Intercultural Management 2012 Students

Intercultural Management

Prof Dr Barbara Winckler-RußProf. Dr. Barbara Winckler Ruß

Objectives and aims of the course (module description)

• Intercultural Management explores the origin, significance and complexity ofIntercultural 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• This unit investigates principles, strategies and tools of • Intercultural and Cross-Cultural Management

• Critical incidents and case studies enable the students to tackle and resolvereal-life issues

Intercultural ManagementProf. Dr. Barbara Winckler-Ruß


On completing this unit students willOn completing this unit, students will,

• comprehend the predominant theories in which the term ‘culture’ is embedded

h d d t di f th lt l di i f i t ti l• have a sound understanding of the cultural dimensions of international 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• be in a position to asses their own intercultural behaviour

• have developed strategies to conduct cross-cultural business negotiations successfullyy

• 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 relationsp• Problem solving and decision making• Oral communication


Table of contents

1. Culture1.1. Introduction1.2. The Iceberg-Model1.2. The Iceberg Model1.3. The Onion-Model1.4. Definitions1.5. Cultural Shock

2. Cultural Dimensions2.1. Comparison of the culture models2.2. The cultural dimensions according to Hall2.3. The cultural dimension according to Hofstede2.4. The cultural dimensions according to Trompenaars2.5. The cultural dimensions according to the Globe Study

3. Organizational Culture3 1 I t d ti3.1. Introduction3.2. Functions of Organizational Culture3.3. Characteristics of Organizational Culture3 4 Managing Organizational Culture

Prof. Dr. Barbara Winckler-Ruß

3.4. Managing Organizational Culture3.5. The Competing Values Framework


Table of contents

4. Cultural Diversity4.1. Introduction4.2. Diversity Categories4.3. Stereotypes and Prejudice 4.4. Managing Diversity

5. Cross-cultural Communication and Conflict-Management

1 1 I t d ti1.1. Introduction1.2. Leader-Effectiveness Training1.3. The Square of Communication1 4 Women and Men in Conversation1.4. Women and Men in Conversation1.5. Examples

... and the students presentations

Prof. Dr. Barbara Winckler-Ruß Intercultural Management

1. Culture


Table of contents

1 Culture Culture1. Culture

2. Cultural Dimensions

Culture

1.1. Introduction1.2. The Iceberg-Model

3. Organizational Culture

4. Cultural Diversity

e cebe g ode1.3. The Onion-Model1.4. Definitions1.5. Cultural Shocky

5. Cross-cultural Communication and Conflict-Managementg


1.1. Introduction

Why Intercultural Management?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 isolatedpopulations. p p

• Management today is increasingly multicultural.

• There is a real opportunity to engage in peaceful commerce for the benefit of all.

Thi i l f i d i h l i l l kill• This requires a new class of managers equipped with multicultural skills.


1.1. Introduction

Connecting Intercultural Communication and Managementg g(Gary R. Weaver)

We cannot be experts on every cultureWe cannot be experts on every 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.

I t lt l d d t di b i ith k i ltIntercultural awareness and understanding begin with knowing your own culture 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?What is culture?

??????


1.2. The Iceberg-Model

Vi iblVisible:The iceberg has a visible tip: Approxamitly 10% of the iceberg can be seen

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

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



Doing:Doing:Way of life Laws and customsInstitutions Methods and TechniquesRituals Language

doingtua s a guage

Thinking:Norms Roles Beliefs

thinking

feeling

Idealogies Philosophy …

Feeling:feelingValues Tastes AttitudesDesires Assumptions MythesExpectations ….




Task:Task:

Develope the ‚iceberg‘ for your own national culture.

doingat o a cu tu e

You can work in smaller groups! Write you results on the white board

thinking

feeling

y

feeling



1.3. The Onion - Model

V lValues

RitualsRituals

Heroes

Practices

e oes

Symbols

H f t d (2010) 8


Hofstede (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 whomeaning that is recognized as such only by those who share the culture.

Heroes: are persons alive or dead real or imaginary who possessHeroes: are persons, alive or dead, real or imaginary, who possess characteristics that are highly prized in a culture andthus serve as models for behavior.

Rituals: are collective activities that are technically superfluous to reach desired ends but that, within a culture, are considered socially essential. They are therefore carried out for their own sake. esse t a ey a e t e e o e ca ed out o t e o sa e

Values: are broad tendencies to prefer certain states of affairs over others. Values are feelings with an added arrow indicating a plus g g pand a minus side.

H f t d (2010) 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 i di id l i t t th i i d id th i tiindividuals interpret their experiences and guide their actions.

(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 ofdistinguishes the members of one group or category of people from others.

C lt i l ll ti h b it i t l t tlCulture is always a collective phenomenon, because it is at least partly 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.

H f t d (2010) 6



1.4. Definitions

Specific to individual

Inherited andlearned

Personality

Culture Learned

Specificto groupor categoryor category

Human Nature InheritedUniversal



1.4. Definitions

Hofstede:)

Culture is learned, not innate.

It derives from one’s social environment rather than from one’s genes.

Culture should be distinguished from human nature on one side and fromi di id l’ lit th th lth h tl h th b dan individual’s personality on the other, although exactly where the borders

lie between nature and culture, and between culture and personality, is a matter of discussion among social scientists.

(H f t d (2010) 6)


(Hofstede (2010), p. 6)

1.4. Definitions

)

CorporateCorporate practices

Professionalethics

Corporateculture

Practicesethics

Religiousvalues

Professionalculture

ValuesBasic assumptions

NationalCulture

H f t d (2010) 10 H kli (1995) 26


Hofstede (2010), p. 10, Hoecklin (1995), p. 26

1.4. Definitions

Culture is…

• Learned Culture is not inherited or biologically based; it is acquired by learning and experience.

Sh d P l b f i ti i t• Shared People as members of a group organization, or society share culture; it is not specific to single individuals.

• Transgenerational Culture is cumulative, passed down from oneg , pto the next.

• Symbolic Culture is based on the human capacity to symbolize or use one thing to represent anotheror use one thing to represent another.

• Patterned Culture has structure and is integrated; a change in one part will bring changes in another.

• Adaptive Culture is based on the human capacity to change or adapt, as opposed to the more genetically driven adaptiveprocess of animals


process of animals.

Rothlauf (2009), p. 27 according Luthans

1.4. Definitions

• Monocultural studies

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

I t lt l St di• Intercultural Studies• 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

t th i t ti l l l


• at the international levelRothlauf, (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


Marx (1999), p. 5

1.5. Cultural shock


Marx (1999), pg. 9

1.5. Cultural shock


Marx (1999), p. 10



Table of contents

1 Culture1. Culture

2. Cultural Dimensions 2. Cultural Dimensions



2.1. Comparison of the culture models

2.2. The cultural dimensionsy


according to Hall2.3. The cultural dimensions

according to Hofstedeg2.4. The cultural dimensions

according to Trompenaars2.5. The cultural dimensions

di t th Gl baccording to the GlobeStudy


2.1. Comparison of the Culture models

Comparison of the culture models

The 4 dimensionsmodel of Hall

The 5 Dimensionen

model of Hofstede

The 7 Dimensionen model of

Trompenaars

The 9 Dimensionen-model of the

The 3 Dimensionen model

of Schwarzmodel of Hofstede Trompenaars GLOBE Studie of Schwarz

R thl f(2009) 32


Rothlauf(2009), p. 32


Hofstede Trompenaars Schwartz GLOBE Study1st Publication 1980 1993 1994 2004

Hofstede Trompenaars Schwartz GLOBE Study1st Publication 1980 1993 1994 20041st Publication 1980 1993 1994 2004Sample Size 116,000 IBM

employees Chinese Value

30,000 > 75,000 17,0001st Publication 1980 1993 1994 2004Sample Size 116,000 IBM

employees Chinese Value

30,000 > 75,000 17,000

Chinese Value Survey: 2,300 students

Ti 1996 1973 1983 1992 1988 1992 1994 1997

Chinese Value Survey: 2,300 students

Ti 1996 1973 1983 1992 1988 1992 1994 1997Time 1996 – 1973 Chinese Value Survey: Early 80x

