PROF. BRIAN DAVID BUTLER
A global citizen, Brian was born in
Canada, raised in Switzerland (where he
attended international schools), educated
in the U.S., started his career with a
Japanese company, moved to New York
to work as an analyst, married a
Brazilian, and has traveled extensively in
Latin America, Asia, Europe and North
America. [email protected]/in/briandbutler
PROF. BRIAN DAVID BUTLER
Before founding Summit Global Education, Brian
worked for three years, and helped organize multiple
study-abroad programs in Europe and South Africa
as the "Director of Marketing and Admissions" with
"Forum-Nexus", an academic program co-sponsored
by the IQS School of Management of the Ramon
Llull University in Barcelona (which is fully accredited
by AACSB), and by the Catholic University of Milan
(Università Cattolica del Sacro Cuore, member of the
ISEP Network). During this time, Brian taught the
"International Finance" courses for five semesters,
and the "Introduction to the European Union" course
for two semesters.
[email protected]/in/briandbutler
PROF. BRIAN DAVID BUTLER
Brian previously worked as an analyst for the
Columbia Institute of Tele-Information (of the
Columbia University Business School). Brian earned
an MBA with valedictorian distinction from the
Thunderbird School of Global Management and he
has lectured on Finance, Economics and Global
Trade as course facilitator at Thunderbird’s Global
MBA program in Miami. He did his undergraduate
studies at Michigan State University, and worked at
Honda of America Manufacturing in their
"International Parts Supply" department doing new
model [email protected]/in/briandbutler
Student
background:-- International experience?
-- Experience working in cross cultural teams?
-- Why are you taking a Cross-Cultural course?
SYLLABUS ONLINE:
http://www.summitstudyabroad.com/cross-cultural-management---
brazil.html
Reading:
-- Have you bought the book?
-- EXPECTATION --- READ THE ENTIRE BOOK BY THE 18TH OF
JANUARY!
READINGS
Required Readings:
• “Cultural Intelligence: Living and Working Globally”, by David Thomas and
Kerr Inkson, Berrett-Koehler Publishers, 2009
Recommended
• “Brazil - Culture Smart! The Essential Guide to Customs & Culture”,
Sandra Branco and Rob Williams, Kuperard; Reprinted edition
edition (September 5, 2006).
Additional Readings:
• "Brazil, Country Travel Guide", Lonely Planet
• “The New Brazil”, Professor Riordan Roett, Paul H Nitze School of
Advanced International Studies at Johns Hopkins University (Director
of the Western Hemisphere Studies and Latin American Studies
Programs). Brookings Institutional Press; 1st edition (August 2,
2010).
• "Brazil on the Rise, The Story of a Country Transformed", Larry
Rohter. Palgrave Macmillan (February 28, 2012).
ASSIGNMENTS
Daily Reading
• Reading from “Cultural Intelligence” book (Thomas, Inkson) –
approximately 20 pages reading per day
Daily Journal
• International students: Write a 1/2 page daily journal (due by
midnight before each class) about cultural experiences in
Brazil, specifically focusing on communication issues and
challenges that you personally have while abroad…
Daily Journal:-- Submit: TO GOOGL DRIVE -- UPLOAD
-- Due: by midnight before each class
-- Length: ½ page (2-3 paragraphs) minimum
-- Writing Style: Informal, personal, journal
PROJECT
Students will develop a training manual for
business executives preparing for expatriate
assignments in Brazil: The training manual will
be based on cross-cultural concepts discussed
in class in tailored to the communication
environment of Brazil. The objective is that
groups produce a manual that could find
practical applications in the real world of
business and communication.
The project report should be between 5 and 7
pages in length, including a description of the
proposed practical training sessions and
exercises in part 2. (Font: Arial, 12; Line
Spacing: 1.5).
CLASS RULES
• 10 minutes late = 50% attendance for
day.
• No phone / smartphone allowed.
• Eating in class is not allowed
• No laptops
CULTURE
Questions:
-- How is “culture” learned?
-- Where do your VALUES come from?
-- If you learned as a child, can you change?
-- How is culture affected by history?
CULTURE
Questions:
-- How are other cultures different? GIVE EXAMPLES
-- Is one culture “better” than another? (Really?)
-- For you to be “right”… does someone else have to be “wrong”?
“Preservation of one’s own
culture does not require
contempt or disrespect for
other cultures.”
– Cesar Chavez
CULTURAL TOLERANCE
"Your car is Japanese. Your pizza is Italian.
Your potato is German. Your wine is
Chilean. Your democracy is Greek. Your
coffee is Colombian. Your tea is Tamil.
Your watch is Swiss. Your shirt is Indian.
Your shoes are Thai. Your electronics are
Chinese. Your vodka... is.....Russian. And
...you complain that your neighbor is an
immigrant? ”
But is “Tolerance” enough? … discuss…
TOLERANCE?
But, when it comes to actual differences in
cultural views toward “time” or
“hierarchy” … is it easy to celebrate
cultural differences?
What does it mean to “celebrate cultural
differences”?
Question:-- How is Cross Cultural COMMUNICATION different than Cross Cultural
Management?
-- Why study CC Management? (and not just communication?)
WHY STUDY CULTURE?
Why study "culture" for global business?
The globalization of business and the multicultural make-up
of workforces require today's managers to develop
cultural competence.
This involves understanding the culture-based work style
and communication preferences of countries around the
world. For those conducting business within a country, a
general understanding of the country, culture,
management styles and cultural orientations of the
country is essential to bridge cultural differences.
DIFFERENT APPROACHES:
1.Laundry – list approach
Great way to prepare for ONE COUNTRY
Difficult when introduce multiple countries &
cultures
2.Framework approach
•Be prepared for ANY foreign assignment
•Be prepared for multi-cultural teams
THE CULTURAL ORIENTATIONS INDICATOR®
COI incorporates 10 dimensions of culture, which each meet three
criteria:
1. Each dimension recognizes an important aspect of business
and social life.
2. Each dimension represents components found in every socio-
cultural environment. It is a basic orientation and shared
rationale for behavior.
3. Each dimension has practical value to anyone who needs to
reconcile, integrate or transcend cultural difference in order to
obtain a desired outcome.
CULTURAL ORIENTATION INDICATOR
1. Environment
2. Time
3. Action
4. Communication
5. Space
6. Power
7. Individualism
8. Competitiveness
9. Structure
10. Thinking
THUNDERBIRD, KAREN S. WALCH, PH.D.
COI
• Helps to explore behavior,
thoughts, feelings
• Strongest preferences = the more
profound the impact and potential
for cultural gap and social distance
when working with someone
different
THUNDERBIRD, KAREN S. WALCH, PH.D.
GAP ANALYSIS
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?
CULTURAL ORIENTATION INDICATOR
1. Environment
2. Time
3. Action
4. Communication
5. Space
6. Power
7. Individualism
8. Competitiveness
9. Structure
10. Thinking
THUNDERBIRD, KAREN S. WALCH, PH.D.
PURPOSE OF EXERCISE
• GAP ANALYSIS:
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?
NEXT STEPS:
1. Use Brazil as exampleto understand concepts
2. Create own COI3. Gap analysis – identify
areas of potential conflict
4. Suggest solutions (style switching, more)
COI BRAZIL*
*Disclaimer: The
information reflected
in the cultural profile
of a country is general
in nature and is
intended only as an
initial hypothesis
about value
orientations in a given
country and to
provide basic cultural
awareness. The
country profile is not
meant to reflect either
stereotypes nor the
different cultural
preferences of the
individuals within a
specific country.
Source: The Cultural Orientations Indicator
COI - BRAZIL
Where do YOU think
Brazilians fit on the
COI?
COI BRAZIL*
• Of course, the
cultural profile of
Brazilians varies
not just by
individual but
also by region,
with vast
differences
between North,
South, and
between cities
and countryside.
OPTIONS COI BRAZIL* Environment – Control / Harmony / Constraint Harmony/Constraint (mix)
Time – Single-Focus / Multi-Focus Multi-Focus
Time – Fixed / Fluid Fluid
Time – Past / Present / Future Present
Action – Being / Doing Being
Communication – High Context / Low Context High Context
Communication – Direct / Indirect Indirect
Communication – Expressive / Instrumental Expressive
Communication – Formal / Informal Formal/Informal (mix)
Space – Private / Public Private/Public (mix)
Power – Hierarchy / Equality Hierarchy
Individualism – Individualistic / Collectivistic Indiv/Collectivistic (mix)
Individualism – Universalistic / Particularistic Particularistic
Competitiveness – Competitive / Cooperative Comp/Cooperative (mix)
Structure – Order / Flexibility Flexiblity
Thinking – Deductive / Inductive Deductive/Inductive (mix)
Thinking – Linear / Systemic Systemic
ACTION – “DOING” VS. “BEING” CULTURES
Action: How individuals view
actions and interactions. This
dimension measures one’s
penchant for “doing” versus
“being.”
ACTION – “DOING” CULTURES
Here are some very broad characteristics of doing cultures:
• Status is earned (e.g. the work you do in your job). It is not merely a function of who you are (e.g. birth, age, seniority).
• Status is not automatic and can be forfeited if one stops achieving (e.g. you quit your job).
• Great emphasis is placed on deadlines, schedules etc.
• Tasks take precedence over personal relationships in most cases (e.g. your family may not like it but they understand if you have to miss a family birthday party because you have work to do).
• People are supposed to have a personal opinion, which they are expected to verbalize.
read more from CulturallyTeaching.com
ACTION – “BEING” CULTURES
Here are some very broad characteristics of BEINGcultures:
• Status is built into who a person is. It’s automatic and therefore difficult to lose.
• Titles are important and should always be used, in order to show appropriate respect for someone’s status.
• Harmony should be maintained, and therefore direct confrontation or disagreement is to be avoided.
• Saving face is highly valued.
• Relationships often take precedence over tasks. Much time is spent on greeting and farewell rituals or getting to know someone before agreeing to do business with them
REVIEW
• Yesterday – visas
• Lessons learned? Cross cultural?
• For those that missed yesterday... Slides will be available
+ READ BOOK!!!
COMPONENTS OF CULTURAL INTELLIGENCE
Knowledge Mindefulness
Behavioral Skills
CQ
CQ = capability to interact effectively across cultures
STEPS:
Knowledge & Mindfulness:
• Develop an ability to analyze the cultural content of a situation and required cultural due diligence
Behavioral skills
• Determine optimal adaptive strategy—style switching, cultural dialogue, and/or mentoring
THUNDERBIRD, KAREN S. WALCH, PH.D.
COI BRAZIL*
*Disclaimer: The
information reflected
in the cultural profile
of a country is general
in nature and is
intended only as an
initial hypothesis
about value
orientations in a given
country and to
provide basic cultural
awareness. The
country profile is not
meant to reflect either
stereotypes nor the
different cultural
preferences of the
individuals within a
specific country.
Source: The Cultural Orientations Indicator
ACTION – “DOING” VS. “BEING” CULTURES
Action: How individuals view
actions and interactions. This
dimension measures one’s
penchant for “doing” versus
“being.”
ACTION – “DOING” CULTURES
Here are some very broad characteristics of doing cultures:
• Status is earned (e.g. the work you do in your job). It is not merely a function of who you are (e.g. birth, age, seniority).
• Status is not automatic and can be forfeited if one stops achieving (e.g. you quit your job).
• Great emphasis is placed on deadlines, schedules etc.
• Tasks take precedence over personal relationships in most cases (e.g. your family may not like it but they understand if you have to miss a family birthday party because you have work to do).
• People are supposed to have a personal opinion, which they are expected to verbalize.
read more from CulturallyTeaching.com
ACTION – “BEING” CULTURES
Here are some very broad characteristics of BEINGcultures:
• Status is built into who a person is. It’s automatic and therefore difficult to lose.
• Titles are important and should always be used, in order to show appropriate respect for someone’s status.
• Harmony should be maintained, and therefore direct confrontation or disagreement is to be avoided.
• Saving face is highly valued.
• Relationships often take precedence over tasks. Much time is spent on greeting and farewell rituals or getting to know someone before agreeing to do business with them
ACTION – “DOING” VS. “BEING” CULTURES
QUESITON – WHERE DO YOU
SEE YOURSELF?
Question – where do you see
your culture vs. Brazilian
culture?
ACTION – “DOING” VS. “BEING” CULTURES
Americans are very doing-
oriented, while many other
cultures, especially in Latin
America and the Middle East,
are being-oriented.
ACTION:
BRAZIL - BEING
Brazil’s being-oriented culture is relationship-
centered and places greater value on personal
trust as opposed to action, documentation or a
common vision.
For example:
Nepotism and relationships of long-standing
duration supply the trust and shared history
that underlie most strong and on-going
relationships in business. Brazilians prefer to
place their confidence in people and companies
with whom they have had successful dealings
in the past. Cycles of economic and political
uncertainty cause business professionals to
take even fewer risks with unknown parties. Source: The Cultural Orientations Indicator
CLUSTERS (COMMONLY GO TOGETHER):
Have you noticed, for instance, that some characteristics of monochronic cultures fit very nicely with ideas highly valued in individualistic societies? Which also tend to be small power distance?
In cross-cultural theory literature, the monochronic/individualist/small power distance cultures are considered doingcultures.
At the other end of the spectrum, polychronic/collectivistic/large power distance cultures are called being cultures.
read more from CulturallyTeaching.com
COMMUNICATION
Communication: How individuals express themselves. This
dimension measures communication styles and predilections
across four indicators:
1. context, which refers to how much the context of a situation
drives the conversation (Americans typically say what they
mean, which is low context; in a high context culture, such as
Japan, you are supposed to surmise things from what’s not
being said);
2. direct versus indirect communication styles (Americans are
typically direct; Japanese are indirect);
3. expressive styles, which means using facial and hand
gestures as part of communicating versus an instrumental
style, in which a person is far less demonstrative when
communicating;
4. and how much formality is required to communicate in a given
culture.
COMMUNICATION:
BRAZIL - HIGH CONTEXT
Brazilians communicate using implicit means to send their messages and expecting that the recipients of that communication will understand the underlying history or implications of it. "saving face" (preserving the dignity and integrity of another) is accomplished through diplomacy and tact.
For example:
Managers delegate and accomplish work by paying attention to relationships and group dynamics. Personnel policies may not explicitly state all the criteria and methods for recruitment, selection, compensation or dismissal; rather, this information is embedded in the context of the organization’s history and culture. Performance appraisals include subjective and objective components. Face-to-face communication is preferred; frequent, intense conversation is part of all activities
Source: The Cultural Orientations Indicator
DIRECT VS. INDIRECT COMMUNICATION
In the context of education, it’s interesting to think of how these two
communication styles shape interactions in the classroom.
Students in direct communication cultures may:
• Feel free to offer differing opinions frankly.
• Feel comfortable directly contradicting someone else’s
idea (in some cases, including the teacher’s).
• Tend to make many brief comments, emphasizing the
self: “I said”, “my opinion”, etc.
• Sometimes jump from idea to another idea, as they
believe a comment is worthwhile only if it is different from
what was already said. Direct students might find
expanding on somebody else’s thoughts, or build on
somebody else’s idea not worthwhile.
• Try to keep ideas flowing, and avoid “dead air” when no
one is talking.
DIRECT VS. INDIRECT COMMUNICATION
Students in indirect communication cultures
may:
• Speak fewer times in a conversation, but
when they do, they usually connect things
together.
• Don’t find “dead air” uncomfortable;
silence is valued as a time to think through
what is being said and make connections
between ideas.
• Phrase their own ideas as building on
someone else’s idea.
• Quick turn-taking is unusual in an indirect
classroom.
COMMUNICATION:
BRAZIL - INDIRECT
The indirect Brazilian communication orientation
causes professionals to present ideas and plans in
a way that maintains relationships, depends on past
interactions and avoids conflict.
For example:
While top management may be direct in its critique of
subordinates, Brazilians value leaders who are
sensitive to saving face and thus communicate with
subtlety and grace. Constructive feedback and
performance appraisals are often delivered
indirectly through suggestion and implication rather
than explicit explanations. It is common for
Brazilians to confront problems in this same
indirect fashion, preferring to approach situations
on a subjective basis and allowing feelings to
impose solutions (in combination with the
expressive orientation). Source: The Cultural Orientations Indicator
CONSIDER:
• How do you think History affects culture?
• Stories? Legends? Myths?
• What if you grew up with different stories, legends. Myths?
See & discuss
• http://www.ted.com/talks/devdutt_pattanaik.html
COI BRAZIL*
*Disclaimer: The
information reflected
in the cultural profile
of a country is general
in nature and is
intended only as an
initial hypothesis
about value
orientations in a given
country and to
provide basic cultural
awareness. The
country profile is not
meant to reflect either
stereotypes nor the
different cultural
preferences of the
individuals within a
specific country.
Source: The Cultural Orientations Indicator
COMMUNICATION:
BRAZIL - EXPRESSIVE
Brazilians are expressive communicators and are
unabashed about demonstrating strong
emotions such as love, hate, anger and pain.
For example:
Leaders who are valued can cultivate "chemistry"
between people can and build relationships that
forge connections, characteristics important to
a being-oriented culture. Their greetings are
also influenced by this expressive orientation
toward communication. Initial handshakes will
progress to an embrace and kisses on the
cheek among those who are better acquainted.
Source: The Cultural Orientations Indicator
COMMUNICATION:
BRAZIL - FORMAL/INFORMAL
Brazilian culture exhibits both an informal and a
formal orientation to communication. The
informal communication style refers to easy
interactions between family and friends, while
business interactions display greater concern
for proper etiquette and protocol.
For example:
In social situations or among peers, people
address each other using the informal voc
(you). In more formal circumstances, or when
employees talk to superiors, a title and the
formal "you" (a senhora, for women, and o
senhor, for men) is used unless the superior
indicates that the subordinate can dispense
with this formality Source: The Cultural Orientations Indicator
COMMUNICATION:
BRAZIL - FORMAL/INFORMALPeople who have a “Informal” orientation for Communication, might conflict with Brazilians as
follows:
Source: The Cultural Orientations Indicator
COMMUNICATION: FORMAL/INFORMALPeople who have a “Informal” orientation for Communication, might conflict with Brazilians as
follows:
Source: The Cultural Orientations Indicator
CLUSTERS:
1. Americans are typically low context, direct, expressive, and
informal in their conversational approach;
2. on the other end of the spectrum, Japanese are high context,
indirect, instrumental, and very formal in business
communications.
How is YOUR culture?
How do you think the typical Brazilian culture?
SPACE:
BRAZIL - PRIVATE/PUBLIC (MIX)In their personal lives, particularly with their families,
Brazilians value their privacy.
In the work environment, Brazilians prefer public space, tending toward more relationship-centered organizational approaches and less structured communication.
For example:
Though outwardly warm and hospitable to all, Brazilians allow entry into their inner circles only to those with whom they have built trust. Their homes are surrounded by high fences and walls, which offer the additional advantage of security in high-crime areas. Guests usually will visit only the living and dining rooms, with the rest of the house implicitly off-limits.
Physical proximity in the work environment facilitates the building of trust and the flow of information. Because managers are frequently in close proximity to their employees, the group’s goals, plans and controls can be communicated informally Source: The Cultural Orientations Indicator
POWER DISTANCE
Power: How individuals view different power relationships.
Western cultures typically value equality between people,
especially in the US. In many other cultures, especially in
Asia, age and status associated with it and position are
venerated, and hierarchy is paramount.
How is YOUR culture?
How do you think the typical Brazilian culture?
POWER:
BRAZIL - HIERARCHY
Brazilians have a hierarchy orientation toward power whereby authority and responsibility are centralized, and organizational structure is tightly controlled and vertical.
For example:
Deference to position and age is both mandatory and crucial for managing and controlling company operations. There tends to be an emphasis on planning by highly placed individuals, rather than by groups, and on political or relationship-based decision making.
Employees prefer close supervision and feel comfortable with authoritarian superiors. They rarely openly disagree with or challenge their managers
Source: The Cultural Orientations Indicator
INDIVIDUALISM:
BRAZIL - INDIVIDUALISTIC/COLLECTIVISTIC (MIX)
Brazilian culture evidences both collectivistic and individualistic orientations. In the corporate world, the increasing importance of individualism is demonstrated by expanding opportunities for individual recognition, accountability and achievement. Brazilians are collectivistic in terms of their personal relationships with and dependence on family and close friends.
For example:
Although self-reliance and initiative are relatively new corporate behaviors, employees make sure their work environment is not overly resistant to their taking certain risks. As the environment becomes more individualistic, these bolder steps may result in promotions and raises.
Brazilian collectivism is demonstrated by the influence of the family network in personal identity, social connections and even nepotism within an organization
Source: The Cultural Orientations Indicator
INDIVIDUALISM:
BRAZIL - PARTICULARISTIC
Brazilians believe that rules can be bent to accommodate family members and well-connected individuals who, in effect, lobby for their special needs and circumstances.
For example:
A Brazilian sales manager worked for an electronics company whose policy on bereavement leave was three days off with pay. However, her father had passed away in his small town in a remote area of the country. It would have taken her at least a day and a half just to get to this town, so her supervisor arranged for her to be granted a week’s leave. This woman’s supervisor was able to appreciate the difficult situation she was in, and helped her find a solution that would allow her to pay her respects to her family. Source: The Cultural Orientations Indicator
COMPETITIVENESS :
BRAZIL - COMPETITIVE/COOPERATIVE (MIX)
Brazilian culture values both competition and
cooperation. Managers encourage external
competition against other companies. Internally,
they value cooperation and harmonious
relationships over competitiveness.
For example:
The Brazilian market has grown more competitive in
response to globalization due to Brazilian advances
and the adoption of U.S. and European business
practices.
Although employees desire personal recognition,
overt ambition on behalf of the individual may be
frowned upon. Managers seek to facilitate team
building and motivate their employees through
group membership, security, a positive work
environment and schedules that allow for the
integration of their professional and personal lives.
Source: The Cultural Orientations Indicator
COMPETITIVENESS :
BRAZIL - COMPETITIVE/COOPERATIVE (MIX)People who have a “competitive” orientation, might conflict with Brazilians as follows:
Source: The Cultural Orientations Indicator
COMPETITIVENESS :
BRAZIL - COMPETITIVE/COOPERATIVE (MIX)People who have a “competitive” orientation, might conflict with Brazilians as follows:
Source: The Cultural Orientations Indicator
STRUCTURE:
BRAZIL - FLEXIBILITY
Brazilian professionals easily tolerate change and
ambiguity in everyday business matters, such
as creating agendas and contracts and
conducting business meetings with a free hand.
For example:
Managers practice leadership styles that shift with
the conditions and circumstances of the issues
and are willing to take small risks and make
spontaneous changes if they view these
modifications as beneficial. The concept of
jeitinho, going outside the system to solve
problems, affords individuals a flexible
approach to seemingly intractable situations
Source: The Cultural Orientations Indicator
THINKING:
BRAZIL - DEDUCTIVE/INDUCTIVE (MIX)
Brazilians value both the deductive and inductive
modes of thinking.
1. Brazilians value education and the
derivation of organizational principles from
established theories, a deductive thinking
style.
2. In their everyday work, they prize the practical
experiences of an inductive thinking style.
Source: The Cultural Orientations Indicator
THINKING:
BRAZIL - DEDUCTIVE/INDUCTIVE (MIX)
For example:
Individuals who think deductively and
demonstrate the ability for conceptual and
logical argument and persuasive debate are
often hired over those who do not.
Plans are often put together based on data
gathered in the recent past, then transformed
into more comprehensive guidelines. Planning
decisions are unlikely to be made unless
supporting data is available.
**Empirical observation and experimentation and
the ongoing measurement of data are given
priority
Source: The Cultural Orientations Indicator
THINKING:
BRAZIL - DEDUCTIVE/INDUCTIVE (MIX)People who have a “deductive” thinking orientation, might conflict with Brazilians as follows:
Source: The Cultural Orientations Indicator
THINKING: DEDUCTIVE/INDUCTIVE (MIX)
People who have a “deductive” thinking orientation, might conflict with Brazilians as follows:
Source: The Cultural Orientations Indicator
CULTURAL ORIENTATION INDICATOR
1. Environment
2. Time
3. Action
4. Communication
5. Space
6. Power
7. Individualism
8. Competitiveness
9. Structure
10. Thinking
THUNDERBIRD, KAREN S. WALCH, PH.D.
COI BRAZIL*
Today´s discussion:
1. Thinking (review
& complete)
2. Environment
3. Time
Source: The Cultural Orientations Indicator
THINKING:
BRAZIL - DEDUCTIVE/INDUCTIVE (MIX)
Brazilians value both the deductive and inductive
modes of thinking.
1. Brazilians value education and the
derivation of organizational principles from
established theories, a deductive thinking
style.
2. In their everyday work, they prize the practical
experiences of an inductive thinking style.
Source: The Cultural Orientations Indicator
THINKING:
BRAZIL - DEDUCTIVE/INDUCTIVE (MIX)
For example:
Individuals who think deductively and
demonstrate the ability for conceptual and
logical argument and persuasive debate are
often hired over those who do not.
Plans are often put together based on data
gathered in the recent past, then transformed
into more comprehensive guidelines. Planning
decisions are unlikely to be made unless
supporting data is available.
**Empirical observation and experimentation and
the ongoing measurement of data are given
priority
Source: The Cultural Orientations Indicator
SYSTEMIC & LINEAR CULTURES
Systemic
• Focus on relationships between parts
• Use of metaphors and analogies is common.
• Interconnected, circular discussions
Examples:
• USA – typically very linear in their approach to problem solving
• Japan – Typically very systemic
THINKING:
BRAZIL - SYSTEMIC
Brazilians have a systemic orientation toward
thinking and benefit from an inclusive,
integrated view of the workplace and all its
activities.
Examples:
• Brazilian employees prefer organizational
procedures that enhance complex relationships
to those that focus on discrete or isolated parts.
• This systemic orientation is exemplified in
meetings when multiple subjects will be
discussed simultaneously rather than
sequentially.
Source: The Cultural Orientations Indicator
THINKING:
BRAZIL - SYSTEMIC
Examples of Systemic thinking:
• This pattern of conversation indicates a
preference for approaching a project from a
holistic point of view rather than in a linear
fashion.
Source: The Cultural Orientations Indicator
CULTURE CLASH?
If you come from a culture with a linear thinking style,
you may lose patience with your more systemic
colleagues or acquaintances. It may seem to you
that they are incapable of keeping the discussion
focused. Instead, they bring in seemingly unrelated
stories and analogies.
If you come from a culture with a systemic thinking
style, you may regard your linear clients as rigid,
uncreative and narrow. They may seem unable to
think on several levels at once or to see how the
parts connect to the greater whole
Source: http://www.bodylanguagecards.com/culture/39-thinking-style-linear-or-systemic
How individuals view and relate to the people, objects, and issues in
their sphere of influence. The range is from those who want to
control their environment on one end, such as Americans, to those
who value harmony and constraint above all, on the other, such as
many Asian cultures.
ENVIRONMENT:
ENVIRONMENT:
BRAZIL - HARMONY / CONSTRAINTBrazilians exhibit both a harmony and a constraint orientation.
They seek harmony in their personal and professional
relationships. They experience constraint to the extent that they
believe the external forces of "place" and "fate" have long
influenced outcomes.
Examples:
• Brazilians often say, "Se Deus quizer" (God willing) as they
finalize their plans.
• Leaders may influence individuals to adjust to the environment
since it is futile to try to alter it.
Source: The Cultural Orientations Indicator
ENVIRONMENT:
BRAZIL - HARMONY / CONSTRAINTExamples:
• Lower-level employees, particularly, prefer the status quo and
view change as threatening and only justified to the degree that
a precedent can be found for the new action.
• Risk forecasting is rare, since the outcome of planning is seen
as dependent on complex social, political and religious forces.
• Brazilian business professionals adjust their style and
approach to the personnel, expectations and conditions of their
surroundings. Managers and leaders within a corporation are
entrusted to maintain positive relationships and avoid or
quickly solve any conflicts that arise.
Source: The Cultural Orientations Indicator
TIME:
BRAZIL - MULTI - FOCUS
For example:
Brazilians focus on several priorities at once and
operate within a system of mutual reliance and
favors among family members and close friends
to help them accomplish tasks.
Source: The Cultural Orientations Indicator
TIME:
BRAZIL - MULTI - FOCUS
For example:
Negotiations with Brazilian companies will
progress more slowly than, for example, they
might in U.S.-American companies.
Brazilians will focus simultaneously on a variety
of pressing topics as well as relationships with
the other party, a result of the being orientation
toward action.
Source: The Cultural Orientations Indicator
TIME
“Fixed” time Cultures
- “monochronic”
- meetings should start “on time”.
- Being late = disrespectful
“Fluid” time Cultures
- “polychronic”
- Meetings start when everyone arrives
- being “late” is not a sign of disrespect
TIME:
BRAZIL - FLUID
Brazilian family and social time is measured under
loose constraints. In addition, many longer-term
business functions observe a fluid orientation
toward time. In large business centers,
however, short-term business functions such as
meetings operate under a more fixed
orientation.
Source: The Cultural Orientations Indicator
TIME:
BRAZIL - FLUID
For example:
A business appointment scheduled for 10:00 a.m.
means that foreign participants should arrive at
that time, even if it is necessary to wait a few
minutes for their Brazilian counterparts to
arrive.
Even if meetings start on time, the negotiations or
agenda may take twice as long as expected.
Source: The Cultural Orientations Indicator
TIME:
BRAZIL - PRESENT
In Brazil, a present orientation toward time along
with a concurrent emphasis on short-term goals
is dominant in business.
Planning, as well as the distribution and
coordination of work and resources, is based
on present demands.
Source: The Cultural Orientations Indicator
TIME:
BRAZIL - PRESENT
For example:
Brazilians have learned numerous tricks to cope
with their fluctuating economy and currency
and to deal with the realities of the moment.
One example is the jeitinho, which is the process
of going around the system through shortcuts
or asking favors in order to accomplish the task
at hand.
Source: The Cultural Orientations Indicator
TIME: PRESENT VS. FUTURE CONFLICT --People who have a “Future” orientation for Time, might conflict with Brazilians as
follows:
Source: The Cultural Orientations Indicator
TIME: PRESENT VS. FUTURE CONFLICT --People who have a “Future” orientation for Time, might conflict with Brazilians as
follows:
Source: The Cultural Orientations Indicator
OPTIONS COI BRAZIL - ??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
COI - BRAZIL
Where do YOU think
Brazilians fit on the
COI?
COI BRAZIL*
• Of course, the
cultural profile of
Brazilians varies
not just by
individual but
also by region,
with vast
differences
between North,
South, and
between cities
and countryside.
OPTIONS COI BRAZIL* Environment – Control / Harmony / Constraint Harmony/Constraint (mix)
Time – Single-Focus / Multi-Focus Multi-Focus
Time – Fixed / Fluid Fluid
Time – Past / Present / Future Present
Action – Being / Doing Being
Communication – High Context / Low Context High Context
Communication – Direct / Indirect Indirect
Communication – Expressive / Instrumental Expressive
Communication – Formal / Informal Formal/Informal (mix)
Space – Private / Public Private/Public (mix)
Power – Hierarchy / Equality Hierarchy
Individualism – Individualistic / Collectivistic Indiv/Collectivistic (mix)
Individualism – Universalistic / Particularistic Particularistic
Competitiveness – Competitive / Cooperative Comp/Cooperative (mix)
Structure – Order / Flexibility Flexiblity
Thinking – Deductive / Inductive Deductive/Inductive (mix)
Thinking – Linear / Systemic Systemic
COI BRAZIL*
*Disclaimer: The
information reflected
in the cultural profile
of a country is general
in nature and is
intended only as an
initial hypothesis
about value
orientations in a given
country and to
provide basic cultural
awareness. The
country profile is not
meant to reflect either
stereotypes nor the
different cultural
preferences of the
individuals within a
specific country.
Source: The Cultural Orientations Indicator
OPTIONS YOU??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
GAP ANALYSIS
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?
CULTURAL INTELLIGENCE - SKILLS
Three parts:
1.Knowledge
2.Mindfulness
3.Behavioral skills
What are these concepts? How are they
related? (material from book)
CULTURAL “CRUISE CONTROL”
• What do you think we mean by “cultural cruise control”?
• When could this be a problem?
CULTURAL “CRUISE CONTROL”
• Like driving a car (without thinking)
• Running life on basis of inbuilt cultural assumptions
• Problem – might ignore cultural signals (scripts)
• NOTE – Scripts: Cultural rituals, Phrases, Prescribe patterns of behavior – for in-group and out-group differentiation
CULTURAL INTELLIGENCE - SKILLS
Three parts:
1.Knowledge
2.Mindfulness
3.Behavioral skills
What are these concepts? How are they
related? (material from book)
MIND-LESSNESS
• Like driving a car in cruise control (arrive and ask “how did I get here?”)
• CULTURAL “CRUISE CONTROL”
• Question – “are there advantages to mindlessness?”
MIND-LESSNESS – ADVANTAGES:
• Makes it possible for us to do more than one thing at a time.
• Allows us to ignore most of what’s around
• Fit automatically into existing framework
• Q. But, what are the PROBLEMS?
MIND-LESSNESS – PROBLEMS:
• Encourages us to rely on routine• Prevents us from being flexible• Might fail to recognize changes
in culture
• Question – have you ever seen the expat mindlessly assuming role of teaching locals about “how things work back home”?
MINDFULNESS
• If you want to develop cultural intelligence – you need to be able to SUSPEND CULTURAL CRUISE CONTROL, and develop an alternative sate of being called ‘mindfulness’
MINDFULNESS
• Paying attention to context• Being aware – own
assumptions, ideas, emotions• Seeking out new information• Using empathy – putting self
in others position
MINDFULNESS
• IS NOT:• Abandoning who you are,
but instead about paying attention to differences, and how people think differently.
MINDFULNESS
Learn to read cuesHow this person is perceived within his/her own cultureIt is a means of observing how the person interacts with othersEstablish some basis for long time learningDon’t answer / react / behave as “you would do at home”Learn how those who are successful behave in similar circumstances
• Behavioral Skills:
• Question – do you think Knowledge and Mindfulness are enough?
• Why? Why not?
TROUBLES IN BUSINESS:
• Not technical, but often problems
such as:
• Communication failures
• Misunderstandings in negotiations
• Personality Conflicts
• Poor Leadership style
• Bad teamwork
All examples of ways people interact
BEHAVIORAL SKILLS - STYLE SWITCHING
• Ability to use a broad and flexible
behavioral repertoire in order to
accomplish one’s goals
• Need to challenge and transcend
comfort zones
• Experimenting with new ways of
behaving
• Develop mindset to approach personal
change and enrichment
THUNDERBIRD, KAREN S. WALCH, PH.D.
STYLE SWITCHING – ASSIGNMENT (PREVIEW)
• Select one strong COI orientation
• Identify a situation where it is used with
someone who is different
• Describe the positive and negative
consequence
• Explore how this is a challenge
• Identify how style switching could
assist you
THUNDERBIRD, KAREN S. WALCH, PH.D.
CULTURAL INTELLIGENCE - SKILLS
Three parts:
1. Knowledge
Knowing what culture is, how cultures vary, and
how culture affects behavior
What is your COI?
2. Mindfulness
The ability to pay attention in a reflective and
creative way to the cues in cross-cultural situations
Aware that others COI might be different?
3. Behavioral skills
Choosing appropriate behavior from well-
developed repertoire of behaviors that are correct
for different intercultural situations
COMPONENTS OF CULTURAL INTELLIGENCE
Knowledge Mindefulness
Behavioral Skills
CQ
CQ = capability to interact effectively across cultures
STEPS:
Knowledge & Mindfulness:
• Develop an ability to analyze the cultural content of a situation and required cultural due diligence
Behavioral skills
• Determine optimal adaptive strategy—style switching, cultural dialogue, and/or mentoring
THUNDERBIRD, KAREN S. WALCH, PH.D.
CULTURAL INTELLIGENCE - SKILLS
Three parts:
1.Knowledge
2.Mindfulness
3.Behavioral skills
What are these concepts? How are they
related? (material from book)
BEHAVIORAL SKILLS - STYLE SWITCHING
• Ability to use a broad and flexible
behavioral repertoire in order to
accomplish one’s goals
• Need to challenge and transcend
comfort zones
• Experimenting with new ways of
behaving
• Develop mindset to approach personal
change and enrichment
THUNDERBIRD, KAREN S. WALCH, PH.D.
STYLE SWITCHING – ASSIGNMENT (PREVIEW)
• Select one strong COI orientation
• Identify a situation where it is used with
someone who is different
• Describe the positive and negative
consequence
• Explore how this is a challenge
• Identify how style switching could
assist you
THUNDERBIRD, KAREN S. WALCH, PH.D.
OPTIONS COI BRAZIL - ??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
OPTIONS COI BRAZIL* Environment – Control / Harmony / Constraint Harmony/Constraint (mix)
Time – Single-Focus / Multi-Focus Multi-Focus
Time – Fixed / Fluid Fluid
Time – Past / Present / Future Present
Action – Being / Doing Being
Communication – High Context / Low Context High Context
Communication – Direct / Indirect Indirect
Communication – Expressive / Instrumental Expressive
Communication – Formal / Informal Formal/Informal (mix)
Space – Private / Public Private/Public (mix)
Power – Hierarchy / Equality Hierarchy
Individualism – Individualistic / Collectivistic Indiv/Collectivistic (mix)
Individualism – Universalistic / Particularistic Particularistic
Competitiveness – Competitive / Cooperative Comp/Cooperative (mix)
Structure – Order / Flexibility Flexiblity
Thinking – Deductive / Inductive Deductive/Inductive (mix)
Thinking – Linear / Systemic Systemic
OPTIONS YOU??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
GAP ANALYSIS
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?
GROUP PROJECT
Working in teams, students will develop a training
manual for business executives preparing for
expatriate assignments in Brazil: The training
manual will be based on cross-cultural
concepts discussed in class in tailored to the
communication environment of Brazil. The
objective is that groups produce a manual that
could find practical applications in the real
world of business and communication.
The project report should be between 5 and 7
pages in length, including a description of the
proposed practical training sessions and
exercises in part 2. (Font: Arial, 12; Line
Spacing: 1.5).
CULTURAL INTELLIGENCE - SKILLS
Three parts:
1.Knowledge
2.Mindfulness
3.Behavioral skills
What are these concepts? How are they
related? (material from book)
BEHAVIORAL SKILLS - STYLE SWITCHING
• Ability to use a broad and flexible
behavioral repertoire in order to
accomplish one’s goals
• Need to challenge and transcend
comfort zones
• Experimenting with new ways of
behaving
• Develop mindset to approach personal
change and enrichment
THUNDERBIRD, KAREN S. WALCH, PH.D.
STYLE SWITCHING – ASSIGNMENT (PREVIEW)
• Select one strong COI orientation
• Identify a situation where it is used with
someone who is different
• Describe the positive and negative
consequence
• Explore how this is a challenge
• Identify how style switching could
assist you
THUNDERBIRD, KAREN S. WALCH, PH.D.
OPTIONS COI BRAZIL - ??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
OPTIONS COI BRAZIL* Environment – Control / Harmony / Constraint Harmony/Constraint (mix)
Time – Single-Focus / Multi-Focus Multi-Focus
Time – Fixed / Fluid Fluid
Time – Past / Present / Future Present
Action – Being / Doing Being
Communication – High Context / Low Context High Context
Communication – Direct / Indirect Indirect
Communication – Expressive / Instrumental Expressive
Communication – Formal / Informal Formal/Informal (mix)
Space – Private / Public Private/Public (mix)
Power – Hierarchy / Equality Hierarchy
Individualism – Individualistic / Collectivistic Indiv/Collectivistic (mix)
Individualism – Universalistic / Particularistic Particularistic
Competitiveness – Competitive / Cooperative Comp/Cooperative (mix)
Structure – Order / Flexibility Flexiblity
Thinking – Deductive / Inductive Deductive/Inductive (mix)
Thinking – Linear / Systemic Systemic
OPTIONS YOU??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
GAP ANALYSIS
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?
GROUP PROJECT
Working in teams, students will develop a training
manual for business executives preparing for
expatriate assignments in Brazil: The training
manual will be based on cross-cultural
concepts discussed in class in tailored to the
communication environment of Brazil. The
objective is that groups produce a manual that
could find practical applications in the real
world of business and communication.
The project report should be between 5 and 7
pages in length, including a description of the
proposed practical training sessions and
exercises in part 2. (Font: Arial, 12; Line
Spacing: 1.5).
DIVERSITY
Slides missing,, sorry
• (we talked about benefits of diversity in teams, drawbacks, innovation
centers)
• (we read the case from the book)
• (we talked about solutions – discuss process not just tasks)
• (we talked about personality tests & hiring, and corporate culture)
• (we reviewed the COI, personal vs. Brazil)
HIRING DECISIONS
Yesterday, we discussed the use of “Personality
Tests” in hiring decisions
• After a day to think about it… who thinks it’s a
good idea?
• What is the purpose of using a test like this?
HIRING DECISIONS
But, consider:
• What if a company bases its hiring decisions based on:
• Family connections
• Political connections
• Friendship,
• Attractiveness
• Tradition
• Intuition
• Popularity
WHAT ABOUT THESE STATEMENTS:
• “His father had the job before him – it’s a family tradition?
• “She comes from a good family, and attended a good university”
• “We prayed, and God showed us the correct choice”
• “We hired him because he is the brother of a board member”
• “Through his wife, he has excellent political connections”
•“Cultural Intelligence: Living and Working Globally”, by David
Thomas and Kerr Inkson, Berrett-Koehler Publishers, 2009
CONSIDER:
• Are arguments like those above
COMMON in many parts of the
world?
• Are they “wrong”?
• Why do they exist?
DECISION MAKING ACROSS CULTURES:
• How do YOU make decisions?
• Rationally? Logically? Scientifically?
• If you were to hire someone, what process would YOU use to decide?
• Do all cultures make decisions the same way?
• Why not?
• Is one way better than another?
DECISION MAKING ACROSS CULTURES:
• What about “equal opportunity”
laws (race, religion, sexuality,
etc)?
• Are they common in all
cultures?
• Should they be?
• Would it be WRONG if they are
not?
DECISION MAKING ACROSS CULTURES:
• What about cultures that use
family, connections, other
criteria for hiring decisions?
• Is it un-ETHICAL?
ETHICS & DECISION MAKING ACROSS CULTURES:
• What are ethics?
• Are they culturally relative?
• Do ethics change when you hop
on an airplane?
• Are they Universal? (there is
one “right”, true for all places?)
ETHICS & DECISION MAKING ACROSS CULTURES:
• What about “style switching”?•If its ok to change style (with respect to time, environment, power, communication styles)….
•Is it then also ok to “do as the locals do” with respect to ethics?
•Give some examples
ETHICS & DECISION MAKING ACROSS CULTURES:
• What about “style switching”?•If its ok to change style (with respect to time, environment, power, communication styles)….
•Is it then also ok to “do as the locals do” with respect to ethics?
•Give some examples
ETHICS & DECISION MAKING ACROSS CULTURES:
• Is bribery just a “tip”?
• What if its common practice in
the country you are visiting?
• What about “style switching”?
ETHICS & DECISION MAKING ACROSS CULTURES:
• Yesterday, we talked about “running red lights in Brazil”
• Is this ok?
• Is it illegal?
• Should all rules apply to YOU?
• What about in “particularistic” cultures? (where LOCALS don’t think rules apply to THEM)?
ETHICS & DECISION MAKING ACROSS CULTURES:
• Question:
•What if its NOT illegal in the
country you are visiting?
•(examples: hiring underage
children)
ETHICS & DECISION MAKING ACROSS CULTURES:
• Question:
•What if its NOT illegal in the
country you are visiting?
•(examples: hiring underage
children)
ETHICS & DECISION MAKING ACROSS CULTURES:
• Yesterday, we talked about
“running red lights in Brazil”
• Is this ok?
• Is it illegal?
FCPA - DISCUSS
• Foreign Corrupt Practices Act –
have you heard of it? What is
it? Does it apply to you?
• http://www.justice.gov/criminal/f
raud/fcpa/
OPTIONS YOU??Environment – Control / Harmony / Constraint ?
Time – Single-Focus / Multi-Focus ?
Time – Fixed / Fluid ?
Time – Past / Present / Future ?
Action – Being / Doing ?
Communication – High Context / Low Context ?
Communication – Direct / Indirect ?
Communication – Expressive / Instrumental ?
Communication – Formal / Informal ?
Space – Private / Public ?
Power – Hierarchy / Equality ?
Individualism – Individualistic / Collectivistic ?
Individualism – Universalistic / Particularistic ?
Competitiveness – Competitive / Cooperative ?
Structure – Order / Flexibility ?
Thinking – Deductive / Inductive ?
Thinking – Linear / Systemic ?
GAP ANALYSIS
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?
GROUP PROJECT
Working in teams, students will develop a training
manual for business executives preparing for
expatriate assignments in Brazil: The training
manual will be based on cross-cultural
concepts discussed in class in tailored to the
communication environment of Brazil. The
objective is that groups produce a manual that
could find practical applications in the real
world of business and communication.
The project report should be between 5 and 7
pages in length, including a description of the
proposed practical training sessions and
exercises in part 2. (Font: Arial, 12; Line
Spacing: 1.5).
CULTURAL MANAGEMENT STUDY -
Focus on key cultural “gaps” that pose potential risks to
effective management of talent on a global scale
(1) general training/ education,
(2) mobility/expatriate preparation,
(3) executive coaching,
(4) global team development,
(5) merger/acquisition integration and joint venture
effectiveness,
(6) business process outsourcing relationships,
(7) diversity and inclusion initiatives,
(8) project management.
LEADERSHIP TOPICS
1. Self Awareness (Behavior topics, personality)
2. Communication
3. Situational Leadership
4. Motivation
5. Team Building
6. Conflict management
7. Coaching
8. Delegation
Everything is related to inter and intra personal
intelligence
CULTURAL INTELLIGENCE
19th – 20th Century IQ (intelligence quotient)
Late 20th Century EQ (Emotional quotient)
21st Century CQ (Cultural intelligence)
Everything is based on inter and intra intelligence
….
But, now… we have to deal with new issue…
culture!
So, this course… is about developing our CQ
(Cultural Intelligence)
COMPANY CULTURE
QUESTION –
What are the 5 aspects of a
company that they should have
to make the employees
comfortable?
QUESTION:
There are a few steps to simplify this (perceived) complex area of cultural differences:
1.ACCEPT that there are cultural differences.
2.UNDERSTAND the differences and analyze why they are there (as much as possible), with some basic understanding of their existence / origin.
3.EMPATHIZE. As perceptions differ, so do thinking, style, communication, judgement and priorities based on values, customs, lifestyle and religion.
4.RESPECT. Show and express respect for other cultures and differences.
5.HARNESS the differences to the organization’s advantage. Welcome different perceptions. Be open to other views, ideas, thoughts and provide a reasonable opportunity to the other to perform in his/her own style (without compromising the systems and processes).
6.AVOID generalization and stereotyping. With some knowledge and understanding, there would be a tendency to stereotype and/or generalize every situation.
CAREER MANAGEMENT
Find a job you enjoy and
you will never work
again in all your entire
life
- Confucius
CULTURAL DIALOGUE AND PROBLEM SOLVING
• What are the underlying interests and problems both face
• What are your reactions to underlying cultural gaps
• Where are you different and similar with the other
• Express the desire to minimize the undesired consequences/problems
THUNDERBIRD, KAREN S. WALCH, PH.D.
CULTURAL MENTORING
• Assist a new colleague in decoding the cultural norms of a new organization, national culture, or team
• Coaching an international assignee manage cultural shock
• Assist a group in finding better communication and work practices
THUNDERBIRD, KAREN S. WALCH, PH.D.
INTERCULTURAL FAILURES
• Unaware of biases
• Feeling threatened by differences
• Unable to understand cultural
behaviors
• Unable to transfer knowledge to
others
• Unable to adjust to living and
working
THUNDERBIRD, KAREN S. WALCH, PH.D.
CULTURE IS NOT RANDOM
• Values, attitudes, and
assumptions about behavior
• “In-groups—out-groups”
• Them vs. Us
• Dimensions defining culture
THUNDERBIRD, KAREN S. WALCH, PH.D.