CULTURE IN MANAGEMENT: THE MEASUREMENT OF DIFFERENCES

1. CULTURE IN MANAGEMENT: THE MEASUREMENT OF DIFFERENCES Dony Eko Prasetyo, S.IP.

3. CULTURE???? • A way of life of a group of people • That complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society • Everything that people have, think, and do as members of society • Social heritage of a person • Way of life of a society, consisting of prescribed ways of behaving or norms of conduct, beliefs, values, and skills • Sum total of life patterns passed on from generation to generation within a group

4. Cont’d • SUATU SISTEM PEMAKNAAN YANG DIMILIKI OLEH SEKELOMPOK ORANG, YANG TERCERMIN DALAM BAGAIMANA MEREKA MEMPERSEPSIKAN SESUATU, BERPIKIR DAN BERTINDAK. • BERSIFAT RELATIF, ORANG DALAM BUDAYA YANG BERBEDA MEMPERSEPSIKAN DUNIA SECARA BERBEDA, DAN MEMPUNYAI CARA BERTINDAK YANG BERBEDA. • BUDAYA DIPELAJARI MELALUI PENGALAMAN ORANG DALAM LINGKUNGAN SOSIAL DI MANA IA DIBESARKAN, (TIDAK DITURUNKAN). • BUDAYA ADALAH FENOMENA KELOMPOK, BUKAN FENOMENA INDIVIDUAL. • Budayamerupakancarapemecahanmasalahberkenaandengan problem external adaptationdaninternal integration.

5. Cont’d • (broadly) learned norms, values, knowledge, artifacts, language and symbols • (more specifically) facial expressions, religious beliefs, religious rituals,  importance of time,  paintings,  values,  literature,  child-raising beliefs,  ideas about leadership,  gestures,  ideas about fairness,  ideas about friendship,  ideas about modesty,  eating habits,  understanding of the natural world,  concept of self,  the importance of work,  concept of beauty,  general world view,  concept of personal space,  rules of social etiquette,  housing

6. The Iceberg Metaphor • The metaphor of culture as an “iceberg” is extremely helpful in that it identifies aspects of culture that are: • Immediately visible= explicit, visible, taught (above the water line). Only about one-eighth of an iceberg is visible above the water. The rest is below. • Part of the iceberg that emerges & submerges with the tides= “now you see it, now you don’t” (at the water line) • Deep beneath the surface= “hidden culture” (below the water line)

7. “The Cultural Iceberg”

8. CULTURALLY COMPETENT PRACTICE

9. DEFINING CULTURAL COMPETENCE Refers to a set of academic and interpersonal skills that allow individuals to increase their understanding and appreciation of cultural differences and similarities within, among, and between groups

10. CULTURAL COMPETENCE MODEL Competency One: (Sue, 2006) Becoming aware of one’s own assumptions, values, and biases about human behaviors

11. 9 THINGS WE NOTICE ABOUT PEOPLE • Skin color • Gender • Age • Appearance • Facial expressions • Eye contact • Movement • Personal space • Touch

12. CULTURAL IDENTITY EXERCISE What is your culture? How important is your culture to you? What are beliefs/values of your culture? What are your cultural biases?

13. CULTURAL COMPETENCE MODEL Competency Two: Understanding the worldview of culturally diverse clients

14. RESPECTFUL APPROACH Refrain from judgments or assumptions Practice respectful curiosity Help me to understand you better Take a “tell me more” approach Respect diversity and differences Seek out cultural brokers Promote cultural competence

15. CULTURAL COMPETENCE MODEL Competency Three: Developing appropriate intervention strategies and techniques

16. CULTURAL BRIDGING EXERCISE Discuss a time when you were able to effectively bridge across cultures with a student? How did you practice cultural competence? What strategies did you use?

17. CULTURAL COMPETENCE MODEL Competency Four: Understanding organizational and institutional forces that enhance or negate cultural competence

18. SYSTEM CHALLENGES EXERCISE Discuss a time when your system enhanced or negated your efforts towards cultural competence? What was this like for you?

19. Classifications of culture • Broad classifications: Hall’s High-Context and Low-Context Cultural Framework • Detailed classifications: • Tonnies and Loomis’s amplification • Kluckhohn and Strodtbeck’s Variations in Values Orientations • Hofstede’s definition of culture & Bond’s addition • Schwartz's classification • Trompenaars’ 7 Dimensions of Culture

20. Hall’s High-Context and Low-Context Cultural Framework High-ContextLow-Context China Austria Egypt Canada France Denmark Italy England Japan Finland Lebanon Germany Saudi Arabia Norway Spain Switzerland Syria United States

21. Kluckhohn and Strodtbeck’s Variations in Values Orientations • Framework to describe how different societies cope with various issues or problems • Includes 6 Values Orientations • A culture is defined by one or more variations of a values orientation

