Hello, I’m Doctor Andrew Holmes, one of the Research Staff Developers on Prosper based at the University of Liverpool and I’d like to welcome you to this Identity Matters on-demand session. The title of this workshop has a purposeful double-meaning, it’s about matters which relate to identity, but we’re also asserting that identity matters. It’s something we need to pay attention. As you’ll see, it’s Prosper’s contention that the way you think about your identity matters to your experience of and relationship to career development because it fundamentally affects your mindset towards career development. The outcomes for this session are to see how other academics have thought about issues of identity. To consider your identity now. To understand how identity impacts upon career development and vice versa, and to explore avenues for identity extension or alteration. One thing I’d like to make clear at this point is that discussions around identity might not click with all of you. For some, parts of these conversations will really resonate, and for others the academic identity is less important. This is okay, everybody is different, and everybody has different backgrounds and circumstances. Regardless, it’s useful to be aware of these issues even if you don’t think that they affect your directly. You may even find that it’s more important than you previously realized. The other point to stress before we get started is that these conversations are important regardless of the career you’re considering whether it’s within or beyond academia. A lot of what we’re going to cover today is from the perspective of leaving academia as this is where many people realise the importance of considering identity, but these issues are just as relevant for those who wish to remain in academia. In fact, elements of identity may play an important role in the decision to stay in or move beyond academia. Okay, let’s start by considering what we mean when we talk about academics and their identities. Here’s a tweet from Jennifer Jones, ‘Beginning to realise that leaving academia is feasible, but mentally and emotionally unravelling yourself from the dream of being a professor is something else entirely.’ This tweet from February 2020 is typical of the kind of feeling academics express on their social media platforms, but this issue is rarely brought inside official career development discussions. Pause the video and take a moment to think about why this is. What do you make of Jennifer’s statement here? Chris Cornthwaite runs a successful career advice website and moved beyond academia after getting his PhD in Religious Studies. In 2020 he wrote a book about his experiences, ‘Doctoring: Building a Life after a PhD’. In it he says, ‘…most PhD students I know do not want to leave academia, and they do not turn their back on it lightly. They’ve wholly adopted the sense of self and identity that academia gives. They believe that the thing they are studying, whether it’s grasshopper DNA or Zoroastrian rituals, is actually one of the most important things in the world. They decide that they will devote their lives to it’. Christopher Caterine went from being a Visiting Assistant Professor of Roman History and Latin Literature to moving beyond academia entirely. He now works as a Communications Consultant and Strategist. His 2020 book, ‘Leaving Academia: A Practical Guide’ has been well reviewed as a window into the very specific journey which those who go from inside higher education institutions and move outside of them go on. He says, ‘Whatever led you to seek a new career, you’re embarking on a challenging journey. In its course, you’ll experience major changes in the three areas of your personal identity. How you view yourself, how other people view you, and how you interact with the world around you’. He continues to say, ‘Many academics, I’d even venture to say most, find it hard to embrace changes in these specific areas. As a group, we tend to view our work in higher education as more than a career: we consider it a vocation. The doubts we’re prone to feel as we think about working in a different sector thus go beyond the practicalities of not knowing what it’s like to do a new job. In a very real way, we worry that we don’t know who we’ll be if we cease to be academics’. What interests us here is that if Caterine is right, and there’s ample evidence to suggest that he is, then all of us need to be thinking about identity because the identity question could very well colour everything else that happens. We’re expecting you to have a certain amount of doubt as you explore new and different career pathways, but we want to help you embrace a mindset which will allow you to explore those pathways rather than shut them down. Now, the first two quotations were from books published by American men, so here’s a female UK academic who’s blog-post went viral in February 2021. Emily Herring, got her PhD from the University of Leeds and then left a post-op position at Ghent University, is currently writing a book on the French philosopher, Henri Bergson. As she says, ‘In academia, the lines between person and professional identity are easily blurred. If I wasn’t a historian of 20^th-century biology and philosophy, then I didn’t know who I was. I knew that losing my identity as a researcher would also mean losing a whole community. I was afraid that if I left, I would disappoint those who had mentored and supported me throughout my studies. I couldn’t help feeling I owed something to academia as whole, something I had not yet had time to give back’. Probably the most comprehensive report to date on moving beyond academia in a European context is Vitae’s 2016 survey: ‘What Do Research Staff Do Next?’ It’s a report based on a survey of 856 respondents from 24 countries representing 55 nationalities. One of the key aspects the report highlights is that in the move beyond academia is issues of identity. It says, ‘The loss of social identity came through as a strong theme in the challenge of leaving higher education research. Some respondents reported deep-seated difficulties in giving up their research staff identity’. But let’s be clear that these issues can be worked through. The fact that people negotiate an identity shift does not detract from their positivity about their beyond academia pathway. The survey found that three-quarters of respondents are satisfied with their current employment, while on 18 per cent of respondents continue to have aspirations of an academic career. Pause the video for a moment and think about the following questions. Do these statistics surprise you at all? If so, why? Considering your identity is a natural follow-on to undertaking self-assessment, partly because it involves the following questions: How would you describe yourself now? How would you like to be able to describe yourself in the future/ How would others describe you? We’re going to dip our toes briefly into the waters of identity and give you a minute to think if there are any absolute deal-breakers for you at the moment, with regards to your identity. What is currently important to you that others should know about you? Bear in mind that this might change over time. What you wanted people to think about you when you were 12 is likely to be very different from what you want them to think about you now. Okay, pause the video for a moment and consider any deal-breakers to your identity. On the last slide we asked you to consider one aspect of your identity, if you have any deal-breakers. But of course identity is inherently complex and multi-faceted. The title of this slide is an adaptation of a line from Walt Whitman’s poem, ‘Song of Myself’: ‘I contain multitudes’. It took Whitman over 1300 lines to write his ‘Song of Myself’, a good indicator of the vastness identity comprises. We all have lots of selves depending on the context we’re in and what we’re aiming to achieve. Some of these are nurtured by our work, others may feel crowded out by it. You might identify with none, some, or many of our example identities here. The aim is to get you thinking about how there are different lenses to your identity and to begin unpicking them. We keep talking about your career development journey and identity is also a journey. Researcher of Higher Education, Professor Lynn McAlpine, and colleagues coined the term ‘identity-trajectory’. They think about all the various factors in play as young academics negotiate their career pathways. They say, ‘our seven-year research programme has cumulatively articulated a conceptualisation of identity, what we term identity-trajectory, in which the influence of individual agency and personal lives is central to decisions related to investment I academic work and careers’. If this interests you, you may wish to read McAlpine’s 2018 book: ‘Identity-Trajectories of Early Career Researchers: Unpacking the Post-PhD Experience’. In an effort to bring in a holistic view of identity, career, and life with a capital L, we did a workshop with a group of former postdocs who work now at IBM. This timeline shows the commonly encountered events detailed by the former postdocs now working at IBM, showing the sweep of highs and lows from completion of PhD to getting a job beyond academia. As you can see, there are personal as well professional moments included in the timeline. We can even zoom-in to see the full range of emotional highs and lows they experience as they embark on their new job role. Probably the best-placed audience to answer this question: What is a postdoc? The term ‘postdoc’ signifies lots of things, not least that you’re very intelligent indeed. But, what else do you think the term ‘postdoc’ communicates? Or, thinking about it another way, if you know that someone else is a postdoc, what does it make you think about them? Pause the video for a moment and consider this. The question is the same, but the audience is different here. What kind of identity markers do you think the term ‘postdoc’ communicates to people beyond academia? What might someone think if you introduce yourself with, ‘I’m a postdoc.’