Intercultural Management 2012 Students

Intercultural Management
Prof. Dr. Prof Dr Barbara Winckler-Ru Winckler Ru
Objectives and aims of the course (module description)
Intercultural Management explores the origin, significance and complexity of the knowledge constructs culture Corporate culture and Other culture-related psychological and ethnographic issues in an international business environment This unit investigates principles strategies and tools of principles, Intercultural and Cross-Cultural Management Critical incidents and case studies enable the students to tackle and resolve real-life issues
Prof. Dr. Barbara Winckler-Ru
On completing this unit students will, unit, will comprehend the predominant theories in which the term culture is embedded h have a sound understanding of the cultural dimensions of international d d t di f th lt l di i fi t ti l business and appreciate the challenges posed by cultural diversity to executives benefit from current research to analyse intercultural problems and propose solutions be in a position to asses their own intercultural behaviour have developed strategies to conduct cross-cultural business negotiations y successfully be aware of ethical, political and organisational sensitivities in cross-cultural situations
Moreover the participants will enhance the following skills Self-management and self-awareness Interpersonal and team relations p Problem solving and decision making Oral communication
Table of contents
1. Culture 1.1. Introduction 1.2. The Iceberg-Model Iceberg Model 1.3. The Onion-Model 1.4. Definitions 1.5. Cultural Shock 2. Cultural Dimensions 2.1. Comparison of the culture models 2.2. The cultural dimensions according to Hall 2.3. The cultural dimension according to Hofstede 2.4. The cultural dimensions according to Trompenaars 2.5. The cultural dimensions according to the Globe Study 3. Organizational Culture 3.1. Introduction 3 1 I t d ti 3.2. Functions of Organizational Culture 3.3. Characteristics of Organizational Culture 3.4. 3 4 Managing Organizational Culture 3.5. The Competing Values Framework
Prof. Dr. Barbara Winckler-Ru Intercultural Management
Table of contents
4. Cultural Diversity 4.1. Introduction 4.2. Diversity Categories 4.3. Stereotypes and Prejudice 4.4. Managing Diversity 5. Cross-cultural Communication and Conflict-Management 1.1. Introduction 1 1 I t d ti 1.2. Leader-Effectiveness Training 1.3. The Square of Communication 1.4. 1 4 Women and Men in Conversation 1.5. Examples
... and the students presentations
1. Culture
Table of contents
1. 1 Culture 2. Cultural Dimensions 3. Organizational Culture 4. Cultural Diversity y 5. Cross-cultural Communication and Conflict-Management g
Culture 1.1. 1.2. 1.3. 1.4. 1.5. Introduction The Iceberg-Model e cebe g ode The Onion-Model Definitions Cultural Shock
1.1. Introduction
Why Intercultural Management?
The new world market will not only be international, but intensely intercultural. y , y Globalization created more informed, more heterogeneous and less isolated p p populations. Management today is increasingly multicultural. There is a real opportunity to engage in peaceful commerce for the benefit of all. This Thi requires a new class of managers equipped with multicultural skills. i l f i d ih li l l kill
1.1. Introduction
Connecting Intercultural Communication and Management g g
(Gary R. Weaver) We cannot be experts on every culture culture. However, we can develop the flexibility to put ourselves in the psychological and cultural shoes of those who are different. We can begin to appreciate the reality that there are numerous ways of solving a problem and that our way is in large part a result of growing up in our culture. Intercultural awareness and understanding b i with k I t lt l d d t di begin ith knowing your own culture i lt first. Often this can only come through interaction with those who are different.
Rothlauf (2009), p.. 23 according: Intercultural Management Institute (2001), p. 2
1.1. Introduction
What is culture?
???
1.2. The Iceberg-Model
Visible: Vi ibl The iceberg has a visible tip: Approxamitly 10% of the iceberg can be seen
Hidden (Invisible): Most of the iceberg is below the surface
Rocher (1969), p. 12, Rothlauf (2009), p. 25 f
doing thinking
Doing: Way of life Institutions Rituals tua s Thinking: Norms Idealogies Feeling: Values Desires Expectations
Laws and customs Methods and Techniques Language a guage
Roles Philosophy
Beliefs
feeling
Tastes Assumptions .
Attitudes Mythes
Task: doing thinking Develope the iceberg for your own national cu tu e at o a culture. You can work in smaller groups! y Write you results on the white board
feeling
1.3. The Onion - Model
Values V l Rituals Heroes e oes

Practices
Symbols
Hofstede (2010), H f t d (2010) p. 8
1.3. The Onion-Model
Symbols:
are words, gestures, pictures, or objects that carry a particular meaning that is recognized as such only by those who share the culture. are persons alive or dead real or imaginary who possess persons, dead, imaginary, characteristics that are highly prized in a culture and thus serve as models for behavior. are collective activities that are technically superfluous to reach desired ends but that, within a culture, are considered socially esse t a essential. They a e t e e o e ca ed out for t e o ey are therefore carried o their own sa e sake. are broad tendencies to prefer certain states of affairs over g g plus others. Values are feelings with an added arrow indicating a p and a minus side.
Heroes:
Rituals:
Values:
Hofstede (2010), H f t d (2010) p. 7
1.4. Definitions
Culture is .
Culture is the collective programming of the mind that distinguishes the members of one group or category of people from others. (Hofstede) Culture is the path on which human societies find solutions to their problems. (Trompenaars) Culture is the model for assigning meaning. It is within this framework that individuals interpret th i experiences and guide th i actions. i di id l i t t their i d id their ti (Clifford Geertz)
More than 200 definitions of Culture.
Berninghausen (2009), p. 51, Hofstede (2010), p. 6) Rothloff (2009), p. 25
1.4. Definitions )
Hofstede: Culture is the collective programming of the mind that distinguishes the members of one group or category of people from others.
Culture i always a collective phenomenon, because it is at least partly C lt is l ll ti h b i tl t tl shared with people who live or lived within the same social environment, which is where it was learned. Culture consists of the unwritten rules of the social game.
Hofstede (2010), H f t d (2010) p. 6
1.4. Definitions
Specific to individual
Inherited and learned
Personality
Specific to group or category
Culture Human Nature
Learned
Universal
Inherited
Hofstede (2010), p. 6
1.4. Definitions )
Hofstede:
Culture is learned, not innate. It derives from ones social environment rather than from ones genes. Culture should be distinguished from human nature on one side and from an i di id l personality on the other, although exactly where the borders individuals lit th th lth h tl h th b d lie between nature and culture, and between culture and personality, is a matter of discussion among social scientists.
(Hofstede (2010), (H f t d (2010) p. 6)
1.4. Definitions )
Corporate culture
Corporate practices
Practices
Professional culture
Professional ethics Religious values Basic assumptions
Values
National Culture
Hofstede (2010), 10, Hoecklin (1995) p. 26 H f t d (2010) p. 10 H kli (1995),
1.4. Definitions
Culture is
Learned Sh Shared d g Transgenerational Symbolic Patterned Adaptive Culture is not inherited or biologically based; it is acquired by learning and experience. People as members of a group organization, or society P l b f i ti i t share culture; it is not specific to single individuals. Culture is cumulative, passed down from one ,p to the next. Culture is based on the human capacity to symbolize or use one thing to represent another another. Culture has structure and is integrated; a change in one part will bring changes in another. Culture is based on the human capacity to change or adapt, as opposed to the more genetically driven adaptive process of animals. animals
Rothlauf (2009), p. 27 according Luthans
1.4. Definitions
Three levels of cultural studies (William B. Hart)Hart)
Monocultural studies = single culture studies Common in anthropology and sociology
Comparative or Cross-Cultural Studies Compare the characteristics of two or more cultures Mono- and cross-cultural studies are an important source for intercultural studies
Intercultural Studies I t lt l St di Focus on interaction of two or more cultures Answer the main questions of what happens when two or more cultures interact at the interpersonal level at the group level at the international l t th i t ti l level l
Rothlauf, (2009), p. 17 according E-Journal of intercultural Relations, Nr. 6, 1998, p. 1
1.5. Cultural shock

