1. Blooming Where Transplanted: Accelerating Performance/Cultural Competence of New Minnesotans Presenters: Arlene Anderson, Essentia Health Veronica Quillien, Duluth Public Schools

2. Session Objectives 1.Identify 5 cultural factors that trainers must recognize and integrate into training practices. 2.Exchange “cultural transplant” best practices with other training professionals.

3. 4 Rounds 1.What is your name and role? 2.Why are you interested in this topic? 3.What do you already know about this topic? 4.What question did you come with today?

4. McGraw-Hill, 2005 ISBN 0-07-14395-5

5. Hofstede’s Factors   Power: --The degree to which a culture accepts or rejects unequal power distribution Training Implications: If culture is low power/distance:  Minimize inequalities among people If culture is high power/distance:  Inequalities are expected and desired

6. Hofstede’s, Continued   Self: Individualism vs. Collectivism -- Whether the person and his/her rights are seen as more important than the rest of the group and vice versa Training Implications If culture is individualistic:  Use of individual opinions expected  Independent self emphasized If culture is collectivist:  Reliance on social group opinion  Interdependent self emphasized

7. Hofstede’s, Continued   Gender index: --“Male” aspect of continuum = High earnings, recognition, advancement, and challenges are valued --“Female” aspect of continuum = Manager relationships, cooperation, living area, and employment security are valued Training Implications: If culture is “male” oriented  Relate learning to achievement of earnings, recognition and advancement If culture is “female” oriented  Relate learning to relationships and quality of life

8. Hofstede ’ s, Continued   Uncertainty Avoidance: -- The extent to which the members of a culture feel threatened by ambiguous and unknown situations Training Implications: If culture is strong uncertainty avoidance:  Expect preference for familiar tasks and approaches If culture is weak uncertainty avoidance:  Learners will be more comfortable with unfamiliar risks

9. Hofstede’s, Continued   Time: -- Degree of emphasis on the future; long- vs. short-term orientation Training Implications If culture has short-term orientation:  Emphasize possibility for quick results If culture has long-term orientation:  Emphasize sustained efforts toward results

10. 5 Factors Summary Power: High vs. Low Self: Individualism vs. Collectivism Gender: Masculine vs. Feminine Uncertainty Avoidance: High vs. Low Time: Short term vs. Long term

11. Bridging Cultural Differences Cultural DimensionsIssue Individualism vs. CollectivismHow Identity is maintained Equality vs. hierarchyHow Power is distributed Achievement vs. AscriptionHow Status is conferred Risk taking vs. SecurityHow Ambiguity is tolerated Task vs. RelationshipHow Goals are accomplished Universal vs. ParticularHow Rules are followed Future vs. PastHow Decisions are made Monochronic vs. PolychronicHow Time is managed Direct vs. IndirectHow Problems/conflicts are solved Emotional Expressive vs. Emotional RestraintHow Emotions are expressed Cooperative vs. CompetitiveHow Activity is organized Spiritual vs. SecularHow Religious identity is formulated Deductive vs. InductiveHow Logic is formulated Tight vs. LooseHow Norm deviation is permitted Formal vs. InformalHow Relationships develop

12. Communicating & Working Across Cultures Communication style: Context dictates how the listener should accept and interpret verbal messages Intercultural communication: Interaction between people of different cultural backgrounds Intercultural competence: The ability to function effectively and appropriately while interacting across cultures.

13. Linear: To the point Meaning is explicit Implication for training: Be brief Phrase your ideas with “the point is …” Provide explanation to clarify as needed Be concise & explicit Communicating & Working Across Cultures

14. Implication for training: Build story to create meaning. Let story drive the point Let another individual interpret the message Circular: Communication around the point Point is unstated Meaning is implicit Non-verbal & verbal determine understanding Communicating & Working Across Cultures

15. Direct Message is clear Being direct means being honest Respect is granted Implication for training Respect time Don’t avoid issue Get to the point Communicating & Working Across Cultures

16. Implication for training Respect other’s feelings Don’t put people on the spot Don’t be direct Indirect Message is subtle Rely on non-verbals, stories Being indirect means being polite and respectful Communicating & Working Across Cultures

17. Low context Context not assumed to be known Meaning is clear Meaning is precise Implication for training Communicate clearly & fully Foster clear understanding Communicating & Working Across Cultures

18. Implication for training Acknowledge other’s understanding of situation Leave understanding to the other person High context Context is assumed to be known Could be insulting to have a clear & precise meaning Meaning is conveyed through context Communicating & Working Across Cultures

19. Create a Training Checklist Get into groups of 4-5

20. Resources

21. Blooming Where Transplanted: Accelerating Performance/Cultural Competence of New Minnesotans Presenters: Arlene Anderson, Essentia Health / aanderson@smdc.org Veronica Quillien, Duluth Public Schools / qsiclist@gmail.com