CHAPTER 1 INTRODUCTION
9
FIGURE 1,3 A model of the variables that moderate differences between domestic and international HRM
The industry
The cultural
(or industries) within
environment
which the multinational
is primarily involved
Domestic and
internatlonat
Complexity involved in
Extent of reliance of
activities of the
HRM function
operating in different
the multinational on
countries and employing
its home-country
different national
domestic market
categories of employees
Attitudes of senior management
Source: P. J, Dowling, 'Completing the Puzzle: Issues in the Development ot the Field of International Human Resource' Management'') (mir) Management International Review, Special Issue No. 3/99 (1999), p. 3 1 . Reproduced with kind permission from VS Verlag Fur Soziaiwissenschaften.
THE CULTURAL ENVIRONMENT
I n Chapter 2, The Cultural Context of IHRM, we cover the concept of culture i n considerable detail, so our comments i n this introductory chapter are necessarily brief. There are many defini-tions of culture, but the term is usually used to describe a shaping process over time. This proc-ess generates relative stability, reflecting a shared knowledge structure that attenuates (i.e. reduces) variability i n values, behavioral norms and patterns of b e h a v i o r . A n i m p o r t a n t char-acteristic of culture is that it is so subtle a process that one is not always conscious of its relation-ship to values, attitudes and behaviors. One usually has to be confronted w i t h a different culture in order to f u l l y appreciate this effect. Anyone traveling abroad, either as a tourist or on business, experiences situations that demonstrate cultural differences in language, f o o d , dress, hygiene and attitude to time . While the traveller can perceive these differences as novel, even enjoyable, for people required to live and w o r k i n a new country, such differences can prove dif-ficult . They may experience culture shock - a phenomenon experienced by people w h o move across cultures. The new environment requires many adjustments in a relatively short period of time, challenging people's frames of reference to such an extent that their sense of self, especially i n terms of nationality, comes into question. People, in effect, experience a shock reaction to new cultural experiences that cause psychological disorientation because they misunderstand or do not recognize i m p o r t a n t cues. Culture shock can lead to negative feelings about the host country and its people and a longing to return home .
Because international business involves the interaction and movement of people across national boundaries, an appreciation of cultural differences and when these differences are im-p o r t a n t is essential. Research into these aspects has assisted in furthering our understanding of the cultural environment as an i m p o r t a n t variable that moderates differences between ...
271
Chapter 9
Sociocultural Factors
“Over-generalization is the enemy of science.”
—John Kenneth Galbraith
Chapter ObjeCtives
this chapter will:
• Define the term “sociocultural” as a combination of societal, political, and
cultural norms and responses and discuss their influence in international
business
• Discuss how attitudes and beliefs influence human behavior, especially attitudes
about time, achievement, work, change, and occupational status
• Present the influence of aesthetics and material culture within different
societies
• Examine how communication, both verbal and nonverbal, may serve as a barrier
to international business operations
• Investigate the importance of social status and the family within different
cultures and their effect on the business environment
• Identify the role of multinational corporations as agents of change in the
international community
soCioCultural FaCtors and international Business
Multinational corporations operate in different host countries around the world and have
to deal with a wide variety of political, economic, geographical, technological, and busi-
ness situations. Moreover, each host country has its own society and culture, which are
different in many important ways from almost every other society and culture, although
there are some commonalities. Although society and culture do not appear to be a part of
business situations, they are actually key elements in shaping how business is conducted,
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EBSCO : eBook Collection (EBSCOhost) - printed on 12/12/2018 2:23 PM via BARRY UNIV
AN: 929355 ; Ajami, Riad A., Goddard, G. Jason.; International Business : Theory and Practice
Account: s8987890.main.ehost
272 Chapter 9 • Sociocultural Factors
from what goods are produced and how and through what means they are sold, to the
establishment of industrial and management patterns and the determination of the success
or failure of a local subsidiary or affiliate.
Society and culture influence every aspect of an MNC’s overseas business, and a
successful MNC operation, whether it involves marketing, finance, operations, informa-
tion systems, or human resources, has to be acutely aware of the predominant attitudes,
feelings, and opinions in the local environment. Differences in values and attitudes
between the management at the parent offices and expatriate managers at the subsidiary
or affiliate level, on the one hand, and local managers and employees, on the other, can
lead to serious operational and functional problems, which arise not because there are
individual problems but because of the important differences between the societies and
cultures. Society and culture often ...
This document discusses culture and the factors that cause cultural shifts. It defines culture and discusses how culture is shaped by technologies, markets, and leadership preferences. Cultural shifts can occur in response to changes in the business environment or be influenced by individual experiences spending time in different cultures. Managing a global workforce with cultural diversity requires tailoring human resource practices to account for differences in languages, economic conditions, and values between countries. Cultural shifts tend to be slow as values are deeply ingrained from childhood, but notable rapid shifts have occasionally occurred in response to significant economic or technological changes.
Response Paper Rubric Papers are due Sundays by 1159PM. Altho.docxjoellemurphey
This document provides a summary of key concepts from a chapter on understanding the role of culture in international management. It discusses how culture affects organizational processes and management functions. Some key cultural dimensions that influence behaviors and attitudes are also summarized, including Hofstede's cultural value dimensions of power distance, uncertainty avoidance, individualism vs collectivism, masculinity vs femininity, long-term orientation, and indulgence. The document emphasizes that national cultures comprise diverse subcultures and stereotyping should be avoided. Managers must develop cultural awareness and sensitivity to work effectively across cultures.
50CHAPTER 3 THE ORGANIZATIONAL CONTEXTIn such highly inrern.docxevonnehoggarth79783
50 CHAPTER 3 THE ORGANIZATIONAL CONTEXT
In such highly inrernationalized organizations we often find attempts to standardize H R J V I practices on a w o r l d w i d e basis. O f course, this approach is not appropriate for the whole work - force but aims at a group of managers w h o are w o r k i n g at the cross-border boundaries of the f i r m in the headquarters or in foreign locations, i.e., international boundary spanners.'^ A good example of a M N E w h i c h has attempted to globally standardize compensation practices is Schering A G , a German pharmaceutical company, which introduced a global performance sys-tem for top managers worldwide . ^'' W i t h i n the context of a new strategic orientation, Schering implemented a standardized bonus system for top executives that aimed at strengthening the performance culture in the company and facilitating a common orientation for all managers. The corporate element of the bonus system consisted of a standardized bonus structure. As tht* cultural acceptance for variable bonuses varied across Schering's subsidiaries, the p r o p o r t i o n between the f i x and variable part of the total compensation package of managers was adapted to the country-specific conditions . The Schering example not only shows us that the implemen-tation of global standards is possible, but at the same time, it also makes it clear that local adap-tations and exceptions to the standards are often needed. The factors driving the localization of H R M practices are outlined in the next section.
FACTORS DRIVING LOCALIZATION
.As has been depicted in Figure 3.2, factors d r i v i n g localization include the cultural and institu-tional environment and features of the local entity itself. W e w i l l discuss these factors in the fol-
l o w i n g paragraphs.
Az " •
The cultural environment
In Chapter 2, we identified national culture as a moderating variable in I H R M . W e noted how members of a group or society w h o share a distinct way of life w i l l tend to have common values, attitudes and behaviors that are transmitted over time in a gradual, yet dynamic, process. There is evidence that culture has an important impact on w o r k and H R M practices. Sparrow, for example, has identified cultural influences on reward behavior such as 'different expectations of the manager-subordinate relationship and their influence on performance management and motivational processes'.^' Triandis^^ found that cultures where w o r k is based on more integrated personal social 'relationships' may value a more complete balance of intrinsic and extrinsic rewards, while cultures characterized by personal independence and isolation ('individualism') as well as rapidly changing personal and social contexts may emphasize extrinsic rewards - given the absence of a strong and enduring social matrix that attributes meaning and power to intrinsic rewards. The examples indicate that the effectiveness of standardized practices might.
≫ My Ideal Society Free Essay Sample on Samploon.com. Reflection Essay: Essay on impact of media on society. About The Impact Of Society - Free Essay Example | PapersOwl.com. Essay | Society | Contentment. National Honor Society Application Essay | National Health Service .... National Honors Society Essay – Telegraph. Top 20 Woman Place in Our Society Essay Quotations - Ilmi Hub. How can we contribute to society essay in 2021 | Essay examples .... Essays on society today - writingquizzes.web.fc2.com. Expository Essay: Women in society essay. Descriptive Essay: National honor society essay samples. 010 Sample Nhs Essays Njhs Essay Example National Honor Society Junior .... 011 Why Should I In National Honor Society Essay Example ~ Thatsnotus. 019 Essay Example National Junior Honor Society ~ Thatsnotus. Essay on Role of Women in Society | Role of Women in Society Essay for .... Individual and Society - Year 11 Essay | English (Extension 1) - Year .... Culture and society essay. Essay Two (society being part of the environment) | ARTS1240 .... Outstanding National Honor Society Essay ~ Thatsnotus. Essay on equality in gender.
Select a Public Sector Organization and analyze how Ethics in Communication c...waQas ilYas
This document provides an analysis of how ethics in communication can overcome religious intolerance by examining the Eidhi Foundation, a Pakistani non-profit organization. It begins with an introduction discussing intercultural communication principles and their importance. It then discusses the Eidhi Foundation's vision, mission, and services. A SWOT analysis is conducted to identify strengths, weaknesses, opportunities, and threats. The document concludes that effectively applying intercultural communication ethics, such as understanding different cultures and values, can help bridge cultural differences and produce more harmonious relations.
cultural environment affecting international trade.pptxpriya7094
This document discusses culture and how it affects international business. It makes three key points:
1) Cultural differences across and within countries can significantly impact business practices. Companies must develop cross-cultural literacy to understand how local customs and values influence management and operations.
2) A relationship may exist between culture and the costs of doing business in a country. Some cultural values are more supportive of capitalism and can lower business costs, while other cultural factors can increase costs.
3) Culture is not static and can evolve over time under the influence of globalization and multinational companies. However, the rate of cultural change is debated. Core values and social norms persist underneath modern influences.
The 6-D model of national culture Geert Hofstede, assisted.docxtodd801
The 6-D model of national culture
Geert Hofstede, assisted by others, came up with six basic issues that society needs to come to
term with in order to organize itself. These are called dimensions of culture. Each of them has
been expressed on a scale that runs roughly from 0 to 100.
Dimension maps of the world: Individualism
Each dimension has been derived by comparing many, but not all, countries in
the world. The findings can be summarized into six world maps of the distribution
of that dimension. Of course, in reality there can be quite a bit of within-country
variation; these maps should be seen as rough 'climate maps' of culture.
The last two dimensions
The last two dimensions were found later, and in different studies, than the first
four. This is why different countries appear on the world maps. These maps are
taken from the 2007 book "Why we are different and similar" by Michael Minkov.
In our 2010 book they are re-scaled to a 0-100 format. Remember, the numbers
do not really 'mean' anything. They are just there for convenience.
Dimension maps: Long-term Orientation
Culture-Based Negotiation Styles
In an anonymous article, a Japanese writer describes United States negotiators as hard
to understand. One of the reasons for this, we are told, is because "unlike Japanese,
the Americans are not racially or culturally homogenous."[1] While it is difficult to
characterize any national or cultural approach to negotiation, generalizations are
frequently drawn. These generalizations are helpful to the extent that the reader
remembers that they are only guides, not recipes. Any generalization holds true or not
depending on many contextual factors including time, setting, situation, stakes, history
between the parties, nature of the issue, individual preferences, interpersonal dynamics
and mood.
Any generalization will apply to some members of a group some of the time. This is best
seen by considering generalizations about groups to which you belong. If you hear that
women or men tend to negotiate in this way, or Americans in another way, what effect
does it have on you as a member of these groups? If you want to answer, "Actually, it
depends," you are among the majority, for most of us resist easy categorization and
broad classifications. At the same time, it can be useful to back up and attempt to see
ourselves and others from a distance so that the patterns and habits that define what is
"normal" in negotiation can be examined for what they are: culturally bound and
culturally defined common sense.
In this essay, some generalizations about cultural and national approaches to
negotiation will be outlined. These may help negotiators and mediators prepare for
negotiations by raising the kinds of differences that occur across cultures, and pointing
out possible pitfalls of lack of attention to cultural factors. They should be taken as a
series of starting points rather than defini.
271
Chapter 9
Sociocultural Factors
“Over-generalization is the enemy of science.”
—John Kenneth Galbraith
Chapter ObjeCtives
this chapter will:
• Define the term “sociocultural” as a combination of societal, political, and
cultural norms and responses and discuss their influence in international
business
• Discuss how attitudes and beliefs influence human behavior, especially attitudes
about time, achievement, work, change, and occupational status
• Present the influence of aesthetics and material culture within different
societies
• Examine how communication, both verbal and nonverbal, may serve as a barrier
to international business operations
• Investigate the importance of social status and the family within different
cultures and their effect on the business environment
• Identify the role of multinational corporations as agents of change in the
international community
soCioCultural FaCtors and international Business
Multinational corporations operate in different host countries around the world and have
to deal with a wide variety of political, economic, geographical, technological, and busi-
ness situations. Moreover, each host country has its own society and culture, which are
different in many important ways from almost every other society and culture, although
there are some commonalities. Although society and culture do not appear to be a part of
business situations, they are actually key elements in shaping how business is conducted,
Co
py
ri
gh
t
@
20
15
.
Ro
ut
le
dg
e.
Al
l
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gh
ts
r
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.S
.
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EBSCO : eBook Collection (EBSCOhost) - printed on 12/12/2018 2:23 PM via BARRY UNIV
AN: 929355 ; Ajami, Riad A., Goddard, G. Jason.; International Business : Theory and Practice
Account: s8987890.main.ehost
272 Chapter 9 • Sociocultural Factors
from what goods are produced and how and through what means they are sold, to the
establishment of industrial and management patterns and the determination of the success
or failure of a local subsidiary or affiliate.
Society and culture influence every aspect of an MNC’s overseas business, and a
successful MNC operation, whether it involves marketing, finance, operations, informa-
tion systems, or human resources, has to be acutely aware of the predominant attitudes,
feelings, and opinions in the local environment. Differences in values and attitudes
between the management at the parent offices and expatriate managers at the subsidiary
or affiliate level, on the one hand, and local managers and employees, on the other, can
lead to serious operational and functional problems, which arise not because there are
individual problems but because of the important differences between the societies and
cultures. Society and culture often ...
