Blogs for Culture Vultures

Why is Cultural Competence Important in Training?

Why is Cultural Competence Important in Training?

Why do we focus on culture in corporate training? Is it really all that important?

Understanding the role culture plays in our lives is very important.

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Cultural competence key to future work

Cultural competence key to future work

With all the talk of layoffs and company closings, it’s easy to forget that most work-force-ready Americans are not unemployed, however tenuous their jobs may seem. After all, the corollary to a 7 percent or 8 percent unemployment rate would have to be an employment rate in the 90s. That’s a lot of people who would like to keep their jobs, and Mary Beth Lamb, a Minneapolis-based consultant, believes she knows how they can do it. In two words: cultural competence.

Or global competence, if you prefer. Lamb, who has worked on five continents, says the key to future employment lies in developing a global mind-set. “We need to recognize that people from different cultures think differently,” she said. “There is a diversity of thought, language, style, behavior. Awareness is really the first step, and then acceptance and skill building are next” in the process of building such a mind-set.

Why should anyone go to this trouble when the United States has been the dominant force in business worldwide? The obvious answer is that dominance is not guaranteed; some would say that it is already waning. On the other hand, even a scenario where the United States maintains its leadership places us squarely in the world marketplace, where the need for cultural competence seems only to grow.

Read more > AMY LINDGREN

What is Cultural Competence?

As a company involved in cultural awareness training, we are often asked for a definition of intercultural competence. In short, there is no one answer that can be given to this question. Intercultural competence is a term that can be applied by many different people for many different reasons. As a result the definitions change depending on the angle at which people are looking at it from.

In essence intercultural competence can be summed up as the ability to work well across cultures. Yet, many will not agree with such a simple definition. As a way of presenting all the different opinions on the matter, we scoured some sources to see how others define intercultural competence. Here are the results:

>> "..the overall capability of an individual to manage key challenging features of intercultural communication: namely, cultural differences and unfamiliarity, inter-group dynamics, and the tensions and conflicts that can accompany this process."

by staff at Universität des Saarlandes

>> Intercultural competence ".means that a student understands a variety of significant cultural experiences and/or achievements of individuals who are identified by ethnicity, race, religion, gender, physical/mental disability, or sexual orientation; the cultural history of various social groups within a society; the interrelations between dominant and non-dominant cultures, either in the United States or elsewhere, and the dynamics of difference."

By Penn State

>> "A simple definition, however, might be: the abilities to perform effectively and appropriately with members of another language-culture background on their terms."

By Alvino E. Fantini, Ph.D., School for International Training, Brattleboro, Vermont

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Cross-cultural competence

Cross-cultural competence (3C), another term for inter-cultural competence, has generated its own share of contradictory and confusing definitions, due to the wide variety of academic approaches and professional fields attempting to achieve it for their own ends. One author identified no fewer than eleven different terms with some equivalence to 3C: cultural savvy, astuteness, appreciation, literacy or fluency, adaptability, terrain, expertise, competency, awareness, intelligence, and understanding (Selmeski, 2007).

Organizations from fields as diverse as business, health care, government security and developmental aid agencies, academia, and non-governmental organizations have all sought to leverage 3C in one guise or another, often with poor results due to a lack of rigorous study of the phenomenon and reliance on “common sense” approaches based on the culture developing the 3C models in the first place (Selmeski, 2007).

The U.S. Army Research Institute, which is currently engaged in a study of the phenomenon, defines 3C as: “A set of cognitive, behavioral, and affective/motivational components that enable individuals to adapt effectively in intercultural environments” (Abbe et al., 2007). Cross-cultural competence does not operate in a vacuum, however. One theoretical construct posits that 3C, language proficiency, and regional knowledge are distinct skills that are inextricably linked, but to varying degrees depending on the context in which they are employed. In educational settings, Bloom’s affective and cognitive taxonomies (Bloom, 1956; Krathwohl, Bloom, & Masia, 1973) serve as an effective framework to describe the overlap area between the three disciplines: at the receiving and knowledge levels 3C can operate with near independence from language proficiency or regional knowledge, but as one approaches the internalizing and evaluation levels the required overlap area approaches totality.

Read more > Multi-National Multi-Cultural Collaboration 
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Medical staff require training on intercultural awareness

Medical staff require professional interpreters and specific training on intercultural awareness, a new study published in the open access journal BMC Health Services Research suggests. The authors reveal that doctors are dissatisfied with the treatment they provide to their non-native patients, and that they cite cultural differences and language barriers as the key factors causing the disappointment with the level of care that they provide.

Birgit Babitsch from the Berlin Institute of Gender in Medicine in Germany, and co-workers from Berlin and the UK, gathered the results of questionnaires completed by doctors working in the internal medicine and gynaecology departments of three Berlin hospitals. The responses were then narrowed down to those relating to native Germans and those of Turkish origin and analysed in conjunction with the patients’ medical records. Over 2400 doctor questionnaires and corresponding patient records were finally analyzed.

The researchers found that doctors’ dissatisfaction with the patient-doctor relationship was much greater with regard to their Turkish patients. The two main reasons given were communication difficulties and the doctors’ perceptions that the Turkish patients did not always require urgent treatment. Around 20% of doctors were dissatisfied with the course of treatment for Turkish patients, compared to 10% for German patients. Minor differences were found in doctors’ satisfaction with regard to the patient’s gender.

Dr Babitsch states: “The use of professional interpreters for improved communication and the training of medical staff for improved intercultural competence are essential for the provision of adequate health care in a multicultural setting.”

Read more > EurekAlert
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