1. Working Successfully Across Cultures
Cultural Awareness
Programme
Bangalore
10-11 Dec 2007
Facilitator Morten C Arendrup
2. Slide
no 2
Morten at a Cultural Glance
•Tourist guide, Spain
•Central School of Speech &
Drama, London
•Actor in UK & DK
•University of Copenhagen
•Business Lawyer
•IMD, Lausanne
•Management Consultant
•HR Partner Novo Nordisk
•Lived 10 years abroad
4. Slide
no 4
Please introduce yourselves
• Where do you come from, i.e. culturally speaking?
• What is your experience working across cultures?
• contact with
• understanding of
• multicultural teamwork
• international exposure, e.g. expatriation
• Personal experience as child or student
5. Slide
no 5
Programme Objectives
• Recognise how cultural differences impact on the process of
building effective international relationships
• Identify specific areas of cultural diversity linked to
communication style, negotiation, business values and
working practices
• Agree on how best to work in multicultural teams,
communicate across cultures and manage the distance factor
• Identify and develop the personal qualities required for
working effectively across cultures
6. Slide
no 6
Programme Outcomes & Follow-up
• Improve and recognise different communication and
negotiation styles in Asia, India and HQ.
• Build a Code of Cross Cultural Conduct in DM relationships
• Each to identify with manager a project including measurable
targets where the cultural insight and skills can be applied
• Folllow up with manager after 6 months followed by a one
day overall assessment in this group to take place after a
year
7. Slide
no 7
Agenda
10.00 Welcome and introduction
Programme objectives & outcome
A Cross-cultural tour of the world
Cultural cocktail party
13.00 Lunch
14.00 The Morel Case
17.00 Cultural event by our hosts
19.00 Dinner at The Ginseng
21.00 Networking
09.00 Welcome back
Recap of yesterday’s learnings
Patterns of Corporate Culture
Hierachy Excercise
13.00 Lunch
14.00 Building a code of Cross
Cultural Conduct
16.30 Reflection and evalution
17.00 End of Programme
8. Slide
no 8
What is Culture?
“. . . values, beliefs, attitudes, preferences, customs, learning
styles, communication styles, history/historical interpretations,
achievements, technology, the arts, literature, etc. The sum
total of what a particular group of people have created together,
share, and transmit.”
Source: Michael Paige
“Culture . . . the sum of a social group’s patterns of behavior,
customs, way of life, ideas beliefs and values”
Source: Kate Fox
9. Slide
no 9
Who is Impacted by Culture?
Internally
• Individuals
• Teams
• Organisations
Externally
• Clients
• Suppliers
• Partners
• Reputation
(personal and
organisational)
10. Slide
no 10
What is Cultural Competence?
The ability to successfully navigate the cultural relativity and
complexity of the global, multicultural work- and marketplace
in the pursuit of specific goals and objectives
• Requires awareness, knowledge and skills that are
developed and honed through the pursuit of continuous
learning
• Exists on individual, team, and organisational levels
11. Slide
no 11
Stereotyping – Who’s who?
For me there was too much pie-in-the-
sky. He talked for 30 minutes and we
got no concrete facts!
I’m concerned that he seeems to know
so little about out local clients… the
way they really are. We have so many
small customers who don’t fit the
statistical projections…
Well, if that´s
his view I’m out
of here. No
drive, no
leadership, no
vision!
I don´t know why you are all taking it
so seriously. Surely, you were
expecting that sort of twaddle,
weren’t you? I propose to ignore it
and carry on as normal!
12. Slide
no 12
Global English
Global English:
We´ll solve the problem eventually
Actually, it´s running at a profit
This product is definitely not available
We must control our expenditure
We have not realised the target
It´s a very important benefit
This is a great hotel
I don´t understand the issue
What do you mean?
Likely Meaning:
With a bit of luck we´ll solve the problem
Just at the moment it is running at a profit
This product will never be available again
We must monitor our expenditure
We have not achieved the target
It´s a very large profit
This is a big hotel
I don´t understand the result
What is your opinion
Here are some of the classics. If you hear these statements from a colleague
whose English is less than 100% what might he be trying to say?