1983 – 1992 1988 – 19921992 – 2000

1994 – 1997Time 1996 – 1973 Chinese Value Survey: Early 80

1983 – 1992 1988 – 19921992 – 2000

1994 – 1997

80xQuestionnaire 60 questions

Chinese Value S 40

57 questions Classification of 56 values

di

292 questions80x

Questionnaire 60 questions Chinese Value

57 questions Classification of 56 values

292 questions

Survey: 40 questions

according to their importance in life

(R thl f (2009) 61)

Survey: 40 questions

according to their importance in life


(Rothlauf (2009), p. 61)


Hofstede Trompenaars Schwartz GLOBE StudyNo. of 53 countries 55 countries 67 countries 59 countries

Hofstede Trompenaars Schwartz GLOBE StudyNo. of 53 countries 55 countries 67 countries 59 countriescountries Chinese Value

Survey: 23 Countries

No. ocountries

53 cou t esChinese Value Survey: 23 Countries

55 cou t es 67 cou t es 59 cou t es

No. of dimensions

5 (incl. Chinese Value)

7 3 9No. of dimensions

5 (incl. Chinese Value)

7 3 9

Genesis of Correlation and Conceptual Conceptual Conceptual Genesis of Correlation and Conceptual Conceptual Conceptual dimensions factor analyses categories based

on literature review, followed b i i l

categories based on literature review, followed b i i l

categories based on literature review, tested in il di

dimensions factor analyses categories based on literature review, followed

categories based on literature review, followed

categories based on literature review, tested in

by empirical validation


pilot studies; empirical validation

(R thl f (2009) 61)



pilot studies; empirical validation


(Rothlauf (2009), p. 61)


10Hall

468

H f t dGl b

024 HofstedeGlobe

TrompenaarsSchwartz

Models used in intercultural TrainingsModels used in intercultural Trainings

35 training institutes in 2008


Rothlauf (2009), p. 63


Hall Hofstede Trompenaars Schwartz GLOBE StudyCollectivism vs. Individualism

Collectivism vs. Individualism

Embeddedness vs. Autonomy

Societal / In Group Collectivism

Hall Hofstede Trompenaars Schwartz GLOBE StudyCollectivism vs. Individualism

Collectivism vs. Individualism

Embeddedness vs. Autonomy

Societal / In Group Collectivism

Internal vs. external control

High Context low t t lt

Power Distance Achievement vs. A i ti

Egalitarianism vs Hi h

Power distance

y

Internal vs. external control

High Context low Power Distance Achievement vs. Egalitarianism vs Power distancecontext culture Ascription Hierarchy

Internal vs. Externalorientation

Universalism vs

context culture Ascription Hierarchy

Internal vs. Externalorientation

U i liUniversalism vs. Particularism

Neutral vs. Affective

Time orientation Time orientation Concepts of time Future orientation

Universalism vs. Particularism

Neutral vs. Affective

Ti i t ti Ti i t ti C t f ti F t i t tiTime orientation Time orientation Concepts of time Future orientation

Uncertainty avoidance


Time orientation Time orientation Concepts of time Future orientation



Space Masculinity vs. Feminity

Harmony vs. Mastery

Gender Egalitaria-nism/Assertiveness

Performance

Space Masculinity vs. Feminity

Harmony vs. Mastery

Gender Egalitaria-nism/Assertiveness

Performance


orientation

Humane orientation


(Berninghausen (2009), p. 55, Rothlauf(2009), p. 61)

orientation

Humane orientation

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 time• Relationship to space

Mead Andrews (2009) p 30Mead, Andrews (2009), p. 30.



1. High versus describes to which extent communication gains meaning from the context, glow context:

g gContext 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 mannerThe context is more strongly decoded and is expressed in a linear manner (no means no and yes means yes).

2 Relationships: d ib th d ti f l ti hi d th l i l t2. Relationships: describes the duration of relationships and the personal involvementDeal-focused: Relationships grow out of deals, shorter in duration, less involvementRelationship focused: deals arise from already developed relationshipsRelationship-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

refers to how individuals structure their daily routine.Monochronic, linear relationships to time allow actions to occur in planned h l i l d P t lit

3. Relationship to refers to how individuals structure their daily routine.chronological order. Punctuality.Polychronic 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.

ptime

yMonochronic, linear relationships to time allow actions to occur in planned chronological order. Punctuality.Polychronic relationships to time tend to view time as a period in which

4. Relationship to space

refers to the feeling of space, distance and closeness. (How close can you move to a person)

certain things can be done either simultaneously or in tandem, Scheduling is flexible.

4 R l ti hi t f t th f li f di t d l (H lp p )

4. Relationship to space

refers to the feeling of space, distance and closeness. (How close can you move to a person)


(Berninghausen (2009), p. 30, Mead, Andrews (2009), p. 30-35)

2.3. The cultural dimensions according to Hofstede

1. High vs. low powerdistance

An indicator of willingness of the members of institutions and organisations to whom power is not granted to accept the unequal di t ib ti fdistribution of power

2. Strong vs. weak uncertainty avoidance

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 situationsthey construct in order to avoid such situations

3. Individualism versus collectivism

In individualistic societies, one‘s own self fulfillment is more important than considering the needs of the community. In communal societies humans belong to groups or communitiescommunal societies, humans belong to groups or communities that care for their members on the basis of mutual loyalty

4. Masculinity versus femininity

In masculine societies, public success, size, speed and decisiveness are important values; in feminine societies,femininity decisiveness are important values; in feminine societies, willingness to help and quality of life tend to have greater importance.

5. Long-term versus Long-term orientation is a future-oriented value based on gshort-term orientation

gperseverance and frugality, whereas short-term orientation plans in shorter timeframes and places more value on the present and past.


(Berninghausen (2009), p. 31 )


1 Differences between1 Diff b t1. Differences between…Low power distance High power distance

1. Inequality among individuals should be as 1. Inequality among individuals is expected and

1. Differences between…Low power distance High power distance

1. Inequality among individuals should be as 1. Inequality among individuals is expected and low as possible. desired. 2. Children treat their parents as equals. 2. Children treat their parents with respect.

3 Students treat their teachers as equals 3 Students treat their teacher with respect

q y glow as possible.

q y g pdesired.

2. Children treat their parents as equals. 2. Children treat their parents with respect.

3 Students treat their teachers as equals 3 Students treat their teacher with respect3. Students treat their teachers as equals. 3. Students treat their teacher with respect.

4. Teachers are experts who conveydetached knowledge. They expect their students to show initiative on their own

4. Teachers are gurus who convey their own knowledge. All initative stems from the teacher.

3. Students treat their teachers as equals. 3. Students treat their teacher with respect.

4. Teachers are experts who conveydetached knowledge. They expect their students to show initiative on their own

4. Teachers are gurus who convey their own knowledge. All initative stems from the teacher.

students to show initiative on their own5. Those with higher levels of education tend to be more averse to authority than those with less education

5. Those with higher and lower levels of education tend to have the same attitude towards authority.

students to show initiative on their own5. Those with higher levels of education tend to be more averse to authority than those with less education

5. Those with higher and lower levels of education tend to have the same attitude towards authorityywith less education towards authority.


