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Newspaper Commentary - Soldiers’ efforts applauded at graduations

Thursday, 10 June 2010
By Lindsey Dunstedter
Special to GUIDON

I recently attended a basic combat training graduation at Fort Leonard Wood, and I was shocked by how humbling and emotionally charged the ceremony was. I am a twenty-something civilian with no military ties whatsoever, and I had no preconceived notions about the graduation. It was a strange experience to realize how invested I was in the graduation process. I had no Soldier on that stage, and yet I felt that each and every one of them was in some way “my Soldier.”

These brave men and women come from all over the United States with different backgrounds and histories, and yet in this moment they are stepping forth in front of friends and family members as Soldiers in the US Army. They are assuming a tremendously difficult role for themselves and for their country. After nine short weeks of rigorous training, they have learned the Army Values and teamwork, and how to push themselves both physically and mentally to accomplish goals.

A video played in the beginning of the ceremony highlighted some of the intense training the unit completed, including marksmanship, team building exercises, and physical training. The video and the energy in the room left me speechless as the audience went into a frenzy with excited shouts and clapping. There were no slouching kids coming across that stage; the Soldiers chanted and marched with a sense of enthusiasm and pride that was contagious.

Some recruits who enter basic training never finish, and for many recruits these past nine weeks have been the most challenging days they have ever experienced. Yet here they are now, standing as United States Soldiers for the very first time with their unit in front of people they love who could not be any prouder.

There was one moment during the graduation I will never forget. As one Soldier was waiting in formation to call out his name, rank, and original location, a woman in front of me, who I assume is his mother, started shouting “Robbie! Robbie, over here!.” He did not break his gaze or his step, and his mother turned to the person next to her and mumbled, “Maybe he didn’t hear me.” And it struck me: of course he heard her. Everyone in the room heard her. Maybe the old Robbie from back home would stop what he was doing immediately, but the new Robbie had a task to do and he was going to complete that task as assigned. Robbie was not the same kid from Alabama. Robbie is now a US Soldier that understands discipline and respect, courage and sacrifice, even if it meant ignoring the calls of his mother.

Every single American citizen should, if given the chance, attend a basic training graduation. At Fort Leonard Wood, every person in every seat during a graduation is supporting the Soldiers right here at home. Even if you are not attending for one specific Soldier, it is not a stretch to realize these brave men and women are someone’s sons, daughters, mothers, and fathers, and deserve to be recognized. These brave servicemembers answered the nation’s call in very difficult times by volunteering for one of the hardest jobs in the world. Most will be deployed and some will never come home. We owe it to them to recognize and applaud their efforts whenever possible.

Brief - Senior member talking points

Senior Member Talking Points:
Explaining Afghanistan War to a Civilian Audience
21 OCT 2009

Purpose

In response to the limited public knowledge of the current war in Afghanistan, it is imperative that every single member of the Army team – soldier, civilian, family – understand the importance of engaging and communicating with the general public about the war overseas. With the increased military focus and presence in Afghanistan and the shift from Iraq to the current battle the general population is left uncertain of current involvement, or worse yet, unaware that the military involvement is even happening. One of the best ways to educate the community about military matters and remain visible to the country we serve is to engage them in discussion about the United States’ involvement in Afghanistan and what this involvement means to our country.


Background/Discussion

President Obama has shifted resources and troops from an increasingly stable Iraq to an increasingly volatile Afghanistan. Afghanistan has taken a backseat to the Iraq War in terms of resources ever since the US deployed there shortly after 9/11. Osama bin Laden was linked to the attacks and the Taliban failed to deliver him. This action resulted in the US and coalition forces bombing Afghanistan. Although Afghan leaders formed a post-Taliban government, al Qaeda is supporting a resurgent Taliban that is behind the shadow government in Afghanistan. The way the US is fighting and the reasons the US are fighting have evolved over the last eight years. The initially reason for putting US troops into Afghanistan was to banish al Qaeda from Communication Plan: Explaining US Involvement in Afghanistan War to Civilians the country, but now the focus has shifted to keeping Pakistan from becoming a haven for terrorists who could potentially gain access to nuclear weapons.


Primary Audience

The primary audience for the briefing will be the local communities in and around Ft. Leonard Wood, MO, but there is a definite possibility that the senior leaders who will be delivering the brief might present the information in other states as need necessitates. The primary audience is non-military civilian, and there will be several groups and sub-groups that will comprise this large audience. The senior leader needs to be able to communicate information in a manner that will enable all members of the audience to leave the presentation feeling more informed about the current state of affairs in Afghanistan. The presenter must be able to convey the information to a varied audience -from the high school student to the retired business owner- in a manner that is informative without being condescending or redundant to more senior members of the audience. This is not an easy task, but it is certainly obtainable.


