Part Two Critical Incidents Report Jade Lovett HRMN

Part Two: Critical Incidents Report Jade Lovett HRMN 302 Sept. 25, 2014

Introduction The purpose of this critical report Power. Point is to define the terms critical incidents, culture, intercultural communication, as well as further explain how these terms are connected. This report will also analyze and summarize 3 different critical incidents. Cultural orientations and themes will also be described and linked to the critical incidents that they relate to.

What are Critical Incidents? ¡ Critical incident is a term used to refer to a communication situation where the receiver(s) of the message doesn’t understand the aim or purpose of the message, which creates a problem. ¡ The causes of critical incidents are usually unexpected behavior, different cultures, and miscommunication between the source(s) and receiver(s). In these types of problematic situations, critical incident techniques can be used to correct the situation. ¡ Taking the time to understand the situation and using the critical incident technique allows the source to see the situation from a different perspective. The technique considers the different cultures and miscommunication, verbal and nonverbal, in order to correct the situation. 1 ¡ A problematic situation is considered critical if it makes either a positive or negative significant contribution to the general purpose of the situation. It is also considered a critical incident if it can be analyzed (Flanagan, pg. 338).

What Is Culture? ¡ Culture is known as the knowledge and schemes that are shared amongst a particular society of people. These schemes, behaviors, and knowledge are used in order to interpret, perceive, express, and respond to the social realities and differences around people. 2 ¡ The term intercultural communication refers to the exchange of information between people from two different cultures. ¡ These behaviors and values that are shared amongst the society are ones that are passed down from generations and learnt from an early age. ¡ Culture is necessary because it allows society members to communicate and function with each other without having to negotiate and discuss meanings at the end of every conversation. 3

The Dimensions of Cultural Core Value ¡ Individualism versus Collectivism: Refers to the strength of relationships and connections between people within a community. ¡ Individualism: Not much of a connection amongst people in a society/group. People have the responsibility to make their own decisions and take care of themselves. ¡ Collectivism: A large connection amongst people in a society/group. Responsibility, tasks, and decision making is discussed among members and the group aids in taking care of each other. 4 ¡ Masculinity versus Femininity: Refers to the preference in society/group for masculine traits and males being in control and having power rather than women. ¡ Masculinity: High level of male dominance and much less gender quality. Society/group has a preference for heroism, assertiveness, competition and achievement. ¡ Femininity: Greater equality between men and woman. Society/group also has a much greater appreciation n regard to feminine values such as being modest, cooperating, caring for the weak, and compromising. 5

The Dimensions of Cultural Core Value (Cont. ) ¡ Uncertainty Avoidance Index: Refers to a certain culture’s tolerance towards uncertainty, unstructured situation, random unplanned events, lenient laws, and ambiguity. 4 ¡ Long Term Orientation versus Short Term Orientation: Refers to the level at which a society confirms traditional values, ways, and accepts/rejects changes. ¡ Long term Orientation: Rapid change isn’t seen as important. Instead, the society focuses on keeping with tradition, sticking to long term commitments, and working for future rewards. ¡ Short Term Orientation: Rapid change is seen as important in the society. Societies that follow this do not allow traditions to hinder quick changes. 5

Critical incident 1 ¡A man commented one day that the reason there are so many single women in Canada is that they are lazy. His female friend was surprised and insulted by his attitude.

Account of the Incident Initial Response to Incident Issues/Dilemmas Highlighted by Incident Outcome • A male commented to his friend that females are lazy. • Expressed that Canadian females are single because they can’t do anything for themselves. • The female friend was at first surprised than insulted by the males random statement and attitude. • It does not say how the male responded. • The issue here is that the woman could possibly be from the Canadian culture and is offended by the male friends response. • Another issue is that the male didn’t explain why he felt that Canadian woman were lazy or apologize after. • The outcome of this conversation was that the woman was irritated and insulted by the males comment. His attitude offended her and probably made her feel differently towards him.

What cultural orientations are related to this incident? Cultural Orientations: ¡ Masculinity versus Femininity: Since the male makes the statement about Canadian woman being lazy, it can be assumed that he has a high level of masculinity and believes that males have more dominance and experience in the work environment. 5 ¡ Hierarchy/ Equality ¡ Hierarchy: This culture style focuses on individuals taking direction from those that rank above them. This style also believes that certain roles/individuals are not able to do a task until they reach the appropriate rank. Belief that you are not allowed to challenge or enforce those in power. This style also believes that men and woman must be treated differently. 6 ¡ Equality: This culture style focuses on equality between all individuals, including men and woman. It believes that any individual at any role or rank can challenge the opinion of those in power and be self-directed. 6 Themes: ¡ Gender Roles: These are the cultural and personal definitions that are used to determine how a males and females should act, think, speak, interact with each other, and work in the society. Gender roles are usually adopted during childhood and reinforced by society. These social definitions of men and woman vary from culture to culture, as well as generation to generation. 7

Analysis of the Case ¡ After studying the case, the lack of communication comes to light. It appears as if the male friend randomly made the comment about Canadian females being lazy, which shocked the female friend. ¡ The female is shocked because she does not agree that Canadian females are lazy. While the case is not very long, it can be assumed that the female feels that both Canadian males and females can be lazy. Laziness is not a trait that is determined by genders, but by lifestyle choices. ¡ While different cultures and genders may do different things, it is wrong to assume that every member of gender group and culture acts the same. If the male friend had realized this, explained why he felt this way about Canadian woman, or apologized, than this may not have insulted the female as much.