Berninghausen (2009), p. 39 - 42



Hofstede (2010) , p. 76


2. Differences between…Weak uncertainty avoidance Strong uncertainty avoidance

2. Differences between…Weak uncertainty avoidance Strong uncertainty avoidanceWeak uncertainty avoidance Strong uncertainty avoidance

1. Uncertainty is normal and accepted 1.Uncertainty is threatening and is fought against

2 L t bj ti f li f ll b i 2 M h t bj ti f li f f

Weak uncertainty avoidance Strong uncertainty avoidance

1. Uncertainty is normal and accepted 1.Uncertainty is threatening and is fought against

2. Less stress, subjective feeling of well-being 2. Much stress subjective feeling of fear.

3. Emotions are not to be shown. 3. Emotions can be shown when appropriate.

4. Nebulous situations with unknown risk are 4. Contradictory situations and unknown

2. Less stress, subjective feeling of well-being 2. Much stress subjective feeling of fear.

3. Emotions are not to be shown. 3. Emotions can be shown when appropriate.

4 Nebulous situations with unknown risk are 4 Contradictory situations and unknown4. Nebulous situations with unknown risk are accepted.

4. Contradictory situations and unknownrisks cause fear.

5. Loose rules for children regarding what is considered dirty or taboo.

5. Strict rules for children regarding what is considered dirty or taboo.

4. Nebulous situations with unknown risk are accepted.

4. Contradictory situations and unknownrisks cause fear.

5. Loose rules for children regarding what is considered dirty or taboo

5. Strict rules for children regarding what is considered dirty or tabooy y

6. Different is strange. 6. Different is dangerous.

7. Teachers can say, „I don‘t know“. 7. Teachers should have an answer to everything

considered dirty or taboo. considered dirty or taboo.

6. Different is strange. 6. Different is dangerous.

7. Teachers can say, „I don‘t know“. 7. Teachers should have an answer to thieverything.

8. There should not be any more rules than absolutely necessary.

8. There is a strong need for rules, even if they don‘t work.

everything.

8. There should not be any more rules than absolutely necessary.

8. There is a strong need for rules, even if they don‘t work.





Hofstede (2010) , p.77


3 Differences between3 Differences between3. Differences between…Collectivist societies Individualist societies

1. Individuals are born into large families or 1. Each person grows up learning to take

3. Differences between…Collectivist societies Individualist societies

1. Individuals are born into large families or 1. Each person grows up learning to take we-groups, which they continue to protect and remain loyal to.

sole care of himself and his direct (core) family

2. Identity is based on one‘s social network 2. Identity is based on the individual.

gwe-groups, which they continue to protect and remain loyal to.

p g p gsole care of himself and his direct (core) family

2. Identity is based on one‘s social network 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. Harmony should always be maintained and conflict should be avoided

4. Speaking one‘s mind is a key sign of a sincere individual

3. Children learn to think in terms of „we“. 3. Children learn to think in terms of „we“.

4. Harmony should always be maintained and conflict should be avoided

4. Speaking one‘s mind is a key sign of a sincere individualand conflict should be avoided. sincere individual

5. High context communication 5. Low context communication

6. Transgressions lead to shame and loss f f f lf d th

6. Transgressions lead to feelings of guilt d l f lf t

and conflict should be avoided. sincere individual

5. High context communication 5. Low context communication

6. Transgressions lead to shame and loss 6. Transgressions lead to feelings of guilt of face for oneself and the group and loss of self-esteem. of face for oneself and the group and loss of self-esteem.





(Hofstede (2010), p. 124)


4. Differences between…4. Differences between…

Feminine societies Masculine societies

1. Dominant values: worry about their fellow citizens keep their values

1. Dominant values are material success and advancement

Feminine societies Masculine societies

1. Dominant values: worry about their fellow citizens keep their values

1. Dominant values are material success and advancementcitizens, keep their values. advancement.

2. People, interpersonal relationships are important

2. Money and things are important. citizens, keep their values. advancement.

2. People, interpersonal relationships are important

2. Money and things are important.

3. Modesty is expected. 3. Men are expected to be decisive, ambitious and hardened.

4. Men and women are expected to care for i t l l ti hi

4. Women are expected to nourish i t l l ti hi

3. Modesty is expected. 3. Men are expected to be decisive, ambitious and hardened.

4. Men and women are expected to care for 4. Women are expected to nourish interpersonal relationships. interpersonal relationships

5. Father and mother are responsible for facts and feelings

5. Father is responsible for facts, mother for feelings.

interpersonal relationships. interpersonal relationships

5. Father and mother are responsible for facts and feelings

5. Father is responsible for facts, mother for feelings.

6. Boys and girls are not supposed to cry, but they are also not supposed to fight.

6. Boys are expected to hit back while girls are not.

6. Boys and girls are not supposed to cry, but they are also not supposed to fight.

6. Boys are expected to hit back while girls are not.


(Berninghausen (2009), p. 39 - 42)


3 Differences between3 Diff b t3. Differences between…Feminine societies Masculine societies

7. Sympathise with weakness. 7. Sympathise with strength

3. Differences between…Feminine societies Masculine societies

7. Sympathise with weakness. 7. Sympathise with strength8. Good students are the norm 8. The best students are the norm.

9. Failure at school is not so bad 9. Failure at school is a catastrophe.

y p y p g

8. Good students are the norm 8. The best students are the norm.

9. Failure at school is not so bad 9. Failure at school is a catastrophe. 10. Teachers are valued for their friendliness 10. Teachers are valued for their knowledge

11. Boys and girls choose the same subjects 11. Boys and girls choose different subjects. 10. Teachers are valued for their friendliness 10. Teachers are valued for their knowledge

11. Boys and girls choose the same subjects 11. Boys and girls choose different subjects.


(Berninghausen (2009), p. 39 - 42)



Hofstede (2010) , p. 170


5 Differences between5 Differences between5. Differences between…Short-term orientation Long-term orientation

1. Respect for tradition 1. Adaptation of tradition to fit modern

5. Differences between…Short-term orientation Long-term orientation

1. Respect for tradition 1. Adaptation of tradition to fit modern circumstances.

2.. Respect for social and status obligations, regardless of cost.

2. Respect for social and status obligations within certain limits

circumstances.

2.. Respect for social and status obligations, regardless of cost.

2. Respect for social and status obligations within certain limits

3. Social pressure to keep up with the Jones‘, even if it means going into debt.

3. Frugality when dealing with resources. 3. Social pressure to keep up with the Jones‘, even if it means going into debt.

3. Frugality when dealing with resources.





Hofstede (2010) , p. 251


Intercultural ManagementProf. Dr. Barbara Winckler-Ruß (Hofstede (2010) , p. 103, 147)

2.4. The cultural dimensions according to Trompenaars

1. Universalism versus particularism:

Obligation to follow the rules versus obligation to individuals.Social versus personal obligationsp p g

2. Individualism versus communalism:

Self-actualisation or dependence on the communityPersonal versus group goals (communalism = collectivism)

3 Neutral versus affective: Controlling or showing emotion (affective = emotional)3. Neutral versus affective: Controlling or showing emotion (affective emotional)

4. Specific versus diffuse: Degree of involvement in relationshipsGoal-oriented and direct approach to others versus the importance of environment and relationships forimportance of environment and relationships for communication.

