»assimilator«

How do I want to use the interviews?

For sure not as full-length interviews. I would rather want to use bits and pieces and assemble them new.

The most obvious would be to group various answers to one question. This could be done by either putting them together in a film or by to allow the user to click onto the various answers.

When I was younger I had a adventure book. At the end of each page you had to decide what the protagonist was gonna do. Accordingly you had to read further on page xy or on page yz. And at the end of each page you again had to decide between two options. I always tried to read all possible strings of the story at the same time but that of course didn't work.

The narrative concept's of storytelling try to catch up on this idea. Basically it's the whole idea of internet as Chrizi said today. Clicking and thus making a choice. There is no way to always know all the options but still it's the user who actively decides on which content he or she wants to get, to learn, ...

I mean this is not the new enlightment but the question is how to use it. In the moment I follow the results of a project where the user is seeing his/her very own documentation: Florian Thalhofer and Kolja Mensing interviewed the inhabitants of a huge immeuble (1600 people live there) for a project called "13.Stock" (unfortunately the English version is down so there is only a Polish translation). With every piece of interview you watch you get three other pieces to choose next.

I don't like their design that's for sure. But actually in the moment I'm not even sure if I like the idea and what I get out of that. I remember to have seen other projects with the same concepts so I still need to check that out. And hopefully come up with an opinion.

For the moment there is still what Chrizi came up with: take pieces of an interview and stop them at a certain point. The respective pieces would tell a typical story about working in Poland, some special cross-cultural encounter, or something like that. Just before the "strange" behavior the film would be stopped and the usere would have to guess what happens next. Thus to become aware of his/her own behaviorly patterns and expectancies.

This would be quite analogous to the method of culture assimilators and the story telling of critical incidents. Therefore it would also be necessary to find an appropriate Polish explanation for certain behaviors.

[p.429]
The purpose of training is defined based on Bhawuk and Brislin (2000) as "formal efforts for preparing people for living in other cultures". Referring to Black and Mendenhall (1990) it should improve cultural awareness, interpersonal adjustment, and managerial effectiveness. Brislin and Yoshida (1994) further call for training to improve interpersonal relations and job success.

Training from 50 years ago aimed at shocking their participants. The cultural encounter was understood to provoke a culture shock which Oberg (1960) as an anxiety resulting "'from losing all your familiar signs and symbols of social discourse' (p.177)". The idea was to vorwegnehmen this shock and to then offer the possibility to discuss the matter in the safe environment of home grounds. The trainee was to be involved emotionally and actively. Consequently, lectures were substituted by experiental training methods (Harrison & Hopkins, 1967; Kolb, 1976) including area simulations (Trifonovitch, 1977) and a cultural self-awareness model developed by Kraemer (1973, 1974).
In the seventies the idea of a culture-assimilator became popular. These assimilators feature several incidents typical for cross-cultural interactions. An example would be the story of person XY who has lived in the country for 3 months already but does not find any social contact. How come? The trainee is then offered several possible answers of which one or more can be right.

• Everybody is just very busy with work. Work and social life are clearly separated.
• The host nationals already have enough friends and expected XY to have other foreigners as friends.
• XY is regarded as member of a lower social and economic class and thus not suitable as friend.

In this case a discussion could for example follow on pre-existing social networks and on how to possibly integrate into them.
While the given example bases on a general culture-assimilator, normally one of the given alternatives in a culture-specific assimilator would reflect the point of view of the host country, another the one of the expatriate's home country. The aim is to raise awareness and to prepare for better interpersonal realtionships (e.g., Chemers, 1969; Fiedler, Mitchel & Triandis, 1971; Gudykunst & Hammer, 1983; Malpass & Salancik, 1977; Tolbert, 1990).
[p.430]
Other training methods would be the cultural analysis system as introduced by Lee (1966) or the contrast-America method developped by Stewart (1966). These two methods and the general culture-assimilator aim on the trainee to become aware of his/her own values and culture-specific behavior.
Black and Mendenhall (1999) further advised training to consider social learning theory principles as described/defined by Bandura (1977) and behavior modeling training. Furthermore, Bhawuk (1995, 1998) developed culture-assimilators based on theory, thus conceptualizing the training stages as intercultural expertise development.

