LG – THHCOR0061A OPERATE IN A CULTURALLY DIVERSE WORK ENVIRONMENT

LEARNER GUIDE
OPERATE IN A CULTURALLY DIVERSE WORK ENVIRONMENT
2ND EDITION

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.

*** 2006 ***

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TABLE OF CONTENTS

PAGE

Introduction...............................................................................................................................1

Welcome .........................................................................................................................1
This Competency Unit .....................................................................................................1
Before you start ...............................................................................................................2
Planning your learning programme ..................................................................................2
Self-Assessment Checklist ...............................................................................................3
How to use this Learner Guide.........................................................................................4
Using the Computer and Other Resources........................................................................6
Method of Assessment.....................................................................................................6
Quality Assurance ...........................................................................................................6

Element 1: Communicate with customers and collegues from diverse backgrounds ............7

Self-Assessment Checklist .............................................................................................26

Element 2: Deal with cross cultural misunderstandings.......................................................27

Self-Assessment Checklist .............................................................................................37

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LG-THHCOR0061A:
OPERATE IN A CULTURALLY
DIVERSE WORK ENVIRONMENT

INTRODUCTION

Welcome

Welcome to the Learner Guide for Unit of Competency “Operate in a Culturally Diverse
Work Environment”. This is just one of a number of Learner Guides produced for the skills
stream of the Hospitality Industry, and it is designed to guide you, the learner, through a series of
learning processes and activities that will enable you to achieve the specified learning outcomes
for the competency unit.

The content of this guide was developed from the Competency Standard THHCOR0061A,
which is one of the basic building blocks for the National Vocational Qualification of Jamaica
(NVQ-J) certification within the industry. Please refer to your Learner’s Handbook for a
thorough explanation of standards and competencies, and how these relate to the NVQ-J
certification.

You are also advised to consult the Competency Standard and assessment instrument for a better
understanding of what is required to master the competency.

This Competency Unit

“Operate in a culturally diverse work environment” addresses the knowledge and skills
requirements to effectively operate in a culturally diverse work environment. There are two
main areas or elements:

Element 1: Communicate with customers and colleagues from diverse backgrounds

Element 2: Deal with cross-cultural misunderstanding

As you go through each element, you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for operating in a culturally diverse work environment.

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Before you start

Before you start this Learner Guide, you need to:

a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.

b. Ensure that you have access to the facilities and equipment necessary for learning.

c. Ensure that your learning resources are available.

d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

The self-assessment checklist on the following pages will assist you in planning your training
programme and it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through each one you will be able to find out which aspects
of the elements you have already mastered and which ones you already have and which you will
need to pay more attention to as you go through the learning process.

To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.

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Self-Assessment Checklist
- Operate in a culturally diverse work environment

Element 1 Communicate with customers and colleagues

from diverse backgrounds Yes No

1. I understand how to value and treat with respect customers

and colleagues from all cultural groups ( ) ( )

2. I can account for cultural differences in verbal and non-

verbal communication ( ) ( )

3. I can communicate, through the use of gestures or simple

words in the other person’s language, where language
barriers exist ( ) ( )

4. I can obtain assistance from colleagues, reference books or

outside organizations when required ( ) ( )

Element 2 Deal with cross cultural misunderstandings Yes No

1. I can identify issues, which may cause conflict or

misunderstanding in the workplace ( ) ( )

2. I can address difficulties with the appropriate people and

seek assistance from team leaders ( ) ( )

3. I can consider possible cultural differences when difficulties

or misunderstanding occur ( ) ( )

4. I can resolve misunderstandings, taking account of cultural

considerations ( ) ( )

5. I can refer issues and problems to the appropriate team

leader/supervisor for follow up ( ) ( )

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How did you do?

If you ticked all or most of the ‘Yes’ boxes, then you might not need to go through the entire
guide. Ask your learning facilitator to assist you in determining the most appropriate action you
should take.

If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the
guide, even though some of the material may be familiar to you.

Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.

How to use this Learner Guide

This Learner Guide is designed to assist you to work and learn at your own pace.

We suggest that you:

 Go through the sections/elements as they are presented (starting at Section 1)

 Check your progress at each checkpoint to ensure that you have understood the material

 Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:

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Complete Assessment Exercise

This exercise requires you to think about the knowledge and skills
that you have or will develop in this competency unit.

Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.

Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.

Activity
This denotes something for you to do either alone or with
the assistance of your trainer/supervisor.

Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.

 Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources.

 Complete each activity as you come to it. If the activity requires you to perform an actual
task, be sure to tell your learning facilitator when you get to that activity so that he/she can
make any arrangements, if necessary.

 Get your learning facilitator to sign and date in the Learner Logbook when you have
completed an activity.

 Complete the self-assessment checklist at the end of each section or element.

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When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and should ask your learning facilitator to assist you in making
the arrangements to have your performance assessed.

Using the Computer and Other Resources

Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and a computer laboratory. If this is not the case, visit the local
library and find out what resources are available.

If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.

Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that
all the sites will be available when you need them. If this happens, ask your learning facilitator
to assist you with locating other sites that have the information you require.

Method of Assessment

Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately relates to
the work situation. You are advised to consult the associated competency standard for further
details relating to the assessment strategies.

Quality Assurance

A feedback form is included at the back of each learner guide, so all users are afforded the
opportunity to document their concerns pertinent to the various aspects of the guide. Such
concerns will assist in the review process of the learner guides. Users are encouraged to cut out
the form, complete and submit same to the address provided.

You may now start your learning. Have fun while you work!

