Cross-Cultural Management

Section 1

The portfolio includes reflections on my cross-cultural awareness and personal development through this module. It shows what I have learned and experienced to the level of being culturally competent, as reflected in my working with cross-cultural teams and accomplishing all the duties assigned during workshop events. a Tutor well captured the notion of a common culture in lecture 3. Trompenaars (2012) notes that people assume globalization would create a common culture globally. Although globalization spearheaded the creation of a wide range of business opportunities, it led to challenges in cross-cultural communication. It brings us to the concept of being culturally aware in the global market. According to Health Education And Training (2020), cultural awareness entails being sensitive to similarities and differences shared between two different cultures and effectively applying this sensitivity in conveying information to other team members of other cultural backgrounds. Being culturally aware has helped me work with people from different cultural backgrounds in workshops. Also, I have been a team player in teams with people with different cultural backgrounds, which has enabled me to change my perspective concerning other people's cultures. In the portfolio, I will carry out a review of the literature on cross-cultural teams and recommendations. Also, I will reflect on how Hofstede's model of cultural dimensions shaped my understanding of cultural distance, cross-cultural communication, and cultural conflict in the workplace.

The course has been influential in outlining the primary causes of cultural differences among team members. I gained more insight and knowledge on variations and differences in other cultures. Based on Berry's definition of acculturation, he views it as the dual process of cultural and psychological transformation because of association between two or more cultural entities and their persons (2005;698). The acculturation theory was fundamental in helping me understand the cultural variations that exist across the world. It helped me comprehend why people from various cultures behave differently from my own culture. Previously, I treated their behaviors with resentment and offered a negative judgment of their characters. I understood other people's cultures, behaviors, and attitudes through cultural awareness. I can now relate to these individuals and listen to them without feeling intimidated or showing signs of resentment and understanding the teachings on cross-cultural competence shaped how I interact with other people. Cross-cultural competence (CCC) is a set of culture-general knowledge, skills, abilities, and attributes formulated via education, training, and experience. The CCC significantly influenced my capacity to operate effectively in a diverse environment where people possess different cultural underpinnings. Understanding that cross-cultural competence is a journey and not a destination prompted me to develop a careful desire to grow my cultural competence.

Cross et al. (1989) presented a Cultural Competence Continuum, which served as an eye-opener to my relationships with individuals with different cultural backgrounds. The continuum has two extremes ranging from cultural destructiveness to cultural proficiency. At the middle of the continuum is cultural blindness, where I believe I initially fitted. Cultural blindness entails an individual's lack of capacity to comprehend how people of other cultures view issues due to rigidity to their own culture. The module has helped me shed off cultural blindness, and now I can relate with people from other cultural backgrounds without biasness.

I chose to finish the module on cultivating cultural competence and inclusion due to its exciting nature in discovering new knowledge I was blind to initially. As mentioned earlier, I learned that cultural competence is a journey that requires personal effort to acquire more knowledge in the field. This premise motivated me to engage deeper and search for more information about the course. Every module was fascinating due to the integration of seminars and workshops in the learning process. For instance, the valley activity in the second workshop was highly informative. According to Beardwell's sentiments, the task made me have a deeper understanding of working in a team with a range of people with different cultural connotations (2007). It was evident from the workshops that people from different cultural backgrounds can work as a team and produce quality results. I drew a vital lesson from Evans' teaching on creating values from cross-cultural terms between the English and the French. It was clear that the language barrier was not a factor that could stop the people from working as a team (Evans, 2006). The primary issue was not the language barrier but the suitable technique to execute the task in the illustration.

Section 2

In my study, I researched the challenges that cross-cultural teams encounter. The literature review focussed on different peer-reviewed articles, including Evans (2006), March & Burach (2015), and? Sucher & Cheung (2015). The first article from Evans offers vital information on the workings of cross-cultural teams in France and the U.K. The initial problems cited by Evans in cross-cultural teams include difficulty in creating the groups, challenges in managing the team, highly contrasting work practices and management practices, and difficulty in overcoming their initial cultural adjustment periods (Evans, 2006). In the findings on cultural barriers impacting the success of Franco-British cross-cultural teams, Evans (2006) notes that a high percentage of couples do not function in the initial stages. This can be alluded to fragile ventures in the initial stages since it is hard to get quality outcomes in the early stages of team formation. Also, intercultural differences complicated the whole process of forming cross-cultural teams. In fact, financial constraints and technical issues were lowly ranked challenges as compared to intercultural differences. The journal revealed that French people found it challenging to involve cultural differences with the British people. This happened especially when the contrasting approaches led to communication challenges between the two groups.