Public Opinion Hurdles

US public opinion is overwhelmingly negative in regards to the Afghanistan War. People do not know why we are there or how or if we plan to leave, or they do not even know that there is a full-fledged war occurring in Afghanistan. Many Americans believe that since the Global War on Terror has been renamed the Overseas Contingency Operation that we are no longer in a war because there is no longer any real danger to the US. This cannot be further from the truth, and it is the senior leader’s responsibility to effectively communicate how very real and very dangerous the threat of losing Afghanistan is to the US. People want to know how we got there, what we are doing there, what we hope to achieve there, and how long we plan on staying there.


Desired Effects of Communication Campaign

Non-military civilians will have a much better understanding of basic concepts and terms associated with the war in Afghanistan. Words like “national security” and “insurgent” are tossed around in the media but very few Americans have any real sense of what these terms actually mean. The concepts will be defined within the presentation in a manner that will educate those who are unaware of the true definitions and not offend the members of the audience who are familiar with the concepts who might perceive any definitions provided as an over-simplification.

The military goals in Afghanistan should be explained as well has how the military and the current administration plans on executing these goals. The nature of warfare in the Middle East should be communicated so the audience understands that the war being fought now is completely unlike the wars of the 20th century. The conflict will be won by persuading the population, not by destroying the enemy. This is unchartered territory and the rules of combat have changed. We will not win by simply killing insurgents and we must change the way we think, act, and operate in the field and in our personal lives. It is imperative that the audience leaves the presentation feeling more informed about the unique relationship between the US and the Afghan people.


Recommended Talking Points

Regardless of the direction the presentation might take, it would be helpful to the audience to at least touch on each of these talking points:

• Background history of Afghanistan
• Why we are in Afghanistan
• How we got to Afghanistan
• What we plan to achieve in Afghanistan
• How long we plan on staying in Afghanistan
• The nature of the conflict in Afghanistan
• How and why this war is being fought differently than conventional 20th century wars
• Price of staying in Afghanistan
• Price of leaving Afghanistan
• Defining Terms and Concepts

The following terms and concepts should be defined so the audience can better understand the message and content of the presentation:

al Qaeda - Al Qaeda is an international terrorist organization. The network wants to rid Muslim countries of what is seen as the profane influence of the West and replace their governments with fundamentalist Islamic regimes.

Insurgent - Insurgents are part of an armed and organized rebellion that opposes the active civil authority or government. Insurgents operate in the following ways:

• Insurgents displace the government’s legitimacy
• They adapt to local conditions
• They influence the populations through intimidation and attraction
• Propaganda claims to protect Afghan culture and religion
• Incite social strife
• Undermine social structures

Jihad - Jihad is a holy war waged by Muslims.

Mujahedin - The term applied to any Muslims who join in a military Jihad.

Muslim - A Muslim is a follower of the religion of Islam.

Shadow government - A shadow government is a government-in-waiting with the intent to assume control of the government in response to an event. The Taliban’s shadow government in Afghanistan is very large and very organized and they have their own police, courts and rule of law. The Afghan people are skeptical and unwilling to commit active support to either side (actual government or shadow government) until they can be convinced of a winning proposition. The Taliban shadow government is a fighting force in Afghanistan and a major threat to its government.

Taliban - The Taliban is part of an Islamic fundamentalist movement that controlled Kabul in 1996. The Taliban gave refuge to the al-Qaeda terrorist network, and after the terrorist attacks of September 11, 2001, against the United States, U.S. military forces invaded Afghanistan and ousted the Taliban from power in late 2001. Afghanistan adopted a new constitution establishing a presidential form of government in 2004. The Taliban said their aim was to set up the world's most pure Islamic state, banning frivolities like television, music and cinema. Their attempts to eradicate crime were reinforced by the introduction of Islamic law including public executions and amputations.


Terrorism - Terrorism is the use of force or violence against people or property to create fear and to get publicity for political causes. Terrorists are criminals and when they are caught they are put on trial. Acts of terrorism include: threats of violence, assassinations, kidnappings, hijackings, bomb scares and bombings, and the use of chemical, biological and nuclear weapons. Targets for terrorism include government buildings, large airports, big cities and national landmarks. Terrorists might also target large public gatherings, water and food supplies, and utilities such as electric plants.


Potential Questions from the Audience

1. Why are we in Afghanistan?
2. What is the military objective in Afghanistan?
3. What is the difference between the Taliban and al Qaeda?
4. How has the Taliban and al Qaeda evolved since 9/11?
5. Why do we have to win the will of the Afghan people?
6. How are we supposed to win the will of the Afghan people?
7. What is the difference between Muslims and Arabs?
8. How popular are the Taliban in Afghanistan?
9. Is this still the central front on the war on terror?
10. What does 9/11 have to do with Afghanistan?


