Applying Cultural Capabilities Report: Analysis of Safe and Unsafe Spaces

This report analyzes safe and unsafe spaces in terms of cultural capabilities, empathy, intellectual communication, awareness of body language, and cultural shock. Recommendations are provided for improving workplace safety.

CUC107: Applying cultural capabilities report. Assessment 3
Applying cultural capabilities report
Student name:
Unit name:
Assessment no:
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
Table of content
Table of content..........................................................................................................................2
Chapter 1: introduction..............................................................................................................3
1.1 background of the study...................................................................................................3
1.2 aim of the study................................................................................................................3
1.3 scope.................................................................................................................................3
Chapter 2 summary of the video clip.........................................................................................4
2.1 summary of the video clip................................................................................................4
2.2 observation.......................................................................................................................4
Chapter 3: analysis.....................................................................................................................6
3.1 empathy............................................................................................................................6
3.2 intellectual communication..............................................................................................7
3.3 awareness of body language.............................................................................................7
3.4 cultural chock...................................................................................................................7
Chapter 4: recommendation.......................................................................................................8
Chapter 5: summary and conclusion..........................................................................................8
Reference....................................................................................................................................9
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
Chapter 1: introduction
1.1 background of the study
Cultural capabilities can be defined as the knowledge, skills, behaviors that are generally
required to plan, improve and provide services in an appropriate manner which is culturally
respectful (Ang, S., & Van Dyne, 2015). Safe space on the other hand can be defined as a
specific place or the workspace such as collages, meeting rooms’ banks and other social
amenities which are supposed to be free from conflict, threats, bias where people in this areas
are expected to live in harmony sharing ideas and experiences (Holley, L. C., & Steiner,
2005).
1.2 aim of the study
This report is aiming in giving the reader how space is safe or unsafe and the importance of
having a safe space. A summary will be provided giving a whole analysis and descriptions,
and all the sources will be provided to give the reader a broader scope for this area. A
recommendation will also be provided to give direction in an improvement of the safe space
where necessary.
1.3 scope
The report will focus on the examining cultural capabilities in the safe spaces and how this
help in relating to others. More important is that other sources will be used to analyzing and
expanding the cultural safe and unsafe space. The video that I will use is Fawlty Towers
published by the PI trainers on September 26, 2010. The video describes the confusion
brought by Mrs. Richard in a hotel who brought conflict to almost everybody in the hotel
customer service desk. This video depicts an example of an unsafe space.
Chapter 2 summary of the video clip
2.1 summary of the video clip
The video that I will use is Fawlty Towers published by the PI trainers and was filmed at the
hotel customer’s service desk on September 26, 2010. The video describes the confusion
brought by Mrs. Richard in a hotel who brought a conflict to almost everybody in the hotel
customer service desk. At first Mrs. Richard met Mr. Thurston at the service desk who was
by then being served by a lady. Mrs. Richard interrupts even without excusing herself and
insists that she needed a change after being served she returned again and further interrupted
this time arguing that she was the one supposed to be served and gave a false testimony that
she was there even before Mr. Thurston.
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
2.2 observation
This is the general description of the video
Scene number/ time
flame
Physical factors of the
people in the space
Signs of the exclusion
or inclusion
Display of having a
cultural intelligence or
lack of cultural
intelligence
0.29-0.32 The first lady in the
customer desk politely
gives the service to a
customer and
welcomes the customer
again in their hotel
inclusion The lady has great cultural
intelligence as she
successfully serves the
customer to the customers
satisfactory and welcomes
back the customer to the
hotel again where the
customer went out smiling
an evidence that the service
was great
1.00-1.25 Mrs. Richard gets in
and interfered with the
Mr. Thurston and the
lady who was serving
him. She is not at the
point of excusing
herself but lather she
gives out her problems
while shouting
exclusion The lady has a poor cultural
intelligence as she was
supposed to excuse herself
to Mr. Thurston who was in
the position of giving her a
room to be served.
1.20-1.22 Mr. Thurston gives
Mrs. Richard a chance
to be served when she
realized that Mrs.