Working in a new culture can produce a variety of reactions, such as:
Confusion about what to do Anxiety Frustration Exhilaration Innappropriate social behavior Inability to get close to your business partner and clinch the deal Feeling isolated Becoming depressed
Marx (1999) p 5 (1999), p.
1.5. Cultural shock
Marx (1999), pg. 9
1.5. Cultural shock
Marx (1999), p. 10
2. Cultural Dimensions
Table of contents
1. 1 Culture 2. Cultural Dimensions 3. Organizational Culture 4. Cultural Diversity y 5. Cross-cultural Communication and Conflict-Management g 2. Cultural Dimensions 2.1. Comparison of the culture models 2.2. The cultural dimensions according to Hall 2.3. The cultural dimensions according to Hofstede 2.4. The cultural dimensions according to Trompenaars 2.5. The cultural dimensions according t th Gl b di to the Globe Study
2.1. Comparison of the Culture models
Comparison of the culture models
The 4 dimensions model of Hall
The 5 Dimensionen model of Hofstede
The 7 Dimensionen model of Trompenaars
The 9 Dimensionenmodel of the GLOBE Studie
The 3 Dimensionen model of Schwarz
Rothlauf(2009), R thl f(2009) p. 32

Hofstede 1st Publication 1980 Sample Size 116,000 IBM employees Chinese Value Survey: 2,300 students 1996 1973 Chinese Value Survey: Early 80x 80 60 questions Chinese Value Survey: 40 S questions Trompenaars 1993 30,000 Schwartz 1994 > 75,000 GLOBE Study 2004 17,000
Time Ti
1983 1992
1988 1992 1992 2000
1994 1997
Questionnaire
57 questions
Classification of 56 values according to di their importance in life
292 questions
(Rothlauf (2009), (R thl f (2009) p. 61)

Hofstede 53 countries cou t es Chinese Value Survey: 23 Countries 5 (incl. Chinese Value) Trompenaars 55 countries cou t es Schwartz 67 countries cou t es GLOBE Study 59 countries cou t es
No. of o countries
No. of dimensions
Genesis of dimensions
Correlation and factor analyses
Conceptual categories based on literature review, followed by b empirical ii l validation
Conceptual categories based on literature review, followed by b empirical ii l validation
Conceptual categories based on literature review, tested in pilot studies; il di empirical validation
(Rothlauf (2009), (R thl f (2009) p. 61)

Hall 10 8 6 4 2 0
Globe Gl b
Hofstede H f t d
Schwartz
Trompenaars
Models used in intercultural Trainings 35 training institutes in 2008

Rothlauf (2009), p. 63

Hall Hofstede
Collectivism vs. Individualism
Trompenaars
Collectivism vs. Individualism Internal vs. external control
Schwartz
Embeddedness vs. Autonomy y
GLOBE Study
Societal / In Group Collectivism
High Context low context culture t t lt
Power Distance
Achievement vs. Ascription A i ti Internal vs. External orientation Universalism vs vs. U i li vs. Particularism Neutral vs. Affective
Egalitarianism vs Hierarchy Hi h
Power distance
Time orientation Ti i t ti
Time orientation Ti i t ti Uncertainty avoidance
Concepts of time C t f ti
Future orientation F t i t ti Uncertainty avoidance Harmony vs. Mastery Gender Egalitaria-Egalitaria nism/Assertiveness nism/Assertiveness Performance orientation
Space
Masculinity vs. Feminity
(Berninghausen (2009), p. 55, Rothlauf(2009), p. 61)
Humane orientation Intercultural Management
2.2. The cultural dimensions according to Hall
Halll (1976) came to the field of cross-cultural analysis from the field of anthropology.
The four dimensions: High versus low context orientation Relationships Relationship to time Relationship to space
Mead, Mead Andrews (2009) p 30 (2009), p. 30.
1. High versus g low context:
describes to which extent communication gains meaning from the context, g g Context refers to information surrounding a particular event. High context communication is heavily implicit, indirect and coded. There is a lot of reading between the lines and what is expressed verbally only represents a small part of the total message. Criticism or rejection is not openly expressed. Low context communication is primarily conveyed, explicitly and verbally. The context is more strongly decoded and is expressed in a linear manner (no means no and yes means yes).
2. 2 Relationships:
describes th duration of relationships and th personal i d ib the d ti f l ti hi d the l involvement l t Deal-focused: Relationships grow out of deals, shorter in duration, less involvement Relationship-focused: Relationship focused: deals arise from already developed relationships , long lasting, deep personal involvement.
Berninghausen (2009), p. 30, Mead, Andrews (2009), p. 30-35
3. Relationship to time 3. Relationship to p time
refers to how individuals structure their daily routine. Monochronic,individuals structure to time allow actions to occur in planned refers to how linear relationships their daily routine. y chronological order. P h l i l d Punctuality. t lit Monochronic, linear relationships to time allow actions period in which Polychronic relationships to time tend to view time as ato occur in planned chronological can be done either certain things order. Punctuality. simultaneously or in tandem, Scheduling Polychronic is flexible. relationships to time tend to view time as a period in which certain things can be done either simultaneously or in tandem, Scheduling is flexible. refers to the feeling of space, distance and closeness. (How close can you move to a person) p ) refers t the feeling of space, distance and closeness. (H f to th f li f di t d l (How close can you l move to a person)
4. Relationship to space p 4. Relationship to 4 R l ti hi t space
(Berninghausen (2009), p. 30, Mead, Andrews (2009), p. 30-35)
2.3. The cultural dimensions according to Hofstede

1. High vs. low power distance 2. Strong vs. weak uncertainty avoidance 3. Individualism versus collectivism An indicator of willingness of the members of institutions and organisations to whom power is not granted to accept the unequal distribution f di t ib ti of power An indicator of the extent to which people feel threatened by ambiguous, unclear situations and the beliefs and institutions that they construct in order to avoid such situations In individualistic societies, ones own self fulfillment is more important than considering the needs of the community. In communal societies humans belong to groups or communities societies, that care for their members on the basis of mutual loyalty In masculine societies, public success, size, speed and decisiveness are important values; in feminine societies, willingness to help and quality of life tend to have greater importance. Long-term orientation is a future-oriented value based on g perseverance and frugality, whereas short-term orientation plans in shorter timeframes and places more value on the present and past.
4. Masculinity versus femininity
5. Long-term versus g short-term orientation
(Berninghausen (2009), p. 31 )
1. Diff 1 Differences between 1. 1 Differences between between b t

Low power distance Low power distance 1. Inequality among individuals should be as q y g 1. Inequality among individuals should be as low as possible. low as possible. 2. Children treat their parents as equals. 2. Children treat their parents as equals. 3. Students treat their teachers as equals. 3 Students treat their teachers as equals 3. 3 equals equals. 4. Teachers are experts who convey 4. Teachers are experts who convey detached knowledge. They expect their detached knowledge. They expect their students to show initiative on their own students to show initiative on their own 5. Those with higher levels of education tend 5. Those with higher levels of education tend to be more averse to authority than those to be more averse to authority than those with less education with less education High power distance High power distance 1. Inequality among individuals is expected and 1. Inequality among individuals is expected and q y g p desired. desired. 2. Children treat their parents with respect. 2. Children treat their parents with respect. 3. Students treat their teacher with respect 3 Students treat their teacher with respect. 3. 3 respect. respect 4. Teachers are gurus who convey their own 4. Teachers are gurus who convey their own knowledge. All initative stems from the teacher. knowledge. All initative stems from the teacher. 5. Those with higher and lower levels of 5. Those with higher and lower levels of education tend to have the same attitude education tend to have the same attitude towards authority. y towards authority authority.
Berninghausen (2009), p. 39 - 42
Hofstede (2010) , p. 76

