Lecture slides for the Cross-Cultural Management Module of Dr Holger Siemons at FH AACHEN

1. Prof.
Dr.
Holger
Siemons
Cross-­‐Cultural
Management
Welcome

2. Prof.
Dr.
Holger
Siemons
A
few
things
about
me
…
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image and then insert it again.Dr. Holger Siemons
Associate Professor for Professional Practice and Education,
University of Northampton
Cross-Cultural Management, International Business, Leadership
development in global firms
Heading the Global Employability Development Initiative in the UK
and in India
MBA Program leader
Visiting assignments at National Economics University, Hanoi;
National University Vietnam, Ho Chi Minh; University of Jakarta,
Leather Institute Addis Ababa, Donau-Universität Krems, MCI
Innsbruck, Maxwell AFB, Alabama
Worked as corporate trainer, consultant with Accenture, Siemens,
PitneyBowes, Global Marketing Deutsche Telekom

3. Prof.
Dr.
Holger
Siemons
Some
logis>cs
and
understanding
Thursday,
6
June
2013
§ 16.00
–
19.00
hrs
Friday,
7
June
2013
§ 14.15
–
17.30
hrs

4. Prof.
Dr.
Holger
Siemons
Outline
of
the
lecture
by
topic
§ 1.
Introduc>on
to
culture
§ Building
up
to
cross-­‐cultural
efficiency
§ Defini>ons
of
culture
§ Evolu>on
of
cultural
understanding
§ Cultural
differences
§ 2.
Culture
and
thought
§ 3.
Cultural
profiling
-­‐
bringing
reason
to
the
percep>on
of
culture
§ E.
T.
Hall
§ Geert
Hofstede
§ Fons
Trompenaars
and
Charles
Hampden-­‐Turner
§ 4.
Culture
in
business
applica>on
§ Communica>on
§ Team
building
and
culture
§ Virtual
communica>on
and
team
building
§ Leadership
across
cultures
§ The
use
of
power
across
cultures
§ 5.
Wrap
up

5. Prof.
Dr.
Holger
Siemons
1.
Culture

6. Prof.
Dr.
Holger
Siemons
1.1
Some
defini>ons

7. Prof.
Dr.
Holger
Siemons
1.2
Incremental
approach
to
this
module
Basic
understanding
Theore>cal
founda>on
Applica>on
of
the
previous
learning
content

8. Prof.
Dr.
Holger
Siemons
1.3
The
ladder
of
your
cultural
progress
Acceptance
of
responsibility
high
Accep>ng
accountability
Refusing
accountability
low
Toward
environment
Cultural ambiguity
Cultural awareness
Applied cultural
competence
Adapted from M. Bennett (2004)

9. Prof.
Dr.
Holger
Siemons
1.4
Evolu>on
of
cultural
competence
Acceptance
of
responsibility
high
Accep>ng
accountability
Refusing
accountability
low
Denial
of
a
situa>on
Blaming
others
Finding
reasons/excuses
Wait
and
hope
Acceptance
of
reality
Ownership
Finding/crea>ng
solu>ons
EFFICIENCY
Toward
environment
Ability
to
fully
func>on

10. Prof.
Dr.
Holger
Siemons
1.5
Other
[sub]forms
of
culture
National culture
Professional culture
Organizational culture
Family culture
Religious culture
Youth culture
Pop cultureGender culture

11. Prof.
Dr.
Holger
Siemons
1.6
Socio-­‐cogni>ve
processes:
Self-­‐concept
Independent
self
Interdependent
self
Self
Mother
Father
Sibling
Coworker
Friend
Enemy
Self
Mother
Father
Sibling
Coworker
Friend
Enemy
Source: Markus and Kitayama, Psychological Review, 1991

12. Prof.
Dr.
Holger
Siemons
1.7
The
iceberg
model
of
culture
Non-­‐visible
culture
Ar>facts,
music,
dress,
art
Behaviors
Adtudes
Core
values
Beliefs

13. Prof.
Dr.
Holger
Siemons

14. Prof.
Dr.
Holger
Siemons
1.8
What
is
cross-­‐cultural
management?
Culture
Cross-­‐cultural
Management
Cross-­‐cultural
management