Potential Answers for Audience Questions

1. Why are we in Afghanistan?
If NATO and the US leave Afghanistan the Taliban will gain control of the region. The Taliban are a threat to our national security. They proved that before 9/11 by harboring Osama Bin Laden. Their actions in Pakistan also confirm their intention to spread their dominance over that country as well.

2. What is the military objective in Afghanistan?
President Obama has stated that the primary objective is to reverse the Taliban's gains and promote a more capable and accountable Afghan government.

3. What are the differences between the Taliban and al Qaeda?
The terrorist networks are separate entities that share a similar ideology. The Taliban did not carry out the attacks on the US on 9/11. It was al Qaeda that planned and carried out the attacks. Al Qaeda is mostly composed of Arabs and Islamic militants from countries other than Afghanistan. Al Qaeda has a global agenda that goes beyond any specific country and is a globalized anti-imperialist movement with Islam as its ideology. The Taliban is mostly comprised of Afghans who grew up in refugee camps or boarding schools in Pakistan during the Soviet occupation in Afghanistan. The Taliban’s agenda is more local and al Qaeda’s agenda is more global.

4. How has al Qaeda evolved since 9/11?
Al Qaeda is now more of a name that is attached to ideology than a specific group. Al Qaeda is much more centralized and organized now and are based primarily Pakistan instead of Afghanistan.

5. Why do we have to win the will of the Afghan people?
It is not possible to win the war in Afghanistan without the support of its people.

6. How are we supposed to win the will of the Afghan people?
We must show through word and deed that we have the capability and commitment to protect and support the people. We can accomplish this goal using a variety of different methods:

• Help change the local context
• Encourage people to become more interested in building and protecting their communities than destroying them
• Leverage economic initiatives and routine jirgas with community leaders
• Isolate the insurgents from the communities so they are no longer welcome

7. What is the difference between Muslims and Arabs?
There are many differences between Arab and Muslim groups. Those who are Muslim are not necessarily Arabs, and not all Arabs are Muslim. A Muslim is a person whose religion is Islam, while the term Arab refers to ethnicity.

8. How popular are the Taliban in Afghanistan?
The Taliban are not popular at all amongst the Afghan people. The Afghan people have never been sympathetic to the ideology of the Taliban. That’s why the Taliban fell from power so quickly after the international community moved in. The problem is that the people have not seen the reallocation of spending from military purposes to peacetime purposes, such as housing, education, and social projects. Reconstruction—especially in some of the deprived provinces where we are facing security challenges—has hardly taken place. In some of the provinces, nothing has actually taken place. Gradually, people are becoming disillusioned or disinterested in the process of democracy and that’s exactly what the terrorists would like to see.


9. Is this still the central front on the war on terror?
Yes. President Obama has called Afghanistan and neighboring Pakistan the "central front in our enduring struggle against terrorism and extremism."

10. What does 9/11 have to do with Afghanistan?
Thanks to the ruling Taliban, Afghanistan had become a base for terrorists, namely Osama bin Laden and his al Qaeda training camps. Because Afghanistan was such a chaotic place and because the Taliban were deeply influenced by bin Laden’s philosophy, the Taliban welcomed him and his network into the country. There they could plan their attacks with less fear of reprisal because other countries were wary of entering Afghanistan.

Media release

PUBLIC AFFAIRS OFFICE
FORT LEONARD WOOD, MISSOURI 65473
VOICE: 573-563-4145
FAX: 573-563-4012
EMAIL: Jeff.maddy@us.army.mil

For Immediate Release

Release No. 10-042

March 23, 2010

First-ever post historian.
FORT LEONARD WOOD, Mo. - Dr. John A. Glover, is the first-ever historian of the Maneuver Support Center of Excellence (MSCoE) and Ft. Leonard Wood. The three branch schools, co-located here, each have historians responsible for the histories of their regiments. He is the first historian dedicated solely to the history of the MSCoE and Fort Leonard Wood. Dr. Glover began his military career in 1968 and retired from the Army in1991. Before accepting the job as the Ft. Leonard Wood historian, he served as command historian for Third Air Force at Ramstein Air Base, Germany. Deploying twice, he provided historical support and perspective, for Operations IRAQI FREEDOM and ENDURING FREEDOM.

"We are absolutely thrilled to have a full-time, dedicated historian to capture the history of Ft. Leonard Wood, one of the Department of Defense’s and Missouri's finest treasures. Dr. Glover, along with our school historians, provides a great military history capability for our post,” said Dr. Rebecca Johnson, the post’s Senior Executive Service and Deputy to the Commanding General.

As the Ft. Leonard Wood historian, Dr. Glover will focus on the post's impressive history through research and interviews. In future endeavors he will be publishing aspects of the history in a variety ofmedia. Additionally, he will serve as the military history coordinator and as an adjunct faculty member in military history instruction.

For more information, call 573.563.5521

Resume

Lindsey Dunstedter
ldunstedter@gmail.com
_________________________________
Objective
To obtain a full time position as a technical communicator.