This document discusses culture and the factors that cause cultural shifts. It defines culture and discusses how culture is shaped by technologies, markets, and leadership preferences. Cultural shifts can occur in response to changes in the business environment or be influenced by individual experiences spending time in different cultures. Managing a global workforce with cultural diversity requires tailoring human resource practices to account for differences in languages, economic conditions, and values between countries. Cultural shifts tend to be slow as values are deeply ingrained from childhood, but notable rapid shifts have occasionally occurred in response to significant economic or technological changes.
Response Paper Rubric Papers are due Sundays by 1159PM. Altho.docxjoellemurphey
This document provides a summary of key concepts from a chapter on understanding the role of culture in international management. It discusses how culture affects organizational processes and management functions. Some key cultural dimensions that influence behaviors and attitudes are also summarized, including Hofstede's cultural value dimensions of power distance, uncertainty avoidance, individualism vs collectivism, masculinity vs femininity, long-term orientation, and indulgence. The document emphasizes that national cultures comprise diverse subcultures and stereotyping should be avoided. Managers must develop cultural awareness and sensitivity to work effectively across cultures.
50CHAPTER 3 THE ORGANIZATIONAL CONTEXTIn such highly inrern.docxevonnehoggarth79783
50 CHAPTER 3 THE ORGANIZATIONAL CONTEXT
In such highly inrernationalized organizations we often find attempts to standardize H R J V I practices on a w o r l d w i d e basis. O f course, this approach is not appropriate for the whole work - force but aims at a group of managers w h o are w o r k i n g at the cross-border boundaries of the f i r m in the headquarters or in foreign locations, i.e., international boundary spanners.'^ A good example of a M N E w h i c h has attempted to globally standardize compensation practices is Schering A G , a German pharmaceutical company, which introduced a global performance sys-tem for top managers worldwide . ^'' W i t h i n the context of a new strategic orientation, Schering implemented a standardized bonus system for top executives that aimed at strengthening the performance culture in the company and facilitating a common orientation for all managers. The corporate element of the bonus system consisted of a standardized bonus structure. As tht* cultural acceptance for variable bonuses varied across Schering's subsidiaries, the p r o p o r t i o n between the f i x and variable part of the total compensation package of managers was adapted to the country-specific conditions . The Schering example not only shows us that the implemen-tation of global standards is possible, but at the same time, it also makes it clear that local adap-tations and exceptions to the standards are often needed. The factors driving the localization of H R M practices are outlined in the next section.
FACTORS DRIVING LOCALIZATION
.As has been depicted in Figure 3.2, factors d r i v i n g localization include the cultural and institu-tional environment and features of the local entity itself. W e w i l l discuss these factors in the fol-
l o w i n g paragraphs.
Az " •
The cultural environment
In Chapter 2, we identified national culture as a moderating variable in I H R M . W e noted how members of a group or society w h o share a distinct way of life w i l l tend to have common values, attitudes and behaviors that are transmitted over time in a gradual, yet dynamic, process. There is evidence that culture has an important impact on w o r k and H R M practices. Sparrow, for example, has identified cultural influences on reward behavior such as 'different expectations of the manager-subordinate relationship and their influence on performance management and motivational processes'.^' Triandis^^ found that cultures where w o r k is based on more integrated personal social 'relationships' may value a more complete balance of intrinsic and extrinsic rewards, while cultures characterized by personal independence and isolation ('individualism') as well as rapidly changing personal and social contexts may emphasize extrinsic rewards - given the absence of a strong and enduring social matrix that attributes meaning and power to intrinsic rewards. The examples indicate that the effectiveness of standardized practices might.
≫ My Ideal Society Free Essay Sample on Samploon.com. Reflection Essay: Essay on impact of media on society. About The Impact Of Society - Free Essay Example | PapersOwl.com. Essay | Society | Contentment. National Honor Society Application Essay | National Health Service .... National Honors Society Essay – Telegraph. Top 20 Woman Place in Our Society Essay Quotations - Ilmi Hub. How can we contribute to society essay in 2021 | Essay examples .... Essays on society today - writingquizzes.web.fc2.com. Expository Essay: Women in society essay. Descriptive Essay: National honor society essay samples. 010 Sample Nhs Essays Njhs Essay Example National Honor Society Junior .... 011 Why Should I In National Honor Society Essay Example ~ Thatsnotus. 019 Essay Example National Junior Honor Society ~ Thatsnotus. Essay on Role of Women in Society | Role of Women in Society Essay for .... Individual and Society - Year 11 Essay | English (Extension 1) - Year .... Culture and society essay. Essay Two (society being part of the environment) | ARTS1240 .... Outstanding National Honor Society Essay ~ Thatsnotus. Essay on equality in gender.
Select a Public Sector Organization and analyze how Ethics in Communication c...waQas ilYas
This document provides an analysis of how ethics in communication can overcome religious intolerance by examining the Eidhi Foundation, a Pakistani non-profit organization. It begins with an introduction discussing intercultural communication principles and their importance. It then discusses the Eidhi Foundation's vision, mission, and services. A SWOT analysis is conducted to identify strengths, weaknesses, opportunities, and threats. The document concludes that effectively applying intercultural communication ethics, such as understanding different cultures and values, can help bridge cultural differences and produce more harmonious relations.
cultural environment affecting international trade.pptxpriya7094
This document discusses culture and how it affects international business. It makes three key points:
1) Cultural differences across and within countries can significantly impact business practices. Companies must develop cross-cultural literacy to understand how local customs and values influence management and operations.
2) A relationship may exist between culture and the costs of doing business in a country. Some cultural values are more supportive of capitalism and can lower business costs, while other cultural factors can increase costs.
3) Culture is not static and can evolve over time under the influence of globalization and multinational companies. However, the rate of cultural change is debated. Core values and social norms persist underneath modern influences.
The 6-D model of national culture Geert Hofstede, assisted.docxtodd801
The 6-D model of national culture
Geert Hofstede, assisted by others, came up with six basic issues that society needs to come to
term with in order to organize itself. These are called dimensions of culture. Each of them has
been expressed on a scale that runs roughly from 0 to 100.
Dimension maps of the world: Individualism
Each dimension has been derived by comparing many, but not all, countries in
the world. The findings can be summarized into six world maps of the distribution
of that dimension. Of course, in reality there can be quite a bit of within-country
variation; these maps should be seen as rough 'climate maps' of culture.
The last two dimensions
The last two dimensions were found later, and in different studies, than the first
four. This is why different countries appear on the world maps. These maps are
taken from the 2007 book "Why we are different and similar" by Michael Minkov.
In our 2010 book they are re-scaled to a 0-100 format. Remember, the numbers
do not really 'mean' anything. They are just there for convenience.
Dimension maps: Long-term Orientation
Culture-Based Negotiation Styles
In an anonymous article, a Japanese writer describes United States negotiators as hard
to understand. One of the reasons for this, we are told, is because "unlike Japanese,
the Americans are not racially or culturally homogenous."[1] While it is difficult to
characterize any national or cultural approach to negotiation, generalizations are
frequently drawn. These generalizations are helpful to the extent that the reader
remembers that they are only guides, not recipes. Any generalization holds true or not
depending on many contextual factors including time, setting, situation, stakes, history
between the parties, nature of the issue, individual preferences, interpersonal dynamics
and mood.
Any generalization will apply to some members of a group some of the time. This is best
seen by considering generalizations about groups to which you belong. If you hear that
women or men tend to negotiate in this way, or Americans in another way, what effect
does it have on you as a member of these groups? If you want to answer, "Actually, it
depends," you are among the majority, for most of us resist easy categorization and
broad classifications. At the same time, it can be useful to back up and attempt to see
ourselves and others from a distance so that the patterns and habits that define what is
"normal" in negotiation can be examined for what they are: culturally bound and
culturally defined common sense.
In this essay, some generalizations about cultural and national approaches to
negotiation will be outlined. These may help negotiators and mediators prepare for
negotiations by raising the kinds of differences that occur across cultures, and pointing
out possible pitfalls of lack of attention to cultural factors. They should be taken as a
series of starting points rather than defini.
The document discusses various aspects of cultural differences that affect international marketing. It provides examples of how cultures differ in their use of language, non-verbal communication, consumption patterns, and evaluation of products. Religions, social institutions, and manners/customs are identified as elements of culture that marketers must understand to effectively operate across borders.
This document discusses applying Hermann Witkin's theories on cognitive styles and field dependence/independence to studying global managers and OD practitioners. Witkin found some people have a more field dependent cognitive style, where their perceptions are more influenced by surrounding context, while others are more field independent. Recent research shows Eastern cultures tend toward a more field dependent/holistic style while Western cultures favor a field independent/analytic style. The document argues global managers and OD experts require abilities to manage perceptual-cognitive complexity and proposes developing an "Integrated Perceptual-Cognitive Ability" to allow them to effectively function across cultures.
Understanding International Business in the Context of Cultural LensesIOSR Journals
This paper is based on the premise that for business organizations to succeed in our globalized, competitive international environment without a „globalized‟ culture, business managers need to have a sound and practical knowledge of cross boarder cultures. Believing, as Dewey (1938) long ago recognized that “there is nothing more practical than a good theory”, the paper identified from the professional literature and discussed seven theories of culture. The understanding of these cultural models would help the business manager to become more intelligent, culturally more sensitive to cultural differences, develop cultural competence and became more effective and efficient as he/she works to overcome cultural complexities that can negatively affect business and business profits.
32CHAPTER 2 THE CULTURAL CONTEXT OF IHRMAccording to results o.docxgilbertkpeters11344
32CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
According to results of the Idofstede study, the US culture is characterized more by indi-vidualist behavior. The same applies to the other Anglo Saxon countries such as Australia or the United Kingdom. The extent of power distance is classified as rather low for all these countries. In terms of the characteristics for both of these cultural dimensions, many South Asian countries can be described as the opposite. For example, Singapore, Hong Kong and Taiwan (and also many South American countries) are characterized by collectivist values and a high power distance. These clusters are culturally distant from each other according to results of the study. The countries are assigned to one duster due to statistically established similarities among them.
Some Asian cultures tend to score high on uncertainty avoidance and high on power dis-tance. Among them are Singapore and Hong Kong. On the contrary, the German speaking countries such as Germany, Austria and Switzerland build with others a cluster that can be described by a comparably strong tendency of uncertainty avoidance and a relatively low power distance.
As a result of combining the masculinity index with the uncertainty avoidance dimension, we can identify a cluster that includes predominantly German-speaking countries Germany, Austria and Switzerland. All three countries are attributed more masculine values with relatively high uncertainty avoidance tendency. The group of predominantly German-speaking countries is the second most masculine-oriented after Japan. Opposite to this is the Scandinavian cluster, includ-ing Denmark, Sweden, Norway and Finland.
In terms of the fifth dimension, long-term vs. short-term orientation of cultures, the USA, for example, is characterized by a rather low value. Therefore, it is classified more as a short-term oriented culture. This result is the opposite of the Asian countries, which demonstrate higher value for long-term orientation. Thus, the robust economic growth of the Four Asian Tigers in the 1980s - Hong Kong, Singapore, South Korea and Taiwan - is partly traced back to a strong orientation on Confucianism values.'*'' Table 2.1 presents examples of how cultural context may effect selected H R M practices.
TABLE 2.1 Examples of the impact of the cultural context on HRM practices
behavi of H o deterrr insteac Hoi derivei level, t extent the de( practic questit potent
Anc The e> try bo: compa that th culture sent th equall) nation: scholai tity an
The was CO many i characi of pers
HRM practices Recruitment and selection
Impact of the cultural context
In societies tow on In-group collectivism' individual achievements represent important selection criteria.
In societies high on 'in-group collectivism' the emphasis in the recruiting process is more on team-related skills than on individual competencies.
distorti would distinct also CO ing am dimens
t r a i n i n g and development
Compe.
1
MBA 670 Capsim: Strategic Decision Making
Project 5 - Creating an International Business Plan
Learning Topics
2
MBA 670: Strategic Decision Making
Project 5 Learning Topics
1 Assess the Characteristics of MediCorp's Potential Customers in
the Selected Country
International Cultural Differences
Communications, teamwork, organizational hierarchy, and positive attitudes toward management roles
are essential in any organization. These are crucial in international business, as problems are often
exacerbated by subtle cross-cultural differences. When defining roles in multinational teams whose
members have diverse attitudes and expectations about organizational hierarchy, these cultural
differences can present a challenge.
Culture is a system of values and norms that is shared among a group of people. The ways people
interact socially, their mutual expectations, and the values they share all have consequences for doing
business and managing across cross-cultural boundaries.
How a country's cultural differences relate to international business can be seen in the following
examples:
• In Japan, social hierarchy and respect for seniority are highly valued and are reflected at the
workplace. Those in senior management positions command respect and expect a formality and
deference from junior team members.
• In Scandinavian countries, societal equality is emphasized. Workplaces therefore tend to have a
comparatively flat organizational hierarchy. In turn, this organization can result in relatively
informal communication and an emphasis on cooperation across the organization.
• The way to address colleagues and business partners varies in different countries. While
Americans and Canadians tend to use first names, in Asian countries such as South Korea,
China, and Singapore, colleagues tend to use the formal address, Mr. or Ms. So do Germans and
many Europeans.
• The concept of punctuality also differs between cultures. Where an American may arrive at a
meeting a few minutes early, an Indian or Mexican colleague may arrive well after the scheduled
start time and still be considered on time.
• Attitudes to work also differ. While some may consider working long hours a sign of commitment,
others may view it as an encroachment on their personal time and a sacrifice of essential family
time.
• Greeting customs are highly culture- and situation-specific. In the United States and Canada, a
simple handshake while looking a person in the eye is the norm. In Japan, bowing is the
traditional greeting—the deeper the bow, the greater the respect shown. In India, you put hands
together as in prayer and say "namaste." In Arab countries, men might hug and kiss each other
(but not a woman) on the cheek.
• In Latin America and the Middle East, the acceptable physical distance needed to respect
someone's personal space is much shorter than what most Europeans and Americans feel
comfor.
