跨文化商务沟通（英文版第6版）课件 第3、4章 文化价值观比较、文化冲击

Chapter3

ContrastingCulturalValuesCopyright©2014PearsonEducation,Inc.2TopicsSemanticDifferencesAttributionandPerceptionAttitudesTowardWomenWorkAttitudesAttitudesTowardEthicsReligiousInfluencesIndividualismandCollectivismCopyright©2014PearsonEducation,Inc.3WhatareValues?Valuesarethesocialprinciples,goals,orstandardsacceptedbypersonsinaculture.Valuesarelearnedbycontactswiththefamily,teachers,andreligiousleaders.Themediaalsomayinfluenceone’svaluesystem.Copyright©2014PearsonEducation,Inc.4CulturalContrastsinValuesAmericans Japanese Arabs1.Freedom Belonging Familysecurity2.Independence Groupharmony Familyharmony3.Self-reliance Collectivism Parentalguidance4.Equality Age/Seniority Age5.Individualism Groupconsensus AuthoritySocietalClustersSocietiesthatareCharismatic/ValueBasedfromHighertoLower:AngloLatinAmericaSouthernAsiaGermanicEuropeNordicEuropeSub-SaharaArabsLatinEuropeEasternEuropeConfucianAsiaMiddleEastCopyright©2014PearsonEducation,Inc.5SocietalClustersTeamOrientationfromHightoLow:LatinAmericaEasternEuropeSouthernAsiaNordicEuropeAngloSub-SaharaArabsGermanicEuropeConfucianAsiaMiddleEastCopyright©2014PearsonEducation,Inc.6SocietalClustersParticipativefromHighertoLower:GermanicEuropeNordicEuropeAngloLatinAmericaLatinEuropeSub-SaharaArabsEasternEuropeSouthernAsiaConfucianAsiaMiddleEastCopyright©2014PearsonEducation,Inc.7SocietalClustersHumaneOrientedfromHighertoLower:SouthernAsiaSub-SaharaArabsAngloConfucianAsiaLatinAmericaEasternEuropeGermanicEuropeLatinEuropeNordicEuropeCopyright©2014PearsonEducation,Inc.8SocietalClustersAutonomousClusterfromHighertoLower:EasternEuropeGermanicEuropeConfucianAsiaSouthernAsiaNordicEuropeAngloMiddleEastLatinEuropeSub-SaharaArabsLatinAmericaCopyright©2014PearsonEducation,Inc.9SocietalClustersSelf-ProtectivefromHighertoLower:SouthernAsiaMiddleEastConfucianAsiaEasternEuropeLatinAmericaSub-SaharaArabsLatinEuropeAngloGermanicEuropeNordicEurope(House,Hanges,Javidan,Dorfman,&Gupta,2004,p.682)Copyright©2014PearsonEducation,Inc.10Copyright©2014PearsonEducation,Inc.11SemanticDifferencesSemantics-thestudyofthemeaningofwords;involvesthewaybehaviorisinfluencedbywordsandnonverbalmeansofcommunication.Example:AU.S.American,whiletravelinginBolivia,observedthatdriversrarelystoppedattheredoctagonalsignwiththeword“alto,”theSpanishwordfor“stop.”AlocalBolivianexplainedthatinthatcountry,thestopsignismorearecommendationthanatrafficlaw.Copyright©2014PearsonEducation,Inc.12AttributionandPerceptionAttribution-theabilitytolookatsocialbehaviorfromanotherculture’sviewAttributiontraining-involvesmakingpeopleawareoftheirownculturalcontextandhowitdiffersfromthatofthehostcountryPerception-thelearnedmeaningofsensoryimagesUncertainty-reductiontheory-“involvesthecreationofproactivepredictionsandretroactiveexplanationsaboutourownandothers’behavior,beliefs,andattitudes.”