Lecture3_4 Global Cultural Environment Adapted

8/15/2019 Lecture3_4 Global Cultural Environment Adapted

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Copyright ©2011 Pearson Education,Inc. publishing as Prentice Hall


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Chapter Learning Goals

1. To understand how culture afects allaspects o international interactionsand behaviour

2. To be able to distinguish the major

dimensions which dene culturaldiferences among societies or groups

. To emphasi!e the need orinternational managers to havecultural intelligence in order tointeract successull" in host countries

#. To recogni!e the critical valuediferences which re$uentl" afect jobbehaviors

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'(ample) - Culture

,ituals +eroes/0illians0illains

*"mbols

on/re ight

ay ay

#i!bledon

e+ ear

34ford 5 Ca!bridgeboat race

&he Pound

6nion 7ac8

&he (oyal 9a!ily

ig en

;

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Symbols

pproaches to the stud" o CultureCulture as an onion3

Hofstede’s Model

Heroes

Rituals

Values Practices

xpressions of culture atierent levels of depth

4nner la"ers5assumptions6

values6unspo7enbelies etc.

8utside la"ers5behavioural

conventions6arteacts6 ood6ashion etc


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International usiness


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estheticsesthetics

usic

Paintingance

ra!aArchitecture


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>;10

The ;eaning o Color

Red signifies

good luck and

celebration inChina

Yellow

indicates a

merchant in

India

In England

and the U.S.,

“Something

Blue on a

bride!s garter

s"mboli#es

fidelit"


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0alues and ttitudes0alues and ttitudes

0alues0alues0alues0alues ttitudesttitudesttitudesttitudes

9ositive or negative9ositive or negative

evaluations6 eelings6evaluations6 eelings6and tendencies peopleand tendencies peoplehold toward objects orhold toward objects orconceptsconcepts

The ideas6 belies6The ideas6 belies6and customs toand customs to

which people arewhich people are

emotionall"emotionall"

attachedattached? ?reedom?reedom? ,esponsibilit",esponsibilit"? +onest"+onest"

? TimeTime? =or7 =or7 ? CulturalCultural

changechange


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9a!ily ifecycle

)tage &itle Characteristics1 achelor oung, single, not liing at

ho!e

2 e+ly !arried oung, no children

D 9ull nest I oungest child under > 9ull nest II oungest child or oer

< 9ull nest III 3lder, !arried +ith dependent children

E!pty nest I 3lder !arried, retired, no children liing at ho!e

F E!pty nest II 3lder !arried, retired, no children liing at ho!e

G )olitary surior I In labour force

)olitary surior II (etired)ource" Pettitt, ) and rassington 9 200


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A !odern 9a!ily lifecycle!odel

• )ingle no children

• arried=cohabiting; o children, young children, olderchildren

• iorced=liing apart; o children, young children, older

children• (e!arried=ne+ partner L o children, children fro!

preious relationship

• E!pty nest; eer had children, no children liing at

ho!e• Alone; Al+ays single, +ido+ed, diorced

• Adapted fro!" rassington 9 and Pettitt ) 200


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Culture and fa!ily

• ightfoot and #aell 1


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=orld ,eligions=orld ,eligions

Christianit"

4slam

+induism

@uddhism

Conucianism

Audaism

*hinto

8rigin o 8rigin o

+uman 0alues+uman 0alues8rigin o 8rigin o

+uman 0alues+uman 0alues


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=orld ,eligions=orld ,eligions

,eligionsinBuence)

5 liest"les6

5belies6;values6

;attitudes

5 the wa" peoplein a societ" act

toward eachother andtowards those inother societies.

5 ,eligion also

inBuences politicsand business

8rigin o 8rigin o

+uman 0alues+uman 0alues8rigin o 8rigin o

+uman 0alues+uman 0alues


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'ducation'ducation

Cultures pass on traditions6 customs6 and valuesthrough schooling6 parenting6 group memberships6

etc.

'ducation level#ell;educated attract high;paying $obs, +hile poorly

educated attract lo+;paying !anufacturing $obs

@rain drain

eparture of highly educated people fro! oneprofession, geographic region, or nation to another


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The ?our ,oles o

Language• Language aids in inormation gathering and

evaluation.

• Language provides access to local societ".

• Language capabilit" is increasingl" important incompan" communications.

• Language provides more than the abilit" to

communicate because it e(tends be"ondmechanics to the interpretation o conte(tsthat ma" inBuence business operations.

• Language can be divided into) verbal and non5verbal


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(oles of anguagecontinued

• In global !ar8eting, language is ani!portant tool for co!!unicating+ith custo!ers, suppliers, channel

inter!ediaries and others such as the!edia.

• &here has been !any costly blunders

caused by incorrect or inepttranslations of product na!es andadertising copy.


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%onverbal:*ilentlanguage

&istinctions must be made in ve 7e" topics)

Time

Space

Material Possessions

Friendship Patterns

Business Agreements


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G;22

Pro4e!ics )paceJ

G@ to 10Public distance

)ocial distance >@ to G@

Personal distance 1GN to >@

Inti!ate distance 1GN


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Language @lundersLanguage @lunders

Japanese knife manufacturer labeled its exports to the United States with

“Caution: Blade extremely sharp! Keep out of children

"n#lish si#n in a $oscow hotel read% “&ou are welcome to 'isit the cemetery

where famous (ussians are buried daily% except )hursday Si#n for non*Japanese*speakin# #uests in a )okyo hotel read% “&ou are

respectfully re+uested to take ad'anta#e of the chambermaids

Si#n in "n#lish at Copenha#en ticket office read% “,e take your ba#s and

send them in all directions

Braniff -irlines. "n#lish*lan#ua#e slo#an “/ly in 0eather was translated into

“/ly 1aked in Spanish


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2;2>

@od" Language 4s %ot -niversalLanguage


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The conte(tual continuum odifering cultures


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+ostede>s model o national

culturesased on a study of I 1F;FD and studies in Asia in 1G0s. Identi/ed < alues that+ere the basis of cultural diBerence and caused diBerences in business practices and

behauiour

Po+er distance

6ncertainty aoidance

Indiidualis!

asculinity

&i!e perspectie


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+ostede dimensions 1DD#3http)::www.geert5hostede.com

Po+er distance; the e4tent to +hich !e!bers of a societyare prepared to accept a hierarchical or uneual po+erstructure

6ncertainty aoidance; the e4tent to +hich !e!bers of asociety are prepared to tolerate a!biguity and ris8 e4tent

to +hich +e feel threatened by a!biguityJ

Indiidualis!; the e4tent to +hich pri!ary loyalty is to selfor collectie=e4tended grouping

asculinity= fe!ininity; the orientation of societies to+ardsco!petitie= !aterialist or +elfarist alues

ong or short ter! orientation the degree the society e!braces, or does not e!brace, long;ter!

deotion to traditional, for+ard thin8ing alues.

Created by Kraha! Hollinshead,Copyright cKra+;Hill Education

2010


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98=', &4*T%C' 9&3

+igh 9ower &istance Low 9ower &istance

• -ne$ual powerdistribution accepted

• *ocial rrangementsreBect this

• 4mportance o titlesand status

• +igh dependence onbosses

• Centrali!ed control

• Tall hierarchicalorgani!ationalstructures

• wish to e$uali!e

power in societ"• Low dependence

on bosses

• &ecentrali!edcontrol withdelegation

• ?latterorgani!ationalstructures


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-%C'T4%TE 084&%C'

+igh -ncertaint"+igh -ncertaint"

voidancevoidance+igh -ncertaint"+igh -ncertaint"

voidancevoidanceLow -ncertaint"Low -ncertaint"

voidancevoidanceLow -ncertaint"Low -ncertaint"

voidancevoidance*ingapore6 *weden6- • =elcome new ideas

•,ela(ed attitude to rules

• ?ast decision5ma7ing

Greece6 9ortugal6 Aapan

• ,ejection o deviantideas•5Careul considerationo proposals•9rocedures to avoidambiguit" 5 rules6 low job mobilit"•*low decision5ma7ing


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;*C-L4%4TE5?';4%4%4TE

;asculinit"Aapan6 ustria6

4tal"3• ssertiveness• Competitive andconcern or perormance• ?ocus on nancialrewards• Clear diferentiation omale and emale roles

?emininit"*weden6 %orwar"3

• *ensitivit" towardsothers• Concern or welareand securit"• Concern or $ualit" olie•

8verlap o male andemale roles


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L8%G 0',*-* *+8,T T',; 8,4'%TT48%

Long5termismLong5termismLong5termismLong5termism *hort5termism*hort5termism*hort5termism*hort5termism9a7istan6 %igeria6

-*6 - 5 9ursuit o short5term gain andadvantage

;ar7et shareversus prot motive

China6 Aapan6 *. orea

; 9ursuit o long5termgoals; Long5termismassociated withConucian d"namism)

? Commitment to theCommitment to thewor7 ethicwor7 ethic

? ,espect or tradition,espect or tradition? 9erseverance /9erseverance /

*avings*avings

?


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&ro!penaars@ seendi!ensions of culture

• 9ons &ro!enaars 1DJbuilt on Hofstede@s +or8by focusing !ore on the!anage!enti!plications of culturaldiBerences.

• (esearch +as based on

inoling 1


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di!ensions of culturecontinuedJ

*even dimensions were asollows)5

• 6niersalis! versusparticularis!

•

Indiidualis!versus

collectiis!

• eutral versus e!otional

• )peci/c versus diBuse

• Achiee!ent versus

ascription

• )euential versussynchronic

• Attitudes to+ards theeniron!ent


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Ho+ are the F di!ensionsusedQ

• 6sed to !easure changes in culturalalues and behaiour oer ti!e

• (esearch indicates that both in China

and 7apan, achiee!ent orientation isincreasing +ith so!e ele!ents ofindiidualis!

• &here are ho+eer +ider concernsregarding the cost and bene/ts of selfinterest


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Conclusion

• Cultural theories proide a po+erfulconceptual fra!e for analysing and e4plaininginternational ariations in co!!unication and!ar8eting practices.

• #hile care needs to be ta8en to aoid oerlydeter!inistic lin8s bet+een such theoreticalperspecties and actual !anifestations of!ar8eting +ithin national or regional settings,

+hich denies the signi/cance of enterpriseautono!y and independent corporatestrategies, co!ple!entarities e4ist in thepredictions@ of cultural theories.

Created by Kraha! Hollinshead,

Copyright cKra+;Hill Education2010


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n" $uestions orn" $uestions or

commentscomments

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Lecture3_4 Global Cultural Environment Adapted

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