Chapter 5 The Multicultural Ship

7/8/2020 Chapter 5: The Multicultural Ship — K16 Textbook Maritime English.
Engine Officer
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Chapter 5: The Multicultural Ship

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Onboard rank
CULTURE AND BEHAVIOUR
Culture
Culture and Behavior
COMMUNICATION
CROSS-CULTURAL COMMUNICATION
Academic writing: source reference
Bibliography
Book
Web article
Word processing programs
Language learning
ADJECTIVES AND ADVERBS
ADJECTIVES
Adverbs
Exercise
Projects/Assignments (Arbeidskrav)
Acknowledgements
Bibliography
IN THIS CHAPTER YOU WILL ….
Learn the names and common responsibilities of the different ranks and ratings on board
a ship
Learn what is meant by culture
Reflect on what culture means to you
Learn about how culture can affect behaviour and communication
Discover different methods to help you get along and communicate with people from
different cultural backgrounds
Review the difference between adverbs and adjectives
Learn how to use and cite sources in your own writing
www.marfag.no/k16/kap-5 1/32
7/8/2020 Chapter 5: The Multicultural Ship — K16 Textbook Maritime English. Engine Officer
Working on board a ship for long periods of time, isolated from family, friends, and land, forces a
crew to form a society. Oftentimes, this society on board is comprised of people from many
different backgrounds. It is necessary that this onboard society cooperate and respect its individual
members in order for it to thrive. Respect and understanding between all persons on board is
essential for a successful voyage.
Onboard rank
Hierarchy on board commercial vessels is important to ensure “smooth sailing”. Every individual
working on a ship must be familiar with his or her responsibilities and aware of the rank and
responsibilities of their fellow crewmembers. Without this ranking system, very little would be
accomplished on board. While the Coast Guard and other naval vessels have their own, albeit
similar, ranking system, the hierarchy on board most vessels is generally internationally
recognized. Both non-officer and officer positions may vary slightly within this hierarchy from ship
to ship, as well as the duties assigned to them. The title of officer is reserved for those who have
received a certification of competence while ratings is the title given to those sailing without
certification.
The following chart illustrates a typical hierarchy on board a vessel, along with the most common
duties assigned to each position. As previously mentioned, rolls and titles can vary based on the
size and purpose of a vessel, and even the qualifications and skills of those working on board.
Click on the squares to find out more about the different positions belonging to the deck, engine,
and catering departments.
Thinglink exercise (https://www.thinglink.com/scene/1010142415366914049)
EXERCISE: DISCUSS
1. What rank and titles have you had while out sailing? What were your responsibilities?
How did they change over time?
2. How did some of these names and rank responsibilities differ from what you have
experienced? Why do you think that is?
CULTURE AND BEHAVIOUR