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ELEMENT 1: COMMUNICATE WITH CUSTOMERS AND COLLEGUES FROM

DIVERSE BACKGROUNDS

LEARNING OUTCOMES

As you go through this element you will acquire the knowledge, skills and attitudes necessary to
communicate with customers and colleagues from diverse backgrounds. Your learning
facilitator is there to assist you with the various activities, so that on completion you should be
able to:

1. Value and treat with respect customers and colleagues from all cultural groups
2. Communicate verbally and non-verbally according to cultural differences
3. Obtain assistance from colleagues, reference books and outside organizations when
required

VALUE AND TREAT WITH RESPECT CUSTOMERS AND COLLEAGUES FROM ALL
CULTURAL GROUPS

Communication - is the two-way process of sending and receiving messages

(instructions, information, ideas, thoughts, feelings, etc.) between two or
more persons to create a common understanding.

Customer - a person or business that purchases a commodity or service from

an individual or organization.
Or
The user or beneficiary of a service or product

Culture - Culture is a set of accepted behaviour patterns, values,

assumptions, and shared common experiences. It is communication. It is the
way people create, send, process and interpret information.

Customers can be classified into two main groups:

 Internal
 External

An internal customer is someone who works for the organization e.g. a colleague, while an
external customer is not employed to the organization but requires the product or service.

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Customers have different needs, such as the need:

 For empathy
 To feel welcome
 To feel important
 To be appreciated
 To be understood
 To receive help or assistance
 To receive prompt service

Customer needs are based mostly on:

 Age
 Family status
 Culture
 Country of origin
 Social groups

All customers expect that persons working the Hospitality and Tourism Industries will be
sensitive and respectful of their needs. When you show respect to your colleagues, you respect
their differences as well as their contributions.

Some examples of how respect is shown while at work include:

 Not expressing frustration or impatience when interrupted

 Using appropriate language: in many work contexts ‘bad’ language is inappropriate; and
many people find it offensive
 Having regard to different levels of skill and experience and getting the best from each
other by treating others as you would wish to be treated yourself
 Contributing to group meetings sensitively and inclusively by encouraging all members
to participate and to express their views. Group meetings are key forums to demonstrate
and share your core values of dignity and respect
 Being punctual to internal appointments shows respect and consideration of the value of
time
 Jokes may cause offence and should not be shared if they could cause the dignity or
personal feelings of any person to be compromised
 The privacy and individual sensitivities of colleagues should be respected at all times,
regardless of how well colleagues get on

Each customer/colleague is unique. You can show respect and demonstrate that you value your
culturally diverse customers and colleagues by understanding their cultural backgrounds.

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Diversity - is generally defined as

acknowledging, understanding, accepting,
valuing, and celebrating differences among
people i.e. being aware of their customs within
their culture and how to communicate with
them.

CHECKPOINT:

 Now that you are aware of what culture is and what is cultural
diversity, give examples of how you can show that you respect
and value persons from other cultures
 How many cultures exist in Jamaica?
 Can other cultures exist within a culture? Explain
 To which culture do you belong?

ACTIVITY 1

Simulate an orientation exercise for new employees in your area of

work. Identify 3 cultures and list the specifics of these cultures that
the orientation exercise must address. Seek assistance from your
Facilitator.

ACTIVITY 2

Research and discuss the cultural norms of Jamaica, the United States
of America, Japan, Germany and England. Do a comparison, listing
them according to similarities and differences. Discuss your results
with your learning facilitator.

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Cultural Awareness - Developing sensitivity and

understanding of another ethnic group. This
usually involves internal changes in terms of
attitudes and values. Awareness and sensitivity
also refer to the qualities of openness and
flexibility that people develop in relation to
others. Cultural awareness must be supplemented
with cultural knowledge.

A Cultural Awareness Example:

A Guest Service Agent, who strongly believed that an individual had a right and a responsibility
to make decisions for self, approached a guest directly to advise of a more cost effective vacation
package. The guest was Japanese, and in that culture the family has primary decision-making
responsibility (not the individual). The guest responded with a nod and smile, expecting the
Guest Service Agent to return when the family is present to discuss the matter.

This type of common misunderstanding can become a significant barrier to the delivery of
excellent service.

Cultural Awareness is:

 Practicing respect by asking questions about personal preferences

 Striving to continuously learn about others in relation to you
 Being willing to learn enough about another person to work comfortably with them
 Incorporating other people’s background, beliefs, and values into the service that is
provided to them
 Adjusting your personal style to accommodate other beliefs and values

Cultural Awareness is not:

 Knowing everything there is to know about different cultures throughout the world
 Stereotyping persons that “look or sound” a certain way
 Assuming a person has certain values or beliefs if he/she belongs to a specific ethnic or
cultural group

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To demonstrate a commitment to Cultural Awareness, companies often:

 Provide equal employment opportunities for all individuals

 Orient all new employees on sensitivity to other cultures
 Provide diversity training on cultural awareness to all staff
 Address cultural sensitivity in the annual performance evaluation
 Provide a strong Interpreter Services Department
 Offer tools and resources to assist staff in communications
 Translate documents in the languages of their most frequent visitors

Three steps for a lifelong path of Cultural Awareness:

 Learn Continuously
 Show Respect
 Take Action

Learn Continuously:

Listen with understanding to what people say

Explain or paraphrase what you hear
Acknowledge and respectfully talk about differences
Recommend possible options to work together
Negotiate mutual agreement

Show Respect:

 Recognize that everyone has personal differences and individual preferences

 Know that decisions may be based on family and community influences
 Learn about the cultural values and beliefs of others
 Avoid making assumptions about how people look, sound, or act
 Avoid stereotyping someone. It prevents you from getting to know him or her as an
individual
 Anticipate and meet the expectations of your customer/colleagues

Take Action:

Clarify - When in doubt, you must ask the speaker to explain

Get the details - Failing to do this can create major problems later

Summarize - The time taken to summarize decisions helps to prevent future challenges

Simplify - You must use simple words that are easily understood

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Question

How do you
Answer
demonstrate II. Appreciate the
cultural importance of
I. Recognize
awareness? cultural diversity.
individual
human rights
III. Value
diversity of
language.

