ICC Workshop for OSA Connectors’ Notes
Here is a summary of the key learning/teaching points as a handy reference.
Workshop Task
sec�on
Part 1 A Ice breaker – Show ONE
object that represents self and
explain why in two sentences.
Part 1 B Par�cipants imagine they are
stuck on a desert island and
have to use those objects they
presented on to help them get
off the island.
Part 2 Main room – authen�c
examples will be used to
illustrate key ICC
principles/values.
ICC Points
Object and sentences are really just a way to introduce
yourself indirectly, by listening carefully to each person, you
will be able to tell if someone is arty, prac�cal, likes food etc.
In this task, we wanted to explore two important ICC
concepts that affect discussion behaviour. These are whether
someone comes from a highly hierarchical culture and
whether they are from an individualis�c or a collec�vist
culture. In a highly hierarchical culture, people do not speak
un�l the highest-ranking member invites them to do so. In an
individualis�c culture, anyone can say anything even to
disagree with the most important person in the group.
In a cross-cultural se�ng, there is some�mes
miscommunica�on as it is unclear which cultural values to
apply.
Therefore, in a mixed group:
• It is useful to establish some sort of protocol so that all
know what the rules of engagement are, e.g., “Shall we
agree that everyone should feel free to express their
view without wai�ng to be asked to contribute? Please
feel free to say what you feel or think. We remind you
just to say it politely and respec�ully.”
• It is possible to have a mix of free for all, but also help
those who are shy to par�cipate by occasionally invi�ng
them in, e.g., “XX, what do you think?”
• Remember that NUS courses o�en have class
par�cipa�on marks, and it is important to speak up.
Speaking up shows engagement and is part of how we
show learning and understanding. An important job of
a connector is to orientate incoming par�cipants to our
academic culture.
Main ICC principles and values in brief in the list below.
• Rules of engagement in discussion behaviour – as
explained above.
• Use of language e.g., acronyms such as PIE/NUS/OSA;
idioma�c phrases can be puzzling e.g., eat snake/two
shakes of a lamb’s tail or raining cats and dogs; academic
vocabulary vs informal words e.g. plagiarism vs copycat.
• E�quete e.g., who pays when going out, how to phrase
requests/asking favours/topics of conversa�on for small
talk – ok in some cultures to ask about family or what
parents work as but not ok in other cultures.
• Hap�cs or gestures differ in cultures, how to show
numbers using fingers e.g., 2 fingers ok in Singapore but
means F* off in UK. Handshake vs non-contact gree�ng.
1

Two fingers aka victory sig
Two fingers aka *F* Off!
Key Strategy
Picture credit- Wikimedia
Crea�ve commons
Part 3 Group Discussion
Each group will be provided
with a scenario to discuss
using the strategies learnt.
Role-Play
A few connectors will assume
the role of specific characters
and apply the strategies to
achieve a desired outcome
while the rest as the audience
will observe and provide
feedback on the effectiveness
of the communication
strategies used.
Only universal gesture is to smile, so smile a lot to show
friendliness!
• Dietary considera�on is useful, e.g., Muslims do not
drink alcohol nor eat pork, so take them to halal places,
and offer non-alcoholic drinks. Hindus do not eat beef, so
don’t expect them to enjoy a steak restaurant even if it
serves chicken. It is a good idea to ask what dietary
requirements need to be met when organising a group
ou�ng.
• General knowledge is useful, e.g., how to dress for
formal occasions, what some expressions mean “black
�e” vs “smart-casual”. Where in doubt, check it up.
• Other cultural values less easily seen, and we cannot
know everything – so what to do?
• SOAP
o Suspension of judgement – taking an interest in
people and new ideas; not imposing our own
beliefs and values when making sense of
someone’s ac�ons
o Openness to uncertainty – the ability to deal
with ambiguity.
o Aten�on to communica�on – focusing on
shared knowledge/ prac�ces as well as both
verbal and non-verbal cues.
o Perspec�ve-taking – understanding why they
are perceiving things in a certain way helps in
reducing bias i.e., empathy.
• Always use SOAP to keep clean! Remember:
SOAP up!
 Link what you see to SOAP protocol above.
 Deconstruct scenarios or issues by asking ques�ons –
what puzzles you? Is it the
ac�on/outcome/language/reac�on?
o The primary ques�on is “WHY?” why this
phrase? Why this response? Why this outcome?
o In working on an improvement, ask WHAT –
what is the desired outcome? HOW might it be
achieved?
 Keep thinking of how the SOAP protocol is applied.
 If you have any questions that you would really like an
answer to, please write to us at:
Elcbox70@nus.edu.sg
In the subject line write: Aten�on Dr Yurni/Ms Lee – ICC
connectors’ workshop ques�on.