Education
Missouri University of Science and Technology Spring 2011
M.S. Technical Communication
Missouri University of Science and Technology Fall 2009
B.S. Technical Communication GPA: 3.78

Experience
Internship
US Army, Command Group, United States Maneuver Support Center
Ft. Leonard Wood, MO
July 2009 – present

• Write articles for the Guidon newspaper
• Write book summaries and reviews for command briefings
• Research the history, importance, and purpose of the Army to market the
• Army Story to a civilian audience
• Provide input to others regarding layout and content of MANSCEN & FLW websites

Freelance Work
Rolla, MO

• Created security and product brochures and flyers for Micom Oct. 2008 - Dec. 2008
• Edited online content for a service learning project for Aug. 2008 - Oct. 2008 the Community Partnership
• Published writer in Kaleidoscope Magazine April 2006

Technical Skills
Proficient Adobe InDesign, Adobe Acrobat, Microsoft Office Suite
Familiar Web Design, Robohelp, Camtasia, Visual Basic, Java

Honors and Awards

• Won 1st place in Missouri S&T Writing Center Contest for Research Paper category
• Graduated summa cum laude from Missouri S&T
• Awarded the academic honor of enrollment on the Academic Scholar’s List from 2008-2010
• Recipient of the Missouri S&T Coterie Scholarship for 2009-2010 academic year
• Recipient of Larry Vonalt Scholarship for 2009-2010 academic year

Newspaper Article - MDoT ensures Soldiers get proper training

Thursday, 17 December 2009

By Lindsey Dunstedter
Special to GUIDON

From remote sensing systems to classroom customization, MDoT offers numerous initiatives to ensure the proper training of Soldiers both at home and overseas.

The Maneuver Support Center of Excellence Directorate of Training, or MDoT, is one of three major directorates that make up the Maneuver Support Center’s central staff. They have a team of military, civilians and contractors that serve as a training, development and support hub for the MSCoE.

MDoT has two major departments, the Training and Doctrine Development Department, often referred to as TD3, and the Department of Career Studies or DCS.

MDoT was developed in 2006 out of the need to create specific training, development, and academic support services to the three service schools located at Fort Leonard Wood. The directorate creates specific media products and e-learning initiatives that serve as enablers for the schools. If there is a need for multimedia, new doctrinal publications, or training or leader development initiatives that do not directly relate to the schools specific curriculum, MDoT generates the requirements.

One of the training enablers, the Department of Career Studies, provides a constructive training simulation environment. The exercises support both the officer and NCO courses and are also available for units.

The simulations provide the Soldiers with realistic scenarios and help them practice military decision-making. The groundbreaking for Fort Leonard Wood’s new two-story simulation center will begin in early 2010.

Fort Leonard Wood is also the soon-to-be home of the Base Expeditionary Targeting and Surveillance Systems-Combined Program, or BETSS-C. The program will show Soldiers how to install and operate a surveillance system that uses remote sensing in Afghanistan, Iraq, or anywhere else that has a base, with 360-degree day and night coverage.

Another initiative MDoT has this year is transitioning the Professional Military Education courses they support from print to e-books.

Reggie Snodgrass, Training Resource Management Branch chief, said there are “36 to 45 books per student per class and they have to walk out with a duffle bag full. The e-books help lighten their load.” Fort Leonard Wood is the first to use e-books on a large scale Army-wide, and the fort is sharing lessons learned with other installations.

MDoT has a cultural and language advisor. Dr. Tseggai Isaac is responsible for making suggestions to the command and the schools leadership on integrating cultural elements into the existing courses.

“There is the opinion that cultural advising is lacking in the U.S. Armed Forces, and this opinion is initiated by the Armed Forces themselves. They hire people like me to fill the gap” Isaac said. The advising prepares the Soldiers for the differences in local customs and also how to prevent and resolve potential conflict.

One of MDoT’s biggest training enablers is the post-wide program to leverage technology into classrooms. Most of the MCA projects scheduled for completion through fiscal year 2015 have academic space such as state-of-the-art classrooms and labs. The directorate has a program to modernize existing classrooms, and in 2010 year they will change out the entire instructional presentation system in 74 older classrooms.

“We try and create an environment of academic support that enables our service schools, so that they can provide trained and qualified Soldiers and leaders to the field and to the Army,” said John Arata, Department of Career Studies chief.

(Editor’s note: Dunstedter is a Missouri S&T intern writing for the MSCoE Commander’s Initiative Group.)

Newspaper Article - Environmental Division works for greener Army

Thursday, 18 February 2010
By Lindsey Dunstedter
Special to GUIDON

Fort Leonard Wood has been living green before green was even cool. The Environmental Division in the Directorate of Public Works has been working to create a clean, self-sustaining environment for the Soldiers, civilians and families at the fort since the early 1980s. It is imperative to the success of the mission that Soldiers in the U.S. Army are able to have access to clean resources and a realistic training environment.

