Northfield Mount Hermon CCC

What I Said and What I Meant:
Cross Cultural Communication
Northfield Mount Hermon
Rosetta Eun Ryong Lee
Seattle Girls’ School
rlee@seattlegirlsschool.org
(206) 709-2228

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School


Goals
 Expand our understanding of culture
as encompassing a wide range of
identities.
 Learn cross cultural communication
theories and dimensions of variability
among cultures.
 Examine how power, privilege, and
difference affects communication
 Identify skills and tools to increase
cross-cultural effectiveness


Agenda
 Redefining Culture: Cultural Identifiers
 Exercise: Up-Downs
 Break
 Cross Cultural Communication
 Exercise: Non-Verbal Violations
 Lunch
 Cultural Identifiers, Power, and Communication
 Exercise: Whispers
 Break
 Cross Cultural Communication Skills
 Discussion: How Can I Apply All This?
 Resources

Dimensions of Identity and Culture

This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity
Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe
(SHRM 2003).

Exercise: Up-Downs
• Stand proudly for your group
• Stand for as many groups
within one category
as applies to you

• If you are not standing,
cheer and applaud
the people who are
National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee


Debrief: Up-Downs
How do these identities
shape how you
communicate and interact
with the world? How did it
feel to stand and claim your
identities and experiences?
To be applauded for them?
To applaud others for their
identities and their
experiences?


Break


Cross Cultural Communication
 What is it?
 How is it Different from Intercultural
Communication?
 CCC Theories
– Face-Negotiation Theory
– Conversational Constraints Theory
– Expectancy Violation Theory
– Anxiety/Uncertainty Management Theory
– Communication Accommodation Theory


Dimensions of Variability

Individual - Collectivistic
Low Context - High Context
Masculinity - Femininity
Low Uncertainty - High Uncertainty
Vertical - Horizontal


Factors that Influence
 Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules

Discussion: Cross Cultural Conflict

Think about a recent conflict which you
now know to be true to be at heart a cross
cultural difference. Using some of the
terminology introduced, discuss with a
partner or group of three what was going
on to cause the conflict.

Cultural Values
Norms, and Rules

 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication


RELATIONAL
Cultural Value Differences Individualism
self-reliance, independence
Collectivism
group interdependence
(selfis h ) (mindless follower)
Informality Formality
directness, give and take discussion indirectness, protect "face"
(rude and abrupt) (stiff and impersonal)
Competition Cooperation
individual achievement group achievement
(egotistical, show-off) (avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism Hierarchy
fairness, belief in equal opportunity privilege of status or rank
(being picky, on a soapbox) (power hungry or avoiding accountability)
TEMPORAL
Use of Time Passage of Time
"Time is money" "Time is for life"
(doesn’t get the important things in life) (lazy and irresponsible)
Change/Future Tradition/Past
Adaptability ensures survival Stability ensures survival
(muckraker, stirs up trouble) (old-school, afraid of change)
ACTIVITY
Action orientation "Being" orientation
"Make things happen" "Let things happen"
(rushes without thinkin g ) (indecisive and slow)
Practicality Idealism
Efficiency is always best Always maintain principles
(impersonal and unscrupulous) (naïve and impractical)


Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Begin to converse about the your out of
work hobbies, passions, and interests.
3: You will receive a piece of paper
describing nonverbal behaviors.
4: Scan the piece of paper. Do not share
the information.
5: INCREMENTALLY dramatize the
nonverbal behavior.
6: Make note of thoughts or feelings you
experience.


Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working with people from
various communities, what do
you take away from this
exercise?


Lunch


Identifiers, Power,
and Communication

Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”


Exercise: Whispers

Rosetta Lee, Adapted from “Double Talk,” Thiagi.com


Exercise: Whispers
Form groups of 3.
Decide who will be A, B, or C.

 Person A reads “whisper script 1.” Based on
the instructions, whisper into Person B’s ear.
Persons B and C hold a 3-minute
conversation about their learning from the
workshop that they found most interesting.


Exercise: Whispers

ROUND 2

 Person B reads “whisper script 2.” Based on
the instructions, whisper into Person C’s ear.
Persons C and A hold a 3-minute
conversation about their respective families.



Exercise: Whispers
ROUND 3

 Person C reads “whisper script 3.” Based on
the instructions, whisper into Person A’s ear.
Persons A and B hold a 3-minute
conversation about their career hopes and
aspirations.



Debrief: Whispers
1. How did the whispers in your ear affect your
communication?
2. How did the whispers in the your partner’s ear affect
your interpretation of the his/her words and demeanor?
3. Were elements of this exercise familiar? How did (and
which of ) your identities make this exercise more/less
so?
4. Please share a personal experience (if any) as applies to
any of the following:
a. Internalized Oppression/Dominance
b. Stereotype Threat
c. Accumulated Impact
d. Code/Mode Switching
e. Fish Seeing the Water
f. Norm to Normal to Good
g. “Intent” versus “Impact”

Cross Cultural Communication Skills
• Know Dimensions of
Variability
• Learn Cultural Values
and Norms
• Examine Cultural
Identities, Power, and
Privilege
• Know Your Own Place in
these Elements
• Practice Effective
Communication Models
• Be able to Adjust and
Accommodate for
Others Based on
Knowledge


Effective Communication Models
Common Threads
SUPPORTIVE DEFENSIVE
Description Evaluation
Problem-Orientation Control
Spontaneity Strategy
Empathy Neutrality
Equality Superiority
Provisionalism Certainty
Brenda J. Allen, Difference Matters: Communicating Social Identity

Assumptions and Interpretations

• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action


Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, and identifiers)?
3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?


Continuum of Cross-Cultural Fluency
and Competence
Developmental Model of Intercultural
Sensitivity (DMIS) Schematic


TOOL: The Four Ps of Change
• Policy – A diversity mission statement that enumerates
identities that are protected, celebrated, and welcome.
• Programming - Training for teachers and staff on cultural
competency skillsets. Support for teachers and staff in
implementing classroom and practice changes.
Identity development support for students. Curriculum
that teaches young people about and utilizing diversity.
• Practice - Consistent and meaningful revisit of policy and
programs. Climate assessments, proactive changes,
and meaningful responses to incidents.
• PEOPLE - Critical mass of people who are supportive
AND active on all levels.


Discussion:
How Will I Apply All This?

1. How do you see materials
from this workshop applying
to your roles?
2. What questions do you still
have?
3. What are your personal action
steps?


Cultural Effectiveness

“To be culturally effective doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world”
Okokon O. Udo

Final Questions or Comments?


Resources
• “Stereotype Threat” by Joshua Aronson
• David K. Berlo, The Process of Communication (New York: Holt,
Rinehart, and Winston, 1960)
• Brenda J. Allen, Difference Matters: Communicating Social Identity
• William Gudykunst, Cross-Cultural and Intercultural Comunication
• Milton Bennett, PhD, Intercultural Communication Institute
www.intercultural.org
• National Coalition Building Institute
• “Non-Verbal Communication Across Cultures” by Erica Hagen,
Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• Nonverbal Violations  by Stella Ting-Toomey
• http://www.analytictech.com/mb021/action_science_ history.htm


Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee


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