6.5. THE THREE-STEP PROBLEM-SOLVING PROCESS³

This chapter has focused heavily on the utilization of practical problem-solving tools for use by global teams. Tools are helpful, but a process is essential as a framework to move a team or organization forward. The Three-Step Problem-Solving Process is particularly useful on global teams, where cultural differences may create conflicts or frustration. This model is designed to help co-workers see different realities and vantage points as a prelude to finding common ground. It presumes that there are advantages to creating and exploring multiple options.

6.5.1. Step One: Identify the Problem from the Various Vantage Points

To begin, the problem or issues need to be identified from the various vantage points represented in the group. For example, one common issue on global teams involves identifying a language(s) in which business will be conducted. If all literature is printed in or all meetings are conducted in one language in a global organization where four or five primary languages are spoken, that can present a serious problem. Many employees may not understand all the norms, expectations, safety rules, or information needed to do the job. Poor job performance can create problems, not just of performance but also of morale and commitment. Seen in one way, a single language for conducting business may indicate efficiency and cohesion. Seen from the vantage point of people who do not speak that language, conducting business in one language may be seen as dismissive, insensitive, inefficient, and conflict inducing.

6.5.2. Step Two: Find Common Ground

In order to find out what the conflicting parties have in common, it is necessary to see how events are being interpreted. Assumptions need to be challenged. While it is inadequate to conduct all official business in one language when an organization has multiple languages spoken, it is important to check the assumptions one is making about why the language usage is narrow. One assumption might be that leadership in the organization is ethnocentric and uncaring. Another might be that leaders are out of touch, under-skilled, and underdeveloped for their roles in a global organization. It might also be that they are attributing linguistic competence to employees in their organization and no one has ever complained or brought up the fact that some people feel disadvantaged. Perhaps leadership also assumes that, if people need help with translation, linguistically competent co-workers at each respective location are translating everything and bridging the gap. Without data, it is hard to know what all the assumptions might be or what the reality is. But Step Two asks participants to look for the common ground. If there is no overlap, if there is nothing that all participants have in common, it will be difficult to solve the problem. In most cases, employees and executives want a prosperous, productive workforce that communicates well. Accomplishing this leads to less conflict and more efficiency and productivity. Having that or some goal in common allows the group to move to Step Three.

6.5.3. Step Three: Create Options That Work for Everyone

The idea in Step Three is to create as many options as possible. Depending on the problem at hand and one's viewpoint, some ideas will work better than others. But if many alternatives are created and viewed through the lens of cultural sensitivity, the chance of solving problems increases. For example, in the scenario just discussed, perhaps official translators can be hired or language lines can be used. Maybe everything written in the organization can be published in the five main languages, and software systems can be bought to foster usage of multiple language skills. Furthermore, employees may take language classes in the language that has currently been the dominant language. The point to Step Three is to create options built on the common ground. That process creates an investment in solving the problem, with solutions that demonstrate sensitivity to multiple viewpoints.

To see how the Three-Step Problem-Solving Process works, revisit the Unimundo Case Study and answer the following questions:

Step One: Identifying the Problem from Various Vantage Points

• From Telespaña's point of view, what are the key concerns and issues in the merger with All Call Cellular?

• Despite the incredible business opportunities for Unimundo in this global environment, what are All Call Cellular's primary concerns and obstacles?

• What challenges are anticipated in working in Singapore and perhaps China?

• What leadership moves by top executives are causing fear and concern with Telespaña employees?

• From a cross-cultural perspective, where are the most critical clashes?

Step Two: Finding Common Ground

• What areas of common ground exist between these two companies?

• What assumptions might Telespaña be making about ACC's leadership group? Corporate values?

• What assumptions might Unimundo's executives be making about language differences? Corporate values?

• What assumptions might be made by Telespaña or ACC employees regarding lack of face time due to cost containment?

• What assumptions or common ground exist around expansion to Asia Pacific?

• What assumptions exist about promotability and career opportunity?

Step Three: Creating Options That Work for Everyone

• List the top three concerns for Telespaña and ACC with suggestions for bridging the differences.

  Telespaña	ACC
  1.	1.
  2.	2.
  3.	3.

  
  

• What options exist for building cohesion and good relationships?

• What kind of process might be a starting point to foster cultural integration?

• What options exist for giving and receiving feedback in a culturally sensitive way?

There are no right answers to these questions, just lots of alternatives and considerations that have been suggested throughout this book. As you go through these steps, answers to the questions can be found partly in the information and tools used in this chapter. You have been given information about culture as it relates to problem solving and numerous tools that can help employees bridge differences. Information from other chapters will help as well. Chapter 1 gives clues on culture, while Chapter 3 helps with ways to effectively communicate. Certainly any of the tools mentioned in Chapter 4 on global team building can also be a big help in building relationships online. The most important learnings from the case study are these:

Our goal in this chapter has been to provide a process and tools to help those involved on global problem-solving teams to overcome the differences of time, space, and culture as they try to work well together.

Problem solving in global organizations is a dynamic and complex process. It is challenging and potentially full of great value, as it reaps the benefits received from considering different viewpoints. Understanding how culture influences the resolution process is central to achieving the desired outcomes. In hierarchical civilizations where decisions are made in a top-down structure, there is less input and involvement desired and therefore it may seem less relevant to focus on group dynamics. But nowhere in the world are outcomes made better if people feel discounted or disrespected. The human condition suggests that people want to matter and to count. For any organization intent on using the talent, knowledge, skill, and expertise of its employees to solve problems effectively, the tools and process in this chapter can be used to facilitate that goal.

6.5.4. Notes

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^[] Sebenius, James K. "The Hidden Challenges of Cross-Border Negotiations," Harvard Business Review, March 2002, pp. 1–12.

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^[] LeBaron, Michelle. "Mediation and Multicultural Reality," Peace and Conflict Studies, 1998, V5, N1, pp. 41–56.

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^[] Adapted from Nancy J. Adler, "Cultural Synergy: Managing the Impact of Cultural Diversity." In J.W. Pfeiffer (Ed.), The 1986 Annual: Developing Human Resources (San Francisco: Jossey-Bass/Pfeiffer, 1986).