International Institute of Christian Discipleship CS 07 Leading

International Institute of Christian Discipleship CS 07 Leading and Communicating Across Cultures General Conference of Seventh-day Adventists ®

Part 1 Culture: An Overview Erich Baumgartner, Ph. D Andrews University

Module Overview 1. 2. 3. 4. Culture – An Overview Culture and Communication Cultural Dimensions Applying Intercultural Insights – Conflict – Money Matters 5. Developing Bridges 6. Resources for Further Study

Why Learn About Other Cultures? God created diversity God is intentional about reaching out to the those who are different/on the margin The poor The stranger/alien Those who are discriminated against by us God respects/celebrates cultural differences God charged the church (also a culture) to reach all cultures Matthew 28: 19 -20; Rev. 14: 6 -7

Why Learn About Other Cultures? Example: USA, A Nation of Immigrants 34 million immigrants 1. 5 million / year (+750, 000 babies) 12% of the US population 2/3 of US population growth 18% poor ( versus 11% in the population) 1/3 have no health insurance

More Reasons. . . Being yourself is no longer enough To be effective as a leader Working with diverse teams Be sensitive to customers from another culture Essential for leaders of the SDA church.

A Cultural Mistake Advertisement in Mexico: It won’t leak in your pocket and EMBARASS you! ? ? ? EMBARAZAR ? ? ?

Learning Goals Build on your experiences Learn to read cultural cues Lead multicultural teams Increase intercultural sensitivity

The Culturally Diverse Me Task A: How do you identify yourself to others? Write in as many squares as you can a word that identifies an important way you are known to others: e. g. : Adventist, Christian, African-American, Democrat, director, mother, brother, . . Share your circles with your learning partners. 9

Above & Below the Surface Take a look at the list in your notebook and place them above the waterline (A) or below the waterline (B). A B 10

Onstage & Backstage Culture Onstage The “what” of culture What you see Backstage The “why” of culture The meaning behind what you see What you see may not be what you think it is

What is Culture? A “cultured” person “He is a cultured person” Implies that ordinary persons have “no culture” The total way a people thinks and lives The software of the mind Different from human nature or personality.

Culture. . . Individual Group All P Culture Human Nature

The Culture Onion Worldview assumptions (invisible) Beliefs, feelings, values (semi-conscious) Behaviors, institutions, products (visible)

A Definition The more or less integrated systems of ideas, feelings, and values and their associated patterns of behavior and products shared by a group of people who organize and regulate what they think, feel, and do (P. Hiebert, 1985, 30). Culture is to a group as personality is to a person.

Stereotypes Heaven The cooks are French Hell The mechanics are The cooks are British German The mechanics are French The lovers are Italian The lovers are Swiss The police are British The police are German And it’s all organized by the Swiss the Italians

Learning Task Give an example of an Adventist behavior that is learned, shared by the group, and integrated into deeper cultural values and beliefs. Adv. Behavior/Custom Belief / Value Behind It Example: Sabbath Keeping Example: Strengthen relationship with Christ – quality time 10 Commandments

Implications of the Culture Concept for Ministry Culture is a way of life that pervades everything Culture is a holistic system Culture provides meaning and identity Culture makes communication possible People feel comfortable with their own culture Culture is deeply ingrained in what feels normal to us

A Learning Story

Think about the Story of The Monkey What was the monkey’s motivation? How would you describe the monkey as he went out on a precarious limb to “help” the fish? Why did the monkey help the fish by taking it out of the water?

Think about the Story of The Monkey (cont. ) What did the monkey assume about fish culture? How do you think the fish felt about the help it received? What advice would you give the monkey for further situations where he would like to help?

Universal or Cultural Truths? 1. People should always strive to arrive at the appointed time. 2. It is best to tell a person if they have offended you. 3. Women should not wear makeup. 4. It is rude to accept an offer if only asked once. 5. It is better to be rich than to be poor. 6. One should choose one’s own spouse.

