60 minutes (30 minutes for small-group work; 30 minutes for large-group discussion and debriefing)
General L–M P, D
1. To identify U.S. American values
2. To identify individual differences within the same culture
3. To explore ways that cultural values influence our perceptions of those from other cultural backgrounds
4. To discuss how and why values differ from culture to culture
5. To discuss the possible consequences of judging the values held by those from another culture based on our own cultural perspective
• A U.S. American Values Handout for each group
• A set of 16 blank index cards for each group
1. Reproduce the “U.S. American Values” handout on card-stock paper.
2. Place participants in groups of 3–4 and provide each group with one copy of the handout and a set of 16 index cards. Ask each group to write down all of the values from the handout, one per index card. Then instruct each group to read over the set of values cards and try to reach consensus on a rank ordering for the cards, based on what they believe to be the most highly valued U.S. cultural values (not personal values). Some groups may disagree with the values listed or wish to add other values to the list. Ask groups to keep track of the values they would like to remove or add to the list—so that they can share these values (and their rationale) with the larger group when they reconvene—but not to include the additinal values on the prioritized listing. Use these removed or added values as an additional learning opportunity.
3. Ask the small groups to reconvene in the larger group, share their rankings, and identify the rationale they used to prioritize their values lists. If most or all of the small groups were able to agree on the values priorities, ask the large group to try to reach consensus on a final prioritization. If, however, the small groups disagree with each other’s priorities and can identify solid reasons for doing so, allow the differences to remain, pointing out that our experiences can lead to different priorities and that such an experience should be used to learn about differences rather than demanding that there be “one right answer.”
4. Ask participants to identify a culture where each of these 16 values may not be considered important. Explore influences (historical, geographical, political, economic) that may have had an effect on the values in that culture.
Note: Even if all of the facts are not available, the activity stimulates thinking about the cultural relativity of values. The trainer may want to be prepared to give one or two examples.
1. What happened (a) as your group began to sort the values, (b) as you identified values that were not included or that you wanted to add or eliminate, and (c) as your group discussed cultural factors that influence values?
2. How did you feel about the values chosen for the list? How did you feel about the values that were added or eliminated? Were there differences of opinion that generated strong feelings in you personally?
3. What values do you hold personally that made this activity easy or difficult?
4. What have you learned?
5. How can you apply information from this experience to your work life?
1. While some values may be “normed” as U. S. American, not everyone holds those values, because there are always individual differences within each culture.
2. Cultural values may stem from history, geographical location, economic circumstances, or political dominance.
3. Cultural values that are different from our own are often a source of frustration and misunderstanding.
4. The greater our effort to understand the basis for our cultural differences, the greater the chance for cross-cultural understanding and appreciation.
5. Sometimes the expressed cultural value of a group of people is the same, but the behavior associated with that value within the group is very different. Asking questions can enhance understanding, acceptance, and effectiveness.
6. Finding common ground can assist in developing trust and building understanding.
Adapted from an activity in The Whole World Guide to Culture Learning by J. Daniel Hess.
Adapted from an activity in The Whole World Guide to Culture Learning by J. Daniel Hess.