operate in a culturally diverse work environment 2nd ed

LG THHCOR0061A OPERATE IN A CULTURALLY DIVERSE WORK ENVIRONMENT

Version 2 LRDU JUL.. 06

LEARNER GUIDE OPERATE IN A CULTURALLY DIVERSE WORK ENVIRONMENT

2ND EDITION

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department Gordon Town Road

Kingston 7 Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means, including digital or in any form is prohibited unless prior written permission is obtained from

the HEART Trust/NTA.

*** 2006 ***


Version 2 LRDU JUL.. 06

TABLE OF CONTENTS PAGE Introduction....................................................................................................................................1

Welcome ..............................................................................................................................1 This Competency Unit .........................................................................................................1 Before you start ....................................................................................................................2 Planning your learning programme .....................................................................................2 Self-Assessment Checklist ...................................................................................................3 How to use this Learner Guide ............................................................................................4 Using the Computer and Other Resources ...........................................................................6 Method of Assessment .........................................................................................................6 Quality Assurance ................................................................................................................6

Element 1: Communicate with customers and collegues from diverse backgrounds .............7

Self-Assessment Checklist .................................................................................................26 Element 2: Deal with cross cultural misunderstandings .........................................................27

Self-Assessment Checklist .................................................................................................37


Version 2 LRDU JUL. 06

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INTRODUCTION Welcome Welcome to the Learner Guide for Unit of Competency Operate in a Culturally Diverse Work Environment. This is just one of a number of Learner Guides produced for the skills stream of the Hospitality Industry, and it is designed to guide you, the learner, through a series of learning processes and activities that will enable you to achieve the specified learning outcomes for the competency unit. The content of this guide was developed from the Competency Standard THHCOR0061A, which is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to your Learners Handbook for a thorough explanation of standards and competencies, and how these relate to the NVQ-J certification. You are also advised to consult the Competency Standard and assessment instrument for a better understanding of what is required to master the competency. This Competency Unit Operate in a culturally diverse work environment addresses the knowledge and skills requirements to effectively operate in a culturally diverse work environment. There are two main areas or elements: Element 1: Communicate with customers and colleagues from diverse backgrounds Element 2: Deal with cross-cultural misunderstanding As you go through each element, you will find critical information relating to each one. You are advised to study them carefully so that you will be able to develop the necessary knowledge, skills and attitudes for operating in a culturally diverse work environment.

LG-THHCOR0061A: OPERATE IN A CULTURALLY

DIVERSE WORK ENVIRONMENT



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Before you start Before you start this Learner Guide, you need to: a. Obtain a Learners Logbook. You will use it to record evidence of your new

skills/competence. As you demonstrate your new skills, record your activities and have your learning facilitator sign off on them. This will allow you to provide evidence of your competence when you are being assessed against the competency standard.

b. Ensure that you have access to the facilities and equipment necessary for learning. c. Ensure that your learning resources are available. d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the

correct safety equipment is used. e. Plan your learning programme (see below) f. Understand how to use this Learner Guide (see below) Planning your learning programme The self-assessment checklist on the following pages will assist you in planning your training programme and it will help you to think about the knowledge and skills needed to demonstrate competency in this unit. As you go through each one you will be able to find out which aspects of the elements you have already mastered and which ones you already have and which you will need to pay more attention to as you go through the learning process. To complete the self-assessment checklist, simply read the statements and tick the Yes or No box. You should do this exercise now.



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Self-Assessment Checklist - Operate in a culturally diverse work environment

Element 1 Communicate with customers and colleagues from diverse backgrounds

Yes

No 1.

I understand how to value and treat with respect customers and colleagues from all cultural groups

( )

( ) 2.

I can account for cultural differences in verbal and non-verbal communication

( )

( ) 3.

I can communicate, through the use of gestures or simple words in the other persons language, where language barriers exist

( )

( ) 4.

I can obtain assistance from colleagues, reference books or outside organizations when required

( )

( ) Element 2 Deal with cross cultural misunderstandings

Yes

No 1.

I can identify issues, which may cause conflict or misunderstanding in the workplace

( )

( ) 2.

I can address difficulties with the appropriate people and seek assistance from team leaders

( )

( ) 3.

I can consider possible cultural differences when difficulties or misunderstanding occur

( )

( ) 4.

I can resolve misunderstandings, taking account of cultural considerations

( )

( ) 5.

I can refer issues and problems to the appropriate team leader/supervisor for follow up

( )

( )



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How did you do? If you ticked all or most of the Yes boxes, then you might not need to go through the entire guide. Ask your learning facilitator to assist you in determining the most appropriate action you should take. If you ticked a few of the Yes boxes or none at all then you should work through all of the guide, even though some of the material may be familiar to you. Plan your learning based on your answers. Be sure to involve your learning facilitator in the planning process. How to use this Learner Guide This Learner Guide is designed to assist you to work and learn at your own pace. We suggest that you: Go through the sections/elements as they are presented (starting at Section 1) Check your progress at each checkpoint to ensure that you have understood the material Observe the icons and special graphics used throughout this guide to remind you of what you

have to do and to enhance your learning. The icons and their meanings are as follows:



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Complete Assessment Exercise This exercise requires you to think about the knowledge and skills that you have or will develop in this competency unit.

Definition Box Words/phrases are defined or explained in this box. The words/phrases being explained are in bold print.

Checkpoint This denotes a brain teaser and is used to check your understanding of the materials presented. No answers are

provided for the questions asked.

