Cross Cultural Management MGT2034M

Lecture Four – Cross Cultural Competency

November 2021 Dr. Mahdieh Zeinali
Access code:
358089
Aims
• Link the lecture to learning outcomes 1 & 3 for this module & your
module assessment
• What is cross cultural competency (CCC)?
• How does it measure?
• What does it measure?

• What are the shortfalls/limitations of cross cultural competency in

organisations?
• *Role of critical self reflection in developing CCC
A reminder about culture

Tayeb (2003) described culture as:

‘Historically evolved values, attitudes and

meanings that are learned and shared by
the members of a community and which
influence their material and non-material
way of life’
 • The learned beliefs, values, rules, norms,
symbols, and traditions that are common to a
group of people (Northouse, 2007, p.302)

• Fons Trompenaars (at an interview): Culture

for me is very functional - the end result of
Other people organising themselves to overcome
survival issues. This usually has a lot to do
definitions of with nature, the environment in which a
culture grows up. Culture is, in fact, a bunch
culture of values, behaviours, and norms that you
accumulate in a group in order to survive.

• “The most deep-rooted element of culture is

the set of values and fundamental taken-for-
granted assumptions held by a group of
people’” (Brooks, 2009: 285)
 National culture and other cultural
layers
• Global layer – Wishing to succeed in life Behaviours
• National layer – Avoiding loss of ‘face’ in Japanese culture
Attitudes
• Regional layer – Bengali culture in West Bengal, India
• Community layer – Helping neighbours in a mining Beliefs
community in Wales, UK
• Personal layer – Caring for wildlife Values

Assumptions
Cultural Misunderstanding
• https://www.youtube.com/watch?v=JK_NinOmFWw
The need to demonstrate sensitivity
• The examples demonstrate the importance of perceptual
barriers in intercultural communication.
• People cannot communicate effectively if they fail to perceive
the relevant differences.
• AWARENESS of intercultural difference is necessary for people
who encounter people from other backgrounds in business
contexts.
• The danger is that we can over-generalise when gaining such
knowledge.
What is cross cultural competence?
• In short cross-cultural competence [CCC] is a set of culture-
general knowledge, skills, abilities, and attributes (KSAAs)
developed through education, training, and experience that
provide the ability to operate effectively within any culturally
complex environment.
• It is further augmented through the acquisition of cultural,
linguistic, and regional proficiency and by its application in
cross-cultural contexts.
What is Cross Cultural Competence?
• Cross-cultural competence is a journey, not a destination.

• In other words, it’s not something you’re born with or without.

• Instead, cross-cultural competence comes from a set of skills

that you can develop and refine over time.
Cultural Competence
• A corporate culture is defined by the values, beliefs,
understandings and norms shared by members of the
organisation.
• Cultural competence is the ability to interact effectively with
people of different cultures.
Cultural competence comprises
four components

(1) Awareness of one’s own (3) Knowledge of

cultural worldview, different cultural practices and
worldviews, and
(2) Attitude
towards cultural differences, (4) cross-cultural skills
Self Assessment of CCC
• How do I know if I am cross culturally competent? How is it
measured?

• CCC is usually measured through self-reported questions which

as a measuring instrument

• Some examples of a self assessment is attached

Example ……
At an organisational level – this means…

• Identifying Mission Statements

• Developing Strategies
• Developing Organisational Structures
• Developing Policies
• Developing Procedures
A framework for CCC
• A globally competent manager MUST:
• Learn about many foreign cultures, perspectives, tastes, trends,
technologies and approaches to conduct business;
• Be skilful in working with people from many cultures
simultaneously;
• Be able to adapt to living in other cultures;
• Know how to interact with foreign colleagues as equals.
• Adler and Bartholomew (1992) in Johnson et al (2006:527)
A model of
CCC in
Internation
al Business

