MULTICULTURAL INFLUENCES IN HRD (DCE5130) SEMESTER TWO 2015/2016 F2F I (20 FEB. 2015)

1. MULTICULTURAL INFLUENCES IN HRD(DCE5130) SEMESTER TWO 2015/2016F2F I (20 FEB. 2015)

2. FACE TO FACE 1 COURSE CONTENT Part 1: Key elements of My Own Culture and other cultures in Malaysia • . o An awareness and understanding of one's own set of values and cultural assumptions, symbols, rituals, and role models o An understanding of values of people from different ethnic groups in the country (Malays, Chinese, Indians and Others). o Cultural Similarities and Differences among Malaysians • Learning outcomes: • The students are able to: • Analyse five cultural dimensions • Identify and elaborate cultural dimensions of his/her own culture and other cultures in Malaysia/own country

3. Assoc. Prof. Dr. Azizan Asmuni Department of Professional Development & Continuing Education (JPPPL)Faculty of Educational Studies, Universiti Putra Malaysia Tel: office: 03-89467901 hp:019-2196581azizanasm@gmail.comazizanas@upm.edu.my

4. OBJECTIVES: At the end of this course, the students are able to: • Identify and elaborate key elements of his/her own culture and other cultures in Malaysia/own country • Analyze and relate key elements of culture (cultural dimension) to the intracultural, intercultural, and crosscultural Malaysian workplace • Discuss and provide solution to issues and challenges in working across cultures,

5. SYNOPSIS: • This course emphasises the influence of multiculture on human resource development, the sensitivity of multiculture on labour force in Malaysia and at the international level, cross-cultural and intercultural management of international corporations).

6. EVALUATION OF MULTICULTURAL INFLUENCES IN HRD(DCE5130) 1. Assignment 1 15% 2. Assignment 2 (Article Review)15% 3. Assignment 3 15% 4. Assignment 4 (Case Study) (Group) 25 % 3. Final exam 30%

7. ASSIGNMENT 1 (INDIVIDUAL) • What is your understanding of your own value in your culture? • Identify your core value (can be more than one values). • Describe the value/s by using the key elements of culture (underlying assumption, value, symbol, ritual and hero). The assignment should be based on your own observation and experience. Some references may be useful. • (At least 5 pages. 1.5 spacing) • Due date: 2nd Face to Face

8. ASSIGNMENT 2 (Individual) • Search for ONE research article related to multicultural influences in HRD/organization. • Review and discuss your chosen article based on your understanding of cultural dimensions. Please read and compare with the following article (given in the VODPPL): “FACILITATING HARMONY IN DIVERSITY: USING DELIGHTS, PUZZLES AND IRRITATIONS TO MEET THE CHALLENGE OF DIVERSITY” (provided in the file or at www.amauta-international.com/iaf2000/Abdullah2.PDF) • (At least 3 pages. 1.5 spacing) • Due date: 3rd Face to Face

9. ASSIGNMENT 3 • How Malaysian manager manage the organization? (intracultural or intercultural organization? • Select one or two hrd practices/activities on how manager manage the organization from cultural perspective (in terms of leadership, communication, motivating, managing conflict etc.). • The assignment can be either based on your own experience or other managers (interview). • (At least 10 pages. 1.5 spacing) • Due date: 3rd Face to Face

10. ASSIGNMENT 4CASE STUDY (GROUP ASSIGMENT) • How foreigners manage and need to know about managing in Malaysia (Cross-cultural Organization)? • The students are expected to do a series of interview the foreigners (particular from western countries, Japan, Korea, Taiwan or Africa’s) who worked in Malaysian organizations (company, NGO, government). • At least three foreigners of managerial level should be interviewed. • Focus of the paper is how foreigners manage the organization from the cultural perspective, the issues and problems, their expectation, misunderstanding, etc. • (At least 15 pages. 1.5 spacing) • Due date: Final Exam for Master Program

11. FINAL EXAM •  Focus will be given on the ability of students to analyse key dimensions/elements of own culture and other cultures, and relate and propose solutions to issues and challenges in the multicultural workplace contexts.