Activity This denotes something for you to do either alone or with

the assistance of your trainer/supervisor.

Reference Points you to the reference materials and other support documents or resources used in compiling the unit content.

Ask your learning facilitator for help if you have any problems with the interpretation of the

contents, the procedures, or the availability of resources. Complete each activity as you come to it. If the activity requires you to perform an actual

task, be sure to tell your learning facilitator when you get to that activity so that he/she can make any arrangements, if necessary.

Get your learning facilitator to sign and date in the Learner Logbook when you have

completed an activity. Complete the self-assessment checklist at the end of each section or element.



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When you have worked through all elements of the guide, and when you can tick every Yes box, you are ready for assessment and should ask your learning facilitator to assist you in making the arrangements to have your performance assessed. Using the Computer and Other Resources Where your activities refer you to the library, computer and Internet resources, ask your learning facilitator to assist you with locating these resources. If you are getting your training in an institution, there may be a library and a computer laboratory. If this is not the case, visit the local library and find out what resources are available. If you are new to the computer and the Internet, someone in the computer room should be able to show you how to use these resources. Please note that in many of your activities you have been referred to information on the Internet. This is because the Internet has a vast amount of information that can he lp you in acquiring the particular competencies. We would like to advise you, however, that we cannot guarantee that all the sites will be available when you need them. If this happens, ask your learning facilitator to assist you with locating other sites that have the information you require. Method of Assessment Competency will be assessed while you are actually performing the tasks related to this competency. This may be in a real workplace or a simulated situation that accurately relates to the work situation. You are advised to consult the associated competency standard for further details relating to the assessment strategies. Quality Assurance A feedback form is included at the back of each learner guide, so all users are afforded the opportunity to document their concerns pertinent to the various aspects of the guide. Such concerns will assist in the review process of the learner guides. Users are encouraged to cut out the form, complete and submit same to the address provided. You may now start your learning. Have fun while you work!



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ELEMENT 1: COMMUNICATE WITH CUSTOMERS AND COLLEGUES FROM DIVERSE BACKGROUNDS LEARNING OUTCOMES As you go through this element you will acquire the knowledge, skills and attitudes necessary to communicate with customers and colleagues from diverse backgrounds. Your learning facilitator is there to assist you with the various activities, so that on completion you should be able to:

1. Value and treat with respect customers and colleagues from all cultural groups 2. Communicate verbally and non-verbally according to cultural differences 3. Obtain assistance from colleagues, reference books and outside organizations when

required VALUE AND TREAT WITH RESPECT CUSTOMERS AND COLLEAGUES FROM ALL CULTURAL GROUPS

Customers can be classified into two main groups:

Internal External

An internal customer is someone who works for the organization e.g. a colleague, while an external customer is not employed to the organization but requires the product or service.

Communication - is the two-way process of sending and receiving messages (instructions, information, ideas, thoughts, feelings, etc.) between two or more persons to create a common understanding. Customer - a person or business that purchases a commodity or service from an individual or organization. Or The user or beneficiary of a service or product Culture - Culture is a set of accepted behaviour patterns, va lues, assumptions, and shared common experiences. It is communication. It is the way people create, send, process and interpret information.



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Customers have different needs, such as the need:

For empathy To feel welcome To feel important To be appreciated To be understood To receive help or assistance To receive prompt service

Customer needs are based mostly on:

Age Family status Culture Country of origin Social groups

All customers expect that persons working the Hospitality and Tourism Industries will be sensitive and respectful of their needs. When you show respect to your colleagues, you respect their differences as well as their contributions. Some examples of how respect is shown while at work include:

Not expressing frustration or impatience when interrupted Using appropriate language: in many work contexts bad language is inappropriate; and

many people find it offensive Having regard to different levels of skill and experience and getting the best from each

other by treating others as you would wish to be treated yourself Contributing to group meetings sensitively and inclusively by encouraging all members

to participate and to express their views. Group meetings are key forums to demonstrate and share your core values of dignity and respect

Being punctual to internal appointments shows respect and consideration of the value of time

Jokes may cause offence and should not be shared if they could cause the dignity or personal feelings of any person to be compromised

The privacy and individual sensitivities of colleagues should be respected at all times, regardless of how well colleagues get on

Each customer/colleague is unique. You can show respect and demonstrate that you value your culturally diverse customers and colleagues by understanding their cultural backgrounds.



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CHECKPOINT: Now that you are aware of what culture is and what is cultural

diversity, give examples of how you can show that you respect and value persons from other cultures

How many cultures exist in Jamaica? Can other cultures exist within a culture? Explain To which culture do you belong?

ACTIVITY 1 Simulate an orientation exercise for new employees in your area of work. Identify 3 cultures and list the specifics of these cultures that the orientation exercise must address. Seek assistance from your Facilitator.

Diversity - is generally defined as acknowledging, understanding, accepting, valuing, and celebrating differences among people i.e. being aware of their customs within their culture and how to communicate with them.

ACTIVITY 2 Research and discuss the cultural norms of Jamaica, the United States of America, Japan, Germany and England. Do a comparison, listing them according to similarities and differences. Discuss your results with your learning facilitator.