Refer to: Out of Many Cultures@

http://www.jamaica- gleaner.com/pages/history/story0060.htm. Retrieved March 6, 2006
Respect Through Understanding @
http://odt.uwmc.washington.edu/pdfs/respectthroughunderstanding.pdf
http://www2.tafevc.com.au/SCRIPT/001_THHCOR02A/scripts/serve_home. Retrieved
March 5, 2006

CHECKPOINT

 Why is it important to understand the differences between

cultures?
 What is your understanding of cultural awareness?
 List some other ways to demonstrate cultural awareness?

ACTIVITY 1

Working with a classmate, role play the following situation: An

American colleague walks up to his/her Jamaican counterpart as the
person tries desperately to input data to generate a report that is due
in 5 minutes and with hand on hip makes the following request -
“Please come to my office now and look at my computer screen. I
don’t understand what is happening. Hurry! I have a deadline to
meet”. Write down your natural response to this request based on
how it made you feel. Since your goal is to create an effective
service environment where there are cultural differences, discuss
whether your American colleague demonstrated respect and value of
his/her Jamaican counterpart and vice versa.

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TIP! Meeting a client or customer for the first time is your opportunity to add meaningfully to
their holiday experience, you should at least be able to say hello!

ACTIVITY 2 – 14 WAYS TO SAY HELLO

Find the following words in the crossword puzzle then match the place with
the appropriate word for hello:

1. Arabia 11. Denmark 21. Vietnam

2. Ciao 12. Goddag 22. Itlay
3. China 13. Goede Morgen 23. Cuba
4. Germany 14. Greece 24. Goeiedag
5. Guten Tag 15. Bonjour 25. Africa
6. Hola 16. Bonjou 26. Spain
7. Morning 17. Gia 27. Buenos Dias
8. Holland 18. Indonesia 28. France
9. Ni Hao 19. Chao
10. Salam 20. West Indies

G A O B C D H S T G O E I E D A G L W
U E L U C E A A W O E C H I N A R A E
T I L L I F L L Y E P R I K Z S E S S
E O E F A G L A U D D S M L X W E V T
N I H A O G O M R E D E H A L Q C P I
T I T A L Y Z Q A M O R N I N G E D N
A F R I C A A D I O W I P S W Y K A D
G I A Z O E P S B R R O P R E H R I I
O Y X R W A C E A G U A F E R F A S E
D N C U B A E N R E I N O P T D M E S
D A H O L A N H A N A N D A R S N N D
A M A J N O N J V R E S N E E P E O A
G R O N N E P K S U H O L L A N D D X
E E O O U T U B U E N O S D I A S N L
B G P B O N J O U F G H M A N T E I V

VERBAL AND NON-VERBAL COMMUNICATION IN A CULTURALLY DIVERSE WORK

ENVIRONMENT

Verbal Communication is the use of

words in a written or spoken form.

Non-verbal Communication is the use

of gestures, voice, and space, for
example, to express thoughts or feelings

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Communication can be verbal or nonverbal. Effective communication is the process in which the
receiver interprets the message in the same way intended by the sender. This is extremely
difficult to do across cultures unless there is a common language.

Communication and culture are interrelated. Language embodies culture and therefore cultural
diversity lives in language.

How you speak i.e. your language or your form of communication denotes your connection to a
culture. Your accent within that language identifies your social class or place of origin. Your
choice of vocabulary links you to certain subgroups. You "speak" from your place within a
society.

Verbal and non-verbal communication must take account of your cultural differences. These
differences include:

 Language Spoken
 Forms of address
 Levels of formality/informality
 Nonverbal behaviours
 Work ethics
 Personal grooming
 Family obligations
 Recognized holidays
 Customs
 Special needs
 Product preferences

The Communication Process

In a culturally diverse environment, as the sender of the message you have four basic ways in
which you can send or receive information, they are:

 Speaking
 Listening
 Writing
 Reading

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The communication process can be represented as shown below:

Fig 1. Communication Process. Source: The internet

Communication has the potential for many different interpretations because it has several
components. These are:

 Sender or communicator (the person giving the message)

 Receiver or audience (the person/s who is getting the message)
 Message (the information being sent, content. This can be written or spoken)
 Channel/Medium (the way the message is sent)
 Feedback tells how well the message was received and consists of (verbal and non-verbal
cues from the receiver to show he/she has understood the message)
 Noise/Interference - the barriers or things that can stop the message being understood.

Considerable thought has to be given to the components of the communication process in order
to minimize the number of interpretations.

Key Components of the Communication Process

Conceiving the Message - Ask yourself, what is the best means of getting your message across?
Who is the message for, an internal or external customer? Ensure that your message suits the
recipient(s) particular needs.

Encoding the message - You must translate the information in the best form or use symbols that
represent your ideas or concepts in order to convey the meaning that you want. The symbols can
be in the form of languages, words, or gestures.