? Pause the video and give yourselves a moment to think about this. Academia is an intense world, and it requires years of dedicated study and effort to become a postdoc. With the number of permanent academic positions at odds with the number of postdocs on the academic job market, postdocs can feel frustrated by sensing that they lack control over their career outcome. More postdocs haven’t been studied as a distinct group in this regard, we have tried to find examples of roles that shared us the need to negotiate identity as one moves beyond an all-encompassing world such as that of elite football, professional dance, or military service. Three groups which, like academia, have their own language, status and require extreme commitment. As with academia, moving away from these worlds can be voluntary or involuntary. Here’s a quote from ‘Anticipating army exit: Identity constructions of final year UK career soldiers’. ‘Leaving military services requires people to ‘carve a different future’, which can feel intimidating. It’s a two-fold process of identity constructions and reconstructions for the leavers who, during the pre-exit period, need to answer the question; ‘who or what will I be after leaving the Army?’ which then implies a second and related process in the form of a renewed attentiveness to the questions of ‘who or what have I become?’ Professional dancing is another career pathway where people spend a long time training and proving their worth, but the profession doesn’t have space for all of its talent and it’s a time-limited career so that even those who make it have to negotiate their career and thus identity transitions long before retirement. Ballet dancers and professional dancers more broadly, have to negotiate a new identity when they stop dancing whether through choice, injury, or retirement. Roncaglia notes how ‘the dancer needs to be reintroduced to the world of work as a changed and changing individual, where a new self ought to be nurtured’. Roncaglia’s retirement transition model for ballet dancers details the many competing factors which effect this change. Similar to professional dancers, the world of elite football is particularly demanding, sometimes plagued by injury and not a sustainable career long-term. People training for careers in elite football face possible rejection at every stage given the small number of jobs in this field. Brown and Potrac emphasis that these uni-dimensional identities are quite negative. They discuss the issue in terms of ‘identity disruption’ for young people, you have to find alternative career pathways. They report that as some of the deselected players explore other career pathways, they ‘come to realise the degree to which their involvement in football and uni-dimensional identities controlled and restricted their lives’. This is in part why we’re encouraging you to think about your whole self, that you are aware of all the facets of your identity, in order to make an informed choice about how you want to shape your identity going forwards. The identity issue comes across in a variety of genres, across all disciplines and for researchers all around the world. So here we’re going to explore a couple of places where it’s been highlighted. Firstly in Vitae’s 2016 report, they say ‘the loss of social identity comes through as a strong theme in the career stories and survey free text responses’. Hayter and Parker’s research article from 2019 reports that ‘about 20 per cent of postdocs seeking academic employment during the study reported that the realisation that they will not achieve their long-time career goals resulted in what one respondent called and ‘existential crisis’, and that periods of crisis slow a postdoc’s ability to pursue non-academic career options.’ And from Chris Conthwaite’s blog in 2020 it says, ‘The bubble that you live in is a structure of meaning. When you learn about a field and place yourself within it, it’s not only that you’re training for a job. You’re inserting yourself and your life’s calling into a value system that gives you meaning, purpose and identity. That’s why leaving academia is so hard.’  We wanted to show you these examples to highlight that a crisis regarding your identity might slow your ability to pursue career options and explore new opportunities, which is why we need to talk about now before this could interfere with your experience of and involvement with your own career development. Having covered the importance of identity in career development and how some people may find this impacts their decision-making or progress, we are now going to look at identity opportunities and about adopting an open mind. The questions on screen are meant to be rhetorical. None of us know what the future holds and until we’re required to do something new, we can estimate our capability but that’s about it. You’d have to know about a multitude of options in order to make a judgment about which career pathways could make you happy and that is what Prosper is about. Following one of the recommendations of LERU’s 2018 Position Paper, we want to encourage all of you to begin making that shift of perspective from a straight career track to multiple career pathways. While this was written about postdocs, it’s fair to say that there are few straight career tracks nowadays. One of the podcasts we recommend has the phrase ‘squiggly careers’ in its title. You should know that an exploratory, mobile, and unique journey through career pathways is something to be proud of. Professor of Organisational Psychology and former Harvard Business School faculty member, Doctor Herminia Ibarra, has written at length on identity as being active, rather than a fixed object. Her book on working identity hinges around two central ideas. Firstly, that ‘our working identity is not a hidden reassure waiting to discovered at the very core of our inner being. Rather, it is made up of many possibilities.’ Secondly, that ‘changing careers means changing ourselves since we are many selves, changing is not a process of swapping one identity for another, but rather a transition process in which we reconfigure the full set of possibilities’. What is useful about Ibarra’s work is that she emphasises possibilities and identity shifts on a sliding scale rather than wholesale substitution. Yes, changing careers means changing ourselves. But we are already and always are many selves, leaving us with more opportunities than perhaps we thought we had. We want to leave you with a positive real-life example of someone who has made the move beyond academia and contentedly navigated their identity. Doctor Chris Humphrey is a former postdoc of Medieval Studies and now a project manager in financial services. He also runs the hugely successful careers website for PhD holders, Jobs On Toast. In answer to the question, did moving beyond academia require a shift in mindset or a change in how you thought of identity he said, ‘I guess when you’re in academia you have a kind of identity as a researcher, as an academic, and as a teacher. And what I’d started to think of is how I could translate that for a non-academic audience. The sort of thing I was focusing on was e-learning. I could make a king of plausible sort of bridge. I’m a professional educator, professional trainer and so on. I’m moving from that world of academic higher education by bringing that out into a business context. But a lot of the skillset was still the same around education, training, imparting knowledge between people and so on. So, yes, I think it did take a little bit of a shift, but I kind of quite enjoyed that as well. That sense of creating a new sense of who I was and who I am.’ Changing careers and the impact that might have on your identity can be a little scary, and it’s perfectly natural to ask questions like: Who am I if I’m not a researcher? But what Chris highlights here is that a shift in job and sense of self can be a positive experience. That there’s an enjoyable challenge in discovering something new about yourself, what you’re capable of, and who you might be under different circumstances. What matters is being aware that this journey might not always feel completely comfortable, the timeline will never be completely positive and above the line, but the end goal of finding the right career for you, whether that’s within or beyond academia, is worth the trip. A great follow-up to this session would be to complete the follow the following task. Throughout your career development journey you’re trying to figure out what suits you best, and these kinds of forced experiments are a great way to begin trying on different selves and different roles for size. Give yourselves around 20 to 30 minutes to complete these tasks. Firstly, picture yourself living five different parallel lives. Who would you be and what would your life look like? Then, picture yourself in three different jobs beyond academia that have piqued your interest. What would they be like? Finally, think about yourself at retirement. What would you want mentioned about you in cards and speeches? What impact do you want to have had in your workplace, and how do you want to be remembered? Try not to be judgmental or dismissive about these new situations, or if you do find yourself reacting, then reflect on what it is that you’re having such a strong reaction to. These reflections can help you figure out how you feel about different possibilities. You may uncover things you cannot compromise on and that helps you define your personal perimeter, your career pathway. Thank you so much for your time in viewing this on-demand Identity Matters session. Please do look at the resources that accompany this video. Thank you.