(Gudykunst&Ting-Toomy,1988,p.22)Copyright©2014PearsonEducation,Inc.13UncertaintyAvoidanceUncertaintyavoidanceisdefinedastheextenttowhichthemembersofaculturefeelthreatenedbyuncertainorunknownsituations.CreatesuncertaintyCreatesanxietyIsreinforcedbyfamily,school,andgovernmentCopyright©2014PearsonEducation,Inc.14UncertaintyAvoidanceHighuncertaintyavoidanceculturesLatinAmericaSomeEuropeanCountriesJapanSouthKoreaCopyright©2014PearsonEducation,Inc.15UncertaintyAvoidanceCountrieswithloworweakuncertaintyavoidanceUnitedStatesofAmericaIndiaUnitedKingdomDenmarkSingaporeCopyright©2014PearsonEducation,Inc.16DifferencesBetweenWeak/StrongUncertaintyAvoidanceSocietiesWeakUncertaintyAvoidance StrongUncertaintyAvoidanceCitizenprotestacceptable Citizenprotestshouldbe repressedCivilservantspositivetoward Civilservantsnegativetowardpoliticalprocess politicalprocessPositiveattitudestowardyoung Negativeattitudestowardyoungpeople peopleOnegroup’struthshouldnotbe Thereisonlyonetruth-oursimposedonothersHumanrights:nobodyshouldbe Religious,political,ideologicalpersecutedfortheirbeliefs fundamentalismand intoleranceScientificopponentscanbe Scientificopponentscannotbepersonalfriends personalfriendsCopyright©2014PearsonEducation,Inc.17GLOBEUncertaintyAvoidanceDefinedastendencytowardsorderliness,consistency,structure,andregulationRelatedtosocietal,economic,andorganizationalvaluesHighervaluesfoundwithhigherteamorientation,humaneorientation,andself-protectiveleadershipLowervaluesfoundwithlowerparticipativeandcharismaticleadershipvaluesCopyright©2014PearsonEducation,Inc.18AttitudesTowardWomenInfluencedbyculturalrootsU.S.womenaresupposedtohavethesamerightsasmen.Kenyawomenareconsideredsubordinatetomen.GenderdifferencesintheU.S.workplacearede-emphasized-womenareacceptedathigherlevelsingovernmentandinmanycompanies.Copyright©2014PearsonEducation,Inc.19U.S.womenhavetakentwo-thirdsofnewjobscreated;theyarestartingnewbusinessesattwicetherateofmen.InFrance,one-fifthofsmallbusinessesareownedbywomen;inCanada,therateisone-third.TheU.S.andCanadaleadtheworldinthenumberofwomeninexecutivepositions;NorthernandWesternEurope,Australia,andNewZealandalsohavehighnumbersofwomenmanagers.Copyright©2014PearsonEducation,Inc.20PercentageofWomeninTopManagementPositionsTheRussianFederation 42%EuropeanUnion 30%Australia 23%UnitedKingdom 21%UnitedStates 20%Japan 7%Copyright©2014PearsonEducation,Inc.21WorkAttitudesWorkethic-hardworkisapplaudedandrewarded;notworkingisviewednegatively.U.S.personsvaluework;executiveswork56hoursperweek.take14daysofvacationayear.Europeanpersonswork36to41hoursperweek.take4to6weeksofvacationayear.Copyright©2014PearsonEducation,Inc.222009WeeklyHoursWorkedCountry WeeklyWorkingHoursSingapore 47.3India 46.9China 46.8Mexico 44.5SouthKorea 43.4UnitedStates 42.3Switzerland 42.0Brazil 41.3Japan 40.7UnitedKingdom 40.7Germany 