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Selecting the communication channel - The channel is the means used to convey the message.
Most channels are either oral or written, but currently visual channels are becoming more
common as technology expands. Common channels include the telephone and a variety of
written forms such as memos, letters, and reports. Consider such elements as speed,
confidentiality, simultaneous delivery of message, cost, accuracy, feedback needs.

Decoding the message - The receiver of the message then tries to understand the meaning of the
message.

Interpreting the message - Your interpretations as the receiver are influenced by your
experiences, attitudes, knowledge, skills, perceptions, and culture. It is similar to the sender's
relationship with encoding.

Feedback - Feedback is the final link in the chain of the communication process. After receiving
a message, the receiver responds in some way and signals that response to the sender. The signal
may take the form of a spoken comment, a long sigh, a written message, a smile, or some other
action. Feedback ultimately provides an opportunity for the sender to take corrective action to
clarify a misunderstood message.

Effective Communication

There are 5 ‘C’s of effective communication that you must apply:

 Clear: Communicate clearly so that the recipient of the message will not be confused and
the meaning is understandable.
 Concise: Use as few words as possible to convey your thoughts. Use short paragraphs,
short sentences and simple language.
 Correct: Make sure you follow the rules and styles for business communication and that
the structure and format for meeting the organization’s standards.
 Courteous: This is polite and respectful communication. Communicate in a business like
yet friendly and courteous manner.
 Complete: Make sure that all the relevant information is stated and that no details are
omitted or left out.
 Sensitive: This is communication that is influenced by the special needs of your
customers and colleagues.

Additional Guidelines
 Respond to all correspondence in a timely manner
 Be sure to observe the rules of grammar, punctuation, and spelling

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Guidelines for oral communication are as follows:

Do Don’t
Speak clearly. (Some clients may have Let your sentences trail off. (It gives the
difficulty in hearing you. Your mouth should impression that you are uncertain).
be free of chewing gum and other food).
Keep the volume moderate Use a sharp tone. (You could sound
aggressive).
Put expression in your voice and watch your Do not sound monotonous or ‘sing-song’ nor
rate of speech. speak too fast. (Customer may not be able to
follow you).
Speak too slowly. You could sound patronizing

Table 1 – Oral Communication

Refer to: HEART Trust/NTA, (2004). L-ITICOR0041A Communicate in the

Workplace
The following reference provides a checklist of speaking skills:
Evans, Desmond, (1990). People, Communication & Organisations, Prentice Hall, p 172

TIP! The new cultural paradigm - Many countries throughout the world are embracing the
Internet as an efficient and cost-effective method of verbal communication.

CHECKPOINT

 What does bold type mean when communicating in writing?

 What does a note written in red ink mean?
 What would you do to ensure that an effective service
environment was created using a written format?
 Can you explain the two factors governing oral communication?

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ACTIVITY 1

Your supervisor has asked you to handle an electronic request

immediately. The customer stated that he/she had made a specific
request that was not fulfilled and is dissatisfied. After checking, you
found that the writer had in fact requested the service but it was not
entered into the system. Write a response and state the reasons for
your approach to the letter. Ask your classmates to give feedback on
the effectiveness of your letter. Was your intended message
received? Do you think the customer will be calmed and accept
apologies on behalf of the establishment? Seek assistance from your
Facilitator.

Non-verbal Communication

Everything you do carries a non-verbal message. For example, a well-typed letter on good
quality paper with an attractive letterhead will carry a non-verbal message that this organization
is efficient and takes pride in its work. On the other hand, what does a few words hastily
scribbled on cheap and tattered paper with dirty fingerprints say about you?

Non-verbal communication may be classified as:

 Body language – communicating with parts of your body

 Voice - the quality, volume, pitch, tone, etc. of the voice hint at your emotions and will
indicate things about you that are not expressed in the words
 Space – how near or far you stand away from others (distance) conveys a message. This
varies from “intimate distances” with close friends or family to “social distances” with
strangers
 Physical characteristics and appearance - a person’s build, hairstyle, clothes and general
appearance send very strong messages
 Posture – indicates your feelings or attitudes at the time. Posture can be open or closed
(defensive).
 Symbols

Culturally diverse customers have some differences in the way they communicate.

Some communication differences include:

Conversational Style:

 Be aware that silence may show respect or acknowledgment

 In some cultures a direct “No” is considered rude, and silence may mean “No”

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A loud voice or repeating a statement may indicate:

- Anger or emphasis
- Enthusiasm or conviction
- A request for help

Personal Space:

 Recognize that different cultures have different beliefs about personal space
For example, someone may be seen as aggressive for standing too close or as distant for
‘backing off’ when approached
 Be sensitive to someone else’s need for personal space

Eye Contact:

 Different cultures have different beliefs about making direct eye contact
Avoiding direct eye contact may be perceived as:
- A sign of respect
- An effort to refrain from invading someone’s privacy
- An appropriate gender interaction between men and women
 Don’t view being different as something negative

Time Orientation:

 In some cultures, life is paced according to “clock time” which is valued over personal or
subjective time
 In other cultures finishing a conversation, regardless of how long it takes, is more valued
than being “on time”

Non-verbal communication has several functions. It may:

 Support or reinforce verbal messages – this clarifies the sender’s intention

 Contradict verbal messages – when the non-verbal cues send a different message from
the words then the receiver tends not to trust what is being said
 Replace, or substitute for, verbal messages – using non-verbal messages may be more
appropriate in some settings/environment as it may be impossible to send a verbal one
 Regulate verbal messages – non-verbal cues can temper or change the content of verbal
messages. For example, a confused look on the face of the receiver may cause the sender
to rephrase or repeat the message
 Change the flow of the verbal messages – a speaker, in responding to a non-verbal cue,
may decide to talk faster or slower

Generally, communication is most effective when the non-verbal cues support/reinforce the
spoken word.