What do you think of when you hear the term “culture”? How would you answer if someone asked
you to describe your cultural background? What does the word “multicultural” mean to you?
Believe it or not, how you answer these questions can play a part in how you operate as a
crewmember and an officer.
Before we can understand culture and its effect on behaviour, we must first understand the very
basic components that drive us as humans. There are numerous theories and schools of thought
regarding human nature. One such theory, Maslow’s Hierarchy of Needs, arranges human needs
on a pyramid. Maslow theorized that the components that make up the pyramid below are the
elements human beings need in order to thrive. Maslow’s Hierarchy is like a ladder: each need
must be “climbed” in order to reach the next need, and eventually, the top. Look at the picture
below to find out more about Maslow’s Hierarchy of Needs.
ABRAHAM MASLOW
Abraham Maslow was an American psychologist whose Hierarchy of Needs was first
published in the mid twentieth century. Click here
(https://web.archive.org/web/20151220204237/http:/www.muskingum.edu/~psych/psycweb/
history/maslow.htm) to learn more about Maslow and his work.
Source: Vecteezy.com
DISCUSS
What have you discovered from the pyramid? What things do we all have in common as
humans? Do you agree or disagree with the order of which these needs are placed? Why or
why not? How could these play a roll in how people interact with each other?
Culture
Even though as humans we share the most basic biological imperatives, how we satisfy these is
often a matter of culture and personal experience. What exactly is culture? The Merriam Webster
dictionary offers a variety of definitions for culture, but the one best suited for this discussion is “the
customary beliefs, social forms, and material traits of a racial, religious, or social group; also :the
characteristic features of everyday existence (such as diversions or a way of life) shared by people
in a place or time.” (Merriam-Webster)
EXERCISE
Take a minute to think about what culture means to you based on the definition you have
just read. Write down short answers for the following questions and then compare what you
have written with a few of your classmates when you are finished. Alternative: split up into
small groups. Each group is responsible for making a chart or graph for three of the
questions below based on each student in the class' data.
What year were you born and where (country and town)?
What gender do you identify with?
Are your parents native to the country you grew up in? Describe your family.
What is your ethnic background?
Are you religious or do you go to Church?
What are some holidays or traditions you and your family celebrate or participate in every
year? How do you celebrate these?
What sorts of hobbies did you and your friends have while growing up? Now?
SIMILARITIES?
Are there any similarities? All of these things can be considered a part of your
culture! They are a part of how you identify yourself and your place in society. Any
differences you encountered when talking with your classmates are examples of
multiculturalism!
Does your family watch this every year at Christmas time? Source: ndr.de
(https://www.ndr.de/unterhaltung/comedy/dinner_for_one/Ein-Stueck-lebendige-
Fernsehgeschichte,dinner8.html)
The questions you answered in the above exercise gives you just a small glimpse of how culture
plays a role in our identities. Maybe after you talked about some of your answers with a classmate,
you found out that you both watched the same TV show growing up or your families both eat the
same thing for Christmas dinner. Of course, culture runs much deeper than just television and
family meals- they are the age-old traditions passed down through the years and the collective
historical experiences and hardships faced by a society. They are part of an identity you share with
many others. Your cultural experiences make you feel accepted and safe. However, they are not
something you are born with. Much of your cultural background is based on how you were brought
up. Your family, school, and social circle have all played a part in how you became the person you
are today.
EXERCISE
Take a minute to write down a few of the people who have had the most influence in your
life. Consider how their involvement has shaped who you are today. Why and how have
these particular individuals influenced you? What effect have they had on you? This can be
from your value system to how you act in social situations.
Culture and Behavior
Your cultural background impacts many aspects of your daily life- from your work ethic to your
interactions with others. Culture acts as a filter. It modifies your behavior and your perceptions.
However, it is important to remember that culture only influences behavior. It is not an absolute,
and it does not determine how a person will act or react in every situation. In a report discussing
the interactions of Filipinos and Danes while on board Danish vessels, Fabienne Knudsen, whose
research focuses on multicultural crews, explains how culture is just one of many things that affects
our behavior.
Sometimes you get the impression that culture is a "thing" engraved in the brain of man
which dictates norms, values and behaviour. If that were the case, you could calculate how
for instance a Dane and a Filipino would act in a certain situation. The trouble is that two
situations are never the same and even though they were, two Danes/Filipinos would
hardly act in exactly the same way. One individual would probably not even act as he did
10 years earlier, maybe because our culture is in constant motion. Our cultural background
even offers several possibilities of action, and few would act in the same way if they, for
instance, were seated in front of their boss -- or their children. Cultural behaviour cannot
be under-stood independently of the isolated situation and of the conditions in which an
event takes place.
Further, culture, especially the national culture, may only explain part of our behaviour. A
Dane is neither completely like all other Danes nor is he completely unlike other people.
On the one hand, his unique experiences and life story make him a human being unlike
anybody else; on the other hand, he has wishes and needs which he shares with everyone
else, for instance the wish to be respected, to have a meaningful job and for his family to
have a certain standard of living, etc. In-between he may relate to many overlapping
communities. (Knudsen, 2004)
While your cultural background may not have the final word in how you communicate and interact
with others, it does have notable influence. Culture's effect on behavior is of extreme interest to
corporations and companies with a multicultural staff; so much so, that companies are willing to
fund research in order to find out just how much culture shapes the way people behave. The
following is from a study conducted in 2006 that compared the brain activity of East Asians and
Westerners.
The difference noted between older people in the two cultures can be explained in part by
earlier research that suggests East Asian culture is less individual-oriented than Western
culture, Park says.
"East Asian cultures are more interdependent and individuals spend more time monitoring
the environment and others," Park says. "Westerners focus on individuals and central
objects because these cultures tend to be independent and focused more on self than
others."
Scientists have known since the early 1970s that Westerners and East Asians respond
differently to visual stimuli. But until recently, research on the subject lacked data on what
neurological differences---if any---existed between the two cultures.
Last year, Park's group published a report suggesting that activity levels in certain parts of
the brain are different in Americans than in East Asians when they process visual stimuli.
In Americans, regions of the brain involved in object processing were more active; in East
Asians, areas engaged in processing background information were more active.
This new study, published in the May issue of Cognitive, Affective & Behavioral
Neuroscience, builds on the earlier work, offering further evidence of a neural component
to this behavioral theory. The findings add weight to the argument that culture impacts
individuals on a biological level, Park says. (Burton, 2007)
The study you read about above is just one of many that is interested in discovering how culture
influences behavior. The research focused on Westerners (including, but not entirely limited to
North America and Western Europe) and East Asians (including nations like China and Japan),
and later in this chapter, you will read about some of the differences between these two cultures.
Multinationalism. As you learned earlier, your culture is based on many factors: gender, age,
economic background, ethnicity, etc. The country you were born and/or grew up in also has major
influence on your cultural identity. A multicultural workplace, like on board a ship, employs people
from a variety of cultures and nations. Many shipping companies are multinational workplaces,
meaning they employ individuals from many different countries. It is fairly obvious that people from
different countries have different cultural backgrounds, and this type of working environment has
both its advantages and disadvantages.
SAY HELLO
How do you say hello to people? Watch the following video to see how people from around
the world greet each other!
Cut: Greeting People Around the World (https://www.youtube.com/watch?v=3tlNJibk234)
Working with people from different countries can be challenging. Later, this chapter will examine
some of the problems that can arise when people from different countries communicate and what
can be done to aid cross-cultural communication.
Stereotypes. Generalizations and assumptions about an entire ethnic group, religion, race,
gender, or any group of people is stereotyping. Sometimes these concepts can be humorous and
inoffensive, for instance, all Norwegians love skiing and blue and white knitted sweaters. Other
stereotypes can be hurtful; like all Jews are greedy or Irish people are alcoholics. Stereotypes that
offend or focus on negative aspects of a culture are often considered racist, and these kinds of
statements can be toxic when attempting to communicate with individuals from a different cultural
background than yourself.
Throughout history, stereotypes have been used to encourage discrimination against different
groups of people. By using stereotypes, Hitler was able to convince people that Jews should be
eradicated, singling them out solely because of their religious beliefs and culture. There are many
other historical examples where stereotyping has been used to incite fear and hate in a society
thus causing them to react negatively to a particular group of people.
THE HOLOCAUST MUSEUM
Click here (https://www.ushmm.org/wlc/en/gallery.php?