13. Slide
no 13
Eye Contact: Some Cultural Variations
Very Direct Eye Contact:
Groups: Middle Easterners (especially men), some Hispanic groups, southern Europeans
Correct Interpretation: A desire to express an interest and to communicate effectively
Misinterpretation: Hostility, aggressiveness , intrusiveness, bossiness
Moderate Eye Contact:
Groups: Mainstream Americans, northern Europeans, the British
Correct Interpretation: A desire not to appear aggressive or intrusive
Misinterpretation: Lack of interest in what is being said
Minimal Eye Contact
Groups:
East Asians (Japanese at neck or side of your eyes, Koreans at the shoulder),
Southeast Asians, East Indians, Native Americans
Correct Interpretation: A desire to show respect, and to avoid intrusion
Misinterpretation: Lack of interest, lack of intelligence, dishonesty, lack of
understanding, fear, shyness
14. Slide
no 14
Pure communication is impossible
We communicate in many ways
Message
Communication Facts Impacting Cross-
Cultural Exchange
15. Slide
no 15
We see what we expect to see
Communication Facts Impacting Cross-
Cultural Exchange
16. Slide
no 16
We don’t see what we
don’t expect to see
Communication Facts Impacting Cross-
Cultural Exchange
Bird
In the
the Hand
Once
In a
a Lifetime
Agra
In the
the Spring
18. Slide
no 18
High Context vs Low Context
HIGH CONTEXT
Belief: Appropriate
communication depends
on decoding the situation,
the relationship, the non-
verbal behaviour
(the context), so we
should invest time in
getting to know people to
communicate efficiently
using a shared code.
LOW CONTEXT
Belief: Appropriate
communication depends
on using concrete
logical, unambiguous task-
orientated language
(the text), so we should
be explicit and transparent
(personal relationships are
nice but not necessary).
19. Slide
no 19
High Context Countries
Low Context Countries
Mexico
The Middle East
Philippines
Russia
Brazil
Singapore
Greece
France
Austria
Sweden
Norway
Denmark
Israel
Swiss Germans
Japan
China
India
Indonesia
Arab
Africa (all)
Malaysia
Spain
Italy
Costa Rica
England
Ireland
Australia
USA
Germany
The Netherlands
20. Slide
no 20
A B
True/False or Multiple choice, A, B, C, D
Goal/Solution Oriented
Individualistic
Time Driven
“I” Centered
Direct Verbal Style
Low Context
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Pragmatic Thought Process
21. Slide
no 21
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Pragmatic Thought Process:
USA, in part Canada & Australia
22. Slide
no 22
B
Relationships
A
Trust
Theorize Idealize Evaluate
Goal/Process Oriented
Individualistic but within group
Direct/Indirect Verbal Style
Pros and cons
“Consensus” Driven
“We” centered
Low/High Context Adapted and Interpreted from: Robert
B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language
Learning 14, (1966): 15 and Terra
Cognita – Work Abroad, (1997)
Analytical Thought Process (1)
23. Slide
no 23
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Analytical Thought Process: Northern
Europe, North America, in part Australia
24. Slide
no 24
A B
Relationships Trust
Theorize Idealize Evaluate
Relationship/Process Oriented
Collectivistic
Pros and cons
Hierarchical
“We” centered
High Context
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Analytical Thought Process (2)
Direct/Indirect Verbal Style
25. Slide
no 25
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Analytical Thought Process:
South & Central America, Southern Europe
26. Slide
no 26
A B
Relationships
Trust
Rank - Status
Processing Time
Relationship/Group Oriented
Indirect Verbal Style
Collectivistic
Consensus is key
“We” Centered
High Context
Harmony
Adapted and Interpreted from:
Robert B. Kaplan “Cultural
Thought Patterns in
Intercultural Education” in
Language Learning 14, (1966):
15 and Terra Cognita – Work
Abroad, (1997)
Holistic Thought Process (1):
27. Slide
no 27
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Holistic Thought Process:
Eastern Asia
28. Slide
no 28
A B
Relationships Trust
Multi-Task
Relationship Oriented
Direct/Indirect Verbal Style
Hierarchical
Multiple Relationships
High Context
Fatalistic
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
Holistic Thought Process (2):
29. Slide
no 29Holistic Thought Process:
Middle East, Russia, Africa, parts of South America
Adapted and Interpreted from: Robert B. Kaplan “Cultural Thought Patterns in
Intercultural Education” in Language Learning 14, (1966): 15 and Terra Cognita –
Work Abroad, (1997)
30. The journey of a thousand miles
begins with one step
Ancient Chinese Proverb
31. Slide
no 31
The Iceberg Theory
B1
V1
B2
V2
B = Behaviour (what we do and say)
V = Values (beliefs about what is right to do and say)
33. Slide
no 33
Misevaluating behaviour across cultures
• Try and think of an occasion when you found someone from another
culture to be difficult or frustrating to work with
• Then describe the person in a few words to the person next to you
34. Slide
no 34
The Morel Project
An international accountancy software company, based in London
is to launch a new and extremely sophisticated piece of
accountancy software – Morel – onto international markets, and
to co-ordinate this launch through a multicultural team based in
Rome. Gavin Hales, a British Product Manager who has been
involved with the Morel project since its inception, has been
chosen to head up the project. However, despite his product
development and project management skills within a UK context,
he has little international experience. He remains sceptical about
the benefits of transferring ownership of the product to an
international team operating out of Rome.
