Tony is an executive of the XYZ hotel and his boss assigns him to be the local advisor of Mr. Karim, a businessman from UAE, who has come to stay at XYZ. Accordingly the authorities fix a meeting between Karim and Tony at the poolside of XYZ on the next morning at 12 PM. Now Tony reaches the poolside at 11-50 AM and waits for Karim, who arrives at 12-30 PM and shows no sign of concern about being late to the meeting. This irks Tony, but he keeps that to himself and greets Karim by extending for a handshake, but to his amazement, Karim even ignores that and instead kisses Tony on the cheek in front of a holiday crowd at the poolside.
Now Tony feels totally out of place and wit to react. The above vignette thus raises several questions and in the process of finding their answers, the learners get to know the do’s and don’ts under similar situation. Firstly, it was clear that Tony was not aware of the lifestyle of UAE, where people don’t get upset if someone arrives a little late in meetings. Secondly Tony was also unaware that the men of Middle East prefer to greet one another by kissing on the cheek. Thus the analysis brings a few do’s and don’ts like below:
Tony should have done his homework before meeting Karim. Tony should not have become impatient at the late arrival of Karim. Tony should have accommodated Karim’s style of greetings in cheerful manner, and so on. There are other popular models too are there to develop cultural competency, like Kwong’s (2008) or Grigg’s model, and this study reviews them in brief. Kwong’s Model is the outcome of the research done by Miu Ha Kwong (2008), which aims to equip the employees of any sector with multicultural acumen.
Accordingly it is flexible enough to customize according to the specific need of specific industry. There are three sections in this model like below: The fundamental framework: This module focuses on fostering the cultural sensitivity and awareness among the learners with special emphasis on attitudinal and cultural development of them. Accordingly its programme of personal development includes bicultural experiences and the learners’ proximity to other cultures, besides taking care of other developmental processes that have bearings in enhancing the cross-cultural competency.
This part is mostly guided by the communication theories. Essential Components: This part contains two sections, one the essential knowledge base of cultural competency practice, and two the processes of practicing the acquired knowledge. The knowledge base covers areas like emotional knowledge, knowledge about various communities and networking and cultural knowledge. Practice modules involve observation, problem conceptualization, cultural counter-transference, data collection methods, clinical/cultural integration, etc.
Assessment and Reorientation: The third part aims to increase the learners’ efficacy of application under the framework of the specific industry. Accordingly this part checks the progress of the learners through various processes of evaluation, thereby letting them to review their ability and to further polish their skills in cross-cultural competency. A framed version of Kwong’s (2008) suggested model looks like below: Figures 1, 2, & 3: Kwong’s (2008) Model Cross-cultural Competency from HRM Perspective
Since the advent of Barney’s “Resource-Based View” (Barney, 1991) in the 1990s, the humans have dethroned the financial capital to appear in a new avatar of “Human Capital,” and commanded a wholesome management system for them. Accordingly, former system of Personnel Management elevated to the rank of HRM, whose activities are fully human-centric. Thomas S. Griggs from Visions Inc. , an inveterate trainer, proposes a two-day training module by. Griggs takes the issue from the perspective of establishing learning environment and multicultural language and skills, where he briefs the training program with five points as mentioned below:
An adult learning model: This would incorporate cognitive, affective and behavioral aspects; Introducing a common conceptual framework and language: This would be done to understand the complexities of work under situations that contain race/color, gender, class, age, religion, sexual orientation, ability, etc. Providing opportunity to the participants to explore their own cultural identity, assumptions etc: This would facilitate all to highlight their own cultures before others. Providing Guidelines for creating good atmosphere: This would enhance common understanding.