Examining the effectiveness of cross-cultural training concerning self-development, perception, and relationships with the host country nationals Deshpande and Viswesvaran (1992) found that training had the strongest effect on the expatriate's self-development but not so much on his/her job performance.

Ones and Sinangile conclude their chapter on expatriate training with the following numbers:

• In the beginning of the 1990s only 25% of companies would train the employees prior to sending them abroad (Black & Gregersen, 1991).
• Of the 32 companies questioned (all ranked among the Fortune 500 companies) Anderson Consulting (Cuthill, 1997) found
  94% to send their expatriates-to-be to language courses
  69% to send their expatriates in preparation to a cross-cultural training
• Numbers conducted by Windham International (1999) revealed 63% of 250 organization to send their expatriates to a preparing cross-cultural training.

back to the table of content
back to expatriate staffing
further to criteria for expatriates

When I was talking to Frank yesterday about the interviews, he suggested to programme an online questionnaire. But the thing is that I'm not looking for numbers. The numbers are what bugged me most about all the studies I read: they try to clarify things but just make everything very abstract.

Freya gave me a nice word for what I wanna do: qualitative survey. I want to hear stories, I want to create an image of the country. My former boss would call it the look and feel.

This actually goes pretty much in line with the culture assimilators which try to approach cultures by means of presenting critical incidents.

I will need facts and figures, too. Sure. But the question is: how to present them? After all I'm not a scholar but a designer (to-be ;-)

Beyond Sophisticated Stereotyping - Cultural Sensemaking in Context
by Joyce S. Osland and Allan Bird

[p.58]
Osland and Bird criticize that cross-cultural training as well as research in this field only move between bipolar cultural dimensions - describing one culture as more individualistic than another, or less easy with uncertainty, ... Thus they pretty much explain why I did not bother too much about the dimensions as introduced by Hofstede. This is not to neglect the importance of this method to compare and describe cultures - the dimensions are fundamental when learning about cultures. Nevertheless it has its shortcomings.

[p.59]
Osland and Bird argue that describing a culture based on dimensions allows a better cultural understanding but at the same time creates stereotypes of entire cultures. They call it sophisticated stereotyping. This is to be differentiated from low-level stereotypes which are "often based on lack of personal contact and an irrational dislike of people who are different from oneself". Sophisticated stereotyping is based on theoretical concepts and therefore lacks the negative attributions normally associated with stereotypes. This often results in not recognizing them in their limiting character. Based on Adler (1997) they introduce the idea of "helpful stereotypes". As such they should be

• consciously hold
• rather descriptive than evaluative
• accurate in their description of a behavioral norm
• modifiable according to further observation and experience.

[p.60]
Osland and Bird see cultural learning analogous to putting a puzzle together. While the picture on the box works like a guide it does not really say anything about the single pieces. Only by putting more pieces together the overall picture becomes clearer. "Similarly, as one acquires more and varied experiences in the new culture, one can develop an appreciation for how certain attitudes and behaviors fit the puzzle and create an internal logic of the new culture." Sophisticated stereotypes in a way prevents to see the huge variety of shapes and suggests that putting them together is rather easy while actually it can never be achieved to create a wholly picture this way.

[p.61]
While general characterizations can only reflect attitudes and sort them in comparison to other cultures, they completely neglect context. Osland and Bird later [p.65] give an example of Americans who are generally defined to show a high tolerance of uncertainty but when it comes to business contracts for example they cannot bare any uncertainty at all only believing in the written and signed word.
The authors call these incidents contradicting the overall picture paradoxes. They warn that ignoring the context limits cultural understanding and "prevents rather than opens up opportunities for learning and exploration". This goes in line with Hofstede who was aware of the fact that his system of cultural dimension was only an abstraction and had warned to not overly use it.

[p.62]
As an alternative or addition Osland and Bird introduce several sources of paradoxes of which I only summarize a few.

1. First of all it is a matter of statistics. Of 100 people filling in a questionnaire 63 might anticipate new things easily which would give the overall impression of a society with a rather low uncertainty avoidance. Nevertheless there are still 37 people who would rather reject new things. Scales can only show tendencies.
2. This makes obvious, too, that within cultures there are a lot of unresolved cultural issues which from the inside as well as from the outside are perceived as paradoxes.
3. Paradoxes also appear in the context of role differences. While the people of a culture could, for example, believe in egalitarianism in general, CEOs could be allowed autocratic behavior. This would also be an example of a high power distance in an overall low power distance culture.
4. Other paradoxes come about because it is difficult to differentiate real from epoused values. People simply do not live up to their own ideals. While in many cultures equality is much anticipated, everybody works hard to gain power and influence for him/herself.
5. [p.63] Just as with values according to rules, context might judge certain values over others. Lies, for example, are normally unacceptable a lot of incidents allow so-called white lies.