Storyline
35. Slide
no 35
Introducing the Morel Team
DVD Part One
Gavin Hales, UK
Jack Xu,
China
Eva Schmidt,
Germany
Jesse King,
USA
Mohammed
Hussein,
Egypt
Sanji Rupta,
India
Alberto
Franceschini
Italy
36. Slide
no 36
Beliefs and Behaviors Exercise
• At your tables discuss the following,
What are the challenges for the Morel Team of working
internationally from the cultural diversity, team
leadership and organisational perspective?
Capture your findings and share
38. Slide
no 38
Email feedback orientations
HIGHER CONTEXT
• Problem is a ‘We’ issue
– no finger pointing
• Relationship focus is high
• Feedback to be delivered
in higher context mode
• Indirect/implicit language
• Face saving important
LOWER CONTEXT
• ‘I’ have a problem
with ‘You’ issue
• Task focus is high
• Feedback delivered
within email message
• Direct/explicit language
• Clarity important
39. Slide
no 39
Cultural groupings that can influence beliefs
about how we approach work-related tasks?
• Nationality • Age
• Gender • Physical ability
• Socio-economic class • Sexual orientation
• Political group • Organisational
• Educational level/type • Functional
• Religion • Manchester United
supporters
40. Slide
no 40Tolerance Zones
All Germans are not typically Germannumberofpeople
Relationship focus
essential before
task is typical
Task focus before
(optional) relationship
focus is typical
Culture A Culture B
42. Slide
no 42
Introducing the Morel Team
DVD Part Two
Gavin Hales, UK
Jack Xu,
China
Eva Schmidt,
Germany
Jesse King,
USA
Mohammed
Hussein,
Egypt
Sanji Rupta,
India
Alberto
Franceschini
Italy
43. Slide
no 43
Email exercise 2 – now write the same email to
someone with a different cultural from yours
Then share findings with your table
44. Slide
no 44
British indirectness
From: Gavin
To: Alberto; Eva
CC: Darren; Jack; Mohammed; Jesse
Subject: A slight hitch with the Market Research
Dear Alberto and Eva
Thank you for your input, however, there seems to be
a bit of a problem with the European market research.
I think we might want to consider cooling some of the
marketing activities until everything is OK.
I’ll be in touch soon.
All the best
Gavin
45. Slide
no 45
A real time example…
From: X
To: Y
CC:
Subject: Urgent problem
Dear…,
I’m very rushed, so I need to keep the information very short and
direct. I’m sorry, but I’m very disappointed and unsatisfied with
the way you are working on this project. It does not meet at all the
criteria we agreed upon from the start. You really need to do this
in a much more professional way and according to our goals and
criteria. Otherwise we really have a problem. I suggest that we will
have a talk tomorrow. Then I will explain clearly what I mean,
in case you don’t know yet, but I’m sure you are aware.
Speak to you tomorrow at 14.00
from the Netherlands
46. Slide
no 46
Another real time example…
From: X
To: Y
CC:
Subject: A request
I had problems with my emails for the past few weeks and I lost
several of them. Could it be possible for you to send me again
the information you have about the project X?
I’m sorry for the inconvenience.
Regards
from France
47. Slide
no 47
The Cultural Cocktail Party
• Assume you are at a cocktail party
• Converse with the people in your group
• Assume the characteristic on the piece of paper given to
you
• Stay in character
• Have fun
49. Slide
no 49
Agenda
10.00 Welcome and introduction
Programme objectives & outcome
A Cross-cultural tour of the world
Cultural cocktail party
13.00 Lunch
14.00 The Morel Case
17.00 Cultural event by our hosts
19.00 Dinner at The Ginseng
21.00 Networking
09.00 Welcome back
Recap of yesterday’s learnings
Patterns of Corporate Culture
Hierachy Excercise
13.00 Lunch
14.00 Building a code of Cross
Cultural Conduct
16.30 Reflection and evalution
17.00 End of Programme
52. Slide
no 52
Based on Yesterday´s Learnings…
• What skills are required for DMs to operate truly
internationally?
• What do you need to do to build these skills?