Universal or Cultural Truths? (cont. ) 7. Polite men will allow women to walk through doorways first. 8. Being a good citizen means agreeing with your country’s leaders. 9. Individuals have the right to make decisions about their future, regardless of what the family wants. 10. Good children will agree with their parents. Answers: All are culturally conditioned

Part 2 Culture & Communication Erich W. Baumgartner, Ph. D Andrews University

Triangle of Meaning Based on Ogden & Richards in Tuleja, 2005, 29) Form (Word) Interpreter Meaning (Referent)

Learning Task: Friendship Use as least three types of symbols to communicate acceptance or friendship in your culture.

Learning Task: Friendship Symbol systems: Spoken words Paralanguage Written language Pictorial language Audio Kinesics Spatial Temporal Touch Taste Smell Rituals Artifacts

Communication Model Evaluative S Cognitive Affective R

Task: Nonverbal Codes Give an example of nonverbal code you used today (see page 16) Which ones do you use often? Which ones do you not use?

Your Own Body Language What do my nonverbals say? How might I be perceived by someone of another cultural background? Do I match the stereotype of people of my country? How can I check when I suspect that my body language is being misinterpreted? —Prince & Hoppe, 2000, 16

Static or Noise German Coast Guard Video You. Tube: http: //www. youtube. com/watch? v=Sm. SAGAuv. H 6 Y

Discomfort Clues “Why doesn’t she just say yes or no? ” “Why is he always staring at me like that? ” “Why doesn’t she tell me if she doesn’t understand something? ” “Why does he sit there smiling when I am talking about his performance problems? ” “Why does he make a joke out of everything? ”

How Well Do You Know Yourself? In cultures with high Power Distance, leaders often get disconnected from their followers The “ivory tower” phenomenon There areas others see but that are hidden to yourself These things may be undermining the effectiveness of your leadership How can you get insights into your blind spots?

Johari Window Known to Others OPEN AREA BLIND SPOT Unknown to Others Known to Self Unknown to Self HIDDEN AREA UNKNOWN AREA

Reading Cultural Differences What do I know about this person’s culture? Do I take the time to understand where this person is “coming from”? Do I pay attention to words and body language? Do I listen for feelings and unvoiced questions? Do I clarify and confirm what I have heard? Do I check to make sure the other person has fully understood what I said? —Prince & Hoppe, 2000, 14

The Great Debate Listen to the following story of the debate between the Pope and Moishe…

Part 3 Culture Dimensions Erich W. Baumgartner, Ph. D Andrews University

Learning Framework 1 Low Context High Individualistic Identity Collectivistic Being Universal Outlook on Life Rules Doing Particular 38

Learning Framework 2 Opportunity Fixed Change Threat Time Fluid Large Public Life Space Large Personal Achieved Authority Ascribed 39

Learning Framework 3 Low Power Distance High Control Environment Action Learning Observation Binary Logic Contextual Harmony 40

Context: Where Are We? Low Context Cultures Explicit messages Overt Speaker is responsible Visible reactions Direct & informal style Compartmentalization Assertiveness Sees high context cultures as chaotic & unreliable

Context: Where Are We? High Context Cultures Meaning in the context Covert, nonverbal codes Listener assumes responsibility Reserved reactions Indirect & formal style Holistic perspective Verbal reticence, silence Sees low context as inefficient, can get impatient with step by step

Identity: Who Am I? Individualism I Personal achievement Individual decision Competition I Collectivism We Groups achieve Decision by group/organization Cooperation & teamwork WE

Saving Face Dave Barry (American humorist): Interpreting certain key English phrases made by Japanese: Statement: I see. Actual Meaning: No. Ah. p Ah-hah. p Yes. p That is difficult. p That is very interesting. p p No. p Completely impossible. p This is really stupid. —From Tuleja, 2005, 45 44

How to Avoid Loss of Face Don’t ask questions to force people to admit a mistake Listen for the answer to yes/no questions Pay attention to cultural etiquette Be complementary Show respect Do not ask questions implying that the other is in need

Outlook: What Drives Us? Doing Being Man over nature Harmony with nature I am in control of my destiny Relationships are the priority Progress is important Future orientation American dream- “You get what you put into it. ” Enjoys the here and now Tomorrow may be worse We work to live. “Enjoy what you have. ”