15. Prof.
Dr.
Holger
Siemons
1.9
What
are
differences
and
why
do
they
occur?

16. Prof.
Dr.
Holger
Siemons
1.9.1
Understanding
of
“I”
Western Eastern

17. Prof.
Dr.
Holger
Siemons
1.9.2
Lifestyle
Western Eastern

18. Prof.
Dr.
Holger
Siemons
1.9.3
Queing
behavior
Western Eastern

19. Prof.
Dr.
Holger
Siemons
1.9.4
Addressing
problems
Western Eastern

20. Prof.
Dr.
Holger
Siemons
1.9.5
Status
of
the
boss
Western Eastern

21. Prof.
Dr.
Holger
Siemons
1.9.6
Transport
Western Eastern

22. Prof.
Dr.
Holger
Siemons
1.9.7
The
posi>on
of
a
child
in
the
family
Western Eastern

23. Prof.
Dr.
Holger
Siemons
1.9.8
Sundays
on
the
road
Western Eastern

24. Prof.
Dr.
Holger
Siemons
1.9.9
Beauty
preferences
Western Eastern

25. Prof.
Dr.
Holger
Siemons
1.9.10
Partying
behavior
Western Eastern

26. Prof.
Dr.
Holger
Siemons
1.9.11
Senior’s
daily
life
Western Eastern

27. Prof.
Dr.
Holger
Siemons
1.9.12
Expression
of
opinion
Western Eastern

28. Prof.
Dr.
Holger
Siemons
1.9.13
Impression
of
the
other
Western Eastern

29. Prof.
Dr.
Holger
Siemons
1.10.1
The
three
stages
of
the
U
(or
V)
curve
A.
Ini+al
adjustment
is
the
op>mis>c
or
ela>on
phase
of
the
adjustment
process
B.
Crisis
is
the
stressful
phase,
when
reality
sets
in
and
the
sojourner
is
overwhelmed
by
his/her
own
incompetence
C.
Regained
adjustment
is
seoling-­‐in
phase,
when
you
learn
to
cope
effec>vely
with
the
new
environment
Emo>onal
state
Ini*al
adjustment
Regained
adjustment
crisis
t
In-­‐host-­‐country
Pre-­‐departure
Post-­‐departure

30. Prof.
Dr.
Holger
Siemons
1.10.2
The
seven
stages
of
the
W-­‐curve
A.
Honeymoon
individuals
are
excited
about
their
new
cultural
environment—wearing
“rose
colored
glasses”
B.
Hos+lity
experience
major
emo>onal
upheavals—
reality
sets
in
C.
Humorous
individuals
learn
to
laugh
at
their
cultural
mishaps,
and
realize
there
are
good
and
bad
in
every
culture
D.
In-­‐sync
sojourners
begin
to
“feel
at
home”
and
experience
iden>ty
security
and
inclusion
E.
Ambivalence
experience
grief,
nostalgia
and
pride,
with
a
mixed
sense
of
relief
and
sorrow
that
they
are
going
home
F.
Reentry
culture
shock
unexpected
jolt,
typically
causes
more
stress
&
depression
than
entry
culture
shock
G.
Re-­‐socializa+on
assimila>on
into
old
roles
and
culture
Emo>onal
state
Pre-­‐departure
In-­‐host-­‐country
Post-­‐departure
t
Short
Intervention
period (in-
country)
Long
Intervention
period (in-
country)
A
B
C
D
E
F
G

31. Prof.
Dr.
Holger
Siemons
2.
Thought
across
cultures

32. Prof.
Dr.
Holger
Siemons
2.1
Some
differences
between
West
and
East
1.
Visual
senses
2.
Medicine
3.
Art
and
music
4.
Educa>on
5.
Others
…