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Hello, I’m Dr Andrew Holmes, one of the research staff developers on Prosper, and I’d like to welcome you to this ‘Introduction to Self-Assessment’ session. In this session, we will introduce the basics of what self-assessment is, we’ll explore why you’d want to use it and why it’s important, we’ll discover who makes use of self-assessment tools, we’ll let you try out some self-assessment tasks and we’ll finish with how to make the best use of your findings. First, though, I’d like to ask you a quick question. The question is: do you expect to be happy in your career? I’d like you to consider this question not just for what you are doing currently, but more broadly in your future roles. The options for answers are yes, no, I’ll settle for something that pays the bills and, lastly, I don’t know or I haven’t thought about it. Pause the video and take a minute to think about this question and your answer. In this session, we’re going to highlight the role self-assessment has in your career planning and how, by using these tools to consider yourself, you can begin to identify careers that you may be happiest in. You may have come across the Japanese concept of ikigai, the idea of having a sense of purpose and of living a fulfilling life. This idea sits at the intersection of what you love to do, what you are good at doing, what you can be paid for and what the world needs. It’s a really lovely concept, but finding what and where that sweet spot is for you personally is easier said than done. Or, as John Lees puts it, all work is a deal between what you want out of life and what an employer wants out of you. Self-assessment can help you work out the first bit – what you want from life – getting us towards that goal of being happy in our careers. So what is self-assessment and why bother with it? Put simply, it’s thinking about yourself to identify what your skills, strengths and values are. Once you know what these are for you, you can get a clearer idea of what’s most important for you. An analogy we can use which may perhaps help is when finding a long term partner. Our first question isn’t, typically, ‘Who’s available?’ We instead start with what we’d like and what we’d be happy to compromise on, and then we lastly consider availability. So here we’ve dug out a rather old ‘Lonely Hearts’ advert as an example of what we mean. At the start, the desired personal attributes are clearly stated; the person is looking for a lady in a certain age range. They then move on to the skills they’re looking for in their wife, and, yes, they really went to town specifying the domestic skills that their heart desires, and perhaps they’d have been better off employing a cook. Next, they cover their desired person’s social standing and hobbies. The analogy here with careers still stands. How important to you is your social standing or how prestigious a career is deemed to be? Next, they cover personal qualities and values. Could you list your own personal qualities and values with this degree of clarity? Finally, they provide an acceptable point of compromise – they are prepared to wear a wig. Bringing this back to careers, do you know what you’d be willing to compromise on? For example, would location be a non-negotiable for you or would something else be an absolute immovable dealbreaker? The quote on-screen nicely summarises self-assessment, stating that identifying personal values, skills and strengths requires introspection. This can be a new or uncomfortable experience, but keep in mind that the benefits of self-awareness will better help you in your career search and these self-assessment techniques are tried and true. Self-assessment can really help you change the question you are asking from, What jobs can I get?’ to the better question of, ‘What jobs are a good fit for me and what am I both good at doing and like to do?’ Spending time reflecting on what skills you have and enjoy using can give you clarity. In 2019 at the University of Liverpool research staff conference, we conducted a snapshot survey and asked some postdocs the question, ‘What might prevent you from exploring job options beyond academia?’ We found that respondents lacked confidence in the skills they have. This was coupled with a lack of understanding of what they can do. So, as you can see, spending time on self-assessment may have helped these respondents have better clarity and perhaps more confidence in their skills and what they might like to be doing going forwards. So what’s the risk or drawback if you don’t bother with getting a clearer idea of what’s important to you? Well, as we highlighted from our survey, you’d still lack knowledge on your skills. However, you’d not be alone. As the tweet from Chris Cornthwaite highlights, many people don’t pause to take the time to learn about themselves and what type of life they want. The temptation is to skip self-reflection and go straight for specifics when considering possible careers, trying to directly answer, ‘What careers and jobs use people like me? What have others from my disciplinary area gone on to do? What industries use my research skills?’ However, if we focus on these specifics and neglect to consider what we like doing, we can easily fall into the trap of doing a job because we are good at it. I think Fuchsia Dunlop sums this up well and also captures the aspect of the perception of others which can define and sometimes stifle you. Yes, I know it’s a lot of text, but I’m going to read it all because I think in this quote she encapsulates a lot of the issues discussed here. ‘By the age of 11, I already wanted to be a chef, but the conveyor belt of my education took me further away from food. Students who get good grades at school are not encouraged to run away and work in restaurants. I remember one middle school teacher laughing at me, incredulous, when I told him of my ambition. So I carried on passing exams, working hard and doing what was expected of me. It was in China, thousands of miles away from home and almost completely cut off from my past that I was able to do what I really wanted. Finally, I was able to admit to myself that I was no socioeconomic analyst, not even really a journalist, but a cook. It was in the kitchen chopping vegetables, mixing a dough in my hands or seasoning a soup that I felt most completely myself. Growing up in Oxford, studying in Cambridge, working in London, I had been propped up by a string of academic and professional credentials that had seemed to define me in the eyes of other people, but in China, none of that mattered.’ An example from a more academic setting is taken from Peter Fiske’s book, ‘Put Your Science to Work’. The most common mistake that people make in their career decisions is to do something because they’re good at it. It’s a story I hear all the time. Someone will say to me, ‘I’m an engineer, but I don’t like it.’ ‘Well, why did you become an engineer?’ ‘I was good at science and maths, so people told me I should be an engineer.’ ‘Did you ever like engineering?’ ‘No, but it was easy.’ Rather than starting with the specific questions on the left of the screen, better questions to start with are: why am I looking for change; what am I dissatisfied with in my current role; what do I really enjoy doing? You might realise that academic research is for you or you might decide that you want to do something else entirely. So we’ve covered what self-assessment tools are, that’s, at their core, they’re really just ways of getting you to stop and take time to think about yourself, to focus on, for example, what your skills or values are. We’ve covered why you may want to use these tools, but who uses them right now? Well, several employer partners we’ve spoken to mentioned self-assessment tools either as part of the recruitment process or as part of in-house development. Very large companies sometimes create their own self-assessment tool, which all employees undertake to ensure that they’re in the right part of the company and working towards what they really want. Former postdocs have found self-assessment tools invaluable in their own career planning. As Dr Kate Whelan told us, ‘A massive part of my career planning has always been thinking about tying together two things – understanding what my strengths are and combining that with understanding what I’m actually enjoying or not enjoying about the job and helping that to map out what my aspirations and plans are. You have to be proactive and have some kind of self-awareness.’  