EMEA‐US culture clash: resolving diversity issues through reflective evaluated action learning

Abstract

Purpose

Through a case study aims to describe an innovative methodology that was used to address intercultural miscommunication, which was threatening productivity in the global team of a US multinational service provider after a series of mergers and acquisitions.

Design/methodology/approach

A methodology was designed to recognise the work pressure and time zone challenges of the global team. It used reflective evaluated action learning (REAL) to foster sustained, incremental learning in small, facilitated groups. The process of learning was evaluated in questionnaires, which tracked transference of learning into the workplace. There were adaptations such as the time frames of short meetings every two weeks, with ongoing charting of incidents.

Findings

The longitudinal study quantitatively demonstrated transfer of learning into the workplace and qualitative analysis showed that the development of communication skills needs to be effective when working with other cultures. Specific business outcomes included company protocols for intercultural virtual communication. All skills were used regularly on evaluation nine months later.

Practical implications

The REAL approach offered a time‐efficient, effective solution to prevent an imminent intercultural breakdown in communication and morale in a pressurised corporate environment, and can be applied to a range of diversity issues.

Originality/value

An innovative approach to cultural change was sustained and measured so that the process became more transparent. Traditional diversity and intercultural interventions are one‐off and action learning has rarely been applied to tackle diversity issues or examine cultural behaviours and breakdowns. This was a unique approach to building the mindset and skills needed to work across cultural boundaries.

Citation

Rosenberg, C. (2005), "EMEA‐US culture clash: resolving diversity issues through reflective evaluated action learning", Industrial and Commercial Training, Vol. 37 No. 6, pp. 304-308. https://doi.org/10.1108/00197850510617587