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1. JOHNLEE CENTRE FOR
CAPACITY DEVELOPMENT
Strategies for Leading and Communicating
Across Cultures

2. Part 1
Culture: An Overview
HRH. JOHN BABATUNDEE LEE
JOHNLEE CENTRE FOR CAPACITY DEVELOPMET

3. Module Overview
1. Culture – An Overview
2. Culture and Communication
3. Cultural Dimensions
4. Applying Intercultural Insights
– Conflict
– Money Matters
5. Developing Bridges
6. Resources for Further Study

4. Why Learn About Other
Cultures?
God created diversity
God is intentional about reaching out to the
those who are different/on the margin
The poor
The stranger/alien
Those who are discriminated against by us
God respects/celebrates cultural differences
God charged the church (also a culture) to
reach all cultures Matthew 28:19-20; Rev. 14:6-
7

5. Why Learn About Other
Cultures?
Example: USA, A Nation of Immigrants
34 million immigrants
1.5 million / year (+750,000 babies)
12% of the US population
2/3 of US population growth
18% poor ( versus 11% in the population)
1/3 have no health insurance

6. More Reasons . . .
Being yourself is no longer
enough
To be effective as a leader
Working with diverse teams
Be sensitive to customers
from another culture
Essential for leaders of the
SDA church.

7. A Cultural Mistake
Advertisement in Mexico:
• It won’t leak in your
pocket and EMBARASS
you!
• ? ? ? EMBARAZAR ? ? ?

8. Learning Goals
• Build on your experiences
• Learn to read cultural cues
• Lead multicultural teams
• Increase intercultural
sensitivity

9. The Culturally Diverse Me
9
Task A: How do you identify yourself to
others? Write in as many squares as you can a
word that identifies an important way you are
known to others: e.g.: Adventist, Christian,
African-American, Democrat, director,
mother, brother, . . . . Share your circles with
your learning partners.

10. Above & Below the Surface
Take a look at the list in
your notebook and
place them above the
waterline (A) or below
the waterline (B).
10

11. Onstage & Backstage Culture
Onstage
The “what” of culture
What you see
Backstage
The “why” of culture
The meaning behind what you see
What you see may not be what you think
it is

12. What is Culture?
A “cultured” person
“He is a cultured person”
Implies that ordinary persons have “no
culture”
The total way a people thinks and lives
The software of the mind
Different from human nature or personality.

13. Culture . . .

14. Beliefs, feelings,
values (semi-
conscious)
• Behaviors,
institutions,
products (visible)
Worldview
assumptions
(invisible)
The Culture Onion

15. A Definition
The more or less integrated systems
of ideas, feelings, and values and their
associated patterns of behavior and
products shared by a group of people
who organize and regulate what they
think, feel, and do (P. Hiebert, 1985,
30).
Culture is to a group as personality is
to a person.

16. Stereotypes
Heaven
The cooks are French
The mechanics are German
The lovers are Italian
The police are British
And it’s all organized by the Swiss
• Hell
The cooks are British
The mechanics are French
The lovers are Swiss
The police are German
And it’s all organized by the Italians

17. Learning Task
Give an example of an Adventist behavior
that is learned, shared by the group, and
integrated into deeper cultural values and
beliefs.
Adv. Behavior/Custom Belief / Value Behind It
Example: Sabbath Keeping Example: Strengthen relationship
with Christ – quality time
10 Commandments

18. Implications of the Culture Concept
for Ministry
Culture is a way of life that pervades
everything
Culture is a holistic system
Culture provides meaning and identity
Culture makes communication possible
People feel comfortable with their own
culture
Culture is deeply ingrained in what feels
normal to us

19. A Learning Story

20. Think about the Story of The
Monkey
What was the monkey’s motivation?
How would you describe the monkey as
he went out on a precarious limb to “help”
the fish?
Why did the monkey help the fish by
taking it out of the water?

21. Think about the Story of The
Monkey (cont.)
What did the monkey assume about fish
culture?
How do you think the fish felt about the
help it received?
What advice would you give the monkey
for further situations where he would like
to help?

22. Universal or Cultural Truths?
1. People should always strive to arrive at the
appointed time.
2. It is best to tell a person if they have offended
you.
3. Women should not wear makeup.
4. It is rude to accept an offer if only asked once.
5. It is better to be rich than to be poor.
6. One should choose one’s own spouse.