The second article on Mach & Burach (2015) focuses on different elements of cross-cultural teams crucial in understanding cross-cultural team performance. Heterogeneity is a primary aspect that destroys trust in cross-cultural teams. Also, different values results to challenges in interpersonal communications in cross-cultural teams. According to Mach and Burach (2015), team members categorize other members on the basis of which region they come from, thus hindering trust and efficiency of such teams. Besides, lack of cultural awareness and sensitivity is a catalyst to a diminishing trust within the cross-cultural teams. Mach (2015) posits that there is a need for organizations to strategize on how to address the lack of trust within members since trust is a key factor for team work.

Another article on Sucher & Cheung (2015) focuses on the hospitality industry and global team skills. The authors of the article put more emphasis on the need to have cross-cultural competency within an organisation. They admit that for an organization to run its operations effectively and to realize success, it must cultivate cross-cultural competency within its members. For example, hotel workers can effectively dispense their duties and convey information appropriately if they are culturally aware and sensitive to the cultures of other people. The primary focus of this article is the importance of organizations cultivating cultural competence for its members. Cross-cultural teams can only interact and foster team performance when they are culturally competent.

Section 3

The Hofstede's cultural dimensions model was developed by Geert Hofstede to help individuals understand the differences in cultures around the world, and gain insight on various forms business is transacted in different cultures. Therefore, the model is crucial in differentiating various national cultures and dimensions of these cultures. In my study, i found Hofstede's model of cultural dimensions a fundamental tool and theory to acquire deeper knowledge on cultural differences. The model identifies six levels that attempt to define culture. They include power distance index, collectivism against individualism, uncertainty avoidance index, feminity against masculinity, and short-term against long term orientation. The model has helped me to have a critical perspective when it comes to cultural differences. Also, the model has made me cope with different people when working as a team, an aspect that has cultivated my cultural competence. Triandis (1998) defines cultural distance as a difference in language, social structure, religion, and levels of literacy.

On the other hand, cross-cultural communication entails communication between individuals that differ in terms of age, nationality, ethnicity, and race. According to Fahim (2017), cultural differences can be viewed in terms of differences in language, gestures, and body language. The model has been effective in assisting me comprehend different cultural orientations and how they function across the world. A crucial element of the model is cultural distance which has been instrumental? in my life especially in seminars and workshops. For example i found workshop three very exciting since it helped me practice the Hofstede’s model in an interesting manner. In the activities we were able to learn how scores were differing across the world. Every country had varying scores based on different dimensions of the model.

Another exciting experience from the module is found in workshop 5. In the workshop, a story entitled “The Journey” was extremely informative and challenging at the same time. The Hofstede’s model was clearly captured in the story of a student from Vietnam who had secured a position to study in America. Initially, the student was like an outcast concerning the differing cultural and educational settings of the two countries. For instance, the student found it unusual for learners to engage in free discussions and in high tones in the presence of the lecturer. What baffled the learner from Vietnam even more is that the students were doing all these without permission from the professor. According to Hofstede's model, the indulgence score gives the U.S. 68% which shows that the country allows free gratification associated with having fun and enjoyment of life. On the other hand the Hofstede's model scores Vietnam 35%. This implies that the society upholds strict values and norms. Consequently, a Vietnam student feels like an outcast when he enters the American educational system.

Nevertheless, there have been several scholars who have heavily criticised the work of Hofstede on cultural model. Orr & Hauser (2008) points out that Hofstede's model developed a questionnaire in a haphazard way. McSweeney(2002), notes that Hofstede was in the wrong when he generalises culture over a wide range of countries. He believes that the model could have been functional only if Hofstede had isolated societies from each other since the modern world encompasses varying networks and communication. Also, Holden quashes the model by suggesting that the model cannot function in the normal international business practice cultures. This is because the cultures clash and connect in different ways making Hofstede’s mode null and void (2002:28). Although the model has been instrumental in shaping people’s understanding of cultural differences, it cannot be treated as a final document to inculcate values in the society. The model has its own shortcomings that cannot be utilized in the business platforms to promote cultural competence among members.