Dr Roberts highlighted that knowing more about yourself can help you identify your next career step; by getting clear on your vision, purpose, mission, values and natural talents and capabilities, the next breadcrumb steps will become obvious. You will know deeply where you can add value in a way that lights you up. Universities also use self-assessment tools. We’ve highlighted nine universities, not an exhaustive list by any means, which use a range of self-assessment tools. We found the most commonly used are the free-to-access myIDP and Imagine PhD tools. Next steps. Once you’ve completed a self-assessment tool, this isn’t the end of the exercise. You should take some time to reflect on your results. Did they surprise you? How do your skills or values get used in your current role? You may wish to set yourself some targets or goals to develop a particular skill. We suggest setting smart goals. Your goals should be specific, measurable, attainable, relevant and time-based. For example, a smart goal could be, ‘I will develop my communication skills so I can deliver an effective one-minute elevator pitch for an event in two months’ time. I will attend a workshop on rapid communication skills and practice with peers to get feedback.’ Next. Well, you can read our blog post about self-assessment tools for more information. The Prosper portal has a number of self-assessment tools to choose from. This is because no one self-assessment tool is perfect for postdocs, but each one will give you another lens on your interests, strengths and values. Pick a self-assessment tool, give it a go and then reflect on the findings. Do you agree with them? How do they reflect your current role and interests? Try out a couple of the tools and reflect on the differences and similarities of the results. If you aren’t sure where your strengths lie, try asking a close friend or someone who knows you really well what your strengths are. You could also discuss your thoughts on self-assessment and the results you’ve got with your peers. Lastly, apply your findings. Taking self-assessment tests and then doing nothing with the results isn’t an effective use of your time. Use what you find to help develop your career. Our closing thought to end on is that this is a process, that a career is a lifelong practice of recalibration that allows you to stay in your sweet spot where you can freely contribute your unique gifts to the world. Thank you so much for your time viewing this ‘Introduction to Self-Assessment’ video. Please check out the resources that go along with the video on the portal site.

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Hi, I’m Sally Walker, director of SW Career Coaching Limited, and I’m a career and intercultural coach. I will be guiding you through this video which is designed to help you recognise what intercultural competence is, and how it can help you to thrive in your career in today’s multicultural work settings, which are frequently becoming the norm. Please refer to the accompanying workbook as well for full information and further resources. As a result of engaging with this recording and the accompanying workbook, I hope that you will have gained a greater understanding of the meaning of the broad term ‘culture’. You will better understand the meaning of intercultural competence, and will recognise its importance for careers within and beyond academia, irrespective of geographic location. You’ll be able to identify the benefits and challenges of working in a multicultural work setting, and will seek to avoid negative cultural stereotyping. In this video I’m going to be covering three main areas. The definitions of culture and intercultural competence. The benefits and challenges of multicultural work settings, and avoiding negative stereotyping. Take a moment to look at these six photographs on screen, which one or ones best represents culture to you? Actually they’re all representations of different cultural groupings. Be that the culture that builds up around membership of a sports team, or by sharing a particular nationality which the world map at photo two represents. Or the culture that builds in a professional work setting. Through being part of a particular religion, having a common educational experience, or sharing a similar age. The purpose of this webinar, we’re therefore adopting Spencer-Oatey’s definition of culture as the meaning systems that are shared to varying degrees by interacting members of a social group, which influence but don’t determine each member’s behaviour and his or her interpretation of the meaning of other people’s behaviour. This broadens out the popular notion of culture as being based purely on an individual’s nationality. Cultural identity can be described broadly as any aspect of an individual’s diversity, arising from a really wide range of variables, including their age, gender, nationality, education, occupation, sexual or religious preferences, political ties, and so forth. These will affect the way a person behaves and how someone else interprets their behaviour. The key point to emphasise here is that a culture grows wherever there are two or more people together. Your family is a cultural grouping. You’ll have certain accepted ways of doing things which other families may not share. When you visit another family often, it is to some larger or smaller extent, it’ll feel different. That’s just culture in action. In other words, culture can be described simply as the way we do things around here. Culture is therefore not something that’s easily defined. It’s complex, and it resists those essentialist labels such as Americans communicate in this way, or British people negotiate in that way. Culture isn’t fixed, and it’s a process instead. Something that’s constantly being created, and it’s something that you can build in a team by agreeing on certain norms of working together. Academic institutions, private sector companies, and third sector organisations each have their own unique cultures. Given the definition above, would you describe the following team as multicultural or not? This is a UK-based work team composed of men and women, spanning two generations. Some in their 20s, and the majority in their 50s, from London, Yorkshire, and Scotland. The team includes members who have different ethnic backgrounds and a mix of religious beliefs and sexual orientations, and all are university educated. So this is indeed a multicultural team, even though all the team originate from the UK. The team is culturally very diverse, but the team members might not be aware of the full scope of this diversity. Would it be helpful for team members of the group to have a level of intercultural competence? Yes, it would. Let’s move now to a description of what’s meant by intercultural competence, which you might also see or hear described as having a global mindset. It’s described by Deardorff as the knowledge, skills and attitudes that are required to get along effectively with an individual or a team with a different cultural identity to you. Visually this can be represented by the diagram on screen. Intercultural competence is the measure of your effectiveness when interacting with others who don’t share the same cultural background as you. Using that broad definition of culture which we defined in the previous section. It requires you to be curious and open to differences, show respect and empathy towards others, and to suspend beliefs, assumptions of judgement wherever possible. The skills of listening, observing and evaluating, interpreting, and relationship building are facets of intercultural competence. Intercultural competence incorporates the knowledge gained from cultural self-awareness, from knowing the local cultural context, and from having foreign language where that’s appropriate, and sociolinguistic skills. So the latter knowledge is invaluable for interpreting nonverbal body language. The need for intercultural competence is relevant for careers within academia and beyond. Gaining this competence is an ongoing, lifelong learning process. The more you engage with people from different cultural backgrounds to yourself, the more likely you are to gain intercultural competence or a global mindset. What are the benefits of working in a multicultural work setting which might be similar to the one that I described in that case study earlier, or might have you on assignment abroad, or interacting regularly with international colleagues? Research has demonstrated that there are significant benefits to having a diverse multicultural workforce. From the organisation’s perspective, a team with a varied cultural background frequently generates more innovative ideas, products and services, which in turn potentially leads to increased profitability or raises the reputation of the institution. For a potential employee such as yourself, a multicultural work setting may offer a highly