International Institute of

Christian Discipleship

CS 07
Leading and Communicating
Across Cultures

General Conference of Seventh-day Adventists ®

 Part 1
Culture: An Overview
Erich Baumgartner, PhD
Andrews University
Module Overview
1. Culture – An Overview
2. Culture and Communication
3. Cultural Dimensions
4. Applying Intercultural Insights
– Conflict
– Money Matters
5. Developing Bridges
6. Resources for Further Study
Why Learn About Other Cultures?
God created diversity
God is intentional about reaching out to the
those who are different/on the margin
The poor
The stranger/alien
Those who are discriminated against by us
God respects/celebrates cultural differences
God charged the church (also a culture) to reach all
cultures Matthew 28:19-20; Rev. 14:6-7
Why Learn About Other Cultures?
Example: USA, A Nation of Immigrants
34 million immigrants
1.5 million / year (+750,000 babies)
12% of the US population
2/3 of US population growth
18% poor ( versus 11% in the population)
1/3 have no health insurance
More Reasons . . .
Being yourself is no longer
enough
To be effective as a leader
Working with diverse teams
Be sensitive to customers
from another culture
Essential for leaders of the
SDA church.
A Cultural Mistake
Advertisement in Mexico:
It won’t leak in your pocket
and EMBARASS you!
? ? ? EMBARAZAR ? ? ?
Learning Goals
Build on your experiences
Learn to read cultural cues
Lead multicultural teams
Increase intercultural sensitivity
 The Culturally Diverse Me

Task A: How do you identify yourself to

others? Write in as many squares as you can a
word that identifies an important way you are
known to others: e.g.: Adventist, Christian,
African-American, Democrat, director,
mother, brother, . . . . Share your circles with
your learning partners.

9
Above & Below the Surface

Take a look at the list in

your notebook and place
them above the A
waterline (A) or below
the waterline (B).

B
10
Onstage & Backstage Culture
Onstage
The “what” of culture
What you see
Backstage
The “why” of culture
The meaning behind what you see
What you see may not be what you think it is
What is Culture?
A “cultured” person
“He is a cultured person”
Implies that ordinary persons have “no culture”
The total way a people thinks and lives
The software of the mind
Different from human nature or personality.
Culture . . .

Individual
P
Group
Culture
All Human Nature
The Culture Onion
Worldview
assumptions (invisible)
Beliefs, feelings, values
(semi-conscious)
Behaviors, institutions,
products (visible)
A Definition
The more or less integrated systems
of ideas, feelings, and values and their
associated patterns of behavior and
products shared by a group of people who
organize and regulate what they think,
feel, and do (P. Hiebert, 1985, 30).
Culture is to a group as personality is to a
person.
Stereotypes
Heaven Hell
The cooks are French The cooks are British
The mechanics are The mechanics are
German French
The lovers are Italian The lovers are Swiss
The police are British The police are German
And it’s all organized by And it’s all organized by
the Swiss the Italians
Learning Task
Give an example of an Adventist behavior that is
learned, shared by the group, and integrated into
deeper cultural values and beliefs.
Adv. Behavior/Custom Belief / Value Behind It
Example: Sabbath Keeping Example: Strengthen relationship
with Christ – quality time
10 Commandments
Implications of the Culture Concept
for Ministry
Culture is a way of life that pervades everything
Culture is a holistic system
Culture provides meaning and identity
Culture makes communication possible
People feel comfortable with their own culture
Culture is deeply ingrained in what feels normal
to us
A Learning Story
Think about the Story of The Monkey
What was the monkey’s motivation?
How would you describe the monkey as he
went out on a precarious limb to “help” the
fish?
Why did the monkey help the fish by taking it
out of the water?
Think about the Story of The Monkey (cont.)
What did the monkey assume about fish
culture?
How do you think the fish felt about the help it
received?
What advice would you give the monkey for
further situations where he would like to help?
Universal or Cultural Truths?
1. People should always strive to arrive at the appointed
time.
2. It is best to tell a person if they have offended you.
3. Women should not wear makeup.
4. It is rude to accept an offer if only asked once.
5. It is better to be rich than to be poor.
6. One should choose one’s own spouse.
Universal or Cultural Truths? (cont.)
7. Polite men will allow women to walk through
doorways first.
8. Being a good citizen means agreeing with your
country’s leaders.
9. Individuals have the right to make decisions about
their future, regardless of what the family wants.
10. Good children will agree with their parents.
Answers: All are culturally conditioned
 Part 2
Culture & Communication
Erich W. Baumgartner, PhD
Andrews University
Triangle of Meaning
Based on Ogden &
Interpreter
Richards in Tuleja,
2005, 29)

