Professional Documents
Culture Documents
Fourth Edition
Understanding Cross-Cultural Management offers a selective but broad view of classic and contemporary
thinking on cultural management and encourages you to apply theories and ideas to practice - and to relate
them to your own experience - through various examples and cases from the business world as well as
through a range of practical activities, including:
• Cross-cultural concepts, which explain key ideas from leading theorists, thinkers and practitioners.
• Case studies (many of them based on articles from the Financial Times), dilemmas and points for
reflection, which enable you to judge internally and interact externally.
• Spotlights in every chapter, which briefly illustrate the concepts being described.
• Mini-cases with questions and points for discussion, which encourage consistent application of theory
to practice.
• Activities at the end of each chapter, as well as at the end of each of the book’s three parts, which
provide a broader and more integrated perspective on the material in each section. These encourage
you to develop both your cross-cultural management skills and a critical view of research done in this
area.
This book has been written for undergraduate and postgraduate students, as well as practising managers
and professionals, who are studying cross-cultural and international management as part of either
specialist international business programmes or general business-related qualifications. This book is also a
valuable resource for self-study, enabling readers to extend and to deepen their cross-cultural awareness.
Index 461
viii
This fourth edition, just like its predecessors, explores the many facets of cross-cultural
management while allowing the reader to apply the many theories and ideas which have
evolved in this area to actual practice. When preparing this latest edition we have con-
tinued to take into account the feedback given by the readers and users through the
reviews collated by our publisher.
We are particularly grateful to our reviewers for their encouragement as well as for
their critical observations and invaluable suggestions for improvement. Their feed-
back is particularly evident in this edition since we have for the first time altered the
chapter structure of the book. Originally, each of the book’s three parts consisted of
six chapters, but in this edition, Part Three has only three longer chapters. This
change is our response to the need expressed by a number of our reviewers for Part
Three’s structure to be changed in order to bring greater cohesion to the text and to
increase the integration of the theories presented on intercultural communicative
competence.
This fourth edition continues to update many features of the book, including the
frequent newspaper articles which form the basis of its mini-case studies and end-of-
chapter activities. The questions and tasks which go with these have also been updated
to encourage more discussion and interaction with fellow-students.
Updating the text is always a welcome challenge. When doing so for this edition we
have given more attention to Asian cultures and included more non-Western examples
in the various chapters. Also, the increased attention given to ‘culture’ in business
publications has helped us in our search for illustrations of the aspects of culture
featured in the book.
The support material available to instructors has also been updated and improved.
At their request, we have given more assistance in dealing with the questions asked of
students relating to the mini-cases. Moreover, we have given more background informa-
tion, where appropriate, concerning subject-matter in the text. This has been done
mainly by giving links to newspaper and journal articles which offer extra depth
and insight.
More recent insights into cross-cultural theory have also been added which have
emerged from more recent research. Although the notion of cultural dimensions in its
many forms continues to play an important role in the book, we have given more atten-
tion to alternative theories where the individual’s relation to the cultural context is
the focus.
ix
in the process, the instructor helps the students not only to ‘construct’ their own
understanding based on their knowledge and experience, but also to take advantage
of the informal learning process through those activities, which encourage interaction
between trainees. Having said that, however, we believe that this book is also a valu-
able resource for self-study because it enables readers to extend and to deepen their
cross-cultural awareness.
This approach to learning reflects a concern we had when writing a book that deals
with culture: knowledge of oneself is as important as the knowledge of theory.
xi
their questions and discussion points, enable an exchange of ideas using the stu-
dents’ own experiences and thoughts. Each chapter of the book ends with two activ-
ities. These allow the learner to apply the concepts through exercises of
various kinds.
The points for reflection given after the concepts encourage the readers to go beyond
their knowledge of the subject-matter and apply their skills to certain cross-cultural
issues. Following these are a list of publications for further reading as well as references.
These are intended for readers who wish to read more detailed accounts, or extend their
knowledge of the areas in question.
The two final activities at the end of each part pull the strings together. They take
various forms, ranging from case studies to group activities such as simulations,
role-plays and projects. Being more extended in nature and incorporating the ele-
ments of each part, they are intended to provide a broader perspective of the area
in question.
A particular type of exercise which plays a prominent role in the book is case analysis.
We have found case studies to be a very effective learning tool: confronted with a
dilemma described in each case, students are forced to consider their potential behaviour
in the context described and learn from the choices they make. Interaction with their
peers and instructor when accounting for their choices compels them to talk about their
experiences and feelings, as well as the insights they have gained from reading the
cross-cultural concepts in the book. The cases deal with many cultural contexts, so stu-
dents are confronted with different ways of thinking, thereby helping them to develop
transcultural competence.
