected or excluded. For example within the dimension of survivability, you might identify “ woman” because they typically survive such experiences longer.

Stranded! After a shipwreck, an Hawaiian man and a Japanese man are stranded on one island; a Haole man, the Filipina wife of the Hawaiian man and her mother are stranded on the other. The wife wishes to go to her husband and discusses her dilemma with her mother. The wife then asks the Haole man to row her to the other island. He agrees in exchange for her sleeping with him. She submits and he rows her over to the other island. She tells husband and he kicks her out. The Japanese man takes her in but won't let her return to her husband later. Rank each person on a dimension of morally best to worst. Discuss what dimensions of value led to your ranking.

Sensitivity or Attribution Training
Objective -- to learn about the culture in others. How other cultures perceive the world and specific incidents in it. Culture Specific Assimilators (Triandis) or Intercultural Sensitizers (Albert) or Simulators (Montalvo) “Isomorphic attributions” Construction of assimilators Online Russian, Israeli, Austrian & US Assimilators Culture General Assimilators (Brislin) Impact more on perceptions than performance Post-training paralysis (Landis)

Culture Specific Assimilator a
The Mexican American Culture Simulator for Child Welfare Frank F. Montalvo, Tonia T. Lasater & Nancy Garza Abstract: Project staff and experienced child welfare personnel adapted the Culture Simulator to train child welfare caseworkers to have an empathic understanding of minority children and families in order to encourage and support ethnic identity, integrity, and community life. The training technique used 4 self-instructional modules containing 40 critical casework incidents (derived from discussions with 180 San Antonio, Texas, barrio residents) depicting misunderstanding between Mexican American clients and Anglo American child welfare workers due to differences in their sociocultural backgrounds. Trainees (27 non-Hispanic child welfare workers) were instructed to rank the 4 alternative explanations for the misunderstanding in each vignette according to the-best-to-the-least preferred answer. Trainees were given the teaching volumes, each with a test form and rationales, in sequence. After reading the rationales in order of their answer selection, trainees scored their own tests. Results from trainees and 3 control groups (46 child welfare and family service workers tested with single volumes) indicated that significant cumulative learning took place, the technique was equally effective with experienced and inexperienced workers and for those with extensive exposure to the Mexican American community, and the best results were obtained when the modules were followed by discussions designed to integrate the knowledge gained.

Culture Specific Assimilator b

Culture General Assimilator a
The Personal Touch Missing his wife and children who were still back in the United States, Jack accepted a friend's invitation to attend a party in Manila. Jack had received his assignment from his company on rather short notice and so came ahead of his family since he and his wife did not want to pull their children out of school in the middle of the year. Jack and his friend showed up at the party, Jack was introduced around, and soon fell into conversation with a very attractive Filipino woman. While speaking with Jack, this woman was very animated and very attentive to Jack's observations on various topics. When Jack mentioned something about his personal life, the woman matched it with a incident from her own life and added more detail than did Jack in his stories. Occasionally, the woman touched him when talking with him. Jack thought things were going well, but when he suggested that he and the woman go to a nightclub after the party by themselves, the woman cut off the conversation as quickly as politeness permitted and walked off to chat with friends in another part of the room. Jack was not sure what had happened. If Jack asked you to help him understand what had happened, what would you say? (1) Jack has misinterpreted the meaning of the woman's behavior. (2) The woman was trying to tease Jack so as to flatter herself when Jack made the inevitable suggestion. (3) Jack's behavior reflected his ambivalent feelings about his wife. (4) The friend who brought Jack to the party should have prepared Jack for eventualities such as this. Adapted from R. W. Brislin, et al. Intercultural Interactions: A Practical Guide.

Culture General Assimilator b
A Managers' Dilemma Ned Schwartz, the manager of a large factory operation in Canada, had been transferred to an operation of the same size in a Central American branch, as its production had always been low. Ned had a reputation of getting things done, but from the start Ned had a hard time. Government regulations made procuring needed materials difficult. Communication from his site to headquarters was slow and often garbled. Even Ned's personal work habits had to be changed. He was used to working late and inspecting the plant after most of the workers had gone home, but strict military rule imposed curfew hours over such installations as Ned's. In his own country there were organizations to protest such unreasonable restrictions, but superiors here said there was nothing one could do. Ned became increasingly depressed and ineffective. He finally asked to be sent back to his original operation. What can help explain Ned's situation? (1) The job was not really appropriate for Ned since the difficulties were too great. (2) Ned found himself in a situation where he had relatively little control over matters. (3) Operations in Third World countries are impossible to bring to maximization given the resources available. (4) Ned did not have the proper local support. If he had been nicer to local authorities and workers, they would have offered him more cooperation. Adapted from R. W. Brislin, et al. Intercultural Interactions: A Practical Guide.

