Cultural Dimensions Models - Essay Example

?Managing Across Culture 2 Table of Contents 0Part 4 1 Explanation of Models 4 1 Hofstede Cultural Dimension 4 1.2 Trompenaars Cultural Dimension 5 1.2 Strengths and Weaknesses of the Models 7 1.2.1 Hofstede Model 7 1.2.2 Trompenaars’s Strength and Weakness 7 1.2.3 Criticism 8 1.3 Recommendations for Improvement 8 1.3.1 Comparison of the Hofstede and Trompenaar Model 8 1.4 Two Countries Culture 9 1.5 Possibilities for Expatriate Managers 10 2.0 Part 2: Assessment of Value and Relevance of Expatriate Training and Orientation 12 2.1 Preparation of Expatriates 12 2.1.1 Provision of Practical Information 12 2.1.2 Study of the Facts of Host Country 12 2.1.3 Obtaining of Cultural Information 13 2.1.4 Learning Activities 13 2.2 Usefulness of Training for Expatriates 13 2.2.1 Cultural Awareness 14 2.2.2 Resolution of Ethical Dilemmas 14 2.2.3 Communication and Negotiation 14 2.2.4 Conflict Resolution 15 2.3 Requirements for Working in Multi-Cultural Teams and Developing Intercultural 15 Relationships 15 2.3.1 International Knowledge 15 2.3.2 A drive of Communicating 16 2.3.3 Sociability 16 2.3.4 Cultural Flexibility 16 2.3.5 Cosmopolitan Orientation 17 2.3.6 Collaborative Style of Negotiating 17 2.4 Learning Outcomes of the Tutorials and Discussion in Class 17 2.5 Ways to Increase Multi-Cultural Awareness and Decrease Impact of Stereotyping 19 References 20 1.0 Part 1 1.1 Explanation of Models 1.1.1 Hofstede Cultural Dimension According to the view of Geert Hofstede, culture can be best described as being the source of conflict rather than synergy; and the cultural differences as opined by him as troublesome and often a disaster. There are various practical applications on cultural differences of Geert Hofstede’s research that arises at various organisations especially for those who work in international business. If a person goes into another country and tries to make decisions the way he operates at his home country then there are chances of landing up with wrong decision. The Geert Hofstede research provides insights into different cultures with the aim to make the person more effective when interacting with others. There are five dimensions of Hofstede namely the Power distance, Individualism versus collectivism, Masculinity versus femininity, Uncertainty Avoidance and Long-Term Orientation Power Distance Index: It is the degree to which the less influential member in the organisation feels that the power is being distributed unequally. Individualism versus Collectivism: The term individualism tries to explain the fact that it is the society where the ties between the individual are often too loose. On the flip side the term collectivism refers to the society where the people right from their birth are incorporated into strong and cohesive groups. Masculinity versus femininity: It refers to the allocation of roles among the genders which is basic issue for any society for which the range of solution are found. Uncertainty Avoidance: It is the man's search for truth. It tries to indicate how the culture tries to train its members to experience either comfort or discomfort in such kind of unstructured situations. Long term Orientation versus Short term Orientation: It deals with virtues regardless of truth. The basic values that are associated with the long term orientation are carefulness and persistence while the values that are associated with the short term are fulfilling social obligation, respect for tradition (Geert Hofstede, 2009). 1.1.2 Trompenaars Cultural Dimension There are seven fundamental dimension of culture. Each one of them can be explained in brief. Universalism vs. Particularism: In case of universalism it is believed that rules and laws can be applied to everyone. On the other hand, particularism is the belief in placing emphasis on the friendship and looking forward for the situation in order to determine what is right or ethically acceptable. Individualism versus Collectivism: In case of individualism the decisions are made on the spot by the representative and there is frequent use of “I”. On the other hand, in case of collectivism, the decisions are referred back to the organisation by the delegates. Neutrality versus Affective Relationship: In case of neutralism, one doesn’t reveal what he/she is thinking. In case of affective relationship, there is both verbal as well as non verbal display of thoughts and feelings. Specific versus Diffuse Relationship: The term specific is characterised by clear distinction between the work and the personal life whereas the term ‘diffuse’ is characterised by no clear distinction between the work and private life. Achievement versus Ascription: In case of achievement, there is respect for the senior members in the hierarchy based upon the effectiveness of his or her job and the adequacy of their knowledge. On the other hand, ascription refers to the company where there is respect for the superiors which is seen as a measure of commitment to the organisation. Time orientation Time orientation consist of past, present and future orientation. Past orientation refers to the situation where one talks about the history, origin and so on. In case of present orientation, it is characterised as the situation where the people are good at making plans but are poor at execution. Future orientation talks about prospects, aspiration and so on (CSUSM, 2010). 