Interactive Teaching Methods in International Management: Enriching Case Discussions by Incorporating Experiential Exer

1. Academy of Management Conference, PDW, Anaheim, August 8-13 2008 Interactive Teaching Methods in International Management: Enriching Case Discussions by Incorporating Experiential Exercises Günter K. Stahl, INSEAD

2. Using Exercises to Enrich Case Discussions: Examples CREATES IDENTITY

3. Using Exercises to Enrich Case Discussions: Examples CREATES IDENTITY

4. Cases: David Shorter – Bob ChenSource: Joe DiStefano & Neil Abramson, Ivey Business School David Shorter Joe Silverman Jane Klinck Mike McLeod Pat Czarski Mary Delehanty Erin Cole Tak Li Bob Chen James-Williams: The New Enterprise Group Organizational Chart Practice Director Partners

5. Shorter/Chen Cases: Suggested Timing (3-hour session)

6. Perceptual Processes and Mental Models Vary Across Cultures Source: Nisbett (2003). The geography of thought: How Asians and Westerners think differently. New York: Free Press. Example of item measuring whether judgments of similarity are based on family resemblance or rules

7. Speaking Patterns Vary Across Cultures Conversational Overlaps: Who Interrupts Whom? United States Alternating Japan Silent Periods Brazil Overlapping A two-person negotiation is diagrammed here for three countries. A line indicates that negotiator 1 or 2 is speaking. Blanks indicate that both negotiators are silent. Overlaps indicate that both negotiators are speaking at the same time. Source: Graham (1985), The Influence of culture on the negotiation process. Journal of International Business Studies, 16, pp. 81-96.

8. Shorter/Chen Cases: Suggested Timing (3-hour session)

9. Cultural Orientations Basic issues that all societies throughout history faced, but different societies developed different ways of coping with these issues. • Environment: What is our relationship with the world around us? (Harmony-Mastery-Subjugation) • Human Nature: What is the basic nature of humans? (Good-Mixed-Evil) • Relationships: To whom and for whom do we have responsibility? (Hierarchical-Collective-Individualistic) • Mode of Activity: What is the primary mode of activity? (Being-Doing-Thinking) • Time: How do we think about time? (Past-Present-Future) • Space: How do people see and use space? (Private-Public) Source: Kluckhohn & Strodtbeck (1961). Variations in value orientations. Evanston: Row, Peterson and Company.

10. Example: Cultural Analysis (Mapping) IndonesianCulture GermanCulture

11. Shorter/Chen Cases: Suggested Timing (3-hour session)

12. Cases: David Shorter – Bob ChenSource: Joe DiStefano & Neil Abramson, Ivey Business School David Shorter Joe Silverman Jane Klinck Mike McLeod Pat Czarski Mary Delehanty Erin Cole Tak Li Bob Chen James-Williams: The New Enterprise Group Organizational Chart Practice Director Partners

13. David Shorter – Bob Chen: Case Questions • 1. Taking the perspective of either David Shorter or Bob Chen (depending on the case you were assigned), please explain the situation as of the end of the case. What are the causes of developments up to now? • 2. Prepare to play the role of either Shorter or Chen in their upcoming meeting. • a) What is the outcome you desire for the meeting? • b) What will you do or say to help this come about? • c) What assumptions do you have about the other person's motives and his likely responses to your plan for the meeting? Source: Joe DiStefano, IMD, Teaching note: Bob Chen/David Shorter.

14. David Shorter and Bob Chen: Different Perspectives Source: Joe DiStefano, IMD, Teaching note: Bob Chen/David Shorter.

15. Some Clues to Cross-Cultural Conflict • Bob Chen's current behavior vs. his reputation in the firm • Resistance to doing the audit vs. previous accommodating behavior • "He's out of line; fire him!" vs. solid performer, potential partner, liked by colleagues • "He's acting crazy; must be a personality clash” vs. polite (indirect), civil (modest) • Disclosure of reluctance to do audit to colleagues vs. shy, private person • Apparent agreement to do the audit vs. signals that he won't do it • Seems to agree to audit three times vs. Mike doesn't sense real agreement • Seems to accept 3 year tax program vs. tells Shorter he doesn't want it • Agrees during the 3 hour meeting vs. Mike hears indirectly he won't do it • Past self-sufficiency vs. requests for help • Has only dealt with Shorter regarding career issues vs. asks Jane for help Source: DiStefano, J., Teaching note: Bob Chen/David Shorter.

16. Example: Cultural Analysis (Mapping) ChineseCulture CanadianCulture

17. Example: Cultural Analysis (Mapping) ChineseCulture CanadianCulture Significant differences between Chinese and Canadian culture

18. High Context and Low Context Cultures Japanese High Arabs Latin Americans Italians/Spanish Context French English North Americans Scandinavian Germans Swiss Low Explicit Implicit Messages Source: Hall & Hall (1995)

19. Sixteen Ways to Avoid Saying ‘No’ in Japanese • Vague ‘no’ • Vague and ambiguous ‘yes’ or ‘no’ • Silence • Counter question • Tangential responses • Exiting (leaving) • Equivocation or making excuse • Criticizing the question itself • Refusing the question • Conditional ‘no’ • ‘Yes, but …’ • Delaying answers • Internally ‘yes’, externally ‘no’ • Internally ‘no’, externally ‘yes’ • Apology • The equivalent of English ‘no’ Source: Ueda (1974)

20. High Context and Low Context Cultures Circling round or getting straight to the point Diffuse, high context(from general to specific) Specific, low context (from specific to general)

21. Sixteen (and More) Ways to Avoid Saying ‘No’ in High Context Cultures: Bob Chen’s Communication Style • Vague ‘no’ • Vague and ambiguous ‘yes’ or ‘no’ • Silence • Counter question • Tangential responses • Exiting (leaving) • Lying equivocation or making excuse • Criticizing the question itself • Refusing the question • Conditional ‘no’ • ‘Yes, but …’ • Delaying answers • Internally ‘yes’, externally ‘no’ • Internally ‘no’, externally ‘yes’ • Apology • The equivalent of English ‘no’ • Avoid the other person(s) • Get another person involved • …

22. Common Stereotypes About Asian Americans Source: Osland, Kolb & Rubin (2001). Organizational behavior: An experiential approach (7th ed.). Prentice Hall: NJ.

23. Update: What Happened During and After the Meeting The meeting was, in Shorter’s words, “a disaster”. Chen felt that he had no choice but to resign. He was sure that his relationships with the partners had been so badly damaged that he could never recover. He also felt that he was being taken advantage of because of his easy nature and that there were other people who could have done the audit. Shorter was stunned. He never expected such a turn of events. Even worse, he hadn’t ever faced a male employee breaking down and crying in his office. He didn’t know how to handle the emotions being displayed by the normally reserved Bob Chen. Shorter was unhappy to lose a good employee (and the Softdisk audit still had to be done!), and Chen was unhappy to leave the firm that had given him the opportunity to work and live in Canada. Chen obtained employment as a financial analyst in a financial institution in Toronto within three weeks of resigning at James-Williams. Source: DiStefano, J., Teaching note: Bob Chen/David Shorter.