Week 15, Culture of IO, Slides Flashcards

1
Q

Background

A
  • To compete effectively, organizations have established facilities overseas (countries invite FDI)
  • Immigration (in high tech fields) and joint international ventures
  • Global economies are intricately tied together
  • Cultural values directly impact the success of management initiatives
  • Can be a source of misunderstanding and resistance
  • I/O psychology has until recently relied on western views
  • Attempting to resolve management issues by using traditional North American methods will not be adequate.
  • We need more cultural competency when conducting research and practice
  • Research designs are extremely challenging in CC settings
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2
Q

What is Culture?

A
  • At ICCM, we define culture as the shared values, norms, beliefs, assumptions, and systems of meaning held by members of any social collective.
  • These collectives exist at many levels beyond nation and can be demographic (e.g., race, ethnicity, gender), geographic (e.g., national, regional), or associative (e.g., political, organizational, disciplinary) in nature.
  • Individual cultural identity is multifaceted and composed of many assigned and chosen demographic, geographic, and associative elements that intersect in meaningful ways.
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3
Q

Culture

A
  • Culture affects people in a variety of basic psychological domains:
    ** Self-concept
    ** Attribution and reasoning
    ** Interpersonal communication
    ** Negotiation
    ** Intergroup relations
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4
Q

Convergence vs. Divergence

A
  • Given the growth of communication technology, some have posited that cultures will converge
  • Data suggests that at a macro level that might be true
    ** Organizations are becoming more similar
  • However at an individual level, we may actually see more divergence
    ** People are resisting, and embracing their culture
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5
Q

Cultural Dimensions Adler (1991)

A
  • What is the nature of people? (Mixture of good and evil and change is possible vs. good and evil and change is impossible)
  • What is a person’s relationship to nature? (People dominant over nature vs. harmony or subjection to nature)
  • What is a person’s relationship to other people? (Individualistic vs. group (hierarchical or lateral).
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6
Q

Cultural Dimensions (cont.)

A
  • What is the primary mode of activity? (Doing i.e. employee works hard to achieve goals) vs. being (i.e. employee works only as much as needed to be able to live)
  • What is the conception of space? (Private vs. public.)
  • What is a person’s temporal orientation? (Future/present vs. past/present)
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7
Q

Hofstede’s (1980)
Dimensions

A
  • Power Distance - “the extent to which a society accepts the fact that power in institutions and organizations is distributed unequally”
  • Low and High Power Distance
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8
Q

Low PD

A
  • Bypass their boss frequently in order to get their work done
  • Have little concern for titles, status, and formality
  • Comfortable accepting higher levels of responsibility and autonomy
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9
Q

High PD

A
  • Expect managers to lead
  • Become uncomfortable with both the delegation and discretionary decisions
  • Dislike role ambiguity
  • Consider any bypassing of bosses to be insubordination
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10
Q

PD Continuum

A

Low
* Israel
* Denmark
* U.S.

High
* Philippines
* Venezuela
* India

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11
Q

Individualism/Collectivism

A
  • Collectivists tend to put aside their own self-interests in deference to the interests of their group
  • Identity is based in the social system
  • Disregard individual performance differences when determining employee rewards
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12
Q

Individualism

A
  • Promote their own welfare
  • United States - a highly individualistic culture
  • Prefer reward distributions that are based on individual performance
  • Individuals from individualistic cultures will resist teams
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13
Q

I/C Continuum

A

Individualistic
* Australia
* United States
* Great Britain

Collectivist
* Japan
* Pakistan
* Colombia

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14
Q

I/O examples

A
  • How do we motivate employees with rewards ?
  • Merit raises would be effective in individualistic cultures
  • Gain-sharing is more likely to be effective in countries that are more collectivist
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15
Q

Uncertainty Avoidance

A
  • When uncertainty avoidance is strong, a culture tends to perceive unknown situations as threatening so that people tend to avoid them
  • Ex. South Korea, Japan, and Latin America
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16
Q