ModuleId=10005202&MediaType=ph) to visit the US Holocaust Museum's website to see
how images and pictures were used by the Nazis to spread racism and anti-Semitism.
It is important to be aware that assuming a person is a certain way because of your beliefs about
their culture could cause the other person to become offended or even hurt. Sometimes, it can be
difficult to know what is acceptable to say or do in the presence of someone who comes from a
different culture or country. Mistakes are going to happen, and when they do, it is important to
apologize and have an open and honest dialogue with the person or people who were hurt. Later in
this chapter, you are going to find out how miscommunication happens and what steps you can
take to avoid it.
EXERCISE
Make a table in Word or by hand, writing down any stereotypes you are familiar with about
the following cultures:
Norwegians
Americans
Filipinos
Russians
Swedes
Polish people
Africans
Middle Easterners
Decide if the stereotypes you have written down could be considered offensive or hurtful to
someone from the particular culture they are about. Why or why not? How did you come to
know of this stereotype- through personal experience or because of something you heard?
Privilege. Advantages and benefits that are the result of one's race, nationality, gender, sexuality,
and even one's cultural background are commonly referred to as privileges. Privileges range from
access to free education and healthcare because of where you were born to not being afraid for
your safety when going into public because of your race or sexuality. What privileges a person has
had throughout their life often have a major impact on what they are able to accomplish as adults.
Most of the time, privilege is something that is beyond a person's control. When you work with
people from different backgrounds, you never know what privileges they may or may not have had.
Being aware of what privileges you have had in your life can help you empathize and better
understand the thoughts and actions of others. Click on the link below to watch a video illustrating
how privilege can affect a person's ability to achieve success.
What is Privilege? (https://www.youtube.com/watch?v=hD5f8GuNuGQ)
Teacher tip: Exercise. Have all the students sit in rows/at their desks. Place a bin in the front of
the classroom and ask all the students to take out a piece of paper and form a ball. Students
should then try to throw their paper balls into the bin without getting up. Ask them if they thought it
was fair that those in the front were closer to the bin and therefore had a better chance of getting
their paper ball into the bin. Discuss how this exercise demonstrates the advantages of being
closer to one's goal (privilege) affects one's chance of "making it". Have the students reflect over
what privileges they may or may not have had throughout their lives.
COMMUNICATION
One of the most important tools you will have to use while working at sea is communication. As a
future officer, you will have a great deal of responsibility on board. Not only will you have your own
tasks to accomplish daily, but you will likely have to delegate responsibilities and duties to other
crewmembers as well. Besides that, working at sea is no simple task. Many stressful factors can
come into play when working on board a ship. All of these elements will influence your ability to
communicate properly and successfully. Both environmental factors and personal factors can affect
how people communicate. Below, you see a table with a list of these different factors. Can you
think of more?
FACTORS THAT AFFECT ONBOARD COMMUNICATION

PERSONAL FACTORS ENVIRONMENTAL FACTORS
– Fatigue – Weather and temperature
– Homesickness – Deadlines
– Disabilities – Poor working conditions
– Illness – Bullying
– Family problems – Disagreements with colleagues
– Loneliness – Poor leadership
– Stress – Workload
With such a multitude of factors involved in communication on board a ship, it’s no surprise that
problems occur. There is no such thing as an easy fix when attempting to improve onboard
communication. There are, however, a number of ways that can help when trying to communicate
with your colleagues:
Working language: A working language must be established and enforced on board. In most
cases, this language should be English. Having one language that all crewmembers must use
to communicate, even in social scenarios, helps to ensure safety and fosters a sense of
community. A good team has to be able to understand each other.
Clear and direct: When giving instructions and messages of importance, be direct and clear.
Say exactly what you mean. When relaying information of importance, it might even be a good
idea to have the person you are speaking to repeat what you have told them. Putting things in
writing can also help when communicating with large groups of different backgrounds.
Actively listen: When someone tells you something, listen to what they are saying. This might
seem obvious, but often times when we are engaged in conversation, we begin to think of how
we are going to respond while the other person is still talking. Active listening requires you to
focus on what the person who is talking is saying. Afterwards, you can follow up with questions
about things they have said, as well as your own comments on the matter.
Be patient and understanding: As you noticed from the list of factors above, so many things
can influence communication. Perhaps the person you are talking to is experiencing stress
because of an illness or a family situation. This can absolutely affect their ability to communicate
objectively. Keep in mind that everyone you are working with has their own factors at play, and
your empathy is necessary to both giving and receiving information.
EMPATHY
Empathy is attempting to understand and identify someone else's situation, feelings,

and intentions. Have you ever heard the song "Walk a Mile in My Shoes
(https://youtu.be/z-NgDbK9N6g)" by Elvis Presley? It is based on an old saying that
suggests you should try to see things from someone else's perspective in order to
understand their actions. Empathy is key in being a good colleague and leader, and
being able to see things from another's point of view is necessary for good onboard
communication. Eminem's song "Beautiful" (https://youtu.be/lgT1AidzRWM) also
deals with how someone's life and background should be considered before judging
them for their actions.
EXERCISE
Go to TedEd's website (https://ed.ted.com/lessons/how-to-avoid-miscommunication-

katherine-hampsten) to watch the video "How miscommunication happens (and how to
avoid it)". After watching the video, click on the "Think", "Dig Deeper", and "Discuss" options
to work with the ideas presented to you in the video.
EXERCISE
Get into pairs. Each pair should have one pencil or pen and one piece of paper. Both of you
should be holding the pen or pencil. Now try to draw a house on your paper without talking.
What happened? How can communication help you draw this house together?
CROSS-CULTURAL
COMMUNICATION
We become aware of other peoples‘ culture when we come to understand that we should
look objectively at what is going on around us, and reshape our perception in such a way
so as to be able to accept what at first we reject, i.e cultural shock; we should admit, or
tolerate the others‘ behavior, thoughts, customs, and values. Cultural competence should
be understood as a process achieved in time. Therefore, we consider it imperative to give
our students an understanding of different cultures. Members of diverse cultures living and
working together may not always agree, may become confused in problem solving, since
they possibly have different ways of dealing with them. However, different approaches can
be very valuable and beneficial when people have learnt to fit in. (Ion, 2014)
INTRODUCTORY EXERCISE
Using the table in this document (Working with other cultures.docx