23. Universal or Cultural Truths?
(cont.)
7. Polite men will allow women to walk through
doorways first.
8. Being a good citizen means agreeing with your
country’s leaders.
9. Individuals have the right to make decisions
about their future, regardless of what the family
wants.
10. Good children will agree with their parents.
Answers: All are culturally conditioned

24. HRH. JOHN BABATUNDE LEE

25. Triangle of Meaning
• Based on
Ogden &
Richards in
Tuleja, 2005,
29)

26. Learning Task: Friendship
• Use as least three types of symbols to
communicate acceptance or friendship in
your culture.

27. Learning Task: Friendship
• Symbol systems:

28. Communication Model
S R
Cognitive
Evaluative
Affective

29. • Give an example of nonverbal
code you used today (see page
16)
• Which ones do you use often?
• Which ones do you not use?

30. Your Own Body Language
What do my nonverbals say?
How might I be perceived by someone of
another cultural background?
Do I match the stereotype of people of my
country?
How can I check when I suspect that my
body language is being misinterpreted?
• —Prince & Hoppe, 2000, 16

31. Static or Noise
• German Coast Guard Video
• YouTube: http://www.youtube.com/watch?v=SmSAGAuvH6Y

32. “Why doesn’t she just say yes or no?”
“Why is he always staring at me like that?”
“Why doesn’t she tell me if she doesn’t
understand something?”
“Why does he sit there smiling when I am
talking about his performance problems?”
“Why does he make a joke out of
everything?”

33. How Well Do You Know Yourself?
In cultures with high Power Distance, leaders
often get disconnected from their followers
The “ivory tower” phenomenon
There are areas others see but that are hidden
to yourself
These things may be undermining the
effectiveness of your leadership
How can you get insights into your blind spots?

34. Known to Self
Known
to
Others
Unknow
n
to
Others
Unknown
to
Self
Johari Window

35. Reading Cultural Differences
What do I know about this person’s culture?
Do I take the time to understand where this
person is “coming from”?
Do I pay attention to words and body language?
Do I listen for feelings and unvoiced questions?
Do I clarify and confirm what I have heard?
Do I check to make sure the other person has
fully understood what I said?
• —Prince & Hoppe, 2000, 14

36. The Great Debate
Listen to the following story of the debate
between the Pope and Moishe…

38. 38
Learning Framework 1

39. 39
Learning Framework 2

40. 40
Learning Framework 3

41. Context: Where Are We?
• Low Context Cultures
Explicit messages
Overt
Speaker is responsible
Visible reactions
Direct & informal style
Compartmentalization
Assertiveness
Sees high context cultures as chaotic &
unreliable

42. Context: Where Are We?
• High Context Cultures
Meaning in the context
Covert, nonverbal codes
Listener assumes responsibility
Reserved reactions
Indirect & formal style
Holistic perspective
Verbal reticence, silence
Sees low context as inefficient, can get
impatient with step by step

43. Identity: Who Am I?
• Individualism
I
Personal achievement
Individual decision
Competition
Collectivism
We
Groups achieve
Decision by
group/organization
Cooperation & teamwork
I WE

44. 44
• Dave Barry (American humorist): Interpreting
certain key English phrases made by Japanese:
Statement: I see. Actual Meaning: No.
p Ah. p No.
p Ah-hah. p No.
p Yes. p No.
p That is difficult. p Completely
impossible.
p That is very
interesting.
p This is really stupid.
—From Tuleja, 2005, 45
Saving Face

45. How to Avoid Loss of Face
Don’t ask questions to force people to
admit a mistake
Listen for the answer to yes/no questions
Pay attention to cultural etiquette
Be complementary
Show respect
Do not ask questions implying that the
other is in need

46. Outlook: What Drives Us?
Doing Being
Man over nature Harmony with nature
I am in control of my
destiny
Relationships are the
priority
Progress is important Enjoys the here and now
Future orientation Tomorrow may be worse
American dream- “You get
what you put into it.”
We work to live. “Enjoy
what you have.”