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A comparison of cultural differences is shown below in table 2.

JAPANESE AMERICAN GERMAN

 A firm grip suggests  Expects a high  Expects fast efficient no-

aggression and direct eye standard of service nonsense service
contact is considered
slightly intimidating  Wants you to take  May be abrupt and not say
the time to answer please or thank you
 To show respect, offer a all his/her
slight bow when being questions  A fairly firm handshake is
introduced the custom among men,
 Likes to be often with just one or two
 Avoid patting a Japanese acknowledged as "pumps"
on the back Americans
 Shaking hands with the
 Standing close to people  Likes iced-water other hand in a pocket is
is only acceptable if you upon being seated considered impolite
are on public at a restaurant
transportation  When greeting a group of
 A firm handshake people, shake hands with
 When in meetings, plus direct eye each person
periods of silence may contact is the
occur. This is acceptable standard form of  When acknowledging or
and customary. During greeting signalling "thanks" to a
these periods, the crowd of people, Germans
Japanese may even raise  Good eye contact will often clasp their hands
his/her eyes to look over is important together and raise them
the heads of others while high over their heads
 Distance is to be
contemplating
observed even on  Men enter a restaurant
 Queues are generally public before women, unless they
respected transportation are elderly or have a higher
status. One reason is,
 Because of the high according to the custom,
regard for graciousness the man is inspecting the
and restraint, one should restaurant to see if it is
not shout, raise the voice proper for a woman to enter
in anger, or exhibit any
excessively  In Germany, it is acceptable
demonstrative behaviour for the maitre d' hotel to
seat persons in different
 Smiling can mean groups at the same table in
happiness, anger, a restaurant if there are
confusion, apologies, or empty seats at that table
sadness. and there are no other free
tables.

Table 2: Cultural Comparison. Source: Internet

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Table 3 below provides a list of common non-verbal cues in a homogenous or melting pot work
environment and the associated meanings:

NON-VERBAL CUE ASSOCIATED MEANING

Gestures
Finger wagging Disagreement
Open palms with fingers pointing up, palms Emphasis; Very important information
out and hands moving forward
Baton-like pointing movements of the arms Punctuate words; Control
and hands
Hand or finger covering the mouth Embarrassment; Reluctance to speak
Hands on the hips with thumbs back Toughness; Reluctance to back down
Arms crossed over the chest Disagreement
Eye Contact & Facial Expressions
Purposefully looking at someone Recognition; Interest
Purposefully looking away from someone Arrogance; Anger; Disgust
Maintaining eye contact with person of Sexual interest
opposite sex
Smiling Friendliness; Acceptance
Posture
Turning the body away from a speaker Non-involvement; Snub
Dropping the head, leaning back and Boredom
supporting the head with the hands
Open sitting posture – head and body to one Agreement
side and legs uncrossed
Rapid walking with hands moving freely at the Confidence and goal orientation
sides
Table 3: Common non-verbal communication and their associated meanings

Evans, Desmond, (1990). People, Communication & Organisations, Prentice Hall,

pages 174 - 177

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CHECKPOINT

Which five body language signals should you be mindful of in

creating an effective service environment? Justify your choice with
examples indicating the different meanings they would have.

ACTIVITY

In pairs, take turns to tell each other something about yourself

without using words. You may use gestures, signals, and facial
expressions to help you to communicate.

Discuss the feelings you experienced in trying to give information

about yourself and how it felt trying to determine what was
communicated non-verbally.

Refer to: Managing Cross-Cultural Differences in International Projects @

http://www.itapintl.com/mngdifintproj.htm. Retrieved March 10, 2006
HEART Trust/NTA (2004). LG-ITICOR0041A, Communicate in the Workplace.

Barriers to Effective Communication:

A barrier to communication is anything that

negatively affects, stops or interrupts the
communication process.

 Noise
 Technical Jargon
 Incorrect Grammar
 Words that conflict with body language
 Cultural Differences
 Bias and Stereotyping
 Lack of Empathy
 Gender Issues
 Interpersonal Skills

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How can you overcome language barriers?

In many cases where language barriers exist, you can communicate through the use of gestures
or simple words in the other person's language. Drawing diagrams can also assist. Most visitors
appreciate an attempt made to understand and communicate with them in their own language,
such as:

 During customer/colleague reception

 During telephone conversations
 When taking part in meetings
 When handling customer support needs
 When clarifying information
 When giving simple directions/instructions
 When answering simple inquiries
 When describing goods and services

NOTE:
 You need to be aware of barriers so that you can prevent them. You must also
recognise them when they are disrupting communication and stop them
 Barriers to communication may affect not only your external customers but also
your internal customers/colleagues as well

CHECKPOINT

Give examples of ten (10) barriers to communication that you have

noticed or are aware of in the hospitality industry. Do barriers
impact the two types of customers differently?

ACTIVITY

Select a team-mate and role-play a conversation with an external or

internal customer. In this situation several barriers to communication
are present. When you have completed the exercise, have our
classmates identify the barriers present then discuss the consequences
of the barriers. Seek assistance from your facilitator.