(http://www.marfag.no/k16/media/copy_of_working-with-other-
cultures.docx/edit/++widget++form.widgets.file/@@download/Working+with+other+cultures.
docx)), write down a list of some of the other nationalities you have worked with. Did you
encounter any challenges when working with people from other countries? What were they?
What were some advantages and disadvantages? If you have not worked with anyone from
another country, you may write down what you think might be the advantages and
disadvantages of working on a multicultural crew. Discuss your answers with a classmate.
Some of the biggest problems that occur in multicultural and multinational workplaces stem from
miscommunication. Sometimes a low level of English competency can be blamed for failed
communication- something the STCW and other international organizations are trying to fix with
regulations requiring seafarers to be able to communicate in English.
Other communication problems that can occur are more subtle and harder to identify. In order to
establish successful communication, one must first understand the individual with whom you are
trying to communicate.
As mentioned earlier, culture's influence on behaviour is of particular interest to companies

employing people from different backgrounds and nations because it is necessary for every
employee to effectively communicate with one another in order for the company to function and be
successful. A good deal of research has been done analysing the communication styles and
comparing the behaviour of different cultures and nationalities, and the following focuses on a few
aspects that you as a future officer are more than likely to encounter if you work with a multicultural
crew.
Not what you say, but how you say it: High and low context cultures
People are individuals, and their actions and responses in situations are not confined to the
constructs of their nationality or cultural background. Despite this, people often operate in a
manner common for their culture. Learning how different cultures communicate can help when
attempting to communicate with others in work related scenarios. Anthropologist Edward T. Hall
suggested in his book Beyond Culture that the way different nationalities and cultures perceive,
behave, and communicate can be categorized into high and low context. While the chart below
divides cultures into two categories based partially on high and low context culture theory, it is
important to remember that most individuals behave in shades of grey rather than black and white.
You might find yourself identifying with both high and low context attributes, and that is more the
norm than adhering strictly to one category or the other. Examine the chart below to learn more
about high and low context cultures.
Attributes High Context Low Context
Relationships – Relationships require trust and take time – Relationships can begin and
and personal to develop. end quickly.
identity – Greater difference between close friends – Not a big difference between
and acquaintances. close friends and acquaintances.
– Strong relationships are necessary in – Rules and procedures are
reaching goals. important in reaching goals.
– Family, culture, and work all play an – Personal accomplishments and
important role in identity. sense of self play an important
role in identity.
Authority – More focus on rank and hierarchy. – Less focus on rank and
– Clear leader who is in charge and hierarchy.
shoulders most of the responsibility. This – Shared responsibilities in work
leader typically works for the good of the situations. Leadership rolls are
group. not always specifically defined.
– Open and honest dialogue can be – Rank and hierarchy have little
difficult between those in leadership implication on communication.
positions and their subordinates.
Behaviour and – Very expressive when communicating; – Facial expressions, voice tone,
Communication facial expressions, voice tone, gestures, gestures, and eye movement
and eye movement are just as important in have less meaning in regards to
communication as the words used. the words being said.
– Situation and context elements – Direct speech that relies little on
(environment and people involved) are just context clues and environmental
as important the words used. elements and mainly on words.
– Indirect speech– context clues must be – Disagreements can occur and
used to interpret the overall message. are seen as a healthy and
– Conflicts and disagreements are taken necessary part of communication.
personally and tend to be avoided. If Conflicts are typically not taken
unavoidable, they can have a negative personally.
effect on both the relationship and the task
at hand.
– Personal space is not that important.
– Thinks holistically and takes into account
many elements when solving problems
and communicating.
Attributes High Context Low Context
Concept of – Polychronic* – Monochronic*

time – Looser concept of time; what needs to be – Scheduling and sticking to plans
accomplished is more important than when are important. When the task is
it actually gets accomplished. accomplished is just as important
– Change happens gradually. as accomplishing it.
– Time is a process. – Change happens quickly.
– Time is a commodity and must
be used efficiently.
Collectivism/ - Community and society as a whole are – One's needs are more important
Individualism valued over the individual. that of the society or community
– Fitting in is important. as a whole.
– Being an individual is important.
*Find out about the difference between polychromic and monochronic time by watching this video
(https://www.youtube.com/watch?v=3H-b4_yBo84) from Tero Trainers who specialize in
international business communication.
EXAMPLES OF COUNTRIES ON THE HIGH AND LOW CONTEXT

SPECTRUM
ERIN MEYER
Erin Meyer (https://erinmeyer.com/about/) is an American author and professor who

specializes in international business relations. She has written books and often conducts
seminars about cross-cultural communication. Click on this link to find out your cultural
profile: Erin Meyer: What is your cultural profile?
(https://hbr.org/web/assessment/2014/08/whats-your-cultural-profile)
Now that you know a little about high and low context cultures, you might be wondering exactly
how this information will help you in communicating with people from a culture different from your
own. Having a basic understanding of where the person you are communicating with is coming
from, i.e. their culture and nationality, can help you interpret the information you receive from them,
both verbal and non-verbal. Look at the following exercise presenting different scenarios involving
people from both high and low context cultures. How would an understanding their culture help you
in these situations?
EXERCISE
In pairs or groups, discuss the following scenarios. Are they examples of high context or low
context cultures? How would you respond in these situations?
1. The Captain has called a meeting for 10:00. Most of the crew show up at 10:20. The
Captain becomes irritated.
2. After the Captain has finished speaking during a meeting, he asks if anyone has any
questions. No one moves or says a word, but he notices two crewmembers who wish
to comment because of the way they are looking at him.
3. Two engineers have a heated disagreement about how to make a repair. After finally
agreeing, they carry on with their work. One of the engineers is unaffected by the
conflict while the other feels hurt by his colleague's harsh tone during the
disagreement.
4. The Chief Engineer has been explaining a maintenance procedure in detail to a new
engineer who is quite a few years older. The new engineer becomes offended
because he thinks the Chief Engineer assumes he cannot do his job.
5. A new deck cadet has joined a crew, and she is eager to learn. However, she refuses
to ask questions because she does not want to annoy her superiors.
TELL A TALE
Chief Engineer Torbjørn Johansen, who lives and works in Rovær, has nearly four decades
of sailing under his belt; two of which have been spent on board commercial vessels. As a
16 year old in Lofoten, he started off as a fisherman before finally realizing he wanted to sail
the seas on board bigger ships. It did not take long before he was finally able to fulfill his
dream, and at last count, he says he has visited nearly 70 countries.
A chat with the chief
"On one of the cruise vessels I sailed on, there was a crew made up of 52 nations on
board!” After 20 years of working and living abroad, he has learned a lot about
communication and working with people from different cultural backgrounds. “The biggest
cultural differences are, of course, the language, but also how things are done.” He says
that different cultures have different working habits. “As a Norwegian, I like, speaking for
myself, to get things done and try to do it right the first time. Some crew do not always
have too much pride in their work. Some do not tell you everything, especially when things
go wrong!”
Working with different cultures is not always a negative thing. Torbjørn says that with so
many different cultures working together, you have access to greater knowledge. “All
together you could have good knowledge of a great many things. Always use all the
resources around you.”
Language issues can be a major disadvantage- “If you do not fully understand one
another, it is easy for mistakes to happen.” Torbjørn says there is a solution for language
related mistakes. “It’s very simple. You simply can’t work with an international crew without
speaking English. The working language on ships is English, even on many Norwegian
flagged ships. All instructions are in English as well as all reports you have to write, even
communication with the authorities and so on.”
However, language is not the hardest thing to overcome when working with a multicultural
crew. The biggest challenge? Getting the crew to trust you. “Be humble, respectful and
listen to them! Do NOT go to sea with an attitude that you are Norwegian and therefore the
best. If so, you will lose. There are a lot of good sailors out there. Learn from them.”
When asked what advice he has for future officers, Torbjørn replied, “You are on your way
to becoming an officer. Start behaving like one. Be respectful to everyone. Treat all the
way you like them to treat you. It’s not easy to handle all the problems with the crew, but
you get a long way with a smile and by listening to them. Yelling and screaming gets you
nowhere. You will only make more problems for yourself. Work hard with them, and they
will respect you!”
EXERCISE
*Watch this TEDTalk (https://www.youtube.com/watch?v=YMyofREc5Jk) with Pellegrino