1.2 Strengths and Weaknesses of the Models 1.2.1 Hofstede Model The model’s strengths are as follows: Even though the data is about 30 years old, no attempt has been made based upon such a large sample. All the five dimensions tap the deep cultural values and try to make important comparison between national cultures. The suggestion of each of the dimension is quite relevant. However, there are various weaknesses as well. There may be technical difficulties in the Hofstede’s research because of overlap among the four dimensions, for instance, small power distance/feminine and large power distance/masculinity. Moreover, the definition of the dimension may be different from one culture to another culture. For instance, the collectivist behaviour in one context may have different connotations elsewhere. 1.2.2 Trompenaars’s Strength and Weakness The main strength of the Trompenaars’s model is that his research shows the practical aspect of cultural differences on the manager’s activities in the globalising world of transnational companies (Guseva, 2001). The main weakness of the Trompenaars dimension is that his database is as of now smaller, consisting of around 50000 questionnaires. However, the main strength of the Trompenaars model is that his data try to cover much of the active business world of today including the areas that Hofstede never covered (Prosser, 1998). 1.2.3 Criticism Hofstede model has been criticised by the European business schools as they indicated that the gender division is more important than those of country. It has also been criticised on a number of counts such as sample being not representative since it is drawn from a single company consisting of middle class employee (Gooderham & Nordhaug, 2010). The two models need to overcome the criticism that will help them to improve and better serve the cross cultural issues. 1.3 Recommendations for Improvement It has been found from the above paragraph that Hofstede Model has been criticised on various grounds like cultural biasness, anomalies and so on. Therefore, it would be recommendable to include in his sample all the elements that are perfectly representative of the entire population. Hofstede needs to take the criticism strongly in order to improve his model. Trompenaars has been criticised on the ground that its model comprising of seven dimensions appear to be variation on same theme of reducing cultural complexity. Therefore, it is recommendable that Trompenaars tries to make certain variations and overcome the critics. 1.3.1 Comparison of the Hofstede and Trompenaar Model Among the seven value dimensions, two are closely similar to the Hofstede dimensions related to Collectivism/Individualism and to a smaller degree the power distance; whereas the Trompenaar and the Hampden-Turners dimensions namely the communitarianism/individualism are virtually identical to the Hofstede’s Collectivism/Individualism. Hofstede power index doesn’t only puts emphasis upon how status is accorded but also relates to acceptable power distance in the society that is not touched by Trompenaars. Trompenaars’ diffuse/specific value orientation that describes the range of involvement doesn’t seem to have any direct integration or link to any Hofstede’s dimensions. Human-Time relationship is, however, closely related to the Halls polychromic and monochromic time perception whereas the human-nature relationship is closely related to the Human-Nature relationship in Strodbeck and Kluckhohn’s value orientation. 1.4 Two Countries Culture The two countries that can be chosen here in this context are China and United States of America. USA is quite close in terms of power distance and individualism-collectivism which implies that it has small power distance and high individual cultural characteristics. USA is a masculinity culture. There are huge differences between USA and China around three culture dimensions, i.e. long term orientation, individualism-collectivism and uncertainty avoidance. China has a collective culture, whereas USA has individual culture. The scores of masculinity-femininity between USA and China are quite close that means both USA and China have masculine cultures (Law, 2007). China and America are nations that have distinctively different cultural backgrounds. When considered geopolitically, it can be found that China is a land power. On the other hand, the US has long seen itself as a maritime state (Zhang, 1992). In place of the Western idea of independence, equality and liberty Chinese culture has developed a different set of moral and communal relation emphasising upon hierarchy, deference and interdependence (Dunne, 1999). Both China and USA have diverse business culture because of their differences in history. The Chinese people tend to be diligent yet they tend to be satisfied with their lot. With respect to religion, they don’t believe in one God but they believe in sages. This contrasts significantly with the US view of one god and importance of organised religion in the country. The Chinese believe that all should be in synchronisation while Americans believe in efficiency and effectiveness. Privacy is not so much valued in Chinese culture as in American. Language is another barrier for the two countries (Pitta & Et. Al., 1999). 