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A Cultural Awareness Example: A Guest Service Agent, who strongly believed that an individual had a right and a responsibility to make decisions for self, approached a guest directly to advise of a more cost effective vacation package. The guest was Japanese, and in that culture the family has primary decision-making responsibility (not the individual). The guest responded with a nod and smile, expecting the Guest Service Agent to return when the family is present to discuss the matter. This type of common misunderstanding can become a significant barrier to the delivery of excellent service. Cultural Awareness is:

Practicing respect by asking questions about personal preferences Striving to continuously learn about others in relation to you Being willing to learn enough about another person to work comfortably with them Incorporating other peoples background, beliefs, and values into the service that is

provided to them Adjusting your personal style to accommodate other beliefs and values

Cultural Awareness is not:

Knowing everything there is to know about different cultures throughout the world Stereotyping persons that look or sound a certain way Assuming a person has certain values or beliefs if he/she belongs to a specific ethnic or

cultural group

Cultural Awareness - Developing sensitivity and understanding of another ethnic group. This usually involves internal changes in terms of attitudes and values. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others. Cultural awareness must be supplemented with cultural knowledge.



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To demonstrate a commitment to Cultural Awareness, companies often:

Provide equal employment opportunities for all individuals Orient all new employees on sensitivity to other cultures Provide diversity training on cultural awareness to all staff Address cultural sensitivity in the annual performance evaluation Provide a strong Interpreter Services Department Offer tools and resources to assist staff in communications Translate documents in the languages of their most frequent visitors

Three steps for a lifelong path of Cultural Awareness:

Learn Continuously Show Respect Take Action

Learn Continuously: Listen with understanding to what people say Explain or paraphrase what you hear Acknowledge and respectfully talk about differences Recommend possible options to work together Negotiate mutual agreement Show Respect:

Recognize that everyone has personal differences and individual preferences Know that decisions may be based on family and community influences Learn about the cultural values and beliefs of others Avoid making assumptions about how people look, sound, or act Avoid stereotyping someone. It prevents you from getting to know him or her as an

individual Anticipate and meet the expectations of your customer/colleagues

Take Action: Clarify - When in doubt, you must ask the speaker to explain Get the details - Failing to do this can create major problems later Summarize - The time taken to summarize decisions helps to prevent future challenges Simplify - You must use simple words that are easily understood



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Refer to: Out of Many Cultures@ http://www.jamaica- gleaner.com/pages/history/story0060.htm. Retrieved March 6, 2006

Respect Through Understanding @ http://odt.uwmc.washington.edu/pdfs/respectthroughunderstanding.pdf http://www2.tafevc.com.au/SCRIPT/001_THHCOR02A/scripts/serve_home. Retrieved March 5, 2006

CHECKPOINT Why is it important to understand the differences between

cultures? What is your understanding of cultural awareness? List some other ways to demonstrate cultural awareness?

Question How do you demonstrate cultural awareness?

Answer I. Recognize individual human rights

II. Appreciate the importance of cultural diversity. III. Value diversity of language.

ACTIVITY 1 Working with a classmate, role play the following situation: An American colleague walks up to his/her Jamaican counterpart as the person tries desperately to input data to generate a report that is due in 5 minutes and with hand on hip makes the following request - Please come to my office now and look at my computer screen. I dont understand what is happening. Hurry! I have a deadline to meet. Write down your natural response to this request based on how it made you feel. Since your goal is to create an effective service environment where there are cultural differences, discuss whether your American colleague demonstrated respect and value of his/her Jamaican counterpart and vice versa.



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TIP! Meeting a client or customer for the first time is your opportunity to add meaningfully to their holiday experience, you should at least be able to say hello!

VERBAL AND NON-VERBAL COMMUNICATION IN A CULTURALLY DIVERSE WORK ENVIRONMENT

ACTIVITY 2 14 WAYS TO SAY HELLO Find the following words in the crossword puzzle then match the place with the appropriate word for hello:

1. Arabia 11. Denmark 21. Vietnam 2. Ciao 12. Goddag 22. Itlay 3. China 13. Goede Morgen 23. Cuba 4. Germany 14. Greece 24. Goeiedag 5. Guten Tag 15. Bonjour 25. Africa 6. Hola 16. Bonjou 26. Spain 7. Morning 17. Gia 27. Buenos Dias 8. Holland 18. Indonesia 28. France 9. Ni Hao 19. Chao 10. Salam 20. West Indies

G A O B C D H S T G O E I E D A G L W U E L U C E A A W O E C H I N A R A E T I L L I F L L Y E P R I K Z S E S S E O E F A G L A U D D S M L X W E V T N I H A O G O M R E D E H A L Q C P I T I T A L Y Z Q A M O R N I N G E D N A F R I C A A D I O W I P S W Y K A D G I A Z O E P S B R R O P R E H R I I O Y X R W A C E A G U A F E R F A S E D N C U B A E N R E I N O P T D M E S D A H O L A N H A N A N D A R S N N D A M A J N O N J V R E S N E E P E O A G R O N N E P K S U H O L L A N D D X E E O O U T U B U E N O S D I A S N L B G P B O N J O U F G H M A N T E I V

Verbal Communication is the use of words in a written or spoken form. Non-verbal Communication is the use of gestures, voice, and space, for example, to express thoughts or feelings



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Communication can be verbal or nonverbal. Effective communication is the process in which the receiver interprets the message in the same way intended by the sender. This is extremely difficult to do across cultures unless there is a common language. Communication and culture are interrelated. Language embodies culture and therefore cultural diversity lives in language. How you speak i.e. your language or your form of communication denotes your connection to a culture. Your accent within that language identifies your social class or place of origin. Your choice of vocabulary links you to certain subgroups. You "speak" from your place within a society. Verbal and non-verbal communication must take account of your cultural differences. These differences include:

Language Spoken Forms of address Levels of formality/informality Nonverbal behaviours Work ethics Personal grooming Family obligations Recognized holidays Customs Special needs Product preferences

The Communication Process In a culturally diverse environment, as the sender of the message you have four basic ways in which you can send or receive information, they are:

Speaking Listening Writing Reading



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The communication process can be represented as shown below:

Fig 1. Communication Process. Source: The internet

Communication has the potential for many different interpretations because it has several components. These are:

Sender or communicator (the person giving the message) Receiver or audience (the person/s who is getting the message) Message (the information being sent, content. This can be written or spoken) Channel/Medium (the way the message is sent) Feedback tells how well the message was received and consists of (verbal and non-verbal

cues from the receiver to show he/she has understood the message) Noise/Interference - the barriers or things that can stop the message being understood.

Considerable thought has to be given to the components of the communication process in order to minimize the number of interpretations. Key Components of the Communication Process Conceiving the Message - Ask yourself, what is the best means of getting your message across? Who is the message for, an internal or external customer? Ensure that your message suits the recipient(s) particular needs. Encoding the message - You must translate the information in the best form or use symbols that represent your ideas or concepts in order to convey the meaning that you want. The symbols can be in the form of languages, words, or gestures.



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Selecting the communication channel - The channel is the means used to convey the message. Most channels are either oral or written, but currently visual channels are becoming more common as technology expands. Common channels include the telephone and a variety of written forms such as memos, letters, and reports. Consider such elements as speed, confidentiality, simultaneous delivery of message, cost, accuracy, feedback needs. Decoding the message - The receiver of the message then tries to understand the meaning of the message. Interpreting the message - Your interpretations as the receiver are influenced by your experiences, attitudes, knowledge, skills, perceptions, and culture. It is similar to the sender's relationship with encoding. Feedback - Feedback is the final link in the chain of the communication process. After receiving a message, the receiver responds in some way and signals that response to the sender. The signal may take the form of a spoken comment, a long sigh, a written message, a smile, or some other action. Feedback ultimately provides an opportunity for the sender to take corrective action to clarify a misunderstood message. Effective Communication There are 5 Cs of effective communication that you must apply:

Clear: Communicate clearly so that the recipient of the message will not be confused and the meaning is understandable.

Concise: Use as few words as possible to convey your thoughts. Use short paragraphs, short sentences and simple language.

Correct: Make sure you follow the rules and styles for business communication and that the structure and format for meeting the organizations standards.

Courteous: This is polite and respectful communication. Communicate in a business like yet friendly and courteous manner.

Complete: Make sure that all the relevant information is stated and that no details are omitted or left out.

Sensitive: This is communication that is influenced by the special needs of your customers and colleagues.

Additional Guidelines

Respond to all correspondence in a timely manner Be sure to observe the rules of grammar, punctuation, and spelling



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Guidelines for oral communication are as follows: Do Dont Speak clearly. (Some clients may have difficulty in hearing you. Your mouth should be free of chewing gum and other food).

Let your sentences trail off. (It gives the impression that you are uncertain).

Keep the volume moderate Use a sharp tone. (You could sound aggressive).

Put expression in your voice and watch your rate of speech.

Do not sound monotonous or sing-song nor speak too fast. (Customer may not be able to follow you).

Speak too slowly. You could sound patronizing

Table 1 Oral Communication

Refer to: HEART Trust/NTA, (2004). L-ITICOR0041A Communicate in the Workplace

The following reference provides a checklist of speaking skills: Evans, Desmond, (1990). People, Communication & Organisations, Prentice Hall, p 172

TIP! The new cultural paradigm - Many countries throughout the world are embracing the Internet as an efficient and cost -effective method of verbal communication.

CHECKPOINT What does bold type mean when communicating in writing? What does a note written in red ink mean? What would you do to ensure that an effective service

environment was created using a written format? Can you explain the two factors governing oral communication?



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Non-verbal Communication Everything you do carries a non-verbal message. For example, a well-typed letter on good quality paper with an attractive letterhead will carry a non-verbal message that this organization is efficient and takes pride in its work. On the other hand, what does a few words hastily scribbled on cheap and tattered paper with dirty fingerprints say about you? Non-verbal communication may be classified as:

Body language communicating with parts of your body Voice - the quality, volume, pitch, tone, etc. of the voice hint at your emotions and will

indicate things about you that are not expressed in the words Space how near or far you stand away from others (distance) conveys a message. This

varies from intimate distances with close friends or family to social distances with strangers

Physical characteristics and appearance - a persons build, hairstyle, clothes and general appearance send very strong messages

Posture indicates your feelings or attitudes at the time. Posture can be open or closed (defensive).

Symbols Culturally diverse customers have some differences in the way they communicate. Some communication differences include: Conversational Style:

Be aware that silence may show respect or acknowledgment In some cultures a direct No is considered rude, and silence may mean No

ACTIVITY 1 Your supervisor has asked you to handle an electronic request immediately. The customer stated that he/she had made a specific request that was not fulfilled and is dissatisfied. After checking, you found that the writer had in fact requested the service but it was not entered into the system. Write a response and state the reasons for your approach to the letter. Ask your classmates to give feedback on the effectiveness of your letter. Was your intended message received? Do you think the customer will be calmed and accept apologies on behalf of the establishment? Seek assistance from your Facilitator.