Flexibility of approach
The arrangement of material is such that it allows flexibility in the sequence to be
followed. Although we would suggest that Part One be the starting point for any
programme of study, the sequence of chapters in Part Two and Part Three, as given
below, need not be followed slavishly. The chapters may be re-arranged according
to the priorities of the instructor and/or student. For example, if Chapters 8 and 15
are studied one after the other, then the cultural aspects of leadership can be
examined in terms of the communicative skills considered appropriate and effective
as a (team) leader in different national/organisational cultures. A further example:
Chapters 9 and 14 can be studied together and so allow the issue of company
takeovers and mergers to be combined with the negotiating process – and possible
conflicts – involved.
xii
1 7
Determinants of culture Culture and corporate structures
Preface: organisational culture as a Organisational structures
‘metaphor’ Corporate cultures
Facets of culture 13
Levels of cultures Business communication across cultures
2 8 Communicating verbally
Dimensions of culture: Culture and leadership Communicating non-verbally
Hofstede and GLOBE Different conceptions of leadership
Preface: a model from social Leadership in a global context
anthropology
Hofstede’s national cultural dimensions
Cultural dimensions according to GLOBE
3 9
Business cultures in the Western world Culture and corporate strategy
Preface: two approaches to the concept Cultural view of strategy
of multiculturalism Strategic alliances and business cultures
European cultures 14
American and Australasian cultures Managing intercultural negotiation
and conflict
4 10 Negotiating in an international context
Business cultures in Asia, Africa and Managing human resources in Understanding and dealing with conflicts
the Middle East a global environment
Preface: two different cognitive Diversity management in global
approaches to management organisations
Asian cultures International dimensions of managing
African and Middle East cultures human resources
5 11
Cultural dimensions and dilemmas Culture and customers in the
Preface: motivation and dilemmas global market
Value orientations and dimensions Customers in a cross-
Reconciling cultural dilemmas cultural environment 15
Communicating with customers Working effectively in an international
across cultures environment
The dynamics of global teams
6 12 Developing intercultural communicative
Culture and styles of management Managing cultural change in a competence (ICC)
Preface: the conceptualisation of culture – global environment
a static or dynamic approach Organisational change as a cultural
Management tasks and cultural values process
Other views on cultural values Organisational change in a global
environment
xiii
Authors’ acknowledgements
We would like to thank, first and foremost, Nyenrode Business University for encour-
aging us to write this book, which is now in its fourth edition. Their support, particularly
that of the university’s Academic Services Center, has proved invaluable throughout the
book’s development.
We are equally grateful to Pearson Education for their initial decision to publish the
first edition – and the others which have followed. The editorial teams may well have
changed over the years, but their support has continued to be unstinting, professional
and encouraging.
The readers/users of the previous editions have also proved to be very supportive with
their advice and ideas and have helped us considerably while we have been preparing
each new edition. This goes particularly for the fourth edition, which contains many of
the changes they suggested.
The Financial Times, with its vast coverage of international business, top-class jour-
nalists and perceptive columnists, has continued to be an indispensable source of mate-
rial for the new edition.
Our thanks also go out to the numerous contributors to the book. The contributions
made by Fons Trompenaars, as well as alumni and alumnae from Nyenrode Business
University, deserve particular mention.
Last, but by no means least, we would like to thank once again our respective part-
ners, Wim and Anke, for their patience and encouragement while we undertook a
further – and even more time-consuming – revision of the book.
xiv
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xxiv
The child who recorded the price of the squash on the board wrote fifteen cents
—$.15. Before the lesson was over, several children had a little trouble in writing
cents without dimes ($.06), keeping the money columns straight, using the dollar
mark and decimal point, etc. With suggestions from other members of the class,
the list was complete.
In the item “6 lb. of beef @ 16¢” the class found that it was necessary to multiply
by six. As they had never had the six table, I did not expect them to be able to do
it, but it chanced that one boy knew his six table and did the work readily.
Marion Thalman. Nov. 23, 1909.
The Cost of a Thanksgiving Dinner
1 squash $.15
2 cans of vegetables @ 10¢ .20
3 qt. of potatoes @ 8¢ .24
6 lb. of beef @ 16¢ .96
2 qt. of apples @ 12¢ .24
1 qt. cranberries .12
1 lb. sugar .06
1 lb. nuts .18
$2.15
When the price of each item had been decided upon, the children found the total
cost at their seats, and their results were compared.
The lesson closed with the question, “What did you find out in to-day’s lesson?”