5. Achievement versus ascription:

Legitimation of power and status. Status can be based on what some does or on what someone is.ascription: what some does or on what someone is.

6. Differing concepts of time: Long-term or short-term oriented, polychromic or monochromic.

7 Internal versus external Adaptation to external influences or controlling external7. Internal versus externalcontrol: (Differing perceptions of the environment and one‘s surroundings)

Adaptation to external influences or controlling externalinfluences.


Berninghausen (2009), p. 20; Hoecklin, p 41


1. Universalism versus Particularism1. Rules are more important than relationships

1. Relationships are more important than rules

1. Universalism versus Particularism1. Rules are more important than relationships

1. Relationships are more important than rules

2. Contractual obligations must be adhered to.

2. Modifications to contractual obligations should be possible

3. Those who honour their word or 3. Those who accept changes gain respect.

2. Contractual obligations must be adhered to.

2. Modifications to contractual obligations should be possible

3. Those who honour their word or 3. Those who accept changes gain respect. contractual obligations gain respect.

p g g p

4. There is just one truth or reality which forms the basis for agreement.

4. There are different ways of looking at reality, and each business partner has a

3 ose o o ou e o d ocontractual obligations gain respect.

3 ose o accep c a ges ga espec

4. There is just one truth or reality which forms the basis for agreement.

4. There are different ways of looking at reality, and each business partner has a different view.

5. Business is business 5. Relationships continue to develop over time

g ydifferent view.

5. Business is business 5. Relationships continue to develop over time


Berninghausen (2009), p. 39 , Hoecklin, p 41


2. Individualism versus collectivism1. More talk about „me“. 1. More talk about „us“.

2 R t ti d id i ht 2 D l t d id ft lt ti

2. Individualism versus collectivism1. More talk about „me“. 1. More talk about „us“.

2. Representatives decide right away. 2. Delegates decide after cunsultation.

3. In an ideal world employees do their work alone and feel a sense of personal

ibili

3. In an ideal world employees do their work in groups and share responsibility.

2. Representatives decide right away. 2. Delegates decide after cunsultation.

3. In an ideal world employees do their work alone and feel a sense of personal

3. In an ideal world employees do their work in groups and share responsibility.

responsibility.responsibility.


Berninghausen (2009), p. 40 ; Hoecklin, p 42


3. Neutral versus Affective3. Neutral versus Affective1. Do not wish to reveal thoughts and feelings.

1. Thoughts and feelings are expressed verbally and non-verbally.

2 Tension can sometimes be seen in facial 2 Transparency and expressiveness can

3. Neutral versus Affective1. Do not wish to reveal thoughts and feelings.

1. Thoughts and feelings are expressed verbally and non-verbally.

2 Tension can sometimes be seen in facial 2 Transparency and expressiveness can2. Tension can sometimes be seen in facial expressions or posture

2. Transparency and expressiveness can diffuse tension.

3. Emotions which are typically withheld can suddenly surface

3. Emotions are exchanged in an easy-going, effusive, and spirited manner and

2. Tension can sometimes be seen in facial expressions or posture

2. Transparency and expressiveness can diffuse tension.

3. Emotions which are typically withheld can suddenly surface

3. Emotions are exchanged in an easy-going effusive and spirited manner andcan suddenly surface going, effusive, and spirited manner and without shame.

4. Cool and self controlled appearance is admired

4. Vitality as well as spirited and expressive behaviour is admired

can suddenly surface going, effusive, and spirited manner and without shame.

4. Cool and self controlled appearance is admired

4. Vitality as well as spirited and expressive behaviour is admired

5. Bodily contact gestures or strong facial expression are often taboo.

Bodily contact, gestures or strong facial expression are the rule rather than the exception.

admired behaviour is admired

5. Bodily contact gestures or strong facial expression are often taboo.

5. Bodily contact, gestures or strong facial expression are the rule rather than the exception.

6. Conclusions are often presented in a monotone voice

6. Conclusions are often declared in a flowing, dramatic speech

p6. Conclusions are often presented in a monotone voice

6. Conclusions are often declared in a flowing, dramatic speech


Berninghausen (2009), p. 40, Hoecklin, p. 44


4. Specific versus Diffuse4. Specific versus Diffusep1. Direct, to the point intentional relationship 1. Indirect seemingly pointless forms of

relationships. 2 Precise forthrigh explicit and 2 Elusory tactful unclear occasionally non-

4. Specific versus Diffuse1. Direct, to the point intentional relationship 1. Indirect seemingly pointless forms of

relationships.

2 Precise forthrigh explicit and 2 Elusory tactful unclear occasionally non2. Precise, forthrigh, explicit and transparent.

2. Elusory, tactful unclear occasionally non-transparent

3. Principles and moral codes are values in and of themselves and are not dependent

3. Moral judgements are made on a case-by-case basis, depending on who is

2. Precise, forthrigh, explicit and transparent.

2. Elusory, tactful unclear occasionally non-transparent

3. Principles and moral codes are values in and of themselves and are not dependent

3. Moral judgements are made on a case-by-case basis depending on who isand of themselves and are not dependent

on those whom they affect. by case basis, depending on who is affected and the overall context.

and of themselves and are not dependent on those whom they affect.

by-case basis, depending on who is affected and the overall context.


Berninghausen (2009), p. 39 - 42 ; Hoecklin, p 41


6. Concepts of time6. Concepts of timepPast Present Future1. Talk about history, family origin company history

1. Doing and enjoying in the here and now are most

1. Lots of talk about the future potential

6. Concepts of timePast Present Future1. Talk about history, family

i i hi t1. Doing and enjoying in the h d t

1. Lots of talk about the f t t ti lorigin, company history,

one‘s countryhere and now are most important

future, potential, expectatioins, future achievements.

2 Motivation through a 2 Nothing against making 2 Enthusiastic about

origin, company history, one‘s country

here and now are most important

future, potential, expectatioins, future achievements.

2 Motivation through a 2 Nothing against making 2 Enthusiastic about2. Motivation through a vision of a return to the „good old days“.

2. Nothing against making plans, but they are rarelyimplemented

2. Enthusiastic about planning and strategy.

3. Show respect for relatives 3. Show intense interest for 3. Show strong interest for

2. Motivation through a vision of a return to the „good old days“.

2. Nothing against making plans, but they are rarelyimplemented

2. Enthusiastic about planning and strategy.

3 Show respect for relatives 3 Show intense interest for 3 Show strong interest for3. Show respect for relatives ancestors and older people.

3. Show intense interest for current relationships in the „here and now“.

3. Show strong interest for the youth and future prospects

4. Everything is ees in the 4. Everything is seen in light 4. The present and past are

3. Show respect for relatives ancestors and older people.

3. Show intense interest for current relationships in the „here and now“.

3. Show strong interest for the youth and future prospects

4 Everything is ees in the 4 Everything is seen in light 4 The present and past arey gcontext of tradition and history.

y g gof ist current meaning and modern style.

p pused to benefit future opportunities.

4. Everything is ees in the context of tradition and history.

4. Everything is seen in light of ist current meaning and modern style.

4. The present and past are used to benefit future opportunities.


Berninghausen (2009), p. 41


5. Achievement versus ascription 1. Only uses titles when they pertain to a particular competence relevant to a certain

1. Extensive use of titles, especially when they define status within an organisation

5. Achievement versus ascription 1. Only uses titles when they pertain to a particular competence relevant to a certain

1. Extensive use of titles, especially when they define status within an organisation

task. 2. Respect for those in higher positions comes from their career achievements and

di k h

2. Respect for those in higher positions is a measuring- stick for evaluating an i di id l‘ ti i ti i i ti

task. 2. Respect for those in higher positions comes from their career achievements and

2. Respect for those in higher positions is a measuring- stick for evaluating an

‘corresponding know-how individual‘s partisipation in an organization and for measuring goals.