The post’s Environmental Division houses three branches: energy, natural/cultural resources, and environmental. Although these three branches exist independently, the branches all work toward the same goal of improving the environment and the quality of life for those who call Fort Leonard Wood home.

The Environmental Division had humble beginnings.

Emily Brown, chief of the Environmental Branch, was the very first full-time environmental specialist in 1983.

“For a time I was the Environmental Branch,” Brown said.

Now, the division employs professionals from various fields, including physical scientists, environmental engineers, geographers, agronomists, biologists and environmental specialists.

The branches review projects for possible environmental impact and compliance with laws and regulations. The employees in the division are able to educate others about what is legal.

Angela Rinck, physical scientist, said “These laws are in place at state and federal levels. They apply to the Army just like any federal agency, so we protect the environment and we protect the Soldier so they can get their mission and projects completed legally.”

The Environmental Division is dedicated to making the fort as efficient and sustainable as possible because the Army can greatly benefit by reducing costs and minimizing impacts. The division has gone to great lengths to keep money in Fort Leonard Wood that otherwise might have been lost. Along with new energy and conservation and recycling policies, one initiative is to incorporate more energy efficiency into building projects.

The fort is constructing these green buildings, Brown said, so the fort can “take advantage of the site itself, of the sunlight to reduce energy costs, of the existing trees and vegetation to offset cooling and minimize erosion. More recycled products are even being used in building materials.”

A new executive order changed construction and demolition so now everything has to be 50 percent recycled by weight. If a building is demolished, everything that can be recycled must be recycled and then the fort receives a credit. In addition to green construction, the fort is doing green demolition. Materials from demolished buildings be reused, recycled, and not landfilled which is costly.

The money received from the Recycling Program is returned to the fort with the majority being provided to MWR. MWR’s mini-golf facility was constructed from recycled funds and the funds also helped support general improvements in recreational equipment.

Craig French, Solid Waste and Recycling program manager, feels that recycling is a personal matter.

“A great deal of personal satisfaction comes from the fact that recycling money provided to MWR supports our Soldiers and their families,” French said.

The Environmental Division at Fort Leonard Wood is dedicated to creating and maintaining a sustainable and realistic environment for Soldiers in both a professional and recreational capacity.

“Hunting and fishing activities are excellent in the Ozarks. The fort is a place for people to relax in the outdoors with their family. When the Soldier is deployed, the programs help the kids get out and get more involved,” said Thomas Glueck, Natural Resources branch chief.

“All branches in the division contribute to the overall well-being of the Soldiers by providing clean air, clean water, and a sustained environment,” said Carl Stenger, physical scientist.

For additional information about Fort Leonard Wood’s Environmental Division, visit www.wood.army.mil /wood_cms/3116.shtml.

(Editor’s note: Dunstedter is a Missouri S&T intern writing for the MSCoE Commander’s Initiative Group.)

Newspaper Article - MSCoE welcomes first ever historian

Thursday, 01 April 2010
By Lindsey Dunstedter
Special to GUIDON

The Maneuver Support Center of Excellence and Fort Leonard Wood achieved another first, as Dr. John Glover became the first historian for MSCoE and the installation.

While each of the resident branches at Fort Leonard Wood — United States Army CBRN, Engineer, and Military Police schools — have historians responsible for the histories of their regiments, Glover is the first historian dedicated solely to the history of the fort and the MSCoE.

Glover began his military career in 1968 and retired as an Army officer in 1991. Before accepting the job as the Fort Leonard Wood historian, he served as command historian for Third Air Force at Ramstein Air Base, Germany. Glover has deployed twice to provide historical support for Operations Iraqi Freedom and Enduring Freedom; he interviewed on the phone, from the desert, for the historian position at the fort.

Although Glover expected to stay in his position in Germany for three to five years, he eagerly accepted the job at Fort Leonard Wood. He had been looking for an opportunity to return to the Army, and has a special interest in the concept of maneuver support.

“I wanted to be back with the Army and working with Soldiers; Fort Leonard Wood is an installation where great things are happening. The concept of maneuver support is intriguing, in terms of the current conflict. Plus, the idea of MSCoE, an organization that is task organized to perform duties and missions, really demonstrates the flexibility and adaptability required in preparing forces to defeat the current threat,” Glover said. “My personal motivation for accepting the position is that I am getting paid to do things I enjoy with the service I love.”

As an Army historian, Glover has a long-standing interest in unconventional warfare and understanding how the Army responds to unconventional and low-intensity threats.

“The U.S. Army is adaptable, flexible and incredibly lethal. Our Army is unique in that we do not seek conflict, but when we are faced with an enemy we meet it head-on when necessary and with an appropriate application of force,” Glover said. “The U.S. is one of the most compassionate nations in history; that heritage is a cornerstone of a military force that is compassionate yet extremely lethal when other efforts fail.”

