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Global Competancy

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Communication & global competancy

Communication & global competancy

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  •  Geert Hofstede's research gives us insights into other cultures so that we can be more effective when interacting with people in other countries.If understood and applied properly, this information should reduce your level of frustration and give you the 'edge of understanding' which translates to more successful results.Despite the evidence that groups are different from each other, we tend to believe that deep inside all people arethe same. In fact, as we are generally not aware of other countries' cultures, we tend to minimize culturaldifferences. This leads to misunderstandings and misinterpretations between people from different countries.
  • All the levels in communication are affected by cultural dimensions: verbals (words and language itself), non verbals (body language, gestures) andetiquette do's and don'ts (clothing, gift-giving, dining, customs and protocol). And this is also valid for written CommunicationIn international negotiations, communication style, expectation, issue ranking and goals will change according to thenegotiators' countries of origin. If applied properly, the understanding of cultural dimensions should increase successin negotiations and reduce frustration and conflicts
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    • 1. Cross-Cultural Communication and Global Competence For Business Roll No Name 26 Naresh Lodhaya 28 Sagar Mokal 30 Vivek Nair 32 Nripendra Nrip 34 Anita Pansare 36 Devashree Patil
    • 2. Cross-Cultural Communication in Business Organizations & Cultures Communication Nonverbal Cross Cultural Communication Hofstede's cultural dimensions theory. Global Competence of organizations.
    • 3. What is Culture • Provides patterns of acceptable behavior & beliefs. • May be based on…. –Nationality –Race and Religion –Historical Roots –All of the Above
    • 4. Cross Culture Communications
    • 5. Cross Cultural communication is a field of study that looks at how people from various cultural backgrounds communicate in similar and different ways among themselves in order achieve a common Business Goal.
    • 6. Good Intercultural Communicators • Aware values & behaviors not always “right.” • Flexible & open to change. • Sensitive to verbal & nonverbal behavior. • Aware of values, beliefs, practi ces of other cultures. • Sensitive to differences within cultures
    • 7. HIGH CONTEXT VS. LOW CONTEXT CULTURES Low Context VS High Context
    • 8. High-Context Cultures • INFER INFORMATION FROM MESSAGE CONTEXT, RATHER THAN FROM CONTENT. • PREFER INDIRECTNESS, POLIT ENESS & AMBIGUITY. • CONVEY LITTLE INFORMATION EXPLICITLY. • RELY HEAVILY ON NONVERBAL SIGNS. • Asian • Latin American • Middle Eastern
    • 9. Low-Context Cultures • Rely more on content rather than on context. • Explicitly spell out information. • Value directness. • See indirectness as manipulative. • Value written word more than oral statements. • European • Scandina vian • North American
    • 10.  Culture is the way of life of group of people  The stereotyped pattern of learning  Handing down from one generation to the next through meaning of language & imitation.  Communication is representation of our mental images thought patterns and conventions of verbalization
    • 11. Nonword messages, such as gestures, facial expressions, interpersonal distance, touch, eye contact, smell, and silence. Intercultural Business Communication, 4th ed., Chaney & Martin What is meant by nonverbal communication?
    • 12. Cultural Differences in Attitudes Toward Time • U.S. persons are very time conscious and value punctuality. Being late for meetings is viewed as rude and insensitive behavior; tardiness also conveys that the person is not well organized. • Germans and Swiss people are even more time conscious; people of Singapore and Hong Kong also value punctuality. • In Algeria, on the other hand, punctuality is not widely regarded. People in Arab cultures have a casual attitude toward time.
    • 13. Personal space • Definition of personal space – The distance two people keep between themselves in order to feel comfortable – If the amount of space is too great, the person approaching will seem cold, shy or unfriendly – If the amount of space is too small, the person approaching will seem aggressive, rude or intrusive.
    • 14. Intercultural Business Communication, 4th ed., Chaney & Martin Space Zones • The intimate zone (less than 18 inches) is reserved for very close friends. • The personal zone (18 inches to 4 feet) is for giving instructions to others or working closely with another person. • The social zone (4 to 12 feet) is used in business situations in which people interact in a more formal, impersonal way. • The public distance is over 12 feet.
