The role of diplomacy & its effects in multicultural conflict management
1. THE ROLE OF DIPLOMACY & ITS EFFECTS IN
MULTICULTURAL CONFLICT MANAGEMENT
Dr. Oyewole O. Sarumi
2. Profile:
Oyewole O. Sarumi |PhD|- has extensive experience in
training, project management, business planning and
management, product development and launch, marketing,
and sales support. WS as popularly called has developed
and delivered training for professionals across a variety of
industries. His background includes tenures at PFIZER,
SMITHKLIME BEECHAM, USAID/PSI/SFH and BCN Plc as
trainer, project manager, product manager, and marketing
manager in Pharma marketing, and Organisational
Management.
He also conducted his own consulting business for the past 16
years, working with public/private organisations and
emerging companies. He is a certified trainer/teacher with
experience in public and private schools management.
Oyewole is co-founder of TLS Consulting, offering training
and School consulting and brokerages.
3. What is our Scope?
Introduction
Definitions – Diplomacy, Culture, Conflict etc.
Understanding Conflict Dimensions
Cultural Competence: Understanding Each Level
How to Resolve Multicultural Conflicts in Organisation or
Community.
The Role And Effect Of Diplomacy On Conflict Resolution
The Seven Obstacles to Diplomacy
Conclusion
4. Introduction
Diplomacy lies at the heart of international
relations. It can be considered the master-
mechanism of international affairs, a system for
managing relations between states.
Diplomacy acts like the control tower of an
international airport that directs and controls the
flow of traffic and maintains the order through its
radar system, its regulations, and its instructions.
5. Culture is an essential part of conflict and conflict
resolution. Cultures are like underground rivers that
run through our lives and relationships, giving us
messages that shape our perceptions, attributions,
judgments, and ideas of self and other.
Cultures are characterized by different behaviours,
communication styles, and norms
6. Multicultural & Teaming at Work
Team members work in increasingly diverse
environments:
In terms of age (there are more older workers),
Gender (there are more women),
Race (there are more people of colour),
Language (there are more languages spoken), and
Nationality (there are more immigrants).
Beyond these differences, there are also deeper
cultural differences that influence the way conflict is
approached in today’s workplace. The use of teams
represents an important change in the way we work.
7. This discourse focuses on the impact of culture on the
prevention and resolution of conflict in teams, and
how the effective deployment of tools of diplomacy
can help in prompt resolution of conflict in the
workplace, community and amongst nations.
9. Diplomacy is viewed as:
“the action of a state towards the external
environment with the ultimate aim and
objective of achieving specific goals towards
the enhancement of national interest.”
LMS Consulting Lagos Nigeria
Definitions
10. According to the Oxford Dictionary of
Contemporary English, Diplomacy is
“the management of international relations
by negotiation, the method by which relations
among states are adjusted and managed by
ambassadors and envoys.”
LMS Consulting Lagos Nigeria
11. Diplomacy is also:
“The use of tact, commonsense and
intelligence to reach agreements,
compromises and settlements with other
actors (usually nation-states) on the
global stage.”
12. How States Use Diplomacy
States use diplomacy to resolve disputes, form
alliances, negotiate treaties, strengthen economic
relations, promote cultural and military exchanges,
and for a variety of other purposes.
Diplomacy encapsulates a broad arrangement of
shifting rules, etiquette, goals, procedures, and
agreements. There are international laws that
govern some aspects of diplomacy, while other
elements are based on tradition, pragmatism, and
expediency.
13. Non-state actors—including but not limited to
nongovernmental organizations and multinational
corporations—play an increasingly important role
in diplomatic relations as the tides of globalization
shift the international landscape.
Yet, no matter how much the international arena
changes, diplomacy will always play a central role
in dictating how states and other entities interact.
14. What is culture?
Culture is typically described as the totality of
learned behaviors of a people that emerges from
their interpersonal interactions.
Culture includes the ideals, values, and assumptions
about life that are widely shared and that guide
specific behaviors.
Objective culture
Visible: artifacts, food, clothing
Subjective culture
Invisible: values, attitudes, norms
15. Defining Culture
Culture is defined as the shared set of
values, beliefs, norms, attitudes,
behaviours, and social structures that
define reality and guide everyday
interactions.
(Adapted from Moore and Woodrow).
16. This definition implies that culture is an attribute of
a group, and also contemplates the fact that there
may be as much variation within the group as
between different groups.
We often associate culture with a national group,
however, culture includes ethnic groups, clans,
tribes and organizations. Teams within
organizations also have beliefs, attitudes and
behaviours that constitute unique cultures.