47. Rules: How Do They Apply?
• Universal Rules
Applies to all
Few exceptions
Rule bending is corrupt
They can’t be trusted,
because they always
help their friends
Particular Rules
We have obligations
Exceptions are the
rule
Rule driven is corrupt
They can’t be trusted;
they would not even
help a friend

48. The Dilemma
You are riding in a car driven by a close friend. He
hits a pedestrian. You know he was going at
least 35 miles per hour in an area of the city
where the maximum allowed speed is 20 miles
per hour. There are no witnesses.
His lawyer says that if you testify under oath that
he was only driving 20 miles per hour it may
save him from serious consequences. What right
has your friend to expect that you would protect
him?
—Trompenaars & Hampden-Turner, 1998

49. Learning Task: The Dilemma
Your response:
Check if you would testify
____ A definite right to expect that I would testify
____ Some right
____ No right
____ Yes, I would
____ No, I would not

50. Universalists: “As the seriousness of the
accident increases, the obligation to help their
friend decreases.”
Particularists: “My friend needs my help more
than ever now that he is in serious trouble with
the law.”
Universalist stance more common in protestant
cultures.
Catholic cultures seem to be more relational and
more particularist.

51. Time: When Do We Start?
Past orientation
Traditions
Respect for ancestors
Present
Focus on the here and now
Future
Planning
Deadlines
Opportunities

52. Time: When Do We Start? (cont.)
Time or event
Event is primary: being on time is impossible
Clock is primary: being on time is important
Time is sequential or synchronous
Linear – importance of schedules, appointments
Synchronous – importance of relationships
Past Present  Future

53. Learning Task: Past, present
and Future
Take a moment to
think about how
you see past,
present, and
future relate to
each other by
representing
these three
aspects of time by
three circles.

54. 54
Belgium
Canada
China
France
India
Japan
Mexico
UK
USA
Venezuela
Past, Present, Future

55. Leadership: Who Is in Charge?
• High Power
Distance
Classes
Social order is stable
(inflexible)
Limited mobility
Authority is respected
Criticism not tolerated
Lower Power
Distance
Large middle class
Social power is transient
and sharable (like a
candle)
Upward social mobility
Authority is shared
Criticism OK

56. Achieved Status
(common in egalitarian
societies)
Each person is responsible
for his or her own fate.
Accomplishments earn status.
Recent achievements count more than
old achievements.
Importance is linked to personal
achievements.

57. Ascribed Status
(common in more hierarchical
societies)
Power grows automatically
with age and experience
Group decides who is important
An individual has little freedom
to climb up the social ladder.
It is important to live within one’s
assigned status.

58. Culture Dimension – Logic:
Binary or Contextual
Linear logic of
cause and
effect
Dialectic logic
Philosophical
stance
Contextual
logic
Illustrative logic

59. 59
Message . . . for great minds
• Cna yuo raed tihs? Olny 55 plepoe out of 100 can.
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
waht I was rdanieg. The phaonmneal pweor of the
hmuan mnid, aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it dseno’t mtaetr in waht
oerdr the ltteres in a wrod are, the olny iproamtnt
tihng is taht the frsit and lsat ltteer be in the rghit
pclae. The rset can be a taotl mses and you can
sitll raed it whotuit a pboerlm. Tihs is bcuseae the
huamn mnid deos not raed ervey lteter by istlef, but
the wrod as a wlohe. Azanmig huh? yaeh and I
awlyas tghuhot slpeling was ipmorantt! if you can
raed tihs forwrad it

60. Approaching Cultures:
Capture, Clarify, and Confirm
Capture. Focus on the conversation. Capture
what is said and refer to your knowledge about
other cultures to make meaning.
Clarify. Look for nonverbal cues to explain the
message. Alternatively, you can ask a
knowledgeable insider to check your
understanding.
Confirm. To make sure the other person has
understood you, give him or her an opportunity to
paraphrase or clarify what you have said.
(Prince & Hoppe, 2000)

62. 62
Communication:
Direct, face-to-face,
forthright, verbal
Community: A group
of individuals or indep.
beings
Foreigners: Distant,
suspect, polite
acknowledgment
Indirect Mode
Communication:
Indirect, parabolic, third-
party, non-verbal
Community: Loyalty
and
connectedness to the in-
group
Foreigners: Courtesy;
relational “yes”
Dealing with Conflict

63. 63
Conflict: Confront
directly, correct to
solve the problem
Conduct: Take
individual
responsibility, be
accountable
Language: Dominant
use of the active
voice
Conflict: Manage thru
indirect methods;
preserve relationships
Conduct: Save face,
protect honor; avoid
shame
Language: Use of
passive, stative and
reflexive voices
Dealing with Conflict
Direct Western
Mode
Indirect Mode