12. REFERENCES REFERENCES: LEARNING MODULE: • MULTICULTURAL INFLUENCES IN HRD (DCE 5130) by Asma Abdullah, Pusat Pendidikan Luar, UPM MAIN: • Azizan Asmuni (2015). MODUL DCE3418. UPM EDUCATION & TRAINING SDN BHD, UNIVERSITI PUTRA MALAYSIA. • Asma Abdullah (1996). Going Glocal. Malaysian Institute of Management. Shah Alam. Malaysia • Asma Abdullah (2006). Ke arah glokal : dimensi budaya dalam pengurusan Malaysia. Penterjemah Zol Azlan Hamidin. Institut Terjemahan Negara Malaysia, Kuala Lumpur • Asma Abdullah And Aric Low (2001). Understanding the Malaysian Workforce. Guidelines for Managers. Malaysian Institute of Management. Shah Alam. Malaysia. • Asma Abdullah( 2001). Pengaruh Nilai Kebudayaan Melayu Dalam Pengurusan Di Malaysia. Ph.D Dissertation. Fakulti Sains Kemasyarakatan Dan Kemanusiaan, Universiti Kebangsaan Malaysia (HD58.7 .A86 2001)

13. REFERENCES OTHERS • Adler, N.J. and Gundersen, A. (2008). International Dimension of Organizational Behavior. (Fifth Edition.). South-Western, Canada. • Asma Abdullah and Paul B. Pedersen (2003). Understanding Multicultural Malaysia : Delights, Puzzles & Irritations. Prentice Hall, Petaling Jaya. 2003 • Hofstede, G.H. and Hoftede, G.J. (2005). Cultures and Organizations: Software of the Mind. Revised and Expanded 2nd edition, UK: McGraw Hill. • Geert Hofstede, Gert Jan Hofstede, Michael Minkov, Cultures and Organizations: Software of the Mind. 3rd Edition, McGraw-Hill USA, 2010 • Schein, E.H. (1997). Organizational Culture and Leadership, Jossey-Bass, UK

14. COURSE CONTENT Part 1: (FACE TO FACE 1) Key elements of My Own Culture and other cultures in Malaysia Part 2 (FACE TO FACE 2) Relating at the intra cultural, intercultural, cross cultural Malaysian workplace • 4 PARTS • . Part 3 (FACE TO FACE 3) Issues and challenges in working across cultures, namely: - when Malaysians go abroad to work - when foreigners come to live and work in Malaysia.

15. FACE TO FACE 1 COURSE CONTENT Part 1: Key elements of My Own Culture and other cultures in Malaysia • . o An awareness and understanding of one's own set of values and cultural assumptions, symbols, rituals, and role models o An understanding of values of people from different ethnic groups in the country (Malays, Chinese, Indians and Others). o Cultural Similarities and Differences among Malaysians • Learning outcomes: • The students are able to: • Analyse five cultural dimensions • Identify and elaborate cultural dimensions of his/her own culture and other cultures in Malaysia/own country

16. FACE TO FACE 2 COURSE CONTENT Part 2 Relating at the intra cultural, intercultural, cross cultural Malaysian workplace OSimilarities and differences in values and underlying assumptions of people from different ethnic groups and how they are expressed through managerial practices O A working knowledge of the business approaches, protocol, etiquette and sensitivities as observed by each ethnic group at the workplace O Acquire appropriate skills, strategies and techniques to interact with people from different ethnic groups and cultures for business and social purposes O Forces of Change: Industrialization, Westernization, Modernization, Islamization, Vision 2020, Globalization and their impact in business O Types of workplaces: Intracultural, intercultural and cross cultural O Issues and challenges at the Malaysian workplace • . • Learning outcomes: • The students are able to: • compare underlying assumptions (similarities and differences) among people from different ethnic groups in organization • assess the HRD practices/activities in organization from multicultural perspectives (in terms of leadership, communication, motivating, managing conflict etc.)

17. Part 3Issues and challenges in working across cultures, namely:- when Malaysians go abroad to work - when foreigners come to live and work in Malaysia. FACE TO FACE 3 COURSE CONTENT o An awareness and understanding of values and underlying assumptions of people from different cultures in business settings (Americans, Japanese, Australians, Canadians, Germans, Swedes, etc) o A knowledge of work practices as observed in different cultures: concept of time, completed staff work, ethics, work relationships, protocol, etiquette and sensitivities as observed by each culture o Acquire appropriate skills, strategies and techniques to interact with the host culture for business and social purposes o Issues and challenges of international management o Managing cross cultural interactions in business settings • . • Learning outcomes: • The students are able to: • Analyze cultural dimensions to multicultural workplace • Discuss and provide solution to issues and challenges in working across cultures