17. So, Cultures are more than language, dress, and
food customs.
Cultural groups may share race, ethnicity, or
nationality, but they also arise from cleavages of
generation, socioeconomic class, sexual
orientation, ability and disability, political and
religious affiliation, language, and gender etc.
18. Two things are essential to remember about cultures:
They are always changing
They relate to the symbolic dimension of life.
The symbolic dimension is the place where we are
constantly making meaning and enacting our
identities.
19. Cultural Messages
Cultural messages, simply, are what everyone in a
group knows that outsiders do not know.
They are the water fish swim in, unaware of
its effect on their vision.
They are a series of lenses:
That shape what we see and don't see,
How we perceive and interpret, and
Where we draw boundaries.
20. Cultural messages from the groups we belong to:
Give us information about what is meaningful
or important, and
Who we are in the world and in relation to
others -- our identities.
21. In shaping our values, cultures contain starting points
and currencies.
Starting points: are those places it is natural to
begin, whether with individual or group concerns,
with the big picture or particularities.
Currencies: are those things we care about that
influence and shape our interactions with others.
22. Culture is one of the main tools to resolve conflicts,
because if you let states solve problems, it won’t go
anywhere. Butut if you use culture and if you educate
people and inform societies about these main issues and
try to establish a common mindset on the problems, it can
help to solve them. At this point, I believe that Cultural
Diplomacy is very important; we should pay attention to
the force of NGOs, think tanks, and individuals who are
trying to establish this link among countries and among
societies, and after that I think there will be a common
mind to solve the problem. - The Ankara Conference on
Peace-building & Reconciliation; Ankara, Turkey, April 2012
23. “Peace cannot emanate only from
documents signed by leaders alone, but
from mutual good faith and credibility
among the peoples for whom the
agreements are signed.”
24. Culture
Provides us with our identity, beliefs, values, and
behavior.
Is learned as a part of the natural process of
growing up in a family and community and from
participating in societal institutions.
Is the conscious and unconscious content that a group
learns, shares, and transmits from generation to
generation that organizes life and helps interpret
existence.
25. Culture Gives Context & Meaning
It is a filter through which people process their
experiences and events of their lives.
It influences people’s values, actions, and
expectations of themselves.
It impacts people’s perceptions and expectations of
others.
26. Culture & Cultural Groups
People form a community and interact with each
other. This can be formed around specific identities,
geographies, beliefs, and daily practices.
Dominant groups set the parameters; have the
greatest influence.
Subordinate groups must learn the parameters;
have less influence.
27. Dominant & Subordinate Cultures
The meaning and nature of culture is derived out of
the lived experiences of different social groups.
From this comes a complex combination of dominant
and subordinate cultures that serve the function of
society.
Culture social power
28. Cultural dynamics can include…
Language
Sanctions (penalties/rewards)
Norms (appropriate/inappropriate behavior)
Values (collective conceptions of what is desirable)
29. "Cultural differences"
"For a German and a Finn, the truth is the truth.
In Japan and Britain it is all right if it doesn't rock
the boat. In China there is no absolute truth. In
Italy it is negotiable."
- Richard D. Lewis
30. Culture = Human mental programming
Personality
Culture
Human Nature
Inherited & learned
Learned
InheritedUniversal
Specific to group
or category
Specific to individual
Source: G. Hofstede
31. 31
Nature of culture
Learned
Culture is acquired by learning
and experience
Shared
People as a member of a group,
organization, or society share
culture
Transgenerational
Culture is cumulative, passed
down from generation to
generation
34. Manifestations of culture
Symbols: words, gestures, objects that carry a particular
meaning which is only recognized by those who share the
culture.
Heroes: persons, alive or dead, real or imaginary, who possess
characteristics which are highly prized in a culture and who thus
serve as models for behavior.
Rituals: collective activities, considered socially essential.
Values: basic assumptions about how things should be in society.
They are convictions regarding right or wrong, good or bad,
important or trivial. Learned implicitly. Cannot be discussed.
Practices: what is visible to an outsider.
Source: G. Hofstede
35. Americans as other see them…
India: “Americans seem to be in a perpetual hurry. Just watch the way they walk
down the street. They never allow themselves the leisure to enjoy life; there are too
many things to do.”
Turkey: “Once we were out in a rural area in the middle of nowhere and saw an
American come to a stop sign. Though he could see in both directions for miles and no
traffic was coming, he still stopped!”
Colombia: “The tendency in the US to think that life is only work hits you in the
face. Work seems to be the one type of motivation.”
Ethiopia: “The American is very explicit; he wants a “yes” or a “no”. If someone
tries to speak figuratively, the American is confused.”
