1. DIVERSITY AT WORK A Cross-Cultural Training Manual for Literacy Tutors, Volunteers and Practitioners May, 2000 RESEARCHED AND PRODUCED BY THE CANADIAN CENTRE ON MINORITY AFFAIRS WITH FINANCIAL ASSISTANCE FROM THE NATIONAL LITERACY SECRETARIAT. EDITOR AVRIL ROBINSON

2. Agenda Section A - Section C – Introduction andDynamics Of Culture Objectives - What is culture - Workshop Objectives - Why culture is important - Caveats about culture Section B - - Cultural diversity Diversity At Work- Understanding Cultural - What diversity means Conditioning - Why diversity is an important issue Section D – - Demographic change Action Steps - A new client base - Implications for Tutors - Diversity on literacy- Next Steps organizations NOTES : _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

3. Section A Introduction And Objectives NOTES : __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

4. Introduction Increased diversity of client base All tutors are affected Effective interaction with diverse people essential to achieve work objectives Greater awareness and understanding of diversity needed to meet the challenge NOTES : ______________________________________ ______________________________________ ______________________________________

5. Workshop Objectives To assist tutors to better understand the culture values and beliefs of their clients as well as their own beliefs and values To increase awareness of the impact of cultural differences on behaviors and expectations of clients and tutors To identify ways in which tutors can improve communication with clients from diverse backgrounds to better achieve vocational rehabilitation objectives NOTES : ______________________________________ ______________________________________ ______________________________________

6. Section B Diversity At Work NOTES : ______________________________________ ______________________________________ ______________________________________

7. What Diversity Means Inborn/hard to change Impact early learning, values/beliefs Shape self image and world view Condition access and opportunities NOTES : _____________________________________ _____________________________________ _____________________________________

8. Secondary Dimensions of Diversity Work Background Education Functional Status Parental Status Geographic Location Religious Beliefs Sexual Orientation Marital Status NOTES : ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

9. Why Is Understanding Diversity Important? The traditional client base has changed Diversity has an impact on the client-tutor relationship Failure to adapt to change =lower learning effectiveness NOTES : ______________________________________ ______________________________________ ______________________________________

10. Understanding Diversity Means Creating an environment in which: – Client needs can be accurately assessed – Learning objectives can be achieved – Cultural and other differences are not barriers to good client-tutor relations NOTES : ______________________________________ ______________________________________ ______________________________________

11. The Context: Significant Demographic Change A new client base More women More immigrants More cultural, racial, linguistic and religious diversity Different values and beliefs NOTES : _________________________________________ _________________________________________ _________________________________________

12. Your New Client Base Women as % of Labour Force- Canada NOTES: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

13. Your New Client Base Immigrants in Canadian Cities NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

14. Your New Client Base Top Ten Source Countries for Immigration 1981-1991 Number % 1.Hong Kong96,5407.8 2.Poland77,4556.3 3.P.R. of China75,8406.1 4.India73,1055.9 5.United Kingdom71,3655.8 6.Vietnam69,5205.6 7.Philippines64,2905.2 8.United States55,4154.5 9.Portugal35,4402.9 10.Lebanon34,0652.8 Total 1,238,455 100.00 Source: Statistics Canada, 1991 Census of Canada NOTES: ____________________________________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

15. Your New Client Base Visible Minorities in Canadian Cities NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

16. Your New Client Base Destination of Immigrants to Canada NOTES: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

17. Representation of Key Client Groups - 1991 NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

18. Demographic Bottom Line Female, minority and aboriginal clients will be an increasing part of your caseload to the year 2000 and beyond Client expectations will differ significantly from the past Teaching approaches will have to be examined and modified NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

19. Diversity At Work Small Group Exercise Make notes about aspects of diversity that you have experienced at teaching. Give examples of how this has affected you as a tutor. Talk about this in your small groups. Aspects of Diversity Examples of Affects on Teaching 1.Gender- ___________________________ neutral structure ___________________________ ___________________________ 2.Race ___________________________ ___________________________ 3.Age ___________________________ ___________________________ 4.Ethnicity ___________________________ ___________________________ 5.Language ___________________________ ___________________________ 6.Religion ___________________________ ___________________________ 7.Education/Learning ___________________________ ___________________________ 8.Work Experience ___________________________ ___________________________ 9.Other ___________________________ ___________________________

20. Diversity At Work Small Group Exercise Questions: 1.How has diversity affected the way you think about and behave with clients? 2.What advantages and disadvantages have resulted from this diversity? NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

21. Diversity At Work Advantages and Disadvantages of Group Diversity AdvantagesDisadvantages Diversity Permits Increased Diversity Causes Lack of CreativityCohesion Wider range of perspectives Mistrust More and better ideas Lower interpersonal attractiveness Less “groupthink” Stereotyping Diversity Forces Enhanced More within-culture conversations Concentration to Miscommunication Understand Others’ Slower speech ( non-native speakers) and Ideas translation problems Meanings Less accurate Arguments Stress More counterproductive behaviour Less disagreement on content Tension NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

