Unit 2 paper

ORG 6600, Culture of Learning Organizations 1

Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to:

3. Analyze a culture, based on its deep cultural assumptions.

Reading Assignment Chapter 7: Deeper Cultural Assumptions: What is Reality and Truth? Chapter 8: Deeper Cultural Assumptions: The Nature of Time and Space Chapter 9: Deeper Cultural Assumptions: Human Nature, Activity, and Relationships

Unit Lesson Welcome Welcome to Unit II. In this unit, we will discuss deep underlying assumptions. So, What Are Deep, Underlying Assumptions? You may have a rough idea of what an assumption is. Merriam-Webster defines assumption as “something taken as being true or factual and used as a starting point for a course of action or reasoning” (Merriam- Webster, n.d.). But, what makes an assumption deep and underlying? Deep, underlying assumptions are at the core of your belief system or at the core of the way a group functions. We rarely think about our deep, underlying assumptions, they just are. These assumptions exist below the surface, yet they impact our thoughts, feelings, words, and actions. By influencing the way you think, culture shapes your deep, underlying assumptions. These underlying assumptions create the lens for how you view the world: how you judge yourself, other people, and your environment. Your underlying assumptions are influenced by what the culture considers desirable and undesirable, based on cultural definitions of “evil versus good, dirty versus clean, dangerous versus safe, forbidden versus permitted, decent versus indecent, moral versus immoral, ugly versus beautiful, unnatural versus natural, abnormal versus normal, paradoxical versus logical, irrational versus rational” (Hofstede & Hofstede, 2005, p. 8). We typically acquire our deep, underlying assumptions through culture—through the process of acculturation—adopting the deep assumptions of the social systems within which we live. Acculturation is not a conscious way of learning. Instead, we learn the social system’s deep, underlying assumptions through a subconscious—and complex—process of observing social cues, nonverbal communication, and verbal communication. All of these areas simultaneously shape the behavior that is considered normal within that particular group. In this way, we learn group norms through acculturation, through subconscious, cultural learning.

UNIT II STUDY GUIDE

Deep Cultural Assumptions

ORG 6600, Culture of Learning Organizations 2

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Group Norms: Shared Underlying Assumptions Deep, underlying assumptions are the building blocks of culture. Deep assumptions serve as the foundation upon which the group’s norms for decision making and behavior are built. The culture’s deep, underlying assumptions serve as the measuring stick for what is considered by the group to be, as mentioned above: “evil versus good, dirty versus clean, dangerous versus safe, forbidden versus permitted, decent versus indecent, moral versus immoral, ugly versus beautiful, unnatural versus natural, abnormal versus normal, paradoxical versus logical, irrational versus rational” (Hofstede & Hofstede, 2005, p. 8). Let’s discuss some examples of how a social system’s deep, underlying assumptions shape its behavioral norms. Specifically, let’s take a look at examples from some of the categories of deep assumptions identified by Hofstede and Hofstede (2005). Evil vs. Good Deep, underlying assumptions may vary by macroculture (e.g., nation or religion), and they may also vary by microculture (e.g., family, team, or school) amongst people who are members of the same macroculture. On a macrocultural level, the American public has deep, underlying assumptions about evil versus good, which are different from the deep assumptions that are held by members of Al Qaeda or ISIS. The American public considers them to be terrorists, and the American public has a deep, underlying assumption that the ideologies of Al Qaeda and ISIS are evil. In contrast, members of Al Qaeda and ISIS believe their ideologies to be good. On a deeper level, perhaps Al Qaeda or ISIS members have deep, underlying assumptions that instilling fear and dethroning the Western world would be good. Or, because I am an American citizen and my culture has shaped the lens through which I see the world, perhaps these are stereotypes that I hold. To know for sure, I would need to test my assumptions by seeking to understand the people who are members of Al Qaeda or ISIS through dialogue with them. Dirty vs. Clean Some people always wash their hands after using the restroom. In fact, they would not think of bypassing the sink as they leave the restroom. For other people, washing their hands is not part of their restroom routine. Why is that? These people have deep, underlying assumptions that are different. Hand-washers believe that neglecting to wash their hands would leave them dirty. For hand-washers, the deep, underlying assumption is that clean hands are important. In contrast, people who do not wash their hands after using the restroom may have one of the following deep, underlying assumptions: (a) “My hands do not look dirty; they must be clean,” or (b) “Clean hands aren’t important to me.” These deep, underlying assumptions are shaped through acculturation. Habits like these are often learned when we are children, as we seek to be like others in the social systems with which we most closely affiliate. For example, one person may have, as a child, observed his parents washing their hands after using the restroom, so he also may have acquired hand washing as a lifelong habit. In contrast, another individual may have observed his parents washing their hands after using the restroom, and after his parents harped at him, he also washed his hands after using the restroom. However, after he started school, he noticed that boys his age did not wash their hands after using the restroom, so he quit washing his hands, a routine that he continued for the rest of his life. Forbidden vs. Permitted Is premarital sex forbidden or permitted? How you answer that question is driven by your deep, underlying assumptions. People who are members of some religious groups may consider it forbidden because their religious doctrine declares it to be wrong. In contrast, people who consider premarital sex to be permitted may either (a) not be members of a religious faith that considers it forbidden, or (b) they may be consider themselves a member of that religion, but they may more closely affiliate with another social system (e.g., family, clique at school, sports team, military company), which has a deep, underlying assumption that premarital sex is not wrong and is, therefore, permitted.