1.5 Possibilities for Expatriate Managers With the advent of global economy, there have been changes in the fundamental nature of the government, the businesses and the organisations. Therefore, this has triggered the need to communicate effectively with different people from different culture in different languages. It has been recognised that linguistic and cultural knowledge are the most important areas of knowledge that the organisation must acquire in order to integrate, progress and succeed in the market place. It implies that there is importance of cross cultural communication. One way to describe effective communication is that it is productive and rewarding to both the communicator and communicates. In order to effectively manage and lead the cross cultural team it is important for the HR manager to be extremely knowledgeable about the cross cultural factors on both the global and domestic fronts. Through the promotion of the education, HR can better serve the company in order to successfully achieve its mission and goals. Training also plays a major role in reducing the hesitancy and helps different people from different cultures to relate each other and improve the cross cultural communication. The expatriates need to be trained in such a way that they can better motivate and lead the team (Scribd, n.d.). The degree of match between the motivation and managerial skill is imperative as motivators identified as important by the managers are not same as those perceived by employees. Motivating across cultures requires different approaches for different people (Silverthorne, 2005). Job rotation is also a successful factor where resistance to change is greater and the employees prefer specialist to general careers. 2.0 Part 2: Assessment of Value and Relevance of Expatriate Training and Orientation 2.1 Preparation of Expatriates An organisation needs to prepare expatriates for building rapport within the organisational environment. The training perspectives for expatriates are gaining importance in the present world. The following discussions can be assessed by the managers-in-charge for the job of preparing expatriates for overseas assignment. 2.1.1 Provision of Practical Information This is the first move that the parent company can take for preparing its employee(s) for expatriate assignments. The employees selected for expatriation should be presented a practical overview of the conditions of living in the host country where they have been decided to be sent. This is required for preparing the expatriates with prior knowledge of the culture and commodity that they will be dwelling in the coming few days (Dickmann, 2008). 2.1.2 Study of the Facts of Host Country A constructive study of the host country has to be first made by the organisation and then they need to be presented to the potential expatriates. The study has to be inclusive of economic, political and cultural facts of the host country. This kind of move towards expatriates’ preparation will form a positive attitude among the employees (Dickmann, 2008). 2.1.3 Obtaining of Cultural Information A preliminary gathering of information about the host country’s culture is essential for preparing expatriates for the new culture to which they will move on. This helps the employees to get accustomed to the new culture easily. After they gather a conceptual idea about the new culture, it becomes convenient to intermingle in that culture (Shim & Paprock, 2002). 2.1.4 Learning Activities Based on the findings arrived at from the above three steps, this ultimate method of preparing the expatriates come to existence. The organisation need to prepare experiential activities of learning that should be comprised of both behavioural and cognitive techniques. The activities should be formed in order that that they totally focus on preparation of expatriate for the particular host country where they will be sent (Shim & Paprock, 2002). 2.2 Usefulness of Training for Expatriates Before sending employees for overseas expatriate assignments, it is essential that they are provided with sufficient training such that adjustment to the organisational environment as well as the culture becomes convenient. The following benefits are prominently acquired by the training to expatriates: 2.2.1 Cultural Awareness The acquiring of cultural awareness is important both for the employees as well as their families. This has the basis for three types of adjustments on the part of the expatriate. They are adjustment in the work place, interaction adjustment and adjustment in the general living. The adjustments, however, depend upon the psychological comfort that the expatriate and his/her family feel with various characteristics of the host country (Lin, 2007). 