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OBTAIN ASSISTANCE FROM COLLEAGUES, REFERENCE BOOKS AND OUTSIDE

ORGANIZATIONS WHEN REQUIRED

Occasionally, you may have a customer with whom you are not able to effectively communicate.
You will need to seek additional help to satisfy the customer. Your company may have foreign
language dictionaries or guides to which you can refer, as well as videos or brochures for
customers who speak a different language.

Assistance may also be sourced from outside organizations. These include:

 Interpretive services
 Diplomatic services – of the particular country
 Local cultural organizations
 Government agencies – Jamaica Tourist Board, Tourist Information Centres

You can also use an online translator to assist persons to communicate if an interpreter is not
available. To practise using the translator visit:
http://www.worldlingo.com/en/products_services/worldlingo_translator.html.

For Example:

When you say - bienvenue à notre hotel you are telling a French Canadian guest, welcome to
our hotel. To say the same thing in German you say, Willkommen zu unserem Hotel.

To be the most effective at partnering with interpreters, practise the following:

 Speak to the customer or your colleague, not the interpreter

 Use short sentences and give the interpreter time to convey the full meaning.
 Ask the customer to repeat his/her understanding
 Use the interpreter as a cultural resource to understand the customer’s body language,
choices, or concerns

CHECKPOINT

Have you ever had to communicate with someone who did not
understand you? What did you do to help the person to understand
what you are trying to tell him/her?

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ACTIVITY

 Make a list of all the resources that are available to help you with
the languages that you encounter in your respective areas of
work. Keep it handy as your reference.

 Assuming you have a guest visiting from Spain, how would you
say the following in Spanish?

- Good morning Mr. Sanchez

- How are you?
- Welcome to Elegant Hotels
- Your room number is 22
- I hope you will enjoy your stay

You can seek assistance from your peers, reference books, learning
facilitator or outside organizations.

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READY TO TEST YOUR COMPETENCE?

Now that you have completed this element, check whether you have fully grasped all the
components by doing the following Self-assessment:

Checklist 1 Yes No

1. I understand how to value and treat customers with respect ( ) ( )

2. I know how to communicate verbally and non-verbally

according to cultural differences ( ) ( )

3. I understand that using gestures or simple words in the

other person’s language help to overcome language barriers
( ) ( )

4. I understand how to use resources to assist in

communicating with colleagues and customers from other
cultures ( ) ( )

Checklist 2 Yes No

1. Customers and colleagues from all cultural groups are

valued and treated with respect and sensitivity ( ) ( )

2. Use verbal and non-verbal communication as a reason for

cultural differences ( ) ( )

3. Communicate using gestures and simple words in the other

person’s language where language barriers exist ( ) ( )

4. Assistance is obtained from colleagues, books and outside

organizations ( ) ( )

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ELEMENT 2: DEAL WITH CROSS CULTURAL MISUNDERSTANDINGS

LEARNING OUTCOMES

As you go through this element, you will acquire the knowledge, skills and attitudes necessary to
deal with cross-cultural misunderstandings when operating in a culturally diverse work
environment. Your learning facilitator will assist you with the various activities, so that on
completion you should be able to:

1. Identify issues that may cause conflict or misunderstanding in the workplace

2. Address difficulties with the appropriate persons and seek assistance from team leaders
3. Consider possible cultural differences when conflicts occur
4. Resolve misunderstanding based on considerations
5. Refer problem to team leader/supervisor for follow up

IDENTIFY ISSUES THAT MAY CAUSE CONFLICTS AND MISUNDERSTANDINGS

Misunderstandings and conflict arise because of:

 Poor communication
 Lack of patience
 Making judgments based on our own cultural values
 The use of slang and colloquialisms
 Speaking too quickly or quietly
 Not listening actively
 Not clarifying or asking questions
 Using offensive body language and gestures
 Inappropriate humour

What may cause conflict is what makes us different.

Diverse workplace conflicts and misunderstandings may take place because of different views
due to different cultures. To ensure a united workplace, such issues must be identified and dealt
with before they cause disruptions.

You use different systems of understanding gestures, posture, silence, spatial relations, emotional
expression, touch, physical appearance, and other nonverbal cues in a culturally diverse
environment.

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Be aware of your differences with respect to your customers and your colleagues.

What makes you different?

 Gestures & Posture

 Race
 Language
 Disabilities
 Special Abilities
 Age
 Gender
 Sexual Orientation
 Family Obligations
 Educational Level
 Values & Beliefs
 Job Title/Hierarchy
 Work ethics
 Employment Status
 Personal grooming

Fig. 2: Diversity Illustration

The differences can be grouped in three components of diversity:

 Primary personal characteristics e.g. race, gender, sexual orientation, nationality, mental
and physical ability
 Secondary personal characteristics e.g. marital status, educational level, values, beliefs
 Organization-related characteristics e.g. position in hierarchy, tenure, status (fulltime,
part-time or casual).

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Fig 3: Components of Workplace Diversity. Source: The Internet

Even when two people speak the same language, communication may be hindered by different
values or belief and nonverbal differences.

Nonverbal behaviour arises from your cultural common sense, that is, your ideas about what is
appropriate, normal, and effective as communication in relationships. Cultures attribute different
degrees of importance to verbal and nonverbal behaviour.

For Example:

In the United States and Canada, less emphasis is placed on nonverbal communication to
receiving the intended meaning of the communication as a whole.

In countries such as Japan or Colombia, understanding the nonverbal components of

communication is relatively more important to receiving the intended meaning of the
communication as a whole.

