Define ethnocentrism and explain what Hofstede concluded about applying American management theories in other countries.

Identify and describe the nine cultural dimensions from the GLOBE project.

Draw a distinction between individualistic cultures and collectivist cultures.

Demonstrate your knowledge of these two distinctions: high-context versus low-context cultures and monochronic versus polychronic cultures.

Explain what the GLOBE project has taught us about leadership.

Explain why US managers have a comparatively high failure rate in foreign assignments, and identify an OB trouble spot for each stage of the foreign assignment cycle

Developing Global Managers

Learning Objectives

Chapter Three

3-1 Figure 3-1

Cultural Influences on Organizational Behavior

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

OrganizationalBehavior

OrganizationalCulture

• Personal values/ethics• Attitudes• Assumptions• Expectations

Societal culture

• Customs• Language

• Economic/ technological setting• Political/ legal setting• Ethnic background• Religion

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Ethnocentrism belief that one’s native country, culture, language, and behavior are superior.

3-2

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Ethnocentrism

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Global Perspective: Focus on global business Cultural Responsiveness: Become familiar with

many cultures Appreciate Cultural Synergies: Learn multicultural

dynamics Cultural Adaptability: Live and work effectively in

different cultures Cross-Cultural Communication: Daily cross-

cultural interaction Cross-Cultural Collaboration: Multicultural

teamwork Acquire Broad Foreign Experience: Series of

foreign career assignments

3-3

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Skills & Best Practices: Becoming Global Manager Material

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Individualistic Cultures: “I” and “me” cultures where individual freedom and choice are given priority.

Collectivist Cultures: “We” and “us” cultures where shared goals and interests rank higher than individual desires and goals.

High-Context Cultures: primary meaning derived from nonverbal cues.

Low-Context Cultures: primary meaning derived from written and spoken words.

Monochronic time: preference for doing one thing at a time because time is limited, precisely segmented, and schedule driven.

Polychronic time: preference for doing more than one thing at a time because time is flexible and multidimensional.

3-4

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Key Cultural Dimensions

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Power distance Uncertainty avoidance Societal collectivism In-group collectivism Gender egalitarianism Assertiveness Future orientation Performance orientation Humane orientation

3-5

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Nine Basic Cultural Dimensions fromthe GLOBE Project

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

3-6 Table 3-1

Countries Ranking Highest and Loweston the GLOBE Cultural Dimensions

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Greece, Hungary, Germany—former East, Argentina, Italy

Sweden, Korea, Japan, Singapore, Denmark

Societal Collectivism

Russia, Hungary, Bolivia, Greece, Venezuela

Switzerland, Sweden, German—former West, Denmark, Australia

Uncertainty Avoidance

Denmark, Netherlands, South Africa—black sample, Israel, Costa Rica

Morocco, Argentina, Thailand, Spain, Russia

Power distance

LowestHighestDimensions

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

3-7 Table 3-1

Countries Ranking Highest and Loweston the GLOBE Cultural Dimensions (Cont.)

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Sweden, New Zealand, Switzerland, Japan, Kuwait

Germany—former East, Austria, Greece, US, Spain

Assertiveness

South Korea, Egypt, Morocco, India, China

Hungary, Poland, Slovenia, Denmark, Sweden

Gender egalitarianism

Denmark, Sweden, New Zealand, Netherlands, Finland

Iran, India, Morocco, China, Egypt

In-group collectivism

LowestHighestDimensions

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

3-8 Table 3-1

Countries Ranking Highest and Loweston the GLOBE Cultural Dimensions (Cont.)

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Germany—former West, Spain, France, Singapore, Brazil

Philippines, Ireland, Malaysia, Egypt, Indonesia

Humane orientation

Russia, Argentina, Greece, Venezuela, Italy

Singapore, Hong Kong, New Zealand, Taiwan, US

Performance orientation

Russia, Argentina, Poland, Italy, Kuwait

Singapore, Switzerland, Netherlands, Canada—English speaking, Denmark

Future orientation

LowestHighestDimensions

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

3-9 Table 3-2

Leadership Attributes Universally Liked, Disliked, and Most Strongly Disputed

© 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Leader attributes universally liked

Leader attributes universally disliked

Most disputed leader attributes

Trustworthy Noncooperative Subdued

Dynamic Irritable Intragroup conflict avoider

Motive arouser Egocentric Cunning

Decisive Ruthless Sensitive

Intelligent Dictatorial Provacateaur

Dependable Loner/self-centered Self-effacing

Plans ahead Willful

Excellence oriented

Team builder

Encouraging

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Manager’s spouse cannot adjust to new physical or cultural surroundings

Manager cannot adapt to new physical or cultural surroundings

Family problems Manager is emotionally immature Manager cannot cope with foreign

duties Manager is not technically competent Manager lacks proper motivation for

foreign assignment

3-10

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Reasons why US Expatriates Fail in Foreign Assignments

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

While still in school, pursue foreign study opportunities and become fluent in one or more foreign languages

Starting with the very first job interview, clearly state your desire for a foreign assignment

Become very knowledgeable about foreign countries where you would like to work

Network with expatriates (both men and women) in your company to uncover foreign assignment opportunities

3-11

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Skills & Best Practices: Tips for Women (and Men) for Landing Foreign Assignment

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Make sure your family fully supports a foreign assignment

Get your boss’s support by building trust and a strong working relationship

Be visible: make sure upper management knows about your relevant accomplishments and unique strengths

Stay informed about your company’s international strategies and programs

Polish your cross-cultural communication skills daily with foreign-born co-workers

3-12

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Skills & Best Practices: Tips for Women (and Men) for Landing Foreign Assignment

(Cont.)

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

3-13 Figure 3-2

The Foreign Assignment Cycle

McGraw-Hill © 2005 The McGraw-Hill Companies, Inc. All rights reserved.

Home Country Experiences

Foreign Country Experiences

Selection and training Arrival and adjustment

Returning Homeand

adjusting

Settling in and acculturating

Reassignment

McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.