• Please present back the key learnings
53. Slide
no 53
FOUR TYPES
OF CORPORATE CULTURES
THE TROMPENAARS MODEL
FOUR TYPES
OF CORPORATE CULTURES
THE TROMPENAARS MODEL
54. Slide
no 54
PATTERNS OF CORPORATE CULTURE
(from “Riding the
Waves of Culture”,
Fons Trompenaars,
1997)
FORMAL
DECENTRALISED
(LOW POWER DISTANCE)
CENTRALISED
(HIGH POWER DISTANCE)
INFORMAL
“Incubator”
“Family”
“Eiffel
Tower”
“Guided
Missile”
(FOCUS ON TASK)(FOCUS ON PEOPLE)
55. Slide
no 55
PATTERNS OF CORPORATE CULTURE: “FAMILY”
CENTRALISED
(HIGH POWER DISTANCE)
INFORMAL
“Family”
(FOCUS ON PEOPLE)
• RELATIONSHIPS BETWEEN EMPLOYEES
• ATTITUDE TO AUTHORITY
• WAYS OF THINKING AND LEARNING
• ATTITUDES TO PEOPLE
• WAYS OF CHANGING
• WAYS OF MOTIVATING AND REWARDING
• MANAGEMENT STYLE
• CRITICISM AND CONFLICT RESOLUTION
•DIFFUSE RELATIONSHIPS TO THE ORGANIC WHOLE
•STATUS IS ASCRIBED TO PARENT FIGURES, CLOSE AND POWERFUL
•INTUITIVE, HOLISTIC, LATERAL AND ERROR-CORRECTING
•FAMILY MEMBERS
•“FATHER” CHANGES COURSE
•INTRINSIC SATISFACTION IN BEING LOVED AND RESPECTED
•BY SUBJECTIVES
•TURN OTHER CHEEK, SAVE OTHERS’ FACES, DO NOT LOSE POWER
56. Slide
no 56
PATTERNS OF CORPORATE CULTURE: “EIFFEL TOWER”
FORMAL
CENTRALISED
(HIGH POWER DISTANCE)
“Eiffel
Tower”
(FOCUS ON TASK)
• RELATIONSHIPS BETWEEN EMPLOYEES
• ATTITUDE TO AUTHORITY
• WAYS OF THINKING AND LEARNING
• ATTITUDES TO PEOPLE
• WAYS OF CHANGING
• WAYS OF MOTIVATING AND REWARDING
• MANAGEMENT STYLE
• CRITICISM AND CONFLICT RESOLUTION
•SPECIFIC ROLE IN MECHANICAL SYSTEM OFDUE INTERACTIONS
•STATUS IS ASCRIBED TO SUPERIOR ROLES, DISTANT YET POWERFUL
•LOGICAL, ANALYTICAL, VERTICAL AND RATIONALLY EFFICIENT
•HUMAN RESOURCES
•CHANGE RULES AND PROCEDURES
•PROMOTION TO GREATER POSITION, LARGER ROLE
•BY JOB DESCRIPTION
•PROCEDURES TO SETTLE CONFLICTS AND REDUCE IRRATIONALITY
57. Slide
no 57
PATTERNS OF CORPORATE CULTURE: “GUIDED MISSILE”
FORMAL
DECENTRALISED
(LOW POWER DISTANCE)
“Guided
Missile”
(FOCUS ON TASK)
• RELATIONSHIPS BETWEEN EMPLOYEES
• ATTITUDE TO AUTHORITY
• WAYS OF THINKING AND LEARNING
• ATTITUDES TO PEOPLE
• WAYS OF CHANGING
• WAYS OF MOTIVATING AND REWARDING
• MANAGEMENT STYLE
• CRITICISM AND CONFLICT RESOLUTION
•SPECIFIC TASKS TARGETED UPON SHARED OBJECTIVES
•STATUS IS ACHIEVED BY CONTRIBUTING TO TARGETED GOALS
•PROBLEM-CENTRED, PROFESSIONAL, CROSS-DISCIPLINARY
•SPECIALISTS AND EXPERTS
•SHIFT AIMS AS TARGET MOVES
•PAY OR CREDIT FOR PERFORMANCE AND PROBLEMS SOLVED
•BY OBJECTIVES
•CONSTRUCTIVE, TASK-RELATED ONLY, ADMIT ERROR AND CORRECT
58. Slide
no 58
PATTERNS OF CORPORATE CULTURE: “INCUBATOR”
DECENTRALISED
(LOW POWER DISTANCE)
INFORMAL
“Incubator”
(FOCUS ON PEOPLE)
• RELATIONSHIPS BETWEEN EMPLOYEES
• ATTITUDE TO AUTHORITY
• WAYS OF THINKING AND LEARNING
• ATTITUDES TO PEOPLE
• WAYS OF CHANGING
• WAYS OF MOTIVATING AND REWARDING
• MANAGEMENT STYLE
• CRITICISM AND CONFLICT RESOLUTION
•DIFFUSE RELATIONSHIPS ALONG SHARED CREATIVE PROCESSES
•STATUS IS ACHIEVED BY EXEMPLIFYING CREATIVITY AND GROWTH
•PROCESS-ORIENTED, CREATIVE, AD HOC, INSPIRATIONAL
•CO-CREATORS
•IMPROVISE AND ATTUNE
•PARTICIPATING IN THE PROCESS OF CREATING NEW REALITIES
•BY ENTHUSIASM
•MUST IMPROVE CREATIVE IDEA, NOT NEGATE IT
59. Slide
no 59
EVALUATING THE CULTURE OF YOUR ORGANIZATION
FORMAL
DECENTRALISED
(LOW POWER DISTANCE)
CENTRALISED
(HIGH POWER DISTANCE)
INFORMAL
(FOCUS ON TASK)(FOCUS ON PEOPLE)
5.0
5.0
5.0
5.0
62. Slide
no 62
Follow the Rules
• All communication must go “through the line” on post-it
notes
• Talking is not allowed - Please be quiet!