Section 4

The module has been instrumental in my life in terms of understanding cross-culture and cultural teams. It has enabled me to become culturally sensitive and competent while working in cross-cultural teams. Initially, I was not able to interact at a more complex level with people from different cultural backgrounds. Through the module, I have been able to realize my strengths and weakness as cross-cultural teams are concerned. Also, I have been able to cope with other people cultures as well as turn my weaknesses into strengths. An aspect that I allude to the module on cross-cultural competence. When the module was being introduce i had a poor understanding of cross cultural competence. The eye-opener came through cross-cultural continuum shared in the fourth lecture. It is through Tery Cross's cross-cultural continuum that I learned my position in the continuum. As earlier mentioned i found myself being ranked at the midpoint of the continuum as culturally blind. However, at the of the module i can confidently rank myself as cultural pre-competence level. I was able to move up the continuum because of the rigorous activities involved in the module. For example, seminars and workshops greatly influenced my perspective on cultural differences. Through the cross-cultural continuum understanding, I made a deliberate effort to become culturally aware of other people's culture. I am cognizant of cross cultural competence as a journey and not a destination. Therefore, I am constantly working hard to improve my cultural competence on a daily basis. Some of the areas in the module that have been instrumental in shaping my cultural competence are the workshop events and the Mary Frances course. Workshop events gave me the opportunity to reflect on myself and improve my behaviors in different cultural teams. Besides, the Mary Frances course assisted me to be more culturally aware. I was able to practice her pledges in a real-world scenario.

The literature review was also crucial in my understanding of challenges encountered by cross-cultural teams. In reading peer-reviewed articles it has expanded my knowledge on how to increase trust in cross-cultural teams. Also, I am able to work in the hospitality industry and effectively dispense the duties of communication in the organization. Another exciting and informative aspect of the module was the Hofstede's model? on cultural dimensions. The model has helped me gain a deeper understanding of cultural distances and cultural communication. The interesting story of the Vietnam student strengthened my understanding of cultural distance thus becoming more cultural aware.

The knowledge and skills i acquired from this module have made me better placed to be an effective manager in any organization i choose to work with. As a manager I am in a position to encourage my employees to embrace cultural differences. Also, I will be in a position to create and manage cross-cultural teams in a better way. Nevertheless, I understand that cross-cultural awareness is an ongoing process and not a destination. I will be on the watch out to become self aware and make deliberate efforts to be more culturally competent in the global market.

Generally, the module has significantly shaped my understanding of cultural differences. I have been able to move up the cross-cultural continuum, and my target is to be at the top of the continuum. The module has enlarged my understanding on cross cultural teams and cross cultural competence. Besides, the module has impacted me to work in any cross-cultural team across the world. I am glad that I can take on the role of a manager and serve my employees without any biasness or discrimination. Also, I believe that the course has made me to be a more rounded person equipped with skills on cross cultural competence.

References

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?Holden, N., 2014. The Consequences of Culture in International Business: A Long Overdue Commentary. Journal Of Business Anthropology , 3(2), pp. 180-190.

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Mc Sweeney, B., 2002. Hofstede's Model of National Cultural Differences and their Consequences: A Triumph of Faith - a Failure of Analysis. Human Relations. 55(1), pp. 89- 118.

Merce Mach, Y. B., 2015. The moderated mediation role of consensus, heterogeneity, faultlines and trust. Team performance in cross-cultural project teams, 22(3), pp. 464-486.

Triandis, H. C., 1998. Sociocultural and Individual Differences. Illinois, Urbana, IL, USA: s.n.

VICKERY, N., 2017. The H.R. Tech Weekly. [Online] Available at: https://hrtechweekly.com/2017/01/18/managing-multicultural-teamschallenges-and-solutions/ [Accessed 13 1 2021].

Work Sucher, C. C., 2015. The relationship between hotel employees' cross-cultural competency and team performance in multi-national hotel companies. International Journal of Hospitality Management, Volume 49, pp. 93-104