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Chapter 11
Intercultural Competence: A 21st Century Imperative
JUMP START
The ability to interact effectively with individuals who are different from us is an imperative in
today’s increasingly diverse and global society. The makeup of the workforce is rapidly changing,
and by the year 2016 minorities will make up 45 percent of the workforce. Women, workers with
disabilities, older workers, and people of color are vital to the effectiveness of the U.S. workforce.
The purpose of this chapter is to help students understand the value of diversity in the workplace,
appreciate why it is more difficult to function effectively in a diverse group, and provide skills
they can use to thrive in this challenging environment.
Answers to Jump Start Questions
Answers will vary. Point out to students that Johns Hopkins Health System has realized
Answers will vary.
CHAPTER PREVIEW
OBJECTIVES
After studying this chapter, you should be able to:
11.1. Define intercultural competence and explain its importance in the emerging economy.
11.2. Understand what internal factors contribute to conflict in diverse environments.
11.3. Recognize linguistic styles and how they affect interactions in a diverse workplace.
11.4. Appreciate the opportunities of cross-cultural diversity.
11.5 Know how to thrive in a diverse environment.
PRESENTATION OUTLINE
I. Intercultural competence and diversity
A. Changing Makeup of the Workforce
1. Women
2. Older workers
3. Race and ethnicity
4. Workers with disabilities
5. Lesbian, gay, bisexual, and transgender (LGBT)
B. In The News
(Supplementary Exercise 11.1 with T.M. 11.1)
C. Understanding Diverse Needs
D. Ask Yourself
II. Factors Causing Conflict
(Application 2—In the Eye of the Beholder)
Chapter 9 Diversity: A Business Imperative 1
F. Ask Yourself
III. Linguistic Styles and Interactions
A. Direct- Indirect Communication Styles
B. High and Low Context Modes
C. Conversational Rituals and Styles
D. Ethics Connection
(Application 1—Hey, Didn’t I Say That?)
E. Regional Differences
E. Ask Yourself
IV. Global Intercultural Competence
A. Time and Space
B. Fate and Personal Responsibility
C. Global Connection
D. Face and Face-Saving
E. Nonverbal Communication
F. Ask Yourself
V. Thriving in a diverse environment
A. Empathy
B. Positive Self-Talk
C. Dignity and Respect
D. Flexibility and Ambiguity
E. Technology Connection
F. Inclusivity
G. Handling Offenses
H. Ask Yourself
(Human Relations in Action)
TEACHING-LEARNING SUGGESTIONS
11.1 Intercultural Competence and Diversity
Diversity refers to differences while intercultural competence refers to the measure of your
effectiveness when you interact with others who are different. Businesses are paying attention to
the issue of diversity because of the globalization of the economy and the increasingly diverse
population of the United States. In this section, students will be made aware of factors driving
organizations to focus on diversity.
Supplementary Exercise 11.1
Show students T.M. 11.1. Remind students that this was the status of women 70 years after the
Declaration of Independence. Stimulate conversation by asking if they are surprised that the
unfair treatment of women was the norm in this society dedicated to the proposition that all men
are created equal. Point out that women did not get the right to vote until 1920. Ask students how
different society would be today if women still held the same social status as in 1848. Would we
be better off or worse off?
Answers to In the News
1. Answers will vary. Ask students how Ms. Heath differs from the stereotype of older workers
2 Human Relations—Instructor’s Resource CD
Answers to Ask Yourself
11.2 Factors Causing Conflict
This section will give students a thorough understanding of how biases, prejudices, and value
systems can contribute to conflict in a diverse group.
Supplementary Exercise 11.2
Reproduce T.M. 11.2 for students and have them work alone to complete the exercise. Point out
that no one can change your opinions, only you can do so. Tell students that negative behaviors
based on biases need to be left at home and have no place at work. Because this is a volatile
subject, sharing conclusions is not recommended. Alternatively, encourage students to write
honestly about their feelings and biases in a journal.
Answers to Ask Yourself
1. Answers will vary. During this exercise remind students they need to keep an open mind
2. Answers will vary. Compare the different values behind decisions on similar activities.
11.3 Linguistic Styles and Interactions
Linguistic styles refer to characteristic speaking patterns. The purpose of this chapter is to
introduce students to different speaking patterns and to understand the importance of focusing on
the message rather than the way it is delivered. Speaking patterns vary widely and can be the
source of conflict and misunderstandings.