1
MBA 670 Capsim: Strategic Decision Making
Project 5 - Creating an International Business Plan
Learning Topics
2
MBA 670: Strategic Decision Making
Project 5 Learning Topics
1 Assess the Characteristics of MediCorp's Potential Customers in
the Selected Country
International Cultural Differences
Communications, teamwork, organizational hierarchy, and positive attitudes toward management roles
are essential in any organization. These are crucial in international business, as problems are often
exacerbated by subtle cross-cultural differences. When defining roles in multinational teams whose
members have diverse attitudes and expectations about organizational hierarchy, these cultural
differences can present a challenge.
Culture is a system of values and norms that is shared among a group of people. The ways people
interact socially, their mutual expectations, and the values they share all have consequences for doing
business and managing across cross-cultural boundaries.
How a country's cultural differences relate to international business can be seen in the following
examples:
• In Japan, social hierarchy and respect for seniority are highly valued and are reflected at the
workplace. Those in senior management positions command respect and expect a formality and
deference from junior team members.
• In Scandinavian countries, societal equality is emphasized. Workplaces therefore tend to have a
comparatively flat organizational hierarchy. In turn, this organization can result in relatively
informal communication and an emphasis on cooperation across the organization.
• The way to address colleagues and business partners varies in different countries. While
Americans and Canadians tend to use first names, in Asian countries such as South Korea,
China, and Singapore, colleagues tend to use the formal address, Mr. or Ms. So do Germans and
many Europeans.
• The concept of punctuality also differs between cultures. Where an American may arrive at a
meeting a few minutes early, an Indian or Mexican colleague may arrive well after the scheduled
start time and still be considered on time.
• Attitudes to work also differ. While some may consider working long hours a sign of commitment,
others may view it as an encroachment on their personal time and a sacrifice of essential family
time.
• Greeting customs are highly culture- and situation-specific. In the United States and Canada, a
simple handshake while looking a person in the eye is the norm. In Japan, bowing is the
traditional greeting—the deeper the bow, the greater the respect shown. In India, you put hands
together as in prayer and say "namaste." In Arab countries, men might hug and kiss each other
(but not a woman) on the cheek.
• In Latin America and the Middle East, the acceptable physical distance needed to respect
someone's personal space is much shorter than what most Europeans and Americans feel
comfor.
The document discusses understanding foreign cultures for international business. It identifies several key objectives: developing an appreciation for cultural differences; understanding how culture impacts business strategy and implementation; and learning frameworks for classifying cultural dimensions. It emphasizes that understanding cultural differences is important for succeeding in international business encounters. Effective business requires adapting to foreign cultural norms and values.
The cross cultural training for the global workforce andsudeeppanicker
This document discusses managing cross-cultural issues and contains several sections. It begins by outlining the benefits of cross-cultural training for organizations and individuals. It then lists the objectives of understanding the role of cross-cultural training in expatriate adjustment and analyzing personality and situational factors related to success. The document also presents a model incorporating individual, situational, and intercultural competence variables.
Survival Of The Fittest Essay. Survival of the Fittest Lesson - Teaching with...Heather Green
Survival Of The Fittest Essay Example - PHDessay.com. Survival of the Fittest Definition amp; Examples Britannica. Essay on survival of the fittest. Survival of the Fittest, Essay .... Survival of the Fittest. Survival of the Fittest: Parable of the Sower Theme Essay - Burch .... Essay on survival of the fittest. Charles Darwin Survival Of The .... Survival of the fittest seminar: Essay Example, 494 words EssayPay. Survival of the Fittest: Definition and Examples of this Useful Idiom .... Essay about survival of the fittest - sanjran.web.fc2.com. survival of the fittest Definition, Applications, amp; Examples Britannica. Essay About Survival Of The Fittest. Survival of the Fittest Skeptical Science. Survival Of The Fittest Poem by James Mcintyre. Survival Of The Fittest - Survival Of The Fittest Poem by v.m .... Essay on survival of the fittest. Survival Of The Fitte
MBA 614 Cross-Cultural Management MODULE 4 CHAPT.docxalfredacavx97
MBA 614
Cross-Cultural Management
MODULE 4
CHAPTER 9 HOW WE MANAGE TIME
SEQUENTIALLY VS. SYNCHRONICALLY
CHAPTER 10 HOW WE MANAGE THE ENVIRONMENT
OUTLINE
How We Manage Time Sequentially or Synchronically ?
This is about the relative importance cultures give to the past, present, and future. It can be sequential = a series of linear passing events orIt can be synchronic = we can work on tasks in parallel
Americans Dream /French Nightmare Time can be legitimately conceived of as a line of sequential events passing us at regular intervals.
It can also be conceived of as cyclical and repetitive compressing past, present and future.
With respect to time, the American Dream is the French Nightmare.
Past/Present/Future Oriented Cultures
Past-oriented cultures
Present-oriented cultures
Future-oriented cultures
Long – Term Orientation
Countries that rank low on this dimension prefer stability, traditions and address societal change with suspicion. While countries who rank high on this dimension are thriftier and are more open to new ways of doing things.
They can all show managers how to motivate and market to these type of employees.
Indulgence Vs. Restraint
Indulgent societies have no issue with spending on leisure and simply enjoying life. Restraint motivated societies believe more in suppressing gratification of needs and regulating their spending.
They can all show managers how to motivate and market to these type of employees.
*
Subcomponents of the time dimension:
Time is sequential or synchronic
Duration of time
Clock or event time?
Time as a Social Construct
Emile Durkheim, the French sociologist, saw time as a social construct in which members of a culture coordinate their activities.
Edward Hall and Time
He described synchronic as polychromic and sequential as monochromic.
People who do more than one thing at a time can, without meaning to, insult those who are used to doing only one thing.
Likewise, people who do only one thing at a time insult those who are used to doing several things.
Cottle Configurations
Cottle ended up with four possible configurationsAbsence or relationshipTemporal integrationPartial overlap of the circlesPast, present, and future are touching but not overlapping.
Time Horizon
The circle test measured how different cultures assign different meanings to past, present, and future. But it is also important to see whether people share a short-term or long term time horizon: meaning the duration of time.
Meaning of the Duration of Time
Time horizon affects how we do business. It is obvious that the relatively long-term vision of the Japanese contrasts with the “quarterly thinking” of the American.
Time Orientations and Management
Business organizations are structured in accordance with how they conceive of time.When orientations to time differ confusion might occur.It is frequently claimed that synchronic people are difficult to do business with, because .
Writing The College Application Essay. Online assignment writing service.Stephanie Benjamin
The document discusses the importance of family law and alternatives to litigation in family law cases. It notes that traditional litigation puts strain on families and can have devastating emotional and financial consequences. As an alternative, collaborative practice was developed, which involves lawyers, mental health professionals, and financial advisors working together with clients to resolve issues without court involvement. This helps maintain clients' mental well-being during difficult times and prepares them for the emotional aftermath of cases. The collaborative approach has now spread globally.
In the Eye of the BeholderCross Cultural Lessons in Leaders.docxjaggernaoma
In the Eye of the Beholder:
Cross Cultural Lessons in Leadership from Project GLOBE
Mansour Javidan, Peter W. Dorfman, Mary Sully de Luque, and Robert J. House*
Executive Overview
Global leadership has been identified as a critical success factor for large multinational corporations. While
there is much writing on the topic, most seems to be either general advice (i.e., being open minded and
respectful of other cultures) or very specific information about a particular country based on a limited case
study (do not show the soles of your shoes when seated as a guest in an Arab country). Both kinds of
information are certainly useful, but limited from both theoretical and practical viewpoints on how to lead
in a foreign country. In this paper, findings from the Global Leadership and Organizational Behavior
Effectiveness (GLOBE) research program are used to provide a sound basis for conceptualizing worldwide
leadership differences. We use a hypothetical case of an American executive in charge of four similar teams
in Brazil, France, Egypt, and China to discuss cultural implications for the American executive. Using the
hypothetical case involving five different countries allows us to provide in-depth action oriented and
context specific advice, congruent with GLOBE findings, for effectively interacting with employees from
different cultures. We end the paper with a discussion of the challenges facing global executives and how
corporations can develop useful global leadership capabilities.
Impact of Globalization
A
lmost no American corporation is immune
from the impact of globalization. The reality
for American corporations is that they must
increasingly cope with diverse cross-cultural em-
ployees, customers, suppliers, competitors, and
creditors, a situation well captured by the follow-
ing quote.
So I was visiting a businessman in downtown Jakarta the
other day and I asked for directions to my next appointment.
His exact instructions were: Go to the building with the
Armani Emporium upstairs—you know, just above the
Hard Rock café—and then turn right at McDonalds. “I just
looked at him and laughed, “Where am’ I?”
Thomas Friedman, New York Times, July 14, 1997
Notwithstanding Tom Friedman’s astonishment
about the global world in Jakarta, the fact is that
people are not generally aware of the tremendous
impact that national culture has on their vision
and interpretation of the world. Because culture
colors nearly every aspect of human behavior, a
working knowledge of culture and its influences
can be useful to executives operating in a multi-
cultural business environment. It is a truism by
now that large corporations need executives with
global mindsets and cross-cultural leadership abil-
ities. Foreign sales by multinational corporations
have exceeded $7 trillion and are growing 20
percent to 30 percent faster than their sales of
exports.1 But while the importance of such busi-
ness grows, 85 percent of Fortune 500 companies
have repo.
This document discusses factors that affect the cultural adjustment of expatriates working in foreign countries. It proposes that three variables are particularly important for cultural adjustment: cultural training, international experience, and cultural distance. Cultural training can help expatriates learn about and adjust to new cultures. International experience exposes expatriates to different cultures, making adjustment easier. Greater cultural distance between an expatriate's home and host countries makes adjustment more difficult, as there are larger differences to adapt to. The document reviews previous research on these topics and develops a theoretical model exploring the relationships between these three variables and cultural adjustment.
2 Cross-Cultural Business
Learning Objectives
Helsinki, Finland—Nokia Corporation (www.nokia.com) is the world’s number one manufacturer of mobile handsets. The company’s 112,000 employees in more than 150 countries generate $79 billion in sales annually. Nokia uses its knowledge of cultures to control 40 percent of the global handset market.
Nokia is especially talented at detecting consumer needs in emerging markets. China and India represent Nokia’s first and second largest markets ahead of third-place United States. Nokia knows that in India a buyer selects a handset that has the right look and style and projects the right image. But for a consumer in China, a handset needs to be the right bargain. And Nokia recently finished a year-long study of the handset needs of people who live in Accra, capital city of the African nation Ghana.
Source: Jeffrey Barbee.
Nokia spends around $8 billion a year on research and development. Anthropologists and psychologists first travel the globe for Nokia to learn how people behave and communicate. Personnel at Nokia’s headquarters in Finland then blend these unique insights with emerging global trends to design new handsets. Finally, the company develops phones suitable for a variety of markets but localizes each one with colors, surface textures, services, and ring-tones.
Nokia maintains its competitive edge through careful cultural research. For example, company anthropologists learned that people in rural areas of emerging markets need a phone that can be shared among many users. So Nokia added the capability to save each person’s contacts separately and installed a call tracker that imposes a time or cost limit on each call. Handsets designed for emerging markets also feature menus in local languages, a one-touch flashlight in case of power outages, and a demo program for those who have never used a mobile phone. As you read this chapter, consider how culture influences international business and how company actions affect cultures.1
This chapter is the first of three that describe the links between international business activity and a nation’s business environment. We introduce these topics early because of their strong influence on how commerce is conducted in different countries. In fact, success in international business can often be traced directly to a deep understanding of some aspect of a people’s commercial environment. This chapter explores the influence of culture on international business activity. Chapter 3 presents the roles of political and legal systems, and Chapter 4 examines the impact of economic systems and emerging markets on international business.
An assessment of any nation’s overall business climate is typically the first step in analyzing its potential as a host for international commercial activity. This means addressing some important questions, such as the following: What language(s) do the people speak? What is the climate like? Are the local people open to new ideas a.
Ralph CastellanosHCOM 100Application Paper #1This assig.docxcatheryncouper
Ralph Castellanos
HCOM 100 Application Paper #1
This assignment requires that you write a two-page paper. You will choose a concept or theory from any one of the chapters we’ve previously covered, Chapters 1- 4. For example, an acceptable paper would take a scene from the TV show Modern Family and use the concept of high and low context between cultures to analyze the scene. You may analyze any artifacts within pop culture, e.g., movies, TV shows, books, songs, etc.
Your paper must be written in Times New Roman, 12-point font, double-spaced, and with one-inch margins. This document, which you are reading, satisfies the formatting requirements. Use the header section in the document to write your name and the title. My name and the title of this document are in the header section. The first draft of this paper is due September 20th, 2014. I will make comments on the draft and return the paper to you to be resubmitted as a final draft. I will grade your paper on grammar, syntax, completeness, conceptual accuracy, and appropriate contextual application to a pop culture artifact.
Provide information of the pop culture artifact on a separate sheet of paper. Include the author(s), year, name of the work, and a description of the artifact, e.g., this is a movie about two people who fall on love but experience difficulty due to cultural differences. Feel free to email me with your questions.
This paper also has to have 3 sources, one from the movie, one from the book "Real communication an introduction" and one from California State University Fullerton Library's database, it should be an academic one.
INTRODUCTION
In this book, we have explored the IHRM issues relating to managing people globally. To that end, we have focused on the implications that the process of internationalization has for the activities and policies of HRM. We now turn our attention to developments that have not previously been emphasized in the general IHRM literature and the challenges they present to IHRM: international business ethics, mode of operation, nongovernment organizations (NGOs), and the developing role of IHRM in contributing to safety, security and dealing with global terrorism. In a sense, a number of these topics reflect what some Japanese MNEs refer to as the 'general affairs' aspect of IHRM - in Japan it is common to use the term 'Human Resources and General Affairs' for the HR function1 because there is an expectation that the human resource function will be the first line of defense in dealing with unpredictable and emergent issues from the many and varied environments and constituency groups that make up the complexity of MNEs.
In the sections that follow we return to a discussion of some issues that distinguish HRM in MNEs and revisit the framework of strategic HRM in MNEs presented in Chapter 1 - see Figure 10.1. These topics include issues associated with external factors and organizational factors that impact on the HR function and pract ...