33. Prof.
Dr.
Holger
Siemons
2.2
Which
two
go
together?

34. Prof.
Dr.
Holger
Siemons
5.4.4
Art
and
music

35. Prof.
Dr.
Holger
Siemons
2.3
Aoen>on
to
detail

36. Prof.
Dr.
Holger
Siemons
2.4
Are
the
wolf
the
same?

37. Prof.
Dr.
Holger
Siemons
2.5
Another
example:
Different
degree
of
aoen>on

38. Prof.
Dr.
Holger
Siemons
2.6
Focal
object
vs.
contextual
informa>on
Focal Object
Information
Contextual
Information

39. Prof.
Dr.
Holger
Siemons
5.4.4
Art
and
music

40. Prof.
Dr.
Holger
Siemons
2.7.1
Detailed
vs.
holis>c

41. Prof.
Dr.
Holger
Siemons
2.7.2
Detailed
vs.
holis>c
photos

42. Prof.
Dr.
Holger
Siemons
3.
Cultural
profiling

43. Prof.
Dr.
Holger
Siemons
3.
Important
cultural
researchers
§ George
Peter
Murdock
(1897-­‐1985)
§ Edward
Twitchell
Hall,
jr.
(1914-­‐2009)
§ Edgar
Henry
Schein
(1928-­‐)
§ Geert
Hofstede
(1928-­‐)
§ Fons
Trompenaars
(1952-­‐)
§ Fred
Strodtbeck
(1919-­‐2005)
HALL
HOFSTEDE
SCHEIN
TROMPENAARS
MURDOCK
STRODTBECK

44. Prof.
Dr.
Holger
Siemons
3.1
Edward
Twitchell
Hall,
jr.
(1914-­‐2009)
Par+cularly
known
for
his
concept
of
the
„Hidden
Dimension“
describing
the
subjec>vity
of
cultural
dimensions
that
surround
mankind
Coined
the
term
‚polychronic‘,
describing
the
ability
to
aoend
to
mul>ple
events;
simultaneoulsy,
and
opposed
to
„monochronic“
referring
to
handling
events
one
at
a
>me
One
of
his
main
contribu>ons
to
cultural
research
was
the
concept
of
‚extension
transferrence‘,
meaning
humanity‘s
rate
of
evolu>on
increases
with
innova>on
and
crea>on
of
technology
His
most
noted
contribu>on,
however,
is
the
concept
of
high-­‐
vs.
low-­‐context
culture
He
is
considered
the
founding
father
of
intercultural
communica>on
studies
He
was
the
first
considering
‚proxemics‘
as
one
element
of
cultural
difference,
and,
thus,
forming
a
dimension
HALL

45. Prof.
Dr.
Holger
Siemons
3.1.2
Hall’s
three
dimensions
1.
Monochroma>sm
vs.
polychroma>sm
2.
Personal
space
(proxemics)
3.
Low-­‐
vs.
high
context

46. Prof.
Dr.
Holger
Siemons
3.1.2.1
Monochroma>sm
vs.
polychroma>sm
Monochroma+c
>me-­‐oriented
cultures
are
more
comfortable
with
doing
one
thing
at
a
>me.
• Interrup>ons
are
to
be
avoided
• Everything
has
its
own
specific
>me
• Examples
are
USA,
Germany,
Switzerland
Polychroma+c
>me-­‐oriented
cultures
schedule
many
things
at
one
>me,
and
>me
is
considered
in
a
more
fluid
sense.
• Going
with
the
flow
means
that
interrup>ons
are
tolerated
as
they
ozen
lead
to
a
beoer
atmosphere
of
doing
business
• Time
may
formally
be
scheduled,
it
unfolds
with
flexibility
and
realloca>on
of
priority
• Examples
are:
Greece,
Italy,
Chile,
and
Saudi
Arabia

47. Prof.
Dr.
Holger
Siemons

48. Prof.
Dr.
Holger
Siemons
3.1.2.2
Proxemics
The
term
‘proxemics’
was
coined
by
researcher
Edward
T.
Hall
during
the
1950's
and
1960's
and
has
to
do
with
the
study
of
our
use
of
space
and
how
various
differences
in
that
use
can
make
us
feel
more
relaxed
or
anxious.
Proxemics
differen>ates
between
• Physical
space
(the
constructed
built
environment
that
makes
us
comfortable)
• Personal
space,
also
knows
as
‘personal
territory’
(the
distance
between
us
and
other
people
that
we
need
to
feel
comfortable)

49. Prof.
Dr.
Holger
Siemons

50. Prof.
Dr.
Holger
Siemons
3.1.2.3
Low-­‐
vs.
high
context
Low-­‐context
cultures
assign
primary
meaning
to
the
objec>ve
communica>on
message
and
secondary
meaning
to
the
context.
Low-­‐context
cultures
emphasize
speed,
accuracy,
and
efficiency
in
communica>on.
• “just
the
facts
please”
• “give
me
the
booom
line”
High-­‐context
cultures
assign
primary
importance
to
the
s>muli
surrounding
a
message
and
secondary
importance
to
the
message
itself.
High-­‐context
cultures
need
more
>me
to
make
decisions
and
perform
transac>ons
than
low-­‐context
cultures.
• “What
maoers
isn't
what
is
said
but
who
said
it”
• “It's
not
what
you
say
but
how
you
say
it”
• Read
between
the
lines
The
essen>al
difference
between
the
two
is
the
importance
that
each
culture
places
on
the
context
versus
the
actual
message
itself.