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A loud voice or repeating a statement may indicate: - Anger or emphasis - Enthusiasm or conviction - A request for help

Personal Space:

Recognize that different cultures have different beliefs about personal space For example, someone may be seen as aggressive for standing too close or as distant for

backing off when approached Be sensitive to someone elses need for personal space

Eye Contact:

Different cultures have different beliefs about making direct eye contact Avoiding direct eye contact may be perceived as: - A sign of respect - An effort to refrain from invading someones privacy - An appropriate gender interaction between men and women

Dont view being different as something negative Time Orientation:

In some cultures, life is paced according to clock time which is valued over personal or subjective time

In other cultures finishing a conversation, regardless of how long it takes, is more valued than being on time

Non-verbal communication has several functions. It may:

Support or reinforce verbal messages this clarifies the senders intention Contradict verbal messages when the non-verbal cues send a different message from

the words then the receiver tends not to trust what is being said Replace, or substitute for, verbal messages using non-verbal messages may be more

appropriate in some settings/environment as it may be impossible to send a verbal one Regulate verbal messages non-verbal cues can temper or change the content of verbal

messages. For example, a confused look on the face of the receiver may cause the sender to rephrase or repeat the message

Change the flow of the verbal messages a speaker, in responding to a non-verbal cue, may decide to talk faster or slower

Generally, communication is most effective when the non-verbal cues support/reinforce the spoken word.



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A comparison of cultural differences is shown below in table 2.

JAPANESE AMERICAN GERMAN

A firm grip suggests aggression and direct eye contact is considered slightly intimidating

To show respect, offer a slight bow when being introduced

Avoid patting a Japanese on the back

Standing close to people is only acceptable if you are on public transportation

When in meetings, periods of silence may occur. This is acceptable and customary. During these periods, the Japanese may even raise his/her eyes to look over the heads of others while contemplating

Queues are generally respected

Because of the high regard for graciousness and restraint, one should not shout, raise the voice in anger, or exhibit any excessively demonstrative behaviour

Smiling can mean happiness, anger, confusion, apologies, or sadness.

Expects a high standard of service

Wants you to take the time to answer all his/her questions

Likes to be acknowledged as Americans

Likes iced-water upon being seated at a restaurant

A firm handshake plus direct eye contact is the standard form of greeting

Good eye contact is important

Distance is to be observed even on public transportation

Expects fast efficient no-nonsense service

May be abrupt and not say please or thank you

A fairly firm handshake is the custom among men, often with just one or two "pumps"

Shaking hands with the other hand in a pocket is considered impolite

When greeting a group of people, shake hands with each person

When acknowledging or signalling "thanks" to a crowd of people, Germans will often clasp their hands together and raise them high over their heads

Men enter a restaurant before women, unless they are elderly or have a higher status. One reason is, according to the custom, the man is inspecting the restaurant to see if it is proper for a woman to enter

In Germany, it is acceptable for the maitre d' hotel to seat persons in different groups at the same table in a restaurant if there are empty seats at that table and there are no other free tables.

Table 2: Cultural Comparison. Source: Internet



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Table 3 below provides a list of common non-verbal cues in a homogenous or melting pot work environment and the associated meanings: NON-VERBAL CUE ASSOCIATED MEANING

Gestures

Finger wagging Disagreement

Open palms with fingers pointing up, palms

out and hands moving forward

Emphasis; Very important information

Baton- like pointing movements of the arms

and hands

Punctuate words; Control

Hand or finger covering the mouth Embarrassment; Reluctance to speak

Hands on the hips with thumbs back Toughness; Reluctance to back down

Arms crossed over the chest Disagreement

Eye Contact & Facial Expressions

Purposefully looking at someone Recognition; Interest

Purposefully looking away from someone Arrogance; Anger; Disgust

Maintaining eye contact with person of

opposite sex

Sexual interest

Smiling Friendliness; Acceptance

Posture

Turning the body away from a speaker Non-involvement; Snub

Dropping the head, leaning back and

supporting the head with the hands

Boredom

Open sitting posture head and body to one

side and legs uncrossed

Agreement

Rapid walking with hands moving freely at the

sides

Confidence and goal orientation

Table 3: Common non-verbal communication and their associated meanings

Evans, Desmond, (1990). People, Communication & Organisations, Prentice Hall, pages 174 - 177



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Refer to: Managing Cross-Cultural Differences in International Projects @ http://www.itapintl.com/mngdifintproj.htm. Retrieved March 10, 2006

HEART Trust/NTA (2004). LG-ITICOR0041A, Communicate in the Workplace. Barriers to Effective Communication:

Noise Technical Jargon Incorrect Grammar Words that conflict with body language Cultural Differences Bias and Stereotyping Lack of Empathy Gender Issues Interpersonal Skills

CHECKPOINT Which five body language signals should you be mindful of in creating an effective service environment? Justify your choice with examples indicating the different meanings they would have.

ACTIVITY In pairs, take turns to tell each other something about yourself without using words. You may use gestures, signals, and facial expressions to help you to communicate. Discuss the feelings you experienced in trying to give information about yourself and how it felt trying to determine what was communicated non-verbally.

A barrier to communication is anything that negatively affects, stops or interrupts the communication process.