3. Most senior management is of varying age and gender and has distinguished

3. Most senior managers are middle aged men and are qualified on their

corresponding know-how individual‘s partisipation in an organization and for measuring goals.

3. Most senior management is of varying d d d h di ti i h d

3. Most senior managers are middle aged d lifi d th iage and gender, and has distinguished

themselves through their achievements. men and are qualified on their „background“.

age and gender, and has distinguished themselves through their achievements.

men and are qualified on their „background“.




6. Concepts of time6. Concepts of timepSequential (monochronic) Synchronic (polychronic)1. Complete only one thing at a time. 1. Complete several things at once.

6. Concepts of timeSequential (monochronic) Synchronic (polychronic)1. Complete only one thing at a time. 1. Complete several things at once. 2. Meetings should be punctual. Plan in advance and don‘t be late

2. Appointments are approximate inputs and allow important partner time.

3. Relationships are always subordinate 3. Scheduling is subordinate to

2. Meetings should be punctual. Plan in advance and don‘t be late

2. Appointments are approximate inputs and allow important partner time.

3 Relationships are always subordinate 3 Scheduling is subordinate to3. Relationships are always subordinate to scheduling.

3. Scheduling is subordinate to relationships.

4. The original plan takes priority. 4. The importance of relationship determines priority

3. Relationships are always subordinate to scheduling.

3. Scheduling is subordinate to relationships.

4. The original plan takes priority. 4. The importance of relationship determines prioritydetermines priority. determines priority.




7. Self- defined versus externally- defined cultures7. Self- defined versus externally- defined culturesy1. Self-defined 1. Externally - defined2. Desire to dominate, which can

ti if t it lf i2. Typically flexible, willingness to

i d i il t

7. Self defined versus externally defined cultures1. Self-defined 1. Externally - defined2. Desire to dominate, which can 2. Typically flexible, willingness to sometimes manifest itself in aggressiveness against one‘s surroundings.

compromise and remain silent. sometimes manifest itself in aggressiveness against one‘s surroundings.

compromise and remain silent.

3. Conflict and steadfastness mean that one has convictions.

3. Harmony and approachability, i.e. sensibility

4. The empasis is on the „l“, the function 4. The emphasis is on the „other“

3. Conflict and steadfastness mean that one has convictions.

3. Harmony and approachability, i.e. sensibility

4. The empasis is on the „l“, the function 4. The emphasis is on the „other“p „ ,and the organization.

p „meaning customers, partners or colleagues.

5 Dissatisfied when one‘s environment 5 Understanding of undulations

4. The empasis is on the „l , the function and the organization.

4. The emphasis is on the „other meaning customers, partners or colleagues.

5 Dissatisfied when one‘s environment 5 Understanding of undulations5. Dissatisfied, when one s environment seems“uncontollable“ or moody

5. Understanding of undulations, upheavals, and cycles when they appear to be „natural“.

5. Dissatisfied, when one s environment seems“uncontollable“ or moody

5. Understanding of undulations, upheavals, and cycles when they appear to be „natural“.




Variable Highest Ranking Medium Ranking Lowest RankingAssertiveness Spain, U.S. Egypt, Ireland Sweden, New Zealand

Future Orientation Denmark, Canada Slovenia, Egypt Russia, Argentina

Gender Differentiatioin South Korea, Egypt Italy, Brazil Sweden, Denmark

Uncertainty Avoidance Austria, Denmark Israel, U.S. Russia, Hungary

Power distance Russia Spain England France Denmark NetherlandsPower distance Russia, Spain England, France Denmark, Netherlands

Collectivism / Societal Denmark, Singapore Hong Kong, U.S. Greece, Hungary

In-group collectivism Egypt, China England, France Denmark, Netherlands

Performance orientation U.S., Taiwan Sweden, Israel Russia, Argentina

Humane orientation Indonesia, Egypt Hong Kong, Sweden Germany, Spain

Rothlauf (2009), p. 59


2.5. The cultural dimensions according to the Globy Studyy 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.

2. Power Distance Is the degree to which members of an organization or g gsociety expect and agree that power should be stratified and concentrated at higher levels of an organization or government.

3. Intitutional Collectivism Is the degree to which organizational and societal institutional practices encourage and reward collective distribution of resources and colective action.

4. In-Group Collectivism Is the degree to which individuals express pride, loyalty, and cohesiveness in their organizations or familiesfamilies.

5. Gender Egalitarianism Is the degree to which an organization or society minimizes gender role differences while promoting gender equality


Rothlauf(2009), p. 58 - 59

gender equality.

2.5. The cultural dimensions according to the Globy Studyy y

6. Assertiveness Is the degree to which individuals in organizations are assertive confrontational and aggressive in socialassertive, confrontational and aggressive in social relationships

7. Future Orientation 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.

8. Humane Orientation 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.

9. Performance Orientation Is the degree to which an organization or society encourages and rewards group members for

(R thl f(2009) 58 59)

encourages and rewards group members for performance improvement and excellence.


(Rothlauf(2009), p. 58 - 59)

3. O i ti lOrganizational

CultureCulture


Table of contents

1 Culture1. Culture





3 1 Introductiony


3.1. Introduction3.2. Functions of Organizational Culture3.3. Characteristics of Organizational Culture3.4. Managing Organizational Cultureg g g g3.5. The Competing Values Framework


3.1. Introduction

What is ‘Organizational Culture’?

Culture comprises the collective assumptions“The way we do things around here”The way we do things around here

People copy, coach and correct each other to fit into this collectiveculture 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 groupthat was learned by a groupas it solved its problems of

external adaptation and internal integration,th t h k d ll hthat has worked well enough

to be considered valid and, therefore,to be taught to new membersg

as the correct way to perceive, think, and feel

in relation to those problems”in relation to those problems

Schein


Schein (2009), p. 27.

3.1. Introduction

Elements of organizational culture:

L L i th t t l t f i ti l ltLanguage: Language is the most central aspect of organizational culture. This includes the symbols, jargon, or specialized vocabulary whichis used by an organization’s members

Values: Values provide the assumptions upon which organizational activitiesactivities are based. They define its goals, and the criterion by whichit is determined whether the goals have been successfully achieved.g y

Behaviors: Behaviors are the programmatic and routinized activities of everydaylife that enable the organization to accomplish its goals.

Stories andLegends: Every organizations story’s which are exchanged among its members

and taught to all new members as part of the socialization process. It i th h h i th t i th t b l th lt lis through hearing these stories that new members learn the cultural meanings of symbols used in the stories. From the telling of these stories, organizational myths and legends develop.


Goldhaber, Barnett (1988), p. 5

3.1. Introduction

Organizational culture isOrganizational culture is …

Holistic: referring to a whole that is more than the f isum of its parts.

Historically determined: reflecting the history of the organization.

Related to the things anthropologists study: such as rituals and symbols.

Socially constructed: created and preserved by the group ofpeople who together form the organization.

Diffi lt t h lth h th di h diffi ltDifficult to change: although authors disagree on how difficult.


Hofstede (2010), p.354

3.2. Functions of Organizational Culture

Wh O i ti l lt i i t t?Why Organizational culture is important?

It has a boundary defining role; it creates distinctions between oneorganization and others.

It conveys a sense of identity for organization members.