40.3Copyright©2014PearsonEducation,Inc.23CulturalAttitudesTowardWorkEuropeansRelaxedVacationduringmonthofAugustDonotworkweekendsorholidays(TheFrenchtakelongervacationsthanpeopleofanyothercountry.)AustraliansValuefreetimeValueshortworkweekJapaneseWorkMondaythroughFriday,often18hoursadayWorkuntiltheirbossleavesCopyright©2014PearsonEducation,Inc.24AttitudesTowardEthicsEthicalbehaviormeansactingwithintegrity,honesty,competence,respect,fairness,trust,courage,andresponsibility.Ethicalstandardsareguidelinesestablishedtoconveywhatisperceivedtobecorrectorincorrectbehaviorbymostpeopleinasociety.Copyright©2014PearsonEducation,Inc.25Ethics:TheFour-WayTestIsitthetruth?Isitfairtoallconcerned?Willitbuildgoodwillandbetterfriendships?Willitbebeneficialtoallconcerned?Copyright©2014PearsonEducation,Inc.26Personalvs.SocietalEthicsPersonalethics

mayvaryfrompersontopersonofteninfluencedbyreligiousbeliefs,culturalbackgrounds,orpersonalexperienceSocietalethics

rulesofconductsharedbymostpeopleinacultureagreed-uponstandardsofbehaviorCopyright©2014PearsonEducation,Inc.27GlobalViewofEthicsEthicalrelativism–ethicalprinciplesvarywiththeculture.Ethicaluniversalism–certainvaluesareuniversalacrossculturesregardlessofrace,gender,culture,orreligion.Copyright©2014PearsonEducation,Inc.28StandardsofBusinessEthicsareCulturallyRelativeTheIslamicstandardofethicsisbasedonparticipatinginreligiousceremonies,adheringtocodesofsexualbehavior,andhonoringone’sparents.SouthAfricansandtheChineseuse“backdoorconnections”forconductingbusiness.InBrazilandSpain,unorthodoxaccountingandtaxationpracticesareused.ThenonsanctityoflegalcontractscausesproblemswhendealingwiththeChinese,Koreans,andJapanese.Copyright©2014PearsonEducation,Inc.29SuggestedApproachtoInternationalBusinessEthicsIdentifyinwritingindividualandcorporateethicalvalues.Involveallemployeesinthedevelopmentofacorporatecodeofethics.Assurethatallworkersunderstandthecompany’sethicalvalues.Monitorcompliancewiththecodeofethics.Copyright©2014PearsonEducation,Inc.30ReligiousInfluencesIntheU.S.,Australia,andEurope,lifestyleandreligionareseparate.InnorthernAfricaandsouthernAsia,religionisalifestyleanddirectlyaffectswork.TheseparationofchurchandstateisfollowedintheU.S.InIslamiccountriesreligionaffectsallaspectsoflife.Copyright©2014PearsonEducation,Inc.31ReligiousInfluencesMuslimsstopworkfivetimesadaytopray.ReligionisnotasignificantpartoflifeinChina;theideologyofcommunismendorsesatheism.NonliteratereligionsarepracticedbyNativeHawaiiansandbypeopleofZaire.Religionaffectswhatpeopleeatinsomecountries:beefisnoteatenbyHindusporkiseatenbyneitherMuslimsnorOrthodoxJewsCopyright©2014PearsonEducation,Inc.32IndividualismandCollectivismIndividualism-attitudeofvaluingourselvesasseparateindividualswithresponsibilityforourowndestiniesandactionsCollectivism-emphasizescommoninterests,conformity,cooperation,andinterdependenceTheHofstedeandGLOBEstudiesHofstedeusesalinearscaleGLOBEhasmultiplelevelsIn-groupcollectivismInstitutionalcollectivismCopyright©2014PearsonEducation,Inc.33PowerDistanceInequalitywithinsocietyPower,wealth,status,andsocialpositionPhysicalIntellectualIndexmeasuresthedegreeofacceptanceofunequaldistributionofpowerBothHofstedeandGLOBEagreeonthisconstructCopyright©2014PearsonEducation,Inc.34GenderIndicesHofstede’sMasculinityandFemininityIndexmeasuresassertivenessversusmodesty.GLOBEstudyongenderegalitarianismmeasuresrolesforwhichmenandwomenaresuited.DenmarkandNewZealandmostgenderegalitarian;EasternEuropeandNordicEuropeIranandQatararetheleastgenderegalitarian;MiddleEast,ConfucianAsia,GermanicEuropeCopyright©2014PearsonEducation,Inc.35Long-termversusShort-termGoals—FutureOrientationLong-termorientationConcernedwithfuture,perseverance,thrift,hardwork,learning,openness,accountability,self-disciplineFamilyandworkarenotseparatedShort-termorientationConcernedwithbottomline,controlsystems,respectingtradition,andpreservingfaceFulfillingsocialobligations3-36Chapter4

CulturalShockCopyright©2014PearsonEducation,Inc.38TopicsStagesofCulturalShockAlleviatingCulturalShockAspectsofCulturalShockRelationshipsandFamilyConsiderationsPublicandPrivateSelfCopyright©2014PearsonEducation,Inc.39Culturalshockisthetraumayou experiencewhenyou moveintoaculturedifferent fromyourhomeculture.Frustrationsmayinclude: -lackoffood -unacceptablestandardsofcleanlinessdifferentbathroomfacilitiesfearforpersonalsafetyCopyright©2014PearsonEducation,Inc.40Culturalshockincludes -hearingyeswhen someonemeansno -havingtobargainwhen shoppinginthemarket -havinglaughterused forangerCopyright©2014PearsonEducation,Inc.41OnherfirstdayofteachingattheuniversityinLaPaz,Bolivia,acollegeprofessorfromAtlanta,Georgia,askeddirectionstotheladies’room.Uponentering,sheobservedthreemalesusingurinalsandmadeahastyretreat.AfterherU.S.colleaguesexplainedthatallrestroomswereunisex,theprofessordecidedtotakeataxitoherhotel.Copyright©2014PearsonEducation,Inc.42MajorSymptomsofCulturalShockHomesicknessBoredomWithdrawal(avoidingcontactwithhostnationals)NeedforexcessiveamountsofsleepCompulsiveeating/drinkingIrritabilityExaggeratedcleanlinessCopyright©2014PearsonEducation,Inc.43MaritalstressFamilytensionandconflictChauvinisticexcessesStereotypingofhostnationalsHostilitytowardhostnationalsLossofabilitytoworkeffectivelyUnexplainablefitsofweepingPhysicalailments(psychosomaticillnesses)Copyright©2014PearsonEducation,Inc.44AsiaShockhasfiveprogressivestages:

Frustrationwiththeculture,whichincludesthelanguage,food,andanexasperationwithlocalcustoms.Unwillingnesstounderstandtherationalebehindthelocalwaysofdoingthings.Ethnocentricity;U.S.personslabelAsiansasdishonestbecausetheysayonethinganddoanother;considerface-savingasdishonest.Racism–useofunflatteringlabelsforAsians(Japs).Avoidanceoftheculture;U.S.personsformclubsratherthaninterminglewithpeopleoftheculture.Copyright©2014PearsonEducation,Inc.45StrategiesforCopingwithaNewCultureDuringShortVisitsNonacceptanceofthehostculture;travelerbehavesashe/shewouldinthehomeculture.Substitution-Thetravelerlearnstheappropriateresponses/behaviorsinthehostcultureandsubstitutestheseresponses/behaviorsfortheonesordinarilyusedinthehomeculture.