Experiential & Interaction Training
Stop-the-world experiences Identification of differences in culture and broader ecology Identification of strategy options for successful interaction Identification of skills needed to implement those strategies Practice with skills An “iterative” process

Experiential Training Activities

A1A2 Exercise Figure Grid Correct response Response Grid Your command
Score + or - Partner’s turn F(1) 2 [ ] A(5) 4 [ ] B(5) 1 [ ] F(2) 4 [ ] E(2) 5 [ ] [ ] [ ] [ ] [ ] [ ] E(2) 5 [ ] D(1) 2 [ ] E(3) 2 [ ] D(3) 3 [ ] F(1) 2 [ ] C(5) 5 [ ] C(1) 1 [ ] F(4) 1 [ ] D(5) 1 [ ] C(5) 5 [ ] [ ] [ ] [ ] [ ] [ ] F(3) 3 [ ] C(3) 3 [ ] B(1) 2 [ ] B(2) 5 [ ] F(3) 3 [ ] A(3) 5 [ ] A(4) 2 [ ] C(4) 4 [ ] A(2) 3 [ ] A(3) 5 [ ] [ ] [ ] [ ] [ ] [ ]

BaFa’ BaFa’ a

Divide into two cultures. Learn and practice your new culture.
BaFa’ BaFa’ b Outline of Activities Divide into two cultures. Learn and practice your new culture. Select an observer. Exchange observers. Observers return and report observations. Exchange sets of visitors. Each set of visitors reports its observations. End of the simulation. Discuss and analyze the experience.

Cases The Office – “Diversity Day”

Ignorance of Attribution Conflict Attributional Ambiguity
Workplace Conflict Attribution Conflict Symptoms: Confrontations, discussions, arguments & fights Direct & indirect hostility Solutions: Changes in organizational, relationship or microculture Ignorance of Attribution Conflict Lack of synchrony, responsiveness & enthusiasm Increased sense of presence & improved perspective sharing Attributional Ambiguity Problem solving difficulties Threats to relationship stability Maintaining motivation Tolerance & trust in affect or intentions Stress management

Workplace Conflict Exercise
3 Your partner’s rank 2 rank of partner 1 3 - 1 3 - 2      A good boss should be--      strong, decisive, and firm but fair. He/she should be protective, generous, and indulgent to loyal subordinates.      impersonal and correct, avoiding the exercise of authority for his/her own advantage. He/she should demand from subordinates only that which is required by the formal system.      egalitarian and influenceable in matters concerning the task.      responsive to the personal needs and values of others. He/she should provide satisfying work opportunities for subordinates. Attribution Conflict Score (total of 3 -1; range 0 to 56) = Ignorance of Attribution Conflict Score (total of 3 - 2; range 0 to 56) = Adapted from C.B. Handy, Understanding organizations. Penguin Books.

Ignorance of Attribution Conflict Attributional Ambiguity
Marital Conflict Attribution Conflict Symptoms: Confrontations, discussions, arguments & fights Direct & indirect hostility Solutions: Changes in organizational, relationship or microculture Ignorance of Attribution Conflict Lack of synchrony, responsiveness & enthusiasm Increased sense of presence & improved perspective sharing Attributional Ambiguity Problem solving difficulties Threats to relationship stability Maintaining motivation Tolerance & trust in affect or intentions Stress management

Key Potential Marital Problem Areas
Marital goals (What are the motives? Individual vs relationship centered?) Decisions (Who makes decisions over what? How?) Children (How many? Who's responsible for rearing?) Money (How saved? Where spent? Who manages?) Cooking & housekeeping (Who? What?) Sex (How? How often? Who initiates? Who responds? What's it mean?) Extended family (Importance? Residence? Roles?) Work (Who works? Where? How work centered?) Lifestyle (Homebound? Social & Entertainment? Travel?) Conflict resolution (Direct, confrontative vs avoiding, mediated?)