The answers were: “The cost of a Thanksgiving basket”; “That Russell is the only
child who knows his six table”; “That we need to write dollars and cents so that we
won’t make mistakes.”
At the beginning of the arithmetic lesson the following day, when the class was
asked, “What do we need to do to-day?” there was a division of opinion as to
whether the drill on dollars and cents or learning of the six table should come first.
The decision was in favor of the drill on writing money, and the six table was
presented later in the same period.
The result of the lesson on the cost of the dinner was sent to the principal. The
class received a note of thanks for the help which it had rendered. The children
were proud of their accomplishment and anxious to work out more real problems.
A L ESSO N F O R APPRECI AT I O N
Exercises.
The plans which follow were offered to teachers as suggestions rather than as
outlines of subject matter or of procedure to be followed absolutely. Reorganize
these plans so as to show subject matter and method separately. Add to the
subject matter or method wherever necessary. If you think best, change the
organization of material, the statement of aim, the references to books, and the
like. Do not change the topic. As a result of your work you should be ready to
present a plan for which you are willing to stand.
L I T E R AT U R E — T H I R D G R A D E
Atalanta’s Race
Note.—The story of Atalanta’s Race furnishes material for several lessons. The
following outline embraces the whole set of lessons.
Aim:—
Preparation:—
Tell me of a game in which one child outruns another.
Tell me of a story in which two animals played a game like this race of Atalanta.
(Hare and Tortoise.)
Let us play a game in which two boys run a race.
Let us play the Hare and the Tortoise.
Which is the faster runner, the hare or the tortoise?
How, then, did the tortoise win the race?
Presentation:—
Let the teacher tell the story of the Hare and the Tortoise.
Find in the Atalanta story the person who takes the place of the hare, and the
one who takes the place of the tortoise.
By showing the picture in the book, have the children solve the problem.
Did Atalanta expect to win the race? Why not?
How did this make her act?
Did the hare expect to lose the race? Why not?
The teacher may tell the story of the girl going to market with a basket of eggs
on her head. She was so sure of getting sale for her eggs that she
set to dreaming of the pretty things she would buy with the money
she was to get for the eggs. She would buy, she thought, a bright
new dress and a new hat; and then how mean and shabby she
could make the other girls look; and how she could walk past them
all, tossing her head in pride! Forgetting that she was still only on
her way to market, she then gave her head a proud little toss; and
—what do you think happened?
Let the children give the story of the Hare and the Tortoise in their own words.
What is likely to happen to any one of us who is too sure of winning?
What will we say, then, of any one who is too sure of anything?
It has been said, “Count not your chickens before they are hatched.” What does
this mean?
ARITHMETIC—FIFTH GRADE
Aim:—
To teach division of decimals.
The following is assumed as class knowledge upon which the process should be
based.
1. Ability to read and write decimals.
2. Vivid knowledge of the relations of one hundred to ten, ten to one unit,
one unit to one tenth, one tenth to one hundredth, etc.
3. Knowledge of the process of division of whole numbers.
4. The principle: multiplying or dividing both dividend and divisor by the
same number does not change the quotient.
Preparation:—
1. Division by an integer.
a. Find the value of 1 acre of land if 15 acres cost $77115.
$ 5141
15 ) $ 77115
75
21
15
61
60
15
15
b. Find the value of 1 acre of land if 15 acres cost $771.15.
$ 51.41
15 ) $ 771.15
75
21
15
6.1
6.0
.15
.15
Compare the steps in (b) with the corresponding steps in (a). The pupil will
experience no difficulty in telling the unit that each quotient figure represents, for
he knows that dividing any number into parts does not change its unit.
Presentation:—
a. 12 is contained in 36 how many times?
12 ) 36
3
b. Multiply both dividend and divisor in (a) by 2.
24 is contained in 72 how many times?
24 ) 72
3
c. Multiply both dividend and divisor in (a) by 10.
120 is contained in 360 how many times?
120 ) 360
3
Compare the quotients. Recall the principle: Multiplying both dividend and
divisor by the same number does not change the quotient.
d. .2 is contained in 2.4 how many times?
Multiplying both numbers by 10, to what is the divisor
changed? To a whole number.
2 is contained in 24 how many times?
2 ) 24
12
e. .22 is contained in 2.42 how many times?
Change .22 to a whole number, by multiplying both the
numbers by 100.
22 is contained in 242 how many times?
11
22 ) 242
22
22
22
f. .005 is contained in .125 how many times?
By what shall both numbers be multiplied so that .005 may
become the whole number 5?
5 is contained in 125 how many times?
5 ) 125
25
g. 2.88 is contained in 3.456 how many times?
By what shall both numbers be multiplied so that 2.88
may become the whole number 288?