This document summarizes a literature review of articles on culture published in the Engineering Management Journal between 1989 and 2014. It finds that while over 575 articles were published, few addressed cultural issues. Those that did often focused on understanding how globalization and multicultural teams impact engineering management. The review aims to help engineering managers enhance their cultural knowledge and leadership skills for diverse, global environments. It provides background on definitions of culture from anthropology and discusses some of the major researchers in the field of organizational culture.
The document discusses expatriates and multinational corporations. It notes that in 1997, American MNCs had 150,000 expatriates abroad and 83,000 foreign employees in the US, with over 31 million international workers globally and $11 trillion in worldwide MNC sales. Success of international business depends on expatriates, but expatriate failure rates range from 10-50% depending on country, with the US at 30-40% typically due to cultural adjustments, language barriers, and living difficulties. Proper selection, training, support and repatriation are keys to expatriate success.
The role of cultures in international mergers: exploring the reasons for Daim...M. Arnaudova
The document discusses the failure of the Daimler-Benz and Chrysler merger, citing cultural differences as a key reason. It provides context on the merger, which combined the German luxury car maker Daimler-Benz with the American maker Chrysler to create the world's fifth largest automaker. However, the merger failed to integrate the two very different organizational cultures. Insufficient attention to addressing cultural differences during the integration process undermined synergies and led to the merger's failure, demonstrating the importance of considering culture in international business combinations.
Communication Challenges in a Diverse, Global Marketplace.pdfBlackMoon54
This document provides an overview of communication challenges in a diverse, global marketplace. It discusses both the opportunities and challenges of intercultural communication, including how culture influences business communication. Key dimensions of cultural diversity that influence communication are identified as contextual differences, legal and ethical differences, social norms, nonverbal communication, age differences, gender differences, religious differences, and ability differences. Specific guidelines are provided for developing cultural competency and adapting communication to different cultures.
International Human Resource Management (IHRM) refers to the management of human resources in a multinational organization. It involves various activities such as recruitment, selection, training, compensation, and performance management of employees across different countries and cultures.
IHRM is crucial as it deals with the challenges and complexities of managing a diverse workforce in multiple locations. It requires understanding and adapting to different labor laws, cultural norms, language barriers, and economic conditions.
Here are some links that provide more information on International HRM:
Society for Human Resource Management (SHRM) - International HR: https://www.shrm.org/hr-today/trends-and-forecasting/research-and-surveys/pages/international-hr.aspx
International Journal of Human Resource Management: https://www.tandfonline.com/loi/rijh20
The Society for International Human Resource Management (SIHRM): https://www.sihrm.org/
International HRM: Managing People in a Multinational Context (Book): https://www.amazon.com/International-HRM-Managing-Multinational-Context/dp/0415710522
Please note that International HRM is a broad topic, and there are numerous resources available online and in academic journals that delve deeper into specific aspects of this field.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
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The document discusses various aspects of cultural differences that affect international marketing. It provides examples of how cultures differ in their use of language, non-verbal communication, consumption patterns, and evaluation of products. Religions, social institutions, and manners/customs are identified as elements of culture that marketers must understand to effectively operate across borders.
This document discusses applying Hermann Witkin's theories on cognitive styles and field dependence/independence to studying global managers and OD practitioners. Witkin found some people have a more field dependent cognitive style, where their perceptions are more influenced by surrounding context, while others are more field independent. Recent research shows Eastern cultures tend toward a more field dependent/holistic style while Western cultures favor a field independent/analytic style. The document argues global managers and OD experts require abilities to manage perceptual-cognitive complexity and proposes developing an "Integrated Perceptual-Cognitive Ability" to allow them to effectively function across cultures.
Understanding International Business in the Context of Cultural LensesIOSR Journals
This paper is based on the premise that for business organizations to succeed in our globalized, competitive international environment without a „globalized‟ culture, business managers need to have a sound and practical knowledge of cross boarder cultures. Believing, as Dewey (1938) long ago recognized that “there is nothing more practical than a good theory”, the paper identified from the professional literature and discussed seven theories of culture. The understanding of these cultural models would help the business manager to become more intelligent, culturally more sensitive to cultural differences, develop cultural competence and became more effective and efficient as he/she works to overcome cultural complexities that can negatively affect business and business profits.
32CHAPTER 2 THE CULTURAL CONTEXT OF IHRMAccording to results o.docxgilbertkpeters11344
32CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
According to results of the Idofstede study, the US culture is characterized more by indi-vidualist behavior. The same applies to the other Anglo Saxon countries such as Australia or the United Kingdom. The extent of power distance is classified as rather low for all these countries. In terms of the characteristics for both of these cultural dimensions, many South Asian countries can be described as the opposite. For example, Singapore, Hong Kong and Taiwan (and also many South American countries) are characterized by collectivist values and a high power distance. These clusters are culturally distant from each other according to results of the study. The countries are assigned to one duster due to statistically established similarities among them.
Some Asian cultures tend to score high on uncertainty avoidance and high on power dis-tance. Among them are Singapore and Hong Kong. On the contrary, the German speaking countries such as Germany, Austria and Switzerland build with others a cluster that can be described by a comparably strong tendency of uncertainty avoidance and a relatively low power distance.
As a result of combining the masculinity index with the uncertainty avoidance dimension, we can identify a cluster that includes predominantly German-speaking countries Germany, Austria and Switzerland. All three countries are attributed more masculine values with relatively high uncertainty avoidance tendency. The group of predominantly German-speaking countries is the second most masculine-oriented after Japan. Opposite to this is the Scandinavian cluster, includ-ing Denmark, Sweden, Norway and Finland.
In terms of the fifth dimension, long-term vs. short-term orientation of cultures, the USA, for example, is characterized by a rather low value. Therefore, it is classified more as a short-term oriented culture. This result is the opposite of the Asian countries, which demonstrate higher value for long-term orientation. Thus, the robust economic growth of the Four Asian Tigers in the 1980s - Hong Kong, Singapore, South Korea and Taiwan - is partly traced back to a strong orientation on Confucianism values.'*'' Table 2.1 presents examples of how cultural context may effect selected H R M practices.
TABLE 2.1 Examples of the impact of the cultural context on HRM practices
behavi of H o deterrr insteac Hoi derivei level, t extent the de( practic questit potent
Anc The e> try bo: compa that th culture sent th equall) nation: scholai tity an
The was CO many i characi of pers
HRM practices Recruitment and selection
Impact of the cultural context
In societies tow on In-group collectivism' individual achievements represent important selection criteria.
In societies high on 'in-group collectivism' the emphasis in the recruiting process is more on team-related skills than on individual competencies.
distorti would distinct also CO ing am dimens
t r a i n i n g and development
Compe.
1
MBA 670 Capsim: Strategic Decision Making
Project 5 - Creating an International Business Plan
Learning Topics
2
MBA 670: Strategic Decision Making
Project 5 Learning Topics
1 Assess the Characteristics of MediCorp's Potential Customers in
the Selected Country
International Cultural Differences
Communications, teamwork, organizational hierarchy, and positive attitudes toward management roles
are essential in any organization. These are crucial in international business, as problems are often
exacerbated by subtle cross-cultural differences. When defining roles in multinational teams whose
members have diverse attitudes and expectations about organizational hierarchy, these cultural
differences can present a challenge.
Culture is a system of values and norms that is shared among a group of people. The ways people
interact socially, their mutual expectations, and the values they share all have consequences for doing
business and managing across cross-cultural boundaries.
How a country's cultural differences relate to international business can be seen in the following
examples:
• In Japan, social hierarchy and respect for seniority are highly valued and are reflected at the
workplace. Those in senior management positions command respect and expect a formality and
deference from junior team members.
• In Scandinavian countries, societal equality is emphasized. Workplaces therefore tend to have a
comparatively flat organizational hierarchy. In turn, this organization can result in relatively
informal communication and an emphasis on cooperation across the organization.
• The way to address colleagues and business partners varies in different countries. While
Americans and Canadians tend to use first names, in Asian countries such as South Korea,
China, and Singapore, colleagues tend to use the formal address, Mr. or Ms. So do Germans and
many Europeans.
• The concept of punctuality also differs between cultures. Where an American may arrive at a
meeting a few minutes early, an Indian or Mexican colleague may arrive well after the scheduled
start time and still be considered on time.
• Attitudes to work also differ. While some may consider working long hours a sign of commitment,
others may view it as an encroachment on their personal time and a sacrifice of essential family
time.
• Greeting customs are highly culture- and situation-specific. In the United States and Canada, a
simple handshake while looking a person in the eye is the norm. In Japan, bowing is the
traditional greeting—the deeper the bow, the greater the respect shown. In India, you put hands
together as in prayer and say "namaste." In Arab countries, men might hug and kiss each other
(but not a woman) on the cheek.
• In Latin America and the Middle East, the acceptable physical distance needed to respect
someone's personal space is much shorter than what most Europeans and Americans feel
comfor.
1
MBA 670 Capsim: Strategic Decision Making
Project 5 - Creating an International Business Plan
Learning Topics
2
MBA 670: Strategic Decision Making
Project 5 Learning Topics
1 Assess the Characteristics of MediCorp's Potential Customers in
the Selected Country
International Cultural Differences
Communications, teamwork, organizational hierarchy, and positive attitudes toward management roles
are essential in any organization. These are crucial in international business, as problems are often
exacerbated by subtle cross-cultural differences. When defining roles in multinational teams whose
members have diverse attitudes and expectations about organizational hierarchy, these cultural
differences can present a challenge.
Culture is a system of values and norms that is shared among a group of people. The ways people
interact socially, their mutual expectations, and the values they share all have consequences for doing
business and managing across cross-cultural boundaries.
How a country's cultural differences relate to international business can be seen in the following
examples:
• In Japan, social hierarchy and respect for seniority are highly valued and are reflected at the
workplace. Those in senior management positions command respect and expect a formality and
deference from junior team members.
• In Scandinavian countries, societal equality is emphasized. Workplaces therefore tend to have a
comparatively flat organizational hierarchy. In turn, this organization can result in relatively
informal communication and an emphasis on cooperation across the organization.
• The way to address colleagues and business partners varies in different countries. While
Americans and Canadians tend to use first names, in Asian countries such as South Korea,
China, and Singapore, colleagues tend to use the formal address, Mr. or Ms. So do Germans and
many Europeans.
• The concept of punctuality also differs between cultures. Where an American may arrive at a
meeting a few minutes early, an Indian or Mexican colleague may arrive well after the scheduled
start time and still be considered on time.
• Attitudes to work also differ. While some may consider working long hours a sign of commitment,
others may view it as an encroachment on their personal time and a sacrifice of essential family
time.
• Greeting customs are highly culture- and situation-specific. In the United States and Canada, a
simple handshake while looking a person in the eye is the norm. In Japan, bowing is the
traditional greeting—the deeper the bow, the greater the respect shown. In India, you put hands
together as in prayer and say "namaste." In Arab countries, men might hug and kiss each other
(but not a woman) on the cheek.
• In Latin America and the Middle East, the acceptable physical distance needed to respect
someone's personal space is much shorter than what most Europeans and Americans feel
comfor.
The document discusses understanding foreign cultures for international business. It identifies several key objectives: developing an appreciation for cultural differences; understanding how culture impacts business strategy and implementation; and learning frameworks for classifying cultural dimensions. It emphasizes that understanding cultural differences is important for succeeding in international business encounters. Effective business requires adapting to foreign cultural norms and values.
The cross cultural training for the global workforce andsudeeppanicker
This document discusses managing cross-cultural issues and contains several sections. It begins by outlining the benefits of cross-cultural training for organizations and individuals. It then lists the objectives of understanding the role of cross-cultural training in expatriate adjustment and analyzing personality and situational factors related to success. The document also presents a model incorporating individual, situational, and intercultural competence variables.
Survival Of The Fittest Essay. Survival of the Fittest Lesson - Teaching with...Heather Green
Survival Of The Fittest Essay Example - PHDessay.com. Survival of the Fittest Definition amp; Examples Britannica. Essay on survival of the fittest. Survival of the Fittest, Essay .... Survival of the Fittest. Survival of the Fittest: Parable of the Sower Theme Essay - Burch .... Essay on survival of the fittest. Charles Darwin Survival Of The .... Survival of the fittest seminar: Essay Example, 494 words EssayPay. Survival of the Fittest: Definition and Examples of this Useful Idiom .... Essay about survival of the fittest - sanjran.web.fc2.com. survival of the fittest Definition, Applications, amp; Examples Britannica. Essay About Survival Of The Fittest. Survival of the Fittest Skeptical Science. Survival Of The Fittest Poem by James Mcintyre. Survival Of The Fittest - Survival Of The Fittest Poem by v.m .... Essay on survival of the fittest. Survival Of The Fitte
MBA 614 Cross-Cultural Management MODULE 4 CHAPT.docxalfredacavx97
MBA 614
Cross-Cultural Management
MODULE 4
CHAPTER 9 HOW WE MANAGE TIME
SEQUENTIALLY VS. SYNCHRONICALLY
CHAPTER 10 HOW WE MANAGE THE ENVIRONMENT
OUTLINE
How We Manage Time Sequentially or Synchronically ?
This is about the relative importance cultures give to the past, present, and future. It can be sequential = a series of linear passing events orIt can be synchronic = we can work on tasks in parallel
Americans Dream /French Nightmare Time can be legitimately conceived of as a line of sequential events passing us at regular intervals.
It can also be conceived of as cyclical and repetitive compressing past, present and future.
With respect to time, the American Dream is the French Nightmare.
Past/Present/Future Oriented Cultures
Past-oriented cultures
Present-oriented cultures
Future-oriented cultures
Long – Term Orientation
Countries that rank low on this dimension prefer stability, traditions and address societal change with suspicion. While countries who rank high on this dimension are thriftier and are more open to new ways of doing things.
They can all show managers how to motivate and market to these type of employees.
Indulgence Vs. Restraint
Indulgent societies have no issue with spending on leisure and simply enjoying life. Restraint motivated societies believe more in suppressing gratification of needs and regulating their spending.
They can all show managers how to motivate and market to these type of employees.