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How can you overcome language barriers? In many cases where language barriers exist, you can communicate through the use of gestures or simple words in the other person's language. Drawing diagrams can also assist. Most visitors appreciate an attempt made to understand and communicate with them in their own language, such as:

During customer/colleague reception During telephone conversations When taking part in meetings When handling customer support needs When clarifying information When giving simple directions/instructions When answering simple inquiries When describing goods and services

NOTE:

You need to be aware of barriers so that you can prevent them. You must also recognise them when they are disrupting communication and stop them

Barriers to communication may affect not only your external customers but also your internal customers/colleagues as well

CHECKPOINT Give examples of ten (10) barriers to communication that you have noticed or are aware of in the hospitality industry. Do barriers impact the two types of customers differently?

ACTIVITY Select a team-mate and role-play a conversation with an external or internal customer. In this situation several barriers to communication are present. When you have completed the exercise, have our classmates identify the barriers present then discuss the consequences of the barriers. Seek assistance from your facilitator.



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OBTAIN ASSISTANCE FROM COLLEAGUES, REFERENCE BOOKS AND OUTSIDE ORGANIZATIONS WHEN REQUIRED Occasionally, you may have a customer with whom you are not able to effectively communicate. You will need to seek additional help to satisfy the customer. Your company may have foreign language dictionaries or guides to which you can refer, as well as videos or brochures for customers who speak a different language. Assistance may also be sourced from outside organizations. These include:

Interpretive services Diplomatic services of the particular country Local cultural organizations Government agencies Jamaica Tourist Board, Tourist Information Centres

You can also use an online translator to assist persons to communicate if an interpreter is not available. To practise using the translator visit: http://www.worldlingo.com/en/products_services/worldlingo_translator.html. For Example: When you say - bienvenue notre hotel you are telling a French Canadian guest, welcome to our hotel. To say the same thing in German you say, Willkommen zu unserem Hotel. To be the most effective at partnering with interpreters, practise the following:

Speak to the customer or your colleague, not the interpreter Use short sentences and give the interpreter time to convey the full meaning. Ask the customer to repeat his/her understanding Use the interpreter as a cultural resource to understand the customers body language,

choices, or concerns

CHECKPOINT Have you ever had to communicate with someone who did not understand you? What did you do to help the person to understand what you are trying to tell him/her?



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ACTIVITY Make a list of all the resources that are available to help you with

the languages that you encounter in your respective areas of work. Keep it handy as your reference.

Assuming you have a guest visiting from Spain, how would you

say the following in Spanish?

- Good morning Mr. Sanchez - How are you? - Welcome to Elegant Hotels - Your room number is 22 - I hope you will enjoy your stay

You can seek assistance from your peers, reference books, learning facilitator or outside organizations.



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READY TO TEST YOUR COMPETENCE? Now that you have completed this element, check whether you have fully grasped all the components by doing the following Self-assessment: Checklist 1

Yes

No

1.

I understand how to value and treat customers with respect

( )

( )

2.

I know how to communicate verbally and non-verbally according to cultural differences

( )

( ) 3.

I understand that using gestures or simple words in the other persons language help to overcome language barriers

( )

( ) 4.

I understand how to use resources to assist in communicating with colleagues and customers from other cultures

( )

( ) Checklist 2

Yes

No 1.

Customers and colleagues from all cultural groups are valued and treated with respect and sensitivity

( )

( ) 2.

Use verbal and non-verbal communication as a reason for cultural differences

( )

( ) 3.

Communicate using gestures and simple words in the other persons language where language barriers exist

( )

( ) 4.

Assistance is obtained from colleagues, books and outside organizations

( )

( )



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ELEMENT 2: DEAL WITH CROSS CULTURAL MISUNDERSTANDINGS LEARNING OUTCOMES As you go through this element, you will acquire the knowledge, skills and attitudes necessary to deal with cross-cultural misunderstandings when operating in a culturally diverse work environment. Your learning facilitator will assist you with the various activities, so that on completion you should be able to:

1. Identify issues that may cause conflict or misunderstanding in the workplace 2. Address difficulties with the appropriate persons and seek assistance from team leaders 3. Consider possible cultural differences when conflicts occur 4. Resolve misunderstanding based on considerations 5. Refer problem to team leader/supervisor for follow up

IDENTIFY ISSUES THAT MAY CAUSE CONFLICTS AND MISUNDERSTANDINGS Misunderstandings and conflict arise because of:

Poor communication Lack of patience Making judgments based on our own cultural values The use of slang and colloquialisms Speaking too quickly or quietly Not listening actively Not clarifying or asking questions Using offensive body language and gestures Inappropriate humour

What may cause conflict is what makes us different. Diverse workplace conflicts and misunderstandings may take place because of different views due to different cultures. To ensure a united workplace, such issues must be identified and dealt with before they cause disruptions. You use different systems of understanding gestures, posture, silence, spatial relations, emotional expression, touch, physical appearance, and other nonverbal cues in a culturally diverse environment.



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Be aware of your differences with respect to your customers and your colleagues.

Fig. 2: Diversity Illustration The differences can be grouped in three components of diversity:

Primary personal characteristics e.g. race, gender, sexual orientation, nationality, mental and physical ability

Secondary personal characteristics e.g. marital status, educational level, values, beliefs Organization-related characteristics e.g. position in hierarchy, tenure, status (fulltime,

part-time or casual).

What makes you different?