ORG 6600, Culture of Learning Organizations 3

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Decent vs. Indecent The type of clothing that people wear gives an indication of underlying assumptions about what is decent versus indecent. This underlying assumption has also changed across generations. Moral vs. Immoral Should gay marriage be legal? How you answer this question depends on your deep, underlying assumptions. People who believe gay marriage should be legalized have justified the change with statements like, “You love who you love,” and “How can you deprive people of the right to marry whom they love?” These statements point to a deep, underlying assumption that legalizing gay marriage is moral. People who believe gay marriage should not be legalized may have a deep, underlying assumption that gay marriage is immoral because it is declared as such by their faith doctrine. Ugly vs. Beautiful Think of someone famous whom the American culture considers to be an icon of beauty. Who came to mind? Likely it was someone who fits the cultural measure of physical beauty: a young woman who is in the prime of her life, who has a thin or athletic body, stunning facial features, and stylish hair. The deep, underlying assumption is that beauty is physical, and it is measured according to the culture’s ideal of beauty. Taken one step further, problems arise when the American culture places greater value or worth on people who fit the cultural definition of beautiful. Now, think of someone you deeply love, who does not fit the American ideal of beauty. Perhaps this is your mom, your grandma, your wife, or daughter. While the American ideal may not consider her to be beautiful, you do. In fact, she is one of the most beautiful people you know. In your eyes, her smile, humor, and generous nature radiate beauty. The deep, underlying assumption, in this example, is that beauty is not only skin deep. Beauty comes from within. Group Norms: Decision Making and Behavior Our values are intertwined with our deep, underlying assumptions, and they are expressed through our decisions and behaviors. In fact, our deep, underlying assumptions are central to the decisions we make, both our day-to-day decisions (e.g., what to wear or how to spend our money) and our big, life decisions (e.g., whom to marry or where to live). You may be thinking, “But these assumptions are about people’s personal lives. What does this have to do with organizations?” The truth is, our deep, underlying assumptions are very personal, but these assumptions also affect our work lives and, as a result, our organizations. In Unit I, we learned how culture flows between the individual and the organization. Individuals collectively come to work, each with their own deep, underlying assumptions. Many of those assumptions may be shared, particularly among people who are members of macroculture (e.g., American culture), but people also come from diverse microcultures (e.g., families), as well as other diverse macrocultures (religions). In this way, people may come to the organization with some areas of diversity in their deep, underlying assumptions.

ORG 6600, Culture of Learning Organizations 4

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As the organization is formed, it also begins to form its own deep, underlying assumptions and behavioral norms, both of which resist change. Stay tuned to Unit III when we will discuss how this occurs.

References Assumption. (n.d.). In Merriam-Webster’s online dictionary. Retrieved from

http://www.merriam-webster.com/thesaurus/assumption Friesenborg, L. (2015). The culture of learning organizations: Understanding Argyris’ theory through a

socio-cognitive systems learning model. Forest City, IA: Brennan-Mitchell. Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (2nd ed.).

New York, NY: McGraw-Hill.

Suggested Reading Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (2nd ed.).

New York, NY: McGraw-Hill.

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© Laura Friesenborg, 2012

Socio-Cultural Learning Model (Friesenborg, 2015, p. 15)