*
Subcomponents of the time dimension:
Time is sequential or synchronic
Duration of time
Clock or event time?
Time as a Social Construct
Emile Durkheim, the French sociologist, saw time as a social construct in which members of a culture coordinate their activities.
Edward Hall and Time
He described synchronic as polychromic and sequential as monochromic.
People who do more than one thing at a time can, without meaning to, insult those who are used to doing only one thing.
Likewise, people who do only one thing at a time insult those who are used to doing several things.
Cottle Configurations
Cottle ended up with four possible configurationsAbsence or relationshipTemporal integrationPartial overlap of the circlesPast, present, and future are touching but not overlapping.
Time Horizon
The circle test measured how different cultures assign different meanings to past, present, and future. But it is also important to see whether people share a short-term or long term time horizon: meaning the duration of time.
Meaning of the Duration of Time
Time horizon affects how we do business. It is obvious that the relatively long-term vision of the Japanese contrasts with the “quarterly thinking” of the American.
Time Orientations and Management
Business organizations are structured in accordance with how they conceive of time.When orientations to time differ confusion might occur.It is frequently claimed that synchronic people are difficult to do business with, because .
Writing The College Application Essay. Online assignment writing service.Stephanie Benjamin
The document discusses the importance of family law and alternatives to litigation in family law cases. It notes that traditional litigation puts strain on families and can have devastating emotional and financial consequences. As an alternative, collaborative practice was developed, which involves lawyers, mental health professionals, and financial advisors working together with clients to resolve issues without court involvement. This helps maintain clients' mental well-being during difficult times and prepares them for the emotional aftermath of cases. The collaborative approach has now spread globally.
In the Eye of the BeholderCross Cultural Lessons in Leaders.docxjaggernaoma
In the Eye of the Beholder:
Cross Cultural Lessons in Leadership from Project GLOBE
Mansour Javidan, Peter W. Dorfman, Mary Sully de Luque, and Robert J. House*
Executive Overview
Global leadership has been identified as a critical success factor for large multinational corporations. While
there is much writing on the topic, most seems to be either general advice (i.e., being open minded and
respectful of other cultures) or very specific information about a particular country based on a limited case
study (do not show the soles of your shoes when seated as a guest in an Arab country). Both kinds of
information are certainly useful, but limited from both theoretical and practical viewpoints on how to lead
in a foreign country. In this paper, findings from the Global Leadership and Organizational Behavior
Effectiveness (GLOBE) research program are used to provide a sound basis for conceptualizing worldwide
leadership differences. We use a hypothetical case of an American executive in charge of four similar teams
in Brazil, France, Egypt, and China to discuss cultural implications for the American executive. Using the
hypothetical case involving five different countries allows us to provide in-depth action oriented and
context specific advice, congruent with GLOBE findings, for effectively interacting with employees from
different cultures. We end the paper with a discussion of the challenges facing global executives and how
corporations can develop useful global leadership capabilities.
Impact of Globalization
A
lmost no American corporation is immune
from the impact of globalization. The reality
for American corporations is that they must
increasingly cope with diverse cross-cultural em-
ployees, customers, suppliers, competitors, and
creditors, a situation well captured by the follow-
ing quote.
So I was visiting a businessman in downtown Jakarta the
other day and I asked for directions to my next appointment.
His exact instructions were: Go to the building with the
Armani Emporium upstairs—you know, just above the
Hard Rock café—and then turn right at McDonalds. “I just
looked at him and laughed, “Where am’ I?”
Thomas Friedman, New York Times, July 14, 1997
Notwithstanding Tom Friedman’s astonishment
about the global world in Jakarta, the fact is that
people are not generally aware of the tremendous
impact that national culture has on their vision
and interpretation of the world. Because culture
colors nearly every aspect of human behavior, a
working knowledge of culture and its influences
can be useful to executives operating in a multi-
cultural business environment. It is a truism by
now that large corporations need executives with
global mindsets and cross-cultural leadership abil-
ities. Foreign sales by multinational corporations
have exceeded $7 trillion and are growing 20
percent to 30 percent faster than their sales of
exports.1 But while the importance of such busi-
ness grows, 85 percent of Fortune 500 companies
have repo.
This document discusses factors that affect the cultural adjustment of expatriates working in foreign countries. It proposes that three variables are particularly important for cultural adjustment: cultural training, international experience, and cultural distance. Cultural training can help expatriates learn about and adjust to new cultures. International experience exposes expatriates to different cultures, making adjustment easier. Greater cultural distance between an expatriate's home and host countries makes adjustment more difficult, as there are larger differences to adapt to. The document reviews previous research on these topics and develops a theoretical model exploring the relationships between these three variables and cultural adjustment.
2 Cross-Cultural Business
Learning Objectives
Helsinki, Finland—Nokia Corporation (www.nokia.com) is the world’s number one manufacturer of mobile handsets. The company’s 112,000 employees in more than 150 countries generate $79 billion in sales annually. Nokia uses its knowledge of cultures to control 40 percent of the global handset market.
Nokia is especially talented at detecting consumer needs in emerging markets. China and India represent Nokia’s first and second largest markets ahead of third-place United States. Nokia knows that in India a buyer selects a handset that has the right look and style and projects the right image. But for a consumer in China, a handset needs to be the right bargain. And Nokia recently finished a year-long study of the handset needs of people who live in Accra, capital city of the African nation Ghana.
Source: Jeffrey Barbee.
Nokia spends around $8 billion a year on research and development. Anthropologists and psychologists first travel the globe for Nokia to learn how people behave and communicate. Personnel at Nokia’s headquarters in Finland then blend these unique insights with emerging global trends to design new handsets. Finally, the company develops phones suitable for a variety of markets but localizes each one with colors, surface textures, services, and ring-tones.
Nokia maintains its competitive edge through careful cultural research. For example, company anthropologists learned that people in rural areas of emerging markets need a phone that can be shared among many users. So Nokia added the capability to save each person’s contacts separately and installed a call tracker that imposes a time or cost limit on each call. Handsets designed for emerging markets also feature menus in local languages, a one-touch flashlight in case of power outages, and a demo program for those who have never used a mobile phone. As you read this chapter, consider how culture influences international business and how company actions affect cultures.1
This chapter is the first of three that describe the links between international business activity and a nation’s business environment. We introduce these topics early because of their strong influence on how commerce is conducted in different countries. In fact, success in international business can often be traced directly to a deep understanding of some aspect of a people’s commercial environment. This chapter explores the influence of culture on international business activity. Chapter 3 presents the roles of political and legal systems, and Chapter 4 examines the impact of economic systems and emerging markets on international business.
An assessment of any nation’s overall business climate is typically the first step in analyzing its potential as a host for international commercial activity. This means addressing some important questions, such as the following: What language(s) do the people speak? What is the climate like? Are the local people open to new ideas a.
Ralph CastellanosHCOM 100Application Paper #1This assig.docxcatheryncouper
Ralph Castellanos
HCOM 100 Application Paper #1
This assignment requires that you write a two-page paper. You will choose a concept or theory from any one of the chapters we’ve previously covered, Chapters 1- 4. For example, an acceptable paper would take a scene from the TV show Modern Family and use the concept of high and low context between cultures to analyze the scene. You may analyze any artifacts within pop culture, e.g., movies, TV shows, books, songs, etc.
Your paper must be written in Times New Roman, 12-point font, double-spaced, and with one-inch margins. This document, which you are reading, satisfies the formatting requirements. Use the header section in the document to write your name and the title. My name and the title of this document are in the header section. The first draft of this paper is due September 20th, 2014. I will make comments on the draft and return the paper to you to be resubmitted as a final draft. I will grade your paper on grammar, syntax, completeness, conceptual accuracy, and appropriate contextual application to a pop culture artifact.
Provide information of the pop culture artifact on a separate sheet of paper. Include the author(s), year, name of the work, and a description of the artifact, e.g., this is a movie about two people who fall on love but experience difficulty due to cultural differences. Feel free to email me with your questions.
This paper also has to have 3 sources, one from the movie, one from the book "Real communication an introduction" and one from California State University Fullerton Library's database, it should be an academic one.
INTRODUCTION
In this book, we have explored the IHRM issues relating to managing people globally. To that end, we have focused on the implications that the process of internationalization has for the activities and policies of HRM. We now turn our attention to developments that have not previously been emphasized in the general IHRM literature and the challenges they present to IHRM: international business ethics, mode of operation, nongovernment organizations (NGOs), and the developing role of IHRM in contributing to safety, security and dealing with global terrorism. In a sense, a number of these topics reflect what some Japanese MNEs refer to as the 'general affairs' aspect of IHRM - in Japan it is common to use the term 'Human Resources and General Affairs' for the HR function1 because there is an expectation that the human resource function will be the first line of defense in dealing with unpredictable and emergent issues from the many and varied environments and constituency groups that make up the complexity of MNEs.
In the sections that follow we return to a discussion of some issues that distinguish HRM in MNEs and revisit the framework of strategic HRM in MNEs presented in Chapter 1 - see Figure 10.1. These topics include issues associated with external factors and organizational factors that impact on the HR function and pract ...
This document summarizes a literature review of articles on culture published in the Engineering Management Journal between 1989 and 2014. It finds that while over 575 articles were published, few addressed cultural issues. Those that did often focused on understanding how globalization and multicultural teams impact engineering management. The review aims to help engineering managers enhance their cultural knowledge and leadership skills for diverse, global environments. It provides background on definitions of culture from anthropology and discusses some of the major researchers in the field of organizational culture.
The document discusses expatriates and multinational corporations. It notes that in 1997, American MNCs had 150,000 expatriates abroad and 83,000 foreign employees in the US, with over 31 million international workers globally and $11 trillion in worldwide MNC sales. Success of international business depends on expatriates, but expatriate failure rates range from 10-50% depending on country, with the US at 30-40% typically due to cultural adjustments, language barriers, and living difficulties. Proper selection, training, support and repatriation are keys to expatriate success.
The role of cultures in international mergers: exploring the reasons for Daim...M. Arnaudova
The document discusses the failure of the Daimler-Benz and Chrysler merger, citing cultural differences as a key reason. It provides context on the merger, which combined the German luxury car maker Daimler-Benz with the American maker Chrysler to create the world's fifth largest automaker. However, the merger failed to integrate the two very different organizational cultures. Insufficient attention to addressing cultural differences during the integration process undermined synergies and led to the merger's failure, demonstrating the importance of considering culture in international business combinations.
Communication Challenges in a Diverse, Global Marketplace.pdfBlackMoon54
This document provides an overview of communication challenges in a diverse, global marketplace. It discusses both the opportunities and challenges of intercultural communication, including how culture influences business communication. Key dimensions of cultural diversity that influence communication are identified as contextual differences, legal and ethical differences, social norms, nonverbal communication, age differences, gender differences, religious differences, and ability differences. Specific guidelines are provided for developing cultural competency and adapting communication to different cultures.
International Human Resource Management (IHRM) refers to the management of human resources in a multinational organization. It involves various activities such as recruitment, selection, training, compensation, and performance management of employees across different countries and cultures.
IHRM is crucial as it deals with the challenges and complexities of managing a diverse workforce in multiple locations. It requires understanding and adapting to different labor laws, cultural norms, language barriers, and economic conditions.
Here are some links that provide more information on International HRM:
Society for Human Resource Management (SHRM) - International HR: https://www.shrm.org/hr-today/trends-and-forecasting/research-and-surveys/pages/international-hr.aspx
International Journal of Human Resource Management: https://www.tandfonline.com/loi/rijh20
The Society for International Human Resource Management (SIHRM): https://www.sihrm.org/
International HRM: Managing People in a Multinational Context (Book): https://www.amazon.com/International-HRM-Managing-Multinational-Context/dp/0415710522
Please note that International HRM is a broad topic, and there are numerous resources available online and in academic journals that delve deeper into specific aspects of this field.
Similar to CHAPTER 1 INTRODUCTION9FIGURE 1,3 A model of the variabl.docx (20)
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
Research on
T
ransition to the
A
dult
W
orld
29.
Research on
T
win
S
tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
L
anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
and .
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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The event will cover the following::
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
CHAPTER 1 INTRODUCTION9FIGURE 1,3 A model of the variabl.docx
1. CHAPTER 1 INTRODUCTION
9
FIGURE 1,3 A model of the variables that moderate differences
between domestic and international HRM
The industry
The cultural
(or industries) within
environment
which the multinational
is primarily involved
Domestic and
2. internatlonat
Complexity involved in
Extent of reliance of
activities of the
HRM function
operating in different
the multinational on
countries and employing
its home-country
different national
domestic market
3. categories of employees
Attitudes of senior management
Source: P. J, Dowling, 'Completing the Puzzle: Issues in the
Development ot the Field of International Human Resource'
Management'') (mir) Management International Review, Special
Issue No. 3/99 (1999), p. 3 1 . Reproduced with kind permission
from VS Verlag Fur Soziaiwissenschaften.
THE CULTURAL ENVIRONMENT
I n Chapter 2, The Cultural Context of IHRM, we cover the
concept of culture i n considerable detail, so our comments i n
this introductory chapter are necessarily brief. There are many
defini-tions of culture, but the term is usually used to describe a
shaping process over time. This proc-ess generates relative
stability, reflecting a shared knowledge structure that attenuates
(i.e. reduces) variability i n values, behavioral norms and
patterns of b e h a v i o r . A n i m p o r t a n t char-acteristic of
culture is that it is so subtle a process that one is not always
conscious of its relation-ship to values, attitudes and behaviors.
One usually has to be confronted w i t h a different culture in
order to f u l l y appreciate this effect. Anyone traveling abroad,
either as a tourist or on business, experiences situations that
demonstrate cultural differences in language, f o o d , dress,
hygiene and attitude to time . While the traveller can perceive
4. these differences as novel, even enjoyable, for people required
to live and w o r k i n a new country, such differences can prove
dif-ficult . They may experience culture shock - a phenomenon
experienced by people w h o move across cultures. The new
environment requires many adjustments in a relatively short
period of time, challenging people's frames of reference to such
an extent that their sense of self, especially i n terms of
nationality, comes into question. People, in effect, experience a
shock reaction to new cultural experiences that cause
psychological disorientation because they misunderstand or do
not recognize i m p o r t a n t cues. Culture shock can lead to
negative feelings about the host country and its people and a
longing to return home .
