Intercultural Proficiency Week 1 – Individualism vs Collectivism:

The individualism-collectivism dimension describes cultures from loosely structured to tightly

integrated. It refers to how people define themselves and their relationships with others.

Individualism:
In an individualist culture, the interest of the individual prevails over the interests of the group.
People look after themselves and their immediate families.

When meeting a new person, you want to know what that person does. People are defined by
their accomplishments.

In the workplace, the employer-employee relationship is established by contract, and hiring and
promotion decisions are based on skills and rules.

In communication, individualists are very direct. The wants, needs, and desires of the speaker
are embodied in the spoken message.

Collectivism:
In a collectivist culture, the interest of the group prevails over the interest of the individual.
People are integrated in strong, cohesive in-groups that continue throughout a lifetime in
exchange for loyalty.

The collectivist cultures stress interdependent activities and suppressing individual goals for the
group’s welfare.

In the workplace, the employer-employee relationship is perceived in moral terms, like a family
link. The hiring and promotion decisions are based on the employee’s in-group.

In communication, collectivists are very indirect. The wants, needs, and desires of the speaker
are not clear in the spoken message.

Differences:
A difference is reflected in who is taken into account when you set goals. For individualists,
goals are set with minimal consideration given to groups. For collectivists, other groups are
taken into account.

Dimensions that have influence:

Wealth There is a strong relationship between a
nation’s wealth and individualism
Geography Countries with moderate and cold climates
tend to show more individualism
Birth rates Countries with higher birth rates tend to be
more collectivist
History Confucian countries (Asia) are collectivist.
 Intercultural Proficiency Week 2 – Masculinity vs Femininity:

The masculinity vs femininity dimension describes how a culture’s dominant values are
assertive or nurturing.

Masculinity:
A masculine society is one where assertiveness (Confident and forceful behavior), achievement
and success are important. Men are expected to be assertive, tough and aim at success, while
women are expected to be modest, tender and oriented towards the quality-of-life.

Children in masculine societies learn that it is good to be the best. The students with the
highest grades are admired and highly popular. People try to be the best of the class and there
is a lot of competition.

In masculine societies, men and women are concerned with everything in superlative form:
Who has the best of the best (Car, laptop, fashion).

At work, there is a ‘Live to work’ mentality. It is quite common for companies to expect their
workers to finish a task after hours or over the weekend.

Femininity:
A feminine society is one where the gender roles often overlap. Men as well as women are
expected to be modest, tender and oriented towards the quality-of-life.

Children in feminine societies learn to be caring. At school, they learn to do their best, but
competition for the best grades is not a thing. Students aim for average grades, so they have
enough time for a well-balanced social life.

In feminine societies, expensive items are often watered down (The car was a bit expensive, but
it’s for the children’s safety).

At work, you can find a lot of men working in professions that used to be women’s domains
(Nurse, kindergarten teacher).

Qualities of both societies:

Masculinity: Femininity:
Assertive Modest
Hard Soft
Tough Tender
Achievement Care
Work Leisure
Performance Service
 Intercultural Proficiency Week 3 – Power Distance:

Power distance explains why we assume that it is normal that power is distributed equally or
unequally in our families, at school or at work. It is the degree in which the less powerful
members of organizations and institutions accept that power is distributed unequally.

Low Power Distance:

In low power distance countries, parents treat their children as equals. Children are allowed to
disagree with their parents and have an opinion.

In class, your opinion in valued and you are allowed to raise your hand and ask a question.

At work, you don’t have to wait for your supervisor to give you orders, you can take the
initiative.

High Power Distance:

In high power distance countries, people accept it that their superiors (parents, teachers,
bosses, or people older than you) have more power.

You don’t argue with your parents, you don’t answer back in class for the sake of airing your
opinion. You have to give your opinion in a very respectful and indirect way.

At work, a superior remains your superior regardless of whether you meet him/her at the
factory or the beach. He/she is still your superior and you owe that person respect. You cannot
take your own initiative and you do not share your opinion with your boss. If you want to say
something, you ask for permission.

Powerholders tend to be more entitled to privileges. They can include for them to have their
own parking lot, toilets or their own company restaurant. In some cases, powerholders will be
allowed to break company policies or the law.
 Intercultural Proficiency Week 4 – Uncertainty Avoidance:

Uncertainty avoidance is the extent to which members of a culture learned to feel comfortable
(or uncomfortable) in unstructured and unknown situations. It is expressed in stress about the
unknown, the need for predictability and the respect for strict formal and informal rules.

High Uncertainty Avoidance:

There are strict rules about what is and what isn’t allowed. What is clean and what isn’t.
Children learn at a young age that uncertainty is a threat.

At school, students like structured classes and clear assignments. Students get stress if they get
an assignment that they can interpret any way they want. Students want to know the correct
answers at all times.

At work, employees enjoy working for the same company for a long time. Safety and security
are strong motivations and there is a need for clear rules.

Saving money is a way to partly absorb the uncertainty which is inherent in the future.

Low Uncertainty Avoidance:

Children grow up with flexible rules about what is and what isn’t allowed. They learn that
uncertainty is normal and that living life as it comes is also possible.

At school, students enjoy classes that are less structured, and assignments are free to interpret
creatively in your own way. Lecturers can say that they don’t know the answer.

At work, changing employers is quite normal. Achievement, appreciation and social needs are
big motivators.
 Intercultural Proficiency Week 5 – Time:

Long-Term Orientation:
Countries high on long-term orientation value thrift and perseverance. They are oriented to
future rewards, and they value saving. When situations change, they adapt well. Parents teach
children that perseverance leads to results and to be frugal with money.

At school, students work hard because that will result in future success. Failure leads to a loss
of face.

At work, self-discipline and responsibility are highly valued, and free time has a lower priority.
People are loyal to the organization.

Short-Term Orientation:
Short-term oriented societies value virtues that are related to the past and the present.
Children learn to achieve fast results with short efforts and the social pressure to spend money
is great.

At school, students work hard, but success and failure are often seen as results of luck and
chance.

At work, people value freedom, rights, success and self-expression. Free time is important.

Backchanneling:
Backchanneling are feedback signals that the listener provides in a conversation to
communicate that he/she is listening and understands what is said (Uhu, ok, yes).

The use of backchanneling is universal, but the degree of it is culture specific. In Japan, they use
it every 4-5 seconds and, in the West, they use if every 10-15 seconds.

Bantu Time/Culture:
In Bantu culture, time is linked to activities that are related to a person. If a person does
nothing, then there is no time. When you wait for something, time becomes irrelevant, because
time is not a thing you can use or lose at that moment.

The past and present play a very important role in the context of the activities. The future does
not play any significant role in Bantu time.

Monochronic Time:
With a monochronic use of time, people engage in only activity at a time and move to the next
task only when the previous one is finished. People do not like to be disturbed during their task
and consider that time is money. They are also good in dealing with deadlines.
Polychronic Time:
With a polychronic use of time, people spread their attention over different tasks and activities
and move back and forth in a high pace.

People occupy themselves more with people than with planning, they consider time as
something that needs to adapt itself to the needs of the people. They do not consider any
interruption as disturbing and plans constantly change.