64. I broke the plate
I missed the bus
I forgot to check the
oil in the lawnmower
and burned out the
engine
The plate fell and broke
The bus left without me
The lawnmower does
not work. It needs to get
fixed
The Difference
Direct Mode Indirect Mode

65. Money & Culture – 1
• Senegalese Principles
A loan is eligible to be repaid
when the creditor’s need
becomes greater than the
debtor’s need
• The repayment of loans is a
subjective matter involving
the weighing of social,
economic, and time factors.
American Principles
A loan is to be repaid
when it is due.
A loan is to be repaid
according to the terms of
the loan.

66. Money & Culture – 2
• Senegalese Principles
A loan or rent is collected by
the creditor; payment is not
volunteered by the debtor.
• Typically people receive
satisfaction from being asked
for financial help, whether
they are disposed to provide
any help or not.
American Principles
The debtor is responsible
to pay loan installments or
rent on time or face
penalties.
Expatriates do not see
themselves as rich and
often feel overwhelmed by
the constant demands for
help.

67. Money & Culture – 3
• Senegalese Principles
A network of friends is a
network of resources.
Friendships are built with
gifts.
• Loans of goods or things are
tantamount to gifts.
• Rigor is to be avoided in
accounting as it shows the
lack of a generous spirit.
American Principles
To rely on the material
resources of friends is only
called for in emergencies.
A loan is a loan to be
repaid.
Accounting is to be
meticulous or it is open to
abuse and fraud.

68. Money & Culture – 4
• Senegalese Principles
Resources are to be used
not hoarded.
• When people ask for help,
they will usually be content
with even a small part of
what they are asking for.
• People want to be owed
money by their friends
American Principles
Resources need to be
budgeted wisely.
Being denied help when
asked is a disappointment.
Money and friends do not
mix well.

69. Communicating Respect
Study the cultures of people you work with
Keep up with current events
Subscribe to at least one newspaper that
reports
international news.
Read a weekly magazine that covers the world.
Learn some phrases from the language of
your colleague
Ask the people you work with about their
countries
• —Prince & Hoppe, 2000

70. Getting Names Right
Get the names right: Sound & Spellings
Make a note of phonetic spelling for later use
Use professional & honorific titles:
Doctor, Herr, Signor, Professor
Don’t jump to first name basis
Don’t translate a name into the equivalent
name in your language
Nikolai (not Nick), Graciella (not Gracie)
Understand the order of names
Some Asian countries: LN then FN

71. Using Humor
Humor presupposes cultural knowledge
The safest object of humor is yourself
Never use ethnic or sexual humor
Avoid teasing
Don’t take yourself too seriously, yet don’t be so
self-depreciating that others will loose respect
Watch for cultural signs that tell you that humor
is out of place or acceptable
• —Prince & Hoppe, 2000

72. Working with Translators
Prior Preparation
Carefully select a translator if possible
Spend time beforehand going over the
material, if possible
Avoid jokes, puns, poetry, difficult or
technical terminology, long and involved
sentences.
Practice stopping at logical thought
breaks, rather than
grammatical breaks.

73. Working with Translators (cont.)
During the talk
Watch the pace and don't let things drag
Speak in short sentences and pause
often
Look at your audience and not at the
translator
Don't cause the translator to lose face by
correcting him/her publically

74. Working with Translators (cont.)
Keep it Short--Remember--everything
takes twice as long!
Speak clearly and more slowly than usual
Don’t raise your voice or talk down
Avoid sloppy expressions:
NOT: “Y wanna go?” or “Gotta run.”

75. Working with Translators (cont.)
Use the most simple & common words
NOT: “Can I pass you the rolls?”
BUT: “Would you like some bread?”
Avoid colloquial expressions or verbal
shorthand
NOT: “He went ballistic.”
Use stories & analogies that are universally
understood
Avoid sports & military references

76. Working with Translators (cont.)
Use inclusive language & avoid offensive
labels
NOT: “you guys”; “Oriental” (for Asian)
Beware of cultural sensitivities in
language
For some cultures the use of the word “no” is
impolite
“Would you like to take on this assignment?”
Use simple, complete sentences in writing

77. When in Another Culture ...
Phone calls
Pay attention to language in phone
messages
Match your tone of voice to your meaning
Speak slowly and clearly
If it is an urgent message, say so.
If you need to be called back, say so.