Because international business involves the interaction and
movement of people across national boundaries, an appreciation
of cultural differences and when these differences are im-p o r t
a n t is essential. Research into these aspects has assisted in
furthering our understanding of the cultural environment as an i
m p o r t a n t variable that moderates differences between
domestic and international H R M . However, while cross-
cultural and comparative research attempts to explore and
explain similarities and differences, there are problems
associated w i t h such research. A major problem is that there
is httie agreement on either an exact definition of culture or on
the operationalization of this concept. For many researchers,
culture has become an
10 CHAPTER 1 INTRODUCTION
omnibus variable, representing a range of social, historic,
economic and political factors that are invoked post hoc to
explain similarity or dissimilarity in the results of a study. As
Bhagat and McQiiaid~° have noted, 'Culture has often served
simply as a synonym for nation w i t h o u t any further
5. conceptual grounding . In effect, national differences found in
the characteristics of organizations or their members have been
interpreted as cultural differences'. T o reduce these difficulties,
culture needs to be defined a priori rather than post hoc and it
should not be assumed that national differences necessarily
represent cultural differences.
Another issue i n cross-cultural research concerns the emic-etic
distinction . ^' Emic refers to culture-specific aspects of
concepts or behavior, and etic refers to culture - common
aspects. These terms have been b o r r o w e d f r o m
linguistics: a phone?nic system documents meaningful sounds
specific to a given language, and a phonetic system organizes
all sounds that have mean-ing in any l a n g u a g e . B o t h the
emic and etic approaches are legitimate research orientations. A
major problem may arise, however, if a researcher imposes an
etic approach (that is, assumes universality across cultures) w h
e n there is little or no evidence for doing so. A w e l l - k n o w
n example of an imposed etic approach is the 'convergence
hypothesis' that dominated much of US and European
management research in the 1950s and 1960s. This approach
was based on t w o key assumptions.'^•^ The first assumption
was that there were principles of sound manage-ment that held
regardless of national environments. Thus, the existence of
local or national practices that deviated f r o m these principles
simply indicated a need to change these local prac-tices. The
second assumption was that the universality of sound
management practices w o u l d lead to societies becoming more
and more alike in the future . Given that the USA was the lead-
ing industrial economy at that time, the p o i n t of convergence
was the US model .
T o use Kuhn's^"* terminology, the convergence hypothesis
became an established paradigm that many researchers found
difficult to give up, despite a g r o w i n g body of evidence
6. supporting a divergence hypothesis. I n an i m p o r t a n t early
paper that reviewed the convergence/divergence debate,
Child^'^ made the p o i n t that there is evidence for both
convergence and divergence. The majority of the convergence
studies, however, focus on macrolevel variables (for example,
organizational structure and technology used by M N E s across
cultures) and the majority of the divergence studies focus on
microlevel variables (for example, the behavior of people w i t
h i n firms) . H i s conclusion was that although firms in
different countries are becoming more alike (an etic or
convergence approach), the behavior of individuals w i t h i n
these firms is maintaining its cultural specificity (an emic or
divergence approach). As noted above, both emic and etic
approaches are legitimate research orientations, but
methodological difficulties may arise if the distinction benveen
these t w o approaches is ignored or if unwarranted universalit}'
assumptions are made.'^^ The debate on assumptions of
universality is not limited to the literature i n interna-tional
management as this issue has also, become a topic of debate in
the field of international relations and strategic studies where
international management research is c i t e d . F o r a review of
the convergence/divergence question, see Brewster.
Cultural awareness and the role of the international HR manager
Despite the methodological concerns about cross-cultural
research, it is n o w generally recog-nized that culturally
insensitive attitudes and behaviors stemming f r o m ignorance
or f r o m mis-guided beliefs ('my way is best', or ' w h a t
works at home w i l l w o r k here') are not only inappropriate
but can alTtoo - often contribute to international business
failure. Therefore, an awareness of cultural differences is
essential for the H R manager at corporate headquarters as well
as in the host l o c a t i o n . A c t i v i t i e s such as h i r i n g ,
7. p r o m o t i n g , rewarding and dismissal w i l l be determined
by the legal context and practices of the host country and
usually are based on a value system relevant to that country's
culture. A f i r m may decide to head up a new overseas
operation w i t h an expatriate general manager but appoint as
the H R department manager a local, a person w h o is familiar
w i t h the host country's H R practices. This particular policy
approach can assist in avoiding problems but can still lead to
dilemmas for senior managers. For example, in a number of
developing countries (Indonesia is one such example) local
managers they are ' possess adapting seen as m the best p
C o p i n vant, is a lies for v departmt ciate) the
INDU;
Porter^" is invoK widely f
ictors that As Bhagat n w i t h o u tteristics of duce these Id not
be
c refers ton aspects, aeaningful ave mean-itations. A s, assumes
e l l - k n o w n d much of 3 based on d manage-r national local
prac-ices w o u l d ,s the lead-
paradigm supporting divergence gence. The - example, j r i t y
of the )ple w i t h i n more alike laintaining ic and etic arise if
the ssumptions i n interna-ternational ar a review
8. ally recog-: f r o m mis-e not only erefore, an quarters as
smissal w i l l based o n a w overseas manager a uiar policy
managers, mple) local
CHAPTER 1 INTRODUCTION
11
managers are expected (i.e. there is a perceived obligation) to
employ their extended family i f they are i n a position to do so.
This may lead to a situation where people are hired w h o do not
possess the required technical competence. W h i l e this could
be seen as a successful example of adapting to local
expectations and customs, f r o m a Western perspective this
practice w o u l d be seen as nepotism, a negative practice
which is not in the best interests of the enterprise because the
best people have n o t been hired for the job .
Coping w i t h cultural differences, and recognizing h o w and
when these differences are rele-vant, is a constant challenge for
international firms . H e l p i n g to prepare assignees and their
fami-lies for w o r k i n g and living i n a new cultural
environment has become a key activity for H R departments in
those M N E s that appreciate (or have been forced, t h r o u g h
experience, to appre-ciate) the impact that the cultural
environment can have on staff performance and well - being .
INDUSTRY TYPE
Porter^° suggests that the industry (or industries if the f i r m is
a conglomerate) in w h i c h a M N E is involved is of
considerable importance because patterns of international
competition vary widely f r o m one industry to another. A t one
end of the c o n t i n u u m of international competition is the
9. multidomestic industry, one in w h i c h competition i n each
country is essentially independ-ent of competition in other
countries. T r a d i t i o n a l examples include retailing,
distribution and insurance. A t the other end of the c o n t i n u
u m is the global industry, one i n w h i c h a firm's com-
petitive position in one country is significantly influenced by its
position i n other countries. Examples include commercial
aircraft, semiconductors and copiers. The key distinction
between a multidomestic industry and a global industry is
described by Porter as follows:
The global Industry is not merely a collection of domestic
industries but a series of linked domestic industries In which
the rivals compete against each other on a truly worldwide basis
... In a multido-mestic industry, then, International strategy
collapses to a series of domestic strategies. The issuesthat are
uniquely International revolve around how to do business
abroad, how to select good coun-tries in which to compete (or
assess country risk), and mechanisms to achieve the one-time
transfer of know-how. These are questions that are relatively
well developed in the literature. In a global indus-try, however,
managing international activities like a portfolio will undermine
the possibility of achievingcompetitive advantage. In a global
industry, a firm must in some way integrate its activities on a
world-wide basis to capture the linkages among countries. (Page
12)
The role of the H R M function i n multidomestic and global
industries can be analyzed using Porter's value-chain model . ^'
I n Porter's model, H R M is seen as one of four support
activities for the five p r i m a r y activities of the f i r m . Since
h u m a n resources are involved in each of the pri-mary and
support activities, the H R M function is seen as cutting across
the entire value chain of a f i r m . If the f i r m is i n a
multidomestic industry, the role of the H R department w i l l
10. most likely be more domestic i n structure and orientation . A t
times there may be considerable demand for international
services f r o m the H R M function (for example, w h e n a new
plant or office is estab-lished in a foreign location and the need
for expatriate employees arises), but these activities w o u l d
not be pivotal - indeed, many of these services may be provided
via consultants and/or temporary employees. The m a i n role
for the H R M function w o u l d be to support the p r i m a r y
activities of the f i r m in each domestic market to achieve a
competitive advantage through either cost/efficiency or
product/service differentiation .
If the
m u l t i n a t i o n a l is
i n a global industry, however, the 'imperative for
coordination'
described
by Porter w o u l d
require a H R M f u n c t i o n structured to deliver the
international sup-
p o r t required by the p r i m a r y activities of the M N E . The
need to develop coordination raises complex problems for any
m u l t i n a t i o n a l . As Laurent^^ has noted:
In order to build, maintain, and develop their corporate identity,
multinational organizations need to strive for consistency in
their ways of managing people on a worldwide basis. Yet, and
in order to be
CHAPTER 1 INTRODUCTION
effective iocally, ttiey also need to adapt those ways to the
specific cultural requirements of different societies. While the
global nature of the business may call for increased consistency,
the variety of cut- - tural environments may be calling for
11. differentiation.
Laurent proposes that a truly internatjonal conception of human
resource management w o u l d require the f o l l o w i n g
steps:
An explicit recognition by the parent organization that its own
peculiar ways of managing human resources reflect some
assumptions and values of its home culture.
An explicit recognition by the parent organization that its
peculiar ways are neither universally better nor worse than
others but are different and likely to exhibit strengths and
weaknesses, particularly abroad.
An explicit recognition by the parent organization that its
foreign subsidiaries may have other preferred ways of managing
people that are neither intrinsically better nor worse, but could
possibly be more effective locally.
A willingness from headquarters to not only acknowledge
cultural differences, but also to take active steps in order to
make them discussable and therefore usable.
The building of a genuine belief by all parties involved that
more creative and effective ways of managing people could be
developed as a result ot cross-cultural learning.
In offering diis proposal, Laurent acknowledges that these are
difficult steps that few firms have taken:
They have more to do with states of mind and mindsets than
with behavior. As such, these processes can only be facilitated
and this may represent a primary mission for executives in
charge of interna-tional human resource management, (p. 100)
12. I m p l i c i t in Laurent's analysis is the idea that by taking the
steps he describes, a M N E attempting to implement a global
strategy via coordination of activities w o u l d be better able to
w o r k through the difficulties and complex trade-offs inherent
in such a strategy. Increasingly, multina-tionals are taking a
more strategic approach to the role of H R M and are using staff
transfers and training programs to assist i n coordination of
activities. W e discuss these issues i n more detail i n
subsequent chapters of the book .
EXTENT OF RELIANCE OF THE MULTINATIONAL ON ITS
HOME-OOUNTRY DOMESTIC MARKET
A pervasive but often ignored factor that influences the
behavior of M N E s and resultant H R practices is the extent of
reliance of the m u l t i n a t i o n a l on its home - country
domestic market . When for example, we look through lists of
very large firms (such as those that appear in Fortune and other
business magazines), it is frequently assumed that a global
market perspectivew o u l d be dominant in the firm's culture
and t h i n k i n g . However, size is not the only key variable
when l o o k i n g at a multinational - the extent of reliance of
the multinational on its home - country domestic market is also
very i m p o r t a n t . I n fact, for many firms, a small home
market is one of the key drivers for seeking new international
markets. The United Nations Conference on Trade and
Development ( U N C L A D ) m its annual survey of foreign
direct invest-ment calculates w h a t it refers to as an index of
transnationality, which is an average of ratios of foreign assets
to total assets; foreign sales to total sales; and foreign
employment to total employment . The 'top ten' M N E s ranked
by transnationality are shown in Table 1 . 1 . Based on
14 CHAPTER 1 INTRODUCTION
13. this index of transnationality, the most foreign-oriented
multinational is Xstrata (United King - dom), w i t h an average
of 93.2 per cent of the three ratios (foreign assets to total
assets, foreign sales to total sales and foreign employment to
total employment) located outside of the U K . A l l of the top
ten firms based on transnationality are European .
The only US firms i n the first 30 multinationals ranked by the
transnational index are Liberty Global (Telecommunications)
ranked 13, Schlumberger (Consumer services) ranked 25 and
Coca-Cola (Food & beverages) ranked 29 . The reason for this
lower r a n k i n g of US firms i n terms of the transnational
index is as obvious as it is i m p o r t a n t - the size of the
domestic market for US firms . A very large domestic market
(for US firms this is i n effect the N o r t h American Free Trade
Agreement [ N A F T A ] market) influences all aspects of h o w
a mukinacional organizes its activities. For example, it w i l l be
more likely to use an international division as the way it
organizes its international activities (see Chapter 3) and even if
it uses a global product struc-ture, the importance of the
domestic market may be pervasive.
large domestic market w i l l also influence the attitudes of
senior managers towards their international activities and w i l l
generate a large number of managers w i t h an experience base
of predominantly or even exclusively domestic market
experience. Thus, multinationals f r o m small advanced
economies like Switzerland (population 7.7 m i l l i o n ) ,
Ireland (6 m i l l i o n ) , Australia (22 million) and The
Netherlands (17 million) and medium-size advanced economies
like Canada (33 m i l l i o n ) , the United K i n g d o m (61
million) and France (65 million) are in a quite different position
compared to multinationals based in the USA w h i c h is the
largest advanced economy
n the w o r l d w i t h a p o p u l a t i o n of 306 m i l l i o n . A
similar p o i n t has been made by V a n Den Buike and his
14. colleagues i n their study of the role of small nations i n the
global economy.'''' As already noted, US multinationals also
enjoy the advantage of a dominant position i n the very large N
A F T A market (the USA, Canada and M e x i c o ) .
t is w o r t h keeping i n m i n d that the frequent criticism of
US companies, US senior managers and US business schools as
i n w a r d - l o o k i n g and ethnocentric may perhaps be true
to some extent, but itis equally true that a focus on domestic US
sales and revenue is also an entirely rational response tothe
overwhelming importance of the N o r t h American market for
many of these businesses. The demands of a large domestic
market present a challenge to the globalization efforts of many
US firms . As CavusgiF'' has noted w h e n commenting on
internationalizing business education, the task of
internationalizing business education in the USA is a large one.