Copyright©2014PearsonEducation,Inc.46Addition-Thepersonaddsthebehaviorofthehostculturewheninthepresenceofnationalsbutmaintainsthehomeculturebehaviorwithothersofthesameculture.Synthesis-Integratesorcombineselementsofthetwocultures,suchascombiningU.S.dressandthatofthePhilippines.Copyright©2014PearsonEducation,Inc.47Resynthesis-Theintegrationofideasnotfoundineitherculture(U.S.travelertoChinachoosestoeatneitherAmericannorChinesefood,butprefersItalian).Copyright©2014PearsonEducation,Inc.48StagesofCulturalShockStage1:Excitementandfascinationwiththenew culture;the"honeymoon"stage.Stage2:Crisisordisenchantmentperiod; excitementhasturnedtodisappointment.Stage3:Adjustmentphase;youbegintoacceptthe newculture,trynewfoods,seethe humorinsituations.Stage4:Acceptanceoradaptationphase;feelat homeinthenewcultureandbecome involvedinactivitiesoftheculture.Stage5:Reentryshock;followsthestagesidentified earlier:initialeuphoria,crisisor disenchantment,adjustment,and adaptation.Copyright©2014PearsonEducation,Inc.49U-CurveHoneymoonCrisisAdjustmentAcceptanceReentryCopyright©2014PearsonEducation,Inc.50W-CurveTheoryofculturalshockthatexplainsthatreentryactuallytakestheformofasecondU-curve(thusforminga“W”)witharepetitionofthestagesexperiencedduringinitialadjustmenttotheforeignculture.Copyright©2014PearsonEducation,Inc.51ProblemsRelatedtoReentryShockFindinganewnicheinthecorporatestructureathome.Adjustingtolowerstandardsofliving.Problemsreestablishingpersonalandprofessionalrelationships.Dealingwithreadjustmentproblemsofchildren,includingthedifferenceintheireducationalexperienceabroad.Copyright©2014PearsonEducation,Inc.52RepatriationReturneeexpectations—realisticpositionsReturneefeelingsofalienationandisolationcancausetraumaReturneecanfeelculturaldissonancecausedbypersonnelchangesnewcompanypoliciesandproceduresdifferentperformancevaluationmethodsdifferentbenefitsandcompensationdifferentjobresponsibilitiesCopyright©2014PearsonEducation,Inc.53

ReplacetheGoldenRule(Dountoothersasyouwouldhavethemdountoyou)with ThePlatinumRule(Dountoothersastheywouldhavedoneuntothem).Toalleviateculturalshock,trytoseetheenvironmentfromtheperspectiveofthehostnationals.Copyright©2014PearsonEducation,Inc.54AlleviatingCulturalShockbyCarefulSelectionofOverseasPersonnelSensitive,cooperative,abletocompromiseOpentoothers'opinionsReactiontonewsituations;appreciationofculturaldifferencesUnderstandingofownvaluesandaware-nessofvaluesinotherculturesReactiontocriticismUnderstandingofU.S.governmentsystemAbilitytodevelopcontactsinnewculturePatienceandresiliencyCopyright©2014PearsonEducation,Inc.55TrainingModelsIntellectualorclassroommodel-involvesgivingfactsaboutthehostcountryusingavarietyofinstructionalmethods.Areatrainingorsimulationmodel-emphasizesaffectivegoals,culturespecificcontent,andexperientialprocesses.Self-awarenessorhumanrelationsmodel-basedontheassumptionthatthetraineewithself-understandingwillbemoreeffectiveintheoverseasassignment.Copyright©2014PearsonEducation,Inc.56Culturalawarenessmodel-emphasizesculturalinsightandstressesaffectivegoalsandanexperientialprocess.Interactionapproach-participantsinteractwithpeopleinthehostcountry.Multidimensionalapproach-attemptstocombinecognitive,affective,andbehavioralaspectsoftraining.Copyright©2014PearsonEducation,Inc.57FeedbackandRewardsAppraisalandrewardsystemmustreflectthepurposeandexpectationsoftheassignment(profitorbuildingapresenceinthecountry).Rewardsystemsincludespecialallowancesforhousing,hardship,homeleave,medical,taxes,etc.RewardsystemmustcompensateforwhatU.S.personsareleavingbehindandmustbebasedontheideaofequity(theratiobetweenwhatiscontributedandwhatisreceived).Copyright©2014PearsonEducation,Inc.58DevelopingEmployeestoTheirPotentialPlanforrepatriation,including