stimulating environment, both in terms of the work content, which might have an international scope for example, as well as the opportunity to collaborate with other talented colleagues. You may also benefit from forward-thinking development and learning opportunities. There are however a number of challenges that you might face when working in a multicultural work setting, which might not exist when working in a more homogenous environment. Which of these have you experienced? Take the language challenge for example, which when colleagues don’t all share the same mother tongue, there may be one language that dominates in the group, reinforcing the power and influence of some, and leaving those who don’t speak it as fluently potentially feeling marginalised. In a multicultural work setting you might experience different styles of communication. So in some cultures it might be the norm to be direct, clear and explicit to avoid misunderstanding, when other cultures, a more indirect approach is the norm to avoid the possibility of rudeness and giving offence. You may find there are different norms of nonverbal communication, including gestures, facial expressions, body language, as well as acceptable levels of personal space. In terms of power and status you may experience different attitudes towards hierarchy that might cause conflict. Some cultures are very respectful of the seniority of co-workers, where other cultures have flatter structures, and tend to be more egalitarian. There may be opposing decision making norms in a multicultural setting that you’re part of. Certain cultures will expect a great deal of analysis and preparation before deciding upon something, whilst others prefer to move into action more rapidly based on adequate rather than full information. Finally, one’s relationship to time can differ between cultures, depending on whether time is viewed in a linear or fluid way. This affects attitudes towards punctuality. So do take time to reflect what your preferences are in each of these dimensions. The greater our own levels of intercultural self-awareness, the better we are at appreciating that there is no right or wrong approach or way of doing things. Intercultural training which is focused entirely on the identification of differences in national cultural traits, such as the Dutch are like this, or the Germans are like that, really does run the danger of producing negative stereotypes. Stereotyping is inevitable in life, it’s a way of labelling our experience, giving us a shorthand, and has some foundation in truth, however Adrian Holiday contends that stereotypes are infected by prejudice, which in turn leads to otherisation. So we need to be careful of falling into the trap of labelling others in the workplace. Intercultural competence is about suspending these judgements, and being curious about a person that you’re working with as an individual. So to gain greater insight into how your culture may be perceived or stereotyped by others, the following exercise on screen may prove helpful. Imagine that a colleague is arriving who’s new to your culture. Be that new to your academic institution, to your country, or to your work sector. What notions or expectations might they have ahead of time, and where might they have gained these from? In a recent webinar that I delivered to postdocs on this topic, a delegate mentioned that when she had been new to the higher education sector, she had expected academics to be very scary because of the way they were portrayed in films or by the media as unintelligible boffins. Instead in reality, in her experience she found academics to be accessible, open, and supportive. So very often film or media representations can be biased or untrue. When developing intercultural competence, we’re aiming to suspend our assumptions derived from these types of secondary sources. I hope that as a result of this short video you can now appreciate a broad definition of what’s meant by culture, as well as a multicultural work setting, and recognise the combination of knowledge, skills and attitude which make up intercultural competence. You’ll have learnt about the benefits and challenges of working in a multicultural environment, and will in future be better able to avoid the pitfalls of negative cultural stereotyping. Please do refer to the list of resources which is included in the workbook for further information on the topics covered here.[END OF TRANSCRIPT]

Hi, I’m Sally Walker, director of SW Career Coaching Limited, and I’m a career and intercultural coach. I’ll be guiding you through this video, which is designed to provide you with practical ways of enhancing your existing levels of intercultural competence. It’s hoped that these insights will enable you to thrive in multicultural work settings. Please refer to the accompanying workbook as well for full information and further resources. As a result of engaging with this recording and the accompanying workbook, I hope that you’ll walk away with suggestions that you can practice when applying for job roles and when working in multicultural work environments. In addition, I hope you’ll also gain an appreciation that organisational cultures are constantly evolving, and that you can positively contribute to this process of building an effective culture by demonstrating high levels of intercultural competence. In this video I’ll cover the following three main areas. After briefly setting the scene about organisation and team culture building, I will share the 3R model to help you learn from intercultural incidents that you experience in future. Secondly I’ll offer some tips for successfully navigating situations where cultural differences are most notable, in interviews, meetings, and emails, within a multicultural work environment. Finally, I’ll provide suggestions to enable you to enhance three key areas of intercultural competence, namely how to increase your tolerance of uncertainty, build relationships based on empathy, and thirdly develop your cultural curiosity. Here’s a reminder of what we mean by intercultural competence, being a combination of knowledge, skills and attitudes required to get along with someone who has a different cultural identity. Please do listen to the recording entitled ‘intercultural competence and how it can help you thrive in multicultural work settings’ for more detail about definitions. Organisational cultures in academia and beyond can vary widely depending in part on different sets of values that they each seek to embody. Do refer to the Hofstadter insights article in the resources section for more detail. The organisational culture influences the norms of how relationships are built, how communication typically takes place, how trust is created, and how time is perceived. When researching career opportunities, try to find out not only about the job role you’re applying for, but also about the organisational culture by carrying out informal information-gathering meetings with individuals currently working there. Aim to speak to a cross-section of people, including those who have only recently joined, as they are likely to experience some sense of culture shock on arrival. When these cultural experiences are unexpected or surprising, we might call them intercultural incidents. Whether differences in cultural expectations, these incidents are most likely to arise or be noticeable during the application and interview process to a new organisation, institution or company, when you first are greeting someone who works or studies there and introducing yourself to them. During meetings, and then related to any type of gift giving, appraisals, and email etiquette. It’s therefore helpful to raise your consciousness when going into these types of situation, and be prepared for potential intercultural differences to exist. Being aware of this dimensional framework which is explained in full detail in the video entitled ‘cultural identity and current level of intercultural competence’ may be helpful when you’re encountering new organisational cultures. Recognising that new colleagues have some different as well as similar preferences to you relating to their explicit or implicit communication style, or their preference for consensual or top-down decision-making may explain intercultural incidents that you’ve experienced where you’re surprised or shocked by particular events or way of working. Remember that all of these preferences are positively framed, none are right or wrong. We just need to appreciate that our new colleagues, clients, or suppliers have a different cultural background to us as well as individual personality profiles, and that this influences their behaviours. For a practical application of the dimensional