Glover’s military training and advanced education is extensive. He graduated from the Air War College and the Air Command and Staff College; he holds a Ph.D. in Military History and History Education from the University of Arizona.

“We are absolutely thrilled to have a full-time, dedicated historian to capture the history of Fort Leonard Wood, one of the Department of Defense’s and Missouri’s finest treasures. Dr. Glover, along with our school historians, provides a great military history capability for our post,” said Dr. Rebecca Johnson, the post’s Senior Executive Service and Deputy to the Commanding General.

“Each of our branches has a historian to cover their regiments’ history, which is a critical function,” Johnson said. With all of the growth and the evolution of Fort Leonard Wood to a Center of Excellence, we realized that we needed a separate historian to focus solely on the post and the center itself.”

As the Fort Leonard Wood historian, Glover will be part of the Command Group’s special staff. He will focus on documenting the post’s history through research and interviews and will be publishing aspects of that history in a variety of media. Additionally, Glover will serve as the military history coordinator on behalf of the commanding general and as an adjunct faculty member in military history instruction.

(Editor’s note: Dunstedter is an intern with the Manuever Support Center of Excellence and a graduate student at Missouri University of Science and Technology.)

Trompenaars research paper

Implications of Utilizing Trompenaars’
Theory to Localize Value Statements

Lindsey Dunstedter
TCH COM 411
September 2009

Introduction

Culture is how a group of people understand and interpret their world. The sense of culture is so common that is literally underlies our personal awareness. When conducting business as a technical communicator it is pivotal to be well informed about whatever topic is at hand when dealing interculturally. However, it is inevitable with so many social interactions that error is unavoidable, so one of the skills that a technical communicator must possess when localizing a product is error-recovery. The basis for Fons Trompenaars’ model of culture is that people interact with each other on different levels and how to deal with the inevitable problems that arise from these interactions. This essay will review Trompenaars’ seven dimensions of culture and then analyze how a technical communicator might use the theories within to create value statements for American and Japanese companies. Technical communicators should referenceTrompenaars’ model when working in other countries and with people from overseas because what might be a powerful value statement in one culture and one company might be completely irrelevant in another.


Trompenaars’ Seven Dimensions of Culture

Fons Trompenaars’ seven dimensions of culture illustrate how people relate to other people, how people relate to time, and how people relate to their environment. These three challenges are universal: everyone must learn how to have relationships with other people (such as friends, employees, and bosses), how to come to terms with the external world, and how to manage time and aging.

The first universal challenge deals with how human beings interact with each other. Trompenaars identifies five orientations that relate how people relate to other people. The first concept is universalism vs. particularism (rules vs. relationships). This first dimension defines how we judge each other’s behavior. There are two types of judgment at either end of the spectrum. At one extreme, we encounter an obligation to adhere to standards that are universally agreed to by the culture which we live. An example of the rules based universalist viewpoint is the adherence to the Golden Rule. At the other extreme we encounter particular obligations to people we know (Trompenaars & Hampden-Turner, 1997, p. 31). The particularist view places the importance of the relationship over the importance of the rule. Business people from both societies tend to think business people from the opposing society are corrupt. Universalists might believe that particularists can’t be trusted because they always help their friends; conversely, a particularist might believe that universalists cannot be trusted because they would not even help a friend.

The second concept is individualism vs. collectivism (individual vs. group). These concepts relate to self-perception: Do people see themselves more as an individual or as a part of a group? People from individualistic cultures like the United States tend to think of themselves as an individual and as an “I” instead of as a part of a group. The capitol letter “I” is one of the most used capitols in the English language (Trompenaars & Hampden-Turner, 1997, p. 53). Individualism in cultures implies loose ties, whereas collectivist cultures imply strong ties. Collectivist cultures value the group above the individual. One way to think about this concept is in terms of orientation: individualists are self-oriented and collectivists are community oriented.

The third concept is affective vs. neutral (emotional display). This concept deals with how cultures present their emotions. In an affective country, such as Italy, it is socially acceptable to become heated during a business transaction, but in a neutral country, such as China, the act of showing strong emotion would be disgraceful. Neutral countries keep their emotions carefully controlled and subdued, while affective countries are comfortable exhibiting emotion more freely.

The fourth concept is specific vs. diffuse (level of involvement). Specific cultures tend to have areas of their lives compartmentalized. People’s public lives and private lives are separate with very little overlap. Diffuse cultures tend to have more overlap in their public lives. One way to think about this concept is in the context of a situation. Let us say that your boss asks you to paint their house. In a specific culture, colleagues might say that they do not want to paint the house because he is only the boss in your company and has very little authority outside of work. In a diffuse culture, the subordinate might be more likely to paint the house because he is the boss at work and this fact cannot be ignored out of work either (Trompenaars, 2009).
The fifth and final concept of how people relate to other people is achievement vs. ascription (acquisition of status). In an achievement culture, people are accorded status based on how well they perform their functions. Achievers must continue to prove their worth, as status is accorded based on their actions. In an ascription culture, status is attributed based on who or what a person is. This is based on age, gender and social connections.