Rules: How Do They Apply? Universal Rules Applies to all Few exceptions Rule bending is corrupt They can’t be trusted, because they always help their friends Particular Rules We have obligations Exceptions are the rule Rule driven is corrupt They can’t be trusted; they would not even help a friend

The Dilemma You are riding in a car driven by a close friend. He hits a pedestrian. You know he was going at least 35 miles per hour in an area of the city where the maximum allowed speed is 20 miles per hour. There are no witnesses. His lawyer says that if you testify under oath that he was only driving 20 miles per hour it may save him from serious consequences. What right has your friend to expect that you would protect him? —Trompenaars & Hampden-Turner, 1998

Learning Task: The Dilemma Your response: ____ A definite right to expect that I would testify ____ Some right ____ No right Check if you would testify ____ Yes, I would ____ No, I would not

Universalists: “As the seriousness of the accident increases, the obligation to help their friend decreases. ” Particularists: “My friend needs my help more than ever now that he is in serious trouble with the law. ” Universalist stance more common in protestant cultures. Catholic cultures seem to be more relational and more particularist.

Time: When Do We Start? Past orientation Traditions Respect for ancestors Present Focus on the here and now Future Planning Deadlines Opportunities

Time: When Do We Start? (cont. ) Time or event Event is primary: being on time is impossible Clock is primary: being on time is important Time is sequential or synchronous Linear – importance of schedules, appointments Synchronous – importance of relationships Past Present Future

Learning Task: Past, present and Future Take a moment to think about how you see past, present, and future relate to each other by representing these three aspects of time by three circles.

Past, Present, Future Belgium Japan Canada Mexico China UK France USA India Venezuela 54

Leadership: Who Is in Charge? High Power Distance Classes Social order is stable (inflexible) Limited mobility Authority is respected Criticism not tolerated Lower Power Distance Large middle class Social power is transient and sharable (like a candle) Upward social mobility Authority is shared Criticism OK

Achieved Status (common in egalitarian societies) Each person is responsible for his or her own fate. Accomplishments earn status. Recent achievements count more than old achievements. Importance is linked to personal achievements.

Ascribed Status (common in more hierarchical societies) Power grows automatically with age and experience Group decides who is important An individual has little freedom to climb up the social ladder. It is important to live within one’s assigned status.

Culture Dimension – Logic: Binary or Contextual American Reasoning Linear logic of cause and effect German Reasoning Dialectic logic French Reasoning Philosophical stance Korean/Asian Reasoning Contextual logic African Reasoning Illustrative logic

Message. . . for great minds Cna yuo raed tihs? Olny 55 plepoe out of 100 can. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs forwrad it 59

Approaching Cultures: Capture, Clarify, and Confirm Capture. Focus on the conversation. Capture what is said and refer to your knowledge about other cultures to make meaning. Clarify. Look for nonverbal cues to explain the message. Alternatively, you can ask a knowledgeable insider to check your understanding. Confirm. To make sure the other person has understood you, give him or her an opportunity to paraphrase or clarify what you have said. (Prince & Hoppe, 2000)

Part 4 Applying Intercultural Learning to Leadership Issues Erich W. Baumgartner, Ph. D Andrews University

Dealing with Conflict Direct Western Mode Communication: Direct, face-to-face, forthright, verbal Community: A group of individuals or indep. beings Foreigners: Distant, suspect, polite acknowledgment Indirect Mode Communication: Indirect, parabolic, third-party, nonverbal Community: Loyalty and connectedness to the ingroup Foreigners: Courtesy; relational “yes” 62

Dealing with Conflict Direct Western Mode Conflict: Confront directly, correct to solve the problem Conduct: Take individual responsibility, be accountable Language: Dominant use of the active voice Indirect Mode Conflict: Manage thru indirect methods; preserve relationships Conduct: Save face, protect honor; avoid shame Language: Use of passive, stative and reflexive voices 63

The Difference Direct Mode I broke the plate I missed the bus I forgot to check the oil in the lawnmower and burned out the engine Indirect Mode The plate fell and broke The bus left without me The lawnmower does not work. It needs to get fixed

Money & Culture – 1 Senegalese Principles American Principles The repayment of loans is a subjective matter involving the weighing of social, economic, and time factors. A loan is to be repaid according to the terms of the loan. A loan is eligible to be repaid when the creditor’s need becomes greater than the debtor’s need A loan is to be repaid when it is due.