2. Differences between
Weak uncertainty avoidance Weak uncertainty avoidance 1. Uncertainty is normal and accepted 1. Uncertainty is normal and accepted Strong uncertainty avoidance Strong uncertainty avoidance 1.Uncertainty is threatening and is fought 1.Uncertainty is threatening and is fought against against 2. Less stress, subjective f li of well-being 2 M h stress subjective f li of f 2 L t bj ti feeling f ll b i bj ti feeling f fear. 2. Less stress, subjective feeling of well-being 2. Much stress subjective feeling of fear. 2. Much t 3. Emotions are not to be shown. 3. Emotions are not to be shown. 4. Nebulous situations with unknown risk are 4. 4 Nebulous situations with unknown risk are accepted. accepted. 5. Loose rules for children regarding what is 5. Loose rules for children regarding what is considered dirty or taboo. y taboo. considered dirty or taboo 6. Different is strange. 6. Different is strange. 7. Teachers can say, I dont know. 7. Teachers can say, I dont know. 8. There should not be any more rules than 8. There should not be any more rules than absolutely necessary. absolutely necessary.
3. Emotions can be shown when appropriate. 3. Emotions can be shown when appropriate. 4. Contradictory situations and unknown 4. 4 Contradictory situations and unknown risks cause fear. risks cause fear. 5. Strict rules for children regarding what is 5. Strict rules for children regarding what is considered dirty or taboo. y taboo. considered dirty or taboo 6. Different is dangerous. 6. Different is dangerous. 7. Teachers should have an answer to 7. Teachers should have an answer to everything. everything everything. thi 8. There is a strong need for rules, even if 8. There is a strong need for rules, even if they dont work. they dont work.
Hofstede (2010) , p.77
3. 3 Differences between between

Collectivist societies Collectivist societies 1. Individuals are born into large families or g 1. Individuals are born into large families or we-groups, which they continue to protect and remain loyal to. and remain loyal to. 2. Identity is based on ones social network 2. Identity is based on ones social network 3. Children learn to think in terms of we. 3. Children learn to think in terms of we. 4. Harmony should always be maintained 4. Harmony should always be maintained and conflict should be avoided avoided. 5. High context communication 5. High context communication 6. Transgressions lead to shame and loss 6. Transgressions lead to shame and loss of face for oneself and th group ff f lf d the Individualist societies Individualist societies 1. Each person g person grows up learning to take grows up learning to take 1. Each p p g sole care of himself and his direct (core) family family 2. Identity is based on the individual. 2. Identity is based on the individual. 3. Children learn to think in terms of we. 3. Children learn to think in terms of we. 4. Speaking ones mind is a key sign of a 4. Speaking ones mind is a key sign of a sincere individual 5. Low context communication 5. Low context communication 6. Transgressions lead to feelings of guilt 6. Transgressions lead to feelings of guilt and l d loss of self-esteem. f lf t
(Hofstede (2010), p. 124)
4. Differences between Feminine societies 1. Dominant values: worry about their fellow citizens, citizens keep their values values. 2. People, interpersonal relationships are important 3. Modesty is expected. 4. Men and women are expected to care for interpersonal relationships. i t l l ti hi 5. Father and mother are responsible for facts and feelings 6. Boys and girls are not supposed to cry, but they are also not supposed to fight. Masculine societies 1. Dominant values are material success and advancement. advancement 2. Money and things are important. 3. Men are expected to be decisive, ambitious and hardened. 4. Women are expected to nourish interpersonal relationships i t l l ti hi 5. Father is responsible for facts, mother for feelings. 6. Boys are expected to hit back while girls are not.
(Berninghausen (2009), p. 39 - 42)
3. Diff 3 Differences b t between between 3. 3 Differences between

Feminine societies Feminine societies 7. Sympathise with weakness. y p 7. Sympathise with weakness. 8. Good students are the norm 8. Good students are the norm 9. Failure at school is not so bad 9. Failure at school is not so bad 10. Teachers are valued for their friendliness 10. Teachers are valued for their friendliness 11. Boys and girls choose the same subjects 11. Boys and girls choose the same subjects Masculine societies Masculine societies 7. Sympathise with strength 7. Sympathise with strength y p g 8. The best students are the norm. 8. The best students are the norm. 9. Failure at school is a catastrophe. 9. Failure at school is a catastrophe. 10. Teachers are valued for their knowledge 10. Teachers are valued for their knowledge 11. Boys and girls choose different subjects. 11. Boys and girls choose different subjects.
(Berninghausen (2009), p. 39 - 42)
Hofstede (2010) , p. 170
5. 5 Differences between between

Short-term orientation 1. Respect for tradition 2.. Respect for social and status obligations, regardless of cost. 3. Social pressure to keep up with the Jones, even if it means going into debt. Long-term orientation 1. Adaptation of tradition to fit modern circumstances. 2. Respect for social and status obligations within certain limits 3. Frugality when dealing with resources.
Hofstede (2010) , p. 251
(Hofstede (2010) , p. 103, 147)
2.4. The cultural dimensions according to Trompenaars

1. Universalism versus p particularism: 2. Individualism versus communalism: 3. 3 Neutral versus affective: 4. Specific versus diffuse: Obligation to follow the rules versus obligation to individuals. Social versus personal obligations p g Self-actualisation or dependence on the community Personal versus group goals (communalism = collectivism) Controlling or showing emotion (affective = emotional) Degree of involvement in relationships Goal-oriented and direct approach to others versus the importance of environment and relationships for communication. Legitimation of power and status. Status can be based on what some does or on what someone is. Long-term or short-term oriented, polychromic or monochromic. Adaptation to external influences or controlling external influences.
5. Achievement versus ascription: 6. Differing concepts of time: 7. 7 Internal versus external control: (Differing perceptions of the environment and ones surroundings)
Berninghausen (2009), p. 20; Hoecklin, p 41
1. Universalism
1. Rules are more important than relationships
versus
Particularism
1. Relationships are more important than rules 2. Modifications to contractual obligations should be possible 3. Those who accept changes g p p 3 ose o accep c a g gain respect. ges ga espec 4. There are different ways of looking at reality, and each business partner has a y different view. 5. Relationships continue to develop over time
2. Contractual obligations must be adhered to. 3. Those who honour their word or 3 ose o o ou e odo contractual obligations gain respect. 4. There is just one truth or reality which forms the basis for agreement. g 5. Business is business
Berninghausen (2009), p. 39 , Hoecklin, p 41
2. Individualism
1. More talk about me. 2. Representatives decide right away. 2 R t ti d id i ht 3. In an ideal world employees do their work alone and feel a sense of personal responsibility. ibili
versus
collectivism
1. More talk about us. 2. D l 2 Delegates decide after cunsultation. t d id ft lt ti 3. In an ideal world employees do their work in groups and share responsibility.
Berninghausen (2009), p. 40 ; Hoecklin, p 42
3. Neutral
1. Do not wish to reveal thoughts and feelings.
versus
Affective
1. Thoughts and feelings are expressed verbally and non-verbally. 2. 2 Transparency and expressiveness can diffuse tension. 3. Emotions are exchanged in an easygoing, effusive and spirited manner and going effusive, without shame. 4. Vitality as well as spirited and expressive behaviour is admired Bodily contact, gestures or or strong facial 5. Bodily contact, gestures strong facial expression are the rule rather than the exception. p 6. Conclusions are often declared in a flowing, dramatic speech
2. 2 Tension can sometimes be seen in facial expressions or posture 3. Emotions which are typically withheld can suddenly surface 4. Cool and self controlled appearance is admired 5. Bodily contact gestures or strong facial expression are often taboo. 6. Conclusions are often presented in a monotone voice
Berninghausen (2009), p. 40, Hoecklin, p. 44
4. Specific p
versus
Diffuse
1. Direct, to the point intentional relationship 1. Indirect seemingly pointless forms of 1. Direct, to the point intentional relationship 1. Indirect seemingly pointless forms of relationships. 2. Precise, forthrigh, explicit and 2 Precise forthrigh explicit and 2. Elusory, tactful unclear occasionally non2 Elusory tactful unclear occasionally non non2. Precise, forthrigh, 2 Precise forthrigh 2. Elusory, 2 Elusory transparent. transparent 3. Principles and moral codes are values in 3. Moral judgements are made on a case3. Principles and moral codes are values in 3. Moral judgements are made on a caseand of themselves and are not dependent by case basis by-case basis, depending on who is on those whom they affect. affected and the overall context. on those whom they affect. affected and the overall context.
Berninghausen (2009), p. 39 - 42 ; Hoecklin, p 41
6. Concepts of time p Past Past

