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QUESTION
Title: Cultural intelligence and capability
Paper Details
Important notes
Length: 1500 – 1700 words
Value: 80%
An already completed sample of this assignment can be found below
Please keep to the reference below very important, they are accessible online
Brislin, R., Worthley, R, & Macnab, B (2006). Cultural intelligence: Understanding behaviors that serve people’s goals. Group & Organization Management,
Bruhn, J. (2005).Culture-brain interactions. Integrative Physiological & Behavioral Science, 40(4), 243-254. doi:10.1007/BF02915218
Flanja, D. (2009). Culture Shock in Intercultural Communication. Studia Universitatis Babes-Bolyai. Studia Europaea, 54(4), 107-124.
Holley, L., & Steiner, S. (2005). Safe Space: Student Perspectives on Classroom Environment. Journal of Social Work Education, 41(1), 49-64. doi:10.5175/JSWE.2005.200300343
Kambutu J., & Nganga L. (2008). In These Uncertain Times: Educators Build Cultural Awareness through Planned International Experiences. Teaching and Teacher Education: An International Journal of Research and Studies, 24(4), 939-951.
Quappe, S., & Cantatore, G. (2005). What is cultural awareness, anyway? How do I build it? Retrievedfrom http://www.culturosity.com/pdfs/What%20is%20Cultural%20Awareness.pdf
Young C., Haffejee B., & Corsun D. (2017). The relationship between ethnocentrism and cultural intelligence. International Journal of Intercultural Relations, 58, 31-41.Video chosen is the same as the sample report below
Spiers, B. (Director). (1979, Feb 19). Fawlty Towers, Communication Problems, Handling Complaints, Season 2 Episode 1 (BBC Television program) Retrieved from https://www.youtube.com/watch?v=6_cDmwlbVkg\
In assessment 2, you made connections between cultural self-awareness and cultural intelligence. Assessment 3 asks you to articulate your understanding of cultural capabilities building on these concepts in a formal written report form.
Choose a video scenario to observe and analyse from the six options provided below these instructions.
Using an excerpt from a media clip of people interacting within a ‘space’, write a report that:
Summarises and describes observations of the interactions related to aspects of cultural capabilities in the video clip.
Analyses (with formal references) the safe and unsafe aspects of the scenario including the physical location and interactions between actors.
And, based on the scenario shown in your chosen clip,
Provide recommendations for creating or sustaining this scenario as a culturally safe space.
Formatting the ReportReport Layout: You will need to include sections and subsections in the report (see further on in these instructions). Report sections and sub-sections should include numbered headings. Where there are sub-sections these should also be numbered and titled. (All sections, except the Title of Report, Table of Contents and References, should have numbered headings.) Word counts are only a guide, but indicate relative importance of the sections, which will be reflected in the marking weighting for each section (see the marking criteria sheet for more information).
Formal Language: Academic and formal reports use only third person, which means that first person (personal) language (e.g. I, my, we, etc.) is not used. Use of slang or contractions (i.e. using won’t instead of will not; using don’t instead of do not) should be avoided, and so on. (Please see further information on formal, academic writing in the Tools section further on in these instructions.)
Font size and type: Use font size 12. You may use font type Calibri, Arial or Times New Roman.
Margins: Use Default margin, 2.54cm.
Line Spacing: 1.5 line spacing.
Header: Place the following information in the assignment header: The Unit and the number and title of the Assignment item.
Footer: Place the following information in the assignment footer: Student name, student number and page number.
Report Sections and Sub-sections(Note: Do not include the word count and the section instructions below in your report. This is only provided as information to help you in preparing the report.)
Title of Report: This should be on a separate page and is not numbered. Include the title, your name and student number, and the date. The title should include the name of the video and describe what the report will do.
Table of Contents: This should be on a separate page and is not numbered. A table of contents provides a list of the Sections and Sub-sections that you have used in your report, and the page on which they start. (The Section titles should be aligned on the left-hand side of the page, with the sub-sections indented. The page numbers where each section and sub-section begins should be aligned on the right-hand side of the page.)
Introduction (approx. 200 words): Briefly explain background, aim and scope of this report. Include the following sub-sections in the introduction. 1.1 Background An orientation to the topic of cultural capability and safe spaces.
1.2 Aim Tell the reader what the report aims to do – i.e. It will provide a summary, description and analysis of an example of a safe or unsafe space, and will recommend improvements to improve the safety of the space where appropriate.
1.3 Scope Explain what the report will focus on, including what video, what particular scenes you will be discussing, and if the example depicts a safe or unsafe space.
Summary and Observations (Approx. 350- 400 words): This section will include two sub-sections.
2.1 Summary of the Video Clip: Include the name of the TV Show or movie, the season and episode if it is a TV show or year released for a movie.