Money & Culture – 2 Senegalese Principles American Principles Typically people receive satisfaction from being asked for financial help, whether they are disposed to provide any help or not. Expatriates do not see themselves as rich and often feel overwhelmed by the constant demands for help. A loan or rent is collected by the creditor; payment is not volunteered by the debtor. The debtor is responsible to pay loan installments or rent on time or face penalties.

Money & Culture – 3 Senegalese Principles American Principles Loans of goods or things are tantamount to gifts. Rigor is to be avoided in accounting as it shows the lack of a generous spirit. A loan is a loan to be repaid. A network of friends is a network of resources. Friendships are built with gifts. To rely on the material resources of friends is only called for in emergencies. Accounting is to be meticulous or it is open to abuse and fraud.

Money & Culture – 4 Senegalese Principles American Principles When people ask for help, they will usually be content with even a small part of what they are asking for. People want to be owed money by their friends Being denied help when asked is a disappointment. Resources are to be used not hoarded. Resources need to be budgeted wisely. Money and friends do not mix well.

Communicating Respect Study the cultures of people you work with Keep up with current events Subscribe to at least one newspaper that reports international news. Read a weekly magazine that covers the world. Learn some phrases from the language of your colleague Ask the people you work with about their countries —Prince & Hoppe, 2000

Getting Names Right Get the names right: Sound & Spellings Make a note of phonetic spelling for later use Use professional & honorific titles: Doctor, Herr, Signor, Professor Don’t jump to first name basis Don’t translate a name into the equivalent name in your language Nikolai (not Nick), Graciella (not Gracie) Understand the order of names Some Asian countries: LN then FN Latin America: maiden name is part of surname

Using Humor presupposes cultural knowledge The safest object of humor is yourself Never use ethnic or sexual humor Avoid teasing Don’t take yourself too seriously, yet don’t be so selfdepreciating that others will loose respect Watch for cultural signs that tell you that humor is out of place or acceptable —Prince & Hoppe, 2000

Working with Translators Prior Preparation Carefully select a translator if possible Spend time beforehand going over the material, if possible Avoid jokes, puns, poetry, difficult or technical terminology, long and involved sentences. Practice stopping at logical thought breaks, rather than grammatical breaks.

Working with Translators (cont. ) During the talk Watch the pace and don't let things drag Speak in short sentences and pause often Look at your audience and not at the translator Don't cause the translator to lose face by correcting him/her publically

Working with Translators (cont. ) Keep it Short--Remember--everything takes twice as long! Speak clearly and more slowly than usual Don’t raise your voice or talk down Avoid sloppy expressions: NOT: “Y wanna go? ” or “Gotta run. ”

Working with Translators (cont. ) Use the most simple & common words NOT: “Can I pass you the rolls? ” BUT: “Would you like some bread? ” Avoid colloquial expressions or verbal shorthand NOT: “He went ballistic. ” Use stories & analogies that are universally understood Avoid sports & military references

Working with Translators (cont. ) Use inclusive language & avoid offensive labels NOT: “you guys”; “Oriental” (for Asian) Beware of cultural sensitivities in language For some cultures the use of the word “no” is impolite “Would you like to take on this assignment? ” Use simple, complete sentences in writing

When in Another Culture. . . Phone calls Pay attention to language in phone messages Match your tone of voice to your meaning Speak slowly and clearly If it is an urgent message, say so. If you need to be called back, say so.