1. Talk about history, family 1. Talk about history, family origin, company history origin company history, origin, i i hi t history, ones country ones country 2. Motivation through a 2 Motivation through a 2. 2 vision of a return to the vision of a return to the good old days. good old days.
Present Present
1. Doing and enjoying in the 1. Doing and enjoying in the here and now are most here and now are most h d t important important
Future Future
1. Lots of talk about the 1. Lots of talk about the future, potential, future potentiall future, potential, f t t ti expectatioins, future expectatioins, future achievements. achievements. 2. Enthusiastic about 2 Enthusiastic about 2. 2 planning and strategy. planning and strategy. 3. Show strong interest for 3. 3 Show strong interest for the youth and future the youth and future prospects prospects 4. The present and p 4. 4 The p present and past are past are used to benefit future used to benefit future opportunities. opportunities.
2. Nothing against making 2 Nothing against making 2. 2 plans, but they are rarely plans, but they are rarely implemented implemented 3. Show respect for relatives 3. Show intense interest for 3. 3 Show respect for relatives 3 Show intense interest for 3. ancestors and older people. current relationships in the ancestors and older people. current relationships in the here and now. here and now. 4. Everything is ees in the y g 4. Everything is seen in light y g g 4. 4 Everything is ees in the 4. 4 Everything is seen in light context of tradition and of ist current meaning and context of tradition and of ist current meaning and history. modern style. history. modern style.
Berninghausen (2009), p. 41
5. Achievement
versus
ascription
1. Only uses titles when they pertain to a particular competence relevant to a certain task. 2. Respect for those in higher positions comes from their career achievements and corresponding k di know-how h 3. Most senior management is of varying age and gender, and has distinguished d gender d d h di ti i h d themselves through their achievements.
1. Extensive use of titles, especially when they define status within an organisation 2. Respect for those in higher positions is a measuring- stick for evaluating an individuals i di id l partisipation i an organization ti i ti in i ti and for measuring goals. 3. Most senior managers are middle aged men and are qualified on their d lifi d th i background.
6. Concepts of time p Sequential (monochronic) 1. Complete only one thing at a time. 2. Meetings should be punctual. Plan in punctual. Plan in advance and dont be late 3. Relationships are always subordinate 3 to scheduling. 4. The original plan takes priority. Synchronic (polychronic) 1. Complete several things at once. 2. Appointments are approximate inputs and allow important partner time. 3. Scheduling is subordinate to 3 relationships. 4. The importance of relationship determines priority priority.
7. Self- defined versus externally- defined cultures y Self externally 1. Self-defined 2. Desire to dominate, which can sometimes manifest itself in ti if t it lf i aggressiveness against ones surroundings. 3. Conflict and steadfastness mean that one has convictions. 4. The empasis is on the , the function p l, l and the organization. 5. Dissatisfied, 5 Dissatisfied when ones environment one s seemsuncontollable or moody 1. Externally - defined 2. Typically flexible, willingness to compromise and remain silent. i d i il t
3. Harmony and approachability, i.e. sensibility 4. The emphasis is on the p other other meaning customers, partners or colleagues. 5. 5 Understanding of undulations undulations, upheavals, and cycles when they appear to be natural.
Variable
Assertiveness Future Orientation Gender Differentiatioin Uncertainty Avoidance Power distance Collectivism / Societal In-group collectivism Performance orientation Humane orientation
Rothlauf (2009), p. 59
Highest Ranking
Spain, U.S. Denmark, Canada South Korea, Egypt Austria, Denmark Russia, Russia Spain Denmark, Singapore Egypt, China U.S., Taiwan Indonesia, Egypt
Medium Ranking
Egypt, Ireland Slovenia, Egypt Italy, Brazil Israel, U.S. England, England France Hong Kong, U.S. England, France Sweden, Israel Hong Kong, Sweden
Lowest Ranking
Sweden, New Zealand Russia, Argentina Sweden, Denmark Russia, Hungary Denmark, Denmark Netherlands Greece, Hungary Denmark, Netherlands Russia, Argentina Germany, Spain
2.5. The cultural dimensions according to the Globy Study y y

1. Uncertainly Avoidance Is the extent to which members of an organization or society strive to avoid uncertainty by relying on established social norms, rituals and bureaucratic pratices. Is the degree to which members of an organization or g g society expect and agree that power should be stratified and concentrated at higher levels of an organization or government. Is the degree to which organizational and societal institutional practices encourage and reward collective distribution of resources and colective action. Is the degree to which individuals express pride, loyalty, and cohesiveness in their organizations or families. families Is the degree to which an organization or society minimizes gender role differences while promoting gender equality equality.
2. Power Distance
3. Intitutional Collectivism
4. In-Group Collectivism
5. Gender Egalitarianism
Rothlauf(2009), p. 58 - 59
2.5. The cultural dimensions according to the Globy Study y y

6. Assertiveness Is the degree to which individuals in organizations are assertive, assertive confrontational and aggressive in social relationships Is the degree to which individuals in organizations or societies engage in future-oriented behaviors such as planning, investing in the future, and delaying individual or collective gratification. Is the degree to which individuals in organizations or societies encourage and reward individuals for being fair, altruistic, friendly, generous, caring and kind to others. Is the degree to which an organization or society encourages and rewards group members for performance improvement and excellence.
7. Future Orientation
8. Humane Orientation
9. Performance Orientation
(Rothlauf(2009), (R thl f(2009) p. 58 - 59)
3. Organizational O i ti l Culture
Table of contents
1. 1 Culture 2. Cultural Dimensions 3. Organizational Culture 4. Cultural Diversity y 5. Cross-cultural Communication and Conflict-Management g 3. Organizational Culture 3.1. 3 1 Introduction 3.2. Functions of Organizational Culture 3.3. Characteristics of Organizational Culture 3.4. Managing Organizational Culture g g g 3.5. The Competing Values Framework
3.1. Introduction
What is Organizational Culture?
Culture comprises the collective assumptions The way we do things around here The here People copy, coach and correct each other to fit into this collective culture and be part of the group. Corporate Culture = Shared meanings, beliefs, values, Corporate Culture = Organizational Culture
3.1. Introduction
Culture is a pattern of shared tacit assumptions that was learned by a group as it solved its problems of external adaptation and internal integration, that h th t has worked well enough k d ll h to be considered valid and, therefore, to be taught to new members g as the correct way to perceive, think, and feel in relation to those problems problems Schein
Schein (2009), p. 27.
3.1. Introduction
Elements of organizational culture: Language: L Language i th most central aspect of organizational culture. L is the t t l t f i ti l lt This includes the symbols, jargon, or specialized vocabulary which is used by an organizations members Values provide the assumptions upon which organizational activities activities are based. They define its goals, and the criterion by which g y it is determined whether the goals have been successfully achieved. Behaviors are the programmatic and routinized activities of everyday life that enable the organization to accomplish its goals. Every organizations storys which are exchanged among its members and taught to all new members as part of the socialization process. It is through h i th i th h hearing these stories th t new members l t i that b learn th cultural the lt l meanings of symbols used in the stories. From the telling of these stories, organizational myths and legends develop.
Values:
Behaviors: Stories and Legends:
Goldhaber, Barnett (1988), p. 5
3.1. Introduction
Organizational culture is
Holistic: Historically determined: Related to the things anthropologists study: Socially constructed: Difficult to h Diffi lt t change: referring to a whole that is more than the sum of its parts. fi reflecting the history of the organization. such as rituals and symbols. created and preserved by the group of people who together form the organization. although authors disagree on how difficult. lth h th di h diffi lt
Hofstede (2010), p.354
3.2. Functions of Organizational Culture
Why O Wh Organizational culture is important? i ti l lt i i t t?

