Global Mindset and IDI Report
In TGP4, we were introduced to the the 4 elements of an intercultural toolkit, and specifically the mindset element. I learned that achieving a global mindset is the first step to becoming globally competent, and that is by having an open mind while seeking to understand other cultural norms and expectations and using the gained knowledge to interact and communicate effectively outside one’s environment (Hunter, 2007, pp.277, as cited in Jackson, 2015). In this session’s group activity, we were asked to identify the key factors in an intercultural mindset.
I noticed that we all had different ideas on how a flexible mindset should be, and found myself following a “fit” response (TGP3) in order to avoid any conflict.
This was then reflected in my IDI report, which I was surprised of at first look but actually found to be quite accurate and useful on where I am in my journey to an intercultural/global mindset. My IDI result showed that I overestimated my level of intercultural competence, seeing myself in the acceptance stage in the DMIS, a framework that explains the reactions of individuals to cultural difference (Bennett, 1986, as cited in ARLT Foundation, 2020), and that I was actually in minimization. This means that I am over-emphasizing common humanity at the expense of my own differences (Hernandez & Marshall, 2007, as cited in Hernandez & Kose, 2011) and that I am tolerating superficial cultural diversity and going by a “we are all human, we are all the same” ideology (TGP4). Looking back at my first blog (appendix 1), I did state these exact words, “we are all the same”, which I now clearly see as a closed-minded way of thinking. Reflecting on this thought, I realized that this is actually what I was doing: I was finding similarities between myself and others, and only focusing on these aspects to stay in my own cultural comfort zone (TGP2) rather than exploring differences, adapting, and flex-ing to different ways of thinking (TGP3). By learning this, I decided I needed to change my ways of dealing with others. What I find to be two very useful methods to reaching this goal is by using the focus and fathom responses (TGP3) and practicing active listening and empathy (TGP8). Not only did these methods help me focus on differences and made others more comfortable with expressing their views (TGP8), but it also made me more tolerant and confident in expressing my own views and culture in an empathetic manner (appendix 4). Unfortunately, we did not get to take a second IDI test but even though I still have a lot of work to do to reach my optimal intercultural self, I am very happy with my intercultural development so far.
Professional Development
Since the ultimate aim of this module is to develop our abilities to work and communicate effectively in a multicultural workplace (TGP1), my teammates and I chose the ‘teach me: working in a culturally diverse team’ topic.
We chose this topic because we found it to be the most appropriate finale to The Global Professional module, as it specifically focuses on intercultural competency in a workplace (TGP8). We were able to dig deeper into the problems individuals face in working within a diverse team (practically and theoretically), and therefore identify essential practices to combat these conflicts.
One interesting topic for me was active listening and empathy (TGP8). After reading more about intercultural competency, I have learned that these two skills are very essential and go a long way in making an intercultural encounter more comfortable for both ends (Deardorff & Arasaratnam-Smith, 2017, p. 32). This particular topic caught my attention as I always had a problem with being an active listener and have been working on developing this skill in myself. Usually, I tend to listen to others in a professional setting just for the sake of preparing my answer back, which is one of the common barriers to being an empathetic-active listener ("Active listening: Hear what people are really saying”). With reading more on the topic (TGP8), I found the AEL model to be a useful tool to apply active-empathic listening in an intercultural context using three simple stages: sensing, processing, and responding (Bodie, 2011). Having learned that, I am eager to apply this skill in my next professional encounter by focusing on the full message being communicated rather than thinking about my own responses.
Overall, after working with multiple teams through out the course of the year and dealing with intercultural situations in my day to day life, I came out with a set of skills and knowledge to apply in my professional career, and a list of action plans that I aim to achieve. Looking back at my courses, the Consultancy skills module, I believe, gave me a set of practical skills that are very important in order to excel in a work place. This is because we were required to deal with a real-world company, and act as business consultants. Because we were dealing with a real client, my teammates and I were able to put all our disagreements aside and work cohesively for the sake of the overall objectives – one of the key intercultural skill to develop (TGP8). Not only did this project help us set priorities, but also it gave us confidence and communication skills (TGP8) as we were required to present our ideas and recommendations to the company’s directors.
As I interacted more in a diverse environment and reflected on each of these experiences, I can say with confidence that the process got smoother and more productive, for me and my teammates alike I believe, as we become more aware of how to respond effectively to conflicts and be aware of our own cultural influences.
References:
Active listening: Hear what people are really saying. (n.d.). mindtools.com.
ARLT Foundation. (2020, February 1). The developmental model of intercultural sensitivity (DMIS). ARLT - International Foundation for the Advancement of Reflective Learning and Teaching.
Bodie, G. D. (2011). The active-empathic listening scale (AELS): Conceptualization and evidence of validity within the interpersonal domain. Communication Quarterly, 59(3), 277-295.
Deardorff, D. K., & Arasaratnam-Smith, L. A. (2017). The Role of Empathy in Fostering Intercultural Competence. In Intercultural competence in higher education: International approaches, assessment and application (1st ed., pp. 32-42). Routledge.
Hernandez, F., & Kose, B. W. (2011). The developmental model of intercultural sensitivity. Education and Urban Society, 44(4), 512-530.
Jackson, J. (2015). Preparing students for the global workplace: The impact of a semester abroad. Language and Intercultural Communication, 15(1), 76-91.
Lu, C., & Wan, C. (2018). Cultural self-awareness as awareness of culture’s influence on the self: Implications for cultural identification and well-being. Personality and Social Psychology Bulletin, 44(6), 823-837.
Myer, E. (2014, May 1). Navigating the cultural minefield. Harvard Business Review.
Session 1, ‘Working Across Borders:1’. (2020). The Global Professional. The Business School. University of Huddersfield
Session 2, ‘Your Cultural Self’. (2020). The Global Professional. The Business School. University of Huddersfield
Session 3, ‘Working Across Your Borders’. (2020). The Global Professional. The Business School. University of Huddersfield
Session 4, ‘Mindset and Your Intercultural Self’. (2020). The Global Professional. The Business School. University of Huddersfield
Session 5, ‘Working Across Your Borders_Part 2’. (2020). The Global Professional. The Business School. University of Huddersfield
Session 8, ‘My Professional Intercultural Self’. (2020). The Global Professional. The Business School. University of Huddersfield
by
salmaalshimihotmailcom (student)