Your summary needs to briefly include the following details:
the name of the TV show or movie
a reference to the multi-media clip that you will choose to illustrate safe (or unsafe) spaces
the season and episode if it is a TV show or year released for movie
the setting (social, academic or workplace)
a general overview of what the scene is about
any relevant background information to understand the scene
identification of the key characters
2.2 Observations: Identify the behaviours and scenarios in the video that are evidence of the cultural safety issues displayed in the video. These observations should confirm your statement in the introduction about whether the space is safe or unsafe. Some of the things to look for and describe are: physical factors (size and layout of space, position of people in the space), communication factors (body language, voice, words), signs of inclusion or exclusion, and displays of or lack of cultural intelligence. It is a good idea to include a Table to set out your observations.
Words used in a table are not counted in the word count.
If you use a table, remember that it will need to be introduced, and a number and title provided, as per below. (Note replace highlighted instructions with your own words):Analysis: (700-800 words):
In this section you should demonstrate your understanding of the key concepts covered in the unit.
Using relevant literature, together with your observations in section 2 of key elements within the video clip, analyse whether each scene is a safe or an unsafe space and explain why.
You will need to support your claims about whether each scene is a safe or unsafe space with readings and definitions of the concepts that comprise cultural safety: cultural intelligence, cultural capabilities and cultural safety. For example, you might write something like:
In the early part of the film, Jane displayed a high level of cultural intelligence by adjusting her behaviour with direct eye contact and using a calm tone of voice as soon as she became aware that her patient had never been in a hospital before. This had an instant effect on the patient who visibly relaxed and began to talk. This is an excellent example of what Brislin, Worthley and McNab (2006, p. 40) define as cultural intelligence or the ability to adjust to another culture. Jane showed she was reading the other person’s uncomfortable body language and adjusted her approach appropriately to make the patient feel safe in that new place.
This example shows how the student has:
First identified an example of cultural intelligencefrom the video clip
Second provided a definition of cultural intelligence from one of her readings
Third explained how the behaviour in this example relates to the definition
Hint: To improve clarity, your analysis may include numbered sub-headings to highlight and structure key issues or reasons that you have identified in your video as important to whether the space represented there is safe or not safe (e.g. 3.1 Empathy, 3.2 Intercultural Communication, 3.3 Awareness of Body Language, 3.4 Culture Shock, and so on).
Please note: You will need to include at least six references altogether, including one for the video, and at least two of these should be material from independently researched sources other than those included in the unit materials. Reference to relevant unit readings must also be included.
Recommendations (150 – 200 words): Based on your analysis section, make recommendations for how situations in the video may be changed using cultural capabilities to make this a safer space. The recommendations that you make should tie in very closely to your discussion in the analysis section. If the scenario is already safe, identify what aspects of the scenario have been important in making it safe.
Summary and Conclusion (approx. 100 words): Summarise the main ideas. What did your chosen video show about safe spaces, and what actions needed to be taken to make it a safe space, if anything?
Hint: No new material or references should be included here.
References: This should be on a separate page and is not numbered. Include all of the readings that you have mentioned throughout your report. You need to have at least six references.
Hints:
Only readings that appear in your report should be placed in the Reference list. All readings that appear in your report should be placed in the reference list. (If you refer to readings for information, mention these readings in your Summary and Observation, Analysis and/or Recommendations section and then include them in your reference list.)
Include the video in the reference list. See the APA Style Guide for how to reference multi-media items.
Remember that the reference list should be in alphabetical order, and for APA Style, uses a hanging indent.
The References, Title page, Table of content page, and words in your observation table, are not counted in your final word count.
| Subject | Report Writing | Pages | 8 | Style | APA |
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Answer
Table of Contents
2.2 Observations: Scene description and identification of safe and unsafe spaces. 4
Fawlty Towers Season two Episode, 1: Cultural Intelligence and Capability
1. Introduction
1.1 Background
Cultural capability is defined as the behaviors, skills, knowledge and systems that are needed to support, plan, deliver and improve services in a culturally respectful and sensible manner. For cultural capability to be realized, people must have adequate cultural awareness. According to Quappe and Cantatore (2005), cultural awareness forms the foundation of intercultural communication. It incorporates the ability of individuals to stand back from themselves and become aware of each person’s cultural beliefs, value and perceptions. Safe space refers to an environment intended to be free of criticism, bias, and criticism or physical barriers to free communication. Alternatively, this is an environment where individuals are given the chance to openly express their individual points of view even if it differs from those set by a given culture (Holley & Steiner, 2005). Normally, safe space is created with the existence of cultural intelligence among the population. Interacting individuals must have the skills of quick adjustment with no stress when communicating with people from cultures they consider foreign.
1.2 Aim
This report gives a comprehensive description and explicit summary of a video addressing communication barriers in the modern society. It then extensively analyzes the same video by identifying the safe and unsafe spaces within the clip. Lastly, it outlines recommendations of how to maintain the existing safe space and ways of improving the unsafe spaces identified.