Ricardi, an expert on cross-cultural communication, and answer the questions below. You
can read more about Pellegrino on his website (http://www.pellegrino-riccardi.com/om-
pellegrino-riccardi/). Answer these questions (http://www.marfag.no/k13/cross-cultural-
communication-with-pellegrino-riccardi-
questions.pdf/edit/++widget++form.widgets.file/@@download/Cross+cultural+communicatio
n+with+Pellegrino+Riccardi+Questions.pdf) while watching the video. *
Gender and Sexuality. While the ability to communicate with people from other cultures is very
important for a crew’s functionality, it is not always differing nationalities that present a problem. A
crew member’s gender often affects not only their role on board, but also how they are treated by
other crew members. Historically, the majority of those who work at sea are men, and the women
who have been able to cross this gender barrier, have remained invisible. Many Western countries,
including Scandinavian countries, have striven for equality between genders for years. In Norway,
a law guaranteeing equal treatment for both men and women was passed in 1978. This law was
created to ensure that women and men should be paid the same, and they should be offered the
same opportunities. Despite this, quite a few workplaces struggle to establish fair and equal
treatment for employees of all genders.
Traditional viewpoints regarding gender roles held by crew members on board vessels staffed with
a crew of various genders can be problematic. If men and women are to work together, a mutual
trust and respect needs to be established. This can be difficult when you throw multiple
nationalities into the mix. Unfortunately, not all countries believe in gender equality. When people
from countries that feel women should answer to men are forced to work side by side with women,
or even under women in leadership positions, conflicts can occur.
Below, read what Linda-Merethe Pedersen has to say about being a female officer on board a
vessel.
From working in the kitchen on board a ferry to a position as a first officer and safety officer
on board an anchor handling vessel, Linda Pedersen's experience has taught her a great
deal about working with people in a maritime setting. Linda has worked on a variety of
vessels: a ferry, a platform supply vessel, a multipurpose vessel, and an anchor handling
vessel. She has also worked as a technical safety engineer for Aibel where she checked
that projects had enough safety appliances and made sure that technical details were in
accordance with regulations. While her job as an engineer was enjoyable in many ways,
Linda says, "To be out on a ship sailing, that's for me."
She was 16 years old when she first started working on board a ferry making food. Linda's
mother worked in the cafeteria on the ferry, making it a workplace with which she was very
familiar. Linda's initial field of study was to be economics, but after realizing she lacked
interest in the subject, she returned to the ferry. She remembers the crew saying, "Why
don't you become a captain? If we can do it, you can do it." After some consideration, she
thought, "Why not?"
She then applied for school in Ålesund, where she finished all three years of the necessary
education consecutively. She was one of two women taking nautical studies in Ålesund.
Linda's goal after finishing her education was to work for Hurtigruten, but at the time,
everything maritime related was focused on the oil industry. After writing her thesis about
Farstad Shipping, the company offered her a cadet position, which she took.
Overall, Linda feels she has not faced too many challenges as a woman in a male
dominated career. Starting out, she remembers that the older sailors did not to like having
a female on their ship. "They don't like to have a female on the bridge telling them what to
do." She says that some feel women are unable to do heavy lifting, and that women are
not strong enough to do many of the physically demanding jobs that come with working on
board a boat.
She recalls the need for physical strength on board the anchor handling vessel where she
was a first officer. A lot of the work on board an anchor handling vessel is hard and many
duties require strong crew members. Linda says, "You should be strong enough, and if not,
you had nothing to do there." Even though Linda participated in many physically
demanding jobs on board, she was able to "trade" some of the specific activities involved
with anchor handling with other crew members. While other crew members took on the
physical labour, Linda helped out by assisting in filling out these crew members' timesheets
on the computer. "As long as I could give them something, they helped me with doing the
physical."
Linda says that her approach has been to be humble, share experiences, ask people
about their personal lives, and listen. She feels this has been successful when it comes to
getting people to talk to her and teach her new things. "As long as you want to talk, it's
easier." This is something she says works for both males and females. "Ships in the
offshore business, I think there's a lot of men there which have a family; they have kids.
We are all in the same position, more or less. We are not so different."
While many of the ships Linda has previously sailed on have employed a mostly
Norwegian crew, the multipurpose vessel she worked on was multicultural. "There were
people from the Philippines, from Poland, from Spain, from Italy. There were people from
all over the place." She continues by saying, "If you said 'hi' to people, and you were nice,
and you tried to talk with them a little bit, and you tried to treat them with respect,
everything was fine." It is important to try to see people and talk to them- "If you do that,
you'll come a long way. It's easy."
"I have been lucky." Linda feels she has not encountered too many gender related
challenges during her time at sea. Much of this is due to her dedication to her work and her
ability to focus on her tasks on board. This has garnered her respect from her colleagues.
Another benefit she has had was sailing under captains who do not tolerate sexist
behavior from their crew. However, Linda says it is important to have a thick skin and not
take small offences personally.
Linda remembers two Italians that once came on board a vessel where she was working.
"A woman on the bridge! How can that be? So, I talked to them, and they asked me what
my duties were and why I was doing this..." She explained to them her fascination with
sailing and that working on a ship is a nice job. "As long as I talked to them and got to
know them, there wasn't any problems." Linda feels that women working alongside men
from cultures that still support traditional gender rolls helps break down these barriers. She
says that when these men see her doing her job, that "their opinions and traditional ways"
become less influential in the workplace.
Women may feel they have more to prove when coming on board a vessel for the first
time. For Linda, this was about showing the other crew members that she could do the job
she was hired to do. Linda feels that problems more commonly arise between genders if
women on board are given special treatment. "As long as you can show them you can do
the same job. If you are given advantages just because you are woman, like that maybe
you should not wash in the fresh water tank," then problems can occur. Male crew
members will not respect their female colleagues for getting easier tasks. However, this
has never been a problem for Linda who says, "I did everything... I was looked upon as
one of the guys. That was what I wanted." Linda emphasizes the importance of
professionalism when working at sea. Gender related conflicts can be avoided if everyone
involved does their job and treats each other with respect.
When asked if she has any advice for people considering a career at sea, Linda offered a
few tips:
1. Keep it professional and focus on the job.
2. Enjoy working with different kinds of people.
3. Be open, but not too open.
4. Stay motivated in the midst of challenges.
5. Develop a thick skin.
6. Be polite.
For women considering becoming sailors, Linda says, "Go for it. It's nothing to be afraid of.
Men and women are not that different. We are pretty much the same. But be prepared.
Some people might not want to have you on board because you are a female, but focus on
doing your job and maybe things could change. They might come to respect you and want
to have you on board."
Similarly, another group of people who are often affected by traditional ideas while working at sea
are those from the lesbian, gay, bisexual, transsexual, and intersexual (LGBT+) community. Again,
Scandinavia has been among the first of the Westernized world to establish that all people,
regardless of race, gender or sexual orientation, deserve equal treatment and rights. Though this
tends to be a common belief for many people in the Western world, quite a few countries still
enforce strict laws regulating the sexuality of their citizens. The map below shows which countries
still impose laws prohibiting, even punishing, those in the LGBT+ community. Understandably,
when people who believe that being LGBT+ is wrong are forced to work with LGBT+ people,
clashes may occur. This can be detrimental to communication and efficiency on board. In delicate
situations such as these, both parties must be approached and a solution must be reached in order
to restore peace among the crew.
Figure 2 Read the article Here are the 10 countries where homosexuality may be punished by death
(https://www.washingtonpost.com/news/worldviews/wp/2016/06/13/here-are-the-10-countries-where-
homosexuality-may-be-punished-by-death-2/?noredirect=on&utm_term=.12cc36518950) from the Washington
Post
The Human Rights at Sea is a charitable organization that advocates for LGBT+ individuals in the
maritime community through research and outreach. Visit their website to read about their work
and about LGBT+ mariners.
Human Rights at Sea: LGBT+ at Sea (https://www.humanrightsatsea.org/lgbt-at-sea/)
Better cross cultural communication. There is no rule book or standard procedure when
attempting to improve communication between cultures. It's a process that takes time and careful
thought. You might have some ideas of your own in regards to improving communication. The
following diagram presents a few suggestions. Can you think of any more?
What are some ways you as an officer could implement the aforementioned tips? Make a table
where you give a practical example or two for each one.
Perhaps growing up you were told to "treat others the way you want to be treated." This simple
saying is the bottom line when working and communicating not only with people from other
cultures, but with all people you interact with on a daily basis. However, if you really want to create
an open and effective workplace environment, the rule you should follow is "treat others the way
they want to be treated." This principle requires you to find out about the people around you and
really get to know and understand them. By asking questions and being genuinely curious when
getting to know your collegues, you will discover, in time, that you have built relationships rooted in
trust and mutual understanding . If you treat others with respect, and you are open and honest
about your intentions, then communication will more often than not, be successful.
Academic writing: source reference