Form Meaning
(Word) (Referent)
Learning Task: Friendship
Use as least three types of symbols to
communicate acceptance or friendship in your
culture.
Learning Task: Friendship
Symbol systems:
Spoken Para- Written Pictorial
Audio
words language language language

Kinesics Spatial Temporal Touch Taste

Smell Rituals Artifacts

Communication Model

Evaluative

Cognitive
S R

Affective
Task: Nonverbal Codes
Give an example of nonverbal code
you used today (see page 16)
Which ones do you use often?
Which ones do you not use?
Your Own Body Language
What do my nonverbals say?
How might I be perceived by someone of
another cultural background?
Do I match the stereotype of people of my
country?
How can I check when I suspect that my body
language is being misinterpreted?
—Prince & Hoppe, 2000, 16
Static or Noise
German Coast Guard Video
YouTube: http://www.youtube.com/watch?v=SmSAGAuvH6Y
Discomfort Clues
“Why doesn’t she just say yes or no?”
“Why is he always staring at me like that?”
“Why doesn’t she tell me if she doesn’t
understand something?”
“Why does he sit there smiling when I am
talking about his performance problems?”
“Why does he make a joke out of everything?”
How Well Do You Know Yourself?
In cultures with high Power Distance, leaders often
get disconnected from their followers
The “ivory tower” phenomenon
There are areas others see but that are hidden to
yourself
These things may be undermining the effectiveness
of your leadership
How can you get insights into your blind spots?
Johari Window
Known to Self Unknown to Self
to Others
Known

OPEN BLIND
AREA SPOT
Unknown
to Others

HIDDEN UNKNOWN
AREA AREA
Reading Cultural Differences
What do I know about this person’s culture?
Do I take the time to understand where this person is
“coming from”?
Do I pay attention to words and body language?
Do I listen for feelings and unvoiced questions?
Do I clarify and confirm what I have heard?
Do I check to make sure the other person has fully
understood what I said?
—Prince & Hoppe, 2000, 14
The Great Debate
Listen to the following story of the debate
between the Pope and Moishe…
 Part 3
Culture Dimensions
Erich W. Baumgartner, PhD
Andrews University
Learning Framework 1

Low Context High

Individualistic Identity Collectivistic

Being Outlook on Life Doing

Universal Rules Particular

38
Learning Framework 2

Opportunity Change Threat

Fixed Time Fluid

Large Public Life Space Large Personal

Achieved Authority Ascribed

39
Learning Framework 3

Low Power Distance High

Control Environment Harmony

Action Learning Observation

Binary Logic Contextual

40
Context: Where Are We?
Low Context Cultures
Explicit messages
Overt
Speaker is responsible
Visible reactions
Direct & informal style
Compartmentalization
Assertiveness
Sees high context cultures as chaotic & unreliable
Context: Where Are We?
High Context Cultures
Meaning in the context
Covert, nonverbal codes
Listener assumes responsibility
Reserved reactions
Indirect & formal style
Holistic perspective
Verbal reticence, silence
Sees low context as inefficient, can get impatient
with step by step
Identity: Who Am I?
Individualism Collectivism
I We
Personal achievement Groups achieve
Individual decision Decision by group/organization
Competition Cooperation & teamwork

I WE
Saving Face
Dave Barry (American humorist): Interpreting certain key
English phrases made by Japanese:
Statement: I see. Actual Meaning: No.

 Ah.  No.
 Ah-hah.  No.
 Yes.  No.

 That is difficult.  Completely impossible.

 That is very interesting.  This is really stupid.