• The chairs must not be moved or turned around
• If you want to send a message or exchange cards then
snap your fingers or stamp your feet
• It is not allowed to keep anything on the floor
• The exercise is finished when the task is solved
• I will call for time-out
63. Slide
no 63
Time-out!
• Everybody stops working please take 3
minutes and…
• Note on your paper:
1. What am I doing right now?
2. Am I satisfied with what I am doing?
3. What would I like to change?
Now resume your work – and please be quiet
64. Slide
no 64
Discuss Your Learning points
1. What did you note during the timeout?
2. When did the exercise and communication work well
- and why?
3. What were the most important learning-points?
We will discuss briefly the key learnings in the plenary
65. Slide
no 65
Share Your Learning Points
• Be clear on what is the objective
• Make sure everyone knows what the goal, and has the
same perception
• Use precise language (Global English)
66. Slide
no 66
Building our Cross-Cultural Game Plan
• Build a Code of Cross Cultural Conduct in DM relationships
• Describe a detailed real time project plan including all
cultural management aspect that you can take back and
present and implement in your organisation
• Make sure that your detailed plan includes measurable KPIs,
targets and follow-up procedures on all cultural aspects
included in the plan
• Prepare a 15 minutes ppt. presentation of your plan
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Coaching: two 2-hour follow up sessions to ensure results are resolved, plus can go back on the CN for on-going info.
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Communication Facts Impacting Cross-Cultural Exchange 15 minutes (5 slides)
Pure communication is impossible.
Ask participants to free-associate with the word “car” or “house.” Since meaning is in people and not in words, you will get a variety of answers. Explore factors that might affect communication such as emotional connotation and “semantic environments.” For example, how does communication differ in a church as compared to a locker room? Ask/discuss what impact this may have when communicating with people from other cultures.
We communicate in many ways.
Ask participants to interlock their fingers and observe which thumb is on top. Then have them switch the position of their thumbs and be aware of their discomfort. Make the point that much of our communication is subconscious (65%), and we do not realize how natural it is until we are in a situation where it is not natural. Ask/discuss what impact this may have when talking to somebody from another culture, especially when communicating via e-mail, phone, fax or regular letters.
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We don’t see what we don’t expect to see.
Read the triangles quickly to see how many catch the double articles. What we see is dependent upon what we want to see, what our training has been, and what fits our cognitive map. We tend to decode what does not make any sense to us.
The sentences include two articles, Paris In the the spring, Bird In the the Hand, Once in a a lifetime.
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We don’t see what we don’t expect to see.
Read the triangles quickly to see how many catch the double articles. What we see is dependent upon what we want to see, what our training has been, and what fits our cognitive map. We tend to decode what does not make any sense to us.
The sentences include two articles, Paris In the the spring, Bird In the the Hand, Once in a a lifetime.
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Reasoning Styles or Thought Process (if access to video tape and VCR, show examples from Terra Cognita - Work abroad)
Preface this section entire section with a discussion about how the thought process (a.k.a. reasoning style), shows up in a lot of areas in our every day interaction and communication. It shows up in reports, presentations, marketing material, decision making process, product development, ‘turn-around-time’, relationship building (hierarchy, flow of information), trust, school tests and evaluations, sports…. the list can be long. The thought process is the way in which we approach and process information for all of these situations.
As an expat in a new culture, one of the most important things to learn, is how people in that particular culture process information. You always have to ask yourselves: “How do I present the information in a way in which they process it?”
Hint: Show ‘reasoning’ Terra Cognita video clip to make point (if comparing North America and Europe)
Pragmatic Thought Process: Goal is set first, then ways are examined to reach that goal. The emphasis is on the end result .