Providing quality customer service involves identifying and satisfying customer needs and
expectations in a positive and professional manner.

NOTE: Miscommunication can be avoided! It is important to understand something about

cultural starting-points and values in order to interpret emotions expressed in cross-cultural
interaction!

Refer to:
http://www2.tafevc.com.au/SCRIPT/001_THHCOR02A/scripts/serve_home. Retrieved
March 8, 2006.

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CHECKPOINT

 How do you avoid miscommunication?

 What are the main cultural differences that cause conflicts and
misunderstandings in your area of work?

ACTIVITY

A team member may need to take the day off to go to his child’s
christening/baptism. This person’s culture places a lot of emphasis
on family and it would be considered an insult if he did not go.
However, there is a meeting that he should attend. He is trying to
make it clear that he needs to go to the function but his supervisor is
adamant that he should be at the meeting. After discussions for half
an hour it is now time to seek assistance from the Manager. Simulate
this activity with the assistance of your peers. Show how the
Manager could deal with such a situation. Discuss with your learning
facilitator.

ADDRESS DIFFICULTIES AND SEEK ASSISTANCE

Even in difficult situations when relating to a customer you must:

 Be prepared, knowledgeable, courteous, willing to listen and eager to offer assistance

 Be empathetic and responsive to the needs of the customer
 Be accurate, prompt and positive in attitude

You should try reasoning out the problem without attacking the person. If no solution can be
found, seek assistance from someone else who can mediate i.e. help solve the misunderstanding.

This person may be a:

 Team member
 Team leader
 Supervisor
 Manager

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It is important that these issues are discussed openly and team members get a chance to share
their concerns. You may feel offended by a customer’s action but that may be the norm for that
person.

Culture shock – a person’s response to a new

culture, in which the lifestyle is different from
what the other person is used to

TIP: The key to creating an effective service environment is to maintain a friendly

atmosphere!

When relating to your colleagues, seek assistance if you are the person who unintentionally
offended another and the person responds to you inappropriately. Address the problem; do not
express anger at the individual or the culture.

If you are the mediator, then first identify what caused the conflict between the parties.
Remember that differences can be primary, secondary or organization-related. It is very
important that the misunderstanding is dealt with in the correct manner without offending either
person. A good way to do this is to use the company’s policies, procedures and standards to
emphasize what is appropriate at the workplace. Then ask the sender and the receiver of the
message to comment on the message intended and the message received to identify
communication barriers. If the elements of the misunderstanding require someone with greater
experience to address them, then seek assistance from the relevant person.

Here are some tips that some companies use to help them to prevent misunderstandings. They:

 Have regular brainstorming and goal setting sessions with team members and allow for
feedback on issues
 Clarify work ethics held by different cultures
 Inform everyone about department and organizational goals and cultures
 Hold fun days and social outings away from the work place so that team members can
bond
 Have cultural awareness seminars to inform team members of the different cultures at the
workplace
 Institute exchange programmes for employees – to travel abroad or locally, so they will
be exposed to other cultures

CHECKPOINT

Why is it important to seek assistance if misunderstandings take

place?

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CONSIDER CULTURAL DIFFERENCES WHEN DIFFICULTIES OCCUR

Conflicts will arise in your workplace from time to time. When this happens, you must look at
the culture of the person(s) involved in the conflict. If their cultural views differ, you will need to
assess whether or not misunderstandings arise from these differences or are aggravated by these
differences.

There may be a divide created when groups respond in stereotypical ways such as:

 Women crying when frustrated

 Ethnic minorities resorting to native tongue hence behaving as inarticulate
 Older workers falling asleep or inability to cope with technological changes

Some elements of nonverbal communication are consistent across cultures.

For example emotions of:

 Anger
 Fear
 Sadness
 Disgust
 Surprise

The following examples demonstrate the differences related to socially acceptable displays in
various cultural settings, and by whom. An understanding of these will assist you in identifying
and addressing conflicts:

Facial Expression

It may be more socially acceptable in some settings in the

United States for women to show fear, but not anger, and
for men to display anger, but not fear. At the same time, in
China and Japan, a facial expression that would be
recognized around the world as conveying happiness may
actually express anger or mask sadness, both of which are
unacceptable to show overtly.

Space

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A Jamaican man may feel offended because a male European co-worker came too close to him.
In Jamaica this is not acceptable behaviour. Here cultural difference with regards to personal
space will be the issue. It is important to look at cultural orientation before trying to solve the
problem.

North Americans tend to prefer a large amount of space. Europeans tend to stand more closely
with each other when talking, and are accustomed to smaller personal spaces. If someone is
accustomed to standing or sitting very close when they are talking with another, they may see the
other's attempt to create more space as evidence of coldness, condescension, or a lack of interest.
Those who are accustomed to more personal space may view attempts to get closer as pushy,
disrespectful, or aggressive.

Line-waiting behavior and behavior in group settings

The English and Americans are serious about standing in lines, in accordance
with their beliefs in democracy and the principle of "first come, first served.”
The French, on the other hand, do not, and that irritates many British and
Americans.

Differences in body language or gestures

Bulgarians shake their heads up and down to mean no. The Chinese count from one to ten on one
hand, and eight is displayed by extending the thumb and the finger next to it. The same gesture is
interpreted as meaning two in France and as pointing a gun in North America.