Richard was causing
trouble
inclusion This is a good practice of
cultural practices as this
ended the commotion
caused by the lady
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
1.27-2.00 Mrs. Richard comes
back and interrupt
again this time
insisting that she was
the one who was
supposed to be served
where when the lady in
the counter asked her
to wait she shout and
this time she was even
rude to the lady
exclusion This is a show of bad
cultural practice as Mrs.
Richard was concerned
about her affairs as she
argued that a taxi was
waiting her outside.
2.01-2.50 At this point Manuel
makes his way in the
service desk where he
is asked to give some
help to Mrs. Richard.
Manuel seemed to
have been confused as
he is not even sure of
what to do. Manuel
confuses Mrs. Richard
even more to a point
that she was upset
exclusion Manuel shows a bad
cultural practice as she
confuses Mrs. Richard more
as he was not sure of what
he was saying
Chapter 3: analysis
3.1 empathy
In the first scene, the lady who received a call displayed a proper cultural intelligence as she
sympathized with the person in the call and ensured that everything would be well by this she
showed great concern and respect (Sakari T, 2012). The lady who was serving Mr. Thurston
also displayed a proper cultural intelligence by first assuming Mrs. Richard who came and
interfered with her conversation with Mr. Thurston and maintained eye contact with him
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
showing that she was hearing what Mr. Thurston was saying but not what Mrs. Richard was
saying (Koestler, 2009). This was until Mrs. Richard was too much and the ready asked
whether Mr. Thurston would allow her to give change to Mrs. Richard. This clearly showed
how much the lady had respect to the customers whom she was serving (Zahn-Wexler, 2007).
3.2 intellectual communication
The lady who was serving Mr. Thurston, shouted at Mrs. Richard when she came back
demanding that she need urgent service as she was being waited out by the taxi this portrayed
a poor cultural intelligence as this indicated that the lady was upset with Mrs. Richard for
causing the disturbance in the office. Manuel in the video also lacks proper cultural
intelligence in that he mixed verbal cues to the extent that Mrs. Richard failed to understand
what he meant; thus she went back to the lady who was able to solve her problems this was
because of the difficulty in understanding (Crowne, K.A., 2013).
When the lady proves her point as she felt disrespected by Mrs. Richard, she shouts at her
saying she was not deaf for the lady to shout at her and added that she was in a hurry as a taxi
man waited at her. In this point, she had opened her eyes wide looking at the girl in the
counter (Goodrich, J. M., 2016). Manuel is even more confused and acted like a person who
never knew what to do this is clearly shown in his behavior as he was shaking the whole
body. It is at this point that Mrs. Richard moved back to the lady in the counter who
explained everything to Mrs. Richard. More of safe place as the lady in the service desk was
able to calm the situation with her smooth voice and thus helping both Mr. Thurston and Mrs.
Richard.
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
3.3 awareness of body language
Manuel failed to use proper body gestures thus showing that she never understood and he had
no clue of what he was saying (Bhui, K., 2012). This is an excellent example of a reduced
level of cultural intelligence this made Mrs. Richard seeks for clarifications from the lady.
Mr. Thurston when he noticed that Mrs. Richard was causing trouble he portrayed an
exceptional cultural capability and allowed Mrs. Richard to be served first though when Mrs.
Richard return Mr. Thurston’s face changed showing that he was disgusted with the behavior
Mrs. Richard portrayed (Goodrich, 2015). When the lady called Manuel to serve Mrs.
Richard, Mrs. Richard portrayed poor cultural capabilities by clicking and murmured saying
that what she experienced that day was the most mediocre service ever which showed she
was not contented with the service (Lynn C, 2005). When Manuel tries to talk to Mrs.
Richard, Mrs. Richard came close to her trying to listen to what Manuel was trying to tell her.
She tried to repeat words which Manuel was busy saying to see where they would make some
meanings to her. Manuel portrayed a deplorable cultural practice.