This thought process fosters direct communicators to get from point A to point B without much hesitation. The explicit word is valued = low context. People who operate from a pragmatic thought process tend to dislike interruptions and silence, and are taught to be assessors of information. Pragmatic thought process assumes a high level of ‘trust’, is extremely time driven and is found very often in individualistic cultures.
If video clip has been shown, ask clients who was operating from a pragmatic thought process? The presenter or the audience?
If video clip was not shown, ask clients where in the world they think such a thought process is dominant.
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Pragmatic Thought Process as it appears in North America, Canada and Australia
Discuss how Pragmatic thought process is found in these different parts of the world. What do Australia Canada and the USA have in common? What is this thought process so strong in the USA?
The US American thought process has all of these attributes. It is based in the American education system. People in this part of the world were were trained to process information and the world around them in this manner. Papers are written in an inductive style (present separate slide here on inductive vs. deductive styles, or use flip chart). Inductive style is focusing on the points and the ‘pros’ as apposed to the background and the ‘cons’ (compare video clip). Information goes from concrete examples and statements and gives background information only if and when needed. ‘Bullet point’ format is common in presentations. Pros rather than cons appreciated in reports, papers and feedback, especially in the USA. Multiple choice and true/false questions common in school tests as well as in public tests like the driver’s written exam. Again, this is a highly time driven thought process.
Note that this reasoning style is the strongest in the USA, but exists to some degree also in Canada and Australia.
Discuss with participant if they recognize this style: in their home country, in themselves. Why?
Debrief video clip. What you should have told the audience in the video clip to do to better prepare for the meeting? (use flip chart or white board)
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Analytical Thought Process (1)
Analytical Thought Process: You examine where you have come from, where you are and where you are going – this will determine how you reach the goal – the emphasis is on the process .
This thought process fosters some direct verbal communicators (i.e Germany, France and Australia), and some indirect verbal communicators (i.e. Iceland, Finland). Do not get from A to B quickly. People who operate from this type of analytical thought process tends to disrupt the counterpart to get the point across (if direct verbal communicators), or they value silence, if (indirect verbal communicators). Like to be the holder of information. Analytical thought process assumes a lower level of ‘trust’ in the counterpart, is consensus driven and is found very often in more relationship and group oriented cultures.
If video clip has been shown, ask participants who was operating from an analytical thought process? The presenter or the audience?
If video clip was not shown, ask clients where in the world they think such a thought process is dominant.
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Analytical Thought Process as it appears in Western and Northern Europe, North America and Australia
Discuss how Analytical thought process is found in these different parts of the world. What do Scandinavia and Great Britain have in common? What about France and the Eastern part of Canada? Why is this reasoning style so strong in Northern Europe?
Northern and Western European thought process have all of these attributes. It is based in the French and/or the British education system. People in this part of the world were trained to process information and the world around them in this manner. Papers are written in a deductive style (present separate slide here on inductive vs. deductive styles, or use flip chart). Deductive style is focusing on the history, background and the ‘cons’ as apposed to the points and the ‘pros’ (compare video clip). Information goes from giving context and background to prove examples and statements. ‘Bullet point’ format is used but only in combination with background information. Pros and cons appreciated in reports, papers and feedback. Essay questions common in school tests as well as in public tests like the driver’s written exam. Again, this is a highly consensus driven thought process. However, in this model, it doesn’t mean that consensus has to be reached at all times, but that people involved in i.e. a project get ‘buy in’ by voicing their opinion in the matter.
Note that this reasoning style is the strongest in Western and Northern Europe, but exists to some degree also in Canada, Australia, India and South Africa.
Discuss with participant if they recognize this style: in their home county, in themselves. Why?
Debrief video clip. What you should have told the presenter in the video clip to do to better prepare for the meeting? (use flip chart or white board)
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Analytical Thought Process (2)
Hint: Show ‘time’ Terra Cognita video clip only if comparing Brazil with other country, or to make a point. Preface - if not talking about Brazil – with the fact that this is could be a tendency in the other regions, but that there are regional/country differences.
Analytical Thought Process: You examine who the participants are within your group, and what kind of relationships you have with them. You examine where you have come from, where you are and where you are going within the framework of your relationships – this will determine how you reach the goal – the emphasis is on the relationships and on the process .