Most of the time, you will be asked to create texts and write reports in your own words. Your own
ideas should be the foundation of any texts you write. This does not mean, however, that you
cannot use the work of others in your writing. Quoting and referencing outside material can further
your arguments and give depth to the concepts you are discussing. If you decide to reference
someone else's writing, you must do it properly. Failure to document the sources you use is
plagiarism.
So what is the correct way to document your sources?
Let's say you're writing about the future of fuels in the shipping industry. You have gone online and
found an article with information you wish to use in your report:
\"Cleaner shipping fuels could prevent hundreds of thousands of emissions-related deaths, finds
new study\" (http://www.independent.co.uk/environment/cleaner-shipping-fuels-deaths-emissions-
related-save-lives-illness-study-asthma-a8197581.html)
You especially like this quote, and you decide to use it in your text:
"Cleaner, low-sulphur fuels for ships could reduce the number of deaths linked with air pollution by
around a third, according to new analysis. Such fuels also have the capacity to halve the number of
ship pollution-related childhood asthma cases." (Gabbatiss, 2018)
You can now use the quote in your work in one of two ways:
1. You can include this quote in your report using the same format that is used above, but with
some kind of introductory statement.
Example: Cleaner fuels are necessary to reduce emissions from the shipping industry
which are responsible for a great deal of health problems.
1. You can re-write the quoted sentences in your own words, but you still have to give credit to
the original source.
Example: The Independent recently published an article disucssing the problems caused
by emssions from the shipping industry. Ship pollution can be blamed for causing asthma
in children, and even death. (Gabbatiss, 2018)
As you can see in the examples above, the information used from the article is followed by the
author's name and the year of publication in parentheses. This particular informaiton was taken
from a website, and how you indicate your source within your work will vary based on the kind of
source you use.
If the quote you wish to use is longer than forty words, you use a format called block
quotation.
Block quotations are made by "tabbing" in twice and changing the line spacing to 1.
However, the researchers who conducted the study, led by Dr James Corbett of the
University of Delaware, said low-sulphur fuels were far from a fix-all solution. "Despite
these reductions, low-sulphur marine fuels will still account for around 250,000 deaths and
around 6.4 million childhood asthma cases annually, and more stringent standards beyond
2020 may provide additional health benefits," they wrote. To make a significant impact on
air pollution from shipping, some experts say there is a need to move beyond fossil fuels in
the sector altogether. "This is a sector with huge potential and growing commercial
appetite to move to become zero-emitting both of pollutants and greenhouse gases," Dr
Tristan Smith, a shipping researcher at University College London, told The Independent.
(Gabbatiss, 2018)
When you are finished with your report, you should include a bibliography or a works cited
list.
Bibliography
Fogarty, M. (2008). Grammar Girl\'s Quick and Dirty Tips for Better Writing. New York: St.
Martin\'s Press.
Gabbatiss, J. (2018, February 6). Cleaner shipping fuels could prevent hundreds of thousands
of emissions-related deaths, finds new study. Retrieved from The Independent:
http://www.independent.co.uk/environment/cleaner-shipping-fuels-deaths-emissions-related-
save-lives-illness-study-asthma-a8197581.html
When creating your bibliography or works cited list, you will need to use a specific format like what
you see in the bibliography written above. The style used here is APA sixth edition. It is possible to
use other formats, but check with your instructor to find out which one they would perfer you to use.
Your bibliography should always be in alphabetical order based on the last names of the authors of
your sources. Below, you can see how you should write bibliography entries for a book and a web
article.
Book
Author last name, Author first initial. (Year of publication). Book title written in italics. Place of
publication: Name of publisher.
Web article
Author last name, Author first initial. (Year of publication, Month and day). Name of the article in
italics. Retrieved from Name of website: URL.
Sometimes it can be difficult to find all of the information you are asked to include in your
bibliography. For websites, you can often find publication information at the very bottom of the site.
For books, publication information is typically found somewhere in the first three pages of the book.
The information will look something like this:
Word processing programs