Program Evaluation a General evaluation issues
Did the training program meet its objectives? Formative evaluation Summative evaluation Evaluating intercultural training & intervention programs Identifying the objectives--Typically training does not give trainees skills to be effective in intercultural/international contexts. It informs, instructs, illustrates, and perhaps provides some practice in those skills. The effectiveness of training depends on the extent to which trainees bring what is learned back home to their job and are motivated to give as much attention to developing those skills as they do other skills deemed essential to their job and career. Organizational objectives Employee knowledge/skills/motivation Employee performance Organization performance Trainer objectives facilitator learning good impression to further training opportunities

Program Evaluation b Timing of evaluation Evaluation methods
In-course evaluation of trainee knowledge and motivation On-the-job evaluation of trainee skills and work group performance End of year/end of 5-year/etc. evaluation of trainee and organization performance Evaluation methods Experimental designs (with good assessment, manipulation & control) Post-post (with control group and random assignment) Pre-post (with control group and random assignment) Longitudinal Non-experimental designs One-group pre-post (without control or random assignment) Static group comparison (without random assignment) Regression-discontinuity (multiple groups without random assignment) Procedures Self report questionnaires/interviews Other report questionnaires/interviews Observation

Worksheets for Building IMCs
Step 1 Tasks essential to assignment completion A.________________________________________________________ B.________________________________________________________ N.________________________________________________________ Step 4 Strategy-Ecology Links ( ) a b n [ ] [ ] [ ] Net = Step 2 Ecological characteristics of task __ 1.__________________________________ 2.__________________________________ n.__________________________________ Step 3 Alternative strategies for completing task __ a.________________________________________________________ b.________________________________________________________ n.________________________________________________________

Who should receive training? When should training be provided?
Key Training Concerns Who should receive training? When should training be provided? How long should the training be? Where should training take place? Who should provide training?

High Impact Intervention
Flaws of conventional intervention projects Project defined in terms of consultant’s expertise or products (not in terms of client results to be achieved) Project scope based solely on problem to be solved (ignoring clients readiness for change) One big solution (rather than incremental successes) Sharp division of responsibility between client and consultant (not partnership) Labor-intensive use of consultants (instead of leveraged use) Keys to high impact intervention projects Define goals in terms of client results instead of consultant products Match project scope to what the client is ready to do Aim for rapid-cycle successes to generate momentum (create smaller rapid-cycle projects from large-scale goals) Build a partnership to achieve and learn (Abandon the traditional view that a project is a task carried out by a consultant for a client. The project has to be seen as a joint undertaking to produce a joint product. Both players have to accept that much of the work can and should be done by client personnel--they often will not only produce better results for less expense, they will also benefit from the learning that results from the experience.) Create a contract for collaboration instead of a proposal for a job Build communication bridges (perspective sharing, agenda matching, information exchange, social influence) and provide interpretation based on more intimate client experience and broader consultant experience. Adapted from Schaffer, R. H. (2002). High Impact Consulting: How Clients and Consultants Can Work Together to Achieve Extraordinary Results. San Francisco: Jossey-Bass.

Distributions of Client/Consultant Involvement in Intervention Activities
Type of Activity Collaborator in Problem Solving Process Specialist Fact Finder Alternative Identifier Trainer/ Evaluator Technical Expert Reflector Advocate High Client Involvement High Consultant Involvement Non-directive Consultant Role Directive Consultant Role Raises questions for reflection Observes problem-solving processes & raises issues mirroring feedback Gathers data & stimulates thinking Identifies alternatives & resources for client and helps assess consequences Offers alternatives & participates in decisions Trains the client & designs learning experiences Provides information & suggestions for policy or practice decisions Proposes guidelines, persuades or directs in the problem-solving process Adapted from Management Consulting: A Guide to the Profession, M. Kubr, (Ed.) (1996). University Associates, La Jolla, CA.

Ethical Issues in Training & Intervention
Issues associated with the trainer Must be knowledgeable in content Must be competent in method (training pedagogy) Must be committed to professional development Issues associated with the content of training Information exchange and skill development Confrontation with new beliefs and behaviors in training Changing trainees' perceptions, attitudes, values Issues associated with the client organization Purposes to which new skills are to be applied

International Assignees International Business Travelers
International Roles Senior Executives International Assignees International Business Travelers Home Office Staff Global Managers Host-Country Counterparts Adapted from Wederspahn 2000

Cultural Process Teams
Management Teams Cultural Process Teams Organizational design Interventions Mediation Multicultural Ecology Global Teams Adapted from Silvia Odenwald

Global Manager's Tasks Global Managers
Readily adjusting to different cultural values & practices Networking with multicultural colleagues & associates on a worldwide basis Conducting business diplomacy at the highest corporate & governmental levels Balancing conflicting interests of stakeholders in different countries Promoting & supporting multicultural teamwork Learning from colleagues of all nationalities Sharing of best practices between country operations Managing cultural and ethnic diversity within the organization Being a catalyst to move the company globally Representing the global perspective in corporate strategy planning Flexibly & quickly adapting to changes in the global business ecology Modeling global managerial attitudes & behaviors to peers & subordinates Adapted from Wederspahn, 2000

