Transcript Reflection Responsibilty Inspiring Action

Reflection
Responsibility
Inspiring Action
Darlene Fisher
ECIS
Seville April 2014
What will we do?
 Reflect
 Consider
communication
 Wonder about culture
 Compare working styles
 Decide on responsibilities
 Share inspirations
Reflection(s)

How well do your
staff (all staff not
just teaching staff)
communicate
across cultural
/group borders
within your
community, or do
you have national
groups who stick
together?
Communication
 What
are the potential effects of cultural
differences in communication style?
Kaplan (1966)
How is it so?
 English
- (includes Germanic languages
such as German, Dutch, Norwegian,
Danish, and Swedish) Communication is
direct, linear and doesn’t digress or go off
topic.
 Semitic – (for example, Arabic or Hebrew)
Thoughts are expressed in a series of
parallel ideas, both positive and
negative. Coordination is valued over
subordination.



Oriental – (Languages of Asia)
Communication is indirect. A topic is not
addressed head on, but is viewed from
various perspectives, working around and
around the point.
Romance – (Latin-based languages such as
French, Italian, Romanian and
Spanish) Communication often digresses. It is
fine to introduce extraneous material, which
adds to the richness of the communication.
Russian – Like Romance languages, Russian
communication is often digressive. The
digression may include a series of parallel
ideas.
So what?
Leadership requires
communication - yes?

How do we
communicate with
multiple styles of
communication in
existence in one
group of staff?
What is culture?
Geert Hofstede
‘My favourite definition of "culture" is precisely that its essence is
collective mental programming: it is that part of our
conditioning that we share with other members of our
community’…
Trompenaars
‘Culture is the way a group of people solve problems’
D. O’Neil
‘Culture is the full range of learned human behavior
patterns…Culture is a powerful human tool for survival, but it is
a fragile phenomenon. It is constantly changing and easily lost
because it exists only in our minds. ’
Why is it so?
Understanding is based on interpretations –
through attitudes, values and beliefs
Dimensions of culture
 Hofsted

5 Dimensions
 Trompenaars
Turner

and
7 Dimensions
Hofstede’s cultural dimensions
 Power
distance « PDI »
 Individualism/
Collectivism « IDV »
 Masculinity
/ Femininity « MAS »
 Uncertainty
avoidance « UAI »
 Long
term orientation « LTO »
Trompenaars & Turner
In a nutshell?
 Cultures
differ markedly in ways that
significantly affect our communication
styles and relationships, thus affecting
how we can(should?) lead and
manage…
Be careful though….
Stereotypes & Generalizations
Most
Always
Many
Never
All
None
Some
Stereotypes
Either/
Or
Fixed and oversimplified
opinions, images or judgments
Generalizations Usually
Typically
Generally
General statements,
ideas or principles
Corinne Rosenberg
Some examples of contrasting
ways of working:
Low







Power distance
to
Power is decentralised
Managers count on the
experience of their team
members
Employees expect to be
consulted
Ideal boss is a ‘coach’
Hierarchy is for convenience
Privileges and status symbols
are frowned upon






High
Power is centralised
Managers count on their
bosses and the rules of the
organisation
Employees expect to be told
what to do
Ideal boss is a ‘father figure’
Hierarchy is part of existence
Privileges and status symbols
are normal and popular
Hofstede
How do you communicate to the staff when you wish to
implement change? What actions do you take?
Collectivism vs Individualism
The relationship between
employer and employee is
morally based; “I take care of
you and you are loyal in return”

The relationship is based on a
contract

Feedback is direct

Feedback is always indirect


Praise is given to groups not
individuals
Individuals expect to be
recognised and thanked or their
efforts

Nepotism is rejected

Individuals expect to be able to
speak up, add their ideas and be
heard.



Nepotism may exist
Individuals do not speak up
unless asked to
Hofstede
How do you deal with staf who have made a mistake? How do
you reward/recognise those who have done something well?
1. How do you reward/recognise those who have done something
well?
2. How do you deal with staff who have made a mistake?
Direction
Internal (locus) vs



Allow people to
develop their skills and
take control of their
learning.
Set clear objectives
that people agree
with.
Be open about conflict
and disagreement,
and allow people to
engage in constructive
conflict.





External
Give people direction and
regular feedback , so that
they know how their
actions are affecting their
environment.
Manage conflict quickly
and quietly.
Do whatever you can to
boost people's
confidence .
Balance negative and
positive feedback .
Encourage people to take
responsibility for their
work.
Trompenaars and Hampden Turner
How is conflict dealt with – if at all? What are the issues with this?
Levels of directness
Direct
vs
Indirect




Concise, concrete,
to the point
Not afraid to “say it
like it is”
Confront difficulties
openly
OK to give and
receive
“constructive”
feedback



Attention given to
how messages are
expressed
Save face and
preserve personal
dignity
Preserve harmony,
avoid difficult topics,
may not say no
Edward T Hall
What is your style?
Responsibilities


Cultural differences abound in how work is
organised and goals achieved. If there is a
difference of expectations, this affects the
efficiency of any group and potentially makes a
group totally ineffective.
How do you ensure that professional communities
or committees, (or in fact any group designated to
achieve anything) has a shared understanding of
how they will achieve their goals?
Q. What are you doing about it in your community?
Inspiring action?
 How
do you inspire action on the part of
all community members, to ensure
excellent communication enhances the
school achieving its mission and providing
the school with a positive culture of
inspiring educational ideals?
Effective
communication
How can you enhance communication among a)Staff b) Students
c) Parents
Inspiring Action?




Increase awareness of different
communicating styles through
workshops/presentations/games/modelling
Provide opportunities for responding in different
ways to requests for input
Increase intercultural intelligence in your school
by….
Join us and send your staff to AIE in Mumbai to
discuss all of the above and much more!
Come to Mumbai!
and enjoy sharing at
AIE, your ideas about
intercultural
understanding
References
Kaplan, (1966) Cultural Thought Patterns in Inter-cultural
Education, Language learning, Vol 16: 1, 1-20.
 Hall, E (1990).Hidden Differences, Doing Business with the
Japanese, Anchor,
 Hofstede, G., (2005) Culture and Organisations Software of the Mind, London: Mc Graw Hill, UK.
 Trompenaars and Hampden Turner, Seven Dimensions
http://www.mindtools.com/pages/article/sevendimensions.htm accessed 1/4/2014