There are many different kinds of writing programs that can be used today, but the one most
commonly used is Microsoft Office's Word. This particular program offers a feature that creates
citations and bibliographies for you.
After opening the "Referanser"/References tab, you can chose to do three things:
1. Click "Sett inn sitat" to create a new source in your bibliography list and to have Word add
the appropriate in text citation after you have quoted or used information from that source.
2. Click "Behandle kilder" to edit, add, or delete sources from your list.
3. Click "Bibliografi" to add your source list to the end of your text.
As you can see in the image above, you can change the style of your bibliography by clicking
where it says "Stil: APA".
Visit "Kildekompasset" (http://kildekompasset.no/referansestiler/apa-6th.aspx) to find out how you

document different kinds of sources both within your work and in your bibliography.
Language learning
ADJECTIVES AND ADVERBS

Watch this video (https://www.youtube.com/watch?v=SSo0fb0JQZA) of engine startup routines and
write down a few words describing the things you see and here.
If you watched the video above, you might have used words like loud, noisy, droning, systematic,
or familiar. The words you used to describe what you saw are adjectives and adverbs. You are
more than likely familiar with adjectives and adverbs even if you are struggling to remember what
the two terms mean. Both words are used to describe, but they describe different things. Simply
put, adjectives tell you what while adverbs tell you how. Look at the following description of a
engine room fire:
The catastrophic damage to Anchorcat 8’s port main engine was caused by the failure of a
piston connecting rod big end shell bearing. This unfortunately resulted in the connecting
rod assembly releasing and penetrating through the engine crankcase that in turn caused
the uncontainable fire that destroyed the engine room of the medium-sized anchor handler.
Without adjectives or adverbs, the description would not be as detailed or informative:
The damage to Anchorcat 8’s engine was caused by the failure of a piston connecting rod
big end shell bearing. This resulted in the connecting rod assembly releasing and
penetrating through the engine crankcase that in turn caused the fire that destroyed the
engine room of the anchor handler.
What helpful and interesting information is missing from the second description?
ADJECTIVES
Adjectives describe nouns. They give you extra information about an object, person, or place and
make your writing more interesting.
Adjectives are typically used before a noun and after the article: The massive cargo vessel ran
aground.
Adjectives can also be used after a verb, typically some form of "to be", when describing a noun
or the subject of the sentence: The cargo vessel is massive.
Adjectives can be used when making comparisons. This is done in one of two ways:
Add --er or --est to the end of the adjective you are using: The trawler is slow. That trawler is
slower than the other one. This trawler is the slowest.
If the adjective you intend to use in your comparison has three or more syllables, you must
use more/most or less/least: The damage is serious. This damage is more/less serious
than the other damage. That damage is the most/least serious.
Words, primarily nouns, can be turned into adjectives by adding a "y"- hairy, rainy, bloody
Exceptions based on spelling:
Words ending in consonant, vowel, consonant. Double the final consonant and add "y"-
funny, sunny, muddy
Words ending in "e". Drop the "e", add the "y"- scare/scary, spice/spicy, ice/icy
ONBOARD ON-BOARD ON BOARD
One phrase that seems to cause trouble when writing texts is onboard. This word can also
be written on board or on-board. While the words look similar, how they are to be written is
based on context. Onboard is used as an adjective. Some examples are onboard radio,
onboard equipment, and onboard procedures. On board is used when describing where
something has taken place, is taking place or where something is located. Some examples
are ...drills on board, ...accident on board the ship, ....attended a meeting on board the
vessel...
Adverbs
Adverbs describe verbs and adjectives. They can also tell you the how, when, and where of an
action (verb).
Where. Adverbs can indicate place: The ship sailed from here to there. The Captain went
upstairs. She looked everywhere for a life vest.
When. Adverbs can indicate time: They will soon depart. We recently visited Panama.
How. Adverbs can indicate the way something was accomplished: She swam quickly. He lifted
the boxes carefully. The engine runs smoothly.
To what degree. Adverbs can also tell you to what extent something (adjective or verb) was
done or felt: He was very pleased. She was not seriously injured. The cargo was extremely
heavy.
Exercise
Using adjectives and adverbs, describe what you see in the pictures below.
Source: http://www.marasinews.com/legal-regulations/collision-liability-under-kuwaiti-maritime-law
(http://www.marasinews.com/legal-regulations/collision-liability-under-kuwaiti-maritime-law)
Source: https://www.marineinsight.com/guidelines/general-procedure-of-preparing-ships-for-entering-ports/
(https://www.marineinsight.com/guidelines/general-procedure-of-preparing-ships-for-entering-ports/)
Source: https://www.youtube.com/watch?v=iHlvAE1me5Y (https://www.youtube.com/watch?v=iHlvAE1me5Y)
Projects/Assignments (Arbeidskrav)
Students should create a scenario or incident that has been caused because problems on board a
ship with a multicultural crew. The assignment can be a written report or letter informing the shore
office, or it can be a presentation to the rest of the crew. The students should create and describe
the scenario, including information about the vessel and crew. They should conclude with
recommendations and reflections about working with a multicultural crew.
Acknowledgements
Special thanks goes to Torbjørn Johansen and Linda Pedersen for sharing their experiences for
the sake of this project.
Bibliography
Burton, K. W. (2007, August). Cultural Experience Affects Perception. Retrieved from The
DANA Foundation: http://www.dana.org/Publications/Brainwork/Details.aspx?id=43697
Fogarty, M. (2008). Grammar Girl\'s Quick and Dirty Tips for Better Writing. New York: St.
Martin\'s Press.
Gabbatiss, J. (2018, February 6). Cleaner shipping fuels could prevent hundreds of thousands
of emissions-related deaths, finds new study. Retrieved from The Independent:
http://www.independent.co.uk/environment/cleaner-shipping-fuels-deaths-emissions-related-
save-lives-illness-study-asthma-a8197581.html
Hall, E. T. (1977). Beyond Culture. New York: Anchor Books.International Maritime
Organization. (2018). COLREGs-Preventing Collisions at Sea. Retrieved from International
Maritime Organization: http://www.imo.org/en/OurWork/Safety/Navigation/Pages/Preventing-
Collisions.aspx
Ion, A. (2014). Literature, Discourse, and Multicultural Dialogue. Retrieved from Cultural
Diverstiy On Board Ships: http://www.upm.ro/ldmd/LDMD-02/Pol/Pol%2002%2027.pdf
Knudsen, F. (2004). If You are a Good Leader, I am a Good Follower: Work and Leisure
Relations between Danes and Filipinos on board Danish Vessels. Odense: Forskningsenheden
for Maritim Medicin.
Maritime and Coastguard Agency. (2004, May). Colregs: Learn an Easier Way. Retrieved from
The Merchant Shipping Regulations 1996: http://www.collisionregs.com/MSN1781.pdf
Merriam-Webster. (n.d.). Culture. Retrieved from Merriam-Webster: https://www.merriam-
webster.com/dictionary/culture
Multicultural Crews. (n.d.). Retrieved from SEAHEALTH:
http://www.seahealth.dk/en/page/multicultural-crews
Forrige: Chapter 4: My workplace Neste: How to search efficiently in pdf