Culture facilitates the generation of commitment to something larger thanone’s individual self-interest.

Culture holds the organization together by providing appropriate standardsCulture holds the organization together by providing appropriate standardsfor what employees should say and do.

Culture serves as a sense-making and control mechanism that guides andshapes the attitudes and behavior of employees.


Hucynski, Buchanan (2010)


Conflict reduction: A common culture promotes consistency of perception, problem definition evaluation of issues and opinionsproblem definition, evaluation of issues and opinions, and preferences for action.

Coordination and control: Largely because culture promotes consistency of g y p youtlook it also facilitates organizational processes of coordination and control.

R d ti f t i t Ad ti f th lt l i d f i i tReduction of uncertainty: Adopting of the cultural mind frame is an anxiety 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 encourage employees to perform.a ues a e cou age e p oyees o pe o

Competitive advantage: Strong culture improves the organization’s chances of being successful in the marketplace.


Brown, A. (1992), p. 89-91


The members of a well-functioning organisational culture bl t th f ll i tiare able to answer the following questions:

What are our tasks?

What is important for us? (our approach, our work process)

What is good what is right?What is good, what is right?

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 togetherGlues them together

Gives them a sense of purpose

Provides them with a sense of identityProvides them with a sense of identity

Makes them feel better about what they do

Increases their commitment to the companyIncreases their commitment to the company

Makes their work more intrinsically rewarding

Provides them with a sense of their own distinctivenessProvides 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 behaveSupplies 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 expectationsobjectives and performance expectations.

Control: the number of rules and regulations and the amount of direct supervision that is used to oversee amount of direct supervision that is used to oversee and control employees’ behavior.

Conflict tolerance: the degree to which employees are encouraged to g p y gair conflicts and criticisms openly.

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 mannerencouraged to operate in a co coordinated manner

Identity: The degree to which members identify with the organization as a whole rather than with their particularorganization as a whole rather than with their particular workgroup or field or professional expertise.

Reward systems: The degree to which reward allocations (i.e. salary y g ( yincreases, promotions, etc.) are based on employee performance criteria- in contrast to seniority and favoritism.

Individual Initiative: The degree of responsibility, freedom and independence that individuals have.

Risk tolerance: The degree to which employees are encouraged to be aggressive, innovative and risk-seeking.


Shaw M., (1997)



Hofstede (2010), p. 314


Mintzberg’s Five Preferred Configurations of Organizations

Five distinct parts of organizations:

1. The operating core: The people who do the work

2. The strategic apex: The top management

3 The middle line: The hierarchy in between3. The middle line: The hierarchy in between

4. The technostructure: People in staff roles supplying ideas

5. The support staff: People in staff roles supplying services

Hofstede (2010) p 314


Hofstede (2010), p. 314


Mintzberg’s Five Preferred Configurations of Organizations

Five mechanisme for coordination activities:

1. Mutual adjustment: Of People through informal communication

2. Direct supervision: By a hierarchical superior

3. Standardization of work processes: Specifying the contents of work3. Standardization of work processes: Specifying the contents of work

4. Standardization of outputs: Specifying the desired results ideas

5. Standardization of skills: Specifying the training required to perform the work


Hofstede (2010), p. 314


Dimensions of Organizational Culture (Hofstede)

1. Process oriented versus results oriented

2. Employee oriented versus job oriented2. Employee oriented versus job oriented

3. Parochial versus professional (employees drive their identity from the organization (parochial) or from the type of job (professional))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. Loose versus tight controlg

6. Normative versus pragmatic (costumer orientation market driven (pragmatic) or correctly following organizational procedures (normative)


organizational procedures (normative)Hofstede (2010), p.354

3.4. Managing Organizational Culture

Managing (with) Organizational Culture (part 1)

I t k f t t th t t b d l t d• Is a task of top management that cannot be delegated• 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?• If not, can strategy be adapted? • 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



C t t k f h t i th i ti• Create a network of change agents in the organization• 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• 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 controlsg g• Automating or eliminating automation• Establishing or cutting communication links.

Replace control of inp ts b control of o tp ts?


• Replace control of inputs by control of outputs?


Hofstede (2010), p.377



R i l li i• Revise personnel policies• 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• 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/Strengthening Organizational Culture


3.5. The Competing 3.5. The Competing values values Framework Framework

D l d b f C & Q i• Developed by professors Cameron & Quinn• Two major polarities of values that determine organization’s

effectivenessInternal versus external focus Stability versus flexibility

• Key dimension's of culture Dominant characteristicsOrganizational leadershipManagement of employeesOrganization glueOrganization glueStrategic emphasesCriteria of success


Cameron, Quinn (2006)

3.5. The Competing values Framework 3.5. The Competing values Framework

Types of Organizational Cultures


Cameron, Quinn (2006)


HIERARCHY Culture

Internal focus & stability

Orientation: CONTROLLING

Leader type: coordinator organizerLeader type: coordinator, organizer

Value Drivers: Efficiency, timeliness, consistency, uniformity

Theory: Control and efficiency with capable processes produce effectiveness.


3.5. The Competing values Framework 3.5. The Competing values Framework

MARKET Culture

External focus & stability

Orientation: COMPETING

Leader type: Hard-driver, competitor, produceryp , 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 builderLeader 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, visionaryLeader type: Innovator, entrepreneur, visionary

Value Drivers: Innovative outputs, agility, transformation

Theory: Innovativeness, vision, and new resources produce effectiveness


4 C lt l Di it4. Cultural Diversity


Table of contents

1 Culture1. Culture



4. Cultural Diversity 4. Cultural Diversityy


y

4.1. Introduction4.2. Diversity Categoriesg4.3. 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

Mi d C lt th h b l i t diff tMixed Cultures through belonging to different groups:

Generation / AgeGeneration / AgeGender Social classSocial classEthnicity / NationalityLanguageLanguageCompany / 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 meansDiversity 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• in the 1960 s in the USA 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 mindwith the same goal in mind.

• Canada then followed, and was gradually succeeded by the

• European countries especially Scandinavia then the Netherlands andEuropean countries, especially Scandinavia, then the Netherlands and the European Union. (Article 21 of the EU’s Charter of Basic Rights (2000) and General Equal Treatment Act (2006)



4.1. Introduction

Siemens AG – Corporate Value 2006Diversity in our Workforce

Diversity means variety. In the workplace, the term is used to denote

the variety among employees – those differences ofage gender ethnicity religion and nationalityage, gender, ethnicity, religion and nationality

that make each one of us a unique and distinctive individual.In a global company like Siemens, g p y ,

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


that makes us more competitive.


Rothlauf (2009), p. 121

4.2. Diversity Categories

Individual Diversity Aspects: talents, upbringing, experiences, convictions…

++Diversity Dimensions

Generation, Age

EthnicityNationality

Gender Religion, S i it lit

Sexual orientation

Physical, mental ability

handicapGe deSpiritualityhandicap

= Effects on the individual: Attitude, skills, competencies, styles of working and learning, function, status, output, incomeEffects on the company:=


Effects on the company:Policy, Guiding Principles, Personnel, Development, Structure, Measures, Programmes, Customers, Marketing, Monitoring, Controlling

4.2. Diversity Categories

Diversity category Dichotomy Appearance Behaviour Lifestyle

Age young / old + + +

Gender male / female + +

S l i t ti h t /h lSexual orientation hetero-/homosexual +

Physical condition able /disabled + +

Ethnicity German / Turk + +

Race white/black/red/yellow + +

Nationality German / Turk +

Marital status married / not married +Marital status married / not married +

Educational high / low level

Socio-economic class upper / lower +

Religion christian / non christian +

Work experience much / little

Intercultural ManagementProf. Dr. Barbara Winckler-Ruß Intercultural Management

Matoba (2011), p. 31

4.3. Stereotypes and Prejudice

• A stereotype is a designation for a simplified, schematized and skewed view of aspects related to the social worldof aspects related to the social world.