Weak Uncertainty Avoidance

A
  • People feel less threatened by unknown situations
  • Tend to be more open to innovations, risk, etc
  • Ex. - US, the Netherlands, Singapore
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17
Q

I/O example

A
  • Self Directed Work Teams
  • Autonomy is a trait that is seen as desirable in countries with weak uncertainty avoidance
  • Participatory management style would be valued here
  • Not so in countries with Strong Uncertainty Avoidance
  • interesting example of interaction Japan has strong uncertainty avoidance, but
    is high on collectivism. Being a member of a group can decrease uncertainty
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18
Q

Femininity vs. Masculinity
Feminine cultures tend to value:

A
  • Good working relationship with their supervisors
  • Working with people who cooperate well with one another
  • Having the security that they will be able to work for their company as long as they want
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19
Q

Femininity versus
Masculinity
Masculine cultures tend to value:

A
  • High opportunity for earnings
  • Getting the recognition they deserve when doing a good job
  • Having an opportunity for advancement to a higher-level job
  • Challenging work / a sense of accomplishment
20
Q

Femininity
versus
Masculinity countries

A

Feminine
* Sweden
* France
* Israel

Masculine
* Japan
* Hong Kong
* Italy

21
Q

Ecological fallacy

A
  • Must be careful not to stereotype
  • Just because a person comes from a culture does not mean they will be representative of the culture’s norms and values
  • Variance on a construct can occur at multiple levels of analysis
    ** Cultural
    ** Individual
    ** Etc.
22
Q

Hall’s Dimensions

A
  • Proxemics, Touch & Eye Contact
  • High vs. Low Context
  • Monochronic vs. Polychronic
23
Q

Etic vs. Emic

A

Etic – Research from the outside looking in
* Interested in comparisons

Emic – study from within the system
* Look at one culture longitudinally, discovery the key…

24
Q

Imposed Etic

A
  • Take assessments validated in Western cultures and directly apply them to more than one culture.
  • Intentions were to find cross-cultural differences (Smith & Bond, 1993).
  • Questionable assumption - the test have the same meaning to the new participants as they did to those in the original
25
Q

Emic Research

A
  • Berry proposed that researchers should construct and validate indigenous test instruments for each culture.
  • These efforts should be independent of each other and would be conceptualized as “parallel” emic studies.
  • Once these assessments had been validated for their respective cultures, cross-cultural comparisons would be completed.
26
Q

Etic-Emic Distinction

A
  • An etic analysis focuses on the universal aspects of human behavior (e.g. the fact that all humans eat…)
  • An emic analysis of these behaviors focuses on the different and varied ways these activities are expressed within any specific culture (e.g. what specific food each culture prefers to eat)
  • Should not be conceptualized as opposite ends of a continuum.
  • Both views provide important information to understand what cultural elements are shared, and which are unique. Need both for a complete picture.
27
Q

Either/Or Fallacy

A
  • All of these approaches have strengths and weaknesses
  • Can often be used in a complementary fashion
  • Leads to more sophisticated models, and cross validation
28
Q

Conceptual Equivalence

A
  • A construct has conceptual equivalence when :
    ** It can be meaningfully discussed across 2 cultures
    ** Similar (not necessarily exact) meaning
  • Are we measuring the same thing?
  • Appropriate translation is necessary but not sufficient
29
Q

Conceptual Equivalence
Image

A

Image

30
Q

Conceptual Equivalence Example

A
  • Response distortion (faking) has been a long standing concern in the U.S.
  • Japanese organizations also utilize personality measures during their personnel selection process
  • Particularly important as an assessment of “fit” or proclivity to “fit in”
  • However, emphasis or research interest on applicant faking behavior is non-existent in Japan
31
Q