288 is contained in 345.6 how many times?
1.2
288 ) 345.6
288
57.6
57.6
Many such examples will enable the pupils to formulate the generalization: “To
divide a decimal by a decimal, multiply the dividend and divisor by the power of ten
that will change the divisor to an integer, then divide as in simple division.”
N AT U R E S T U D Y — F I F T H G R A D E
Detailed Plan for a Series of Lessons
Topic:—
The horse.
Materials:—
The horse seen on the street; drinking fountains; horsemanship observed;
harness; shoes; protection; different kinds of vehicles; printed
matter issued by the Society for the Prevention of Cruelty to
Animals and by the Department of Agriculture.
Aim:—
To train the children to meet sympathetically and intelligently their
responsibilities to the horse.
Preparation:—
Years of interest in horses; directed observation of other periods.
Presentation:—
1. Stories of horses known to the children—those owned by their parents,
fire horses, horses of the mounted police, showing their
faithfulness, intelligence, strength, training, treatment.
In the city of Baltimore the old fire horse is practically pensioned when
unfit for further service. This is one way in which right-minded
people acknowledge their obligations to horses, by providing for
their comfort in their old age.
Have stories like the Pacing Mustang read to the class; allow the children
to take the storybooks home, and encourage them to bring to the
class other stories about horses. Encourage the children to read
brief histories of the great breeds of horses—the Norman horses,
Clydesdales, etc.—horses that hold the world’s records for speed.
2. Observations to identify horses that show normal blood, and discover
their fitness of blood and temperament for the work they are doing.
Are they strong enough for the work they are required to do?
Are they disturbed by passing street cars? If so, how do they show it?
What is the effect upon them of the confusion of other city noises?
Notice that while some horses are evidently distressed by the confusion
of city life, others love it and become homesick when sold for use
in the country.
Blanketing:—
Call attention to the manner in which large firms so carefully blanket their
horses.
Why should a horse be blanketed when he is standing?
Shoeing:—
Notice the cause of slipping, stumbling, and falling on icy or wet
pavements, and therefore the necessity for rough shoes, rubber
shoes, etc.
If possible, bring into the class a specimen of a patent horseshoe; the
shoe and shield of a cart horse.
Harness:—
Is the horse easy in harness?
What sort of a checkrein would you use? Why?
Why is the back pad used with the two-wheel cart?
What are the effects of an ill-fitting harness?
What do you think of the law which in some places punishes a man
whose horses show galls?
Horsemanship:—
Have the children report critical situations which have happened within
their observation and how they were met by drivers; their
observation of the affection shown by a horse toward his master.
General Condition of Horses:—
Discuss the effect of grooming upon the horse’s coat.
Why should the horse be fed regularly?
Why should ground food be given to an old horse whose teeth are poor?
Discuss the necessity of allowing the horse freedom in traveling.
Temporary lameness is frequently due to a stone in the foot; how may it
be removed?
What should be done for a horse that is seriously lame?
3. The economic value of such knowledge as the foregoing:—
Horses are stiffened by standing unblanketed in the wind or cold.
Foundering is caused by watering a horse when he is over-heated.
A properly fitted harness and a comfortable checkrein, if any is used,
save the strength of the horse.
The selection of a horse whose strength and temperament fit him for his
work adds to his value and usefulness.
Skillful drivers, especially those who like their teams, can secure a great
amount of work from them and yet save much of their energy. It
frequently happens that after a day’s work one man will bring in a
team comparatively fresh, while under a different driver the same
team will be worried into exhaustion.
4. Knowledge of the work of the Society for the Prevention of Cruelty to
Animals:—
The work of this society demands judgment based on a fuller knowledge
of conditions and causes than most children of their ages possess.
Its work, therefore, is not intended for children, but they should
know what help they may give the society, and be taught to use it.
5. Knowledge of the city law for protecting horses.
Seat Work:—
Sketches of horses’ hoofs showing how a stone may cause lameness.
Sketches of different kinds of shoes.
Sketches of different kinds of checkreins: the overdraw check and its effect; side
check and its effect.
Different head and ear postures of horses indicative of their conditions and
feelings.
Getting records of observations into shape to present to class.
Have each member of the class imagine himself to be his favorite horse,—a fire
horse; mounted policeman’s horse; a United Railway repair wagon
horse; a hospital ambulance horse; an express-wagon horse; a
carriage horse; a broken-down carriage horse, etc.,—and write a
story of his part in a fire, a serious accident, or some other
situation.
Give related language work.
GEOGRAPHY—FIFTH GRADE
T H E T E A C H E R I N R E L AT I O N T O S U P E R V I S I O N