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Файл:Tolerance in intercultural communication. Knowledge and skills (Толерантность в межкультурном общении. Знания и навыки). Учебное пособие
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оборудование; защищать производство.
Activity 1: Read and translate the text:
Creating excellence in a multinational team
A. We tend to underestimate how much culture affects the way we do
business. Nowadays, there is a need to participate in multi-cultural work
groups, be they project teams or joint ventures, which transcend national
boundaries. Such participation requires a wide range of interpersonal skills,
including tact, cross-cultural awareness, motivational, confidence
building and organizational skills, as well as a sound understanding of the
dynamics of team building, the techniques that can be applied and an
understanding of international management styles.
The challenge is to create a positive and progressive climate where people
can work together effectively, recognizing their strengths and weaknesses
and their cultural differences.
If you want to be the leader of a global team, you must accomplish the four
key objectives that define a high-performance work team.
B. How to create a successful top-quality, high-performance work team in
a multinational or multicultural environment.
1. Spend the time to understand who your new teammates are and what
makes them tick. How do they view the world? What are their definitions of
“high quality” and “high performance?” How do they currently work
together as a team, and what techniques do they use to get the job done?
Building trust is the key to successful team working.
2. Adjust your language to the proficiency level of the team members. Many
words don’t mean the same thing to different people. Some, including those
from the United States, interpret “yes” to mean an agreement or
commitment. Japanese strongly prefer to avoid the word “no,” and
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occasionally they will say “yes” but clearly mean “no.” In Saudi Arabia,
“yes” can sometimes mean “maybe.” Pay attention to:
a. Speed;
b. Frequency and length of pausing;
c. Complexity of sentence structure;
d. Complexity of vocabulary;
e. Use of idioms and colloquialisms;
f. Use of local accents and dialects;
g. Structure and highlight information by using visual or written aids;
h. Pay attention to the different styles of communication (e.g.
formal/informal; expressive/restrained) that people may use;
i. Use different language styles to suit different purposes, contexts and
audiences.
j. Invest time in learning other languages, use words and expressions in
unfamiliar languages.
3. Use Intercultural Communication Strategy: studying indirect signals of
meaning, learning to interpret indirect signals appropriately in different
cultural and communicative contexts, exposing own intentions by
explaining not only ‘what’s/he wants, but also ‘why’ s/he wants it.
4. Share culturally significant events encouraging employees. On these
occasions, employees would wear traditional dress and prepare authentic
food for fellow workers to try.
C. Management support for teams: Everything from geological
exploration, drilling, technical and scientific support, human resources,
finance, maintenance, welding, sales, logistics, safety and emergency
planning falls within management responsibilities. There are four main
types of management styles – Autocratic, Paternalistic, Democratic, and
Laissez-faire.
1. Autocratic style managers make decisions without consulting their team
members. It is valuable when the business faces a crisis, when you need to
make decisions quickly, when there is no need for team input, and when
team agreement isn't necessary for a successful outcome. However, this
style can be demoralizing, and it can lead to high levels of absenteeism and
staff turnover.
2. Paternalistic style managers use their organizational power
to control and protect subordinate staff that are expected to be loyal and
obedient. This style might be appropriate for a business with a
more formal and hierarchical structure where creative thinking is
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not required of staff.
The relationship between these co-workers and leader are extremely solid.
The workers are expected to stay with a company for a longer period of
time because of the loyalty and trust. Not only do they treat each other like
family inside the work force, but outside too.
3. Democratic style managers make the final decisions, but they include
team members in the decision-making process. They encourage creativity,
and people are often highly engaged in projects and decisions. As a result,
team members tend to have high job satisfaction and high productivity.
This is not always an effective style to use, though, when you need to make
a quick decision.
4. Laissez-faire style managers give their team members a lot of freedom
in how they do their work, and how they set their deadlines. They
provide support with resources and advice if needed, but otherwise they
don't get involved. This autonomy can lead to high job satisfaction, but it
can be damaging if team members don't manage their time well, or if they
don't have the knowledge, skills, or self-motivation to do their work
effectively. (Laissez-faire leadership can also occur when managers don't
have control over their work and their people).