22. Kluckhohn & Strodbeck definition of national culture

23. Kluckhohn dan Strodtbeck

24. Relation to Nature • Subjugation Accept nature; don’t try to change it • Harmony Coexist with nature (fengshui) • Mastery Change nature through technology when necessary or desirable

25. Time Orientation • Past Emphasizes tradition • Present Focuses on short-term • Future Emphasizes long-term

26. Basic Human Nature • Good People trust each other • Mixed-Neutral Generally trusting but need to be cautious and protect self • Evil Lack of trust

27. Activity Orientation • Doing Emphasis on action, achievement, learning • Containing/Controlling Emphasis on rationality and logic • Being Emphasis on enjoying life and working for the moment

28. Relationships among People • Individualistic People define themselves through personal characteristics and achievement • Group-oriented People relate to and take responsibility for members of the family, network, or community • Hierarchical People value group relationships but also within the society emphasize relative ranking of groups

29. Space Orientation • Public Space belongs to all • Mixed There is a combination of public and private space • Private People consider it important to have their own space

30. Hofstede’s Dimensions of Cultural Values • Focuses specifically on work-related values • Developed in 1980 with data over 116,000 employees in 72 countries • Average scores for each country used to develop national profiles to explain differences in work behaviors

31. Hofstede’s definition of culture & Bond’s addition • individualism-collectivism • uncertainty avoidance • power distance • masculinity/femininity • Confucian work dynamism (time orientation)

32. Hofstede’s definition of culture & Bond’s addition

33. Individualism/Collectivism • Collectivistic People value the overall good of the group • Individualistic People have concern for themselves and their immediate families

34. Power Distance • The extent to which less powerful members of organizations accept that power is unequally distributed • Large • Differences among people with different ranks are acceptable • Small • Less comfortable with power differences

35. Uncertainty Avoidance • Indicates preferred amount of structure • Weak • People prefer unstructured situations • Strong • People prefer more structure

36. Masculinity/Femininity • Extent to which people prefer traditional male or female values • Feminine • “Tender” values dominant - personal relationships, care for others, quality of life, service • Masculine • “Tough” values dominant - success, money, status, competition

37. The Chinese Value Survey • Reaction to the Hofstede study • Developed in Chinese based on traditional Chinese values • Translated and administered to students in 23 countries • 4 dimensions, 3 match Hofstede (PD, I/C, and M/F) plus Confucian Work Dynamism

38. Long-term/Short-term Orientation • High Confucian work dynamism/Long-term oriented Concern with future, value thrift and persistence • Low Confucian work dynamism/Short-term oriented Oriented toward past and present, respect for tradition but here and now is most important

39. Schwartz's classification • Focuses on universal aspects of individual value content and structure • Based on issues that confront all societies • The nature of boundaries between the individual and the group. • How to support responsible behavior. • How to regulate the relation of people to the social and natural world.

40. Embeddedness Versus Autonomy • Embeddedness • People view others as inherently part of collectives. Meaning in life comes from social relationships & shared way of life & goals. • Autonomy • Individuals seen as autonomous, bounded entities who find meaning in their own uniqueness • Intellectual autonomy - people follow their own ideas and value curiosity, creativity, and open-mindedness • Affective autonomy - individuals independently pursue positive experiences that make them feel good

41. Hierarchy Versus Egalitarianism • Hierarchy The social system has clearly defined roles to identify obligations & rules of behavior • Egalitarianism Think of each other as equals sharing basic human interests that values equality, justice, honesty & responsbility

42. Mastery Versus Harmony • Harmony Emphasizes understanding and fitting in with the environment, rather than trying to change it • Mastery Encourages people to master, change, and exploit the natural and social environment for personal or group goals

43. Trompenaars’ Dimensions of Culture • Dimensions represent how societies develop approaches to managing problems and difficult situations • Over a 14 year period, data collected from over 46,000 managers representing more than 40 national cultures

44. Trompenaars’ 7 Dimensions of Culture • Particularism vs. Universalism • Collectivism vs. Individualism • Affective vs. Neutral Relationships • Diffuse vs. Specific Relationships • Ascription vs. Achievement • Relationship to Time • Relationship to Nature

45. Global Strategic Options : creating synergy amongst diverse cultures Cultural Dominance (fight) Cultural Synergy (fit and develop new solutions) Cultural Compromise (combination of dominance and accomodation) “my culture’s way” Cultural Avoidance (flight) Cultural Accomodation (follow) “their culture’s way”

46. Management Implications of Power Distance

47. Management Implications of UAI

48. Management Implications of Individualism

49. Management Implications of Masculinity/Femininity

50. Management Implications of Long-Term Orientation