It has a boundary defining role; it creates distinctions between one organization and others. It conveys a sense of identity for organization members. Culture facilitates the generation of commitment to something larger than ones individual self-interest. Culture holds the organization together by providing appropriate standards for what employees should say and do. Culture serves as a sense-making and control mechanism that guides and shapes the attitudes and behavior of employees.
Hucynski, Buchanan (2010)

Conflict reduction: A common culture promotes consistency of perception, problem definition evaluation of issues and opinions definition, opinions, and preferences for action.
g y promotes consistency of y Coordination and control: Largely because culture p outlook it also facilitates organizational processes of coordination and control. Reduction f R d ti of uncertainty: Ad ti of th cultural mind f t i t Adopting f the lt l i d frame i an anxiety is i t reducing device which simplifies the world of work, makes choices easier and rational action seem possible. Motivation: An appropriate and cohesive culture can offer employees a focus of identification and loyalty, foster beliefs and values that e cou age e p oyees to pe o a ues a encourage employees o perform. Strong culture improves the organizations chances of being successful in the marketplace.
Competitive advantage:
Brown, A. (1992), p. 89-91

The members of a well-functioning organisational culture are able to answer the following questions: bl t th f ll i ti
What are our tasks? What is important for us? (our approach, our work process) What is good, what is right? good What is our understanding of success or failure? What type of behaviour is typical for us? Who takes which position? Who decides what? Who has power of whom?
Berninghausen (2009), p. 151-152.

The effect of a strong organizational culture on employees:
Glues them together Gives them a sense of purpose Provides them with a sense of identity Makes them feel better about what they do Increases their commitment to the company Makes their work more intrinsically rewarding Provides them with a sense of their own distinctiveness Helps them identify more closely with their fellow workers Supplies a set of informal rules which clearly signal how they are to behave Reduces ambiguity by enabling them to make sense of different organization events.
Hucynski ; Buchanan (2001)
3.3. The Characteristics of Organizational Culture

Director: the degree to which an organization creates clear objectives and performance expectations expectations. the number of rules and regulations and the amount of direct supervision that is used to oversee and control employees behavior. the degree to which employees are encouraged to g p y g air conflicts and criticisms openly.
Control:
Conflict tolerance:
Communication patterns: the degree to which organizational communications are restricted to the formal hierarchy of authority. Management support: the degree to which managers provide clear communication assistance and support to their subordinates.
Shaw M., (1997)

Integration: The degree to which units within the organization are encouraged to operate in a co-coordinated manner co coordinated The degree to which members identify with the organization as a whole rather than with their particular workgroup or field or professional expertise. The degree to which reward allocations ( g (i.e. salary y increases, promotions, etc.) are based on employee performance criteria- in contrast to seniority and favoritism. The degree of responsibility, freedom and independence that individuals have. The degree to which employees are encouraged to be aggressive, innovative and risk-seeking.
Identity:
Reward systems: y
Individual Initiative:
Risk tolerance:
Shaw M., (1997)
Hofstede (2010), p. 314

Mintzbergs Five Preferred Configurations of Organizations
Five distinct parts of organizations:
1. The operating core: 2. The strategic apex: 3. 3 The middle line:
The people who do the work The top management The hierarchy in between
4. The technostructure: People in staff roles supplying ideas 5. The support staff:
Hofstede (2010) p 314 (2010), p.
People in staff roles supplying services

Mintzbergs Five Preferred Configurations of Organizations
Five mechanisme for coordination activities:
1. Mutual adjustment: 2. Direct supervision:
Of People through informal communication By a hierarchical superior Specifying the contents of work
3. Standardization of work processes: 4. Standardization of outputs: 5. Standardization of skills:
Specifying the desired results ideas Specifying the training required to perform the work
Hofstede (2010), p. 314

Dimensions of Organizational Culture (Hofstede)
1. 2. 3. Process oriented versus results oriented Employee oriented versus job oriented Parochial versus professional
(employees drive their identity from the organization (parochial) or from the type of job (professional))
4.
Open system versus closed system

(open to newcomers, almost anyone would fit, new employees need only a few days to feel at home or closed and secretive, only very special people fit, new employees need more than a year to feel at home)
5. 6.
Loose versus tight control g Normative versus pragmatic

(costumer orientation market driven (pragmatic) or correctly following organizational procedures (normative)
3.4. Managing Organizational Culture

Managing (with) Organizational Culture (part 1)
Is t k f t I a task of top management that cannot be delegated t th t tb d l t d Demands both power and expertise Should start with a cultural map of the organization Demands strategic cholces Is present culture matched with strategy? If not, can strategy be adapted? not If not, what change of culture is needed? Is this change feasible do we have the people? What will be the costs in management attention and money? Do the expected benefits outweigh these costs? What is realistic time span for the changes? p g If in doubt, better change strategy anyway. Different subcultures may demand different approaches
Hofstede (2010), p. 377

Managing (with) Organizational Culture Create a network of change agents i the organization C t t k f h t in th i ti Some key people at all levels. If key people start, others will follow. Can resisters be circumvented? Design necessary structural changes Opening or closing departments Merging or splitting departments or tasks Should groups or individuals be moved? Are tasks matched with talents? Design necessary process changes Eliminating or establishing controls g g Automating or eliminating automation Establishing or cutting communication links. Replace control of inp ts b control of o tp ts? inputs by outputs?
(part 2)

Managing (with) Organizational Culture (part 3)
Revise R i personnel policies l li i Reconsider criteria for hiring. Reconsider criteria for promotion Is human resource management up to its new task? Design timely job rotation. Be suspicious of plans to train others The need for training has to be felt by trainees themselves. Continue monitoring development of organizational culture Persistence, sustained attention Periodically repeat culture diagnosis.
Hofstede (2010), p. 377

Changing/StrengtheningOrganizationalCulture
3.5.TheCompetingvaluesFramework 3.5.TheCompetingvaluesFramework
Developed by professors Cameron & Q i D l db f C Quinn Two major polarities of values that determine organizations effectiveness
Internal versus external focus Stability versus flexibility
Key dimension's of culture