Osland and Bird come up with a model of sense-making trying to allow a diagnosis of perceived paradoxes.
They ask to first index the context based on observation. The second step is to make attributions. Thirdly, possible schemas are to be conducted. These schemas reveal cultural values and history. This process reveals that the behavior perceived as paradoxon is merely a re-arranging of values.

[p.64]

This is the schema as introduced and underneath how I tried to employ the model. (you understand why I don't like abstractions - I can never make them fit)

Osland and Bird gave an example of a charity organization calling for money in the States. While the Americans are considered a rather individualstic society in regards of cultural dimension, they spend quite a lot of money and time on charity. A paradoxon? Yes! Indeed! At several levels! First of all it does not match the perception based on the dimensional model. Then .... and that's the point where I get confused.
The other part that bugs me about the model is the fact that they start confusing history and value. The actually put "individualism" as a cultural history but I don't quite agree with that, so there goes another question mark...

[p.65]
So, while I have quite some problems with the abstraction of a model I still like what came out of it: It reflects pretty well the idea of culture as defined by Geerts (1973). "[He] maintains that 'culture is best seen not as complexes of concrete behavior patterns - customs, usages, traditions, habit clusters - [...] but as a set of control mechanisms - plans, recipes, rules, instructions (what computer engineers call 'programs') - for the governing of behavior.'"

As Osland and Bird acknowledge the importance of factual and conceptual knowledge in facing different cultures, they also call for attributional knowledge.
[p.66]
Factual knowledge would describe knowledge such as that Japanese often work in small group. Conceptual knowledge would back this up with the information that Japanese live in an communal society. But this would not explain non-communal activities or when or when not communal activities will take place. This latter, attributional knowledge can be gained by personal experience, by learning vicariously (= nachempfinden) from other people's experience as condensed in cultural assimilators or by cultural mentoring carried through by people of the host culture or long-term expatriates, who would both function as live cultural assimilators.

Osland and Bird claim that "learning another culture occurs in a dialectic fashion -thesis, antithesis, and synthesis." While the thesis is made on base of sophisticated stereotypes, critical incidents revealing paradoxes provoke an antithesis while synthesis is achieved by understanding which values are regarded more important in which context.

[p.67]
Consequently, they see cross-cultural training moving along the following steps:

1. Recognizing the complexity of one's own culture.
   This includes tracing the internal cultural logic back to its socioeconomic, political and historical roots. It also calls for analyzing in-culture paradoxes/variations in behavior based on regional, organizational or individual differences. Looking on different values (as for example friendliness) it would be necessary to ask questions such as: "Are all people friendly? Are they always friendly? In which incidents are they not friendly anymore? How come?"
2. Studying cultural dimensions as a basic tool.
   This means to learn about typical incidents and behaviors and trace them back to cultural values. Characterization along bipolar dimensions allows to compare two cultures; thus to distinct between cultures and to gain conceptual knowledge.
3. Acquiring skills in cultural observation and behavioral flexibility.
   This asks to look on incidents perceived as paradoxes. Questioning sophisticated stereotypes practices observational and interpretive skills. This can be achieved by role-playing or by working with videos.
4. Studying or experiencing one culture in-depth.
   This means to gain attributional knowledge form cultural mentors. Additionally, extensive research is to be made. Further knowledge is gained by actual cultural immersion.
5. Learning context-appropriate behavior. (actually fits to point 4)
   This calls to actively ask the how's and why's. "How do managers encourage their staff?", "Why does that work for them?"

Osland and Bird conclude calling expatriates to not give up their stereotypes but to hold them consciously in order to modify and change them when necessary. They suggest to find a cultural mentor and to learn cultural schemas. In combination with examining paradoxes this will lead to a deeper understanding of the underlying values and thus promote cultural understanding.

published in: D.C.Thomas: Readings and Cases in International Management; Thousand Oaks: Sage, 2003.