Scenario One: Communication
John and Maria work in a multinational organization. John is from the United States and speaks English as his first language. Maria is from Japan and speaks English as a second language. Both work in the company’s marketing department and are collaborating on a new project to promote the company’s products in Japan.
During a team meeting, John presents a new marketing strategy to Maria and the rest of the team. He sputters and uses complex language and jargon not familiar to Maria. Despite Maria’s efforts to follow along, she needs help understanding the proposal’s details. Also, she notices that John’s tone is assertive, and his body language is confident, which intimidates Maria.
After the meeting, Maria decides to ask John for clarification, but she is still determining how to approach him without sounding incompetent. When she does eventually ask for clarification, John misunderstands her question and provides an answer that is not relevant to what she is asking. Maria is too embarrassed to ask again, so she does not fully understand the proposal and cannot provide valuable input.
Over time, the communication difficulties between John and Maria become more pronounced. John becomes frustrated that Maria is not contributing enough to the project, while Maria feels excluded and undervalued. Eventually, their disagreements escalate, and the project stalls as they cannot find a way to communicate effectively.
Analyzing the cross-cultural aspects of the problem
The cross-cultural problem between John and Maria is primarily related to communication difficulties. Communication theories and models can help understand specific issues and provide solutions to improve communication between individuals from different cultures.
John and Maria’s situation can be understood from the Communication Accommodation Theory (CAT) concept. According to Zhang and Giles (2018), CAT suggests that people adjust their communication styles to match the person they are interacting with to establish rapport and facilitate communication. Dragojevic et al. (2015) claim CAT seeks to explain and predict the why, when, and how individuals adjust their communicative behavior in a professional or social interaction. The theory also seeks to explore the possible consequences of communication adjustments. In this scenario, John may need to adjust his communication style to suit Maria’s level of English proficiency, which creates a communication gap.
John assumes Maria is well-versed in English and understands his message during the project presentation. In contrast, Maria needs to accommodate John’s communication style, which has led to misunderstandings. Also, Maria struggled to communicate clearly and effectively in English due to her limited language proficiency, which frustrates John. Before the presentation, Maria must have interacted with other colleagues and should have experienced some difficulties. As a result, Maria should have made an effort to adjust to the typical American communication systems. For example, she should have tried to learn familiar social cues like body language, tone of voice, boundaries, and personal space.
Jiang (2021) emphasizes that nonverbal cues, such as tone of voice and body language, can convey information in a conversation. Conversely, Jiang (2021) notes that cultures interpret nonverbal cues differently, which can lead to misunderstandings. In this case, John’s assertive tone and confident body language make Maria feel intimidated and unsure of how to communicate effectively. As a result, the misunderstandings can create a barrier to open communication; for example, it has prevented Maria from seeking clarification.
Another way to examine this scenario is through the Cultural Intelligence Theory (CQ). The theory suggests that individuals with high levels of cultural intelligence are better equipped to interact with individuals from different cultures (Thomas et al., 2015). Cultural intelligence includes cognitive, emotional, and behavioral capabilities that allow individuals to understand and adapt to cultural differences (Thomas et al., 2015). CQ better explains the cause of the issue between John and Maria, where both seem to have limited cultural intelligence. In this case, both should develop their cultural intelligence to improve intercultural communication. For instance, both can work to understand each other’s cultural backgrounds, beliefs, and values. The knowledge accumulated in studying cultural backgrounds, values, and beliefs helps both adapt their communication styles to suit each other’s needs.
Social identity theory suggests that individuals categorize themselves into different social groups based on characteristics such as culture, ethnicity, and nationality (Leaper, 2011). In this scenario, John and Maria may perceive each other based on their cultural identities rather than individual personalities and characteristics. John must have used his cultural approach when presenting the project since most of the group were Americans. Also, it is possible John was unaware of the impact of his actions since he wanted to present the project in the best way possible for in-depth understanding.
On the other hand, Maria, being a minority team member, was left in a difficult position as she struggled to get specific concepts. As John and Maria perceive each other based on their cultural identities, it creates a barrier to effective communication. The two are prevented from seeing each other as individuals with unique perspectives. Recognizing the influence of social identity on intercultural communication could have enabled them to focus more on common differences. Also, focusing on individual similarities rather than cultural differences can establish a rapport and improve communication.
