Tải bản đầy đủ - 0 (trang)
5 Transformative Communication as Providing a “Meta-Culture” for Multicultural Groups and Teams

5 Transformative Communication as Providing a “Meta-Culture” for Multicultural Groups and Teams

Tải bản đầy đủ - 0trang

284



18



Transforming Communication in Multicultural Contexts



transformative communication per se does not determine an organization’s or

project’s strategy toward diversity, intriguingly, the values propelled by transformative communication rule out the quadrants that encompass opposition and allow

us to position transformative communication in the upper two quadrants: silent or

active support. The level of activism, indeed, would depend on individual project

characteristics such as its duration, complexity, the level of diversity in the team,

and the leadership style, in resonance with several of the project managers’ statements above.



Invitation to reflect:

Do you consider the typology helpful for localizing your projects’ or organization’s position in the area spanned by the axis of diversity endorsement

and activism? Can you give reasons why you like or dislike the

representation?

Which level of diversity endorsement and activism do you aim at in your

projects? Is there a difference across projects? What are the features that you

consider as indicative for the placement in the typology?

What are visible signs of a healthy communication culture? To what degree

are they present in your work environment?



When trying to distill the features of transformative communication that most

contribute to its diversity-endorsing character, the fact that it embraces both respect

and facilitative openness would be pivotal. Taken together, these two features

counter prejudice and rigid preconceptions while furthering the loosening of constructs based on the moment-to-moment encounter and dialogue with colleagues

and super-/subordinates.

Transformative communication is often a nonlinear, experiential, and mindful

process toward the often extremely challenging goal of mutual understanding.

When reached, we tend to be rewarded with a feeling of pleasure, indicating the

“proper” direction of moving forward on the agendas we are following more or less

consciously.

In a nutshell, the investigations undertaken lead us to propose transformative

communication as an unfolding interactional “meta-culture” of interpersonal

relating (Lago 2011; Motschnig-Pitrik et al. 2013). This level exists beyond, or side

by side with, “traditional” cultures and business goals and needs that all must be

respected while none can be ignored. It emerges when people manage business

objectives with a sufficient space for self-organization, congruence, respect,

inclusion, and encompassing understanding of each other in their work environment. Leaders and managers who wish to actively build communication skills in

their multinational teams will find a small activity in Resource Box 18.2.



18.5



Transformative Communication as Providing a “Meta-Culture” …



285



Resource Box 18.2: An exercise aimed at improving intercultural understanding, adapted from (Motschnig and Nykl 2014)

• A step toward better intercultural understanding can be achieved through

an exercise on active listening in triads:

• Students of different nationalities form triads. One person who volunteers

to be the speaker shares how he or she perceives his/her own nationality

and what he or she thinks about the peculiarities of their nationality. The

active listener accompanies the speaker, while the observer observes how

the conversation develops and how well the listener accompanies the

speaker. Then, the roles are exchanged so that every participant takes on

each role.



Invitation to reflect:

Colin Lago (2013, p. 211), a pioneer of transcultural counseling and

group-work, characterizes the capacities needed for enhancing communication as: “The capacity of being real and fully present, of fully accepting the

other, of striving for a respectful understanding-seeking stance towards the

other without giving up on one’s own ideas and values”, and, moreover, “not

only being fully open to others but also being open to the possibility of being

changed by the encounter.”

What, in your view, is essential for enhancing communication in your work

context?

What, in your view, is pivotal for virtual multicultural communication?



18.6



Conclusion



Despite their origin in Western culture, the principles of transformative communication are not restricted to Western nations. This is supported by ample historical

evidence, applications, and contemporary research. However, for transforming

communication across cultural needs, in particular, contact with people from different

cultures, patience and time, special efforts in active listening, flexibility, and the

loosening of national and cultural constructs are vital. With these conditions in place,

transformative communication would qualify as perhaps the best candidate for

leading multicultural groups and teams to success. This meta-culture would live with

respect for the individual national cultures that acknowledge congruence, acceptance,

and understanding and form a bridge between them without ever giving up their

perspective and its own underlying principles (Motschnig-Pitrik et al. 2013).