Gestures & Posture Race Language Disabilities Special Abilities Age Gender Sexual Orientation Family Obligations Educational Level Values & Beliefs Job Title/Hierarchy Work ethics Employment Status Personal grooming



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Fig 3: Components of Workplace Diversity. Source: The Internet

Even when two people speak the same language, communication may be hindered by different values or belief and nonverbal differences. Nonverbal behaviour arises from your cultural common sense, that is, your ideas about what is appropriate, normal, and effective as communication in relationships. Cultures attribute different degrees of importance to verbal and nonverbal behaviour. For Example: In the United States and Canada, less emphasis is placed on nonverbal communication to receiving the intended meaning of the communication as a whole. In countries such as Japan or Colombia, understanding the nonverbal components of communication is relatively more important to receiving the intended meaning of the communication as a whole. Providing quality customer service involves identifying and satisfying customer needs and expectations in a positive and professional manner. NOTE: Miscommunication can be avoided! It is important to understand something about cultural starting-points and values in order to interpret emotions expressed in cross-cultural interaction!

Refer to: http://www2.tafevc.com.au/SCRIPT/001_THHCOR02A/scripts/serve_home. Retrieved March 8, 2006.



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ADDRESS DIFFICULTIES AND SEEK ASSISTANCE Even in difficult situations when relating to a customer you must:

Be prepared, knowledgeable, courteous, willing to listen and eager to offer assistance Be empathetic and responsive to the needs of the customer Be accurate, prompt and positive in attitude

You should try reasoning out the problem without attacking the person. If no solution can be found, seek assistance from someone else who can mediate i.e. help solve the misunderstanding. This person may be a:

Team member Team leader Supervisor Manager

CHECKPOINT How do you avoid miscommunication? What are the main cultural differences that cause conflicts and

misunderstandings in your area of work?

ACTIVITY A team member may need to take the day off to go to his childs christening/baptism. This persons culture places a lot of emphasis on family and it would be considered an insult if he did not go. However, there is a meeting that he should attend. He is trying to make it clear that he needs to go to the function but his supervisor is adamant that he should be at the meeting. After discussions for half an hour it is now time to seek assistance from the Manager. Simulate this activity with the assistance of your peers. Show how the Manager could deal with such a situation. Discuss with your learning facilitator.



31

It is important that these issues are discussed openly and team members get a chance to share their concerns. You may feel offended by a customers action but that may be the norm for that person. TIP: The key to creating an effective service environment is to maintain a friendly atmosphere! When relating to your colleagues, seek assistance if you are the person who unintentionally offended another and the person responds to you inappropriately. Address the problem; do not express anger at the individual or the culture. If you are the mediator, then first identify what caused the conflict between the parties. Remember that differences can be primary, secondary or organization-related. It is very important that the misunderstanding is dealt with in the correct manner without offending either person. A good way to do this is to use the companys policies, procedures and standards to emphasize what is appropriate at the workplace. Then ask the sender and the receiver of the message to comment on the message intended and the message received to identify communication barriers. If the elements of the misunderstanding require someone with greater experience to address them, then seek assistance from the relevant person. Here are some tips that some companies use to help them to prevent misunderstandings. They:

Have regular brainstorming and goal setting sessions with team members and allow for feedback on issues

Clarify work ethics held by different cultures Inform everyone about department and organizational goals and cultures Hold fun days and social outings away from the work place so that team members can

bond Have cultural awareness seminars to inform team members of the different cultures at the

workplace Institute exchange programmes for employees to travel abroad or locally, so they will

be exposed to other cultures

CHECKPOINT Why is it important to seek assistance if misunderstandings take place?

Culture shock a persons response to a new culture, in which the lifestyle is different from what the other person is used to



32

CONSIDER CULTURAL DIFFERENCES WHEN DIFFICULTIES OCCUR Conflicts will arise in your workplace from time to time. When this happens, you must look at the culture of the person(s) involved in the conflict. If their cultural views differ, you will need to assess whether or not misunderstandings arise from these differences or are aggravated by these differences. There may be a divide created when groups respond in stereotypical ways such as:

Women crying when frustrated Ethnic minorities resorting to native tongue hence behaving as inarticulate Older workers falling asleep or inability to cope with technological changes

Some elements of nonverbal communication are consistent across cultures. For example emotions of:

Anger Fear Sadness Disgust Surprise

The following examples demonstrate the differences related to socially acceptable displays in various cultural settings, and by whom. An understanding of these will assist you in identifying and addressing conflicts: Facial Expression

It may be more socially acceptable in some settings in the United States for women to show fear, but not anger, and for men to display anger, but not fear. At the same time, in China and Japan, a facial expression that would be recognized around the world as conveying happiness may actually express anger or mask sadness, both of which are unacceptable to show overtly.

Space



33

A Jamaican man may feel offended because a male European co-worker came too close to him. In Jamaica this is not acceptable behaviour. Here cultural difference with regards to personal space will be the issue. It is important to look at cultural orientation before trying to solve the problem. North Americans tend to prefer a large amount of space. Europeans tend to stand more closely with each other when talking, and are accustomed to smaller personal spaces. If someone is accustomed to standing or sitting very close when they are talking with another, they may see the other's attempt to create more space as evidence of coldness, condescension, or a lack of interest. Those who are accustomed to more personal space may view attempts to get closer as pushy, disrespectful, or aggressive. Line-waiting behavior and behavior in group settings

The English and Americans are serious about standing in lines, in accordance with their beliefs in democracy and the principle of "first come, first served. The French, on the other hand, do not, and that irritates many British and Americans.