    • 15. Gaze/Eye Contact Intercultural Business Communication, 4th ed., Chaney & Martin In USA, eye contact indicates : Degree of attention or interest, influences attitude change or persuasion, regulates interaction, communicates emotion, defines power and status, and has a central role in managing impressions of others.
    • 16. Smell (Olfactics) • Although people of the U.S. respond negatively to body odors, Arabs are comfortable with natural body odors. • Other cultures in which smell plays an important role include the Japanese and Samoans. Intercultural Business Communication, 4th ed., Chaney & Martin
    • 17. Touch (Haptics) • Touch, when used properly, may create feelings of warmth and trust; when used improperly, touch may cause annoyance and betray trust. • Hierarchy is a consideration when using touch in the U.S.: people who are older or higher rank may touch those who are younger or of lower rank; equals may touch each other.
    • 18. Facial Expressions • The face and eyes convey the most expressive types of body language, including happiness, surprise, fear, anger, interest, and determination. • Facial expressions must be controlled when inappropriate to the setting (yawning during a presentation). Intercultural Business Communication, 4th ed., Chaney & Martin
    • 19. Gestures • Emblems or symbols ("V" for victory) • Illustrators (police officer's hand held up to stop traffic) • Regulators (glancing at watch when in a hurry) • Affect displays (a person's face turns red with embarrassment) Axtell, Gestures Add in previous slide
    • 20. Posture and Stance • Posture can convey self-confidence, status, and interest. • Confident people have a relaxed posture, yet stand erect and walk with assurance. • Walking with stooped shoulders and a slow, hesitating gait projects negative messages of lack of confidence. Intercultural Business Communication, 4th ed., Chaney & Martin
    • 21. Color (Chromatics) • Colors have cultural variations in connotations. – Black is the color of mourning in the U.S., but white is worn to funerals by the Japanese. – In the U.S. white is typically worn by brides, while in India red or yellow is worn. – Purple is sometimes associated with royalty, but it is the color of death in Mexico and Brazil. – Red (especially red roses) is associated with romance in some cultures including the U.S. Intercultural Business Communication, 4th ed., Chaney & Martin
    • 22. Silence • Although U.S. persons are uncomfortable with silence, people from the Middle East are quite comfortable with silence. • The Japanese also like periods of silence and do not like to be hurried. Such Japanese proverbs as, “Those who know do not speak - those who speak do not know,” emphasize the value of silence over words in that culture. • In Italy, Greece, and Arabian countries, on the other hand, there is very little silence. Intercultural Business Communication, 4th ed., Chaney & Martin
    • 23. Paralanguage – vocal characterizers (laugh, cry, yell, moan, whine, belch, yawn). These send different messages in different cultures (Japan — giggling indicates embarrassment; India – belch indicates satisfaction) – vocal qualifiers (volume, pitch, rhythm, tempo, and tone). Loudness indicates strength in Arabic cultures and softness indicates weakness; indicates confidence and authority to the Germans,; indicates impoliteness to the Thais; indicates loss of control to the Japanese. (Generally, one learns not to “shout” in Asia for nearly any reason!). Gender based as well: women tend to speak higher and more softly than men. – vocal segregates (un- huh, shh, uh, ooh, mmmh, humm, eh, mah, lah). Segregates indicate formality, acceptance, assent, uncertainty. Intercultural Business Communication, 4th ed., Chaney & Martin
    • 24. Global Competency: "Learn "with" the world... not just "about" the world." Global Competence The existence of competing organizations that serve international customers. Access to global customers has increased through enhanced communications, improved shipping channels, reduction of barriers, and centralized finance authorities.
    • 25. Competing in a Global World Companies must adapt to change politically, socially, economically, and technologically.
    • 26. The Importance of Global Competence
    • 27. Genes Economies Religions Food Possessions Environment
    • 28. The global is part of our everyday local lives. A changing world demands changing skills.A global economy means new ways of working.
    • 29. Moving From Global Awareness to Global Competence
    • 30. Understand the World through Disciplinary and Interdisciplinary Study What’s one new thing you will do to teach towards global competence?
    • 31. Investigate the World Investigate the World Organization investigate the world beyond their immediate environment.