—From Tuleja, 2005, 45

44
How to Avoid Loss of Face
Don’t ask questions to force people to admit
a mistake
Listen for the answer to yes/no questions
Pay attention to cultural etiquette
Be complementary
Show respect
Do not ask questions implying that the other
is in need
Outlook: What Drives Us?
Doing Being
Man over nature Harmony with nature
I am in control of my destiny Relationships are the
priority
Progress is important Enjoys the here and now
Future orientation Tomorrow may be worse
American dream- “You get We work to live. “Enjoy
what you put into it.” what you have.”
Rules: How Do They Apply?
Universal Rules Particular Rules
Applies to all We have obligations
Few exceptions Exceptions are the rule
Rule bending is corrupt Rule driven is corrupt
They can’t be trusted, They can’t be trusted;
because they always help they would not even help a
their friends friend
The Dilemma
You are riding in a car driven by a close friend. He hits a
pedestrian. You know he was going at least 35 miles per
hour in an area of the city where the maximum allowed
speed is 20 miles per hour. There are no witnesses.
His lawyer says that if you testify under oath that he was
only driving 20 miles per hour it may save him from
serious consequences. What right has your friend to
expect that you would protect him?
—Trompenaars & Hampden-Turner, 1998
Learning Task: The Dilemma
Your response:
____ A definite right to expect that I would testify
____ Some right
____ No right

Check if you would testify

____ Yes, I would

____ No, I would not

Universalists: “As the seriousness of the
accident increases, the obligation to help their
friend decreases.”
Particularists: “My friend needs my help more than
ever now that he is in serious trouble with the law.”
Universalist stance more common in protestant
cultures.
Catholic cultures seem to be more relational and
more particularist.
Time: When Do We Start?
Past orientation
Traditions
Respect for ancestors
Present
Focus on the here and now
Future
Planning
Deadlines
Opportunities
Time: When Do We Start? (cont.)
Time or event
Event is primary: being on time is impossible
Clock is primary: being on time is important
Time is sequential or synchronous
Linear – importance of schedules, appointments
Synchronous – importance of relationships
Past Present  Future
Learning Task: Past, present and Future
Take a moment to
think about how you
see past, present, and
future relate to each
other by representing
these three aspects of
time by three circles.
 Past, Present, Future

Belgium Japan

Canada Mexico

China UK

France USA

India Venezuela
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Leadership: Who Is in Charge?
High Power Distance Lower Power Distance
Classes Large middle class
Social order is stable Social power is transient
(inflexible) and sharable (like a candle)
Limited mobility Upward social mobility
Authority is respected Authority is shared
Criticism not tolerated Criticism OK
Achieved Status
(common in egalitarian societies)
Each person is responsible
for his or her own fate.
Accomplishments earn status.
Recent achievements count more than
old achievements.
Importance is linked to personal
achievements.
Ascribed Status
(common in more hierarchical societies)
Power grows automatically
with age and experience
Group decides who is important
An individual has little freedom
to climb up the social ladder.
It is important to live within one’s
assigned status.
Culture Dimension – Logic:
Binary or Contextual
Linear logic of
American Reasoning
cause and effect
German Reasoning Dialectic logic

French Reasoning Philosophical stance

Korean/Asian Reasoning Contextual logic

African Reasoning Illustrative logic

Message . . . for great minds
Cna yuo raed tihs? Olny 55 plepoe out of 100 can. 
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I
was rdanieg. The phaonmneal pweor of the hmuan mnid,
aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it
dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the
olny iproamtnt tihng is taht the frsit and lsat ltteer be in
the rghit pclae. The rset can be a taotl mses and you can
sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn
mnid deos not raed ervey lteter by istlef, but the wrod as a
wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling
was ipmorantt! if you can raed tihs forwrad it 
59
Approaching Cultures:
Capture, Clarify, and Confirm
Capture. Focus on the conversation. Capture
what is said and refer to your knowledge about other
cultures to make meaning.
Clarify. Look for nonverbal cues to explain the
message. Alternatively, you can ask a knowledgeable
insider to check your understanding.
Confirm. To make sure the other person has
understood you, give him or her an opportunity to
paraphrase or clarify what you have said.
(Prince & Hoppe, 2000)
 Part 4
Applying Intercultural Learning
to Leadership Issues
Erich W. Baumgartner, PhD
Andrews University
Dealing with Conflict
Direct Western Mode Indirect Mode
Communication: Direct, Communication: Indirect,
face-to-face, forthright, parabolic, third-party, non-
verbal verbal
Community: A group of Community: Loyalty and
individuals or indep. connectedness to the in-
beings group
Foreigners: Distant, Foreigners: Courtesy;
suspect, polite relational “yes”
acknowledgment