51. Prof.
Dr.
Holger
Siemons

52. Prof.
Dr.
Holger
Siemons
3.2
Geert
Hofstede
(1928
-­‐)
Inves>gated
the
interac>ons
between
na>onal
and
organiza>onal
cultures
Hofstede
is
very
famous
for
his
four
cultural
dimensions
(concept
later
expanded):
• Individualism
vs.
Collec>vism
• Power
distance
• Masculinity
vs.
Feminity
• High
vs.
Low
uncertainty
avoidance
• A
fiLh
dimension
was
later
added
with
the
contribu>on
of
Michael
Harris
Bond
(1985):
Long-­‐
vs.
short-­‐term
orienta>on
• A
sixth
dimension
was
added
in
2010
(inspired
by
Minkov):
Indulgence
vs.
restraint
These
classifica>ons
describe
societal
averages
or
tendencies,
but
not
characteris+cs
of
individuals

„level
of
analysis“;
it
is
about
gardens,
not
flowers“
IBM;
117,000
ques>onnaires;
1967
-­‐
1973
HOFSTEDE

53. Prof.
Dr.
Holger
Siemons
3.2.x
Hofstede’s
six
dimensions
1.
Individualism
vs.
collec>vism
2.
Low
vs.
high
power
distance
3.
Masculinity
vs.
femininity
4.
High-­‐
vs.
low
uncertainty
avoidance
5.
Short-­‐
vs.
long-­‐term
orienta>on
Indulgence
vs.
restraint

54. Prof.
Dr.
Holger
Siemons
Countries
as
per
Index
D
67
B
75
F
71
CH
68
A
55
CZ
58
PL
60
DK
74
IND
48
CHN
20
PAK
14
BANG
20
THA
20
INDO
14
US
91
CAN
80
UK
89
IRL
70
AUS
90
NZ
79
3.2.1.1
Individualism
vs.
collec>vism
INDIVIDUALISM
People
more
focus
on
themselves/
self-­‐orienta>on/individual
iden>ty
Guilt
culture
Decisions
based
on
individual
needs
„I“-­‐mentality
Emphasis
on
individual
ini>a>ve
and
achievement
Everyone
has
the
right
to
private
life
COLLECTIVISM
Expect
high
group
loyalty
(family,
organiza>on),
and
favorable
decisions
Iden>ty
based
on
social
afilia>on
Shame
culture
„We“-­‐mentality
Emphasis
on
belonging
to
the
group
Private
life
‚invaded‘
by
ins>tu>onal/
organiza>onal
affilia>on
INDIVIDUALISM
COLLECTIVISM
0
100
US
AUS
CAN
D
A
IND
PAK
BANG,
CHN
UK

55. Prof.
Dr.
Holger
Siemons
3.2.1.2
An
alterna>ve
visualiza>on
of
the
dimension

56. Prof.
Dr.
Holger
Siemons

57. Prof.
Dr.
Holger
Siemons
3.2.2
Low
vs.
high
power
distance
LOW
POWER
DISTANCE
Society
makes
liole
difference
of
status
and
power
among
its
ci>zens
Power
inequality
is
mediated
by
the
group,
ozen
reflected
through
legisla>on
Wealth,
although
unequality
distributed,
is
partly
transferred
from
the
rich
to
the
poor
Regula>on
(law,
rights,
rules)
tend
to
be
in
favour
of
the
less
powerful
HIGH
POWER
DISTANCE
Society
greatly
differen>ates
between
its
ci>zens
regarding
power
and
status
Power
inequality
is
fully
affec>ng
the
less
powerful
Wealth
is
strongly
and
unequally
distributed,
and
liole
effort
is
made
to
support
the
poor
Regula>on,
if
existent,
that
may
protect
the
less
powerful
is
either
ambiguous
or
non-­‐enforceable
LOW
PD
HIGH
PD
0
100
Countries
as
per
Index
D
35
B
65
F
68
CH
34
A
11
CZ
57
PL
57
DK
18
IND
77
CHN
80
PAK
55
BANG
80
THA
64
INDO
78
US
40
CAN
39
UK
35
IRL
28
AUS
36
NZ
22