• A prejudice is a mindset and pattern of judgment• A prejudice is a mindset and pattern of judgment consisting of a pre-determined, emotionally-charged, and no longer questioned expectationg q pwhich 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?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?)Be precise and accurate instead of generalizing. (What did I see?)

Describe instead of judging.

Be open for revisions and modifications.

Be more sensitive to your own prejudices and the correspondingBe 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 A i lti ti l h d l d b h i F h GAmerican multinational had values and behaviors more French, more 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 culture‘s way of doing things, the greater their identification y g g gwith 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

Both can add Value

Neither can add value

Their ways add value to ours

H kli (1994) 81

They learn from us

Each learns from each other

Each learns something new

We learn from them


Hoecklin (1994), p. 81


To understand the business benefits of diversity,it’s important to understand the key trendsit’s important to understand the key trends ….


Caye (2011), p. 3


Key trends• The customer base is increasingly heterogeneous• The customer base is increasingly heterogeneous.

e.g.: Consumers are growing older in most European countriesWomen 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 countriesEuropean 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 immigrantsolder professionals, retirees and immigrants

• Corporate leadership faces new imperatives. More adaptive and more distributed (the opposite of command-and-control)


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:

Companies must move beyond simply responding to p y p y p glegal and social expectations ….

…. to use diversity initiatives to advance business goals.

“Diversity is the enabler to radically change the way y y g ya company operates.”

Gustavo Bracco, the head of human resources at tire maker Pirelli

Caye (2011), p. 4



Implementation of Diversity MeasuresAge DiversityAge Diversity

444 responseshuman resource-managers and staff of companies in more than 30 European Countries


Caye (2011), p. 5


Implementation of Diversity MeasuresGender DiversityGender Diversity


Intercultural ManagementProf. Dr. Barbara Winckler-Ruß Prof. Dr. Barbara Winckler-Ruß

Caye (2011), p. 5


Implementation of Diversity MeasuresNational DiversityNational Diversity



Caye (2011), p. 5



Caye (2011), p. 12



Caye (2011), p. 13



Table of contents

1 Culture1. Culture



4. Cultural Diversityy


Cross-Cultural Communication and Conflict Managementg Conflict Management

1.1. Introduction1.2. Leader-Effectiveness Trainingg1.3. The Square of Communication1.4. Women and Men in Conversation1.5. Examples


5.1. Introduction5.1. Introduction



Subject Levelj

Relation-ship Level



Communication

VerbalPara- Verbal Non- Verbal

Verbal

Written SpokenVoice

AccentuationFacial Expression

Written Spoken

Direct /

Accentuation

Voice Volume

Gestures

Body Language

Indirect

Language Style

Intonation Space Behaviour

To ch Beha io rStyle

Different Meanings

Pauses /Silence

Touch Behaviour

Gaze Behaviour


Rothlauf (2009), p. 185 according to Bridging the culture gap, London 2004


Rothlauf (2009), p. 196



I di id l tIndividual system

GivenInformation Comprehension

knowledge experience

values Expectationsp

emotions subconsciousness



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. 5.2. LeaderLeader EffectivenessEffectiveness Training (L.E.T. )Training (L.E.T. )

?CODINGPROZESS

DECODINGPROZESS

Message

What‘s the use in trying

She‘s very discouraged

SENDER Receiver

„What s the use in tryingto change things around here?“

Gordon (2001), p. 57



What are the Impediments to Good Communication(Sheida Hodge)

Problems with meaning are especially important in cross cultural communicationProblems with meaning are especially important in 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 ythere 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 don‘t 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 (it‘s hard to find the right code).

• The same words (codes) have different meanings for different people• The same words (codes) have different meanings for different people.

• We sometimes hear only what we want to hear (we decode selectively).

• Receivers are often so busy thinking up what they‘re going to say next that they don‘t even bother to decode the sender‘s message (so they fail to understand).

Th d t k h th th i h d d d tl• The sander may not know whether the receiver has decoded correctly

• 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


5.2. Leader 5.2. Leader EffectivenessEffectiveness Training (L.E.T. )Training (L.E.T. )

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 problem, the “helpee” usually will not move intop p , p ythe problem solving process unless the listener sends an invitation – opens thedoor for the helpee:

“Would you like to talk about it?” “Tell me about it!”

„Can I be of any help with this problem?“ „I‘ve got the time, if you have.“

„I‘d be interested to hear how you feel..“ „Want to talk?“

„Would it help to talk about it?“

„Sometimes it hellps to get it off your chest.“

„I‘d sure like to help if I can.“


Gordon (2001), p. 59 - 61


Responses that Facilitate Problem-Solving

• Passive Listening silence:keep quiet and listenkeep quiet and listenshow interest and concern

• Acknowledgment Response more than complete silence:

Eye contact Nodding, ‘I understand’ ‘Interesting’ ‘Oh’ ‘Mm-hmm’Oh Mm hmm‘Yeah’ ‘I hear you’‘I see’ ‘Really?’


Gordon (2001), p. 60


• Active Listening

?CODINGPROZESS

DECODINGPROZESS

Message

What‘s the use in trying

SENDER Receiver

„What s the use in tryingto change things around here?“

Feedback

„You‘re feeling very discouraged.“Gordon (2001), p. 61


5.2. 5.2. Leader Effectiveness Training Leader Effectiveness Training ((L.E.T. )L.E.T. )

People don‘t 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 recipient‘s 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 They are often felt as punitive


8. They are often felt as punitiveGordon (2001), p. 106


Three different methods for resolving conflictsg

Method I: I win, you lose

Method II: You win, I lose

M th d III N l ( i i it ti )Method III: No lose (win-win-situation)


Gordon (2001), p. 155 ff.

5.3. The Square of Communication

Who isThe lightdriving, you or I?

is green

ExampleSchulz von Thun (2004), p. 9



Objective Content

sure

Appeal-D

iscl

os

Sender Receiver

Sel

f

Relationship


5.3. The 5.3. The Square Square of of CommunicationCommunication

The Anatomy of a Message: Whenever you say something…

1. Objective Content: The information I give out.Objective information about the facts

2. Self-Disclosure: What I give away about myself. (I-Messages)Self-disclosure includes both the intentional self-presentation andthe intentional self presentation andthe involuntary self-revelation

3. Relationship: What I think of you and how we stand to each other.p yThis often shows in the choice of words, the tone of voice, and other non-verbal accompainying signals.(you and we-Message)

4. Appeal: What I want you to do.


Schulz von Thun (2004), p. 10-11


The traffic light isgreen.

Factual - Information

Appeal

The trafficlight is green

Step on the gasI‘m in a hurrySelf - revelation Appeal

g g

You need myhelp

Relationship


help



Situation: A couple is sitting in front of TV in the evening. The husband is saying:A couple is sitting in front of TV in the evening. The husband is saying:

Objective content:Objective content:The bottle of beer is empty!

„ERNA,I‘m out of beer!“

Self-disclosure:I’m thirsty and I’d

Appeal:Erna, go get

!I m out of beer!like to drink more beer.

Relationship:

me one!

Relationship:You usually get me everything I want


want.