286



18



Transforming Communication in Multicultural Contexts



References

Avery, D. R. (2011). Support for diversity in organizations: A theoretical exploration of its origins

and offshoots. Organizational Psychology Review, 1(3), 239–256.

Böhm, C., & Motschnig-Pitrik, R. (2015). New research perspective on managing diversity in

International ICT Project Teams. In G. Chroust & Sushil (Eds.), Systemic flexibility and

business agility (pp. 21–31). India: Springer.

Cornelius-White, J. H. D., & Rogers, C. R. (2012). Carl Rogers: The China diary. Ross-on-Wye,

UK: PCCS Books.

Cornelius-White, J. H. D., Motschnig-Pitrik, R., & Lux, M. (2013). Interdisciplinary handbook of

the person-centered approach: Research and Theory. New York, USA: Springer.

Damasio, A. R. (2000). The feeling of what happens: Body and emotion in the making of

consciousness. London, UK: Vintage.

Damasio, A. R. (2003). Looking for Spinoza: Joy, sorrow and the feeling brain. Orlando, FL:

Harcourt.

Damasio, A. R. (2012). The self comes to mind. London, UK: Vintage.

Güver, S. (2016). Communication in multicultural project Teams: Developing a communication

model. PhD thesis concept, submitted to the Faculty of Management, University of Vienna.

iCom Team. (2014). Constructive communication in international teams: An experience-based

guide. DE: Waxmann.

Kriz, J. (2008). Self-actualization: Person-centred approach and systems theory. Ross-on-Wye, UK:

PCCS-books. ISBN 978-1-906254-03-2

Lago, C. and McMillan, M. (1999) Experiences in Relatedness: Groupwork in the Person

Centered Approach. Llangarron, Ross-on-Wye, UK: PCCS Books.

Lago, C. (2011). The handbook of transcultural counselling and psychotherapy. UK: McGraw

Hill.

Lago, C. (2013). The Person-Centered Approach and its capacity to enhance constructive

international communication. In J. H. D. Cornelius-White, R. Motschnig-Pitrik, & M. Lux

(Eds.), Interdisciplinary applications of the person-centered approach. New York, USA:

Springer.

Lux, M. (2013). The circle of contact: A neuroscience view on the formation of relationships.

In J. H. D. Cornelius-White, R. Motschnig-Pitrik, & M. Lux (Eds.), Interdisciplinary handbook

of the person-centered approach: Research and theory. New York, USA: Springer.

Lynch, M., La Guardia, J. G., & Ryan, R. M. (2009). On being yourself in different cultures: Ideal

and actual self-concept, autonomy support, and well-being in China, Russia, and the United

States. The Journal of Positive Psychology, 4(4), 290–304.

Motschnig-Pitrik, R., & Lux, M. (2008). The Person-Centered Approach meets neuroscience:

Mutual support for C. R. Rogers’s and A. Damasio’s theories. Journal of Humanistic

Psychology, 48, 287–319.

Motschnig-Pitrik, R., Lux, M., & Cornelius-White, J. H. D. (2013). The Person-Centered

Approach: An emergent paradigm. In J. H. D. Cornelius-White, R. Motschnig-Pitrik, & M.

Lux (Eds.), Interdisciplinary applications of the person-centered approach. New York, USA:

Springer.

Motschnig-Pitrik, R., & Nykl, L. (2003). Towards a cognitive-emotional model of Rogers’

Person-Centered Approach. Journal of Humanistic Psychology, 43(4), 8–45.

Motschnig-Pitrik, R., & Nykl, L. (2013). An interactive cognitive-emotional model of the

Person-Centered Approach. In J. H. D. Cornelius-White, R. Motschnig-Pitrik, & M. Lux

(Eds.), Interdisciplinary handbook of the person-centered approach: Research and theory.

New York, USA: Springer.

Motschnig, R., & Nykl, L. (2014). Person-Centred communication: Theory, skills, and practice.

McGraw Hill, UK: Open University Press.