This thought process fosters some direct verbal communicators (i.e Spain, Italy and Argentina), and some indirect verbal communicators (i.e. Mexico and Brazil). Do not get from A to B quickly. People who operate from this type of analytical thought process tend to disrupt the counterpart to get the point across (if direct verbal communicators), or they value politeness, if (indirect verbal communicators). The higher level boss is the decision maker and to some extent the holder of information. This type of analytical thought process assumes a lower level of ‘trust’ at the get go towards the counterpart. Relationship need to be built before getting in to business. This type of analytical thought process is often found in more relationship and group oriented cultures. Brazil tends to be consensus driven, which is not the case for other parts of Latin America
Hint: If video clip has been shown, ask participants what was operating from an analytical thought process? The Brazilian man or the American business woman?
If video clip was not shown, ask clients where in the world they think such a thought process is dominant.
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Analytical Thought Process as it appears in South and Central America, Southern Europe
Discuss why this type of Analytical Thought Process is found in these different parts of the world. What do Spain and Mexico have in common? What is this reasoning style so strong in Latin America?
Southern European and Latin American thought process have all of these attributes. It is based in the education system, in this case very influenced by the Spanish and/or the Portuguese system. People in this part of the world were trained to process information and the world around them in this manner. Papers are written in a deductive style (present separate slide here on inductive vs. deductive styles, or use flip chart). Deductive style is focusing on the history, background and the ‘cons’ as apposed to the points and the ‘pros’ (compare video clip). Information goes from giving context and background to prove examples and statements. ‘Bullet point’ format is used but only in combination with background information. Pros and cons appreciated in reports, papers and feedback. Essay questions common in school tests as well as in public tests like the driver’s written exam. Again, this is a highly relationship oriented thought process. It is also hierarchical and the highest boss always get the final word. In Brazil, consensus is valued. Not so much in the rest of the region.
Note that this reasoning style is the strongest in Central and South America and Mexico, but is found also in Portugal, Spain and Italy.
Discuss with participant if they recognize this style: in their home county, in themselves. Why?
Debrief video clip. What you should have told the American woman in the video clip to do to better prepare for the meeting? (use flip chart or white board)
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Holistic Thought Process (1)
Hint: Show ‘relationships’ or ‘communication’ Terra Cognita video clip (if comparing China or Japan with other country).
Holistic Thought Process: Everything is taken into consideration – the background, the process the goal, and other factors such as feelings and emotions. Based on trust among the participants within your own group, or the people you have an established relationship with. This will determine how you reach the goal – the emphasis is on the relationships and the group.
This thought process fosters indirect verbal communicators (i.e Japan and China). Do not get from A to B quickly. People who operate from this type of holistic thought process tend to use a lot of silence in the verbal communication, as a way to show respect and process the information. Consensus is key in Japan. The group is the holder of information, but message and decisions often delivered by higher level manager. This type of holistic thought process holds low or no initial trust with people you don’t know. Relationship need to be built before getting in to business. This type of holistic thought process is often found in group oriented cultures. Eastern Asia is very high context, especially Japan.
If video clip on relationship has been shown, ask participants who was operating from a holistic thought process? The Chinese man or the American business colleague?
If video clip on verbal communication has been shown, ask participants who was operating from a holistic thought process? The Japanese business men or the American business colleagues?
If video clip was not shown, ask clients where in the world they think such a thought process is dominant.
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Holistic Thought Process as it appears in Eastern Asia
Discuss why this type of Holistic Thought Process is found in these different parts of the world. Why is this reasoning style so strong in Japan?
The thought process in Eastern Asia have all of these attributes. It is based in the education system, in this case very influenced by the Japanese or the Chinese system. People in this part of the world were trained to process information and the world around them in this manner. Papers are written in a deductive style (present separate slide here on inductive vs. deductive styles, or use flip chart). Deductive style is focusing on the history and the background. Information goes from giving context and background to prove examples and statements. ‘Bullet point’ format rarely used - only in combination with a lot of detailed background information. Detailed examples appreciated in reports, papers and feedback. Essay questions common in school tests as well as in public tests like the driver’s written exam. Again, this is a highly group and relationship oriented thought process. Decision is made by consensus from the group (especially in Japan) but will be delivered from a senior manager who as rank and status is very important for the group to save face.
Note that this reasoning style is the strongest in Japan and China, but is found also in the South Pacific.
Discuss with participant if they recognize this thought process: in their home county, in themselves. Why?
Debrief video clip. What you should have told the American man (men) in the video clips to do to better prepare for the meetings? (use flip chart or white board)
Excerpt from Japanese lessons – Benjamin, G. 1997, pgs. 24-25
“Japanese conceptions of personality and development tend to focus on experience as the source of both the unique characteristics of the individual and of the qualities that all people have in common. Individuals are not inherently very different, so it follows that by having common experiences, they will all learn the same things and develop the same characteristics. If they are given different experiences, they will turn out to be different kinds of people. In pre-modern Japan this view of individuality and education was used to support a social system based on hereditary occupations. /…/ All were educated to their tasks, and no one was expected to show any great talent for his destined job. Everyone was educated to become the right kind of person for the job he would inherit. But the great leap into modernization that Japanese society took about the middle of the nineteenth century, hereditary occupations could no longer supply the education needed: there were too many kinds of jobs, and the skills and the personal qualities they required were different than those embodied in the older social structure.