2.2.2 Resolution of Ethical Dilemmas The managers are now becoming more concerned about the ethics related training to expatriates. Thus, the trained expatriate will be well conversant with the ethical perspectives of the host country. This form of familiarity with the host country’s ethics will help the expatriates in resolving dilemmas related to ethical issues for taking effective managerial decisions (Lin, 2007). 2.2.3 Communication and Negotiation The training program for the expatriate teaches them to communicate and negotiate with peer groups in the host country’s organisation. It supports the expatriate to merge with the cultural perspectives of the organisation. The expatriates learn communicating and negotiating tools as the foremost part of the training. 2.2.4 Conflict Resolution This is the most important trait that is taught to the expatriate prior to sending them to the host country. There is full probability that there will be conflict between the host country’s employees and the expatriate if he/she holds higher level of managerial position. This is because of the differences in the managing styles. But precautions are taken during the training programs that teach expatriates the skills of handling conflicts in the host country (Neill, 2008). 2.3 Requirements for Working in Multi-Cultural Teams and Developing Intercultural Relationships There are few requirements that need to be possessed by expatiates for the purpose of working in teams of multicultural people and thus developing intercultural relationships. These are as follows: 2.3.1 International Knowledge The expatriates need to possess knowledge of the global economy for adjusting in the host country. The knowledge should also consist of the information about the host country’s condition along with business circumstances. Additionally, the expatriate should possess understanding of the leadership style, the strategy and the process in the host country (Selmer, 1995). 2.3.2 A drive of Communicating The expatriate must possess the skill of trying his best to gather the capability of speaking the host country’s language and communicate firmly with his peer groups there. The expatriate should not be afraid of using simple skill of using their language and thus be embarrassed. This expatriate trait creates a jovial nature in the organisation and expatriation becomes easier (Selmer, 1995). 2.3.3 Sociability The nature of sociability possessed by expatriates makes him /her able to communicate with all forms of people in any form of society. The expatriates who possess this trait find it easy to form ties with any locality and thus enhances organizational values (Selmer, 1995). 2.3.4 Cultural Flexibility It is required for the expatriate to possess that flexibility in nature by which they get accommodated in any type of culture in any part of the world. This will make the process of working in multi-cultural team easy and expedient for the expatriate. This characteristic speciality not only helps the expatriate to fit himself in the host country but also adds value to the parent company’s rapport (Caligiuri & Cascio, 1998). 2.3.5 Cosmopolitan Orientation Cosmopolitan nature signifies the open minded feature of the expatriate. This is required when the expatriate have plans to experiment with people of various cultures and implementations. Understanding nature of the expatriate is also an essential requirement for the expatriate (Caligiuri & Cascio, 1998). 2.3.6 Collaborative Style of Negotiating The expatriates should make themselves aware of the stuffs which they need to do and need not to do while negotiating in the host country. The preferred nature of communication is not the same for all parts of the world. The expatriate should therefore hold sessions of training where they can learn the actual mode of negotiating with employees in host country’s organisation (Caligiuri & Cascio, 1998). 2.4 Learning Outcomes of the Tutorials and Discussion in Class Throughout the tutorials, the value and relevance of training the expatriate for overseas assignments have been assessed. The class notes along with relevant research on the topic have lead to the formation of the following section of the paper. Expatriate training helps to understand the culture of the host country and provide the expatriate the scope of copying the strategies in case of any susceptible feelings. The potential expatriate are provided training on the grounds of intercultural communication, man-management, etiquette, business culture, conflict resolution and many other key areas that helps them to work and communicate efficiently in the new environment. Source: (Kwintessential, 2010). The above figure has been demonstrated for briefing the entire learning outcome throughout the course. The bars show certain critical challenges towards the success