Rogers, C.R. (1980) A Way of Being. Boston: Houghton Mifflin Co.



References



287



Ryback, D. (2013). Mindfulness, authentic connection, and making “right” decisions: Using

neuroscience to build a bridge with the Person-Centered Approach. In J. H. D.

Cornelius-White, R. Motschnig-Pitrik, & M. Lux (Eds.), Interdisciplinary handbook of the

person-centered approach: Research and theory. New York, USA: Springer.

Senge, P.M. (2006) The Fifth Discipline, The Art & Practice of the Learning Organization. USA:

Currency Doubleday.

Silani, G., Zucconi, A., & Lamm, C. (2013). Carl Rogers meets the neurosciences: Insights from

social neuroscience for client-centered therapy. In J. H. D. Cornelius-White, R.

Motschnig-Pitrik, & M. Lux (Eds.), Interdisciplinary handbook of the person-centered

approach: Research and theory. New York, USA: Springer.

Van Zyl, L., & Stander, M. (2013). A strengths-based approach towards coaching in a

multicultural environment. In J. H. D. Cornelius-White, R. Motschnig-Pitrik, & M. Lux (Eds.),

Interdisciplinary handbook of the person-centered approach: Research and theory. New York,

USA: Springer.

Van Zyl, L. E., Motschnig-Pitrik, R., & Stander, M. W. (2016). Exploring positive psychology and

person-centred psychology in multi-cultural coaching. In L. E. Van Zyl, M. W. Stander, & A.

Odendaal (Eds.), Coaching psychology: Meta-theoretical perspectives and applications in

multicultural contexts (pp. 315–356). Springer International Publishing Switzerland.

Wood, J., K. (2008) Carl Rogers’ person-centered approach: Toward an understanding of its

implications. Ross-on-Wye, UK: PCCS-books.



Part V



Conclusions



Chapter 19



The Social and Value Ramification:

Well-Functioning Teams, Collaboration,

and Co-actualization



They [very large experiential groups] could develop a sense of

community in which respect for others and cooperation rather

than competition were keynotes.

Carl Rogers (1980, p. 335).



This chapter focuses on:











The core questions and tasks of this book

Revisiting and “upgrading” Rogers’ approach to the valuing process

Valuing directions at work in the era of globalization and rapid change

The goal: Well-functioning teams, partnerships, and departments.



19.1



Introduction



Currently, wars, feuds, and destructive competition signal that the human being has

a capacity for the destructive—he/she can be radicalized and manipulated. Rogers,

however, devoted his life work to exploring the climate in which human beings can

become the best they can. Why not make use of the findings in the context of the

occupation in which people usually spend most time with—their work?

Intriguingly, for unfolding in a constructive direction, people need significant

others, at least one, who provide them with the proper socio-environmental conditions. So, naturally, we cannot accomplish our (self-)actualization on our own but

need others. At work, these are peers, partners, superiors, or subordinates, etc., who

co-form the work climate and co-influence actualization processes.

Initially, we had planned to frame separate chapters for managers/leaders and

team members. However, in the process of writing, we found that there were so

many overlaps and issues being relevant for both—members and leaders—that we

gave up on the structural, and in fact hierarchical, division. This signals that every

person can be a leader in some respect while taking on the complementary function

of being a follower, learner, subordinate in another respect. Addressing both

© Springer International Publishing AG 2016

R. Motschnig and D. Ryback, Transforming Communication in Leadership

and Teamwork, DOI 10.1007/978-3-319-45486-3_19



291



292



19



The Social and Value Ramification: Well-Functioning Teams …



audiences together shall, however, not mean to disregard the special competencies

and skills required by leaders and managers who tend to have the final responsibility for decisions.

So, for leaders, managers, and team members all together, the core questions and

tasks this book has been aiming to address are as follows:

• What are the features of a work-atmosphere in which we and the business or

project or department, etc., can blossom? How can we offer each other such an

atmosphere?

• What are the challenges that the current and future workplace, with its rapid

change, modern technology, and multiculturalism, typically brings along?

