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ENDTERM Cross Cultural Management > Ch 15 > Flashcards

Ch 15 Flashcards

1
Q

WHO created the table of the effect of differences on global teams and when

A

Davison & Ekelund, 2004

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2
Q

What impact do these differences in global teams have

A

Increase performance of team or source of conflicts
-> depending on way team deals with these differences

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3
Q

What are the 3 effects of differences in global teams that I chose

A
  1. different languages yet working in one (often English)
  2. different professions
  3. international experience
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4
Q

What are the five categories that the effect of differences in global teams looks at

A
  1. source of difference
  2. opportunity presented
  3. effect on
  4. experienced as
  5. integrated mechanisms
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5
Q

Different working languages yet working in one (often English)

A
  1. opportunity
    - native speakers might need to improve communication styles
    - hindrance (second-language speakers)
  2. effect on
    - interruption patterns
    - interpretation of silence
    - meaning gestures
    - use humor
    - dominant patterns of logic
  3. experienced as
    - inability to participate
    - frequent misunderstandings
    - exclusive patterns of humor
    - translation might be clumsy
  4. integrated mechanisms
    - choosing working language/translators
    - steady rhythm & active listening skills
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6
Q

Different professions

A
  1. opportunity presented
    - variety of knowledge, skills and approaches to complex problems
    - speeds things up
    - improves quality
    - improves relevance of output
  2. effect on
    - values and where to focus
    - common professions can act as large integrating factor
  3. experienced as
    - power struggle
    - ignorance
    - misunderstanding
  4. integrated mechanisms
    - definition of the uses of different functions in relation to the goal
    - respect and positive acknowledgement
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7
Q

International experience

A
  1. opportunity presented
    - might bring empathy, flexibility, humbleness, self-reflection
    - ppl with international experience can act as bridges between core and local sites
  2. effect on
    - ability to
    -> understand implicit rules/working norms
    -> speak different languages
    -> empathise with other team members
  3. experienced as
    - bias that: international experience/linguistic skills are more essential for people from „other“ nationalities than for those whose mother tongue is the working language of the firm
  4. integrated mechanisms
    - insist on international experiences as part of career path and selection criteria for international team leaders
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8
Q

What does ICC stand for

A

Intercultural communicative competence

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9
Q

What are the four strategies for overcoming cultural barriers according to Chevrier (2004)

A
  1. count on openness
  2. developing relations -> efficient routines
  3. bank on international relations
  4. coaching-> intercultural synergies
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10
Q

What four strategies does we have to reconcile those three differences

A
  1. trust
  2. communication
  3. leveraging diversity
  4. strong leadership
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11
Q

Name an example for the strategy used in reconciling our differences: building trust

A

Shared experiences (opportunities to create shared experiences)

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12
Q

Name an example for the strategy used in reconciling our differences: effective communication

A

Language Training

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13
Q

Name an example for the strategy used in reconciling our differences:
leveraging diversity

A

Collaborative problem-solving (use diverse perspectives)

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14
Q

Name an example for the strategy used in reconciling our differences: strong leadership

A

Cultural intelligence

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15
Q

Developing ICC requires an emic approach, what does that mean?

A

Insider‘s view of values underlying behaviour in a culture

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16
Q

Developing ICC also requires an etic approach, what is it?

A

Values and resulting behaviours can be compared across cultures

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17
Q

Which stages do you go through when developing ICC

A
  1. ethnocentric stages
  2. ethnorelative stages
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18
Q

What does ethnocentric stand for

A

Believing own culture is superior

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19
Q

What does ethnorelative mean

A

Shifting to more open and culturally sensitive mindset

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20
Q

What three stages does the ethnocentric stages consist of

A
  1. denial
  2. defence
  3. minimisation
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21
Q

What does denial consist of

A
  1. isolation
  2. separation
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22
Q

What does defence consist of

A
  1. denigration
  2. superiority
  3. reversal
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23
Q

What does minimisation consist of

A
  1. physical universalism
  2. transcendent universalism
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24
Q

What stages do the ethnorelative stages consist of

A
  1. acceptance
  2. adaptation
  3. integration
25
Q

What does acceptance consist of

A
  1. respect for behavioural difference
  2. respect for value difference
26
Q

What does adaptation consist of

A
  1. empathy
  2. pluralism
27
Q

What does integration consist of

A
  1. contextual evaluation
  2. constructive marginality
28
Q

Denigration

A

Criticizing other cultures

29
Q

Reversal

A

Idealizing other cultures

30
Q

Physical universalism

A

Commonality of humans due to physiological similarities

31
Q

Transcendent universalism

A

Recognising shared human values transcend cultural boundaries

32
Q

Pluralism

A

Acceptance of multiple cultural perspectives/practices

33
Q

Minimisation

A

Recognising cultural differences but downplay their significance

34
Q

Contextual evaluation

A

Interpreting communication within cultural context

35
Q

Constructive marginality

A

Navigate and leverage benefits of existing between several cultural identities as an individual

36
Q

Describe the entire developing ICC stages

A
  1. ethnocentric stages
    1.1 denial
    - isolation
    - separation
    1.2 defence
    - denigration
    - superiority
    - reversal
    1.3 minimisation
    - physical universalism
    - transcendent universalism
  2. ethnorelative stages
    2.1 acceptance
    - respect for behavioural difference
    - respect for value difference
    2.2. adaptation
    - empathy
    - pluralism
    2.3 integration
    - contextual evaluation
    - constructive marginality
37
Q

