Transcript Part Two: Critical Incidents Report - Jade Lovett`s E

Part Two: Critical
Incidents Report
Jade Lovett
HRMN 302
Sept. 25, 2014
Introduction
The purpose of this critical report PowerPoint 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
•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,
Initial Response
to the Incident
•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.
Issues
Highlighted by
the Incident
Outcomes
•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.

Refrences

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