    • 32. Recognize Perspectives Recognize Perspectives Organization recognize their own and others’ perspectives.
    • 33. Pepsodent’s big marketing mistake promoting white teeth • Pepsodent tried to sell its toothpaste in regions of south- east Asia through a promotion which stressed that the toothpaste helped enhance white teeth • The social prestige in this area of darkly stained teeth, such an ad was understandably less than effective. • The slogan "wonder where the yellow went" was also viewed by many as a racial slur.
    • 34. Communicate Ideas Communicate Ideas Organization communicate their ideas effectively with diverse audiences.
    • 35. Arabs read from right to left
    • 36. Take Action Take Action Organization translate their ideas into appropriate action to improve conditions.
    • 37. McDonald's (MCD) Rolls-Out First- Ever All-Veggie Concept in India
    • 38. Hofstede’s Cultural Dimensions “Culture is more often a source of conflict than of synergy. Cultural differences are a nuisance at best and often a disaster.” 42 Prof. Geert Hofstede
    • 39. Culture and the workplace (Hofstede) Finds national culture dimensions meaningful to business Basis: – Work related values not universal – National values may persist over MNC efforts to create corporate culture – Home country values often used to determine HQ policies – MNC may create morale problems with uniform moral norms Purpose: understanding of business situations across- cultures MUST understand own culture AND other culture(s)
    • 40. Hofstede’s Cultural Dimensions • Power Distance • Individualism/Collectivism • Masculinity / Feminity
    • 41. Hofstede’s Cultural Dimensions • Uncertainty Avoidance • Long term orientation
    • 42. Comparative Research
    • 43. Applications • International communication • International negotiation • International management • International marketing
    • 44. “Global competence is the capacity and disposition to understand and act on issues of global significance.”
    • 45. The Globalization of Wal-Mart
    • 46. The Globalization of WAL-MART: Synopsis The way Wal-Mart chose to enter the Latin American and Asian markets was very different than its entry into Canada. To penetrate the Canadian market, Wal-Mart chose the acquisition mode of entry, namely because the U.S. and Canadian markets are, among other things, homogeneous in nature.
    • 47. 1. Political Risk 2. Legal Risk 3. Financial / Economic Risk 4. Societal / Cultural Risk Global Strategy and Risk
    • 48.  Ideologies; Ethnic Values  Religious Morals; Nationalism Societal/Cultural Risk
    • 49. Stereotypes & Ethnocentrism Understanding the World in Which we Live….
    • 50. Stereotypes Defined • Stereotypes are assumed characteristics based on a large group of individuals whose beliefs, habits, and actions are similar. • Education can help us overcome stereotypes.
    • 51. Stereotypes Ex. #1 • All rap artists are uneducated, or all rappers are “thugs”. • True or false?
    • 52. Stereotype Ex. #2 • All Muslims are terrorists. • True or false?
    • 53. How do they impact me? • Stereotypes are negative and often lead to discrimination or oppression.
    • 54. Ethnocentrism Defined • Belief in the superiority of one’s own ethnic group. • To look at the world primarily from the perspective of your own culture.
    • 55. Ethnocentrism Ex. #1 • America is better than any other country in the world. • This is different from Patriotism, which is taking pride in your country.
    • 56. Ethnocentrism Ex. #2 • Europeans viewing Africa as a primitive or backwards nation.
    • 57. Ethnocentrism’s Impact on the World • Leads to attitudes of superiority! • Clouds our understanding of different peoples and cultures. • Can lead to violence and discrimination.
    • 58.  Standard of Living Societal/Cultural Risk
    • 59. Fostering Global Competence Introductions. • 1st Rule: You must take a risk and introduce yourself to someone completely new. • 2nd Rule: Be an attentive listener, because you will need to introduce your new acquaintance to the group. Who are you? Where are you from? What is your professional role? What motivated you to choose this session? Tell something interesting about you.
    • 60. The Impact of a GC Mind-Set Global Competencies at the top of the list 1. Ability to communicate effectively across linguistic and cultural boundaries 2. Ability to see and understand the world from a perspective other then one's own 3. Ability to understand and appreciate the diversity of societies and cultures.