58. Prof.
Dr.
Holger
Siemons

59. Prof.
Dr.
Holger
Siemons

60. Prof.
Dr.
Holger
Siemons
3.2.3
Masculinity
vs.
femininity
MASCULINITY
Society
in
which
social
gender
roles
are
clearly
dis>nct
Men
are
asser>ve,
tough
and
focused
on
material
success
Women
are
to
be
more
modest,
tender,
and
about
quality
life
A
society
that
ozen
expresses
values
through
non-­‐codified
regula>ons
Strong
confining
pressures
from
within
society
to
conform
to
values
FEMININITY
Society
in
which
social
gender
roles
overlap
Both,
man
and
women,
are
supposed
to
be
modest,
tender,
and
concerned
with
quality
of
life
A
society
that
expresses
its
values
through
codified
regula>ons
Less
confining
and
restraining
pressures
from
within
society
MASCULINITY
FEMININITY
0
100
Countries
as
per
Index
D
66
B
54
F
86
CH
70
A
79
CZ
57
PL
64
DK
16
IND
56
CHN
66
PAK
50
BANG
55
THA
34
INDO
46
US
62
CAN
52
UK
66
IRL
68
AUS
61
NZ
58

61. Prof.
Dr.
Holger
Siemons
3.2.4
High
vs.
low
uncertainty
avoidance
HIGH
UNCERTAINTY
AVOIDANCE
Socie>es
experience
challenges
when
exposed
to
uncertainty
Socie>es
strongly
seek
to
obtain
clarity
for
future
happenings
Regula>ons
ozen
support
the
necessity
of
planning
and
certainty
for
the
popula>on
Society
feels
threatened
by
experienced
uncertainty
Affekts
risk
taking
behavior
à
lower
risk
taking
LOW
UNCERTAINTY
AVOIDANCE
Society
have
liole
challenges
when
confronted
with
uncertainty
Socie>es
liole
seek
to
obtain
clarity
for
future
happenings
Regula>ons
leave
room
for
interpreta>on
regarding
obtaining
clarity
for
future
events
Society
feels
anxious
by
experienced
uncertainty
Affects
risk-­‐taking
behavior
à
high
risk
taking
HIGH
UA
LOW
UA
0
Countries
as
per
Index
D
65
B
94
F
86
CH
58
A
70
CZ
74
PL
93
DK
23
IND
40
CHN
30
PAK
70
BANG
60
THA
64
INDO
48
US
46
CAN
48
UK
35
IRL
35
AUS
51
NZ
49
100

62. Prof.
Dr.
Holger
Siemons
3.2.5
Short-­‐
vs.
long-­‐term
orienta>on
SHORT-­‐TERM
ORIENTATION
Socie>es
with
a
short-­‐term
orienta>on
are
considered:
Personally
steady
Stable/liole
change
Respect
for
tradi>on
LONG-­‐TERM
ORIENTATION
Socie>es
with
a
long-­‐term
orienta>on
are
considered:
Persistant
Status-­‐
and
power-­‐oriented,
andme>culously
obeying
this
order
Thrizy
Shame
oriented
SHORT-­‐TERM
ORIENTATION
LONG-­‐TERM
ORIENTATION
0
Countries
as
per
Index
D
31
B
-­‐
F
-­‐
CH
-­‐
A
-­‐
CZ
-­‐
PL
-­‐
DK
-­‐
IND
61
CHN
118
PAK
-­‐
BANG
-­‐
THA
56
INDO
-­‐
US
29
CAN
-­‐
UK
25
IRL
-­‐
AUS
31
NZ
30

63. Prof.
Dr.
Holger
Siemons
3.2.6
Indulgence
vs.
restraint
INDULGENCE
A
percep>on
of
personal
life
control
Freedom
of
speech
seen
as
important
More
likely
to
remember
posi>ve
emo>ons
More
people
ac>vely
involved
in
sports
and
value
for
leisure
In
countries
with
enough
food,
higher
percentages
of
obese
people
Rich
countries:
lenient
sexual
norms
RESTRAINED
Fewer
very
happy
people
A
percep>on
of
helplessness:
what
happens
to
me
is
not
my
own
doing
Freedom
of
speech
not
a
big
concern
Less
likely
to
remember
posi>ve
emo>ons
Lower
importance
of
leisure
Fewer
people
ac>vely
involved
in
sports,
Fewer
obese
people
Rich
countries,
stricter
sexual
norms
Indulgence
Restraint
0