Dominant characteristics Organizational leadership Management of employees Organization glue Strategic emphases Criteria of success
Cameron, Quinn (2006)
3.5.TheCompetingvaluesFramework
Types of Organizational Cultures
Cameron, Quinn (2006)
HIERARCHY Culture
Internal focus & stability Orientation: CONTROLLING Leader type: coordinator organizer coordinator, Value Drivers: Efficiency, timeliness, consistency, uniformity Theory: Control and efficiency with capable processes produce effectiveness.
3.5.TheCompetingvaluesFramework
MARKET Culture
External focus & stability Orientation: COMPETING Leader type: Hard-driver, competitor, producer yp , p ,p Value Drivers: Market share, goal achievement, profitability Theory: Aggressively competing and customer focus produce effectiveness
CLAN Culture
Internal focus & flexibility Orientation: COLLABORATIVE Leader type: facilitator, mentor, team builder Value Drivers: Communication, commitment, development Theory: Human development and participation produce effectiveness
ADHOCRACY Culture
External focus & flexibility Orientation: CREATIVE Leader type: Innovator, entrepreneur, visionary Value Drivers: Innovative outputs, agility, transformation Theory: Innovativeness, vision, and new resources produce effectiveness
4. Cultural Diversity 4 C lt l Di it
Table of contents
1. 1 Culture 2. Cultural Dimensions 3. Organizational Culture 4. Cultural Diversity y 5. Cross-cultural Communication and Conflict-Management g 4. Cultural Diversity y 4.1. Introduction 4.2. Diversity Categories 4.3. Stereotypes and Prejudice 4.4. Managing Diversity
4.1. Introduction
Human beings are like all other human beings like some other human beings like no other human beings.
Kluckhorn / Murray
4.1. Introduction
Mixed C lt Mi d Cultures through belonging to different groups: th hb l i t diff t Generation / Age Gender Social class Ethnicity / Nationality Language Company / Industry culture
4.1. Introduction
Diversity People of various backgrounds, culture, religion and professional competence, with different ages, gender or sexual orientation are working on the same assembly line, in the same department or the same project-team. Diversity management means dealing responsibly with these many differences. Diversity is recognized as a positive value, is rewarded and is utilized as source for creating synergies.
4.1. Introduction
How was the Diversity Approach developed?
Diversity originated in the Anglo-Saxon countries and developed in parallel in the 1960 s in the USA 1960s with regards to the integration of blacks in communities and organizations at the same time in Australia with the aim of subsidizing migrants and preparing them for the labour market, somewhat later in New Zealand with the same goal in mind mind. Canada then followed, and was gradually succeeded by the countries, Scandinavia, European countries especially Scandinavia then the Netherlands and the European Union. (Article 21 of the EUs Charter of Basic Rights (2000) and General Equal Treatment Act (2006)
4.1. Introduction
Siemens AG Corporate Value 2006 Diversity in our Workforce
Diversity means variety. In the workplace, the term is used to denote the variety among employees those differences of age, gender ethnicity age gender, ethnicity, religion and nationality that make each one of us a unique and distinctive individual. g p y , In a global company like Siemens, we experience diversity during our everyday work. Diversified teams are commonplace. We regard the diversity of our workforce as an invaluable source of creativity and experience that makes us more competitive. competitive
Rothlauf (2009), p. 121
4.2. Diversity Categories

Individual Diversity Aspects: talents, upbringing, experiences, convictions
+
Diversity Dimensions Ethnicity Nationality
Generation, Age Physical, mental ability handicap
Ge de Gender
Sexual orientation
Religion, Spirituality S i it lit
= Effects on the individual: =

Attitude, skills, competencies, styles of working and learning, function, status, output, income Effects on the company: Policy, Guiding Principles, Personnel, Development, Structure, Measures, Programmes, Customers, Marketing, Monitoring, Controlling
4.2. Diversity Categories

Diversity category Age Gender Sexual orientation S l i t ti Physical condition Ethnicity Race Nationality Marital status Educational Socio-economic class Religion Work experience
Matoba (2011), p. 31
Dichotomy young / old male / female hetero-/homosexual h t /h l able /disabled German / Turk white/black/red/yellow German / Turk married / not married high / low level upper / lower christian / non christian much / little
Appearance + +
Behaviour +
Lifestyle + + +
+ + +
+ + + + +
+ +
4.3. Stereotypes and Prejudice
A stereotype
is a designation for a simplified, schematized and skewed view of aspects related to the social world world.
A prejudice
is a mindset and pattern of judgment consisting of a pre-determined, emotionally-charged, and no longer q g questioned expectation p which leads to a generalized, difficult to change judgment about social reality perceived to be based on fact.

What can be done to prevent the negative consequences of stereotypes and prejudice?
Be aware of the fact that we all have prejudices. Recognize your own prejudices. Be precise and accurate instead of generalizing. (What did I see?) generalizing Describe instead of judging. Be open for revisions and modifications. Be more sensitive to your own prejudices and the corresponding valuations and forms of behaviour.
A 1980 study conducted by Andre Laurent of INSEAD business school in France, found that French, German and British managers working for an American multinational h d values and b h i A i lti ti l had l d behaviors more F French, more G h German and more British than those of their compatriots working for local, domestic companies (Laurent, 1983). In other words, .
The more experience these managers had with another cultures way of doing things, the g y g g greater their identification with their own cultural beliefs.
Hoecklin (1994), p. 4
4.4. Managing Diversity

What is the desired outcome of the cross-cultural situation?
What is their way of doing things? Why do they do it that way?
What is our way of doing things? Why do we do it that way?
Which way will best generate the desired outcome?
Ours alone
Neither alone
Theirs alone
Our ways add value to theirs They learn from us

Hoecklin (1994), p. 81 H kli (1994)
Both can add Value Each learns from each other
Neither can add value Each learns something new
Their ways add value to ours We learn from them
To understand the business benefits of diversity, its important to understand the key trends .
Caye (2011), p. 3

Key trends
The customer base is increasingly heterogeneous heterogeneous. e.g.: Consumers are growing older in most European countries Women control a growing share of purchasing power Globalization requires a new mix of employees. employees who understand the new markets and competitors A talent crunch is coming. The classic labor pool of young, native males is shrinking in most European countries countries. Companies will have to expand the geographic territory in which they recruit and tap into pools of currently underutilize groups, such as women, older professionals retirees and immigrants professionals, Corporate leadership faces new imperatives. More adaptive and more distributed (the opposite of command-and-control)
Caye (2011), p. 3-4
Making the most of a diverse workforce requires a shift in mindset: p y py p g Companies must move beyond simply responding to legal and social expectations . . to use diversity initiatives to advance business goals.
Diversity is the enabler to radically change the way y y g y a company operates.

Gustavo Bracco, the head of human resources at tire maker Pirelli
Caye (2011), p. 4

Implementation of Diversity Measures Age Diversity
444 responses human resource-managers and staff of companies in more than 30 European Countries
Caye (2011), p. 5

Implementation of Diversity Measures Gender Diversity
Caye (2011), p. 5

Implementation of Diversity Measures National Diversity
Caye (2011), p. 5
Caye (2011), p. 12
Caye (2011), p. 13
5. Cross-cultural Communication and Conflict-Management
Table of contents
1. 1 Culture 2. Cultural Dimensions 3. Organizational Culture 4. Cultural Diversity y 5. Cross-cultural Communication and Conflict-Management g Cross-Cultural Communication and Conflict Management 1.1. 1.2. 1.3. 1.4. 1.5. Introduction Leader-Effectiveness Training g The Square of Communication Women and Men in Conversation Examples
5.1. Introduction
5.1. Introduction
Subject Level j
Relationship Level
5.1. Introduction
Communication
Verbal Spoken
Direct / Indirect Language Style Different Meanings
Para- Verbal
Voice Accentuation Voice Volume Intonation Pauses /Silence
Non- Verbal
Facial Expression Gestures Body Language Space Behaviour Touch Beha io r To ch Behaviour Gaze Behaviour
Written
Rothlauf (2009), p. 185 according to Bridging the culture gap, London 2004
5.1. Introduction
Rothlauf (2009), p. 196
5.1. Introduction
Individual I di id l system t
Given Information
Comprehension
knowledge values emotions
experience p Expectations subconsciousness
5.1. Introduction
Communicate more Efficiently Meta-Level Communication
Meta-level communication is communication about communication. It is about discovering the meaning and intentions of what has been said by focusing on the rules and patterns present in communication.
Berninghausen (2009), p.78
5.2. Leader Effectiveness Training (L.E.T. )
? SENDER
CODING PROZESS
DECODING PROZESS What s the use in trying Whats to change things around here?
Message
Shes very discouraged
Receiver
Gordon (2001), p. 57

What are the Impediments to Good Communication (Sheida Hodge)
Problems with meaning are especially important in cross cultural communication cross-cultural communication. What you mean when you say something is not necessarily what the other side hears. Messages derive a large part of their meaning from their cultural context. In a cross-cultural communication, messages are composed or coded in one context, sent, and then received or decoded in another cultural context. In the United States when you say, It will be very difficult, it generally means that y y, y , g y there will be additional effort or expense required to achieve a certain goal. In an Asian culture the same words might mean that the person is unwilling or unable to do what is asked.
Rothlauf (2009), p. 174 according Global Smarts (2000), p. 145
Effective Communication
Impression = Expression
(Communication with real understanding)
Gordon (2001), p. 57