18. DEFINITION OF CULTURE • 161 definitions (2001, Dewan Budaya) • Sociologists, Anthropologists, Humanities

19. DEFINING CULTURE (HOFSTEDE) ……. the collective programming of the body, mind and spirit which distinguishes members of one group (nation, ethnic group, company or category) of people from another (HOFSTEDE, 2010). (http://geert-hofstede.com/organisational-culture.html)

20. DEFINING CULTURE (HOFSTEDE) • the collective mental programming (softwareof mind) • Culture is learned, not inherited. It derives from one's social environment, not from one's genes. • is learned behavior and is transmitted by education

21. DEFINING CULTURE (HOFSTEDE) • Satu pemprograman minda secara kolektif (keseluruhan pola pemfikiran, perasaan dan tindakan/perbuatan ) yang membezakan antara ahli dalam sesebuah masyarakat atau kelompok manusiadengan sesebuah masyarakat atau kumpulan manusia yang lain. • pemprograman minda ialah keseluruhan pola kajian bidaya (pemfikiran, perasaan dan tindakan/perbuatan) oleh ahli sesebuah masyarakat) budaya suatu kelompok atau collective mental programming terbentuk melalui proses: • Environmen/persekitaran sosial (peringkat negara, daerah, tempat kerja, organisasi, sekolah, rumah tangga, jiran tetangga dsbnya. ) • Peristiwa atau kejadian yang dialami dalam kehidupan ahli dalam kelompok/masyarakat yang berkaitan. • Budaya dikasifikasikan: nasional, daerah, gender, generasi, kelas sosial, organisasion dan sebagainya

22. Koentjaraningrat (1970) • Kebudayaan berasal daripada perkataan Sanskrit 'buddhayah' iaitu bentuk jamak dari 'buddhi' yang bererti 'budi' atau 'akal'. Kebudayaan dapat diertikan sebagai 'hal-hal yang bersangkutan dengan akal'. • "keseluruhan dari kelakuan dan hasil kelakuan manusia yang teratur oleh tatakelakuan yang harus diperoleh dengan cara belajar."

23. Organisational Culture • "the collective programming of the mind that distinguishes the members of one organisation from others.“ (http://geert-hofstede.com/organisational-culture.html)

24. SCHEIN’S • shared solutions to universal problems of external adaptation (how to survive) and internal integration (how to stay together) - which have evolved over time and are handed down from one generation to the next • Schein, 1985 • emic, universal problems where the solution is unique for a particular group , etic • why do people behave as they do? • Basic assumption, WELTANSCHAUUNG

25. KEY ELEMENTS OF CULTURE Symbols (Simbol) Rituals (Upacara amal) Heroes (Peranan Ketua/Wira) Values (Nilai) Underlying Assumptions (Andaian Dasar)

26. ICEBERG

27. THE ICEBERG ANALOGY OF CULTURE Conscious Seen, Explicit Symbols, Rituals and heroes Delights Unconscious Unseen, Implicit Puzzles and Irritations Values and Underlying Assumptions

28. The tree analogy Conscious Symbols, rituals and role models Unconscious Values and Underlying assumptions The roots Akar umbi

29. 1. SYMBOLS

30. 2. RITUALS

31. 3. HEROES YAB DATO’ SRI MOHD NAJIB BIN TUN ABDUL RAZAK (PERDANA MENTERI MALAYSIA) Tan Dato' Seri Vincent Tan  Tony Fernandes

32. KEY ELEMENTS OF CULTURE SYMBOLS What we can see and hear…language, objects, jargon, objects, ways of dressing RITUALS How do we do things…meetings, celebrations ROLE MODELS Who are our heroes/heroines PRACTICES Overt behaviors to demonstrate values VALUES What we believe in.. shoulds, oughts, and musts inferred from our behaviours PRACTICES Overt behaviors to demonstrate values UNDERLYING ASSUMPTIONS ways of perceiving, thinking and evaluating the world around us

33. 4. VALUES • Ex: • Harmony, Family centeredness • Respect for elders, Polite behavior • Humility, Religious, Prosperity • Hardwork, Shame, Wealth, Risk taking, • Champion of causes, Teamwork

34. 5. UNDERLYING ASSUMPTION • We • Harmony • Relationship • Hierarchy • Shame • High context communication • Polychronic time orientation • Religious/Spritual