Iran: “The first time my American professor told me, “I don’t know the answer, I will
have to look it up,” I was shocked. I asked myself, “Why is he teaching me? In my
country a professor would give the wrong answer rather than admit ignorance.”
Source: N. Adler., 1991
36. What is Conflict?
Conflicts are natural parts of our lives. Some
people tend to shy away from conflicts, while others
tend to confront them.
Some cultures encourage their members to conform,
while others encourage their members to challenge.
37. Conflicts can occur between two or more individuals
because of differences in personality, values, and
opinions. When this type of conflict happens, it is
conflict resolution techniques that are employed to
help the parties find a peaceful solution to a
disagreement. When the conflict is resolved, the two
parties may walk away feeling somewhat or very
satisfied.
38. Conflicts can also occur between two or more
organizations or community groups. These conflicts
may no longer be about individual differences, but
also about divisions perpetuated by ignorance and
intolerance, discrimination, and a history of fear
and animosity.
39. In such cases, conflict resolution between individuals
may not be enough. The groups affected not only
have to reconcile their differences; they also have
to strengthen their ability to value each other, build
alliances, and find common ground in order to
change the systems that support their division. They
have to transform their conflicts.
40. Conflict Transformation
Conflict transformation, therefore, is the process
whereby conflict is both resolved and used to build
the capacity of groups to develop alliances that
value equitable relationships, promote harmony,
and effect systems change.
41. Definition of Conflict
“Conflict is an expressed struggle between at least two
interdependent parties who perceive incompatible
goals, scare resources, and interference from others
in achieving their goals.”
42. Burton – Human Needs
Burton says that conflict stems from unsatisfied
human needs
In conflict, people represent their interests, but not
their underlying needs; however, they will use power
and coercion to meet those needs
43. Galtung – Structural Violence
Inequalities embedded in the social structure lead
to violence and conflict.
Unless those underlying inequalities are solved,
then violence will continue
Prime example is lower-class people dying
because health care resources are granted to the
upper-class
44. Coser – social function of conflict
Conflict is not always dysfunctional for the
relationship within which it occurs; often, conflict is
necessary to maintain such a relationship
Conflict not only generates new norms, new
institutions…it may be said to be stimulating directly
in the economic and technological realm.
If Coser is correct, and conflict serves a socially useful
function, then should conflicts be resolved?
45. Game Theory
Zero-sum game
fixed pie
People assume that they can either win or lose.
If I win a quarter, they lose a quarter – the sum is
always zero
you give up nothing, because it means the other side
wins what you give up
46. HISTORY
Social movements:
Gandhi and nonviolence – movement to free India of
British Rule
Women’s suffrage movement, 1848-1920
Lech Walesa and Solidarity in Poland
Nelson Mandela/Desmond Tutu and the movement
against Apartheid in South Africa
Based off each other, and off Thoreau’s essay “Civil
Disobedience.”
47. HISTORY
Thoreau said:
Two times when open rebellion is justified:
when the injustice is no longer occasional but a major
characteristic
when the machine (government) demands that people
cooperate with injustice.
Thoreau declared that, “If the government requires
you to be the agent of injustice to another, then, I
say, break the law.”
48. Post-Cold War Era and Now
It must be noted that the post-cold war era has
witnessed great instability chaos and anarchy
mainly due to the inherent limitations of the
rationalistic approach to peace-making and conflict
settlement.
Cultures diversity and ethnicity has become a
rallying cry for confrontation.
49. The number of ethnopolitical wars worldwide, from
the Balkans to the Caucuses and all over Africa, is a
testament to the power of identity as a re-ordering
principle in the post-Cold war era.
The characteristics of modern internal conflict, under
the guise of competing ethnicities and even religion,
reflects a fundamental change in the nature of war
and a paradigm shift in international relations.
50. The Rationalistic Approach to Dispute
With this approach, the conceptual environment
within which these conflicts occur is generally
supposed to contain a strong ideological imperative
of equality and recognition of the rule of law.
Here, the problem is to get the parties to the table
and that it will be possible through negotiations to
find a "win-win" solution agreeable to both sides
(Rupesinghe, 1994).
51. The New Approach
Martin Van Creveld, suggests that the wars of the future
might be between sub-state organizations. He believes
that the state in its traditional mould is beginning to lose
relevance, and global society will become more and
more fragmented as first sovereignty, and then
governments become less important. In this situation,
wars will not be fought between states using heavy
weapons and regular armies, but between warlords
and narrowly defined interest factions which use light
weaponry and irregular forces. This warlordism is
already de-stabilizing societies and states as could be
witnessed in Mali, CAR, Kenya and Nigeria in recent
past.