Effective communication is much rarer, than people think because:
People dont always feel free to say what they really mean. People are not always in touch with their real feelings. Feelings are somewhat hard to put into words (its hard to find the right code). The same words (codes) have different meanings for different people people. We sometimes hear only what we want to hear (we decode selectively). Receivers are often so busy thinking up what theyre going to say next that they dont even bother to decode the senders message (so they fail to understand). Th sander may not k The d t know whether th receiver h d h th the i has decoded correctly d d tl The receiver may not be certain that she has decoded correctly
Gordon (2001), p. 57 - 58

Problem-solving process
I. Identifying and defining the problem
II. Generating alternative solutions III. Evaluating the alternative solutions IV. Decisioin-making V. Implementing the decision VI. Following up to evaluate the solution
Gordon (2001), p. 59

Responses that facilitate Problem-Solving
Door Openers Passive Listening Acknowledgment Response Active Listening
Gordon (2001), p. 59 - 61

Door openers
After a person sends a brief opening feeling message, which clues the listener to the possible existence of a p p problem, the helpee usually will not move into , p y the problem solving process unless the listener sends an invitation opens the door for the helpee: Would you like to talk about it? Can I be of any help with this problem? Id be interested to hear how you feel.. Would it help to talk about it? Sometimes it hellps to get it off your chest. Id sure like to help if I can.
Gordon (2001), p. 59 - 61
Tell me about it! Ive got the time, if you have. Want to talk?

Responses that Facilitate Problem-Solving
Passive Listening silence: keep quiet and listen show interest and concern
Acknowledgment Response
more than complete silence: Eye contact Nodding, I understand Interesting Oh Oh Mm-hmm Mm hmm Yeah I hear you I see Really?
Gordon (2001), p. 60

Active Listening
? SENDER
CODING PROZESS
DECODING PROZESS What s the use in trying Whats to change things around here?
Message
Receiver
Feedback
Youre feeling very discouraged.
Gordon (2001), p. 61

People dont like to receive You-Messages Reasons: 1. They make people feel guilty. 2. They may be felt as blame, put downs, criticism, rejection. 3. They may communicate lack of respect for the other person. 4. They often cause reactive or retaliatory behavior. 5. They may be damaging to the recipients self-esteem. 6. They can produce resistance, rather than openness, to change. y p , p , g 7. They may make a person feel hurt and, later, resentful 8. 8 They are often felt as punitive
Gordon (2001), p. 106

Three different methods for resolving conflicts g
Method I: Method II: Method III: M th d III I win, you lose You win, I lose No lose (win-win-situation) N l ( i i it ti )
Gordon (2001), p. 155 ff.
5.3. The Square of Communication
The light is green
Who is driving, you or I?
Example
Schulz von Thun (2004), p. 9
Objective Content Self - Disclos sure
Appeal
Sender
Receiver
Relationship

The Anatomy of a Message: Whenever you say something
1. Objective Content: The information I give out. Objective information about the facts What I give away about myself. (I-Messages) Self-disclosure includes both the intentional self presentation and self-presentation the involuntary self-revelation What I think of you and how we stand to each other. y This often shows in the choice of words, the tone of voice, and other non-verbal accompainying signals. (you and we-Message) What I want you to do.
2. Self-Disclosure:
3. Relationship: p
4. Appeal:
Schulz von Thun (2004), p. 10-11
Factual - Information The traffic light is green.
Self - revelation Im in a hurry
The traffic g g light is green
Appeal Step on the gas
Relationship You need my help


Situation: A couple is sitting in front of TV in the evening. The husband is saying:
Objective content: The bottle of beer is empty! Self-disclosure: Im thirsty and Id like to drink more beer. ERNA, Im I m out of beer! beer! Relationship: You usually get me everything I want. want
Appeal: Erna, go get me one!
Whats the green thing in this soup?
If you dont like the meal you can go and eat somewhere else !
Couple at dinner
There is something green! I dont know what it is.
Theres something green. green Dont use the green thing next time
Tell me what it is!
I dont like It!
I think you know it.
You are a miserable cook!

Receiving with four ears: Possible answers
The light is green Yes its a string of green lights, that s thats nice By Steping on the gas.
I am in a hurry
The traffic light is green
Step on The gas
You are in a hurry ? Whos driving the car your car, or I
You need my help
5.4. Women and Men in Conversation
Different Words - Different Worlds:

Men Women
Asymmetry A t Independence
Symmetry S t Intimacy
Status
Connection
Male female conversation is cross-cultural communication

Tannen (2007), p. 23-30, 42

Asymmetry and Independence contra Symmetry and Intimacy The mixed metamessages of help Framing The modern face of chivalry The Th protective frame t ti f
Im more competent than you Frame: Relationship F R l i hi Framed as a subordinate The act of protecting frames the protector as dominant and the protected as subordinate
Tannen (2007), p 31 -36 (2007) p. 36

It begins at the beginning .. .Boys
tend to play in large groups that are hierarchically structured. structured Their groups have a leader. Boys games have winners and losers.
Status: Asymmetry, Independency . Girls

play in small groups. the center of a girls life is a best friend Many of their activities dont have winners / losers don t
Connection: Symmetry, Intimacy

Tannen (2007), p. 43-47

Talking about troubles Men are problem solvers: They offer solutions to problems. Women want to talk about problems. (Metamessage: I know how you feel. We are the same..)
Tannen (2007), p 52 (2007) p.

Eher trocknet die Nordsee aus als der Redefluss einer Frau Frau The North Sea will sooner be found wanting in water than a women be at a loss for a word. Ein Mann ein Wort eine Frau ein Wrterbuch A womans tongue wags like a lambs tail
Women are believed t t lk t much. W b li d to talk too h Yet study after study finds that it is men who talk more at meetings, in mixed-group discussions and meetings in classroom where girls sit next to boys.
Tannen (2007), p 75 (2007) p.

Who talks more, then, women or men? More men feel comfortable doing public speaking. More Women feel comfortable doing private speaking. Private speaking: Public speaking: The wordy woman and the mute man The talkative man and the silent woman
Tannen (2007), p 76 77 (2007) p. 76-77

Rapport-Talk and Report Talk: Report-talk: a way to preserve independence and negotiate and maintain status in a g hierarchical social order. This is done by exhibiting knowledge and skill and by holding center stage through verbal performance such as story-telling, joking or imparting information. a way of establishing connections and negotiating relationships Emphasis is placed on displaying similarities and matching experiences
Rapport-talk:
Tannen (2007), p. 77
5.5. Examples
Using a wrong key metaphor
A large European company were trying to sell their high-tech systems to clients around the world. They tailored each presentation to the individual clients interests, b t th i t t but there was one k metaphor, and visual th t th always used: key t h d i l that they l d Your problems, they told their clients, are like lions wild unpredictable, and hard to control. But with our systems, you can be a lion tamer. You can subdue the lions and keep them under control This worked very well until they went to control. a country in Africa. As soon as they showed the visual, the audience looked horrified. The lion was a symbol of their country, and the image that came across to them was of colonial power subduing their State The Europeans lost State. the contract to a competitor.
Rothlauf (2009), p. 185 according Bridging the culture gap, London 2004
5.5. Examples
Style of Presentation
When I came to the U.S. three month ago I made presentations in a German way I just gave facts and numbers. But how would Americans ever accept me if I was so dry? So I started my last presentation to a group of executives by telling a little story about myself. They liked it. It was if I wasnt German to them anymore.
Rothlauf (2009), p. 180 according to Forbes (2009), p. 26
5.5. Examples
Commmunication blunders
When Pepsi Colas slogan Come Alive with Pepsi was introduced in Germany, the company learned that the literal German translation of come alive is come out of the grave. A U.S. airline found a lack of demand for its rendezvous lounges on its Boeing 747s flying out of Portugal. They later learned that rendezvous lounges in Portuguese refers to a room that is rented for prostitution prostitution. The Ford Motor Company was unsuccessful at marketing the Ford Pinto for Brazil. Ford had not realized that Pinto is a slang term in Portuguese for small penis. Not surprisingly, f i i l few B ili men were willing to b associated with a Pi Brazilian illi be i d i h Pinto. L Later on Ford managed to save its investment by changing the name of the car to Corcel, the Portuguese name for horse. After General Motors introduced its new Chevrolet Nova in Puerto Rico, it found out that although the word Nova means start in Spanish, its pronunciation sounded also g go, g Caribe. like no va , meaning does not g , and had to change it to
Rothlauf (2009), p. 186 according to El Kahal (1994), p. 34
5.5. Examples
Jacob (2003) p 84 (2003), p.
5.5. Examples
Jacob (2003) p 84 (2003), p.
5.5. Examples
Jacob (2003) p 85 (2003), p.
5.5. Examples
Jacob (2003) p 85 (2003), p.
5.5. Examples
5.5. Examples
On the phone ..
Americans
Objective Information, action
Japanese
Information
Arabs
Personal relationship, l ti hi commitments Personal greetings Flattery Conveys emotions with tone of voice Longer time span Looping to objectives
Opening Use of Language Non-verbale Communication Time Orientation Information Exchange

