Kelly's Assignment in Japan - Case Study Example

 Case Study Kelly’s Assignment in Japan Introduction Case study named “Kelly’s assignment in Japan” reveals some major challenges and difficulties of intercultural communication. This paper aims to analyse the above mentioned case study, by identifying the main clashes in culture customs and expectations Kelly and her family faced with while arriving to Japan, defining the stage of their cultural shock and providing some practical recommendations that might help to remedy the situation. The remainder of the paper is structured as follows: Section 1 – the clashes in culture customs and expectations; Section 2 – culture shock; Section 3 – doing things differently; Section 4- recommendations, followed by conclusion. The clashes in culture customs and expectations Based on the information given in the case study there could be identified several clashes in culture customs and expectations. The first clash in culture customs and expectations has occurred when Kelly and her family arrived to Tokyo and saw their new apartment. Despite a high rent price, their new apartment was very tiny that they could hardly move fit in their personal belongings. This was the first big disappointment for the whole family. The second clash in culture customs has occurred when Kelly exchanged the handshake greetings with Japanese colleagues. In Japan bowing and presenting business cards are absolutely appropriate and expected forms of greeting. Moreover, the formalized exchange of business cards is the whole ritual in Japan, called “the meishi” (Gesteland, 2005). Handshake is appropriate for Europeans and Americans, but not for Japanese (Reisinger, 2009). The Japanese bow is an important aspect of non-verbal communication, which represents respect, personal humility and social harmony (Nixon & West, 1995). The fact that the new boss was a foreigner, and more importantly a woman was another serious clash in culture customs, as in such culture as in Japan with high masculinity index, woman-boss and foreigner is foremost difference (Solomon & Schell, 2009; Yoshida, Yashiro, and Suzuki, 2013). Another clash has occurred when Kelly asked the teams to prepare presentations. The Japanese were reluctant to preparing it as they perceived that group commitment was required for it. This behaviour can be explained by differences in context orientation, as Americans have individualistic orientation, while Japanese – group orientation (Reisinger, 2009). When Kelly asked her colleagues about their families she made another big mistake, as for Japanese culture with a formal behaviour and high power distance index it is not appropriate to discuss personal issues with colleagues and management (Merkin, 2006). Japanese and Americans have different styles affecting the way they communicate. While Americans have affective-intuitive cultural characteristic where emotions and subjective feelings are perceived more important than facts, Americans have linear logic, where decisions are made based on facts and logic, and conversation has one theme and is structured with beginning and ending (Reisinger, 2009). Before setting up a meeting with a client, Kelly should have discussed it with the whole team, including her Japanese colleagues. This measure would enable her to get their support, as in Japan it is important to involve everyone in decision making process who is involved in its implementation. In such a way the harmony is maintained within the company (Browaeys & Price, 2011). While in the United States little attention is paid to social behaviour, status, titles, and manners, in Japan all these aspects are very important (Reisinger, 2009).When Kelly referred to Michio only using her name she obviously did not know that Japan is a formal country where people follow strict social rules, and respect seniority and positions. It was not acceptable to refer to Michio without using a second name and title in face-to-face communication. As it has been already mentioned in Japan, exchange of business cards is appropriate form of greeting. Kelly has not known this and her behaviour could be interpreted as very rude and offensive to Japanese client (Reisinger, 2009).When Kelly approached Michio and asked him what he thought about the proposal, she demonstrated direct and controlling strategy of face-to-face negotiation which is conflict with smooth and concealing strategies to elevate conflict, reciprocity, and negotiation, common for high-context cultures such as Japanese (Reisinger, 2009). Kelly has demonstrated aggressive style of communication and tool initiative in advancing personal interests, and it was strange to Michio as Japanese people are more restrained, passive, modest, and reserved in communication (Purdy & Manning, 2014; Reisinger, 2009). In addition to cultural clashes in business communication, Kelly and her family have faced cultural difficulties in household activities, leisure activities, language barriers and cuisine. Culture shock Kelly’s family has experienced only two first stages of culture shock: honeymoon stage and crisis stages. As Oberg (1960) explained, honeymoon stage is a stage when individuals are fascinated by the new environment. Honeymoon stage lasted for few days upon their arrival to Tokyo. Despite some challenges they face with, they were excited about being in Japan, and were eager for sightseeing and travelling across the country. However, this period lasted for very short period of time as the stage of honeymoon was replaced by a crisis stage. Crisis stage occurs when a foreigner remains abroad and faces with the real life and its challenges. This stage is characterised by an aggressive and hostile attitude toward the host country (Oberg, 1960). Kelly and her family are currently at this stage as all they experience various troubles, including: language trouble, school trouble, house trouble, work trouble, business communication trouble, food trouble, shopping trouble, etc. (Oberg, 1960). DOING THINGS DIFFERENTLY In order to ensure a successful international assignment, it was necessary to involve several parties to the process, including Kelly’s boss, Kelly, and Joe. Before agreeing to move to Japan, Kelly had to make and control some arrangements. She has had to enquire about an apartment