52. Conflicts are caused by competition for scarce
resources (economic, political and social), and it is
assumed that these conflicts will produce winners
and losers" (Featherston, 1994).
53. Conflicts are caused by competition for scarce resources
(economic, political and social), and it is assumed that
these conflicts will produce winners and losers"
(Featherston, 1994).
In the past, policies based upon this approach have
ushered in partial settlements, reflecting compromises
between parties - mainly states - over territorial issues.
However, when the issues involve "the protection of
societal values or cultures, and are caused by the
underlying deprivation of basic human needs"
(Featherston, 1994), such traditional approaches fail.
54. The long-term deprivation of basic human needs
and the erosion of human security creates conditions
of protracted social conflict (Azar, 1990).
According to this argument, "Traditional conflict
management approaches cannot effectively
manage these conflicts because they miss the
essential causes by focusing on substantive or
objective issues.
55. In cases where a settlement may be reached it will
not provide a long-term, sustainable resolution to
the conflict, which will inevitably boil over again at
some point in the future" (Featherston, 1994).
The historical evidence supports the charge that the
linear approach to conflict management lacks the
requirements to bring lasting peace.
56. The approach recommended here is the multiple
track approach. Since the contemporary conflict
arena is diffuse, multi-centered and multicultural,
the path towards positive peace must be designed
along a number of multiple tracks.
We opined that different types of action must be
used to address these different dimensions. The key
to this approach is the creation of conditions of
"positive peace."
64. Functional and Dysfunctional Conflict
Functional conflict: works toward the goals of an
organization or group
Dysfunctional conflict: blocks an organi-zation or
group from reaching its goals
Dysfunctionally high conflict: what you typically think
about conflict
Dysfunctionally low conflict: an atypical view
Levels vary among groups
65. Functional & Dysfunctional Conflict (Cont’d)
Functional conflict
“Constructive Conflict”--Mary Parker Follett (1925)
Increases information and ideas
Encourages innovative thinking
Unshackles different points of view
Reduces stagnation
66. Functional & Dysfunctional Conflict Cont’d.
Dysfunctionally low conflict
Few new ideas
Poor decisions from lack of innovation and information
Stagnation
Business as usual
67. Levels and Types of Conflict
Individual
Group
Organization
Type of conflictLevel of conflict
Within and between organizations
Within and between groups
Within and between individuals
68. Levels and Types of Conflict (Cont’d.)
Intraorganization conflict
Conflict that occurs within an organization
At interfaces of organization functions
Can occur along the vertical and horizontal dimensions
of the organization
Vertical conflict: between managers and subordinates
Horizontal conflict: between departments and work groups
69. Levels and Types of Conflict (Cont’d.)
Intragroup conflict
Conflict among members of a group
Early stages of group development
Ways of doing tasks or reaching group's goals
Intergroup conflict: between two or more groups
70. Levels and Types of Conflict (Cont’d.)
Interpersonal conflict
Between two or more people
Differences in views about what should be done
Efforts to get more resources
Differences in orientation to work and time in different
parts of an organization
71. Levels and Types of Conflict (Cont’d.)
Intrapersonal conflict
Occurs within an individual
Threat to a person’s values
Feeling of unfair treatment
Multiple and contradictory sources of socialization
Related to the Theory of Cognitive Dissonance and negative
inequity.
72. Levels and Types of Conflict (Cont’d.)
Interorganization conflict
Between two or more organizations
Not competition
Examples: suppliers and distributors, especially with
the close links now possible
73. Destructive Conflict
Characteristics of destructive escalation
parties become less flexible
goals are narrowly defined and rigid
primary goal is to defeat the other party – assumes the
other side must lose
becomes protracted and intractable
74. Characteristics of destructive agreements
damages relationships
promotes inequality & power imbalance
outcomes are imposed unilaterally
often requires redress or revenge
outcomes are often oppressive to one side
DOES NOT SOLVE UNDERLYING CAUSES
75. Constructive Conflicts
Constructive conflicts are not the absence of
destructive elements
Characteristics of constructive escalation
interaction changes often
flexible goals/objectives
guided by belief that all parties can win
76. Characteristics of constructive agreements
strengthens relationships
restores equality
recognizing the other parties as legitimate
using benefits/promises rather than threats/coercion
find mutually acceptable solutions
Conflict is actually solved
77. Conflict Continuum
Negotiation is at the bottom because negotiation
theory is the base for all forms of conflict resolution
(mediation, arbitration, even diplomacy)
78.