The second universal challenge deals with how people relate to time. Different cultures relate to time differently and emphasis is placed either in the past, present, or future. Corporate activities are greatly influenced by concepts of time. The time orientation dimension has two aspects: the relative importance cultures give to the past, present, and future, and their approach to structuring time. Time can be structured in two ways. In the sequentialism approach time moves forward, second by second, minute by minute, hour by hour in a straight line. Synchronism is another approach where time moves around in cycles of minutes, hours, days, and years (Trompenaars, 2009).

People who structure time sequentially tend to do one thing at a time. Planning is strongly preferred and plans are made to be kept. People structuring time synchronically usually do several things at a time. They are what could be considered “multi-taskers.” Time commitments are subjective and in no way absolute, so plans are easily changed. In past-oriented cultures, people are predominantly oriented towards the past and the future is seen as a repetition of past experiences. Respect for ancestors and collective historical experiences are characteristic of a past-oriented culture. In present-oriented cultures there is not much value attached to common past experiences or to future prospects. Day by-day experiences tend to direct people's life. In future-oriented cultures, most people’s activities are directed toward future prospects. Generally, the past is not considered vitally significant to a future state of affairs. Planning constitutes a major activity in future-oriented cultures.

The third and final universal challenge that cultures face is how people relate to their environment. Cultures have either an internalistic or externalistic view of their environment. Internalistic people seek control over their own lives and believe that personal resolution is the starting point for every action. You can live the life you want to live if you take advantage of the opportunities and nature can be controlled if enough effort is made. Externalistic people do not believe that they are in any way in control of their destiny of in the shaping of their future. Nature is unpredictable and there is no real way to know if something is going to happen to you.


Localization

Localization is the process of creating or adapting an information product for use in a specific target country or specific target market (Hoft, 1995, p. 11). There are different degrees of localization. General localization focuses on superficial cultural differences while radical localization focuses on cultural differences below the surface. Radical localization takes into account cultural differences that affect the way users think, feel, and act. Because the technical communicator will be localizing part of a corporate branding identity, specifically the values statement, using Trompenaars’ international variables will inevitably lead to the radical localization of the information product (Hoft, 1995, p. 20).


Importance of Trompenaars’ Theory to Technical Communicators

Technical communicators must be prepared for the global marketplace (Thakur, 2009). An effective technical communicator will understand that one size does not fit all, and that in all reality one size does not even fit most. The role of the communicator is to convey ideas to an audience in a way that the audience is able to draw some sort of value from the message. In the case of Trompenaars’ theory, the communicator is provided a backdrop from which to draw generalizations about certain cultures in order to create content that is more meaningful. This in no way condones relying on stereotypes to create a values statement for a company; one size does not fit all in an individual country let alone in a specific group. The corporate culture might in some ways overshadow the local culture, so the technical communicator must not use Trompenaars’ theory as a template; rather, the theory should be used as a general reference or as a starting point in the process of creating the desired product.

All technical communication is, at some level, international technical communication (Flammia, 2000). According to James Calvert Scott (1999) in the Journal of Education for Business, “Developing cultural fluency…is the goal of business communication instruction in the 21st century” (as cited in Flammia, 2000). Technical communicators are well versed with working in teams, and in the digital age more and more of these collaborations are going to be taking place electronically and with people from different cultures. Trompenaars’ theory aides communicators by building their awareness and active respect for cross-cultural issues, supporting them in un-learning negative cross-cultural attitudes and stereotypes, and helping them in learning to systematically reconcile cross-cultural dilemmas (Trompenaars, 2009). Additionally, by using Trompenaars’ theory as a reference point, technical communicators will be able to begin the intercultural dialogue with more insight and less blunders.


The Use of Trompenaars’ Theory to Localize Value Statements

Localization is marketing, and technical communicators are finding that a significant amount of time spent on projects is creating products that not only inform but also sell (Shuffield, 1994). Value statements are a form of corporate branding and are one of the most persuasive tools that the company presents to the community. Technical communicators are in an excellent position to make important contributions to marketing efforts. To do so, they must develop a different writing framework that closely looks at an audience, its attitudes, the competition, and product benefits (Palokoff, 1994). If they are to be of help in marketing products, technical writers must aggressively seek out information that gives them insight into the hearts and values of their customers (Palokoff, 1994). Trompenaars’ theory begins to provide this insight for the technical communicator who is interested in the localization of an information product. In the case being examined the value statement is the information product.