22. Diversity At Work Advantages and Disadvantages of Group Diversity AdvantagesDisadvantages Increased creativityLack of Cohesion Causes Can Lead toInability to Better problem definitions Validate ideas and people More alternatives Agree when agreement is needed Better solutions Gain consensus on decisions Better decisions Take concerted actionGroups Can Become More effective Less efficient More productive Less effective Less productive NOTES: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

23. Section C Dynamics Of Culture NOTES: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

24. What is Culture? Collective conditioning of thought and behaviour which distinguishes one human group from another The sum of the common characteristics that influences what a group believes and values, and how it thinks and behaves in response to its environment NOTES: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

25. What is Culture? Something shared by all or almost all members of a group Something that older members of the group pass on to younger members Something that structures perceptions of the world and shapes behaviour NOTES: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

26. What is Culture? A complex whole that includes Knowledge Values/morals Belief Customs Art Habits Law Capabilities Individual and group identity NOTES: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

27. Why is Culture Important? NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

28. Why is Culture Important? Values People express culture through the views they hold about what’s important about life and the world around them Attitudes What people see as important affects what they think and how they react to a given situation Behaviour What people think and how they react to a situation determines how they will behave NOTES: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

29. Why is Culture Important? Learning how to act and how to expect others to act Provides a world view which affects: How people see themselves as individuals and members of a group What’s considered right and wrong How authority is viewed How comfortable people are interacting outside the group How much feelings and emotions are shown publicly and privately How important education is Which career or work is chosen What appropriate roles are for women and men How direct or indirect people are in communication NOTES: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

30. Cultural Conditioning Learning how to act in society and how to expect others to act Four stages of cultural conditioning 0-7 years: Imprinting. Behaviour patterns are established through association with significant people in our lives. We observe and adopt the behaviours of those who surround us. 8-13 years: Co-modelling. We take on the behaviour characteristics of those we admire, a form of hero worship. 14-20 years: Peer group influence. We strive to be part of the “in crowd” and adopt those behaviours perceived to be acceptable to this group. 21+ years: Significant emotional event. Behaviour change is a result of some traumatic event that alters the established view of the world. NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

31. Cultural Conditioning Imprinting  An individual’s family preferences become the unquestioned values of children at this age Co-Modelling  A conscious effort to seek out and emulate the characteristics of others Peer Group  Constantly challenging and purposefully shedding Significant  Mostly established Transition  The exclusionary patterns learned as children become conditioned reflexes of adults NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

32. Caveats About Culture Everyone is part of a culture where certain behaviours are favoured and others are not There is diversity within cultures There are similarities between cultures Cultural conditioning is an ongoing process Cultural perspectives are limiting Appreciate what is familiar Judge critically what is different Some cultural learning is misinformation NOTES: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

33. Key Points Identify your own cultural biases Avoid stereotyping Culture helps explain group attitudes and behaviour, but not all of the group all of the time Experience and study are needed to understand the roots and assumptions of any culture Working cross-culturally requires an open mind and flexible behaviour Some cultural beliefs and assumptions have to be unlearned NOTES: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

34. Understanding Cultural Conditioning Ten Aspects of Culture 1. Sense of self and space4. Food and eating habits Proximity Religious rules Familiarity Taboos Formality Practices 2. Communication and5. Time and time language conscious Non-verbal Linear and finite vs. elastic Direct vs. Indirect and relative Gestures Tasks vs. relationships 3. Dress and appearance Purpose: status symbols vs. Self-expression Hair and head covering Body odour NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

35. Understanding Cultural Conditioning Ten Aspects of Culture (continued) 6. Relationships9. Mental processes and learning Family role and structure In control vs. fate and luck 7. Values and norms Logical cause and effect vs. Individual freedom and intuition and holistic thinking achievement and harmony Learning style Competition vs. cooperation10. Work habits Privacy Work as a calling vs. Loyalty to abstractions vs. a necessary evil Individuals Status of different kinds of work How respect is shown Value placed on different kinds 8. Beliefs and attitudes of rewards Religious beliefs Initiative and self-direction vs. Roles of women and men do as directed Authority NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

36. Understanding Cultural Conditioning Comparing Ten Aspects of Culture Aspects ofMainstream North Other CultureAmerican Culture Cultures 1. Sense of selfInformal Formal and spaceHandshake Hugs, bows, handshakes 2. CommunicationExplicit, direct Implicit, indirect and languagecommunication communication Emphasis on content- meaning found in words meaning found around words 3. Dress and “Dress for success” ideal; Dress seen as a sign of appearancewide range in accepted position, wealth, dress prestige; religious rites 4. Food and Eating as a necessity- Dining as a social eating habitsfast food experience; religious rites NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