79. Cultural differences in Conflict &
Negotiations
Cultural differences in negotiations tend to occur for
two main reasons.
First, when confronting cultural differences, we tend
to rely on stereotypes.
Stereotypes are often pejorative (for example:
Italians always run late), and they can lead to
distorted expectations about your counterpart’s
behavior as well as potentially costly
misinterpretations.
80. Don’t rely on stereotypes, focus on prototypes:
cultural averages on dimensions of behavior or
values.
E.g. - it is commonly understood that Japanese
negotiators tend to have more silent periods during
their talks than, say, Brazilians.
NOTE: There is still a great deal of variability within
each culture—meaning that some Brazilians speak
less than some Japanese do.
81. What is cultural competence?
The integration and transformation of knowledge
about individuals and groups of people into specific
standards, policies, practices, and attitudes used in
appropriate cultural settings to increase the quality of
services, thereby producing better outcomes
The ability to think, feel, and act in ways that
acknowledge, respect, and build upon ethnic, socio-
cultural, and linguistic diversity
National Technical Assistance Center for State Mental Health Planning
82. Cultural Competence
The awareness, knowledge, and skills needed to
work with others who are culturally different from
self in meaningful, relevant, and productive ways.
The ability to work effectively across cultures in a
way that acknowledges and respects the culture of
the person or organization being served.
J. H. Hanley (1999) - Beyond the tip of the Iceberg: Five Stages toward cultural competence
83. With cultural competence…
One can be able to gain a broadening of
perspective that acknowledges the simultaneous
existence of differing realities that requires neither
comparison nor judgment.
One can be aware of likely areas of potential
cross‐cultural miscommunication, misinterpretation,
and misjudgment; anticipate their occurrence
(knowing what can go wrong); and have the skills to
set them right.
84. Cultural Competence includes
Self-awareness
Cultural understanding
Multiple perspectives
Intercultural communication
Relationship building
Flexibility/adaptability
Intercultural facilitation/conflict resolution skills
Multicultural organizational development skills
87. Cultural Destructiveness
Cultural Destructiveness - The dehumanization of
specific cultures or individuals signifying an
underlying bias toward the superiority of the
dominant or majority group.
There is an intention to ignore issues affecting
minorities and promote policies and standards that
have an adverse impact on them.
88. Cultural Incapacity
Cultural Incapacity - The inability to work with
diverse populations.
There is not an intention to ignore issues or promote
policies and standards that have an adverse impact
on minorities; instead, their practices are based on
a lack of understanding and ignorance.
89. Cultural Blindness
Cultural Blindness - Approaches used by and for
the majority are perceived as relevant for all
others. Practices are adopted for "the greater
good”, which is generally the majority perspective.
This level is characterized by inability to examine or
even recognize existing biases in approaches to
practices, education, and research that perpetuates
the continued existence and development of models
that support stereotypes of diverse populations and
thus further promotes prejudice.
90. Cultural Pre-Competence
Cultural Pre-Competence - Recognition of potential
weaknesses and biases within practices and a
decision to take action to address the problem.
Although this phase is a positive movement, false
"comfort" may set in after making only minimal
efforts to be responsive to diverse populations. The
efforts may only be peripheral and not sufficient to
truly address cultural issues.
91. Cultural Competence
Cultural Competence - A demonstrated commitment
to diverse populations in all aspects of the structure
and functions of the organization.
The commitment is characterized by a sustained,
systematic integration and evaluation at all levels
of significant collaboration from diverse populations
into the infrastructure of the organization.
92. Cultural Proficiency
Cultural Proficiency - Is demonstrated by the
centrality of an organization's commitment to
diversity and by its external expertise, leadership,
and proactive advocacy in promoting appropriate
care for diverse populations.
93. The Cultural Competency Continuum
Progress along the cultural competency continuum
requires a continual assessment of an organization's
/one’s ability to address diversity, celebrating
successes, learning from mistakes, and identifying
opportunities for rediscovery.
An important point to remember is that actions taken at
one point in time may not be sufficient to address
diversity issues at another point in time. Today's
changing environment demands that efforts to move
toward cultural proficiency are more than the "right"
and "good" thing to do - they are the essential
component of effective service/care.
94. Collectivism/Individualism
Individualism refers to the attitude of valuing the self
as a separate individual with responsibility for one’s
own destiny or actions (e.g., taking care of own one’s
needs over the group’s, self-interest is an appropriate
goal).
Collectivism emphasizes common interests, conformity,
cooperation and interdependence (e.g., taking care
of the group’s needs over one’s individual needs).
