Developing Global Manners Chapter Three Developing Global Manners

Chapter Three Outline Developing a Global Mind-Set A model of Societal and Organizational Cultures Cultural relativism versus Cultural Imperialism: Balancing Ethical Extremes Becoming a Global Manager How Well Do U.S. Management Theories Apply in Other Countries? Becoming Cross-Culturally Competent Individualism versus Collectivism High-Context and Low-Context Cultures A Contingency Model for Cross-Cultural Leadership

Chapter Three Outline (continued) 3-1b Chapter Three Outline (continued) Preparing for a Foreign Assignment A Poor Track record for American Expatriate Some Good News: North American Women on Foreign Assignments Avoiding OB Trouble Spots in the Foreign Assignment Cycle

Cultural Awareness Exercise: “The Classroom Culture” 3-2 Cultural Awareness Exercise: “The Classroom Culture” “Culture generally remains below the threshold of conscious awareness because it involves taken-for-granted assumptions about how one should perceive, think, act, and feel.” Instructions: Break up into teams of 4 to 5 people and brainstorm (in 5 minutes) as many answers as possible to this question: What generally unspoken and take-for-granted assumptions about student behavior affect your classroom experience? Present your team’s list to the class. For class discussion: Do these cultural influences tend to enhance or threaten the learning process?

Cultural Influences on Organizational Behavior 3-3 Figure 3-1 Cultural Influences on Organizational Behavior Organizational Culture Economic/ technological setting Political/ legal setting Ethnic background Religion Societal culture Customs Language Personal values/ethics Attitudes Assumptions Expectations Organizational Behavior Source: Adapted in part from BJ Punnett and S Withane, “Hofstede’s Value Survey Module: To Embrace or Abandon?” in Advances in International Comparative Management, vol 5, ed SB Prasad (Greenwich, CT: JAI Press, 1990), pp 69-89.

Guiding Principles for a Middle Ground 3-4 Table 3-1 Guidelines for Behavior and Ethics in Foreign Cultures: A Balancing Act Cultural Relativism “ When in Rome, do as the Romans do.” Guiding Principles for a Middle Ground Cultural Imperialism “The sun never set on the British Empire” Assumption: Each culture is right in its own way; there are no international or universal standards. Problems: • Morally inconsistent • Fosters “anything is okay” attitude. • Respect for core human values, which determine the absolute moral threshold for all business activities. • Respect for local traditions • The belief that context matters when deciding what is right and what is wrong. Assumption: People in all cultures should follow one set of behavioral and ethical standards. • Morally arrogant • Insensitivity to local cultural traditions and tastes. Source: Three guidelines in center column quoted from (and other contents of table adapted from discussion in Thomas Donaldson, “Values in Tension: Ethics Away from Home.” Harvard Business Review, September-October 1996, pp 48-62

How Strong Is Your Potential for Ethnocentrism? 3-5 Hands-On Exercise How Strong Is Your Potential for Ethnocentrism? Ethnocentrism is the belief that one’s native country, culture, language, and modes of behavior are superior to all others. Are the people from your home country generally more or less ethnocentric than average? Explain. How strong a factor is ethnocentrism in war-torn regions of the World, including Northern Ireland, the Middle East, Northern India, Central Africa, and the Balkans? Is the trend toward a global economy threatened by ethnocentrism? Explain. What can and should managers do to combat ethnocentrism in the workplace? What can you do to personally combat ethnocentrism?

3-6 Skills and Best Practices: Steps You Can Take Now to Become a Global Manager Global Perspective: Focus on global business Cultural Responsiveness: Become familiar with many cultures Appreciate Cultural Synergies: Learn multicultural dynamics Cultural Adaptability: Live and work effectively in different cultures Cross-Cultural Communication: Daily cross-cultural interaction Cross-Cultural Collaboration: Multicultural teamwork Acquire Broad Foreign Experience: Series of foreign career assignments

Key Cultural Dimensions Individualistic Cultures: “I” and “me” cultures where individual freedom and choice are given priority Collectivist Cultures: “We” and “us” cultures where shared goals and interests rank higher than individual desires and goals High-Context Cultures: situational and nonverbal cues convey primary meaning Low-Context Cultures: meaning conveyed primarily through written and spoken words

Key Cultural Dimensions (continued) 3-7b Key Cultural Dimensions (continued) Monochronic Time: precise, schedule-driven, and public (do one thing at a time) Polychronic Time: multi-dimensional and personal (engage in multi-tasking) For class discussion: How would you characterize yourself in terms of these key dimensions? How will these cultural tendencies help or hinder you as a manager in your home country?

A Contingency Model for Cross-Cultural Leadership 3-8 Table 3-2 A Contingency Model for Cross-Cultural Leadership Most Culturally Appropriate Leadership Behavior Country Directive Supportive Participative Achievement Australia X Brazil Canada France Germany* Great Britain Hong Kong ** Japan Sweden United States *Former West Germany ** Reunited with China

Reasons Why US Expatriate Managers Fail in Foreign Assignments 3-9 Reasons Why US Expatriate Managers Fail in Foreign Assignments Manager’s spouse cannot adjust to new physical or cultural surroundings Manager cannot adapt to new physical or cultural surroundings Family problems Manager is emotionally immature Manager cannot cope with foreign duties Manager is not technically competent Manager lacks proper motivation for foreign assignment

Foreign Assignment Cycle 3-10 Foreign Assignment Cycle Home Country Experiences Foreign Country Experiences 1. Selection and training “Unrealistic expectations” 2. Arrival and adjustment “Culture shock” Reassignment 4. Returning home and adjusting “Reentry shock” 3. Settling in and acculturating “Lack of support”