35. LINKING KEY ELEMENT OF CULTURE SAFETY (VALUE) WEALTH, philanthropy (VALUE)

36. KEY ELEMENTS OF CULTURE: Malay Symbols Malay house, verandah. color green, salam, songkok, selendang, keris. Kiss hand of elders Rituals Greetings, salutations, praying slaughtering/halal food, eating with fingers, Open House for Hari Raya, adat formalities protocol HeroesPenghulus, Imam, village elders, Dr Mahathir Mohamed, Values Harmony, Family centeredness, Respect for elders, Polite behavior, Humility, Modesty, Showing gratitude, Religious Underlying assumptions: Man’s relationship with Nature Eco-friendly, harmony with others Man’s relationship with people Relationship orientation, Group oriented, Shame driven, Hierarchical Man’s relationship with God Belief in both acquired and revealed knowledge

37. KEY ELEMENTS OF CULTURE: Chinese Symbols Fengshui, Red color, Dragon, Tiger, Lantern, Expensive cars Rituals Tea ceremony, Lion dance, Cheng beng ceremony, Joystick praying, Reunion dinners Heroes Confucius, scholars, Educators, Sun Tzu, businesspersons, Parents Values Education, Prosperity, Harmony, Family centeredness, Respect for elders, Hardwork, Shame, Wealth, Face saving, Food , Risk taking Underlying assumptions: Man’s relationship with Nature Harmony driven Man’s relationship with people Relationship orientation, Man’s relationship with God Confucianism, Buddhism, Taoism

38. KEY ELEMENTS OF CULTURE: Indians Symbols Banana leaf, coconut leaves, sarees, pottu, kolam Rituals Offering garlands, chewing beetle leaves, bangle ceremony Heroes Parents, film stars, spiritual figures, teachers, union leaders Values God fearing, Spirituality, Harmony, Family centeredness, Respect for elders, Hardwork, Champion of causes Underlying assumptions: Man’s relationship with Nature Harmony driven Man’s relationship with people Relationship orientation, Hierarchical Man’s relationship with God Karma, Hinduism

39. KEY ELEMENTS OF CULTURE: Americans Symbols Eagle - freedom, strength, individuality, Flag. Big Mac, Disney, Coke Rituals Holidays. Independence Day, Thanks giving, Going to Church on Sundays Heroes Founding fathers, Martin Luther King, Athletes, Entertainers Values Task orientation, Individualism, Punctuality, Money, Privacy, Competitiveness, Underlying assumptions: Man’s relationship with Nature Control, Mastery Man’s relationship with people Individualism, Task driven, Monochronic time, Low context, Guilt, Equality Man’s relationship with God Secular

40. Source: Understanding The Malaysian Workforce, Malaysian Institute of Management, Kuala Lumpur, 2000 Malays Deference for elders Harmony Cooperation Being non-confrontational Indirectness Faith in God Humility Being apologetic Compliant Tact, Politeness Courtesy Friendliness Generosity Being accommodating Tacit system of reciprocal obligations Loyalty Family orientation Trustworthiness Fairness Sincerity Honesty Self respect (hormat diri) Discipline, patience MALAYSIAN Cultural VALUES Chinese Food Education Achievement Hard work Success Perseverance Diligence Gambling, Risk taking Entrepreneurship drive Wealth, Prosperity Thrift Family, Filial piety Respect, Hierarchy, Position Status, Harmony, Face Modesty Being pragmatic/practical Indians Loyalty of belonging Participation Brotherhood Harmony Respect Family Filial piety Fear of God Karma Hard work Security Face Modesty Being champion of causes Americans: Task orientation Individualism Punctuality Money Privacy Competition

41. KEY UNDERLYING CULTURAL ASSUMPTIONS Relationship with Nature 1. Control/Mastery.......Harmony 2. Task...........................Relationships 3. Equality.....................Hierarchy 4. Guilt................….......Shame 5. Low Context..............High Context Communication 6. Monochronic.............Polychronic time 7. Individualism............Collectivism Relationship with people Relationship with God 8. Secular......................Spirituality, Religious Acquired.........................Revealed Knowledge @asma

42. 8 PAIRED CULTURAL DIMENSIONS 1. Harmony -------------------------------------------------Control/Mastery - gauges the individual’s relationship with Nature 2. Relationship --------------------------------------------- Task - measures the importance placed on relationships with others versus task accomplishments 3. Hierarchy--------------------------------------------------Equality - gauges the emphasis placed on rank, status and other ascribed attributes over equality issues 4. Shame ---------------------------------------------------- Guilt - verifies if shame (outer driven, external locus of control or guilt (inner driven internal locus of control is the principle that guides behaviour 5. High--------------------------------------------------------Low context communication - measures the extent to which cultures depend on the external environment, situation, nonverbal signs to communicate 6. Polychronic-----------------------------------------------Monochronic time orientation - verifies is the principle that guides behaviour is circular or sequential 7. We --------------------------------------------------------- I - measures the preference for interdependence with other people 8. Religious --------------------------------------------------Secular - verifies the degree in which religiosity, as opposed to secularity, is considered in work related issues @asma