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Chapter 2: The Seafarer’s Playground (http://www.marfag.no/k16/the-seafarer2019s-

playground)
Chapter 3: How to build a ship (http://www.marfag.no/k16/chapter-3-how-to-build-a-ship)
Chapter 4: My workplace (http://www.marfag.no/k16/kap-4)
Chapter 5: The Multicultural Ship ⟩
Chapter 6: Distress and emergency (http://www.marfag.no/k16/distress-and-emergency)
Chapter 7: Medical English (http://www.marfag.no/k16/chapter-7-medical-english)
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7/8/2020 Chapter 5: The Multicultural Ship — K16 Textbook Maritime English.

Chapter 5: The Multicultural Ship

IN THIS CHAPTER YOU WILL ….

Thinglink exercise (https://www.thinglink.com/scene/1010142415366914049)

CULTURE AND BEHAVIOUR

Culture and Behavior

Cut: Greeting People Around the World (https://www.youtube.com/watch?v=3tlNJibk234)

THE HOLOCAUST MUSEUM

Click here (https://www.ushmm.org/wlc/en/gallery.php?

What is Privilege? (https://www.youtube.com/watch?v=hD5f8GuNuGQ)

FACTORS THAT AFFECT ONBOARD COMMUNICATION

– Fatigue – Weather and temperature

– Disabilities – Poor working conditions

– Family problems – Disagreements with colleagues

– Loneliness – Poor leadership

Empathy is attempting to understand and identify someone else's situation, feelings,

Go to TedEd's website (https://ed.ted.com/lessons/how-to-avoid-miscommunication-

Using the table in this document (Working with other cultures.docx

As mentioned earlier, culture's influence on behaviour is of particular interest to companies

Attributes High Context Low Context

Attributes High Context Low Context

Concept of – Polychronic* – Monochronic*

EXAMPLES OF COUNTRIES ON THE HIGH AND LOW CONTEXT

Erin Meyer (https://erinmeyer.com/about/) is an American author and professor who

A chat with the chief

*Watch this TEDTalk (https://www.youtube.com/watch?v=YMyofREc5Jk) with Pellegrino

to have you on board."

Human Rights at Sea: LGBT+ at Sea (https://www.humanrightsatsea.org/lgbt-at-sea/)

Academic writing: source reference

So what is the correct way to document your sources?

Word processing programs

Visit "Kildekompasset" (http://kildekompasset.no/referansestiler/apa-6th.aspx) to find out how you

ADJECTIVES AND ADVERBS

Without adjectives or adverbs, the description would not be as detailed or informative:

ONBOARD ON-BOARD ON BOARD

Source: https://www.youtube.com/watch?v=iHlvAE1me5Y (https://www.youtube.com/watch?v=iHlvAE1me5Y)

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Chapter 4: My workplace (http://www.marfag.no/k16/kap-4)

Chapter 5: The Multicultural Ship ⟩

Chapter 6: Distress and emergency (http://www.marfag.no/k16/distress-and-emergency)

Chapter 7: Medical English (http://www.marfag.no/k16/chapter-7-medical-english)

Avansert søk… (http://www.marfag.no/k16/@@search)

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