Which socio-environmental conditions need to be in place and which capacities

do we need to meet such challenges?

• To what extent can the theories, insights, and each person’s precognitive

resources that the emerging person-centered paradigm acknowledges, provide a

base to turn to (not to say to hold on to, since this gives the wrong illusion of

something static), in a world in which everything is changing?



19.2



Mapping Global Developments to the Items

of the People-Oriented Agenda



In the following, we reflect on how recent developments relate to five aspects

proposed to be basic to forming the people-oriented “agenda” of transformative

communication at work:



19.2.1 Contact

Intriguingly, modern Internet technology thrives on providing exactly this feature.

When used as a supplement rather than substitution for face-to-face contact, it

appears to facilitate interpersonal connection vastly, even across the globe.



19.2.2 Transparency and Openness

Transparency and openness are broadly supported by social media and

web-technology, in general, leveraging self-presentation and interaction and, at the

same time, making the hiding of information ever more difficult and expensive.

This wide and influential open-source movement can be seen as another indicator of

our appreciation of transparency and open access to resources—world-wide.



19.2



Mapping Global Developments to the Items of the People-Oriented Agenda



293



19.2.3 Respect and Inclusion

Respect, kindness, a caring attitude, agape or whatever term one wants to use, has

always been the virtue unequivocally demanded by any religion and spiritual tradition. We consider inclusion an immediate consequence of respect and observe its

increasing importance in our daily lives. Accessibility, inclusive education, multicultural teams, mindfulness, participatory design, shared vision, acknowledgment

of self-organization, and limits of exerting power over all are different expressions

of this core principle that is moving humankind. There could be more awareness

and manifestation of this attitude, virtue, and practice, though.



19.2.4 Understanding

Learning of languages, investments into translation technology, multilingual governments and Web pages, active listening, sensing, increased acknowledgement of

the necessity to aim for understanding others empathically and comprehensively all

are signs that to understand another and to be understood is a deep human need and

indispensable for collaboration as well as personal growth.



19.2.5 Collaboration and Interdependence

World organizations and associations, globalization, international conferences and

summits, chambers of commerce, team efforts, communities of practice, interdisciplinary research teams, awareness of self-organization principles, systems thinking, flattening of hierarchies, etc., all illustrate this evolutionary facet that tends to

become ever more important as individuals become tiny particles of the ever more

complex working of the whole.



Invitation to reflect:

Can you think of other features that you’d like to add to the basic agenda? If

so, what are they, how would you describe them? Do they concur with

developments or trends of the twenty-first century?



All these movements confirm the direction of the person-centered approach,

even though these are general trends that are very rarely declared as off-springs of

the PCA. And it may very well be that the self-organization principles or “zeitgeist,” or whatever you believe in, would bring them about anyway, without

Rogers’ wise grasping and foreshadowing of these developments that were



294



19



The Social and Value Ramification: Well-Functioning Teams …



gradually assimilated into the mainstream. In any case, calling the respective attitudes, values, and directions of unfolding to mind, and deliberately exploring what

they mean for our working lives, seem worth the investment, if we want to be on the

front rather than the backside of evolution and innovation, pioneers rather than

those lagging behind.



19.3



Forming Values: The Mature Person Once and Now



Naturally, the way we communicate and behave espouses our values. So how

would we acquire or form values that would be helpful in meeting the challenges of

a twenty-first-century workplace? In order to approach a solution, we turn to

Rogers’ theory of the valuing process and see whether it is still valid and what we

can learn from it.

Rogers’ theory of the valuing process is an experiential one, being derived from

Rogers’ extensive experience of working with clients. In a nutshell, he realized

huge differences in how values were formed in small children, adults, and mature

people. He observed that infants rely almost exclusively on their inner organismic

sensations to assign values to experiences like hunger, fatigue, play, smiling, and to

react according to the criteria whether such experiences are perceived as actualizing

or not. In the adolescent and adult person, this capacity to include the organism into

the valuing process tends to get lost. We often take over values or evaluations from

others like parents, the school system, bosses, to gain or keep their regard or love.