43. CHARACTERISTICS OF VALUES The “shoulds” and “oughts” of thinking and feeling given to us early in life which influence our behaviors Revered Freely chosen Expressed A clear, meaningful and uncompromising statement about what is critical Consciously chosen and not externally imposed Efforts toward intended destination must be made visible @asma

44. UNDERLYING ASSUMPTIONS and VALUES 1. HARMONY Live in harmony with nature and co-exist with the non-physical aspects of the unseen world Less likely to challenge existing boundaries Difficult to be friends with those we disagree with Status quo Flexible Accommodating Conflict avoidance Cooperation Ketenteraman 2. MASTERY /CONTROL Firm Demanding Assertive Confrontational Competitive Take control over environment and harness forces of nature to meet one’s needs Challenge existing boundaries Can be friends with those we disagree with @asma

45. UNDERLYING ASSUMPTIONS and VALUES 3. RELATIONSHIP More sensitive to feelings, Not wanting to hurt others, Easy to get along with -it is important to recognize that the basis of doing business with another person is to first build good and friendly relationships. Only then will the task get done. - believe that it is only by understanding and having a "feel" for the other party that they are able to live and work smoothly with them -social competencies (being friendly, accommodating, etc) are more valued than cognitive competencies. 4. Task - when doing business with another person it is important to agree on a written contract. -Cognitive competencies (critical thinking, problem solving, etc) are more valued than social competencies. -the task is the boss; relationships are secondary in nature. Critical thinking, Detailed and specific, Contractual agreement

46. UNDERLYING ASSUMPTIONS and VALUES 5. HIERARCHY Work, duties and responsibilities are distributed according to seniority Superiors addressed and respected Tolerance of differences in status and wealth Subordinates accept directions from superiors without questions Respect for elders Status and power Protocol and ceremonies Politeness Bersopan 6. EQUALITY Most competent will be rewarded Superiors addressed on first name basis Differences in status and wealth minimised Subordinates not afraid to question instructions of superiors Meritocracy Egalitarian Less ceremonies @asma

47. UNDERLYING ASSUMPTIONS and VALUES 7. SHAME External locus of control: Rely on external sanctions (group, family, and team and authority) to get things done Concern with “ what will people say” if they do something wrong Truth depends on values, and religious teachings Face saving Group accountability Malu 8. GUILT Internal locus of control: Do things own volition and guided by inner conscience Not concerned with “what others may say about me” Has a code of ethics - absolute sense of right and wrong Independent Autonomous Personal accountability @asma

48. UNDERLYING ASSUMPTIONS and VALUES 9. HIGH CONTEXT What you see is not what you get - need to consider the context Implicit and indirect Behaviour and person cannot be separated Guarded in stating views and opinions Indirect Not so specific Time waster Face saving Collective agreement Berliku liku 10. LOW CONTEXT Direct Specific Time saver Factual Data-oriented Say what you mean mean what you say explicit meaning and direct Behaviour is separated from the person Not afraid to speak up when they have something to say @asma

49. UNDERLYING ASSUMPTIONS and VALUES 11. POLYCHRONIC Time as flexible and part of life Do many things at one time Circuitous, non-sequential Non-linear Punctuality and deadlines are not absolute Diffused Analog Flexible Multi tasking 12. MONOCHRONIC Time as a scarce and finite resource Do one thing at a time Sequential Linear oriented Punctual and adhere to schedules and meeting datelines Displaced Digital Focus on targets Timeliness Efficiency driven @asma

50. UNDERLYING ASSUMPTIONS and VALUES 13. WE -Collectivism Our way Part of a group with common grounds - ethnicity, language, religion Group achievement more important than personal goals Value cooperation, interdependence and collaboration and communal responsibility We: Related self Communitarianism Concern for welfare of others Obedience, Loyalty, Duty, Sacrifice Kita, Kami 14. I- Individualism My way I: Separated self Self-reliance Self-actualization Self-esteem Privacy Autonomy Competition Unique and independent individuals Personal goals more important than group goals Value competition, achievement, and independence @asma