Source: Johnson et al. 2006

The Skills Dimension
• It is the behavioral component of CC, and
includes abilities (such as foreign
language competence, adapting to the
behavioral norms of a different cultural
environment, effective stress-
management, or conflict resolution) and
aptitudes.
• An ability is a set of specific skills that
have been acquired over time, whereas
an aptitude is an individual’s capacity to
acquire additional abilities in a specific
skill-set (Dunnette, 1976).
The Knowledge
Dimension
• (1) Culture-general knowledge - a focus on
awareness and knowledge of cultural differences. It
includes an examination of the participant’s own
mental makeup and how it differs from that of others.
This knowledge applies to any cultural environment;
it deals less with how to live in any specific culture
and instead focuses on how to work effectively in a
cross-cultural environment.
• (2) Culture-specific knowledge – a focus on
specific knowledge about another culture. This
includes information about geography, economics,
politics, law, history, customs, hygiene, what to
do, and what not to do – but spends little time on the
participants’ own cultural introspection. Culture-
specific training also includes learning the language
of the culture, although the ability to communicate
effectively in the foreign language is more properly
categorized as a skill.
The personal attributes dimension
• This dimension includes personality traits in addition to the internalized values, norms and
beliefs of one’s home culture.
• Leadership studies typically list personality traits as antecedents to the effective
acquisition of management and leadership skills (e.g., Bass, 1990); such traits include
ambition, courage, curiosity, decisiveness, enthusiasm, fortitude, integrity, judgment,
loyalty, perseverance, self-efficacy, tolerance for ambiguity, etc.
• Critiques:
• The disadvantage of such lists is that they can contain dozens of desirable attributes, yet
do not indicate which attributes are more essential than others in developing the required
behaviors.
• In addition, such lists usually do not include personality traits that can constrain the
acquisition of desirable skills (Tannenbaum and Yukl, 1992).
There are many models of CCC

McCloskey et al., 2010

Measurement 1:Cultural Maturity
• The test would be looking for evidence of Emotional Self-
Regulation, Self-Efficacy, Dedication, Willingness to Engage,
and Emotional Empathy

• This person does not see the need for development of cultural
interaction skills, because they are unmotivated to improve
themselves as they do not see the benefit /advantage.
Measurement 2- Cognitive Flexibility
• This factor comprises of Flexibility, Openness, and Uncertainty
Tolerance.

• This individual will speak poorly of the country, its people, and
its customs/traditions . This person is inflexible ‘they will make
their way the only way’ they will not listen to others or other
knowledge; they are superior
Measurement 3- Cultural Knowledge
• This factor is based on Awareness of the differences among
cultures and how these differences affect one's own behaviors
and the behaviors of others.
• Individuals who lack cultural knowledge are biased by their own
cultures.
• These individuals believe that their own culture (or set of
beliefs) is the only right way. Thus, egocentrism and the lack of
interest in other cultures may block the development of self-
awareness and, in turn, awareness of other cultures beyond a
surface-level understanding of typical customs.
Measurement 4 is Cultural Acuity
• Cultural Acuity - This factor is comprised of Perspective Taking,
Sensemaking, and Big Picture Mentality
• Individuals who lack cultural acuity show inability to see
situation from others' perspectives and do not see how actions
affect broader mission.
• Without knowledge of other cultures, judgment based on
stereotypes, self-awareness, and understanding of others'
emotions.
• This individual rationalises events to fit their own worldview and
reinforce their perceptions. 
Measurement 5 - Interpersonal Skills

This person has a lack of ability to adjust behaviour in a socially

appropriate way depending on situational cues
• ….."(I will sit the way I want to in the meeting). That's how I sit.
That's part of my culture, so we have to do some give and take.
“
• Defensive behaviour and become frustrated easily
Competency Area Levels
• Each competency area begins with a general definition,
followed by a listing of knowledge, skills, or attitudes that
practitioners are expected to demonstrate.
• These lists are divided into Pre-Competent, Beginner,
Intermediate, and Advanced levels that delineate the increasing
complexity and ability that should be demonstrated by
practitioners as they grow in their professional development.
Please note

• These levels should not be confused with one’s years of service

in the field, nor with one’s current positional role or title.
• Rather, the levels of basic, intermediate, and advanced
correspond only to the knowledge, skills, and attitudes that one
can demonstrate to others at a given point
Let’s take a closer look at the levels of competence – example of ‘Pre-competence’

• Pre-Competent Managers lack • They do not seek out interactions

Cultural Knowledge and rely on
simplistic, inaccurate stereotypes.
• They are not open to new cultures,
and they have strong in-group
biases.
• Unable to initiate a conversation
with members of other cultures.
When interactions are necessary,
they may be directive and openly
negative.
• Pre-competent individuals may not
benefit from training until their
barriers to Cultural Maturity,
Cultural Knowledge, and Cognitive
Flexibility are overcome.
The Benefits of Self-Assessment