37. Understanding Cultural Conditioning Comparing Ten Aspects of Culture ( continued) Aspects ofMainstream NorthOther CultureAmerican CultureCultures 5. Time and timeLinear and exact timeElastic and relative time consciousnessconsciousnessconsciousness Value on promptness-Time spent on enjoyment time= moneyof relationships 6. Relationships,Focus on nuclear familyFocus on extended family family, friendsResponsibility for selfLoyalty and responsibility Value on youth, age seento family as handicapAge given status and respect 7. Values andIndividual orientationGroup orientation normsIndependenceConformity Preference for directPreference for harmony confrontation of conflict NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

38. Understanding Cultural Conditioning Comparing Ten Aspects of Culture ( continued) Aspects ofMainstream NorthOther CultureAmerican CultureCultures 8. Beliefs andEgalitarian; challengingHierarchical; respect for attitudesof authorityauthority and social order Individuals control theirIndividuals accept theirdestiny Gender equityDifferent roles for men and women 9. MentalLinear, logical, sequentialLateral, holistic, simultaneous processes andProblem-solving focusAccepting of life’s difficulties learning styleEmphasis on relationships 10. Work habitsEmphasis on taskRewards based on seniority, and practicesRewards based onrelationships individual achievementWork is a necessity of life Work has intrinsic value NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

39. Hife Grid Four Primary Cultures Group Boundaries High High Low HierarchicalEgalitarian Institutionalized authorityAuthority by consent Each person has their roleAnyone can perform any role Inequality based on differences at birth Inequality based on difference is minimized Group more important than the individual Both individual and group are important Decisions made for group well- being Decisions are negotiated to achieve Work an expression of group solidarity“win-win” Orientation toward the past Work benefits individual and society Present and future orientation Low High IndividualisticFatalistic Self-regulation is the ideal Authority lies outside the group Roles are self-determinedRoles are assigned Inequality based on survival of the fittestInequality based on distance from power Individual more important than the groupGroup more important than the individual Decisions benefit individual interestsDecisions are based on rules that can’t be Work is for personal gain changed Orientation toward the presentWork is a necessary evil Orientation toward the future Low NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ Group Rules

40. Cultural Proverbs “A nail that sticks up is hammered down” “It’s every man for himself” “All for one and one for all” “What will be, will be” “God willing” “It’s not whether you win or lose it’s how you play the game” “Might makes right” “Live and let live” “Respect your elders” “Some live to work, I work to live” NOTES: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

41. Small Group Exercise Apply your understanding about differences in cultural conditioning to your own situation. Analyze your own conditioning in each of the ten areas; then analyze what you think one particular client’s conditioning has been. Aspects of CultureCultural ConditioningCultural Conditioning YOUYOUR CLIENT 1. Sense of self and________________________________________ space ________________________________________ ________________________________________ 2. Communication ________________________________________ and language ________________________________________ ________________________________________ 3. Dress and ________________________________________ appearance ________________________________________ ________________________________________ 4. Food and eating ________________________________________ habits ________________________________________ ________________________________________ 5. Time and time ________________________________________ consciousness ________________________________________ ________________________________________ 6. Relationships, ________________________________________ family, friends ________________________________________ ________________________________________ 7. Values and norms ________________________________________ ________________________________________ 8. Beliefs and attitudes ________________________________________ ________________________________________ 9. Mental processes ________________________________________ and learning style ________________________________________ ________________________________________ 10. Work habits and ________________________________________ practices ________________________________________ ________________________________________

42. Questions 1.Which areas where there have been differences in cultural conditioning and expectations may be causing problems? 2.How could you use this information to overcome some of these cultural barriers? 3.What are you willing to do or expect differently in order to clear up any misunderstandings or erroneous assumptions? NOTES: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

43. Cross-Cultural Hot Buttons Discounting or refusing to deal with women Speaking in a language other than English Bringing whole family/children to classes Refusal to shake hands with women No nonverbal feedback (lack of facial expression) No eye contact Soft, “dead fish” handshake Standing too close when talking NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

44. Cross-Cultural Hot Buttons (cont’d) Heavy accent or limited English facility Coming late to classes or being unavailable Withholding or not volunteering necessary information Not taking initiative to ask questions Calling/not calling you by your first name Emphasizing formal titles in addressing people Unwillingness to make quick decisions Offering “foreign” food and beverages NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

45. Section D Action Steps NOTES: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

46. Implications for Tutors Understanding where you and your client are coming from can enable you to find better ways to support and motivate your clients and use the teaching relationship more effectively NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

47. Next Steps Enhance your ability to recognize, describe and understand the differences you encounter Become aware of your own assumptions and stereotypes without allowing them to limit your expectations and actions Develop ways to modify your own thinking and behaviour to meet client and organizational needs NOTES: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________