62
Dealing with Conflict
Direct Western Mode Indirect Mode
Conflict: Confront
directly, correct to solve
the problem
Conduct: Take
individual responsibility,
be accountable
Language: Dominant
use of the active voice
Conflict: Manage thru
indirect methods; preserve
relationships
Conduct: Save face, protect
honor; avoid shame
Language: Use of passive,
stative and reflexive voices
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The Difference
Direct Mode Indirect Mode
I broke the plate The plate fell and broke
I missed the bus The bus left without me
I forgot to check the oil The lawnmower does not
in the lawnmower and work. It needs to get fixed
burned out the engine
Money & Culture – 1
Senegalese Principles
A loan is eligible to be repaid
when the creditor’s need becomes
greater than the debtor’s need
The repayment of loans is a
subjective matter involving the
weighing of social, economic, and
time factors.
American Principles
A loan is to be repaid when
it is due.
A loan is to be repaid
according to the terms of the
loan.
Money & Culture – 2
Senegalese Principles
A loan or rent is collected by the
creditor; payment is not
volunteered by the debtor.
Typically people receive
satisfaction from being asked for
financial help, whether they are
disposed to provide any help or
not.
American Principles
The debtor is responsible to
pay loan installments or rent
on time or face penalties.
Expatriates do not see
themselves as rich and often
feel overwhelmed by the
constant demands for help.
Money & Culture – 3
Senegalese Principles
A network of friends is a
network of resources. Friendships
are built with gifts.
Loans of goods or things are
tantamount to gifts.
Rigor is to be avoided in
accounting as it shows the lack of
a generous spirit.
American Principles
To rely on the material
resources of friends is only
called for in emergencies.
A loan is a loan to be repaid.
Accounting is to be
meticulous or it is open to
abuse and fraud.
Money & Culture – 4
Senegalese Principles
Resources are to be used not
hoarded.
When people ask for help, they
will usually be content with even a
small part of what they are asking
for.
People want to be owed money by
their friends
American Principles
Resources need to be
budgeted wisely.
Being denied help when
asked is a disappointment.
Money and friends do not
mix well.
Communicating Respect
Study the cultures of people you work with
Keep up with current events
Subscribe to at least one newspaper that reports
international news.
Read a weekly magazine that covers the world.
Learn some phrases from the language of your
colleague
Ask the people you work with about their
countries
—Prince & Hoppe, 2000
Getting Names Right
Get the names right: Sound & Spellings
Make a note of phonetic spelling for later use
Use professional & honorific titles:
Doctor, Herr, Signor, Professor
Don’t jump to first name basis
Don’t translate a name into the equivalent
name in your language
Nikolai (not Nick), Graciella (not Gracie)
Understand the order of names
Some Asian countries: LN then FN
Latin America: maiden name is part of surname
Using Humor
Humor presupposes cultural knowledge
The safest object of humor is yourself
Never use ethnic or sexual humor
Avoid teasing
Don’t take yourself too seriously, yet don’t be so self-
depreciating that others will loose respect
Watch for cultural signs that tell you that humor is
out of place or acceptable
—Prince & Hoppe, 2000
Working with Translators
Prior Preparation
Carefully select a translator if possible
Spend time beforehand going over the
material, if possible
Avoid jokes, puns, poetry, difficult or technical
terminology, long and involved sentences.
Practice stopping at logical thought breaks,
rather than grammatical breaks.
Working with Translators (cont.)
During the talk
Watch the pace and don't let things drag
Speak in short sentences and pause often
Look at your audience and not at the
translator
Don't cause the translator to lose face by
correcting him/her publically
Working with Translators (cont.)
Keep it Short--Remember--everything takes
twice as long!
Speak clearly and more slowly than usual
Don’t raise your voice or talk down
Avoid sloppy expressions:
NOT: “Y wanna go?” or “Gotta run.”
Working with Translators (cont.)
Use the most simple & common words
NOT: “Can I pass you the rolls?”
BUT: “Would you like some bread?”
Avoid colloquial expressions or verbal shorthand
NOT: “He went ballistic.”
Use stories & analogies that are universally
understood
Avoid sports & military references
Working with Translators (cont.)
Use inclusive language & avoid offensive labels
NOT: “you guys”; “Oriental” (for Asian)
Beware of cultural sensitivities in language
For some cultures the use of the word “no” is impolite
“Would you like to take on this assignment?”
Use simple, complete sentences in writing
When in Another Culture ...
Phone calls
Pay attention to language in phone messages
Match your tone of voice to your meaning
Speak slowly and clearly
If it is an urgent message, say so.
If you need to be called back, say so.
 Part 5
Resources for Intercultural Communication
& Ministry
Erich W. Baumgartner, PhD
Andrews University