So too is the task facing many US firms in terms of developing
global managers - an issue w h i c h we shall return to i n
Chapter 7.
ATTITUDES OF SENIOR MANAGEMENT TO
INTERNATIONAL OPERATIONS
The p o i n t made by Laurent earlier i n this chapter that some
of the changes required to t r u l y internationalize the H R
function 'have more to do w i t h states of m i n d and mindsets
than w i t h behaviors' illustrates the importance of a final
variable that may moderate differences between international
and domestic H R M : the attitudes of senior management to
international opera-tions. It is likely that if senior management
does not have a strong international orientation, the importance
of international operations may be underemphasized (or
possibly even ignored) i n terms of corporate goals and
objectives. I n such situations, managers may tend to focus on
domestic issues and minimize differences between international
and domestic environments.
15. N o t surprisingly, senior managers w i t h little international
experience (and successful careers built on domestic
experience) may assume that there is a great deal of
transferability between domestic and international H R M
practices. This failure to recognize differences i n managing h u
m a n resources in foreign environments - regardless of whether
it is because of ethnocentrism, inadequate i n f o r m a t i o n ,
or a lack of international perspective - frequently results i n
major diffi - culties i n international operations. The challenge
for the corporate H R manager w h o wishes to contribute to the
internationalization of their f i r m is to w o r k w i t h top
management i n fostering
the desi globally orientec
APPL
O u r dis is requii pie of a method' Figure 1 the i n f l i that inci
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factors £ perform Cranet i research factors f tions of mation, by
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16. Source: D directions (Cheltenhi
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
INTRODUCTION
Consideration of the foreign environment is seen in the
literature as a key problem of interna-tional management . '
Dulfer and Jostingmeier p o i n t out the special situation of
professional employees and managers w o r k i n g abroad,
because these individuals are exposed to influences that greatly
differ f r o m their country - of - origin environment . " A n
environmental analysis is par-ticularly useful for identifying h u
m a n resources issues associated w i t h international
operations. In Europe, the discipline that p r i m a r i l y deals w
i t h the comparison of various cultures is called intercultural
comparative research and in the English-speaking w o r l d it is
referred to as cross-cultural management. A central role in this
discussion is occupied by cross-cultural managementstudies by
Hofstede' and the C l o b a l Leadership and Organizational
behavior (CLOBE) study.'* A n overview of other studies w i l l
also be provided .
17. Introduction to oross-oultural management research
The first contributions to cross-cultural management research
were made i n the early 1960s. Engagement in this subject area
was prompted by the increasing international complexity of the
global economy and the resulting problems experienced by
managers when dealing w i t h employ-ees and w i t h customers
and suppliers in various host countries. The resulting
unforeseen conflicts and l o w performance of many foreign
business enterprises began to create doubts about the
assumption that management research and knowledge f r o m the
English-speaking w o r l d was readily transferrable to other
countries and cultures." This problem was initially the focus of
research i n US universities^ and is n o w studied at business
schools and universities around the w o r l d , w h i c h has led
to the well-established broad research field of International
Business.
The goals of cross-cultural management studies include:
Description of organizational behavior within countries and
cuitures
Comparison of organizational behavior between countries and
cultures
Explanation and improvement of interaction between
employees, customers, suppliers or business partners from
different countries and cultures.'
The c o m m o n feature of cross-cultural management research
is the basic assumption that there are differences between
management practices in various countries and that the
respective envi-ronment is of particular significance in
explaining these differences. This perspective rejects the
approach of researchers w h o assume universal transferability
18. of management knowledge - i.e. a universalistic, culture-free
approach to management.^
Cross-cultural studies have often been the focus of substantial
debate and criticism . The rather atheoretica! foundations of
some cross-cultural research and methodological weaknesses in
many empirical studies are problematic . These problems have
frequently caused contradictory research results and led to
vigorous debate i n this field . Criticisms have been voiced on
the nature and use of the construct of 'culture', a collective term
or residual variable that is undefined or inad-equately defined
and/or operationalized at the start of a research study, as an
independent vari-able for explaining the variation in
management practices between different countries. Despite
numerous critical arguments, the knowledge gained f r o m
intercultural comparative research is a first step towards
understanding the complexity of international management and
H R M . The next section covers the possibilities of
conceptualizing the concept of culture and its content.
Definition of culture T " O c •'
Numerous definitions and concepts of culture are discussed in
relevant literature. The term originated f r o m the Latin w o r d
colere, which was used in the context of tilling the soil and
24
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
simply signified plant cultivation . The connotation of
cultivation is still obvious in the colloquial
use of the w o r d today, w h i c h is often applied in the
context of a cultivated life style.^ T o date,
19. there is no
predominant consensus on the exact meaning of c u l t u r e . ' "
As early as
the 1950s,
K l u c k h o h n
and Kroeber had already p u t together 164 definitions of
culture f r o m
the English-
speaking cultures and condensed them into a comprehensive,
well-established and accepted defi-
n i t i o n of culture:
. . . .
'Culture consists in patterned ways of thinking, feeling, and
reacting, acquired and transmitted mainly by symbols,
constituting the distinctive achievements of human groups ...
Including their embodi-ments in artefacts; the essential core of
culture consists of Traditional [...] Ideas and especially their
attached values ...
This model was labeled by the w e l l - k n o w n Dutch
researcher Geert Hofstede as 'mental pro-g r a m m i n g ' or
Software of the Mind, the title of his 1991 b o o k . ' "
'Using the analogy of the way In which computers are
programmed, this book will call such patterns of thinking,
feeling, and acting mental programs, or, as the subtitle goes:
"software of the mind". This does not mean, of course, that
people are programmed the way computers are. A person's
behavior is only partially determined by her or his mental
programs: (s)he has a basic ability to deviate from them, and to
react in ways which are new, creative, destructive, or
20. unexpected. The "software of the mind"... only indicates what
reactions are likely and understandable, given one's past.
Hansen criticizes many contributions on culture w i t h respect
to the lack of a theory and thus ex-planatory power . ''* H e
describes cultures as the customs of a c o m m u n i t y that are
practiced by a majority . '^ Standardization - in the sense of
consistent collective behavior - can come up in spe-cific
situations. A m o n g the many contributions on the definition of
culture, four basic elements of culture can he derived f r o m
Hansen. H e distinguishes between:
Standardization of communication , , •
Standardization of thought
Standardization of feeiing
•Standardization of behavior.' ' .
These dimensions appear in similar f o f m in K l u c k h o h n .
" * W h i l e Hofstede and psychologists such as T r i a n d i s "
analytically gather typical characteristics of cultures and
transform them into respective instruments for handling these
phenomena,'^ Hansen has argued for inductive, dense
description of cultures'** as the only way that the complexity of
cultures can he captured reason-ably and as background for
appropriate actions. This brief discussion indicates that the
basic understanding of culture affects the handling of the
culture phenomenon and its subsequent operationalization . ^"
The next section presents a w e l l - k n o w n and recognized
concept of culture .
Schein's concept of culture
21. Schein's"' concept of culture was developed in the course of
organizational and not national culture research. However, it
can he applied to the analysis of national cultures, given aware-
ness that these t w o constructs are not exact equivalents. The i
m p o r t a n t c o n t r i b u t i o n of this concept is that Schein
considers various levels of culture: artefacts or creations, values
and underlying assumptions. Artefacts are described as visible
organization structures and proc-esses. They can he analyzed
using conventional methods of empirical social research, hut
their meaning is often hard to decipher. The middle level
comprises values of a company or society. They are f o u n d i n
the intermediate level of consciousness; in other w o r d s , they
are partly
consci which and fe of vail artefac contra strong
The f r o m ] cases i underl tions h
22. Crosf
e colloquial e.^ To date, the 1950s, [he English-:cepted defi-
ted mainly r embodi-!cially their
23. mental pro-
latterns of lind". This s behavior mate from vare of the
and thus ex-•acticed by a ne up in spe-
.sic elements
isychologists m them into Lictive, dense ured reason-lat the
basic
; subsequent
3 t of culture.
not national given aware-ution of this , values and es and proc-
•ch, but their ly or society. ;y are partly
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
25
conscious and partly unconscious. The third level is described
24. as underlying assumptions, which are often presumed to be self-
evident. They include convictions, perceptions, thoughts and
feelings, which are usually invisible and unconscious.
Nevertheless, they are the sources of values and the actions
based on them. Schein emphasizes that relationships that lead
from artefacts through values to underlying assumptions are
much weaker than those leading in the contrary direction,
because the influence of underlying assumptions on values and
artefacts is stronger than vice versa.
The basic assumptions of Schein's ideas originate in the work of
Kluckhohn and Strodtbeck from 1961" According to the authors,
assumptions are organized independently of individual cases in
typical patterns in each culture based on the human capacity to
survive. Some of the underlying assumptions will be explained
in more detail below, modeled according to explana-tions by
Schein."^ The following questions are implicit in the six
underlying assumptions:^''
The nature of reality and the nature of truth: What is real and
what is not? Do members of a culture a s s u m e more of an
experimental position, where decisions about true and false
depend on experiment, or do they follow more traditional
convictions?
The time dimension: How Is the time dimension defined and
calculated? How important is time? Do members of a culture
live more in relation to thepast or to the future? Are they
oriented more to the long-term or the short-term?
ThB-effect of spatial proximity and distance: How Is s p a c e
attributed to members of a society? Whatobjects and locations
are private and what are public? What role does spatial distance
play In evaluating relationships e.g. In regard to level of
intimacy?
25. The nature of being human: What does it mean to be human? Is
human nature marked more by
good or bad Intentions? C a n people change and develop, even
a s adults?;
•
The type of human activity: How
is the relationship to the environment
evaluated? Is the
A
environment considered more compelling or overpowering? Are
the members of a society more
passive in their fate or do they try to actively change it?
•
The nature of human relationships:
What Ideas about criteria of social order dominate in a society
(e.g. age, origins, s u c c e s s ) ? What characterizes
relationships between people? Is team s u c c e s s or
Individual s u c c e s s important?
_
. ., . •
:
An example of Schein's culture levels is found in Scholz,
Messemer and Schrbter.^^ The authors analyze culture within
the European Community using Schein's concept. They state
that there are great similarities on the artefact level of the
26. European states, which evokes the impression that there are no
major differences between countries. However, the consensus is
much lower on the levels of values and basic assumptions.
Under the heading of assumptions, the authors discuss
Christianity, the basic understanding of democracy as well as
capitalist market organiza-tions as examples. O n the values
level, they mention national legislation on abortion as an
example. The artefacts level addresses laws and guidelines that
are initiated at the European level. The authors conclude that
Europe is a culture corridor with major similarities and differ-
ences on the levels of basic assumptions, values and artefacts.
The diversity of definitions and concepts, only a small part of
which can be presented in this chapter, underlines the need for a
clear, unambiguous definition of the term culture for research
work in intercultural comparative research.
Cross-cultural management Studies
Cross-cultural management studies aim to describe and compare
the working behavior in vari-ous cultures. Suggestions on
improving interaction between members of various cultures can
be drawn from these analyses. This section will describe
important results of cross-cultural
20
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
i
27. management studies. The overview starts with the historically
significant study
by
Hofstede.
The GLOBE study and results of the studies by Trompenaars
and Hampden-Turner as well as
work by Hall and Hall are also presented and
discussed."''
H o f s t e d e ' s c r o s s - c u l t u r a l m a n a g e m e n t
study . The research of Hofstede occupies a special
place in the field of cross-cultural comparative research"^
because it was the first major study in
this field. It can be positioned on the values level, the
intermediate level of Schein's concept of
28. culture. This means that it results in variables that are partly
conscious and partly unconscious.
A famil
This approach is different from other studies that primarily
consider the artefacts
level. The lat-
a small
ter concentrates on easily measurable, but hard to interpret
variables like, for example,
eco-
ture w<
nomic growth of a country or its political system.
firm. Tt
In his original study, Hofstede identified four cultural
dimensions based on preliminary theo-
retical considerations and statistical analyses, which can be
used to describe cultural
differences
29. between countries."^ This is the most comprehensive study on
this subject ever conducted by
means of one questionnaire. In total, the analysis was based on
116 000 questionnaires
from
I B M employees. The surveyed employees represented all
hierarchical levels of the company and
possessed
various qualifications, from unskilled workers
to university graduates.
Employees
from a total of 38 various profession groups were surveyed.^''
In addition, the study was con-
ducted during two different periods in I B M subsidiaries (1967-
1969 and 1971-1973).^' The
30. questionnaire was translated into 20 different languages
in t o t a l . O u t of 150 questions,
60
were based on convictions and values of the
respondents.^'' Since the survey questioned
only
The res
individuals employed at subsidiaries of the same company, there
is a high probability according
accour
to Hofstede that the determined differences are actually the
result of national differences and the
'mental program' of the employees.''' Four underlying
dimensions of country cultures were
D i s c u
identified from the values obtained within the scope of the
study. These dimensions together
1 R.
31. explained
49 per cent of the variance .Hofstede named them power
distance,
uncertainty
avoidance,
femininity vs. masculinity, and individualism
vs. collectivism. A later study involv-
ing participants from the Asian
Pacific region included a fifth dimension, Confucianism
or
long-term
orientation.
The power distance dimension
represents the scale on which the members of a culture accept
32. that power is not distributed equally in institutions. It expresses
the emotional distance between
employees
and superiors.'^^ Power inequality exists in many cultures, but
may be more or less
pronounced from culture to culture. Societies marked by high
power distance, and high power
inequality, accept hierarchical organization structure, in which
every individual can occupy their
place without any need for justification. Cultures with low
power distance aspire to equal power
distribution and demand explanations for any instance of
formalized power inequality. The im-
portant difference between societies that differ with respect to
the Power Distance Index is in
33. how power inequalit}' is dealt with. See I H R M in Action Case
2.1. Naturally, this implies conse-
quences for the structure of organizations.''''