CC examination of faking

A
  • Concepts may be very different across cultures
  • In the U.S. faking is often equated with deception - we have strong societal norms regarding deception
    ** Lying is “wrong”
  • But…the U.S. is highly individualistic
  • Studies have found that Americans consistently self-enhance (Kitayama, Marcus, Matsumoto & Norasakkkunkit, 1997)
  • Roughly 30% of applicants evidence elevated scores on personality tests
  • Best predictors are dispositional
32
Q

“Faking” in Japan

A
  • Stereotypes of Japan suggest that it is a self effacing culture
    ** Often seen in collectivist cultures
  • True in some contexts
  • However, there is the issue of “saving face”, that deserves closer attention.
  • Triandis and Suh (2002) suggested in order to save face or to help the in-group, deception is a more acceptable behavior or even “correct behavior” in collective cultures
  • Distinction between tatemae and honne (public and private feelings) - Duality
  • Things can be ‘true” and “false” at the same time
  • In Asian cultures behavior is viewed more as a function of situational pressures rather than the product of dispositional factors (high context)
  • Most Japanese self bias research was not conducted in an applicant context (very competitive)
  • Japanese educational system – highly competitive, and “encourages” a culture of academic dishonesty
  • Preparation for employment testing is actively taught in universities in Japan - “Cram schools”
  • Expectations from Japanese Organizations – “company man”
33
Q

Faking?

A
  • In both cultures applicants elevate their scores on personality tests
  • Are they engaging in the same behavior?
  • Does it mean the same thing?
  • Can it be “compared” ?
34
Q

Structural Equivalence

A
  • Refers to the relationships of the model being compared
  • Do we get similar parameters in the model?
  • Structural equivalence gives further support to conceptual equivalence
  • Cool either way…similarities and differences both can be revealing
35
Q

Structural Equivalence
Image

A

Image

36
Q

Measurement Invariance

A
  • When we compare scale scores across different groups, we make an assumption that the scale measures the same construct in all of the groups
  • If that assumption is true, comparisons and analyses of those scores are valid, and subsequent interpretations are meaningful
  • However, if that assumption does not hold, such comparisons do not produce meaningful results
  • Meaningful comparisons of statistics (e.g. mean level differences) can only be made under conditions of invariance
37
Q

Functional Equivalence

A
  • Exists when constructs have the same empirical relationship with an outcome variable
  • Does not require conceptual equivalence or structural equivalence
    ** Similar to “Dustbowl empiricism” and empirical keying
  • Different behaviors can lead to the same outcome
38
Q

Functional Equivalence
Culture “A” Image

A

Image

39
Q

Functional Equivalence
Culture “B” Image

A

Image

40
Q

Confirmation

A
  • Need to make sure your data fit your model
  • Difficult to do because of multiple levels of theory, and analyses
  • Need for clean models
  • SEM, Hierarchical Linear Analyses are tools that help
41
Q

Frog Pond Effects

A
  • Levels of construct can be confounded by the culture the person resides in.
  • Frog can be big or little depending on the size of the pond
  • Ex item.
  • I am a family oriented person
    ** Me vs. Zeeshan
42
Q

I am a family oriented person
Image

A

Image

43
Q

Broad Research Base
Image

A

Image

44
Q

Cold Cognition?

A

Encountering “different” can arouse:
* Feelings of anxiety (Moraitis, 1991)
* Perceptions of danger (Bronson, 1968)
* Pre-conscious threat to survival (Öhman, Lundqvist, & Esteves, 2001)
* Lower trust (Brewer, 1979)
* Decreased interpersonal comfort (Allen, Day, & Lentz, 2005).

45
Q

In sum:

A
  • Encountering the boundary of different has reliable non-trivial effects on affect, behavior, and cognition
  • The experience is extremely robust, ingrained, and may have evolutionary roots
  • Common dynamics operating despite apparently distinct domains?
46
Q

Dealing with Different?
Implications?

A
  • Broad issue
  • Scientific progress
  • More robust, scalable solutions
  • Efficient on front end & back end
  • Simplicity for the customer