1. Turkey, Sweden, and Japan differ on Hofstede's cultural dimensions. Turkey has higher power distance and uncertainty avoidance, while Sweden scores lowest. Japan ranks highest in masculinity and collectivism.
2. Power distance refers to how power is distributed and influences teacher-student and boss-employee relationships. Individualism/collectivism measures independent versus group-oriented thinking. Masculinity/femininity examines gender roles and priorities. Uncertainty avoidance relates to tolerance for ambiguity.
3. Cultural dimensions provide insight but not judgments. Understanding differences without assigning values can aid international cooperation by increasing cultural awareness and sensitivity.
3. Introduction
• Born in Gothenburg, Sweden
• Master thesis: Cultural Differences
in international projects. A research
study at Ericsson
http://publications.lib.chalmers.se/records/fulltext/25690.pdf
4. What is culture?
Culture….
• …is about how people are expected to act in social context.
• ...is something learned and derives from one’s social environment
• ...includes traditions that tell “what has worked”
5. Culture
• National culture
o Values
• Unconscious
• good/evil, dangerous/safe, natural/unnatural
• Organizational culture
o One’s practices
• Conscious
• Symbols, language and jargon,
coffee and tee rituals
6. Cultural Dimensions
Geert Hofstede’s cross-national study is one of the most widely
accepted and cited research.
Research made during 1968-1972 among 116 000 IBM employers and
employees in 72 countries.
Cultural dimensions:
1. Power Distance
2. Individualism/Collectivism
3. Masculinity/Feminity
4. Uncertainty Avoidance
9. Power Distance
In family
Low Power Distance
• Children are treated less or
more as equals
• Formal respect is seldom shown
High Power Distance
• Children are expected to be
obedient to their parents
• Showing respect for parents and
elder
10. Power Distance
In school
Low Power Distance
• Student-centred
• Teacher treat students as equals
and expect to be treated equal
by students
• Students are expected to ask
questions and express
disagreement
High Power Distance
• Teacher-centred
• Teacher initiating all communication
• Teacher is never contradicted or
criticized
11. Power distance
In organization
Low Power Distance
• Less dependence between less
and more powerful people
• Decentralization
• Subordinates expect to be
consulted
• Informal
High Power Distance
• Less powerful people should be
dependent on the more powerful
people
• Centralization
• Subordinated expect to be told what
to do
• Formal
Image from study.com
14. Growth and childhood
Individualism
• Nuclear family and very close
friends are important
• Everyone grows up to look after
him/herself and his/her
immediate family only.
• Children learn to think in terms
of “I”
Collectivism
• Extended family, including parents,
relatives, and sometimes even the
whole country is of importance
• People are born into extended
families or other in-groups which
continue to protect them in
exchange for loyalty.
• Children learn to think in terms of
“we”.
Individualism/Collectivism
15. High-context
• E.g. Mediterraneanen, Japan
• How is said
• Implicit communication style
• Person-oriented (relationship-
focued)
Low-context
• E.g. Scandinavia
• What is said
• Explicit communication style (direct,
clear messages)
• Task oriented (deal-focused)
Individualism/Collectivism
Images by Yang Liu. East meets west
16. Individualism/Collectivism
Monochronic people
• One thing at a time
• Concentrate on the job
• Are committed to the job
• Adhere religiously to plans
• Emphasize promptness
• Are accustomed to short-term
relationships
Polychronic people
• Many things at once
• Highly distractible and subject to
interruptions
• Committed to people and human
relationships
• Change plans often and easily
• Base promptness on the
relationship
• Have strong tendency to build
lifetime relationships
Time perception – polychronic vs monochronic
Image by Yang Liu. East meets west
17. How gender roles are distributed
Quality of life or Money and things
Image www.forbes.com
3. Femininity/Masculinity
19. Growth and childhood
Feminine
• In the family, both fathers and
mothers deal with facts and
feelings.
• Sympathy for the weak.
• Failing in school is a minor
accident.
• Anti-hero
Masculine
• In the family, fathers deal with facts
and mothers with feelings.
• Sympathy for the strong.
• Failing in school is a disaster.
• Popular fictional heroes
Femininity/Masculinity
20. Organization
Feminine
• Stress on equality, solidarity and
quality of work life
• Resolution of conflict by
compromise and negotiation
Masculine
• Stress on equity, competition
among colleagues, and
performance
• Resolution of conflict by fighting
them out
Image (left to right): blog.frontiersin.org, www.lifehack.com, www.dreamstime.com
Femininity/Masculinity
21. 4. Uncertainty Avoidance
The extend people feel threatened by uncertain or unknown
situations
Image www.assignmentpoint.com/
23. In school
Weak uncertainty avoidance
• Teacher may say “I don’t know”
• Teachers use informal language
Strong uncertainty avoidance
• Teacher should have all the
answers
• Teachers use cryptic academic
language
Uncertainty Avoidance
24. In organizations
Weak uncertainty avoidance
• Acceptable to bypass hierarchy
• There should not be more rules
than is strictly necessary
Strong uncertainty avoidance
• Not acceptable to bypass hierarchy
• Emotional need for rules, even if
they are not being followed
• Hard to make decisions
Uncertainty avoidance
25. Summary
1. Power distance
2. Individualism/Collectivism
3. Femininity/Masculinity
4. Uncertainty avoidance
Be aware of the cultural differences without judging them
as good or bad