Such values are introjected and “ready-made” or fixed. They come from outside and

hence miss the experiential basis that would allow them to be revised or adapted

based on new experience and thus held flexibly, open to change.

Those people who get a chance to mature—through life experiences, coaching,

psychotherapy, etc.—succeed in restoring or never losing their contact with (organismic) experience and at the same time manage to draw on the rich sources of

outside evidence. They form their values flexibly but these are far more differentiated than those of youngsters since mature people can draw on rich sources of

experience and external information. We quote Rogers to retain as much meaning

as possible for describing the complex valuing process in the mature person:

There is also involved in this valuing process a letting oneself down into the immediacy of

what one is experiencing, endeavoring to sense and to clarify all its complex meanings. […]

In the mature person, […] there is involved in the present moment of experiencing the

memory traces of all the relevant learning from the past. This moment has not only its

immediate sensory impact, but it has meaning growing out of similar experiences in the

past. It has both the new and the old in it. So when I experience a painting or a person, my

experiencing contains within it the learning I have accumulated from past meetings with

paintings or persons, as well as the new impact of this particular encounter. Likewise the

moment of experience contains, for the mature adult, hypotheses about consequences. “I

feel now that I would enjoy a third drink, but past learnings indicate that I may regret it in

the morning.” “It is not pleasant to express forthrightly my negative feelings to this person,



19.3



Forming Values: The Mature Person Once and Now



295



but past experience indicates that in a continuing relationship it will be helpful in the long

run.” Past and future are both in this moment and enter into the valuing.

The criterion of the valuing process is the degree to which the object of the experience

actualizes the individual himself. Does it make him a richer, more complete, more fully

developed person? This may sound as though it were a selfish or unsocial criterion, but it

does not prove to be so, since deep and helpful relationships with others are experienced as

actualizing. (Rogers 1964, pp. 164–165)



Interestingly, people around the globe tend to prefer the same value directions in

a climate of respect and freedom (Rogers 1964). Even though mature people would

not have a stable system of conceived values, the valuing process within them

would lead to emerging value directions being constant across cultures. The

resulting values would be re-formed on the basis of organismic experience taking a

complex vector of immediate and past, inner and external experience into account

along with an estimate of the future. People “would tend to value those objects,

experiences, and goals which make for their own survival, growth, and development, and for the survival and development of others” (Rogers 1964 p. 166).

As a consequence, people with a fluid valuing process are assumed to become

more readily adaptive to new challenges and situations. They must be accurate in

their appreciation of ever changing “reality,” able to select that which is valuable

even in complex, unfamiliar situations.

Thus, specified but unspecific value directions appear to be universal!

Intriguingly, they are not imposed by some external source or authority but emerge

from the experiencing of people, being directed toward their and their peers’ survival and development. Rogers’ idea is that

though modern man no longer trusts religion or science or philosophy nor any system of

beliefs to give him his values, he may find an organismic valuing base within himself

which, if he can learn again to be in touch with it, will prove to be an organized, adaptive

and social approach to the perplexing value issues which face all of us (Rogers 1964,

p. 166).



So what can we deduce from this for peoples’ communication at the modern

workplace? Astonishingly, not too much seems to have changed regarding the

nature of the challenges of “modern man” from 1964 to the one of now, half a

century later. What has changed is the speed and scope of communication and the

increase of complexity, information, technological opportunities and thus the scope

of choices and interdependencies among us and the technological services we

depend on. Hence, we conjecture that what Rogers experienced and theorized to be

needed for the mature person of his days is even more extensively and urgently

needed in our time. And it is needed not only for decision-makers, leaders, and

managers but increasingly for all employees who participate in a project or

department and who are co-responsible for its success.

Drawing on Rogers’ work (1964) let us characterize those directions of personal

growth that appear to be most relevant for the work context. People moving toward

maturity:



Tài liệu bạn tìm kiếm đã sẵn sàng tải về

5 Transformative Communication as Providing a “Meta-Culture” for Multicultural Groups and Teams

Tải bản đầy đủ ngay(0 tr)

×