Differences in body language or gestures Bulgarians shake their heads up and down to mean no. The Chinese count from one to ten on one hand, and eight is displayed by extending the thumb and the finger next to it. The same gesture is interpreted as meaning two in France and as pointing a gun in North America. Different meanings for the same word The French word "char" means army tank in France and car in Quebec. The word "exciting" has different connotations in British English and in North American English. While North American executives talk about "exciting challenges" repeatedly, British executives use this word to describe only childrens activities (children do exciting things in England, not executives). Although the sight of a black cat is considered a lucky event in Britain, it is considered unlucky in many other countries. Dragons are viewed positively in China, but negatively in Europe and North America. In extreme cases, miscommunication can lead to casualties. For example, a plane was running short on fuel but the pilot did not manage to communicate the urgency of the situation to the air traffic controller, who put the plane on a holding pattern because of airport congestion. The plane then crashed when it ran out of fuel.



34

Problem Solving/Decision Making Trait In a culturally diverse work environment, it is very important to understand which culture is more inclined to encourage individualistic or communitarian/group traits. Individualistic

Preserves image of self and exerts control in situations to achieve this goal Takes a competitive stance in negotiations Confrontational if wronged Comfortable in mediation to frankly discuss differences

Communitarian

Identified as a group member and thinks of group first Direct confrontation or problem-solving with others may reflect poorly on the group, or

disturb overall community harmony Prefers to avoid criticism of others When there is conflict that cannot be avoided, a third party is introduced so no direct

confrontation takes place The persons standing is preserved and potential damage to the relationships or networks

of relationships is minimized Cross-cultural issues also arise at the organizational level. Companies in different countries organize their daily business differently and since the business of tourism is global, some noticeable differences include the: Flow of information Germans tend to share information with only those people they believe need to know the information. In Canadian companies, information tends to move more freely to everyone. Hiring process Cross-cultural differences are fairly significant in this area. For example, people interviewed for positions in France will be asked personal questions that are considered illegal in Jamaica and Canada. Can you think of any such questions? More importantly, in France they hire graduates who appear to have long-term potential and create jobs for them. As a result, large French companies tend to emphasize soft skills. Canadian companies tend to look for strong technical skills in the employees. They do not expect employees to remain with the company throughout their careers only to fill an existing vacancy. Jamaicans are a lot like Canadians and both may consider themselves superior in knowledge to their German counterparts without an understanding of cross-cultural hiring practices.



35

Cross-cultural Communication@ http://www.beyondintractability.org/essay/cross-cultural_communication/ Retrieved March 8, 2006

RESOLVE MISUNDERSTANDINGS Problems should not be left unsolved when they occur at the workplace as they could escalate and cause major disruptions. Efforts should be made to resolve misunderstandings, bearing the cultural orientation of employees in mind. Your supervisor may have to call a general meeting if the misunderstandings will have effects on the workplace in general. Try not to offend any particular culture when providing suggestions, or stating your opinion.

CHECKPOINT Why should cultural differences be considered when difficulties arise?

ACTIVITY Consider this scenario - You work in a travel agency where people from different cultures are employed. There is a Rastafarian working there. Your employer decided to treat everyone in the office to lunch and asked you to make the order. You know that most of the employees in the office like pork; therefore you ordered pork for everyone. The Rastafarian took offence to this action and became upset. How would you address this situation? What action should you have taken initially? What are the potential long-term consequences of your action? Discuss with your learning facilitator and peers. Also discuss how you can reduce other cultural misunderstandings or conflicts.



36

REFER ISSUES/PROBLEMS TO SUPERVISOR/TEAM LEADER When a problem occurs and both parties cannot reach a solution on their own, or with the help of a co-worker, you may need to advise your supervisor or team leader. If it is something that needs some additional attention they should be able to provide it. If it is something that causes offence, your supervisor will follow up the problem and take appropriate action. Be certain to follow the chain of command at your workplace.

Refer to: HEART Trust/NTA (2004). LG-THTCOR0051A, Deal with Persons from Other Cultures http://www.umanitoba.ca/anthropology/courses/122/module1/culture.html Retrieved March 6, 2006 http://www.talkaboutculture.com Retrieved March 3, 2006 http://www.reedsmith.com/careers/u.k._opportunities/commitment_to_diversity.cfm Retrieved March 7, 2006 http://cecp.air.org/cultural/Q_howdifferent.htm Retrieved March 7, 2006 http://www.culturalsavvy.com/differences.htm Retrieved March 7, 2006 http://www.diversityaustralia.gov.au/_inc/doc_pdf/add_value_hrm_model.pdf Retrieved March 7, 2006



37

READY TO TEST YOUR COMPETENCE? Now that you have completed this element, check whether you have fully grasped all the components by doing the following Self-assessment: Checklist 1

Yes

No

1.

I know how to identify the issues which may cause conflict or misunderstandings in the workplace

( )

( ) 2.

I know how to address difficulties with the appropriate people and seek assistance from team leaders

( )

( ) 3.

I understand that I should consider possible cultural differences when difficulties or misunderstandings occur

( )

( ) 4.

I understand that to resolve misunderstanding I must take account of cultural considerations

( )

( ) 5.

I know how to refer issues and problems to the appropriate team leader for follow up

( )

( ) Checklist 2

Yes

No 1.

Issues which may cause conflict or misunderstandings in the workplace are identified

( )

( ) 2.

Difficulties are addressed with the appropriate people and assistance is sought from team leaders

( )

( ) 3.

Possible cultural differences are considered when difficulties or misunderstandings occur

( )

( ) 4.

Misunderstandings are resolved while taking account of culture

( )

( ) 5.

Issues and problems are referred to the appropriate team leader for follow up

( )

( )

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operate in a culturally diverse work environment 2nd ed

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