A new and modern universal education system was instituted, based in models from the United States and France, but the cultural understanding of education did not fundamentally change: Japanese still feel that education, not unique inborn differences, is the key to individual development. What is required for a well functioning and fair modern social system is to give all children, at least at the elementary school level, the same education, so that they have the same chances for success in the modern world, where hereditary occupations are much less important.”
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Holistic Thought Process (2)
Hint: Show ‘time’ Terra Cognita video clip on relationships or communication just to make the point, though it does not show specifically Africa, the Middle East or Russia. Preface - if not talking about Brazil – with the fact that this is a tendency in the other regions, but that there are regional differences.
Holistic Thought Process: Everything is taken into consideration – the background, the process the goal, and other factors such as feelings and emotions. Based on strong, long lasting relationships and trust. This will determine how you reach the goal – the emphasis is on the relationships and the group.
This thought process fosters direct and indirect verbal communicators (i.e Middle East). Do not get from A to B quickly. Multi-tasking is common. People who operate from this type of holistic thought process tend to disrupt the counterpart in the verbal communication, as a way to show respect and process the information. Hierarchical in decision making, yet value consensus. This type of holistic thought process holds low or no initial trust with new encounters. Relationship crucial in order to do business. Saving face is important. Showing of affect and animation is the norm. Disagreement and open argument common to show point of view. Longer term relationships carry precedence and point to deference/the hierarchy of relationships. This type of holistic thought process is often found in relationship and group oriented cultures.
(Hint: If video clip on relationship has been shown, ask participants who was operating from a holistic thought process? The Chinese man or the American business colleague?
If video clip on verbal communication has been shown, ask participants who was operating from a holistic thought process? The Japanese business men or the American business colleagues?)
If video clip was not shown, ask clients where in the world they think such a thought process is dominant.
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Holistic reasoning as represented in Middle Eastern countries, Russia, Africa and some parts of Central and South America:
Discuss why this type of Holistic Thought Process is found in these different parts of the world. Why is this reasoning style so strong in the Middle East? How come there are parts of Central America and Brazil that operates in this thought process?
African and Middle Eastern and to some degree Russian thought process have all of these attributes. In this case, it is based in the education system as well as the religion, in this case very influenced by a mix of Islam and Christianity as well as the educational system. People in this part of the world were trained to process information and the world around them in this manner. Deductive style is focusing on the history, background and the relationship to others. Information goes from giving context and background, the rest is assumed, explicit in the communication – very high context. This is a highly group and relationship oriented thought process. Decision is made by a senior manager who as rank and status is very important for the group to save face, especially in the Middle East.
Note that this reasoning style is the strongest in Africa and the Middle East, but is found also in the Brazil and Central America.
Discuss with participant if they recognize this thought process: in their home county, in themselves. Why?
Talk about the importance in planning ahead or ‘backwards’ when doing business in this part of the world. Three meetings in the United States or Australia may be equivalent to one meeting every three days in a Middle Eastern Country!
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The DVD describes the attempts of an international accountancy software company, based in London, to globalise its activities. Its aim is to launch a new and extremely sophisticated piece of accountancy software – Morel – onto international markets, and to co-ordinate this launch through a multicultural team based in Rome. Gavin Hales, a British Product Manager who has been involved with the Morel project since its inception, has been chosen to head up the project. However, despite his product development and project management skills within a UK context, he has little international experience. He remains sceptical about the benefits of transferring ownership of the product to an international team operating out of Rome
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The DVD describes the attempts of an international accountancy software company, based in London, to globalise its activities. Its aim is to launch a new and extremely sophisticated piece of accountancy software – Morel – onto international markets, and to co-ordinate this launch through a multicultural team based in Rome. Gavin Hales, a British Product Manager who has been involved with the Morel project since its inception, has been chosen to head up the project. However, despite his product development and project management skills within a UK context, he has little international experience. He remains sceptical about the benefits of transferring ownership of the product to an international team operating out of Rome
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Handout 9 High Low context
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Present my self
Thanks for been let in to the HR cave
Appreciate corporation between HR and Comm
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Gives til den ’adm. direktør’ efterhånden som grupperne forlader øvelsen
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Link to next slide:
So do we have tool to help us solving complicated tasks like collecting 4 identical cards.
Yes we do!