D. Transformational and Transactional styles:
Transformational style managers have integrity and high emotional
intelligence. They motivate people with a shared vision of the future, and
they communicate well. They set clear goals, and they have good conflictresolution skills. This leads to high productivity and engagement. In
business, transformational leadership is often the best leadership style to
use.
Transactional style managers both reward and punish. They are not
looking to change the future, they are looking to merely keep things the
same, paying attention to followers' work in order to find faults and
deviations. This type of leadership is effective in crisis and emergency
situations.
However, no one style of management fits all situations, so it's useful to
understand different management styles. For example, if a company is
hiring all freshers, they would need a strong-willed and experienced
manager who can lead by example and act as a guiding beacon to the other
employees. If the management position is within an already established
department populated with experienced workers, they would require a
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manager who can cooperate/collaborate with them and ensure that nothing
comes in their way when they are working.
E. Management styles in the oil and gas industry and in marketing:
When matters of safety are concerned, for example, adhering to the
Minimum Industry Safety Standard (MIST) which applies across the entire
UK offshore oil and gas sector and deals with assessing risk, manual
handling, working safely, working at height or lifting, employers view
these basic safety principles as critical to safe working, therefore they are
applied to all offshore workers. In this context the management style must
be autocratic. In another context a manager who is based onshore could be
coordinating the supply of LPG Liquified Petroleum Gas, from the fields to
buyers. Here, managers can be more democratic consulting or discussing
with colleagues the best ways to proceed. An engineer, for instance, might
have knowledge that tells the Offshore Installations Manager that shutting
down equipment is essential to ensure production in the long term but
that it may create a potential risk not yet fully assessed. In this situation
information is being passed up through the hierarchy to aid the decision
making.
In marketing under the transactional management a market relationship
tends to limit the degree of satisfaction, and contribution to goals, in the
same way, external market relationships are focused on achieving the goal;
reaction, conflict, and crisis drive relationships. Transactional management
behaviours can therefore be successful; sometimes Transformational
management, which focuses on mutual needs, aspirations, and values, is
required in order to stimulate market learning, especially when the company
does not just react to crisis, but actively builds for customer satisfaction and
retention as in relational marketing.
COMPREHENSION QUESTIONS
Say whether it is true or false:
2. Participation in multi-cultural work groups requires a wide range of
interpersonal skills.
3. Diversity training must be continually reinforced for it to be effective.
4. A Paternalistic leader acts as a partner, takes care of the subordinates
supplies complete concern for his followers or workers and, in return, he
receives the complete trust and loyalty of his people.
5. The same word may mean different things in different contexts,
depending on who uses the word and how it is used.
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6. Non-native English speakers may understand the meaning of the English
1 establish a) feedback
2 monitor b) goals
3 provide c) decisions
4 set d) performance
5 make e) roles
6 assign f) standards
1 present a) action
2 achieve b) employees
3 direct c) ideas
4 take d) performance
5 improve e) goals
word properly.
7. When a manager working offshore supervises important or dangerous
high voltage maintenance work he will simply instruct workers in an
demcratic style.
8. There is a positive relationship between Transformational
management and customer satisfaction.
GRAMMAR
Vocabulary: antonyms to adjectives, transformation from adjectives to
nouns.
Activity 2: Write the opposite meanings of adjectives using the prefixes
in-, ir-, un-, ill-, or dis-. Then give the noun forms. For example:
considerable-inconsiderable-consideration.
Adjectives: creative, decisive, diplomatic, efficient, flexible, inspiring,
interested, logical, organized, rational, responsible, sociable, supportive.
Questions:
1. Choose the four best qualities of a manager from the list above and rank
them in order of importance. Then choose the four worst qualities and rank
them (1 = worst). Discuss your answers.
2. Which of the management styles you have read about would you prefer
to: a) use as a manager 2) experience as an employee?
Activity 3: Match the word partnerships:
Group 1 Group 2
Defining clauses
Defining clauses provide essential information about the subject or object of
a sentence. Without this information the sentence often does not make sense
or has a different meaning.
Who or that are used for people.
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Ex: People who are in leadership roles often have to act alone.