Global Manager's Skills
Ways of Thinking Keeping the global corporate mission in focus amid ambiguous, dynamic & sometimes chaotic international business conditions Being continually engaged in a global learning process Being aware of their own "cultural baggage," but transcending it Discerning individual versus cultural differences Accurately interpreting cross-cultural signals of warning, threat, approval, acceptance, discomfort, agreement, displeasure, support, disagreement & so forth Thinking about business matters from different cultural viewpoints Ways of Feeling Enjoying international travel & the foods, music & so forth in "strange lands" Liking the challenge of learning about other cultures Being relatively uninhibited when practicing new behaviors Accepting uncertainty or ambiguity Feeling comfortable among people from other cultures Having confidence, but not over-confidence Being a "presence seeker" Adapted from Wederspahn, 2000

Management Planning in Strange Lands New, Diverse or Changing Ecologies
Remind ourselves of the organization’s mission. Revise if necessary & possible. Identify strategies for fulfilling the mission and specific objectives within each. Assess the support by organizational ecology in terms of people (e.g., cultures, skills, motivations, social climate), facilities, resources, products or services, markets or clients, competition, time, place, larger organizational context, and community and changes in that ecology. Develop an action plan for each objective by identifying required tasks, optimal process in terms of the organizational ecology, time-line, resources, and personnel responsible.

Social Support Needs Home-culture Sources groups Home-country groups
Information & guidance A different perspective A similar perspective Comparison for adjustment, performance & satisfaction Sharing responsibility & effort Familiarity Companionship Intimacy Sources Home-culture groups Home-country groups Assignee Support Needs Host-culture groups

Organizational Support for International Assignments
Programs of preparation, support & training Clear assignment objectives & appropriate status Appropriate recognition, career relevance, salary & other benefits Staff support & other necessary task resources Performance appraisal with an understanding of international assignment problems Access to good communication technologies Health, passport, visa, banking, & tax arrangements Housing, transportation & security Vacations, R & R, & home leaves Help for nonworking spouse & children Health, mental health, and counseling assistance Assistance in re-entry to home office & community or to the next assignment

Skills in Developing & Maintaining Social Support
Identifying the social support provided at home Who & what? A focused or diffused pattern? Identifying social support needs on the assignment Who is left behind & how much support will they continue to provide? Identifying social support available on the assignment Exploring & scouting Matching unfilled needs with available support Matching resource requirements of needs with resources provided by available support groups Maintaining existing relationships Home-country & home-culture groups Dealing with work-group & family conflict Developing, maintaining & dissolving new relationships Home-culture & host-culture groups Quick personalization & being in the right time and place Dealing with conflict Saying “good-bye”

Social Support Exercise

Social Support Online

Stress-management Skills in New, Diverse or Changing Ecologies
Eat Drink Sex Pray Shop Suicide Acceptance Sight see Fight Seek solitude Relaxation Gain perspective Hike Sleep Escape Exercise Drugs Meditate Massage Anger Get help Walk Smoke Work Read Cry Self-pity Blame others Competitive sports Analyze it Therapy Hobbies Share it Expanded “tool kit” for new ecologies Stress-management “tool kit” for home

Mediational Model of Stress Management
Modify the stressor situation Changing the situation by adding music, lowering noise, altering workload Leaving the situation through transfer, vacation or resignation Increasing social and organizational support--particularly from the boss Getting more control over the situation Modify mental appraisal of the situation Redefining the severity of the stressor Evaluating the stressor more positively And, critical to ecoshock, understanding the ecological bases for cultural differences experienced Modify the physiological arousal produced by the stressor Muscle relaxation Meditation Exercise Prescription drugs, alcohol, etc. Developing effective responses for coping with the situation Improving technical and professional skills Improving language skills Improving social and communication skills Improving a sense of presence, attention or flow as the situation requires

My Stress-management "Tool Kit"
Current stress-management tools Effectiveness       Net score [ ] Some new ones to try & develop

Some Key Ethical Challenges in Dealing with Cultural Diversity
The themeTo be successful in culturally diverse areas in the Pacific Rim requires not only dealing with cultural complexity about what ways to do business are seen as effective or not, but ethical complexity, as well. That iswhat ways are right or wrong in terms of broader moral, philosophical or religious beliefs. Whereas people often are willing to adjust their ways of business, they are typically much less likely to sacrifice their ethics! In Hawaii this complexity reflects our mix of cultures, our small island ecology and the relatively low mobility of our people. The distribution of rewards Equity Equality Need Status The timing of rewards Bribes Tips & bonuses Gifts Communication of information & influence Honest & direct Harmony & indirect ConclusionWhile ethical issues may be subtler and less frequently addressed than effectiveness and performance ones, they can influence business success as well. Especially in a small island ecology in which Everyone knows everything and they remember!

Professor Dr. Gary Fontaine

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