Rothlauf (2009), p. 184
Full name, purpose of call Direct objective Urgency Time is money Step-by-step
Company name Generally conservative Silence / harmony, Non-confrontational Time controlled by caller ll Always seeking, minimum given
5.5. Examples
Americans
Process Task-oriented, direct question
Japanese p
Information gathering by listening No commitments, will discuss, call us back
Arabs
Indirect approach, inquire first about self / family, then get to business Greetings, wishing peace, reiterates long-term relationship, let us hear from you again Religious h R li i harmony, emotional support, social organization, p process orientation
Closing
Seek commitment, assign responsibility, will be in touch Directness, privacy, Di t i action-, task oriented
Applied C lt A li d Cultural l Values
Listening, Li t i informative, company, harmony
Rothlauf (2009), p. 184
Literature
Berninghausen, Jutta; Hecht; El Minshawi, Beatrice: Intercultural Competence Managing Cultural Diversity Bremen 2009 Diversity, 2009. Brown, A. : Organizational Culture: The Key to Effective Leadership and Organizational development, London 1992 development 1992. Cameron, Kim; Quinn, Robert: Diagnosing and changing organizational culture: Based on the competing values framework, San Francisco 2006. Caye, Jean-Michel; Teichmann, Caroline; Strack, Rainer; Haen, Pieter; Bird, p ; , ( g p) g y Stephanie; Frick, Gerold (Boston Consulting Group): Hard-Wiring Diversity into Your Business, 2011. Chhokar, Jagdeep; Brodbeck, Felix; House, Robert: Culture and Leadership Across the World, The GLOBE Book of In-Depth-Studies of 25 societies, New Jersey 2007. Elashmawi, Harris: Multicultural Management, Houston 1993.
Literature
Goldhaber, Gerald; Barnett, George: Handbook of Organizational Communication, Norwood 1988. Gordon, Thomas: Leader Effectiveness Training, New York 2001 Hoecklin, Lisa: Managing Cultural Differences, Cambridge 1995. Hofstede, Geert; Hofstede, Gert Jan; Minkov, Michael: Cultures and Organizations, New York 2010. Huczynski, Andrzej; Buchanan, David: Organizational Behaviour, 7th ed., Harlow 2010 H l 2010. Kazuma, Matoba: Transformative Dialogue for Third Culture Building, Farmington 2011. 2011 Marx, Elisabeth: Breaking Through Cultural Shock, London 1999. Mead, Richard; Andrews, Tim: International Management, West Sussex 2009.
Literature
Rocher, Guy: Introduction la sociologie gnrale, Montreal 1969. Rothlauf, Jrgen: Interkulturelles Management, Mnchen 2009. Schein, Edgar: Organizational Culture and Leadership, 3th ed., San Francisco g g 2010. Schein, Edgar: The Corporate Culture Survival Guide, San Francisco 2009. Schulz von Thun, Friedemann: Six Tools for Clear Communication, 2004. Sh Shaw, M Fi di the R i b M.: Finding h Rainbow: O Organizational C l i i l Culture, the K to C h Key Corporate Performance, Ransburg 1997. St h t Kathryn: Sweet Success, New York 1986. Stechert, K th S tS N Y k 1986 Tannen, Deborah: Gender and Conversational Interaction, Oxford 1993.
Literature
Tannen, Deborah: The Argument Culture, New York 1998 Tannen, Deborah: You Just Dont Unterstand, New York 2007.

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Intercultural Management 2012 Students

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Intercultural Management

Prof. Dr. Prof Dr Barbara Winckler-Ru Winckler Ru

Objectives and aims of the course (module description)

Prof. Dr. Barbara Winckler-Ru

Objectives and aims of the course (module description)

Prof. Dr. Barbara Winckler-Ru

Objectives and aims of the course (module description)

Prof. Dr. Barbara Winckler-Ru

... and the students presentations

Prof. Dr. Barbara Winckler-Ru

Prof. Dr. Barbara Winckler-Ru

Prof. Dr. Barbara Winckler-Ru

Why Intercultural Management?

Prof. Dr. Barbara Winckler-Ru

Rothlauf (2009), p.. 23 according: Intercultural Management Institute (2001), p. 2

Prof. Dr. Barbara Winckler-Ru

1.2. The Iceberg-Model

Hidden (Invisible): Most of the iceberg is below the surface

Rocher (1969), p. 12, Rothlauf (2009), p. 25 f

Prof. Dr. Barbara Winckler-Ru

1.2. The Iceberg-Model

Laws and customs Methods and Techniques Language a guage

Rocher (1969), p. 12, Rothlauf (2009), p. 25 f

Prof. Dr. Barbara Winckler-Ru

1.2. The Iceberg-Model

Rocher (1969), p. 12, Rothlauf (2009), p. 25 f

Prof. Dr. Barbara Winckler-Ru

1.3. The Onion - Model

Values V l Rituals Heroes e oes

Hofstede (2010), H f t d (2010) p. 8

Prof. Dr. Barbara Winckler-Ru

1.3. The Onion-Model

Hofstede (2010), H f t d (2010) p. 7

Prof. Dr. Barbara Winckler-Ru

More than 200 definitions of Culture.

Berninghausen (2009), p. 51, Hofstede (2010), p. 6) Rothloff (2009), p. 25

Prof. Dr. Barbara Winckler-Ru

Hofstede (2010), H f t d (2010) p. 6

Prof. Dr. Barbara Winckler-Ru

Inherited and learned

Culture Human Nature

Prof. Dr. Barbara Winckler-Ru

(Hofstede (2010), (H f t d (2010) p. 6)

Prof. Dr. Barbara Winckler-Ru

Professional ethics Religious values Basic assumptions

Hofstede (2010), 10, Hoecklin (1995) p. 26 H f t d (2010) p. 10 H kli (1995),

Prof. Dr. Barbara Winckler-Ru

Rothlauf (2009), p. 27 according Luthans

Prof. Dr. Barbara Winckler-Ru

Rothlauf, (2009), p. 17 according E-Journal of intercultural Relations, Nr. 6, 1998, p. 1

Prof. Dr. Barbara Winckler-Ru

1.5. Cultural shock

Prof. Dr. Barbara Winckler-Ru

1.5. Cultural shock

Marx (1999), pg. 9

Prof. Dr. Barbara Winckler-Ru

1.5. Cultural shock

Prof. Dr. Barbara Winckler-Ru

Prof. Dr. Barbara Winckler-Ru

Prof. Dr. Barbara Winckler-Ru

2.1. Comparison of the Culture models

Comparison of the culture models

The 4 dimensions model of Hall