www.sabbathschoolpersonalministries.org
-Community Services
-Resources
-IICM Community Services
Certification Program
Resources: General
Doss, Cheryl. (2009). Passport to mission. (3rd ed; originally designed
and edited by Erich Baumgartner.) Berrien Springs, MI: Institute of
World Mission, Andrews University.
Elmer, D. (2002). Cross-cultural connections: Stepping out and fitting
in around the world. Downers Grove, IL: InterVarsity Press.
Hiebert, P. G. (1985). Anthropological insights for missionaries. Grand
Rapids, MI: Baker.
Lane, P. (2002). A beginner's guide to crossing cultures: making
friends in a multicultural world. Downers Grove, IL: InterVarsity Press.
Resources: Special Issues
Doss, Cheryl. (2008). Logic systems and cross-cultural mission.
Journal of Adventist Mission Studies, 4(1), 79-92.
Elmer, D. (1994). Cross-cultural conflict: Building relationships for
effective ministry. Downers Grove, IL: InterVarsity Press.
Gibson, Ann. (2010). “I don’t lend money; it causes amnesia!”
Money, culture and ethics. Journal of Applied Christian Leadership
4(1), 106-125.
Gustin, Pat. (2010). How not to get lost in translation. Journal of
Applied Christian Leadership 4(1), 126-130.
Maranz, D. E. (2001). African friends and money matters:
Observations from Africa. Dallas, TX: SIL International and
International Museum of Cultures.
 Resources: Academic
Hall, E. T. (1969). The hidden dimension. Garden City, NY: Doubleday.
Hofstede, G. H. (2001). Culture's consequences: Comparing values,
behaviors, institutions, and organizations across nations (2nd ed.).
Thousand Oaks, CA: Sage.
Kohls, L. R., & Knight, J. M. (1994). Developing intercultural awareness:
A cross-cultural training handbook (2nd ed.). Yarmouth, ME:
Intercultural Press.
Lingenfelter, J., & Lingenfelter, S. G. (2003). Teaching cross-culturally:
An incarnation model for learning and teaching. Grand Rapids, MI:
Baker Academic.
Prince, D. W., & Hoppe, M. H. (2000). Communicating across cultures.
Greensboro, NC: Center for Creative Leadership.

81
 Resources: Academic (cont.)
Ting-Toomey, S., & Chung, L. C. (2005). Understanding intercultural
communication. Los Angeles, CA: Roxbury.
Trompenaars, A. & Hampden-Turner, C. (1998). Riding the waves of
culture: Understanding diversity in global business. New York:
McGraw-Hill.
Tuleja, E. A. (2009). Intercultural communication for business. Mason,
OH: South-Western Cengage Learning.
Wilson, M. S., Hoppe, M. H., & Sayles, L. R. (1996). Managing across
cultures: A learning framework. Greensboro, NC: Center for Creative
Leadership.

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Another Consideration…
By Gaspar & May-Ellen Colón
Definition of
Ethnicity
A person’s personal and social history
Definition of
Ethnocentrism
The attitude that one’s own ethnic group,
nation, or culture is superior to others
Characteristics of Ethnocentrism
Assumes superiority of a group, clan,
tribe, or race
Is maintained by resentment of differences
Defines itself by clan competition with others
Attempts to validate itself by selective
comparisons
Results in divinization of the group
Goals of Ethno-Relativism
Introduction of strategies designed to build
community, harmony, and cooperation
Maximize and capitalize on the obvious
differences
Characteristics of Ethno-Relativism
Assumes the equality of all groups as one group
among many
Is informed and maintained by tolerance, openness,
and dialogue
Defines itself by its ability to level the cultural playing
field and promote belonging
Attempts to educate groups away from narcissism
Results in moral humanism that promotes harmony
between peoples
Neither Contains the Power

Ethno relativism reveals

Ethnocentrism plays on the powerlessness to
self-centeredness release ourselves from
self-service
Characteristics of a Christocentric Life
Assumes fallenness of my group, clan, tribe,
race
Is maintained by a magnetic attraction to the
Christ of the gospels
Celebrates self expenditure on behalf of others
Results in a radically new way of viewing and
serving others
A “Cross” Cultural Community
Is initiated by the atonement of Jesus Christ
Creates a reconciled relationship between
groups
Destroys hostility
Produces peace
Redefines personal identity
Produces a new center of existence
—adapted from P. Hiebert, 1985