Explain how personal cultural values and biases, and verbal and non-verbal communication impact relationships.

Explain how personal cultural values and biases, and verbal and non-verbal communication impact relationshipsDescribe the value of understanding intercultural communication in our work with individuals or groups from different culturesBe able to apply your understanding to a more recent immigrant/refugee group ( such as Syria, Somalia, other Arab cultural groups etc). coming to Canada.In your response you are expected to include examples as well any pertinent concepts from Thomas & Inkson “Cultural Intelligence and Ing’s book chapter on “Cultural Competence.” and Module 6. Again, please choose one refugee/immigrant group that recently came to Canada for your examples. You must provide examples in your discussion so it teaches your readers how to work with that group and important intercultural communication and information to know about the group. Below are some module readings. Successful intercultural communication depends on an awareness of the verbal content – or the words and message. Verbal communication includes not only verbal language but the cognitive process people use to communicate meaning to verbal language (Porter, Samovar & McDaniel, 2012). Through language we shape how we express our values, attitudes, and beliefs, and how we categorize our world. It is a learned system of symbols and words that describe objects, feelings, thoughts experiences, and events. It is through language we deliver our messages. Language shapes our thinking. It determines the way we think and shapes our realty. However, as we know, words and their meanings can change from culture to culture. For instance, the word “chicken” means a food we eat or an expression about someone who is afraid. Language can be divided into three areas: translation, expressions, and words and symbols.Translation: One aspect of language is that direct translation is not easy. When it comes to translation or leaning another language, we must learn the words, phrases, and grammar, but also how the language is used. Here is an example of a multinational company language translation problem: translation for the KFC slogan: “finger lickin’ good” became “eat your fingers” in Chinese.Expressions: Honorific expressions vary from culture to culture. In Canada, for example, “could or would you” indicates a level of politeness. The degree of politeness in many traditional Asian cultures will vary depending the position or form one is taking. There are humble and polite forms, depending on whom you are talking to.Words and symbols: Each culture has its own words and symbols. In Japan or Korea the issue of “yes or no” can be very confusing for many Westerners as the Japanese or Koreans do not use direct answers. For example, if you ask a Japanese International student “Do you understand?” the student may say “yes.” “Yes” does not mean agreement but “I heard you.” Since ambiguous or indirect statements are preferred, it is easy to become confused (Koyama, 1992). Non-verbal communication is an important aspect of intercultural communication. According to Mehrabian (1981), an expert in non-verbal communication, between 63 and 91% of communication is expressed non-verbally. Typically, we are unaware of our non-verbal behaviours. We learn through imitation as young children, and much of what we learn growing up is through imitation and observation. Non-verbal communication includes tone of voice, hand and arm gestures, eye contact, time, personal space, and use of silence. According to McDaniel, Samovar, and Porter (2012), “These non-verbal behaviours are inextricably intertwined with verbal behaviour and often communicate as much or more meaning than spoken words” (p. 15). Values influence how we interact with others, guide how we feel about life, and underlie our every encounter. According to Rokeach (1973), values are “a learned organization of rules for making choices and for resolving conflicts” (p. 161). Our parents are our primary teachers as they model and teach us what values to uphold. For example, in parts of Africa it is expected that young African men will ask their parents for permission to marry.No interaction is “value free.” Values create biases that can interfere when working with people from different cultures. For example, some cultures value openness while others are reserved. Cultural clashes occur when people do not understand cultural value differences. Thomas and Inkson (2009) explain that cross-cultural misunderstandings occur when cultural values clash and that “cultural values are fundamental shared beliefs about how things should be or how one should behave” (p. 31). There are two typical patterns of time governance: monochronic and polychronic time. In Canada, time governance is monochromic with the emphasis on schedules and timelines. Time is seen as a valuable resource and is used in linear ways. We often hear people say, “I am wasting my time or I don’t have any spare time.” Time is to be used wisely.On the other hand, some cultures are more people oriented and are not time oriented. In many Asian cultures the concern is more about relationships versus time. Aboriginal (First Nation), Middle Eastern, and many Latin American cultures are examples of polychromic cultures.Samovar, Porter, and McDaniel (2012) state all cultures have a way of thinking that affects the way we communicate. Truth, agreement, permission, and questioning are four patterns that influence our cultural communication.TruthEastern cultures embody sets of beliefs that events will unfold and the truth will be seen. Patience is taught and valued. Therefore, in conversations, communication style is quieter and open conflicts and emotional clashes are avoided. On the other hand, in Western cultures truth is seen as outside one’s reality. Communication styles tend to be more assertive and conflicts are managed openly. For example, when you ask a child if he or she had a good time, they will tell you honestly. Some cultures, not as comfortable with conflict or open expression of feelings may permit slight altering of the truth and as a result individuals may say what they know the person wants to hear.AgreementAgreeing or disagreeing in some Asian countries such as Taiwan or Korea is different than in Canada. When a Korean disagrees it may come across as subtle. In many Asian countries, differences are not openly discussed. It may begin with a favourable comment and the disagreement will come in the form of a suggestion. A colleague may say, “Your ideas are sound but thinking about the whole scenario and the problems with this discussion makes it concerning” or sound non-committal. With no clear statement, it is too easy to underestimate disagreement.Asking QuestionsIn some cultures, asking questions is not done in formal situations. For example, Chris was presenting at a conference and during her presentation became discouraged by the fact that it was quiet and no one asked any questions. It was only after her presentation that people began to ask questions. In Western cultures, asking questions is seen as a sign of interest. Children are taught from a young age to raise their hands and ask questions.Question asking is seen as a positive behaviour and is encouraged by parents and teachers. However in some countries, such as Taiwan, people are more reserved and question asking is reserved to the end of the presentation so as not to interrupt the presenter. Students also learn not to ask a question if there is a potential of loss of face for the presenter or teacher.