Using communication theories and models, such as the Communication Accommodation Theory, Cultural Intelligence Theory, and Social Identity Theory, enables an in-depth analysis of the cross-cultural problem between John and Maria. Also, by understanding the specific communication issues at play and working to adapt their communication styles and develop cultural intelligence, John and Maria can improve their communication and reduce misunderstandings, ultimately leading to more effective collaboration.
Strategies to Manage the Situation
Active listening
Effective communication is critical to building successful relationships and collaborations between individuals from different cultural backgrounds. Wegner et al. (2014) state that active listening involves concentrating on and understanding the communicated message. As a critical communication skill, it can help bridge cultural differences and facilitate understanding. Also, it helps improve communication by increasing understanding by allowing individuals to grasp a message, including any cultural nuances or differences (Wegner et al., 2014). Active listening can build trust by making individuals feel heard and understood. Wegner et al. (2014) claim this is particularly important when communicating across cultural boundaries, where trust can be harder to establish due to cultural differences. Finally, it reduces biases by making individuals more aware of their biases and assumptions.
Plain language
Using plain language involves simplifying complex ideas and avoiding technical terminology that may be difficult to understand for non-native speakers. Coleman (2019) claims that it means clear and straightforward language to improve communication between individuals from different cultural backgrounds. Plain language increases comprehension as it is easier to understand, even for individuals who may not be native speakers of a language or with limited literacy skills (Coleman, 2019). A complex language unfamiliar to others can lead to misunderstandings since it increases the risk of misinterpretation. If John had used plain language, it would have enhanced inclusivity, making Marie feel less left out.
Utilize visual aids
Visual aids can take many forms, such as charts, diagrams, graphs, videos, photographs, and slides, and can be used in various settings, such as presentations, lectures, and training sessions. According to Coleman (2019), visual aids help convey complex information more understandably and memorably and can engage and hold an audience’s attention. Visual aids are helpful when presenting data or statistics, as they can help to illustrate key points and make information more accessible (Coleman, 2019). Some people may be more visually oriented and better able to understand the information presented graphically or with images. John could use a visual aid to supplement verbal communication and reduce misunderstandings. Visual aid would compensate for concepts Marie could find challenging to understand by word of mouth.
Develop cultural competence
Developing cultural competence is vital, particularly when interacting with people from different cultural backgrounds. Cultural competence refers to understanding, respecting, and appreciating the differences and similarities between different cultural groups (O’Neill, 2017). Individuals can communicate effectively with people from different cultures, understand their values, beliefs, and behaviors, and respond appropriately to their needs. O’Neill (2017) believes it enables individuals to bridge cultural gaps and build stronger relationships with people from diverse backgrounds. To develop cultural competence, individuals should engage in activities that enhance their knowledge and understanding of different cultures. This includes learning about cultural values, beliefs, and practices and understanding how these factors impact communication and interactions.
Seek feedback
Seeking feedback involves asking for clarification or confirmation to ensure the message is understood correctly. When feedback is sought, it opens up a channel for discussion, leading to a more open and honest dialogue. This process can help build relationships and establish trust between the communicators. A study by Weger et al. (2014) adds weight to seeking feedback in communication, claiming it is a crucial component. The study found that individuals seeking feedback are likelier to have stronger relationships with their peers, supervisors, and subordinates. It also showed that seeking feedback leads to higher job satisfaction, improved performance, and better communication skills. In professional communication, feedback can help individuals improve job performance and professional relationships. For example, Maria should have sought feedback from John on any recent projects to know if they were on the same page. Doing so allows room for her to learn from any mistakes or avoid misunderstandings, and it will improve her communication skills, leading to better performance in future projects.
References
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Weger, H., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), pp. 13-31. doi: 10.1080/10904018.2013.797257
Zhang, Y. B., & Giles, H., 2018. Communication accommodation theory. In Y. Y. Kim (Ed.), The International Encyclopedia of Intercultural Communication, pp. 95–108.
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