Unit 2 Tutorial
WRLD 302 - Communicating Across Cultures
This is one of 12 tutorials on intercultural communication. Click on "mobile page" at the bottom of the page for alternative views. You may create a print version by clicking on the "print all" link at the top of the page. Note that additional learning resources are linked in the sidebars.
Anticipated completion time for this tutorial (excluding reading chapter): approximately 110 minutes. Note that you can stop and come back and your score on completed items will be retained.
The objectives below can be achieved through working with the assigned readings, watching the presentations, doing the tutorial exercises, and posting to the discussion forums. Achievement of the objectives will be measured through the score achieved on the exercises (questions can be answered more than once), on the Blackboard quiz for this unit, and on the quality of contributions to the course discussion forums.
By successfully completing this unit, students should be able to...
|
View the images below. On the left (blue) is German culture, on the right (red), Chinese culture. Think about what the images say about cultural differences, especially the role of the individual in society, the value of groups, and styles of communication. Then go to the next page.
Picture group 1: Individuals and groups [click on thumbnails to show full-size image]
| "I", the individual | Relationships | Lifestyle | Party groupings |
|---|---|---|---|
|
|
|
|
|
|
One of the ways we can compare cultures is the role of the individual. Most Western countries accentuate the importance of the individual. Germany is an individualist culture. |
Chinese culture is usually described as collectivist, in which group relationships tend to be more important than in individualist societies. |
In individualist cultures, the individual stands apart from the group. Individual initiative and differentiation are important, encouraged, and rewarded. |
Collectivist cultures tend to form strong in-groups that distinguish clearly their members and their group characteristics from out-groups. |
Picture group 2: The individual in society
| The Boss | Rich and poor | In School | Senior Citizens |
|---|---|---|---|
|
|
|
|
|
|
In many collectivist cultures, there tends to be a recognized and accepted social hierarchy in which there is a big difference between how a boss and a worker are viewed. |
The greater "power distance" typical of collectivist societies sometimes leads to greater distance between rich and poor. This is not always the case, however (in USA, for example). |
In collectivist cultures individuals do not tend to want to stand out by volunteering to talk in class. Greater power distance means that students are also more respectful of teachers. |
Collectivist cultures tend to value and honor old age. Seniors often play a more active role in society, often as live-in members of extended families. |
Picture group 3: Direct or indirect communication
| Venting anger | Giving opinions | Dealing with problems | Expressing feelings |
|---|---|---|---|
|
|
|
|
|
|
Collectivist cultures value harmony which may result in individuals not expressing directly their thoughts or feelings, feeling angry, for example, but not showing it. |
Individualist cultures tend to use a direct style of communication, with individuals expressing openly & forthrightly what's on their minds; they don't beat around the bush. |
Germans, as is typical of individualist cultures, tend to deal directly with problems. In collectivist cultures, saving face may be more important than finding a solution. |
Collectivist cultures tend to more reserved in the expression of feelings. Understatement and even silence are often more valued than they are in individualist cultures. |
NOTE: You should have read pp. 45-61 in the textbook before watching the presentation. Reminder that the presentation is not a substitute for reading the chapter - the presentation highlights, amplifies, and extends some of the principal points in the chapter, but does not cover everything in the chapter.
=> View YouTube version | View/print outline of presentation (PDF, useful for taking notes on presentation)
After reading pp. 45-61 and listening to the presentation, do the following exercises. The exercises are graded (point values shown). As these are learning activities, you may re-do each and improve your score. After completing all exercises in the lesson, click on the "finish" button on the bottom of the last page to submit your scores.
Q1: Caveats in the use of cultural taxonomies
Q2: Individualism
NOTE: You should have read pp. 61-87 (end of chapter) in the textbook before watching the presentation.
=> View YouTube version | View/print outline of presentation (PDF, useful for taking notes on presentation)
After reading pp. 61-87 and listening to the presentation, do the following exercises. The exercises are graded (point values shown). As these are learning activities, you may re-do each and improve your score. After completing all exercises in the lesson, click on the "finish" button on the bottom of the last page to submit your scores.
Q4: High context cultures
Q5: Value Orientations
Q6: Power Distance
Q7: Uncertainty Avoidance
For more information on cultural taxonomies, see The Silent Language by Edward Hall and Gert Hofstede's Cultures and Organizations, Software of the Mind. These are two pioneers in the field and responsible for many of the terms and concepts used in this unit. A useful Web site that discusses the pros and cons of using there cultural dimensions is ClearlyCultural.
For preparing for the on-line quizzes on this material, the publisher Web site can be helpful. It includes Flashcards that cover the key terms listed below. There is also a Web quiz in multiple choice format that would be good practice for our on-line quiz. If you take the practice quiz from the publisher, you don't need to send the results to me (you can email them to yourself instead).
|