Which or that are used for things.
Ex: It is his ideas and values that are at the core of Ikea’s philosophy.
Non-defining clauses provide extra information about the subject or object
of a sentence. The sentence still makes sense without this information.
Ex: Theodore Roosevelt, who was the 26th President of the United States,
was famous for leading the Rough Riders in a battle at San Juan Hill in
Cuba.
Activity 4: Cross out the incorrect relative pronoun in each of the
sentences below:
1. It is unbelievable what people who/which believe in themselves can
accomplish.
2. The ability to motivate people is one of the greatest assets that/who a
leader possesses.
3. Do you agree that successful people are those who/which seize
opportunity and take risks?
4. The assertiveness training workshop, which/that starts next month, is
designed for anyone who/which is or will be a team leader.
5. The meetings who/that we hold on Friday afternoons are compulsory for
everyone.
In spoken English or informal written English, we usually leave out
who/that/which and put the preposition at the end of the relative clause. In
formal written English, we often put the preposition in front of which/whom.
We cannot use that after a preposition. After a preposition, we use the form
whom, not who.
Activity 5: Now rewrite the following sentences in a more formal style.
1. As a leader, she motivated anyone she worked with.
2. The representatives we spoke to were very helpful.
3. The company I used to work for is now facing a financial crisis.
4. That is the proiect I'm most interested in.
5. The problems we have to deal with are rather serious.
We use whose in defining or non-defining relative clauses instead of
his/her/their.
We can also use whose instead of its:
Ex: Do you know the company whose CEO was suspected of fraud?
This is the team whose leader we interviewed last week.
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Activity 6: Combine these sentences using whose:
1. The Ikea Adrian Willem resigned last week. His leadership style had
provoked a lot of criticism
The Ikea Adrian Willem,……….
2. Some staff are disappointed. Their training programme was postponed.
The staff,…….
3. United Steel is now almost bankrupt. Its former director was guilty of
embezzlement.
United Steel,…….
4. Enzo Ferrari dies in 1988. His cars achieved cult status.
Enzo Ferrari,……..
Decide whether the relative clauses in this exercise are defining or nondefining.
CONVERSATIONAL ACTIVITIES
Team-building exercises
Improving communication
Back-to-back drawing – Divide your group into pairs, and have each
pair sit on the floor back to back. Give one person in each pair a picture of a
shape, and give the other person a pencil and pad of paper.
Ask the people holding the pictures to give verbal instructions to their
partners on how to draw the shape – without actually telling the partners
what the shape is. After they've finished, ask each pair to compare their
original shape with the actual drawing, and consider the following
questions:
How well did the first person describe the shape?
How well did the second person interpret the instructions?
Were there problems with both the sending and receiving parts of the
communication process?
Survival scenario – This exercise forces your group to communicate
and agree to ensure their 'survival.' Tell your group that their airplane has
just crashed in the ocean. There's a desert island nearby, and there's room on
the lifeboat for every person – plus 12 items they'll need to survive on the
island. Instruct the team to choose which items they want to take. How do
they decide? How do they rank or rate each item?
Eliminating stereotypes and "labeling"
Stereotype Party – This is a fun exercise for a medium-sized or large
group. Write on nametags many different 'personality types (see the list
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below), and pin or tape one tag to each person's back. Don't
show people which tag is on their back – they'll be able to see everyone
else's tag, but not their own.
Now, ask each person to figure out which personality type is on his or her
back by asking stereotype-based questions of other people – “Am I a man?”
“Am I an athlete?” “Am I an entertainer?” and so on.
Allow group members to answer only yes or no, and encourage participants
to ask questions to as many different people as possible.
Here are some personality types you could consider:
Auto mechanic.
Olympic medalist.
Professor.
Fast-food restaurant worker.
Postal worker.
Movie star.
Building interdependence and trust
Mine field – This is a great exercise if you have a large room or outdoor
field. Set up a 'mine field' using chairs, balls, cones, boxes, or any other
object that could potentially be an obstacle and trip someone up. Leave
enough space between the objects for someone to walk through.