where her family was supposed to stay for few moths. Also, she had to agree with her boss that the company will find and pay for a school in Japan for English speakers. This measure would make life of her children in Japan significantly easier and more exciting. Furthermore, it was necessary to have some formal agreement with the boss that the company would have an obligation to help her husband to find a job in Japan. At the very beginning, Kelly had to learn more about the Japanese culture and to learn the key aspects of business communication and norms in Japan. This would help her significantly in avoiding problems and other challenges of intercultural communication. More specifically, she should have learned the ways appropriate for greeting in Japan, the cultural approach to hierarchy, status, respect, and formality, necessity to maintain harmony, communication style, indirect verbal communication, negotiation style and some other cultural characteristics (Gesteland, 2005). Recommendations Kelly has got into real trouble, as both her career and family where under the risk. In order to remedy the situation, it would be necessary to address several key issues, which can be grouped into four major categories: (1) family issues (school for children and job for Joe); (2) cooperation with Japanese colleagues at work; (3) contract with a client. In order to address the problem of school, Kelly is recommended to find a school in Japan for English speakers. Also, she needs to pressurize her boss to help with employment of Joe in Japan. In order to succeed with her project in Japan it is crucial for Kelly to establish good relationships with her team, including Japanese colleagues. Kelly needs to get prepared to acquire new customs, ideas, concepts, etc (Sussman, 2011). To remedy the situation, Kelly had first to overcome the gender barrier by getting introduced by the most senior colleagues, as in Japan, status is transferrable (Gesteland, 2005). Also, Kelly is recommended to learn how to show respect to people in Japan, as being respectful in terms of the U.S. mentality and culture is absolutely different with respect in Japan (Gesteland, 2005). Kelly is recommended to communicate with her Japanese colleagues face-to-face rather than by email or other indirect channels of communication, as thus she will have greater opportunity to establish good and reliable relationships with Japanese team members. Japanese is relationship oriented nation, where development interpersonal rapport is very important component of business activity (Gesteland, 2005). Also, Kelly can present some gifts to her counteparts, as it is important part of Japanese culture which also adds to relationship-building (Gesteland, 2005:178). While trying to improve the situation with the potential client, Kelly has to take into consideration all of the intercultural issues and improve her behaviour based on Japanese standards. She can develop revised version of the presentation with her team, send it to Mr. Michio, later appoint a meeting with Mr. Michio thorugh some of her colleagues, may be someone more senior in the company, and to have dinner. She is recommended not to ignore an opportunity for wining and dining, as entertaining is essential part of business communication, and might help in negotiation process as alcohol helps to “dissolve stiffness and formality often encountered during business meeting” (Gesteland, 2005:178). If Mr. Michio will agree for a business meeting it is possible to assume that the decision on the contract have been made already, as in Japan decision are made before a meeting, and a meeting serves as “ceremony where parties demonstrate their mutual commitment to each other and to the success of the deal” (Parry, 2006:109). Most importantly, in order to succeed in Japan, Kelly needs to learn “to read in the air”, which means to learn to read faces and feelings of people without asking them directly for answers (Kameda, 2014). Conclusion The paper has provided a critical overview of the key challenges and difficulties which Kelly and her family faced while arriving to Japan. These challenges covered not only professional activity of Kelly, but also her family and household processes. As it has been identified, Kelly and her family experienced crisis of cultural shock. In order to overcome this stage she was recommended to find a school in Japan for English speakers, to pressurize her boss to help with employment of Joe in Japan and to re-establish relationships with her Japanese colleagues by learning some basic cultural characteristics and norms of behaviour in Japan, and by adapting her American management style to Japanese management style. References: Browaeys, M. and Price, R. (2011). Understanding cross-cultural management. Harlow, England: Financial Times Prentice Hall. Gesteland. R. (2005). Cross-cultural business behaviour. Copenhagen Business School Press. Nixon J., West J., (1995). Intercultural preparation for managers going to Japan. American Journal of Business, 10, 2, pp. 57-64. Kameda, N. (2014). Japanese Business Discourse of oneness: A personal perspective. International Journal of Business Communication, 51, 1, pp. 93-113. Merkin, R.S. (2006). Power distance and facework strategies. Journal of Intercultural Communication Research, 35, 2, pp.139-160. Parry, C. (2006). The importance of Wa when doing business in Japan, Journal of Asia-Pacific Business, 7, 3, pp. 105-115. Reisinger, Y. (2009). International tourism. Amsterdam: Butterworth-Heinemann. Sussman, N. (2011). Working Abroad and Expatriate Adjustment: Three Disciplinary Lenses for exploring the psychological transition cycle of international employees. Social and Personality Psychology Compass, 5 (7), pp. 393-409. Oberg, K. (1960). Cultural Shock: Adjustment to New Cultural Environments. Practical Antropology 7, pp. 177-182. Purdy, M. and Manning, L. (2014). Listening in the Multicultural Workforce: A dialogue of theory and practice. International Journal of Listening, 29 (1), pp. 1-11. Solomon, C. and Schell, M. (2009). Managing across cultures. New York: McGraw-Hill. Yoshida, T., Yashiro, K. and Suzuki, Y. (2013). Intercultural communication skills: What Japanese businesses today need. International Journal of Intercultural Relations, 37(1), pp.72-85. Read More