model, let’s look at how it might help you to successfully prepare for and carry out interviews at a new organisation, institution, or company, where cultural differences are likely to exist. Ahead of the interview, seek out an intercultural mentor, somebody who works in the new environments to gain their insights. Ask them about whether the organisation has an egalitarian or hierarchical culture. This may affect whether the interview is informal or formal in style, and might influence the decision making style and whether recruitment choices are made consensually amongst a panel of interviewers, or top-down by just one or two individuals. You could also ask your cultural insider about whether the organisation is task or relationship-orientated. If it’s the former, then it’s more likely that the interviewer will have a job description, and a results-based focus, or if the latter will concentrate on building rapport, discussing common interests or connections between you. Thirdly, you could find out whether this organisation culture typically has a low, that is explicit, or high, that is implicit, communication style. If the interviewer has an explicit style, they’ll be direct in their questions, and will expect you to be succinct and punchy with your responses. If the interviewer has an implicit indirect style, you’ll need to pause, reflect, and then focus on answering the question behind the question. Try to match the pace and tone of your answers to those of your interviewer. Finally, mirror the body language of your interviewer, considering not only eye contact, but how you walk, how you sit, whether you nod or shake your head, even whether you show your teeth or hide them behind your hand, different cultures will ascribe different meanings to each of these actions. Use your intercultural mentor to help you gain the intercultural knowledge you need to fit within this new organisational culture. When you do experience something that’s culturally unexpected, whether during the interview process or once you’ve joined your new multicultural work setting, journal writing can be a helpful tool for deciphering such intercultural situations. Using the 3R model, which was developed by Spencer-Oatey and Davidson of Warwick University, to reflect on intercultural incidents, may help to deepen your intercultural competence. First of all, report in your journal intercultural incidents you’ve encountered which surprised you or you found unusual, puzzling, irritating, upsetting, or significant in some way. Note down as factually as possible what was said, and any non-verbal body language involved. For example, where there was a conflict over a decision making process, or where you felt surprised about the way an interview was conducted, or the manner in which feedback was communicated to you. Next, reflect on the situation, try to spot the problem. Why did it happen? Did it arise due to language difference, conflict in communication styles, or different cultural values and assumptions? Consider using the dimensional framework outlined previously to help you identify the issue. Thirdly, re-evaluate the situation. What are alternative interpretations about what’s happened? Can you take a different perspective and practice putting yourself in another person’s shoes to exhibit intercultural empathy? How might you now repair things if necessary to demonstrate your intercultural resilience? What do you learn from this incident that might be applied in future? Here’s an example of an intercultural journal extract using the 3R analysis, taken from Robert Gibson’s book, Bridging the Culture Gap, which is mentioned in the resource list. This intercultural incident relates to a meeting situation which didn’t go as successfully as the individual had hoped. They used the 3R process as a reflective learning practice. You may find that you experience intercultural incidents when you lead or participate in meetings for the first time in your new organisation. Here are three intercultural tips to consider trying if you are re-evaluating new approaches for future meetings. Firstly, aim to achieve a balance of task and relationship building in a meeting, where you create time for introductions and interactions between participants, as well as goal setting and identifying action items. You could propose a longer communal lunch period for example, or work in smaller breakout groups. You could create greater rapport and establish more common ground amongst participants by introducing knowledge of their culture into the content of the meeting, for example by including words from their language into a presentation. Thirdly, if you’re looking for responses from meeting participants, allow time for multicultural colleagues to write down questions and share them, potentially anonymously in advance rather than seeking spontaneous input. Culturally, this might lessen power and status issues, and will also better accommodate those who have a more reflective preference, as well as those working in a second or third language. It can be helpful to take into consideration the following points when communicating via email in a multicultural environment, particularly where colleagues or clients do not share a common mother tongue or fluent language ability. Focus on sharing factual information rather than criticism or emotions in your emails. In other words, pause and respond rather than reacting. You may be misinterpreting what someone else has written, or the tone being used, because of language or cultural differences. Aim to keep an email relatively short, simple and polite. Make clear what’s being requested and within what timeframe. Be very selective about using jargon, slang, proverbs, complex words and acronyms, in case your reader is unfamiliar with these, and they might lead to a misunderstanding, or might highlight a power status difference. Be sensitive to how you address people, echo their use of titles and credentials. My final tip, don’t rely purely on email. Communicate in a variety of ways, including phone, video platform, and face to face, to build trust and common agreements, and to avoid misunderstandings. In this final segment, I’d like to propose strategies that you can practice to deepen your level of intercultural competence in three critical areas, which are tolerating uncertainty, building relationships based on empathy, and developing greater cultural curiosity. Being able to tolerate and even thrive on uncertainty is an important aspect of intercultural competence, and requires you not to rush to closure or judgement in multicultural situations. We often find unpredictable situations stressful and want to move through them as quickly as possible. In multicultural environments, not knowing what assumptions your colleagues, clients, or suppliers are working under can feel very challenging. However, taking time to consider options and listen to all sides is the key to understanding and ensuring that you don’t make significant mistakes. Here are some practical ways that you can strengthen your tolerance for uncertainty. Aim to be consistently factual and realistic about situations and demonstrate nuanced rather than black and white thinking. Slow down your judgement and decision making processes. Ask more questions, and aim to remain open and agile before coming to any conclusions. Actively participate in new cultural experiences and engage with individuals who have different cultural backgrounds to you. You might invite a new colleague to lunch or volunteer for a charity that puts you in a situation of newness and amongst people from a different cultural background. Forming strong reciprocal relationships in a multicultural setting increases cultural understanding and builds support and self-confidence, as well as strengthening your professional network. The more that you can learn about the culture of the individuals in your multicultural team that you’ve joined, the quicker you’re likely to feel you fit in. Showing empathy means you can imagine what it feels like to look through someone else’s eyes and stand in their shoes, and value how they see the world. It’s vitally important to be able to do to avoid misunderstandings. It’s often easier to feel empathetic towards a colleague when we can accurately read their nonverbal cues as well as tone of voice. This happens most often when we share a similar cultural background. You can often just sense when something isn’t right with them. Many of these signals however, such as nodding or shaking of the head, or the amount of eye contact, have different cultural meanings. This means we need to learn to slow down our normal response rates to others in order to question and interpret accurately what is being meant. When