Critical incident 2 Sandra is a fun-loving teacher teaching in the LINC program. At the beginning of every course, she explains the classroom and school guidelines, including the rule about being late. After about a week and a half, one of her students started to arrive late for class every morning. Sandra likes to treat things in a light- hearted manner, and so when the student walked in late one morning, Sandra said “good evening” to her and everyone laughed. Sandra had done this before with other students. The student ignored Sandra and went and sat down. Sandra felt a little annoyed and so she asked the student about being late. The student then yelled at Sandra and said, “You don’t talk to me like that!” Sandra told her that she should apologize for being late. Later, Sandra approached her privately and apologized to her even though she felt that the student should apologize first. The student also apologized but later stopped coming to class altogether.

Account of Incident Initial Response to Incident Issues highlighted by incident Outcomes • One of Sandra’s student’s began coming late to class on numerous occasions. • Sandra tried to make a joke about the excessive tardiness, but instead humiliated and offended the student in front of the class. • Student made a disruptive outburst towards Sandra in front of whole class. • Sandra thought that the student should have apologized first for her disruptive outburst during class. • The student being continuously late to class was an issue. • Sandra and the student both humiliated each other by making comments to each other in front of the whole class. • Sandra’s inability to apologize to the student in front of the class is also an issue. • Sandra pulls the student aside in private and apologizes for her comment. • The student also apologizes however, eventually stops showing up to class.

What cultural orientations are related to this incident? ¡ Communication: Formal/ Informal: ¡ Formal: A formal communication refers to individuals that are the official sources of information, such as teachers and managers. The communication is more prepared and thought out because of past organized training. Individuals that use this form of communication understand the consequences of saying the incorrect thing. 8 ¡ Informal: This form of communication is spontaneous and much less formal. Informal communication is used between family and friends rather than business/work officials. It is used to maintain cohesiveness among a group and to make others feel equal. 9 ¡ Power Distance Index: Refers to the amount of power that is distributed and inequality that exists and is accepted in a society/group/culture by the less powerful members. 4

What themes are related to this incident? ¡ Apologizing: The culture that people grow up amongst impacts the effectiveness, need, and meaning of an apology. This means that because various cultures have different cultural contexts, they will also have different feelings towards when to use an apology because of their cultural contexts. 10 ¡ Humor: While humor is a universal phenomenon, studies have shown that sense of humor varies depending on what culture an individual comes from. Humor is expressed in different ways around the world. What one culture finds funny, another might not. 11

Analysis of the Case ¡ This is an obvious case where a joke was taken offensively by the receiver of the message. After viewing the case, it appears that the student and the teacher come from different cultures and have different views on a number of things. ¡ While the teacher thought she was being funny, the student felt like she was being publically attacked in the classroom. If the teacher had realized this and apologized in front of the class, the student may have properly accepted the apology and continued coming to class. ¡ However, it seems that the teacher is an formal communicator with different views on apologizing. This would explain why she waiting until private to apologize to the student. If the teacher had realized the student felt differently about the joke and apologized in front of the class, the student may have properly accepted the apology and continued coming to class. ¡ The issue with who should apologize first also brings forth the power distance index. The teacher felt she had more power than the student, which explains why she expected an apology first.

Critical Incident 3 Mary was working in a laboratory at the university as part of a work placement program. She really enjoyed her job and felt that things were going very well. She worked hard and took her job very seriously. Her work placement supervisor thought things were working out well until he talked to the professor in charge of the lab. The professor said things were not going well. He also felt he would have to let Mary go because there had been a lot of interpersonal problems since her arrival.

Account of the Incident Initial Response to the Incident Issues Highlighted by the Incident Outcomes • Mary and her work placement supervisor believe that she is working hard and succeeding at her job. • The lab professor disagrees and believes that Mary needs to be let go because she isn’t doing a good job and has interpersonal problems, • The work placement supervisor will likely be in shock and upset when the lab professor explains that he does not think that Mary’s work ethic is good. • Mary’s initial response will probably be confusion and anger when the lab professor gives her a report explaining that she is not a good worker. • The major issues in this case is the lack of communication between supervisor, worker, and professor. The lack of follow up worker reports along with an analysis of work success and improvements is also an issue. • Mary will be fired from the university’s laboratory and will not recommend working at the laboratory because of lack of communication and unprofessionalism.

What cultural orientations and themes are related to this incident? Cultural Orientations: ¡ Communication: Direct/Indirect: ¡ Direct Communication: Individuals that come from cultures that practice direct communication prefer to get straight to the point, openly confront issues, engage in conflict when necessary, and say things clearly so the receiver of the message understands. 12 ¡ Indirect Communication: Individuals that come from cultures that practice indirect communication prefer to focus on nonverbal communication such as body language and tone, avoid conflict, count on the receiver to interpret the meaning of the message. 12 ¡ Non-Verbal: This is a type of communication that can be seen and supports the verbal communication. Non-verbal communication are body language such as nodding of the head, frowning of the face, sucking of the teeth, eye contact, vocal tones, appearance, and digital media. Every culture uses a different form of non-verbal communication. What is acceptable as non-verbal communication in one culture, such as looking someone in the eyes while talking, may be rude and unacceptable in another culture. 13 Themes: ¡ Work Ethic: Work ethic is a cultural value that is based on working hard, being diligent, and improving skills in the work force in order to be worthy of an award. While every culture believes in the concept of good work ethic, the specific values and skills are not consistent in every culture. 14

Analysis of the Case ¡The main issue with this case is the lack of communication. Mary and her work supervisor feel that she is doing a great job, but the laboratory Professor feels that she needs to be fired. ¡This case could have been prevented if the Professor had used direct communication to communicate with either Mary or her supervisor. The supervisor could have also asked the Professor to fill out a work report explaining how he felt about Mary’s work ethics. This report would have shown Mary where she was succeeding in the laboratory and what things needed improvement. ¡This would have made it more fair for Mary by giving her a chance to prove her work skills and improve her problem areas in order to keep her job.

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