Both organizations and individuals are at various levels

of awareness, knowledge and skill acquisition along
the cultural competence continuum. The capacity to engage
in self-assessment helps organizations to: ... determine
individual and collective strengths and areas for growth.
Why do we want a quick fix
There is a tendency for systems and organizations to want
• a textbook solution,
• a quick fix, a recipe,
• or a “how to”,
• step-by-step approach.
Assessing where we are…
 The complexity of achieving cultural
competence does not allow for such an
easy solution
• Knowledge, Resources and Strategy
• Moving beyond compliance &
• What is required by Employment legislation
• Building inclusive workplaces
• Valuing the process
• Social Justice vs the Business Case
Self assessment approach
• The characteristics in the cross-
cultural continuum are not meant to
define a system or an
organisations culture;
• BUT
• The continuum offers a model
which allows systems and
organizations to broadly gauge
where they are, and to plan for
positive movement and growth to
achieve cultural competence and
proficiency.
 Where are you on the continuum?

Cross et al., 1989

Self assessment/self-reflection
• It is helpful for systems and organizations to conduct self-
assessment and use the results to set goals and plan for
meaningful growth. BUT it is also useful to consider how
competent individuals might be who work in such
organisations.

• https://www.youtube.com/watch?v=_JNUxwHh7j8
The reality of cultural competence
• Systems and organizations that
exemplify cultural competence
demonstrate an acceptance and
respect for cultural differences and
they:
• Create a mission statement for the
organization that articulates
principles, rationale, and values for
cultural and linguistic competence
in all aspects of the organization;
• Implement specific policies and
procedures that integrate cultural
and linguistic competence into
each core function of the
organization;
• Identify, use, and/or adapt
evidence-based and promising
practices that are culturally and
linguistically competent.
An example: InterContinental Hotels Group
• https://www.ihgplc.com/about-us/our-purpose-and-culture
An example from theory…..
• “Many international business failures have been ascribed to a
lack of cross cultural competence (CC) on the part of business
practitioners” Johnson et al (2006: 525).

• The critique offered by Johnson et al is that……

• The international business literature appears to lack an

adequate conceptualization and definition of the term ‘CC’,
focusing instead on the knowledge, skills and attributes that
appear to be its antecedents.
An example from practice…..

• https://www.youtube.com/watch?v=kemtDbTBwpo
Barriers to cross-cultural competence
• Stereotyping
• The communication process
• Non-verbal communication
Stereotyping
• “Categorising an individual by focusing on limited criteria,
including his/her cultural background.” (French, 2010: 136)
• CAUTION!
• Thompson and McHugh (2009) explain that the wider social
consequences of stereotyping can lead to racism and sexism
and can ultimately lead to marginalisation.
The communication process
• The sender • Disruption to the process
• Encoding occurs when ‘noise’ or
distortion happens at any
• The message stage in the process.
• The medium of • Example: cultural difference
communication through language e.g.
• Decoding • “Pepsi brings you back to
• Feedback life!”
• “Pepsi brings your ancestors
back from the grave!”
Non-verbal communication
• 93% of the meaning that is transmitted between two people can
come from non-verbal channels, these are;
• Reinforcement of written or spoken communication;
• Symbols;
• Signifying attitudes and emotions;
• Kinesics;
• Chromatics
• Proxemics
• Source: French (2010:140-141)
Conclusions
• Individuals can use the continuum to plot where they are on
the continuum
• Your team can use the continuum to plot where they are on the
continuum
• An organisation can use the continuum to plot where they are
on the continuum
• Provides useful insight into personal development and cross
cultural management
w/c 15th November - Independent Study
Week
Click here

Click here
Search for: Cultivating Cultural Competency by
Mary Frances
Instructions Mary F. Winters Course
• Cultivating Cultural • Once you have completed the
Competency short course then use the
• You can complete DIEP model to apply to your
learning from the Mary F
• This w/c 15th Nov Winters course
• The short course can be
accessed any time during that
week
Helping you reflect on your learning
• Use the DIEP model to reflect on your learning Workshop from
the MF Course
• Aim for a 200 words reflection
DIEP reflection model to use
Illustration

As a student who hopes to work in an Events Business after graduating I

think this will be a useful as it has made me really think about my self and
how I think about others in terms of my own knowledge and beliefs etc
[Give more detail & example]…. I can imagine myself working with a new
client who has a very different background and different experience to me
and I want to be able to be respectful and ….
To conclude
• Models we have used :
• Barsoux and Schneider [see seminar of the Mountaineer this
week]
• Cross et al [see here in lecture]
• Plus other models of CCC see Mary Frances Winters short
course you will be attending during Indenpedent Study Week
w/c 15th November