95. Defining Cultural Quotient (CQ)
It is one’s ability to function effectively in a variety
of cultural contexts.
In addition to understanding different cultures, it
focuses on problem solving and effective
adaptations for various cultural settings.
It is an overall capability you can take with you
anywhere.
96. CQ Knowledge
The extent to which you understand the role of
culture in how people think and behave and your
level of familiarity with how cultures are similar and
different.
97. Why CQ?
• There is widespread globalization― People of
different cultures today live together everywhere in the
world.
• There are more opportunities to interact with foreigners
in many aspects (e.g., domestically, business, and work).
• One would need to know the customs of other cultures,
especially the taboos or risk offending people.
• People with higher CQ would be able to interact with
people from other cultures easily and more effectively.
98. What is Cultural Fluency?
Cultural fluency means familiarity with cultures: their
natures, how they work, and ways they
intertwine with our relationships in times of
conflict and harmony.
This is where the art of diplomacy comes in to
resolve multi-layered cultural conflicts.
99. Cultural fluency….
Cultural fluency means awareness of several
dimensions of culture, including
Communication,
Ways of naming, framing, and taming
conflict,
Approaches to meaning making,
Identities and roles.
100. Communication
• High-context communication --most of a
message is conveyed by the context
surrounding it, not in explicit words
• Low-Context communication --
emphasizes directness rather than
relying on context
101. Conflict “Starting Points”
Ways of naming, framing and taming conflict:
Naming -- refers to identifying what is and isn’t a
conflict
Framing -- refers to: interpretation of a conflict
Taming -- refers to norms on how to resolve a
conflict
102. Ways of interpreting situations… or making
starting points
For example:
Universalist cultures rely on rules and laws
Particularist cultures consider exceptions and
context
103. • Specific cultures examine specific situations,
details, and outcomes
• Diffuse cultures look at patterns, large-scale
processes, and the “big picture”
104. • Inner-directed cultures: See virtue in
individual achievements, whereas
• Outer-directed cultures: See virtue in
relationships and process
105. Time can be see as synchronous (cyclical) or….
Sequential (linear)
106. Social Conflict Cycle
Studies have illustrated that protracted social
conflicts reflect a determinable cycle and each
phase of the cycle offers an opportunity for a
particular kind of intervention:
Conflict formation - Early warning
Conflict escalation - Crisis intervention
Conflict endurance - Empowerment and mediation
Conflict improvement - Negotiation /problem solving
Conflict transformation - New institutions and projects
107. How to Resolve Multicultural Conflicts
in Organisation or Community.
108. How to Resolve Multicultural Conflicts in
Organisation or Community.
Let’s note that different people might accept
different conflict resolution methods, so it is
important to use methods or approaches that are
suitable to all parties and enlist the help of
acceptable people in resolving cross-cultural
conflicts.
109. Conflicts Arising From Cultural
Differences
To resolve conflicts arising from cultural differences, you
need to do four things.
First, identify the similarity and differences between your
cultural practice and those of the person in conflict with you.
Second, acknowledge the differences and attempt to
balance the interests of both parties.
Third, instead of focusing on the differences, you could look
for common ground between you and the other party, and
build on it.
Fourth, break down power structure as the imbalance of
power between people, community and those in government
is an obstacle for conflict resolution.
110. There are other cultural factors that have a bearing
on the way a team will approach conflict prevention
and resolution. These include among others:
Our relationship to time (Whether we are monochromic
and do one thing at a time or polychromic and do
several things at once. Whether we expect the process
to have a start and end or to be an ongoing process).
Our relationship to rules (Whether we value rules and
order over feelings and relationships).
Our relationship to venue (Whether we are private or
public, indoor or outdoor, formal or informal).
111. Given that teams are comprised of diverse
individuals with unique cultural backgrounds, the
following lessons can be distilled from all that we
have discussed above for the successful prevention
and resolution of conflict:
112. 1. Know Yourself and Your Own
Culture
Starting with yourself, examine your own beliefs,
values, biases, and prejudices. How do you behave?
What are your hot buttons? Locate your individual
culture in the context of your family, regional, and
national cultures. What is the social, political and
economic context of the day? Being aware of our
own cultures helps us to be open to different ideas.
We are able to compare and contrast different
approaches without being threatened.
113. 2. Probe for the Cultural Dimension.
The resolution process should start from the parties'
acknowledgment that their conflict contains a
cultural dimension. Next, there should be willingness
on all sides to deal with all conflict dimensions
including the cultural one. Lastly, systematic phased
work on the conflict is needed.