Example from my life: isolation (denial)

A

Deciding not to go to a high school with a lot of people with a Turkish background, but going to a high school with only white classmates. Moving away from a culturally diverse city, to a predominantly white city

38
Q

Example from my life: separation (denial)

A

During my whole primary school and high school education I had very limited contact with people from different cultural backgrounds

39
Q

Example from my life: superiority (defence)

A

Since i grew up with very little interaction with people from other cultures, I had this inner belief that the German culture is superior (even believing everyone translated everything into German first in their head)

40
Q

Example from my life: denigration (defence)

A

Stereotyping: thinking all Asians are shy nerds

41
Q

Example from my life: reversal (defence)

A

Romanticising Japan (felt like Disneyland coming here as a child)

42
Q

Example from my own life: physical universalism (minimisation)

A

As a child I would believe that needs like for example us being hungry and needing to eat meant that these needs are universal. Even though we all need to eat food, the way we fulfill this need is very different

43
Q

Example from my own life: transcendent universalism (minimisation)

A

After living in japan for a while now and interacting with ppl from all over the world, I understand how different our cultural backgrounds are but that we still have shared human values such as respect and dignity. For example, as a friend group (with different backgrounds) we discussed how our one friends‘ boyfriend is not respecting her and she should break up with him. Even though we all have different cultural backgrounds, we have a shared notion of the importance of respect in relationships

44
Q

Example from my own life: respect for behavioural difference (acceptance)

A

While i was studying in Portugal i was struggling to respect the religion of my very catholic friends, due to the bad reputation that the Catholic Church has in Germany. Now, I have understood that my friends are practicing their religions out of pure and good reasons and therefore I no longer question friends with religious beliefs.

45
Q

Example from my own life: respect for value difference (acceptance)

A

I used to be even more strict in my views and would not even listen to what other ppls view were. for example, i used to believe that it was an outdated view to believe that men should pay for the date. now, I prefer to listen to e.g. my Italians friend view on it. through her I understood that it is deeply engrained in Italian culture that the man paying is a sign of basic respect

46
Q

Example from my own life: empathy (adaptation)

A

A Feind from Thailand has been struggling with eating disorder recently. She doesn’t allow herself to eat enough since she wants to weigh as much as Thai models do. After listening to her explaining to us that this is the goal of many Thai girls, I could see the problem from her personalities and empathise with why she is eating this way.

47
Q

Example from my own life: pluralism (adaptation)

A

In a class setting or when working in groups I recognize and understand that there are many different cultural backgrounds that students are coming from and this means that they might have different values to me and might communicate in a different way

48
Q

Example from my own life: contextual evaluation (integration)

A

I learned that Japanese culture is a very high-context cultural where small gestures and non-verbal communication mean a lot. The other day I was asking a staff member at TIU whether I could park my bicycle somewhere. he kept on avoiding directly saying no by talking about other subjects. However, I could evaluate the context and interprete his answer as being that I can’t park my bicycle anywhere on campus.

49
Q

Example from my own life: constructive marginality (acceptance)

A

Since my dad is Canadian/british and my mum is German and partially Dutch, I grew up understanding that I am an individual that exists in between those cultures. I now know how many benefits this has bought to my life, such s growing up bilingually

50
Q

What is the name of the framework that describes the components of the ICC

A

The ABC framework

51
Q

What does the ABC framework consist of

A

Three psychological components: Affect-Behaviour-Cognition (ABC)

52
Q

Cognitive component of ICC (names and describe the two parts)

A
  1. knowledge of the ppl from the other cultures
    - values, expectations, knowledge of their language & their communicative strategies
  2. being cognitively flexible
    - ability to
    -> receive/process feedback
    -> take perspective
    -> move beyond ethnocentrism
53
Q

Affective component ICC (NAME the four)

A
  1. managing anxiety and uncertainty
  2. mindfulness
  3. empathy
  4. empathic listening
54
Q

Describe managing anxiety and uncertainty (affective component)

A

-> basic ability of an effective communicator
high state of anxiety
- can‘t communicate effectively
- enable to explain feelings of others
low anxiety and uncertainty
- not motivated to communicate
- predict behaviour of others inaccurately

55
Q

Describe mindfulness (affective component)

A
  • changing what we do to be more effective
  • marketing more categories when categorising others
  • being aware of other perspectives
  • being mindful of our own behaviour
56
Q

Describe empathy (affective component)

A
  • ability to understand how other ppl construct reality
  • try to work out what people actually feel/think
57
Q

Describe empathic listening (affective component)

A
  1. paraphrasing: rewording what the other has said
  2. reflecting feelings: relating to the feelings one thinks the other is experiencing
  3. reflecting meanings: restating what the other said to confirm its meaning
  4. summarising: restating main points of other person‘s message
58
Q

Describe the behavioural component of ICC

A

how cognitive and affective components are enacted
- not the behaviour but the way it is evaluated
1. appropriacy: does behaviour stroke with norms of relations
2. effectiveness: does behaviour achieve goals (e.g. cost)
- competent behaviour may be deemed as incompetent elsewhere

ENDTERM Cross Cultural Management (3 decks)

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