64. Prof.
Dr.
Holger
Siemons
3.2.7
Hofstede’s
profiling
Individualism
Low
power
distance
Masculinity
High
uncertainty
avoidance
Short
term-­‐orienta+on
Indulgence
Collec+vism/group
orienta+on
High
power
distance
Femininity
Low
uncertainty
avoidance
Long
term-­‐orienta+on
Restraint

65. Prof.
Dr.
Holger
Siemons
3.3
Fons
Trompenaars/Hampden-­‐Turner
Fons
Trompenaars
and
Charles
Hampden-­‐Turner
have
collected
the
largest
cross-­‐cultural
data
base
in
the
world,
compiling
key
business
issues
that
relate
to
cultural
differences
Trompennars‘
work
focuses
on
top-­‐management
and
thus
remained
within
a
dis>nct
social
class
• 30,000
top
managers
• 30
countries
Trompenaars
and
Hampden-­‐Turner
developed
a
seven-­‐
dimensional
model
of
culture:
Trompenaars‘/Hampden-­‐Turner‘s
work
is
an
extension
to
the
work
of
Geert
Hofstede,
and
reflec>ng
E.T.
Hall‘s
three
dimensins
as
well
as
Hofstede‘s
five
dimension
Trompenaars
work
focuses
more
on
cultural
differences
at
the
workplace
TROMPENAARS

66. Prof.
Dr.
Holger
Siemons
3.3.x
Trompenaars’/Hampden-­‐Turner’s
7
dimensions
1.
Individualism
vs.
communi-­‐
tarianism
2.
Universalism
vs.
par>cularism
3.
Neutral
vs.
affec>ve
4.
Specific
vs.
diffuse
5.
Achievement
vs.
ascrip>on
6.
Sequen>al
vs.
synchronic
7.
Internal-­‐
vs.
external
direc>on
control

67. Prof.
Dr.
Holger
Siemons
3.3.1
Individualism
vs.
communitarianism
Individualism
People
believe
in
personal
freedom
and
achievement.
They
believe
that
you
make
your
own
decisions,
and
that
you
must
take
care
of
yourself.
Praise
and
reward
individual
performance.
Give
people
autonomy
to
make
their
own
decisions
and
to
use
their
own
ini>a>ve.
Allow
people
to
involve
others
in
decision
making
Allow
people
to
be
crea>ve
and
to
learn
from
their
mistakes.
Communitarianism
People
believe
that
the
group
is
more
important
than
the
individual
and
provides
help
and
safety,
in
exchange
for
loyalty.
The
group
always
comes
first.
Praise
and
reward
group
performance.
Don't
praise
individuals
publically.
Link
people's
needs
with
those
of
the
group
or
organiza>on.
Avoid
showing
favori>sm.

68. Prof.
Dr.
Holger
Siemons
3.3.2
Universalism
vs.
par>cularism
Universalism
People
place
high
importance
on
laws,
rules,
values,
and
obliga>ons.
They
try
to
deal
fairly
with
people,
but
rules
come
before
rela>onships.
Help
people
understand
how
their
work
>es
into
their
values
and
beliefs.
Clear
instruc>ons,
processes,
and
procedures.
Keep
promises
and
be
consistent.
Give
people
>me
to
make
decisions.
Use
objec>ve
processes
to
make
decisions
yourself,
and
explain
your
decisions
if
others
are
involved.
Par+cularism
Each
circumstance,
and
each
rela>onship
dictates
rules.
Their
response
to
a
situa>on
may
change,
based
on
what's
happening
in
the
moment,
and
who's
involved.
Give
people
autonomy
to
make
their
own
decisions.
Respect
others'
needs
when
you
make
decisions.
Be
flexible
in
how
you
make
decisions.
Take
>me
to
build
rela>onships
and
get
to
know
people
for
a
beoer
understanding
of
needs.
Highlight
important
rules
and
policies
that
need
to
be
followed.

