# PWR-175 — Cross-cultural perspective-taking: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 30 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Declared Cross-cultural perspective-taking fixture: A fictional community-centre case says that Noor declines direct eye contact during a volunteer briefing and later explains that attentive listening is shown differently in her family context.; Setup aid for Name your position: Identify who has more power and prepare a genuine option to decline.; Cross-cultural perspective-taking log: Community-validated behavior, correction and benefit in a declared cross-cultural interaction; retain Cross-cultural perspective-taking errors, assistance, stop and fallback.; Perspective-taking evidence table: use the cultural-responsiveness teaching study to identify what was taught, practised and observed, then use “Facial expressions of emotion are not culturally universal” to challenge any universal reading of eye contact or expression. Apply both checks to Noor’s own explanation. The worker-monitoring guidance excludes covert cultural or emotion profiling.; Card scoring note: record the learner’s observable description, their own learned norm and power, at least two interpretations, the optional preference question, an accurate restatement, and one change matching the supplied reply. Fail any answer that converts one person’s reply into a rule for a culture or makes disclosure compulsory.; Perspective card A: Noor looks at the handout during the briefing. Supplied reply: “The handout helps me listen, and direct gaze is uncomfortable.” Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Noor’s fictional briefing card lets you practise cultural perspective-taking through observation, positionality, tentative interpretations, a respectful question and visible correction. Success is the one behaviour changed from Noor’s own explanation, not a confident guess. Nothing in the exercise grants cultural authority or predicts a community’s preferences. Target outcome: The learner produces an observation, a positionality statement, two tentative interpretations, a respectful question and a corrected action validated by the fictional source or consenting partner. ### Authority and setup conditions - Use fictional material or obtain explicit consent for a real low-stakes conversation. - Identify who has more power and prepare a genuine option to decline. - Start check for Cross-cultural perspective-taking: The first line contains only observable action. - Top-of-sheet stop for Cross-cultural perspective-taking: Stop if the person is being asked to represent a culture or disclose identity information. ### Required or supplied materials - Declared Cross-cultural perspective-taking fixture: A fictional community-centre case says that Noor declines direct eye contact during a volunteer briefing and later explains that attentive listening is shown differently in her family context. - Setup aid for Name your position: Identify who has more power and prepare a genuine option to decline. - Cross-cultural perspective-taking log: Community-validated behavior, correction and benefit in a declared cross-cultural interaction; retain Cross-cultural perspective-taking errors, assistance, stop and fallback. - Perspective-taking evidence table: use the cultural-responsiveness teaching study to identify what was taught, practised and observed, then use “Facial expressions of emotion are not culturally universal” to challenge any universal reading of eye contact or expression. Apply both checks to Noor’s own explanation. The worker-monitoring guidance excludes covert cultural or emotion profiling. - Card scoring note: record the learner’s observable description, their own learned norm and power, at least two interpretations, the optional preference question, an accurate restatement, and one change matching the supplied reply. Fail any answer that converts one person’s reply into a rule for a culture or makes disclosure compulsory. - Perspective card A: Noor looks at the handout during the briefing. Supplied reply: “The handout helps me listen, and direct gaze is uncomfortable.” - Perspective card B: Elena writes during oral brainstorming and waits before speaking. Supplied reply: “I prefer two quiet minutes to organise my words; please do not read silence as refusal.” - Perspective card C: Ko steps back from an offered handshake. Supplied reply: “Please greet me by name; I do not want hand contact.” - Perspective card D: Ana pauses for several seconds after questions. Supplied reply: “That pause is thinking time. Please wait rather than repeating the question.” - Each fictional person speaks only for their own preference; no reply is a rule for a community. ## 1. Describe without interpreting Write “Noor looked at the handout while the coordinator spoke.” Do not write disengaged, shy or disrespectful. Why: The first line contains only observable action. Success check: The first line contains only observable action. Accessible alternative: Complete the same research action — “Write “Noor looked at the handout while the coordinator spoke.” Do not write disengaged, shy or disrespectful.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The first line contains only observable action.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Name your position State the norm you learned and your role or power in the interaction, such as “I was taught eye contact shows attention; I am the coordinator.” Why: The learner’s own norm and decision power are explicit. Success check: The learner’s own norm and decision power are explicit. Accessible alternative: Complete “State the norm you learned and your role or power in the interaction, such as “I was taught eye contact shows attention; I am the coordinator.”” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The learner’s own norm and decision power are explicit.” Offer the case and response in the person’s preferred language with an interpreter when appropriate; do not use a child or family member as an improvised interpreter. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Generate two interpretations Include the learner’s familiar explanation and at least one culturally different or individual explanation. Why: No interpretation is treated as the community’s universal rule. Success check: No interpretation is treated as the community’s universal rule. Accessible alternative: Complete “Include the learner’s familiar explanation and at least one culturally different or individual explanation.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “No interpretation is treated as the community’s universal rule.” Let the learner type, sign, point to preference cards or use extra processing time while preserving direct authorship. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Ask permission to check Use a low-pressure question: “Is there a way you prefer to show or receive attention in briefings?” Offer the option not to answer. Why: The question is about preference, not a demand for cultural education. Success check: The question is about preference, not a demand for cultural education. Accessible alternative: A supported, seated, reduced-range or slower version of “Use a low-pressure question: “Is there a way you prefer to show or receive attention in briefings?” Offer the option not to answer.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The question is about preference, not a demand for cultural education.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Listen and restate Reflect the answer in plain words and ask whether the restatement is accurate. Why: Noor’s fictional correction, not the learner’s confidence, determines the note. Success check: Noor’s fictional correction, not the learner’s confidence, determines the note. Accessible alternative: Complete “Reflect the answer in plain words and ask whether the restatement is accurate.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Noor’s fictional correction, not the learner’s confidence, determines the note.” Let the learner type, sign, point to preference cards or use extra processing time while preserving direct authorship. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Choose one behavior change Offer the handout before speaking and do not require eye contact as proof of attention. Why: The change addresses the stated preference and preserves equal participation. Success check: The change addresses the stated preference and preserves equal participation. Accessible alternative: Complete “Offer the handout before speaking and do not require eye contact as proof of attention.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The change addresses the stated preference and preserves equal participation.” Offer the case and response in the person’s preferred language with an interpreter when appropriate; do not use a child or family member as an improvised interpreter. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Record correction and benefit Note what assumption changed, what Noor valued and whether the adjusted briefing allowed the task to be completed. Why: The record includes the target-defined outcome, not a self-rated cultural score. Success check: The record includes the target-defined outcome, not a self-rated cultural score. Accessible alternative: Complete “Note what assumption changed, what Noor valued and whether the adjusted briefing allowed the task to be completed.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The record includes the target-defined outcome, not a self-rated cultural score.” Let the learner type, sign, point to preference cards or use extra processing time while preserving direct authorship. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Test a different case Use a new culture-neutral case with another norm; repeat the inquiry instead of applying Noor’s answer as a rule for a group. Why: The learner asks again and does not generalise one person’s preference. Success check: The learner asks again and does not generalise one person’s preference. Accessible alternative: Complete “Use a new culture-neutral case with another norm; repeat the inquiry instead of applying Noor’s answer as a rule for a group.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The learner asks again and does not generalise one person’s preference.” Offer the case and response in the person’s preferred language with an interpreter when appropriate; do not use a child or family member as an improvised interpreter. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.