What‘s the green

If you don‘t like the meal you can

go and eat thing in

this soup?somewhere else

!

Couple at dinner


5.3. The 5.3. The Square Square ofof CommunicationCommunication

There‘ssomething

green

There issomething

green!

Tell me

green.

I don‘tknow

green!

I dontDon‘t

use theTell mewhat itis!

knowwhatit is.

I dontlikeIt!

use the greenthing

next time

I thinkyou

You are a miserableyou

know it.miserable

cook!


5.3. The 5.3. The Square Square ofof CCommunicationommunication

Receiving with four ears: Possible answers

Yes it‘s a stringof green lights,

that‘s nice

The light isgreen

Step on

that s nice

I am in ahurry You

ByStepingThe Step on

The gas

hurry Youare in

a hurry

Stepingon the gas.

The trafficlight isgreen

Youneed my

Who‘s drivingthe car your

?

need myhelp

the car, youror I


5.4. Women and Men in Conversation

Different Words - Different Worlds:Men Women

A t S tAsymmetryIndependence

SymmetryIntimacy

Status ConnectionStatus

Male – female conversation is cross-cultural communication


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


Asymmetry and Independence contracontra

Symmetry and Intimacy

The mixed metamessages of help ‘I’m more competent than you’

Framing F R l i hiFraming Frame: Relationship

The modern face of chivalry Framed as a subordinate

Th t ti fThe protective frame The act of protecting frames the protector as dominant and the protected as subordinate

Tannen (2007) p 31 36


Tannen (2007), p. 31 -36


It begins at the beginning …..

….Boys tend to play in large groups that are hierarchically structuredthat are hierarchically structured. Their groups have a leader. Boys‘ games have winners and losers. Status: Asymmetry, Independency

…. Girls play in small groups.the center of a girl‘s life is a best friendMany of their activities don‘t have winners / losersMany of their activities don t have winners / losersConnection: 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


Tannen (2007), p. 52


„Eher trocknet die Nordsee aus als der Redefluss einer Frau“„Eher trocknet die Nordsee aus als der Redefluss einer 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 Wörterbuch“

“A woman’s tongue wags like a lamb’s tail’

W b li d t t lk t hWomen are believed to talk too much. Yet study after study finds that it is men who talk more –at meetings in mixed-group discussions andat meetings, in mixed-group discussions and in classroom where girls sit next to boys.Tannen (2007) p 75


Tannen (2007), p. 75


Who talks more, then, women or men?

More men feel comfortable doing ‘public’ speaking.More Women feel comfortable doing ‘private’ speaking.

Private speaking: The wordy woman and the mute man

Public speaking: The talkative man and the silent woman

Tannen (2007) p 76 77


Tannen (2007), p. 76-77


Rapport-Talk and Report Talk:

Report-talk: a way to preserve independence and negotiate and maintain status in a ghierarchical social order. This is done by exhibiting knowledge and skill and by holding center stage throughskill and by holding center stage through verbal performance such as story-telling, joking or imparting information.

Rapport-talk: a way of establishing connections and negotiating relationshipsnegotiating relationshipsEmphasis is placed on displaying similarities and matching experiences


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 clientsaround the world. They tailored each presentation to the individual client‘s i t t b t th k t h d i l th t th l dinterests, but there was one key metaphor, and visual that they always used: „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 tothe lions and keep them under control. This worked very well until they went to 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 lostacross to them was of colonial power subduing their State. The Europeans lost 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 byif 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 wasn‘t German to them anymore.

Rothlauf (2009), p. 180 according to Forbes (2009), p. 26


5.5. Examples

Commmunication blunders

When Pepsi Cola‘s 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 prostitutionrefers to a room that is rented for 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

i i l f B ili illi b i d i h Pi Lsurprisingly, few Brazilian men were willing to be associated with a Pinto. 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 like „no va“ , meaning „does not go“, and had to change it to „Caribe“.


„ , g „ g , g „Rothlauf (2009), p. 186 according to El Kahal (1994), p. 34

5.5. Examples

Jacob (2003) p 84


Jacob (2003), p. 84

5.5. Examples

Jacob (2003) p 84


Jacob (2003), p. 84

5.5. Examples

Jacob (2003) p 85


Jacob (2003), p. 85

5.5. Examples

Jacob (2003) p 85


Jacob (2003), p. 85

5.5. Examples


5.5. Examples

On the phone …..

Americans Japanese ArabsObjective Information, action Information Personal

l ti hirelationship, commitments

Opening Full name, purpose of call

Company name Personal greetingsof call

Use of Language Direct objective Generally conservative

Flattery

Non-verbale Communication

Urgency Silence / harmony, Non-confrontational

Conveys emotions with tone of voice

Time Orientation Time is money Time controlled by ll

Longer time spancaller

Information Exchange

Step-by-step Always seeking,minimum given

Looping to objectives


Rothlauf (2009), p. 184

5.5. Examples

Americans Japanese ArabspProcess Task-oriented, direct

questionInformation gathering by

listening

Indirect approach, inquire first about self / family, then get to business

Closing Seek commitment, assign

No commitments, will discuss, call us

Greetings, „wishing peace“, reiterates

responsibility, will be in touch

back long-term relationship, let us

hear from you againA li d C lt l Di t i Li t i R li i hApplied Cultural

ValuesDirectness, privacy,

action-, taskoriented

Listening, informative,

company, harmony

Religious harmony,emotional support, social organization, process orientationp

Rothlauf (2009), p. 184


Literature

• Berninghausen, Jutta; Hecht; El Minshawi, Beatrice: Intercultural Competence -Managing Cultural Diversity Bremen 2009Managing Cultural Diversity, Bremen 2009.

• Brown, A. : Organizational Culture: The Key to Effective Leadership and Organizational development London 1992Organizational development, London 1992.

• Cameron, Kim; Quinn, Robert: Diagnosing and changing organizational culture: Based on the competing values framework, San Francisco 2006.Based on the competing values framework, San Francisco 2006.

• Caye, Jean-Michel; Teichmann, Caroline; Strack, Rainer; Haen, Pieter; Bird, Stephanie; Frick, Gerold (Boston Consulting Group): Hard-Wiring Diversity p ; , ( g p) g yinto 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., H l 2010Harlow 2010.

• Kazuma, Matoba: Transformative Dialogue for Third Culture Building, Farmington 2011Farmington 2011.

• Marx, Elisabeth: Breaking Through Cultural Shock, London 1999.


• Mead, Richard; Andrews, Tim: International Management, West Sussex 2009.

Literature

• Rocher, Guy: Introduction à la sociologie générale, Montreal 1969.

• Rothlauf, Jürgen: Interkulturelles Management, München 2009.

• Schein, Edgar: Organizational Culture and Leadership, 3th ed., San Francisco g g2010.

• Schein, Edgar: The Corporate Culture Survival Guide, San Francisco 2009.

• Schulz von Thun, Friedemann: Six Tools for Clear Communication, 2004.

Sh M Fi di h R i b O i i l C l h K C• Shaw, M.: Finding the Rainbow: Organizational Culture, the Key to Corporate Performance, Ransburg 1997.

St h t K th S t S N Y k 1986• Stechert, Kathryn: Sweet Success, New York 1986.

• Tannen, Deborah: Gender and Conversational Interaction, Oxford 1993.


Literature

• Tannen, Deborah: The Argument Culture, New York 1998

• Tannen, Deborah: You Just Don’t Unterstand, New York 2007.


Intercultural Management 2012 Students

Documents

schulz von

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managing organizational

bj ti feeling

ru intercultural

ist current

conceptual

competing