6.1. THE IMPACT OF CULTURE: DEFINING WHAT A PROBLEM IS
In Western culture a problem is defined as a question, dilemma, or situation that requires conversation, investigation, additional information, and ultimately, a solution and agreement regarding a particular course of action. In other cultures the concept of what a "problem" is can be quite different. For example, as was mentioned previously, the Chinese character for problem combines crisis as well as opportunity. Depending on one's point of view, it can also be seen as creating possibilities for positive change. In parts of the world where harmony is a prized value, such as in Southeast Asia, the mere mention of a problem situation can be an affront that causes loss of face, although the Southeast Asian group will work just as hard as any other civilization's group to resolve the difficulty. For some, the changes brought about by solutions are seen as steps toward progress; for others, they bring disruption to the traditional order that has provided security. In any organization, solving problems often has consequences that go beyond the issue itself. The dynamics and the outcomes can impact morale, relationships, commitment, trust, and productivity. The stakes are high. While culture has been discussed in Chapter 1 and communication related to culture has been covered in Chapter 3, it is important to understand culture specifically as it relates to problem solving and dealing with different points of view. The Influence of Culture on Problem Solving chart shows the impact of culture specifically on problem solving.
Bringing people together for problem solving is even more complicated when national, civilizational, and organizational cultural differences are factored in. Problem solving in a global context requires not only knowledge about a variety of cultural norms, but also the ability to be adaptable oneself. Theoretically, the more adaptable you are, the more you can contribute to helping a group from a variety of cultures solve problems together. The "Cultural Adaptability Assessment" provides an opportunity for you to assess your ability to adapt to different cultural norms and preferences.
6.1.1. Suggestions for Using the "Cultural Adaptability Assessment"
To understand cross-cultural norms that can impact problem-solving dynamics
To identify one's own cultural preferences
To become more knowledgeable about other cultural norms and learn to be a more adaptive problem-solving team member
Intended Audience
Members of global problem-solving and decision-making teams or groups
Facilitators, managers, consultants, or team leaders who are leading problem-solving processes in multinational settings
Time
30 to 40 minutes
Materials
Copies of the "Culture Adaptability Assessment," preferably as a paper-and-pencil questionnaire in a face-to-face setting
Easel, flip chart, markers, masking tape
| Dimensions of Culture | Consequences for Problem Solving | |
|---|---|---|
| Individualism Expects to influence the group outcome; takes strong initiative in solving problems; can be seen as competitive and overly assertive | Collectivism Puts group interests before individual concerns; accepts role and influence of a formal leader; can be perceived by individuals as not taking initiative or valuing individual contribution | Can cause perception problems about motivations. Collectivist may see individualists as only looking out for themselves and being self-serving but not team players. Individualists may see collectivists as lacking commitment, determination, or initiative. Questions about one another's motivation can impact trust. |
| Internal Locus of Control Believe in ability to influence outcome of problem solving; strong senseof self or group determinism; has faith in problem solving to improve conditions | External Locus of Control Feels that one's life is determined by the forces in one's environment and may not be changeable; feels less influencein outcomes; sees value in acceptance of situations and conditions rather than change | Different perceptions can cause internal locus of control members to see externals as weak, not committed, and doing little to make things happen. The externals can see internals as arrogant, too aggressive, and not team players. |
| Deal Openly with Differences Communicates thoughts and feelings; values acknowledgment and open discussion of problems; believes they can only be fixed if acknowledged | Value Harmony Feels that the harmony of the group takes precedence over direct confrontation of differences; even behaviors of othersthat are bother some may be unacknowledged openly but dealt with privately | These two different views make it very difficult to solve problems rapidly. The process of how to put problems on the table will require sensitivity and agreement about what process to use. It is important to be mindful of creating a balanced environment that will not diminish anyone. |
| Horizontal Flat structure allowsleadership to be fluiddepending on expertise, talent, and skill required at a given time; the functional leadership role can change at any given time depending on group need | Vertical Leadership and guidance in a vertical structure is given by position, title, status, or power; the weight of that position is the strongest influence on the group | The dilemma in different leadership designs has to do with influence and how decisions are made; deference is always paid, but in a horizontal structure it goes to the expertise and knowledge in a fluid environment, while in a vertical structure, problems are solved or decisions made by the person who assumes the formal leadership role. |
| Task/Content Orientation The highest priority issolving the problem;scant attention is paid tothe relationships or theprocess of how thegroup solves its problem;the work itself, completing the job, is the goal | Relationship/Process How you do the work and how you treat the people matters as much as the task itself; the "how" and the "people" are factored in as much as completing the task; believes that the goodwill and support of all the individuals is as important as the process completion | The reconciliation here is in balancing the priorities of both task and relationship, and at different times, in different contexts, each could be a higher priority. Too much emphasis on process frequently jeopardizes getting the job done. Too little means the group is not maintaining itself and it is only a matter of time until people or process problems become a factor in the outcomes. |
| Explicit Communication Communicates directly; tells it like it is; communication is mainly in the words | Implicit Communication Attends to nonverbals and symbolism; everything around the words matters more than the words themselves | Miscommunication based on assumptions, lack of knowledge, or misunderstandings is possible and has the capacity to result in negative assumptions about team-mates from other cultures, thus impacting team dynamics. Paying attention to voice tone, speed of speech, silence, taking turns, and language with which ideas are expressed is important. |
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[] Influence of Culture on Problem Solving
Cultural Adaptability AssessmentDirections: In the six areas below, first circle the orientation that best describes you. Then rate your ability to be adaptive along this continuum. For example, in the first box, a strong individualist may circle Individualism and then circle 2.
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Directions
Distribute the "Cultural Adaptability Assessment" after making introductory comments that, when problem solving in a global setting, members will experience and need to work with a wide array of norms. Also mention that the culture of the organization and its norms play a part in how problems are solved.
Give a brief statement about each of the six dimensions of culture assessed here.
Ask participants to then assess their own behaviors and respond to the adaptability range from 1 (not adaptable) to 5 (highly adaptable).
Depending on the size of the group, have participants either pair up or form small groups and discuss their responses and how their own adaptability helps and hinders their ability to serve as problem solvers on a global team/task force or in a global organization.
Spend time discussing where organizational culture and national cultures are compatible and where they might conflict with individuals' orientations.
Spend time as a whole group talking about which of these areas has the most implications for the group itself as it solves problems and works together.
In a large group, have participants discuss the consequences of why they have and have not been able to culture shift in particular circumstances.
Have participants make verbal commitments in areas in which each will work to develop his or her ability to be more adaptive.
Questions for Discussion/Consideration
How are the different cultural norms reflected in the identified team a strength for solving problems together?
What different cultural norms seem to cause the most difficulty for solving problems in the identified group?
What have been the consequences for group dynamics of these similar or conflicting norms?
Where are you most adaptable? Look at items for which you have checked the 4 or 5 box.
Where are you least adaptable, that is, checked the 1 and 2 boxes?
What is the consequence to problem solving if there is little adaptation?
Caveats, Considerations, and Variations
In collectivist cultures, this tool can be positioned as something that will help the group learn enough about one another to improve problem-solving performance.
Large (18″ × 24″) wall charts can be used and participants, each with a different color marker, can check the appropriate boxes. Then dialogue can take place about the group's adaptability profile, what obstacles the data may suggest, and what to do so that cultural differences do not impede progress. Close with a group commitment to taking action that will increase effectiveness.