114. 3. Learn others Expectations:
People can prevent cross-cultural conflicts by
learning about cultures that they come in contact
with. This knowledge can be obtained through
training programs, general reading, talking to
people from different cultures, and learning from
past experiences. Important aspects of cultural
education are understanding your own culture and
developing cultural awareness by acquiring a
broad knowledge of values and beliefs of other
cultures, rather than looking at them through the
prism of cultural stereotypes.
115. 4. Check Your Cultural Assumptions:
As we filter incoming information through our senses (sight,
sound, smell, taste, and touch) it is natural to make
assumptions. Cultural conflicts arise because of the
differences in values and norms of behavior of people from
different cultures. A person acts according to the values and
norms of his or her culture; another person holding a
different worldview might interpret his or her behavior from
an opposite standpoint. This situation creates
misunderstanding and can lead to conflict. We should
develop acceptable communication protocols to check out
the basis of our perceptions. Failure to do so leads to
inaccurate stereotypes and may foster negative feelings of
hostility.
116. 5. When in Rome…Ask questions:
Does the old saying-When in Rome, do as the
Romans-still have currency? After all, suggestions to
learn about other cultures are so we can anticipate
how situations will be dealt with and avoid conflict.
Some go so far as to say this is necessary to show
respect: "When we join a team that already exists
we should learn and be respectful of the existing
culture, just as we would when we travel."
117. 6. Listen and Listen Actively:
Listening is widely acknowledged as a key conflict
prevention and resolution skill. Care should be taken not
to impose an approach to listening that causes
discomfort. Not all cultures are comfortable expressing
feelings in public as you have seen above.
Used in a team environment, effective listening enables
new norms to emerge that reflect a deep knowledge
for one another's 'ways.' This level of multi-cultural
maturity will not always be achieved, and the norms will
often reflect an issue by issue compromise by the
different cultures present.
118. 7. Consider the Platinum Rule:
The Platinum rule encourages us to treat our team
members as they would like to be treated rather
than the way we like to be treated (the golden
rule). It is similar to the difference between
sympathy and empathy. Empathy is not about
"walking a mile in his moccasins" but imagining "how
he feels walking in his moccasins." Problems with the
platinum rule arise when your way and the others
way clash.
119. 8. Altering Organizational Practices
and Procedures:
Often the organizational structure reflects the norms
of just one culture and inherits the cultural conflict.
In such cases, structural change becomes necessary
to make the system more sensitive to cultural norms
of other people.
120. 9. Use of Mediation:
Mediation means to have a middle person acting in the
role as a go- between or facilitator. The role of
mediator is to provide both parties with opportunities to
put forward their views and assist in analysing the
problem and looking for solutions.
Team members from a collectivist culture will probably
be more comfortable with a fellow team member
addressing a conflict, rather than bringing in someone
from the outside. Individualists, on the other hand, may
prefer an impartial outsider, whose relationship to the
team is remote-such as a Human Resource
representative or external mediator.
121. The Role And Effect Of Diplomacy
On Conflict Resolution
122. The roles and effect of diplomacy on
conflict resolution
The role and effect of diplomacy on conflict
resolution should be examined within the context of
negotiations in international relations as individuals
and nations inter-relates to live in peaceful co-
existence.
The following are the distillations from above
discourse on Diplomacy, conflict and the place of
negotiation as an integral tool to foster amicable
resolutions.
123. 1. Convergence of Interest through
Bargaining:
The search for a convergence of interests is the
normal path of compromise and conciliation.
Bargaining in the field of diplomacy is often
conceived as a means to explore, confront and
reconcile conflicting positions, in order to obtain a
satisfactory result, or settlement acceptable to the
parties involved.
124. 2. Development of Procedures for
Conciliation:
Development of Procedures for Conciliation: In
the process of evolving diplomacy, States tend to
develop procedures for conciliation of interests and
also of healing in addition to preventing conflicts
and clashes. An international negotiation thus
ensures the adequate and successive adaptations of
the relations between States, which in some cases
are realised by treaties.
125. 3. Negotiation is a key Framework of
Diplomacy:
Negotiation is a key Framework of Diplomacy:
The negotiation in the framework of diplomacy,
rather than an essential function of this, is a
characteristic of diplomacy itself. One of its
significant roles of the diplomat in the performance
of their duties is that he must be prepared to
negotiation even what may seem to be matters of
“minor” importance.
126. 4. Development of Knowledge and
Experience:
Development of Knowledge and Experience:
Negotiation in the field of diplomacy cannot be
improvised; it requires knowledge, talent and
experience, since by its very nature, it demands
forethought and calculation, and must have a
prospective and systematic character. Diplomatic
negotiation is now the most important area of foreign
policy operated by peaceful means. The international
projection of a country is reflected in the quality of its
diplomacy. Thus, strengthening and professionalization
of the foreign service are matters of national interest.