Next, divide your group into pairs. Pay attention to who you match with
whom. This is a perfect opportunity to work on relationships, so you might
want to put together people who have trust issues with each other.
Blindfold one person, the 'mine walker' – this person is not allowed to talk.
Ask his or her partner to stay outside the mine field, and give verbal
directions, helping the mine walker avoid the obstacles, and reach the other
side of the area.
Before you begin, allow partners a few minutes to plan how they'll
communicate. Then, make sure there are consequences when people hit an
obstacle. For example, perhaps they have to start again from the beginning.
Skills: Summarizing smb’s experience as a manager during the job
interview
Activity 7: You are having an interview. Role-play it:
Interviewer: Why do you want to become a manager?
Interviewee: I have attained a bachelor’s degree in Management. The course
work gave me the tools to effectively do what has been natural for me in the
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past – overseeing groups, and getting jobs done with others. I want to be in
a managerial position because I have the born/gained qualities to lead,
delegate and coach/direct.
Interviewer: Do you have a prior experience of handling and managing
teams?
Interviewee: I have always led and managed teams since childhood. I was
captain of the school baseball team, I was a team lead in the National Scouts
Team and thus, I believe I have the right mental ability and experience to be
a good manager.
Interviewer: How can you prove that you fit in the job profile?
Interviewee: I have read the job description and I understand that you
require a manger who can successfully manage a team in ‘retail space’ and
deliver the targets as well. My professional record, job achievements,
education and qualification prove my abilities as a manager.
Interviewer: How would you describe your management style?
Interviewee: I'm referring to managers who share with their subordinates.
We have a very relaxed and team-based culture. I am always open to new
ideas coming from team members. I consult with them frequently and
encourage and support independent thinking. I recognize the skills of key
team members and utilize their strengths to the benefit of the team.
Interviewer: How flexible/tolerant are you - can you change your
management style? Will you be able to upgrade your skills and enhance
yourself if required?
Interviewee: Yes, I can be a transformational leader. I set high expectations,
but "walk the walk" to demonstrate the standards that I expect. I create an
inspiring vision of the future, I try to motivate people to buy into and deliver
the vision.
Interviewer: What practices do you implement during conflict
situations and are they successful?
Interviewee: When the conflict is not about work and there is not enough
time or expertise to deal with I try to smooth it. When previous attempts
have led to escalation, I contain the interaction. When the two groups have
relatively equal power and there are several solutions we carry on
negotiations. When the main problem is mainly a system thing we think of
system redesigning.
Interviewer: How do you motivate your team?
Interviewee: First, I take personal care of them. Showing attention brings
forth trust and mutual respect between a manager and a team member that
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energizes the team. Second, we have Employee professional development
programs in our company. I have written a career development plan for each
of my employees. After completing challenging projects, we reward team
members with surprise gifts, out of office activities, vacation trips, and free
club memberships.
Interviewer: Do you see the difference between a manager and a
leader?
Interviewee: During a crisis, the manager is bound to take the tried and
tested way and solve the crisis by “default”, whereas a leader tries to devise
a solution, thereby taking his or her problem solving capabilities to the next
level.
ROLELAYING THE INTERVIEW BETWEEN AN EMPLOYER
AND AN EMPLOYEE
Activity 8: Make up a dialogue:
Work in pairs or groups: look at the job adverts taken from the
Internet. (Appendix, page 71) Role-play the interview between an
employer and an employee.
a) think about what sort of questions the employers would ask an applicant
to answer at an interview. Think about the kind of questions the applicant
could ask an employer at interview.
b) You should learn all aspects of job involvement, possess the educational
qualification, experience and personal traits to handle the position well.
Give attention to the experience in dealing with conflict situations,
negotiating and managing teams.
c) Write an information leaflet aimed at University leavers which explains
how to apply successfully for a job.
HOMEWORK: WRITING
a) You are going on a business trip to the English-speaking country
(choose any) to work as a top manager in a company. In order to
communicate effectively and gain necessary experience you need to find
the necessary information about this country in the Internet: make a
report on the business etiquette of the USA (Great Britain, Canada,
Australia, New Zealand).
b) Retell the text “Creating excellence in a multinational team”.
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