we try to build empathy and understanding with new colleagues, we often ask questions to find common ground together. In multicultural environments, it’s important to remember that cultures will different in terms of how long it takes to disclose personal information. It might be seen as intrusive in one culture to ask about topics such as family, salary, or health. In another culture, this information might be shared early on to build trust and empathy for each other’s situation. Here are some further strategies for you to practice to build empathetic intercultural relationships. Consider increasing the frequency of contact with an individual you’re finding challenging to interact with, rather than avoiding them. Take small steps, start with a greeting and a smile. Comment on neutral topics like the weather, moving later to a question about weekend plans. Gradually trust will hopefully start to build between you given time. Aim to find situations, aim to find similarities and areas of common ground with colleagues and clients, for example by talk of a shared hobby, similar education or family background, rather than focusing on the differences that appear to exist. Be prepared to share a little about yourself early on in the relationship to encourage your colleague to do the same. Practice asking for help, which demonstrates vulnerability and humility, by using the question, since you have deeper experience in, and name the particular cultural context, do you have any insights to share on X? Acknowledge your mistakes in an appropriate way, typically this will deepen your relationship with colleagues. However, there are certain cultural contexts where you need to learn from an intercultural mentor how to do this appropriately without making yourself appear weak. Finally, practice offering genuine, specific and factual praise to others, as well as sharing the credit for any part they play in your success. Having a genuine curiosity about other cultures and a desire to learn more about them is likely to give you a greater degree of intercultural competence. Here are some practical ways that you can develop greater intercultural curiosity. Firstly find yourself an intercultural mentor. A study by Osland et-al showed that individuals with an intercultural mentor fare better than those who do not, as the mentor helps to draw out more complex understandings of a new culture and provides an on-going dialogue. You can make culture explicit by asking questions of your mentor whenever you’re unsure about how to interpret verbal or nonverbal signals and reactions, or when you’ve experienced an intercultural incident. So do try to learn some words of the language or languages spoken by your colleagues or clients, as this may provide you with insight into the values of that culture. For example, Japan’s culture of politeness and respectfulness of status are reflected in there being more than 20 words for making an apology. Knowing this might help to heighten your sensitivity to this aspect of Japanese culture. In addition, trying to speak even a few words with colleagues and clients in their language demonstrates your humility. You may make mistakes, but this gives your colleagues an opportunity to help and advise you, and see that you’re prepared to be vulnerable. Language learning is a chance to become comfortable with the unknown, and it is likely to raise your level of empathy for the challenges faced by colleagues in your work setting who use a second or third language every day to communicate. Watching foreign films, or using an app such as Duolingo or FluentU, reading a newsfeed in another language, are all simple ways to engage with other languages. The recent 2022 cruise research project report noted in the resources section, which was funded by Erasmus, highlighted the importance of both experience with foreign cultures and foreign language competence as critical aspects of building intercultural competence. To that end, do all you can to actively seek out professional as well as social events that bring you into contact with individuals who have different cultural backgrounds to you. I hope that as a result of engaging with this recording that you now have a number of tools and approaches that you can use which should help to increase your own self-confidence when working and studying in multicultural work settings. You will have gained tips for navigating the potential intercultural challenges of interviews, meetings and emails, and finally do remember that organisational cultures are ever-changing, and that you can actively contribute to creating an effective and positive work environment through the conscious practice of intercultural competence. Please refer to the list of resources for further information on the topics covered here.[END OF TRANSCRIPT]

Hi, I’m Sally Walker, Director of SW Career Coaching Limited and I’m a Career and Intercultural Coach. I’ll be guiding you through this video which is designed to raise awareness of your cultural identity and will also help you to identify your current level of intercultural competence. It’s hoped that these insights will contribute to you thriving in multicultural work settings. Please refer to the accompanying workbook, as well, for full information and further resources. As a result of engaging with this recording, and the accompanying workbook, I hope that you’ll gain a greater awareness of your own cultural identity and intercultural preferences, to enable you to build stronger and more empathetic working relationships in a multicultural setting. In addition, you’ll learn how to assess your current level of intercultural competence and identify your intercultural strengths which will be important to highlight in job applications and at interview, as well as clarifying any development areas to be addressed in future. In this video, I’m going to cover these key areas: identifying personal cultural identities, ways to self-assess your current level of intercultural competence. Thirdly, showing a dimensional framework to highlight your intercultural preferences. Fourthly, how to use external resources to assess your level of intercultural competence. Finally. I’ll help you focus on your intercultural strengths and development areas. Please refer to the recording entitled ‘Intercultural competence and how it can help you thrive in multicultural work settings’ for full definitions of what we mean by culture and multicultural work setting. As a reminder, intercultural competence, or having a global mindset, is described by Deardorff as, ‘The knowledge, skills and attitudes that are required to get along effectively with an individual or a team with a different cultural identity to you.’ To work effectively with multicultural colleagues it can, therefore, be helpful initially to be aware of your own, cultural identity or make-up. Equipped with these insights will potentially be easier to recognise areas of cultural common ground, as well as differences between yourself and others. Cultural identity is described by Adrian Holliday as, ‘The collection of our multiple identities.’ These identities derive from the numerous social groupings that we’re part of, including those related to our nationality, gender, age, sexual orientation, family position, religion, hobbies, occupation, political ties and education. How do you identify yourself? Completing the culture-flower exercise yourself in the workbook might be helpful. Add in one of your multiple identities per petal. For example, son, French, cricket player, Muslim, only child, university educated. You can see my own examples shared here on screen. The purpose of the exercise is to raise awareness of your own cultural complexity and the output could be shared with new colleagues or your manager in order to build trust and seek out greater common ground together. This is a useful ice-breaker-type exercise. Once you have a sense of your own, complex cultural identity, we can explore your current level of intercultural competence and how well you practice the skills and attitudes which make up this particular competence. We want to know how well you tolerate newness, ambiguity and uncertainty. We can identify whether you actively listen, evaluate and interpret situations of people without judgement and with curiosity and empathy. Thirdly, reflect on your attitudes towards certain verbal and non-verbal behaviours. Initially, you might begin by asking yourself some self-reflective questions and noting down your responses in the workbook. How do you demonstrate that you value people from other cultures, even if you disagree with their beliefs and opinions? What specific actions do you take in meetings with colleagues to do this? Do you check