127. 5. Proper documentation of process
for consistency:
Proper documentation of process for consistency:
For the process of negotiation, governments rely
heavily on the reports of diplomatic agents to
enable a consistent view on the nature of political
leadership in the receiving State – an essential
aspect of information required by diplomatic
negotiators.
128. 6. Strategic Planning enhanced:
Strategic Planning enhanced: The expert
diplomatic negotiators usually develop a
comprehensive strategic plan with their timetable,
which takes into account three major alternatives: to
examine the largest cluster of demands; to look at
the minimum demands; and to reach a point of
balance of the claim for each of the parties.
129. 7. Calculation ahead and Patience:
Calculation ahead and Patience: Before each
negotiation, there must be a careful evaluation of
the case of the counter-party based on its own
merits. The analysis starts with the thorough and
timely description and the precise objectives of the
case motivating the negotiation. Calculation ahead
and patience are two important virtues of a
professional diplomat and these must be applied in
this process.
130. 8. Possession of Culture Fluency and
Competence:
Possession of Culture Fluency and Competence:
The negotiators must also be aware when they
negotiate with people from different cultures and
ethnicities that may be very different from their
own. In this regard, they must be respectful of the
dignity of the counter-party, while ensuring that
similar respect is shown to them. They must possess
culture fluency.
131. NOTE: Diplomatic negotiation today has become an
essential diplomatic technique to promote national
interests. Likewise, it has established itself as the
first and most effective means for the peaceful
resolution of international conflicts.
133. 1. Medium.
In most types of work, the majority of communication is
done remotely. This includes sending an email to
someone less than 10 paces away! The problem this
poses is that, when we interact face to face with
someone, we are able to read their reactions on many
different levels. This helps us to adjust our tact as
required. An added problem is that many mediums
introduce delay which can be used and abused.. The
instantaneous feedback in a face to face meeting can
be very useful in helping us to adjust our communication
and be more tactful.
134. 2. Time.
There never seems to be enough of it. Rushing from
meeting to meeting, call to call. The demands to do
more with less leave little time for the niceties, let
alone enough time to treat people well.
Relationships take time to build. Once established,
good relationships can be quicker and more
productive because the trust and expectations are
well understood. Finding time to do this is a prudent
investment.
135. 3. Selfishness.
Sure, this doesn’t apply to you, but many people in
the workplace are so focused on their own agenda
that they fail to recognise that others have needs
too. This focus creates blind spots which can make us
stumble into situations without the least idea of what
will offend someone else.
136. 4. Ignorance.
Closely linked to the previous two obstacles, here
I’m referring to the lack of knowledge of the other
person. If you don’t know how they operate, what
upsets them and what pressures they are under, it
will be impossible to tell if your approach is going
to be effective.
137. 5. Complexity.
Once upon a time, working relationships seemed to
be fairly straightforward. Everyone had a boss, and
everyone had a clear job to do. There was little
overlap and everyone else in the business knew
what everyone did Now, matrix structures, global
operations, and diverse cultures have added a
significant level of complexity to the way we
interact at work. This exacerbates the previous
obstacles.
138. 6. Conflicting Agendas.
Sometimes it appears incredible that people are
working for the same organisation. You’d think that
senior management would have resolved all their
differences; everyone would be working towards
aligned goals. A rare feature in organisational life,
I would venture to suggest. This obstacle is
compounded by the fact that often these are very
difficult to spot until you get hit in the face by one.
139. 7. You.
You. Yes, you can be your own obstacle. If you are
proud of your style, saying it as it is, calling a
spade a spade, this reinforces the behaviour likely
to offend a more sensitive soul. For many direct and
assertive people, not suffering fools is a badge of
honour.
140. Conclusion
There is no one-size-fits-all approach to conflict
resolution, since culture is always a factor. Cultural
fluency is therefore a core competency for those
who intervene in conflicts or simply want to function
more effectively in their own lives and situations.
This is what diplomacy teaches and when diplomacy
tools are deployed.
141. Diplomacy remains a vital institution for effective
conflict resolution, even in a world where intra-state
conflicts are not the only – or even the most serious
– problems.
At the same time, diplomacy offers no panacea,
and there are diplomatic norms and practices that
are not always conducive to conflict resolution.
142. Diplomacy, in short, is a perennial international
institution that can be regarded as a necessary, but
not sufficient, condition for successful conflict
resolution.