3.4 cultural chock
Cultural shock is well portrayed by Manuel in the video a man who came from Barcelona
who showed poor cultural capability as through his body language, and he was unable to pass
a message to Mrs. Richard. This is seen when Mrs. Richard went away from Manuel and
murmured saying that Manuel was not in a position to help her. Later she was helped by the
girl who had previously asked Manuel to help Mrs. Richard who portrayed good cultural
capability as was in a position to help both Mrs. Richard and Manuel understand each other
(Pandey, S.C. and Dutta, A., 2013).
The lady when she shouted at Mrs. Richard, Mrs. Richard became very much disappointed to
the point that she told the lady that she was not deaf thus she never deserved to be shouted
back. This clearly shows that Mrs. Richard was already hurt (Nielsen, 2016). This was a sign
of poor cultural capability.
Chapter 4: recommendation
In this video, there are explicit shows of examples that indicate excellent examples of how
unsafe workplaces do look like. I have to give some recommendations which in my opinion I
think they are recommendable to give proper decisions to change unsafe working place for a
safe working place. Basing on the video, the company failed to give proper customers
measures where there would be boundaries which would have prevented customers to jump
the line and proper protocol would have been followed and this would have prevented Mrs.
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
Richard from jumping Mr. Thurston in the line. The company also did not give proper rules
which would have been used to give employees and the customer’s decent behavior in the
working place thus proper rules and regulation should be enhanced.
Chapter 5: summary and conclusion
This video covered a whole scenario that showed how cultural incompatibilities do create an
unsafe place in a particular area. Mrs. Richard who is used as excellent examples to portray
poor cultural capabilities, in order to improve her actions organization should come up with
proper measures such as educating its customers the importance of a safe workplace.
In the conditions of the language barriers such as that in the case of Manuel, in order to
improve this person have to forget the barriers that are brought by different cultural and show
respect to other people’s culture.
Student name: student number:

CUC107: Applying cultural capabilities report. Assessment 3
Reference
Ang, S., & Van Dyne, L. (2015). Conceptualization of cultural intelligence: Definition,
distinctiveness, and nomological network. In Handbook of cultural intelligence (pp.
21-33). Routledge.
Bhui, K., Ascoli, M. and Nuamh, O., 2012. The place of race and racism in cultural
competence: What can we learn from the English experience about the narratives of
evidence and argument?. Transcultural psychiatry, 49(2), pp.185-205.
Crowne, K.A., 2013. Cultural exposure, emotional intelligence, and cultural intelligence An
exploratory study. International Journal of Cross Cultural Management, 13(1), pp.5-
22.
Goodrich, J. M., & Lonigan, C. J. (2015). Lexical characteristics of words and phonological
awareness skills of preschool children. Applied Psycholinguistics, 36(6), 1509-1531.
Goodrich, J. M., & Lonigan, C. J. (2016). Lexical characteristics of Spanish and English
words and the development of phonological awareness skills in Spanish-speaking
language-minority children. Reading and Writing, 29(4), 683-704.
Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom
environment. Journal of Social Work Education, 41(1), 49-64.
Koestner, R., Franz, C., & Weinberger, J. (2009). The family origins of empathic concern: A
26-year longitudinal study. Journal of Personality and Social Psychology, 58(4), 709.
Lynn C. H, Sue S (2005). Safe space: student perspectives on classroom environment. What
is safe space and why is it importance?, 49-50.
Nielsen, S.B. and Momeni, M., 2016. Structural Capability of an Organization toward
Innovation Capability. Journal of Management Research, 8(2), pp.86-102.
Pandey, S.C. and Dutta, A., 2013. Role of knowledge infrastructure capabilities in knowledge
management. Journal of knowledge management,17(3), pp.435-453.
Sakari T(2012). Mobility of cultures and knowledge management in contemporary Europe.
European review, 20,pp 173-181 doi:10.1017/S1062798711000445
Zahn-Waxler, C., & Radke-Yarrow, M. (2007). The origins of empathic concern. Motivation
and emotion, 14(2), 107-130.
Student name: student number: