cross culture management module guide

1、university of sunderlandsunderland business schoolmasters programmehrmm 18 (bsmm25/69) cross-cultural managementmodule guideintensive modesemesters 1 and 2module leader:professor david richardsroom 104a, extension 3436, email: david.richardssunderland.ac.uksession:continuous intensive 5 day block -

2、at least 36 hours attendance.19hrmm18(03/12/02)dr/droverviewthis course is designed to address the dilemmas and opportunities of managing and interacting in organisations across cultural boundaries, both internationally and domestically. it is intended to develop an appreciation of what it is like t

3、o work in other countries and with people from other cultures.international business is conducted with and through people from various cultural backgrounds. cultural differences, if not recognised and understood, can be significant barriers to the implementation and success of a business venture. th

4、is course is concerned with both understanding and practical implementation. the readings, cases and exercises have been chosen to focus your attention on behaviour your own as well as that of others.many management concepts, techniques, and systems taught in western business schools are based on we

5、stern particularly north american cultural beliefs and values. these concepts, techniques and systems may not work in other cultures and, if used improperly, can compound managers problems.a basic premise of the course is that it is possible and desirable to develop intellectual understanding and be

6、havioural abilities, competencies and skills appropriate to the management problems arising from the interaction of people from different cultures in work settings. a further assumption is that the understanding and skills that are developed are generalisable and transferable from one situation to a

7、nother.1.objectivesthis course contributes to the development of knowledge and skills needed to manage effectively in other cultural environments and to work effectively with people from other cultures. the conceptual and case material increases sensitivity to important cultural differences and assu

8、mptions underlying the behaviour of people and the issues managers are likely to encounter in other countries. more specifically the objectives are:1.1to increase cultural awarenessto enable participants to identify the factors in their own culture which affect their own behaviour and interactions w

9、ith other people and influence effectiveness in cross-cultural encounters and to examine the influence of culture on management skills, behaviour and performance.1.2to increase cross-cultural awarenessto enable participants to identify the ways in which other cultures are both similar to and differe

10、nt from their own, and to examine the effect of cultural differences on management effectiveness. to enable participants to see behaviour from the perspective of another culture.1.3to develop cross-cultural skillsto provide experiences, through which significant issues of cross-cultural behaviour, e

11、specially in communication and negotiation, can be identified, so that participants can develop their cross-cultural managerial capacities and skills and enhance their effectiveness.1.4to develop a cross-cultural approach to managementto enable participants to develop an approach to management which

12、 allows them to take advantage of cultural diversity and a multicultural work environment, through a 'culturally synergistic' management approach.2.learning outcomeson completion of this module the student will be able to:1)identify the factors in their own culture which affect their own beh

13、aviour and interactions with other people and influence effectiveness in cross-cultural encounters. 2)identify the ways in which other cultures are both similar to and different from their own.3)examine the influence of culture and cultural differences on management skills, behaviour, effectiveness

14、and performance.4)demonstrate understanding of behaviour from the perspective of another culture.5)demonstrate enhanced and effective cross-cultural managerial capacities and skills.6)demonstrate the ability to take advantage of cultural diversity and a multicultural work environment, through a '

15、;culturally synergistic' management approach.3.contentthe structure for the unit will be provided by a series of tasks, which will need to be completed by participants, mostly in teams. theory and concept sessions will be integrated with the experiences and will underlie analytical activities. t

16、hese will cover the following topics:· cultural differences and their influence on the nature of managerial skills and communication and behaviour: cultural differences, attribution and behaviour; managerial values, thinking, beliefs and styles in different cultures. · intercultural commun

17、ication: socio-cultural backgrounds: what we bring to intercultural communication; and intercultural interaction: taking part in intercultural communication.· developing effective international managers: the cultural context of management development. enhancing international assignments, accult

18、uration and international adjustment.· the management of international joint ventures. multicultural teams: conflict and synergy. cross-cultural motivation. the management of diversity in organisations.4.approach and methods of the moduleapproach the approach of the module is that it is:a) mana

19、gement focused: the module presents a problem solving and decisionmaking approach to international business. the management implications of differences and similarities in cultures will be examined, not in and for themselves, but in the light of actual management situations where an appreciation of

20、cultural influences on behaviour can make a difference to performance.b) behavioural: the human element in effectively managing across cultures is every bit as important as the technical or business components; but the “people skills” are more likely to be missing in international personnel than are

21、 the technical business skills. the module focuses on understanding oneself and ones approach to decision making and problem solving as a critical step in developing the interpersonal skills needed to work successfully in different cultural settings.c) cross-cultural: the primary focus of the materi

22、al is on the interaction between people of different cultures in work settings. this cross-cultural perspective is distinct from a comparative approach where the management practices of individual countries or cultures are examined serially and then compared. this perspective has been chosen because

23、 it is in the interaction of cultures where managers experience difficulties. although study of the practices within a single culture may be helpful, it is the interaction of people with different beliefs and management practices that have effects on the manager.d) culture general: the module will d

24、raw upon material from a wide range of cultures and will not focus on one particular country or region of the world. culture specific training is more appropriate upon assignment to a specific country in which a person will live and work. since you will have diverse career goals and geographical int

25、erests, the culture general model is more appropriate to your needs and development.methodsthe methods used in this programme may not be familiar to all participants. essentially they involve an emphasis on learning by doing rather than learning from telling. we will seek to accomplish the objective

26、s of the course through practice in critically examining, analysing and attempting to solve problems in crosscultural situations. the vehicles for such practice will be varied and include case discussions, readings, films, involvement exercises, guest speakers and individual study.the maximum involv

27、ement by participants is encouraged through the provision of activities and structured exercises and these experiences will provide reference material for group discussion. the discussions will focus on the cross cultural processes which can be seen in the group and on what can be learned from the i

28、nteractions between those present as they occur in the life of the group.you will be encouraged in personal and group reflection and development, using methods characterised by individual and group tasks, regular process reviews and an experientially based learning design, involving:*inclusion of th

29、e learner as a resource person.*active participation of the learner in learning.*use of evaluation as a basis for problem solving and improvement.management workshops in industry are often scheduled in one-week, full-time blocks and are frequently held at locations away from the office. the reason i

30、s that learning can be much greater if it is continuous, intensive, and undisturbed by daily crises or the interruptions of mundane details. learning points are developed and reinforced as the participants "live through" each session. intense, continuous interaction allows participants to

31、build a rich repertoire of experience quickly. this course will provide many of the features that characterise such learning.no traditional university course is an adequate substitute for experience. intensive, experiencebased training, preferably involving immersion in another culture, combined wit

32、h conceptual development, is the ideal for training managers to be effective in crosscultural business situations. the case method, the use of experiential exercises, and behavioural simulations in this module are some of the closest approximation to reality possible in a university course.the cases

33、 and exercises presented in this course will provide a rich background of “experiences” for you, the students. being put into these real situations and assuming the role of a manager develops a perspective and understanding that is improved upon only by real international experience.you will learn f

34、rom studying your own behaviour in the “here-and-now” and reflecting on how this behaviour relates to cross cultural behaviour in general and to your behaviour at work.we hope that you can make the commitment to participate in developing yourself and others in this way. the more you put in the more

35、you will gain.the role of the facilitator(s) will be to facilitate and encourage learning and the development of insight and inspiration through learning methods that deal in experience and sharing.5.programme outlinebriefly the programme will provide participants with a series of very real, sharp e

36、xperiences. review sessions follow to extract, pinpoint and fix important learning. both experience and review are essential components of the experiential learning model on which the course is based, as shown below.the experiential learning cyclethe experienceyou will work in small groups on a numb

37、er of tasks. these are often complex exercises that focus on cross-cultural relations. they require commitment, co-ordination and co-operation within and sometimes between groups. strong reactions usually follow. support, honesty and openness are encouraged in review sessions enabling cultural and p

38、ersonal barriers to be broken down.reflectionthis is the heart of the learning process. a formal time for reflection follows an experience - to review, analyse, and pinpoint appropriate learning that results from the experience. staff facilitate learning from within the group itself, introducing the

39、ory where appropriate and building bridges back to working situations.new learningthe course will allow you to experiment with new learning and new roles in fresh situations. experiment and adjustment are necessary parts of the process of refining, consolidating and reinforcing learning. you will be

40、 encouraged to accept new skills, attitudes and approaches in a challenging and enjoyable atmosphere.6.assessment6.1stagesthere will be three stages of assessment: the first and second based on participation and the third based on a written report of a personal reflective journal. the final assessme

41、nt will be derived from:1. an individual participation grade based on an assessment of how far individuals were able to be reflective, to contribute to the course and to classroom learning and to learn from it themselves. 2. a team participation team grade based on an assessment of group performance

42、 in tasks during the course. 3. an individual grade based on the written report, a personal reflective report and learning journal.the weighing of each assessment element is as follows:individual participation25%learning group performance35%individual written report40%6.2individual classroom contrib

43、ution: classroom contribution is not the same as just talking a lot in class. the quality of what is said and the quality of ones listening and responsiveness to others are important components of the evaluation.examples of valued contributions include: starting a class discussion with a good summar

44、y and sound analysis, synthesising class discussions, summarising and/or moving class discussions ahead, constructively building on and/or criticising others ideas, substantiating ones viewpoint with persuasive analysis and logic, responding to others critiques with reasoned rebuttal and/or graceful

45、 acceptance of new ideas, presenting well-conceived action plans, participating in role-playing or special presentations, sharing relevant experiences with the class etc.examples of unsatisfactory contributions include: absence, being unprepared when called upon, offering unsubstantiated analysis or

46、 action plan, personal criticisms, defensive behaviour (e.g., aggression or withdrawal, rather than thoughtful consideration of others ideas), etc. there is an attendance requirement of 80%6.3group work and participationlearning groups of a fixed membership of between 6 - 10 students will be establi

47、shed during the first session.specific tasks and assignments will be given to groups, usually to prepare and present, within a limited period:*an analysis of a problem, exercise, case study or critical incident;*a role play illustrating an important concept or problem;*an activity requiring the prac

48、tice and demonstration of cross-cultural skills.most class sessions, which will be a maximum of three hours in length (including a 20-minute break), will involve some combination of these learning methods.6.3.1group workin general, groups should prepare and discuss assigned readings for each session

49、 beforehand. they should be prepared to discuss the reading in class and to respond to questions.the staff will make judgements about the performance of groups in all of the activities performed by them, although the groups themselves will determine the allocation of marks within groups (see 6.3.2 b

50、elow). specific assignments may be allotted in advance to groups for particular sessions. for example, group a' may be required to prepare and present, within a limited period, its analysis of set readings or a case study. such presentations will be open to general review and criticism from othe

51、r groups and the staff.6.3.2group managementthe facilitator(s) will make judgements about the performance of groups in all of the activities performed by them, although the groups themselves will determine the allocation of marks within groups. this will require peer assessment within the group, and

52、 additionally, groups may participate in the assessment of the work of other participants.groups may manage their activities in any way they choose. they may make decisions by consensus, without allocating definite leadership roles, since these are shared. alternatively, groups may elect from among

53、their membership a management team and allocate specific roles and responsibilities. however it is done, the group has the responsibility for allocating, co-ordinating, and controlling the work of the group, communicating with the staff, and determining the allocation of marks within the group. the

54、manner in which groups are managed will be a factor that will be taken into account in the overall assessment of group performance by the staff.disputes connected with group management will only be arbitrated by the staff in the most extreme circumstances!6.4written reports.each individual should co

55、mplete a report on their individual learning from the course. the primary purpose of the individual report is to apply course learning to you, your behaviour and interactions and to reinforce the learning of personal skills. the personal journal that you will keep throughout the course will form the

56、 basis for your individual written reflective participation report. the report should be individual work, must be typed and identified with your name and student number. two copies of each report must be submitted.guidance on completing the report is given in the appendix.the deadline for submitting

57、 the report is two weeks after the course has been completed.late submissions will not be accepted.6.5participation and final course grades:in business and government, most management workshops are conducted with no, or little, formal evaluation of participants. it has been found that adults work be

58、st when they are confident that no report is going to their boss, and if they believe that they are participating in order that they can get something out of the experience. with students in a university setting this is not usually possible, since grades are, perhaps regrettably, part of academic life. however this can be compensated for by the possibility of using grades to reinforce the beha