The value statement represents the priorities of the organization and is indicative of the individual company’s culture (McNamara, 2009). Value statements are commonly culture-specific. What is important and applicable in America might be completely irrelevant or even inappropriate in Japan. An example of culture specificity in value statements is the values that they actually communicate to customers, shareholders, employees, and the community. The individual values within a culture are going to vary in the extremes, so an effective technical communicator will take into account what is important to a specific culture before trying to create a corporate value statement. There is a definite need for the localization of international business websites in order to tailor the content to varying audiences. The corporate set of information products, the mission statement, vision statement, and value statement, tends to be readily available for viewing on the company’s website. However, herein lays the problem for the technical communicator. A company’s value statement is not going to change just because it is available for viewing in different languages and countries. Therefore, the technical communicator must localize the value statement in some way from website to website. Although this concept appears rather tedious, there is definite positive attributes to slightly modifying the value statement. One way to go about localizing a value statement is to change the way it appears on the webpage. For example, the Japanese company Toyota has localized their value statement between the United States website and the Japanese website. On the Japanese website, the value statement is presented on the same page as the vision and mission statement and provides a cohesive view of the company’s intent, goals, and culture. However, on the United States site the information is presented in three different sections and is considerably paired down. By rearranging the three areas, that is mission, vision, and value, the statement has less impact and seems less intense. This could be in part because cultural theory of Japan and the United States are on opposite ends of the spectrum in most cases.


Localization of Value Statements in the United States and Japan

The United States and Japan are being used as the examples within this essay for how to localize value statements. According to Trompenaars, the countries have significantly varying cultural ideals that are illustrated by how people relate to other people, how people relate to time, and how people relate to their environment. By using Japan and the United States as the examples, it will be easier to see the radical changes that can occur when localizing a value statement. An effective technical communicator will take into account the following international variables when gathering cultural data for Japan and the United States in order to begin the process of creating a value statement. The Japanese tend to be particularists (relationship based), collectivists (group oriented), neutral (emotionally neutral), diffuse (overlap in personal and private lives), and ascriptive (status based on who you are). They perceive time as a harmonious integration of the past, present, and future. The Japanese also view destiny as a concept that is beyond their control and that they belong to a larger context. All of these concepts are excellent as background information about the Japanese; however, when dealing with the creation of value statements some are more relevant than others are. The most pertinent international variables defined by Trompenaars that could be of use to a technical communicator when creating a value statement regarding the Japanese are that they are particularists, collectivists, and neutral, and view time as integrated.

When a technical communicator is creating the value statement, Trompenaars’ theory is an excellent framework for what to do and what not to do. Particularists are relationship based and the company will tend to value their country and their company even in an ethical dilemma. This information is important to a technical communicator because it might be pertinent to place greater emphasis on the Japanese country and culture. Collectivists are group based, so within the value statement there would be more emphasis put on the collective as opposed to the individual, so the technical communicator would not want to use language like “I” and “individual.” The Japanese are a neutral culture so they do not condone openly emotional displays. Therefore, within a value statement words like “feel” and “need” might be viewed as overly aggressive. Since the Japanese concept of time is integrated between the past, present, and future, the value statement might refer to their rich history as well as accomplishments and values for the present and the future.

The same international variables that are relevant to Japan can also be applied to the United States. Americans tend to be universalists (rules based), individualists (individual oriented), emotional, specific (compartmentalized personal and private lives), and achievement based (how status is accorded). They perceive time as a sequential relationship between the past, present, and the future, however, more emphasis is placed on the present and the future. The technical communicator will be assessing Trompenaars theory in exactly the same way as was conducted for the Japanese value but will be identifying variables that are on the other end of the spectrum. Americans are universalists, individualists, and emotional, and view time as sequential. Universalists are rules based and are more likely to believe in “a deal’s a deal”, so the technical communicator could use this universalist ideal to make the value statement feel and appear more like a contract. In an American value statement, the idea of the individual might resonate better with a society that is used to thinking in terms of self as opposed to the group. Emotional cultures like the United States believe that it is socially appropriate to use emotional language during business transactions and processes, so using words like “feel” and “need” would not only be socially acceptable but might also be expected in some form. Lastly, the United States seems time as sequential. They have a “that was then, this is now” attitude that places greater emphasis on what could be in the future. This is a part of the American Dream.

Conclusion

Fons Trompenaars’ seven dimensions of culture theory is an invaluable resource for technical communicators when localizing information products. The value statement is an incredibly important part of portraying the corporate culture to interested parties, and since technical communicators are playing an ever-increasing role in marketing it is also of direct relevance to those in the profession. Trompenaars’ theory is exhaustive and there is a tremendous amount of information readily available to anyone who wants a framework or a reference point when localizing information products. Trompenaars emphasizes time and time again that culture is not a “one size fits all” model for communication, and the theories he presents are useful and relevant when creating products for international audiences. Experience in creating value statements should be something that technical communicators are versed in because they are just one of many information products that need to be organized, well written, and understandable.



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