Different meanings for the same word

The French word "char" means army tank in France and car in Quebec. The word "exciting" has
different connotations in British English and in North American English. While North American
executives talk about "exciting challenges" repeatedly, British executives use this word to
describe only children’s activities (children do exciting things in England, not executives).
Although the sight of a black cat is considered a lucky event in Britain, it is considered unlucky
in many other countries. Dragons are viewed positively in China, but negatively in Europe and
North America.

In extreme cases, miscommunication can lead to casualties. For example, a plane was running
short on fuel but the pilot did not manage to communicate the urgency of the situation to the air
traffic controller, who put the plane on a holding pattern because of airport congestion. The plane
then crashed when it ran out of fuel.

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Problem Solving/Decision Making Trait

In a culturally diverse work environment, it is very important to understand which culture is

more inclined to encourage individualistic or communitarian/group traits.

Individualistic

 Preserves image of self and exerts control in situations to achieve this goal
 Takes a competitive stance in negotiations
 Confrontational if wronged
 Comfortable in mediation to frankly discuss differences

Communitarian

 Identified as a group member and thinks of group first

 Direct confrontation or problem-solving with others may reflect poorly on the group, or
disturb overall community harmony
 Prefers to avoid criticism of others
 When there is conflict that cannot be avoided, a third party is introduced so no direct
confrontation takes place
 The person’s standing is preserved and potential damage to the relationships or networks
of relationships is minimized

Cross-cultural issues also arise at the organizational level. Companies in different countries
organize their daily business differently and since the business of tourism is global, some
noticeable differences include the:

Flow of information

Germans tend to share information with only those people they believe need to know the
information. In Canadian companies, information tends to move more freely to everyone.

Hiring process

Cross-cultural differences are fairly significant in this area. For example, people interviewed for
positions in France will be asked personal questions that are considered illegal in Jamaica and
Canada. Can you think of any such questions? More importantly, in France they hire graduates
who appear to have long-term potential and create jobs for them. As a result, large French
companies tend to emphasize soft skills.

Canadian companies tend to look for strong technical skills in the employees. They do not expect
employees to remain with the company throughout their careers only to fill an existing vacancy.
Jamaicans are a lot like Canadians and both may consider themselves superior in knowledge to
their German counterparts without an understanding of cross-cultural hiring practices.

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Cross-cultural Communication@
http://www.beyondintractability.org/essay/cross-cultural_communication/
Retrieved March 8, 2006

CHECKPOINT

Why should cultural differences be considered when difficulties

arise?

ACTIVITY

Consider this scenario - You work in a travel agency where people

from different cultures are employed. There is a Rastafarian working
there. Your employer decided to treat everyone in the office to lunch
and asked you to make the order. You know that most of the
employees in the office like pork; therefore you ordered pork for
everyone. The Rastafarian took offence to this action and became
upset.

 How would you address this situation?

 What action should you have taken initially?
 What are the potential long-term consequences of your action?

Discuss with your learning facilitator and peers. Also discuss how
you can reduce other cultural misunderstandings or conflicts.

RESOLVE MISUNDERSTANDINGS

Problems should not be left unsolved when they occur at the workplace as they could escalate
and cause major disruptions. Efforts should be made to resolve misunderstandings, bearing the
cultural orientation of employees in mind.

Your supervisor may have to call a general meeting if the misunderstandings will have effects on
the workplace in general. Try not to offend any particular culture when providing suggestions, or
stating your opinion.

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REFER ISSUES/PROBLEMS TO SUPERVISOR/TEAM LEADER

When a problem occurs and both parties cannot reach a solution on their own, or with the help of
a co-worker, you may need to advise your supervisor or team leader. If it is something that needs
some additional attention they should be able to provide it. If it is something that causes offence,
your supervisor will follow up the problem and take appropriate action. Be certain to follow the
chain of command at your workplace.

Refer to: HEART Trust/NTA (2004). LG-THTCOR0051A, Deal with Persons from
Other Cultures
http://www.umanitoba.ca/anthropology/courses/122/module1/culture.html
Retrieved March 6, 2006
http://www.talkaboutculture.com Retrieved March 3, 2006
http://www.reedsmith.com/careers/u.k._opportunities/commitment_to_diversity.cfm
Retrieved March 7, 2006
http://cecp.air.org/cultural/Q_howdifferent.htm Retrieved March 7, 2006
http://www.culturalsavvy.com/differences.htm Retrieved March 7, 2006
http://www.diversityaustralia.gov.au/_inc/doc_pdf/add_value_hrm_model.pdf
Retrieved March 7, 2006

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READY TO TEST YOUR COMPETENCE?

Now that you have completed this element, check whether you have fully grasped all the
components by doing the following Self-assessment:

Checklist 1 Yes No

1. I know how to identify the issues which may cause conflict

or misunderstandings in the workplace ( ) ( )

2. I know how to address difficulties with the appropriate

people and seek assistance from team leaders ( ) ( )

3. I understand that I should consider possible cultural

differences when difficulties or misunderstandings occur ( ) ( )

4. I understand that to resolve misunderstanding I must take

account of cultural considerations ( ) ( )

5. I know how to refer issues and problems to the appropriate

team leader for follow up ( ) ( )

Checklist 2 Yes No

1. Issues which may cause conflict or misunderstandings in

the workplace are identified ( ) ( )

2. Difficulties are addressed with the appropriate people and

assistance is sought from team leaders ( ) ( )

3. Possible cultural differences are considered when

difficulties or misunderstandings occur ( ) ( )

4. Misunderstandings are resolved while taking account of

culture ( ) ( )

5. Issues and problems are referred to the appropriate team

leader for follow up ( ) ( )

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Learning Resources Development Unit
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