The cultural dimension of uncertainty' avoidance represents
the extent to which
the mem-
bers of a culture feel threatened
by uncertain, ambiguous
and/or unstructured situations
and
try to avoid them. Cultures with strong uncertainty
avoidance are characterized by strict
beliefs and
behavioral codes and do not tolerate people and ideas that
34. deviate from these. In
cultures with weak uncertainty avoidance, the significance of
practice exceeds the significance
of principles and there is high tolerance for deviations. The
major difference between countries
with differing Uncertainty Avoidance Index is the reaction of
individuals to time pressure or
uncertainties in the future. People try to influence and control
the future to a varying extent.^^
Just like the power distance dimension the uncertainty
avoidance dimension implies conse-
quences for the structure of organizations. Hofstede even goes
as far as to claim that countries
life.^° 1
with weaker uncertainty avoidance are more likely to bring
about fundamental innovations,
35. Lited to
because they have greater tolerance for deviate thinking.
See I H R M in Action
Case
2.2.
The
However, he sees a decisive drawback for these nations in
the implementation of such
L vidual
Hofstede. as well as
les a special jot study in concept of nconscious. rel. The lat-
ample, eco-
linary theo-1 differences inducted by naires from impany and
Employees dy was con-973).^' The jestions, 60 ;tioned only :y
according aces and the iltures were ms together
uncertainty tudy involv-
•icianism or
ilture accept nee between more or less high power occupy their
equal power lity. The im-•t Index is inaplies conse-
36. ;h the mem-mations and ed by strict om these. In significance
:en countries ; pressure or ing extent.^* iplies conse-lat
countries innovations, n Case 2.2. ion of such
r
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
27
I
RM in Action Case 2
Establishing a branch of a family business in China
A family-owned carbon steel company from Germany has
extended Its business to Hong Kong. The owners bought a small
traditional Chinese firm and decided to copy the successful
structure they had developed at home. This struc-ture was
headed by three general managers who equally shared the
responsibilities tor the business activities of the firm. The
consequences were as tollows.
Now the Chinese employees were assigned tasks by people they
have never seen before and whom they did not understand.
Many misunderstandings occurred, some were quite costly.
The employees back In Europe were only concerned with
whether the assigned tasks were completed and did not consider
any other obligations to the Chinese employees, such as taking
care of the relationships
with the Chinese government, banks, etc. _ „ .
3 Eventually, the local employees became frustrated and
were ready to leave the company.
The result was that the management model was changed again
37. and a single managing director of the subsidiary was
accountable tor all business activities in Hong Kong.
D i s c u s s i o n Q u e s t i o n s :
Relate the described situation to one of the cultural dimensions
identified by Hofstede. How can you explain it?
How does this situation compare to comparable situations in
your home country? What are the limits of a cultural
explanation?
Source: Based on DGFP, M. Festing, K.-P. Gempper, G.
Gesche, J. Hagenmuller, U. Hann, D. Slevogt, G. Trautwein,P.
Esch and 8. Armutat (eds) Interkulturelle Managementsituation
In der Praxis, Kommentierte Fallbeispiele tur Fuhrungskratte
und Personalmanager (Bielefeld: Bertelsmann, 2004).
innovations, because detailed work and punctuality are required
for implementation. An out-standing implementation of complex
processes is associated with cultures with higher uncer-tainty
avoidance. In summary, he ascertains that more Nobel Prize
winners have come from
Great Britain than Japan, but Japan was able to introduce more
new products into the world market.^^
The cultural dimension of femininity vs. masculinity identified
by Hofstede is based on the assumption that values can be
distinguished as more masculine or more feminine (see I H R M
in Action Case 2.3). The masculine orientation comprises the
pursuit of financial success, heroism and strong performance
approach; the feminine orientation contains preferences for life
38. quality, modesty and interpersonal relationships. Furthermore,
role flexibility in the feminine oriented cultures is more clear-
cut than in more masculine cultures, in other words, roles of the
sexes overlap, which means that both women and men could be
modest and value a certain quality of life.''° The fundamental
difference betv/een the two approaches is the form of social
roles attrib-uted to gender by the relevant society.'"
The cultural dimension of individualism vs. collectivism
describes the extent to which indi-vidual initiative and caring
for oneself and che nearest relatives is preferred by a society as
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
RM in Action Case 2.2
Long-term development plans of a German
Multlnatlonalin the USA
Peter
A German firm fiad developed Its activities in the electrical
Industry in the USA for two years and the CEO1
Hansen was happy with their current performance: market share
tor important products had increased significantly
and progress was better than expected. The number of
employees had Increased,
Including quite a tew local
American managers in high-level management positions - a
situation which was rather unusual tor a subsidiary of a German
multinational in its early stage of development. The CEO's goal
from the beginning was to avoid an ethno-centric approach to
the American activities of his firm and to take a polycentric
approach that supported recruitment of local managers.
One of these US local managers was John Miller, the marketing
director of the company. During the last two years, he has been
39. thoroughly prepared tor his job. The company had sent him to
various high-level training pro-grams at top business schools
and had provided him with a long-term career plan, which
included short-term vertical career advancement. While Peter
Hansen wanted to support the development of an American
management style he nevertheless tried to transfer some HP
practices which are highly valued In Germany - particularly
investing in training and taking a long-term intra-organizational
career perspective. While some US firms took this approach,
these ideas were not as widely accepted in the US as in
Germany. However, Peter Hansen assumed that these policies
would be valued by the new US employees of the firm and
would provide an important incentive tor employee retention.
One morning, Peter Hansen was shocked to learn that John
Miller was about to quit his job. A competitor had ottered John
a challenging position - in large part because he had
systematically built up his knowledge and experi-ence base -
supported by his German employer. How can you interpret Peter
Hansen's surprise from a cultural point of view? '
D i s c u s s i o n Q u e s t i o n s :
Relate the described situation to one of the cultural dimensions
identified by Hofstede. Can you explain Peter Hansen's surprise
using this theory?
How does this situation compare to comparable situations in
your home country? What are the limits of a cultural
explanation? '
opposed to, for example, public assistance or the concept of
40. extended family. In more indi-vidualist cultures, there is merely
a casual network of relationships between people. Each person
is primarily responsible for himself. More collective cultures,
on the contrary, have closer, more clearly defined systems of
relationships. This applies both to extended families as well as
companies. A clear line is drawn between one's own group and
other groups. In exchange for the care offered by one's own
group, the group member provides very intense sense of loyalty.
The distinguishing aspect of this dimension is the predominant
self-sufficiency among individuals in a society. This applies to
private life just as professional life. See I H R M in Action Case
2.4. Thus, this dimension is marked by consequences for the
structure of organizations.
With regard to professional life, collectivist companies differ
from individualist companies in that the relationship between
the superior and the employee in collectivist structures can be
described as more informal. Furthermore, recruitment and
career progression is often within the so-called ingroup.
Management means management of groups and the reward
systems are fre-quently group-oriented. On the contrary,
individualist companies focus on individual aspects
Ellsabe that be Ing a jc aged tc This manag Norwec it was: 40
41. per make It
D i s c u
1 Re
2 Ce
di£
Source
3rd ed Sonnta
when St usually I sented c pany, at worke d
Giver cultural land, N . was a p' question results, : nese Va^ 100
peo from tht sions. D feminini could nc could nc by resea tion
in t tains val
42. in Peter
of a cultural
, more indi-eople. Each icrary, have i families as
43. • groups. In very intense •ninant self-essional life, the structure
:ompanies in tures can be :n within thetems are fre-idual aspects
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
29
RM in Action Case 2.3
Female Careers in Various Environments
Elisabeth Harstad was employed as a trainee at the Norwegian
risk management consultancy DNV when she realized that being
a woman was a barrier. Although trainees were supposed to go
abroad the company had problems find-ing a job for Elisabeth in
a foreign subsidiary. 'I wanted to go to London, Houston, or
Singapore. At the end I man-aged to get an International
assignment from Oslo to Copenhagen'.
This was in the 1980s. However, Harstad did not give up and
pursued her career intensively. Today she is the manager of the
research & innovation unit at DNV - and since 2006 member of
the board of directors of the large Norwegian chemical company
Vara. When the new members of the board of directors were
elected, for the first time it was an advantage tor Elisabeth to be
a woman. Since 2008, Norwegian companies are required by law
to have
40 per cent female members of their board of directors. Thus,
Elizabeth is part of an experiment -
if women do not
make it to the top on their own, politics support this process in
Norway.
44. .
D i s c u s s i o n Q u e s t i o n s :
Relate the situation in Norway to one of the cultural dimensions
identified by Hofstede. How can you explain it?
Can the rules for quotas of female managers be applied In other
countries as well? What are the advantages and disadvantages?
Source: M. Festing, P. J. Dowling, W. Weber, A. D. Engle:
Internationales Personalmanagement, Wiebaden: Gabler,3rd ed.
(2011) based on L. Nienhaus. Der neidische Blick auf die
norwegische Quote, Frankfurter Allgemeine Sonntagszeitung
2007, S. 42. Reproduced with kind permission from VS Verlag
Fur Sozialwissenschaften.
when structuring reward systems. The relationship between the
superior and the employee is usually based on a relatively
neutral, impersonal contractual foundation. Although the four
pre-sented dimensions were derived from data collected from
employees of a multinational com-pany, according to Hofstede,
they were confirmed in later studies by other researchers, who
worked with different methods and studied different target
groups.''^
Given the composition of the research team during Hofstede's
first study, the risk that the cultural identity of researchers from
Western industrial countries (Great Britain, France, Hol-land,
Norway, USA) influenced the form of the questionnaire could
not be ruled out. There was a possibility that some questions
were considered irrelevant in some cultures, while other
questions relevant for these cultures were not even included. To
45. rule out possible distortion of results, a questionnaire that
clearly reflects Chinese cultural identity was later designed
(Chi-nese Value Survey). This questionnaire was translated into
ten languages and used to survey 100 people from 23 countries.
Only a few items in the Chinese Value Survey were transferred
from the I B M questionnaire in the same form. Nevertheless,
the results reflected four dimen-sions. Dimensions similar to
power distance, individualism vs. collectivism and masculinity
vs. femininity were manifested in this study as well. Only the
uncertainty avoidance dimension could not be confirmed in this
study. Instead, another dimension was discovered, one which
could not be related to the results of the original pan-European I
B M study. It was described by researchers as Confucianism
dynamics. This dimension essentially reflects a basic orienta-
tion in the life of people, which can be either more long-term or
short-term in nature. It con-tains values that Western
researchers can recognize, but they were not taken into account
in
30 CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
RM in Action Case 2.4
Meeting on a Friday in Kenya?
For a long time our building company had finished an important
project concerning a new major route in Kenya. How-ever, not
all the money had been paid by our customer. Therefore, the
managing director of the Kenyan subsidiary of the building
corporation organized a meeting with the representative of the
respective Kenyan government agency. The meeting was
scheduled for the next Friday at ten a.m.
46. The meeting started and the representative was very polite and
friendly. However, at the same time he also seemed to be quite
nervous. Every few minutes he received a telephone call or had
to initiate a telephone call himself. All phone discussions were
carried out in the local language. Despite the Interruptions, I
tried to explain the reason for my visit - the outstanding account
balance. Of course, the government representative apologized
for every interrup-tion. However, after 15 minutes we were both
extremely tense because the conversation did not advance at all.
Eventually, I said that I was sorry that my counterpart had so
much to do and asked for another meeting the next Tuesday.
Instantly, the government representative was relaxed again and
happily confirmed the new meeting. Now he could finally
concentrate on the preparation and organization of his big
family meeting this weekend, which is typi-cal for large Kenyan
families.
D i s c u s s i o n Q u e s t i o n s :
Relate the described situation to one of the cultural dimensions
identified by Hofstede. How can you explain it?
How does this situation compare to comparable situations in
your home country? Please explain. Where are the limits of the
cultural explanation?
Source: Based on DGFP, M. Festing, K.-P. Gempper, G.
Gesche, J. Hagenmuller, U. Hann, D. Slevogt, G. Trautwein,P.
Esch, and S. Aimutat, (eds) Interkulturelle Managementsituation
in der Praxis. Kommentierte Fallbeispiele fur Fuhrungskratte
und Personalmanager (Bielefeld: Bertelsmann, 2004)."*^
the previous questionnaire. Cultures that ate classified as long-
term in this dimension atecharacterized by:
47. great endurance and/or persistence in pursuing goais
position of ranking based on status
adaptation of traditions to modern conditions
respect of social and status obiigations within certain limits
high savings rates and high investment activity
readiness to subordinate oneseif to a purpose
the feeling of shame .
Short-term classified cultures, on the contrary, are characterized
by:
personal candor and Stability
avoiding loss of face
The fir ence oriente all val of Con
48. 3nya. How-jbsidiary of jnt agency.
•ne he also' call himself. 3 reason foriry interrup-at all.
ng the next jBting. Now ;tuch |s typi-
explainit?
lerearethem
5. Trautwein, beispiele fur
mension are
CHAPTER 2 THE CULTURAL CONTEXT OF IHRM
31
respect of social and status obligations without the
consideration of costs low savings rates and low investment
activity
49. expectations of quick profit; respect for traditions
greetings, presents and courtesies based on reciprocity.
The first set of values is viewed as more future-oriented and
dynamic (in particular, persist-ence and frugality); the second
set of values is viewed as more present-oriented or past-oriented
and is relatively static.'''' The name of this dimension comes
from the fact that nearly all values of the short-term and long-
term dimension could be drawn directly from the study of Confu
ciamsm. 45
C o u n t r y - s p e c i f i c results of the Hofstede study . The
results for individual countries wereobtained by the evaluation
of predetermined answers, which ensured that the results could
be demonstrated by point values. The point values reflect
relative and not absolute positions of the countries.' The results
are graphically represented with the help of coordinates
systems, which contain a cultural dimension on the X-axis and
another one on the Y-axis respectively. The rep-resentation
demonstrates the extent of cultural distance between two
countries with regard to these dimensions. For example, in
Figure 2.1 individual countries are assigned to the coordi-nates
system based on individualism vs. collectivism and power
distance dimensions.
FIGURE 2.1 Results of the Hotstede study (I); Power distance
and individualism vs. Collectivism
Small Power Distance
Collectivistic
50. Large Power Distance
ndividualistic
I
50 60 70 110 Power Distance Index
Source: G. H. Hofstede, 'Culture's consequences: Comparing
values, behaviors, institutions, and organizations acrossnations',
2nd ed. [Thousand Oaks: Sage, 2001), p. 217. Reproduced with
permission.