Answers to Ethics Connection
1. Answers will vary.
2. Answers will vary. One thing you can do, if you sense awkwardness or discomfort on the part
3. Apologies are extremely important. The apology then allows you to share how you see things
Answers to Ask Yourself
1. Answers will vary. Students need to learn to recognize styles and, if necessary, change styles
2. Answers will vary. Invite students to share their experiences. Ask them to explain how the
11.4 Global Intercultural Competence
Chapter 9 Diversity: A Business Imperative 3
As our economy becomes progressively more global, global intercultural competence will
grow in importance. Employees are increasingly being called to work in virtual global teams
as well as travel and be stationed in work locations outside the United States. Additionally,
workers from outside the United States frequently come to the U.S. for training and work
assignments. This area of competency is not limited to learning other languages, but also
includes understanding how cultural patterns and core values impact the communication
process—even when everyone is speaking English.
Answers to Global Connection
1. Answers will vary. Remind students that problems can arise not only from the meaning of
2. Answers will vary. Benefits would be making yourself more easily understood and causing
Answers to Ask Yourself
1. Answers will vary. Some examples are of non verbal communication—when to shake hands,
2. Answers will vary.
3. Answers will vary. Have students review conversations they have had in the last 24 hours.
11.5 Thriving in a Diverse Environment
This section offers ways that students can improve their ability to function in a diverse
environment by developing empathy, using positive self-talk, treating others with dignity and
respect, learning to be flexible and to live with ambiguity, developing an inclusive environment,
and handling offenses.
Answers to Technology Connection
1. Answers will vary.
2. Answers will vary. Remind students we frequently use automatic doors which were
Answers to Ask Yourself
1. Answers will vary.
2. Answers will vary.
3. When something is ambiguous it can be viewed in two or more ways. If you only look at the
4 Human Relations—Instructor’s Resource CD
KEY TERMS DEFINITIONS
Diversity Refers to differences. In people it refers to differences such as race, religion, sex, age,
Intercultural competence The measure of your effectiveness when you interact with
Values Principles, standards, or qualities considered worthwhile or desirable; those things (as a
principle or quality) intrinsically valuable or desirable.
Value systems Sets of values that provide a road map for our behavior in a variety of situations.
Linguistic styles Characteristic speaking patterns, such as directness or indirectness, pacing and
Low context group Group that values the written or spoken word, is task oriented and results
Conversational rituals Things we say without considering the literal meaning of our words.
Monochronic work style Consists of doing one thing at a time and following plans closely.
Polychronic work style Consists of doing many things at once, changing plans easily, and
SUGGESTED RESPONSES TO REVIEW QUESTIONS
1. Intercultural competence is the measure of your effectiveness when you interact
2. Biases are inclinations or preferences either for or against an individual or group that interfere
3. Linguistic styles are characteristic speaking patterns such as directness or indirectness,
Chapter 9 Diversity: A Business Imperative 5
4. Being interculturally competent in a global environment requires exceptionally good
5. You can thrive in a diverse environment by developing empathy, practicing positive self-
SUGGESTED RESPONSES TO CRITICAL THINKING
1. Answers will vary based on the demographic composition of a community. Ask students to
2. Answers will vary. Encourage students to share things about themselves. For instance, if
3. Answers will vary. Help students verbalize how differing linguistic styles cause them to react
4. You can learn about other cultures by reading, watching television or movies involving other
5. Have students state how they like to be treated. Compare answers and explore the differences.
CASE STUDIES
Answers to Application 1 Questions (Hey, Didn’t I Say That?)
1. Fist, Hannah responded in a tentative, unsure manner and did not speak so that others could
2. The group apparently did not realize the idea had been presented earlier. Ashton was the one
3. Answers will vary. Answers will include that Hannah should have been more assertive.
4. Yes. Otherwise he will be seen as playing favorites and others will be less likely to speak up
Answers to Application 2 Questions (In the Eye of the Beholder)
1. Huo and Wang may not be asking for clarification or not telling her when they arrive for
2. Jane should learn more about their culture and speak with them respectfully about what she
6 Human Relations—Instructor’s Resource CD
3. As the human resource manager you need to discuss communication and linguistic styles
HUMAN RELATIONS IN ACTION
Have students locate at least three relevant web sites and identify five new tips for dealing with
diversity in the workplace. They should carefully analyze the web sites to make sure they are
reputable, up-to-date, and unbiased. Have them write an action plan of no more than one page in
length to improve their ability to interact in a diverse environment. Evaluate action plans against
the following criteria:
Chapter 9 Diversity: A Business Imperative 7