69. Prof.
Dr.
Holger
Siemons
3.3.3
Neutral
vs.
affec>ve
(emo>onal)
Neutral
People
make
a
great
effort
to
control
their
emo>ons.
Reason
influences
their
ac>ons
far
more
than
their
feelings.
People
don't
reveal
what
they're
thinking
or
how
they're
feeling.
Manage
emo>ons
effec>vely.
Watch
that
body
language
doesn't
convey
nega>ve
emo>ons.
"S>ck
to
the
point"
in
mee>ngs
and
interac>ons.
Watch
people's
reac>ons
carefully,
as
they
may
be
reluctant
to
show
their
true
emo>ons.
Emo+onal
People
want
to
find
ways
to
express
their
emo>ons,
even
spontaneously,
at
work.
In
these
cultures,
it's
welcome
and
accepted
to
show
emo>on.
Open
up
to
people
to
build
trust
and
rapport.
Use
emo>on
to
communicate
your
objec>ves.
Learn
to
manage
conflict
effec>vely,
before
it
becomes
personal.
Use
posi>ve
body
language.
Have
a
posi>ve
adtude.

70. Prof.
Dr.
Holger
Siemons
3.3.4
Specific
vs.
diffuse
Specific
People
keep
work
and
personal
lives
separate.
As
a
result,
they
believe
that
rela>onships
don't
have
much
of
an
impact
on
work
objec>ves.
Although
good
rela>onships
are
important,
they
believe
that
people
can
work
together
without
having
a
good
rela>onship.
Be
direct
and
to
the
point.
Focus
on
people's
objec>ves
before
you
focus
on
strengthening
rela>onships.
Provide
clear
instruc>ons,
processes,
and
procedures.
Allow
people
to
keep
their
work
and
home
lives
separate.
Diffuse
People
see
an
overlap
between
their
work
and
personal/private
life.
People
believe
good
rela>onships
are
vital
to
mee>ng
business
objec>ves
whether
they
are
at
work
or
mee>ng
socially.
People
spend
>me
with
colleagues
and
clients
outside
work
hours
Building
good
rela>onships
before
focusing
on
business
objec>ves.
Find
out
as
much
as
you
can
about
the
people
that
you
work
with
and
the
organiza>ons
that
you
do
business
with.
Be
prepared
to
discuss
business
on
social
occasions,
and
to
have
personal
discussions
at
work.
Try
to
avoid
turning
down
invita>ons
to
social
func>ons.

71. Prof.
Dr.
Holger
Siemons
3.3.5
Achievement
vs.
ascrip>on
Achievement
People
believe
that
you
are
what
you
do,
and
base
their
value
accordingly.
These
cultures
value
performance,
no
maoer
who
you
are.
Reward
and
recognize
good
performance
appropriately.
Use
>tles
only
when
relevant.
Be
a
good
role
model.
Ascrip+on
People
believe
that
you
should
be
valued
for
who
you
are.
Power,
>tle,
and
posi>on
maoer
in
these
cultures,
and
these
roles
define
behavior.
Use
>tles,
especially
when
these
clarify
people's
status
in
an
organiza>on.
Show
respect
to
people
in
authority,
especially
when
challenging
decisions.
Don't
"show
up"
people
in
authority.
Don't
let
your
authority
prevent
you
from
performing
well
in
your
role.

72. Prof.
Dr.
Holger
Siemons
3.3.6
Sequen>al
vs.
synchronous
>me
Sequen+al
Time/mono-­‐tasking
People
like
events
to
happen
in
order.
They
place
a
high
value
on
punctuality,
planning
(and
s>cking
to
your
plans),
and
staying
on
schedule.
“Time
is
money,"
and
people
don't
appreciate
it
when
their
schedule
is
thrown
off.
Focus
on
one
ac>vity
or
project
at
a
>me.
Keep
to
deadlines.
Set
clear
deadlines.
Synchronous
Time/mul+-­‐taksing
People
see
the
past,
present,
and
future
as
interwoven
periods.
They
ozen
work
on
several
projects
at
once,
and
view
plans
and
commitments
as
flexible.
Be
flexible
in
how
you
approach
work.
Allow
people
to
be
flexible
on
tasks
and
projects,
where
possible.
Highlight
the
importance
of
punctuality
and
deadlines
if
these
are
key
to
mee>ng
objec>ves.