and verify your understanding when listening to or reading something, rather than jumping to conclusions or assumptions? How curious are you about other cultures? What have you done recently to demonstrate this? Such as volunteering in a new cultural environment, or inviting a colleague with a different cultural background to lunch. Are there particular verbal or non-verbal behaviours that make you feel uncomfortable? Be honest, how do you feel about eye contact, tone or pace of voice, tolerance of accents? Finally, what language skills do you have? A dimensional framework, such as the one outlined on-screen, based on the work of Erin Meyer in her book ‘The Culture Map’ which is mentioned in the resources list, can be a helpful tool for raising your awareness of your own behaviours and preferred ways of communicating and interacting. Secondly, this knowledge may enable you to interpret and appreciate someone else’s perspective and behaviour without falling into the cultural trap of othering; that is, labelling others as wrong because their preferences or behaviours are different to your own. In your workbook, as I describe each of the dimensions, you might want to place an X to mark your own, typical, natural preference on each of the eight scales. The first dimension is about how you prefer to communicate based on your cultural identity and background. You may be a low-context communicator which means you’re explicit and direct; communication is precise, simple and clear, and messages are expressed and understood at face value. ‘I think we should do it this way,’ is an example of low-context communication. Alternatively, you might be a high-context communicator where you’re more implicit and indirect and where messages are implied rather than plainly expressed. A high-context communicator might say, ‘I wondered if we could possibly consider other alternative options of doing this.’ You may be somewhere in between on a scale. Where do you place your X in your workbook? If you’re a low-context communicator, you might perceive the high-context communicators to be confusing, difficult to read or understand or know what they really want or mean. A high-context communicator might feel that a low-context communicator is being rude and they prefer their own style which they perceive as being polite and subtle. The second dimension is around evaluating and how you naturally give negative feedback, whether this is done directly, frankly, bluntly or indirectly where the messages are delivered softly and subtly and positive messages are often used to wrap around negative ones. Place your X in your workbook. The next dimension relates to persuading and whether you prefer initially to focus on principles or applications first. Principles first, means that you present a theory or concept first before moving to practical recommendations and applications first, means you prefer the reverse approach. When presenting to audiences with different cultural backgrounds to you, this is a really important one to find out about ahead of time. An American colleague who has a preference for taking action and making recommendations started with these in a presentation to German colleagues and was frustrated when they interrupted her early on and asked her to present the background methodology to the project first off. They preferred principles rather than applications first. Fourthly, on the leading dimension, do you naturally prefer an egalitarian, flatter organisation structure or a hierarchical or multi-layered organisation where status and seniority are often of great importance? What about on the deciding dimension? Do you prefer a consensual approach, sharing decision-making in a group or a top-down approach where decisions are made by individuals, very often the manager, about what’s to be done? On the trusting dimension, what’s your cultural preference? Do you naturally get stuck straight into a task and build the necessary working relationships to get things done as you go along? Or do you prefer to spend time, initially, building key relationships and trust by sharing meals or having informal coffee meetings and then progressing to the task? On the seventh dimension, are you someone who views disagreement and debate as positive for the team? Open confrontation is accepted and appropriate and will not negatively impact the relationship. Or, are you someone who prefers to avoid confrontation as you view this as inappropriate and believe it will break group harmony or negatively impact on your working relationship? Finally, where will you place your X on the scheduling dimension? Do you have a linear approach to time where project steps are approached in sequential fashion, completing one step at a time? The focus is on the deadline and sticking to the schedule. Here, the emphasis is on promptness and organisation. Is your cultural preference for flexible time where project steps are approached in a fluid manner, changing tasks as opportunities and needs arise? The focus is on adaptability and flexibility is valued over structure. Please remember that in doing this exercise there is absolutely no right or wrong answer. All of these preferences can be viewed positively if we’re aware that when someone has a different preference to us, they are not doing so to be deliberately difficult or rude but as a product of their cultural upbringing, their background and personality. Take a moment to reflect before we move on about any specific intercultural incidents that you’ve experienced which relate to one or more of these eight dimensions. Where have someone else’s preferences been different to your own? Was this during an interview process, meeting new colleagues or whilst making a presentation? How can you, now, re-evaluate the incident so that you have greater empathy for someone else’s preferences? To enrich the self-assessment reflective work that you’ve done here on your levels of intercultural competence, you could also use certain external resources to help you gain even more information and insight about yourself. For example, I highly recommend that you complete the assessment tools available via the website if you haven’t done so already. You could choose to invest in the Intercultural Readiness Check, or IRC profile tool, with a personalised hour of debrief and coaching which is available via an external consultant, Alexandra Beaulieu. Please refer to the resources list in the workbook for more details. Finally, you might choose to seek feedback from others whose opinions you trust and respect. Often, principal investigators, peers, supervisors and other knowledgeable others can help you to identify your intercultural blind spots which may be talents and strengths that you do not recognise in yourself or potential areas for development in future. You’ll find a feedback template in the workbook, that you can use to send to a number of individuals asking them to rate you on various aspects of intercultural skills and attitudes. Armed with all this information about your current level of intercultural competence, which combines your own self-reflection with the feedback of others, you now have your baseline. You hopefully know more about your cultural self and the ways that you currently interact with people from different cultural groupings. You should be better able to identify your intercultural strengths such as whether you’ve got strong questioning, listening, evaluating or relationship-building skills. Do you test out alternatives, pause rather than rush to conclusions? Do you demonstrate attitudes of cultural curiosity and empathy? Many of these skills and attitudes are often naturally evident in a PhD student because of the very nature of the sort of research work you’re involved with. Are you highlighting them in your job applications and valuing them as highly as you should be doing? Finally, what does the reflective work you’ve done tell you about any development areas or gaps that you have that you want to address going forwards? What actions could you commit to, to develop your intercultural competence further? I hope that as a result of this short recording that you have a greater self-awareness of your personal cultural identity, your cultural make-up and of your cultural preferences in the workplace. I hope that you’re much clearer about your intercultural strengths and will be seeking to emphasise these in future recruitment processes and when joining new, multicultural teams. Finally, perhaps you’ve identified areas for future growth and intercultural competence development. Please, do refer to the list of resources in the workbook for further information on the topics covered here.

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