79. Resources: General
• Doss, Cheryl. (2009). Passport to mission. (3rd ed; originally
designed and edited by Erich Baumgartner.) Berrien Springs,
MI: Institute of World Mission, Andrews University.
• Elmer, D. (2002). Cross-cultural connections: Stepping out
and fitting in around the world. Downers Grove, IL:
InterVarsity Press.
• Hiebert, P. G. (1985). Anthropological insights for
missionaries. Grand Rapids, MI: Baker.
• Lane, P. (2002). A beginner's guide to crossing cultures:
making friends in a multicultural world. Downers Grove, IL:
InterVarsity Press.

80. Resources: Special Issues
• Doss, Cheryl. (2008). Logic systems and cross-cultural
mission. Journal of Adventist Mission Studies, 4(1), 79-
92.
• Elmer, D. (1994). Cross-cultural conflict: Building
relationships for effective ministry. Downers Grove, IL:
InterVarsity Press.
• Gibson, Ann. (2010). “I don’t lend money; it causes
amnesia!” Money, culture and ethics. Journal of Applied
Christian Leadership 4(1), 106-125.
• Gustin, Pat. (2010). How not to get lost in translation.
Journal of Applied Christian Leadership 4(1), 126-130.
• Maranz, D. E. (2001). African friends and money
matters: Observations from Africa. Dallas, TX: SIL
International and International Museum of Cultures.

81. 81
Hall, E. T. (1969). The hidden dimension. Garden City, NY:
Doubleday.
Hofstede, G. H. (2001). Culture's consequences: Comparing
values, behaviors, institutions, and organizations across nations
(2nd ed.). Thousand Oaks, CA: Sage.
Kohls, L. R., & Knight, J. M. (1994). Developing intercultural
awareness: A cross-cultural training handbook (2nd ed.).
Yarmouth, ME: Intercultural Press.
Lingenfelter, J., & Lingenfelter, S. G. (2003). Teaching cross-
culturally: An incarnation model for learning and teaching. Grand
Rapids, MI: Baker Academic.
Prince, D. W., & Hoppe, M. H. (2000). Communicating across
cultures. Greensboro, NC: Center for Creative Leadership.
Resources: Academic

82. 82
Ting-Toomey, S., & Chung, L. C. (2005). Understanding
intercultural communication. Los Angeles, CA: Roxbury.
Trompenaars, A. & Hampden-Turner, C. (1998). Riding the
waves of culture: Understanding diversity in global business.
New York: McGraw-Hill.
Tuleja, E. A. (2009). Intercultural communication for business.
Mason, OH: South-Western Cengage Learning.
Wilson, M. S., Hoppe, M. H., & Sayles, L. R. (1996). Managing
across cultures: A learning framework. Greensboro, NC: Center
for Creative Leadership.
Resources: Academic (cont.)

83. Another Consideration…

84. • A person’s personal and social history

85. • The attitude that one’s own ethnic
group, nation, or culture is superior to
others

86. Characteristics of Ethnocentrism
Assumes superiority of a group, clan,
tribe, or race
Is maintained by resentment of
differences
Defines itself by clan competition with
others
Attempts to validate itself by selective
comparisons
Results in divinization of the group

87. Goals of Ethno-Relativism
Introduction of strategies designed to
build community, harmony, and
cooperation
Maximize and capitalize on the obvious
differences

88. Characteristics of Ethno-
Relativism
Assumes the equality of all groups as one group
among many
Is informed and maintained by tolerance,
openness, and dialogue
Defines itself by its ability to level the cultural
playing field and promote belonging
Attempts to educate groups away from
narcissism
Results in moral humanism that promotes
harmony between peoples

89. Neither Contains the Power

90. Characteristics of a
Christocentric Life
Assumes fallenness of my group, clan,
tribe, race
Is maintained by a magnetic attraction to
the Christ of the gospels
Celebrates self expenditure on behalf of
others
Results in a radically new way of viewing
and serving others

91. A “Cross” Cultural Community
Is initiated by the atonement of Jesus
Christ
Creates a reconciled relationship
between groups
Destroys hostility
Produces peace
Redefines personal identity
Produces a new center of existence
• —adapted from P. Hiebert, 1985