Part 5 Resources for Intercultural Communication & Ministry Erich W. Baumgartner, Ph. D Andrews University www. sabbathschoolpersonalministries. org -Community Services -Resources -IICM Community Services Certification Program

Resources: General Doss, Cheryl. (2009). Passport to mission. (3 rd ed; originally designed and edited by Erich Baumgartner. ) Berrien Springs, MI: Institute of World Mission, Andrews University. Elmer, D. (2002). Cross-cultural connections: Stepping out and fitting in around the world. Downers Grove, IL: Inter. Varsity Press. Hiebert, P. G. (1985). Anthropological insights for missionaries. Grand Rapids, MI: Baker. Lane, P. (2002). A beginner's guide to crossing cultures: making friends in a multicultural world. Downers Grove, IL: Inter. Varsity Press.

Resources: Special Issues Doss, Cheryl. (2008). Logic systems and cross-cultural mission. Journal of Adventist Mission Studies, 4(1), 79 -92. Elmer, D. (1994). Cross-cultural conflict: Building relationships for effective ministry. Downers Grove, IL: Inter. Varsity Press. Gibson, Ann. (2010). “I don’t lend money; it causes amnesia!” Money, culture and ethics. Journal of Applied Christian Leadership 4(1), 106 -125. Gustin, Pat. (2010). How not to get lost in translation. Journal of Applied Christian Leadership 4(1), 126 -130. Maranz, D. E. (2001). African friends and money matters: Observations from Africa. Dallas, TX: SIL International and International Museum of Cultures.

Resources: Academic Hall, E. T. (1969). The hidden dimension. Garden City, NY: Doubleday. Hofstede, G. H. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2 nd ed. ). Thousand Oaks, CA: Sage. Kohls, L. R. , & Knight, J. M. (1994). Developing intercultural awareness: A cross-cultural training handbook (2 nd ed. ). Yarmouth, ME: Intercultural Press. Lingenfelter, J. , & Lingenfelter, S. G. (2003). Teaching cross-culturally: An incarnation model for learning and teaching. Grand Rapids, MI: Baker Academic. Prince, D. W. , & Hoppe, M. H. (2000). Communicating across cultures. Greensboro, NC: Center for Creative Leadership. 81

Resources: Academic (cont. ) Ting-Toomey, S. , & Chung, L. C. (2005). Understanding intercultural communication. Los Angeles, CA: Roxbury. Trompenaars, A. & Hampden-Turner, C. (1998). Riding the waves of culture: Understanding diversity in global business. New York: Mc. Graw -Hill. Tuleja, E. A. (2009). Intercultural communication for business. Mason, OH: South-Western Cengage Learning. Wilson, M. S. , Hoppe, M. H. , & Sayles, L. R. (1996). Managing across cultures: A learning framework. Greensboro, NC: Center for Creative Leadership. 82

Another Consideration… By Gaspar & May-Ellen Colón

Definition of Ethnicity A person’s personal and social history

Definition of Ethnocentrism The attitude that one’s own ethnic group, nation, or culture is superior to others

Characteristics of Ethnocentrism Assumes superiority of a group, clan, tribe, or race Is maintained by resentment of differences Defines itself by clan competition with others Attempts to validate itself by selective comparisons Results in divinization of the group

Goals of Ethno-Relativism Introduction of strategies designed to build community, harmony, and cooperation Maximize and capitalize on the obvious differences

Characteristics of Ethno-Relativism Assumes the equality of all groups as one group among many Is informed and maintained by tolerance, openness, and dialogue Defines itself by its ability to level the cultural playing field and promote belonging Attempts to educate groups away from narcissism Results in moral humanism that promotes harmony between peoples

Neither Contains the Power Ethnocentrism plays on self-centeredness Ethno relativism reveals the powerlessness to release ourselves from self-service

Characteristics of a Christocentric Life Assumes fallenness of my group, clan, tribe, race Is maintained by a magnetic attraction to the Christ of the gospels Celebrates self expenditure on behalf of others Results in a radically new way of viewing and serving others

A “Cross” Cultural Community Is initiated by the atonement of Jesus Christ Creates a reconciled relationship between groups Destroys hostility Produces peace Redefines personal identity Produces a new center of existence —adapted from P. Hiebert, 1985