of expatriate positioning. The most important benefits that provide value to the process of expatriate training are as follows: Creates psychological move among the employee and his/her family Removes the unknown features of the host country Enhances understanding of cross-cultural issues and self-awareness Excites and motivates the employee Stress gets removed The chances of failure with respect to relocation of the employee is reduced (Choudhury, 2001) 2.5 Ways to Increase Multi-Cultural Awareness and Decrease Impact of Stereotyping The aspects of intercultural communications such as attitudes and beliefs, skills and knowledge play a greater role in increasing the awareness for multi-cultural issues and decreasing the effect of stereotyping. In such a scenario, understanding the notions and perspectives of each and every species within the organisation are essential. The employees who are culturally skilled and understand the changing nature of the business environment are believed to be aware of the multicultural issues and those who possess traditional beliefs and values, would like to strictly adhere to their stereotype ways (Sue & Et. Al., 1992). Interaction is an effective way of appreciating and understanding the perspectives of various professional communities. Gathering information of the various professional’s perspectives will provide an insight of the learning towards their perceptions. The intercultural competencies need to be enhanced for the purpose of increasing the awareness and decreasing the traditional perceptions of employees (Minter, 2008). References Caligiuri, P. M. & Cascio, W. F., 1998. Can We Send Her There? Maximizing the Success of Western Women on Global Assignments. Journal of World Business. CSUSM, 2010. Trompenaars’s Dimensions. Universalism vs. Particularism. [Online] Available at: http://www.google.co.in/url?sa=t&source=web&cd=1&ved=0CBkQFjAA&url=http%3A%2F%2Fcourses.csusm.edu%2Fmgmt461go%2FTrompenaarsDimensions.doc&rct=j&q=tompenaars%20site%3Aedu&ei=WZouTaPzNceGrAfW6eiHCg&usg=AFQjCNEnYc3L7KJP2nSGtJrPKToi1iOQBw&cad=rja [Accessed January 13, 2011]. Choudhury, I., 2001. Cross-cultural Training of Project Personnel for Implementation of International Construction Projects. Journal of Construction Education. Dunne, T., 1999. Human Rights in Global Politics. Cambridge University Press. Dickmann, M. 2008. International Human Resource Management: A European Perspective. Taylor & Francis. Das, P. K., No Date. Managing Cross Cultural Sensitivities & Conflicts. Cross Cultural Communication. [Online] Available at: http://www.scribd.com/doc/22403327/Managing-Cross-Cultural-Sensitivities-Conflicts [Accessed January 13, 2011]. Geert Hofstede, 2009. Geert Hofstede Cultural Dimension. What Are Hofstede's Five Cultural Dimensions? [Online] Available at: http://www.geert-hofstede.com/ [Accessed January 13, 2011]. Guseva, N., 2001. Franco-Russian Cross-Cultural Research: Theoretical and Methodological Foundation. Introduction. [Online] Available at: http://www.gwu.edu/~rpsol/scholars/natalia_pub.html [Accessed January 13, 2011]. Gooderham, P. & Nordhaug, O., 2010. Dr. Geert Hofstede™ Cultural Dimensions. Criticism of Hofstede. [Online] Available at: http://geert-hofstede.international-business-center.com/gooderham.shtml [Accessed January 13, 2011]. Hollensen, 2009. Global Marketing, 4/E. Pearson Education India. Kwintessential, 2010. Expatriate Cross Cultural Training. Cultural Services. [Online] Available at: http://www.kwintessential.co.uk/cultural-services/articles/expat-cultural-training.html [Accessed January 13, 2011]. Lin, H., 2007. U.S. Expatriate Managers in Multinational Corporations in China: Intercultural Adjustment Issues and Training Implications. The Pennsylvania State University. Law, W. K., 2007. Information Resources Management: Global Challenges. Idea Group Inc (IGI). Minter, R. L., 2008. Preparation of Expatriates for Global Assignments: Revisited. Journal of Diversity Management. Neill, J., 2008. The Expatriate Venture: What Role Does Cross-Cultural Training Play and What Theories Guide Research in the Field? University of Rhode Island. Prosser, M. H., 1998. Civic Discourse: Multiculturalism, Cultural Diversity, and Global Communication. Greenwood Publishing Group. Pitta, D. A. & Et. Al, 1999. ‘Ethical Issues Across Cultures: Managing the Differing Perspectives of China and USA’, Journal of Consumer Marketing. Vol: 16, Iss: 3, Pp: 240-256. Selmer, J. 1995. Expatriate Management: New Ideas for International Business. Greenwood Publishing Group. Silverthorne, C. P., 2005. Organizational Psychology in Cross-Cultural Perspective. NYU Press. Shim, S. & Paprock, K. E., 2002. A Study Focusing on American Expatriates’ Learning in Host Countries. International Journal of Training and Development. Sue, D. W. & Et. Al., 1992. Multicultural Counseling Competencies and Standards: A Call to the Profession. Journal of Counselling and Development. Zhang, S. G., 1992. Deterrence and Strategic Culture: Chinese-American Confrontations, 1949-1958. Cornell University Press. Read More