MNCs have business units in different geographic areas. This leads to interaction between different languages and cultures. In your lectures and textbook readings, you have learned that people from different cultures not only speak different languages, but also interpret information in different ways. At your workplace, how will you ensure effective cross-cultural management? What guidelines will you implement for effective cross-cultural communication?
I see two very distinct and separate cogent considerations. The first has to do with my workplace. I presently teach at two different universities, both both in Tampa, Florida, and consequently both in a relatively domestic setting. The second consideration has to do with the creation of specific communication guidelines. This second consideration infers a substantial cross-cultural component. Let us firstly define terms; look at what different kinds of cultures, indeed, are present. All of the students are of the contemporary culture where they stand. Even if English is a second language, they all speak English. On occasion, I have an older student; and yet at this writing all my students are in their 20s. Another regular and infrequent minority are pregnant students.
About a quarter of my students are “Florida crackers”; people who come from at least 100 miles away, from very rural, very small towns. Another quarter is first or second generation, for which English is a second language. While some of the students are European or Asian, most of the students are from South, Central America or the Caribbean. Another significant subset of culture would constitute students for which their very entry into the school becomes a question; because their learning skills are so stunted. In addition, perhaps a third, as many as half, bring with them a financial challenge, constituting yet another cultural paradigm. In my sensitivity to student needs, and to better facilitate communication, I also take into consideration, which is and is not a parent. One could also argue this distinction is a cultural subset.
In light of such multidimensional considerations, what guidelines could be any different from those that should already be in place? I think none. It seems to me that in our contemporary setting, the guidelines to facilitate experiences of higher education would have to incorporate such cross-cultural considerations as a matter of course; not as a distinct extra layer.
Which brings me to a quick sketch of what it may look like to craft a few quick guidelines for effective communication in a baccalaureate setting.
• Learn and call students by their name (this is not as easy as it once was).• Ask what city students are living in. Not only would I want to have a different posture toward a student who was five minutes late, having just driven an hour and a half to get there, versus a student five minutes away, and it also lends insight into the students lifestyle and resources.
• Ask who has children. Active parents have a universe altogether different from their child less contemporaries.
• Be sensitive to any other significance that one may encounter.
The other quick guidelines have relevance to cross-cultural management despite being specific to the task at hand:
• Convey the information in dynamic layers to engage the most advanced student, while simultaneously being understood by the lowest common denominator.
• When in doubt, work on a case-by-case basis.
• Celebrate the diversity that is present in a politically correct sensitive manner. This is not something that simply sounds good, but helps personalize the information so that the student can make it their own.
• Actively look for all ways to support the student to make the information their own; classically, tying the topic to their major.
• In addition, always be student centered. While no one is particularly interested in hearing what I have to say (as such), neither am I. I am more interested in drawing out of the student what is next for them, or what is inherently within them.
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