1.3 Scope
The report will be based on the ‘Fawlty Towers, Communication Problems, Handling Complaints 2’ video, with a duration of three minutes and sixteen seconds. It will outline the existing theoretical concepts to identify the safe and unsafe spaces in the clip and further provide a theoretical basis for outlining of the recommendations.
2. Summary and Observations
2.1 Summary
The video, ‘Fawlty Towers, Communication Problems, Handling Complaints’, Season 2 Episode 1, is a BBC Television program that was released on February 19, 1979. The setting of the video was based on a busy reception of a local hotel known as Fawlty Towers. The video begins with a depiction of an extremely busy day in the hotel. The receptionist, Polly, had just received two customers one of them being Mr. Thorsten. As she was attending to Mr. Thorsten, she gets rudely interrupted by Mrs. Richards, an old customer who seemed to have a hearing problem. She demanded to be served and completely ignored the presence of another customer who was first in line. Polly had to request Mr. Thorsten to allow her attend to Mrs. Richards.
Mrs. Richards then demanded to be continuously served forcing Polly to ask Manuel, a hotel attendant, to serve her yet he hardly understood English. The language barrier between Mrs. Richards and Manuel worsened the communication process. Polly finally stepped in after serving MR. Thorsten and attended to Mrs. Richards. The key characters in the clip include Mrs. Richards, Mr. Thorsten, Manuel, and Polly.
2.2 Observations: Scene Description and Identification of Safe and Unsafe Spaces
At 0.44 seconds of the video clip, an old hotel customer asks Polly if she accepts cheques. Polly replies ‘with a banker’s card, yes.’ The customer is then smoothly served and leaves the hotel. This shows an existence of a safe space and cultural awareness between the two parties.
At 0.54 seconds the hotel manager asks Polly if she could step in for her as she was out until Monday. Polly agrees and admits that she could use the extra money. This kind of conversation shows that the two had cultural awareness and intelligence. They understood each other thus creating a safe communication space in the hotel.
At 1.03 minutes Polly says hello to Mr. Thorsten but gets rudely interrupted by Mrs. Richards who urgently needed a change. Polly is forced to stop serving Mr. Thorsten in order to assist Mrs. Richards with the change. The lack of recognition of order and organization in communication as depicted by Mrs. Richards created an unsafe space at that moment.
At 1.25 minutes of the clip, Mrs. Richards quickly comes back after being assisted with the change and demands that Polly completes serving her. The disregard of the existing protocol that was shown by Mrs. Richards massively indicated that she lacked cultural awareness and adequate cultural intelligence.
Between 2.00 and 3.05 minutes, Manuel attended to Mrs. Richards and the two had a complete misunderstanding of each other due to language barrier between them. This created an unsafe space for both of them. Lastly, at 3.10 minutes, Polly hands the hotel key to Manuel to finally escort Mrs. Richards to her room.
3. Analysis
At the early stages of the video, there is a display of cultural empathy by Mr. Thorsten and Polly when they both had to sacrifice their time to ensure Mrs. Richards gets her change. Through this empathy, the characters showed viewers how understanding one another and treating people with respect is critical in ensuring a positive communication outcome (Quappe & Cantatore, 2005).
Nevertheless, Mrs. Richards showed no gratitude and insensitively started to demand full attention of Polly while blindly ignoring the fact that there was a customer before her. This throws Polly off the empathy path and she retaliates by mischievously telling Manuel to serve Mrs. Richards yet she knew he hardly spoke English. This is a clear show of emotional shift in display by Polly. Emotions that arise within a person in response to a particular event determines the closeness or separation between people (Bruhn, 2005). Rudeness displayed by Mrs. Richards put Polly off and the trend is seen throughout the remaining parts of the clip. The shift of Polly’s emotions away from Mrs. Richards needs created a consistently unsafe space for Mrs. Richard throughout the entire episode.
Other than the arrogance displayed by Mrs. Richards, it is clearly shown that she lacks cultural awareness and most probably, cultural capability and intelligence. This is because she failed to acknowledge that Manuel was not proficient in English and went ahead to say means things about him. Any culturally sensitive and aware person would have noticed the existence of language barrier that Manuel suffered from. Mrs. Richards did not pay attention to any cues and body language when communicating with both Polly and Manuel. This made her fail to note when she actually offended Polly. Mrs. Richard should have taken her time and paid attention to the communication cues displayed by his colleagues and value the existence of other cultures (Quappe & Cantatore, 2005).
There are a number of elements that make up cultural capabilities. The main element that has grossly been ignored in the clip is delayed judgment (Holley & Steiner, 2005). Mrs. Richard for instance, fails to take her time and asses the state of affairs at the reception. She demands immediate attention from Polly. After being helped, she assumes that she is the one to be served before Mr. Thorsten who was first in line. Mrs. Richard clearly, was impatient and disregarded the use of delayed judgment to help assess the state of every given situation. If she had practiced delayed judgment, Mrs. Richards would have realized that giving her change did not mean that she was the one to be served first.
According to Brislin, Worthley, and Macnab (2006), cultural intelligence in relation to confusion acceptance requires the existence of motivation for eventual understanding. This acceptance was not depicted by Mrs. Richards. Confusion acceptance, for instance, in language barrier, must be accompanied by desire to understand a given culture. The exchanges between Mrs. Richards and Manuel indicated that she did not have the patience to keenly listen and understand Manuel. Both Manuel and Mrs. Richards showed lack of cultural intelligence as seen from the way they openly misunderstood each other. The two were not able to quickly adjust in culturally different conditions that they were facing.
Mrs. Richard exercised ethnocentrism when communicating with Manuel by assuming he was making a joke of her. With reference to Kumbutu and Lydia (2008), ethnocentrism refers to the act of judging others within narrow lens of what culture a person is familiar with. Such judgments are done based on the individual’s own norms and values and as such fuel misunderstanding between people from different cultural backgrounds (Young et al., 2017). Exercising ethnocentrism made Mrs. Richards to be frustrated, angry and confused since she created a situation where she could not get help from Manuel. Her anger drove her to dismiss Manuel by uttering insulting words like ‘what are you talking about, you silly little man.’ Such words show how ethnocentric Mrs. Richards was. They also show that she suffered psychological discomfort when talking to Manuel who was from a totally different culture (Flanja, 2009). Cultural capacity and intelligence were practiced by Mr. Thorsten, Polly and Manuel in various parts of the clip. Manuel for instance, tried his best to convey the needed message to Mrs. Richards even though he hardly understood English. He tried to use cues and gestures such as nodding, rubbing his palms and smiling. These showed his attempts to be of service to Mrs. Richard, though they did not understand each other.
4. Recommendations
First, Mrs. Richards should have exercised cultural awareness which is considered central when people interact with cultures that are foreign to them (Quappe & Cantatore, 2005). She should have given Manuel enough time to make himself understood. This act could have limited the chances of misunderstanding between Manuel and Mrs. Richards. Additionally, it could have eliminated the unsafe space created during their conversation. Secondly, Polly, as a professional should have understood insensitivity of Mrs. Richards and assisted her sooner instead of creating more chaos by sending her to Manuel.
Lastly, Mrs. Richard should have applied delayed judgments before rushing into conclusions using preliminary information. This could have helped her realize that Manuel was not proficient in English thus needed an ample to make himself understood. In addition, the approach could have helped Mrs. Richards to respect the existing protocol such as ‘first come first serve’ policy and allow Mr. Thorsten to be served first.
5. Summary and Conclusion
Cultural capability refers to behaviors, skills, knowledge and systems that are needed to support, plan, deliver and improve services in a culturally respectful and sensible manner. Safe space on the other hand refers to an environment intended to be free of criticism, bias, and criticism or physical barriers to free communication. Critical factors that are considered in creation of a safe space include cultural intelligence, cultural self-awareness, cultural empathy and avoidance of hasty judgment.
References
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Brislin, R., Worthley, R, & Macnab, B (2006). Cultural intelligence: Understanding behaviors that serve people’s goals. Group & Organization Management, Bruhn, J. (2005).Culture-brain interactions. Integrative Physiological & Behavioral Science, 40(4), 243-254. Doi: 10.1007/BF02915218 Flanja, D. (2009). Culture Shock in Intercultural Communication. Studia Universitatis Babes-Bolyai. Studia Europaea, 54(4), 107-124. Holley, L., & Steiner, S. (2005). Safe Space: Student Perspectives on Classroom Environment. Journal of Social Work Education, 41(1), 49-64. doi:10.5175/JSWE.2005.200300343 Kambutu J., & Nganga L. (2008). In These Uncertain Times: Educators Build Cultural Awareness through Planned International Experiences. Teaching and Teacher Education: An International Journal of Research and Studies, 24(4), 939-951. Quappe, S., & Cantatore, G. (2005). What is cultural awareness, anyway? How do I build it? Retrieved from http://www.culturosity.com/pdfs/What%20is%20Cultural%20Awareness.pdf Spiers, B. (Director). (1979, Feb 19). Fawlty Towers Communication Problems, Handling Complaints, Season 2 Episode 1 (BBC Television program) [Video File] Retrieved from https://www.youtube.com/watch?v=6_cDmwlbVkg Young C., Haffejee B., & Corsun D. (2017). The relationship between ethnocentrism and cultural intelligence. International Journal of Intercultural Relations, 58, 31-41.
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