73. Prof.
Dr.
Holger
Siemons
3.3.7
Internal
vs.
external
control
Internal
Direc+on/Control
(This
also
known
as
having
an
internal
locus
of
control.)
People
believe
that
they
can
control
nature
or
their
environment
to
achieve
goals.
This
includes
how
they
work
with
teams
and
within
organiza>ons.
Allow
people
to
develop
their
skills
and
take
control
of
their
learning.
Set
clear
objec>ves
that
people
agree
with.
Be
open
about
conflict
and
disagreement,
and
allow
people
to
engage
in
construc>ve
conflict.
External
Direc+on/Control
(This
also
known
as
having
an
external
locus
of
control.)
People
believe
that
nature,
or
their
environment,
controls
them.
People
ozen
need
reassurance
that
they're
doing
a
good
job.
Give
people
direc>on
and
regular
feedback,
so
that
they
know
how
their
ac>ons
are
affec>ng
their
environment.
Manage
conflict
quickly
and
quietly.
Balance
nega>ve
and
posi>ve
feedback.
Encourage
people
to
take
responsibility
for
their
work.

74. Prof.
Dr.
Holger
Siemons
3.3.8
Trompenaars’/Hampden-­‐Turner’s
overview
Individualism
Universalism
Neutral
Specific
Achievement
Sequen+al
+me/monotasking
Internal
Direc+on/Control
Communitarianism
Par+cularism
Affec+ve
(emo+onal)
Diffuse
Ascrip+on
Synchronous
+me/mul+tasking
External
Direc+on/Control

75. Prof.
Dr.
Holger
Siemons
3.4
The
Hall,
Hofstede
and
Trompenaars
dimensions
E.
T.
Hall
G.
Hofstede
F.
Trompenaars
Low
vs.
high
context
Proxemics/
personal
space
Monochroma>c
vs.
polychroma>c
>me
Individualism
vs.
collec>vism
Low
vs.
high
power
distance
Masculinity
vs.
femininity
High
vs.
low
uncertainty
avoidance
Short-­‐
vs.
long-­‐term
orienta>on
Individualism
vs.
communitarianism
Universal
vs.
par>cular
Neutral
vs.
affec>ve
Specific
vs.
diffuse
Achievement
vs.
ascrip>on
Sequen>al
vs.
synchronic
Internal
vs.
external

76. Prof.
Dr.
Holger
Siemons
4.
Business-­‐relevant
applica>on
of
culture

77. Prof.
Dr.
Holger
Siemons
4.1.1
A
cross-­‐cultural
communica>on
model
Sender
Receiver
Message
CULTURE
Noise
Encodes
meaning
Decodes
meaning
Medium
[Some
kind
of]
feedback
Decodes
meaning
Encodes
meaning
Feedback
Message
Receiver
Sender
Message
nature
Importance
level
Context/expecta>ons
Timing
Personal
interac>ons

78. Prof.
Dr.
Holger
Siemons

79. Prof.
Dr.
Holger
Siemons
4.1.2
Level
of
directness
and
expressiveness

80. Prof.
Dr.
Holger
Siemons

81. Prof.
Dr.
Holger
Siemons
4.2.1 Team/group development stages - Tuckman
Forming:
• Confusion
• Orientation
• Testing
• Dependence
• Testing the ground
Storming:
• Resistance to
group influence
• Resistance to
task requirements
• Disagreement
Norming:
• Openness to other
group members
• Establish trust
• Define roles
Performing:
• Constructive
action
• Helpfulness
• Openness
Adjourning:
• Disengagement
Performance
level
Source: Tuckman, 1965
?
Different management/
leadership for different tasks

82. Prof.
Dr.
Holger
Siemons
Group members
§ learn about each
other
§ Discover tasks
Activities in this
stage are:
§ Determine
objectives
§ Become involved
§ Show
commitment
§ Work toward
clarity
§ Discover group
morale
§ Handle surfacing
feelings
Group members
§ Discuss structure
of the group
§ Work for status
Activities in this
stage are:
§ Identify cohesion
§ Subjectivity
§ Hidden agendas
§ Discover conflict/
confrontation
§ Volatility shows
§ Resentment
§ Anger surfaces
§ Inconsistency
§ Experiences
personal failure
Group members
§ Establish im-/
explicit rules to
achieve task
§ Identify type of
communication
Activities in this
stage are:
§ Question
performance
§ Review/clarify
objectives
§ Change/confirm
roles
§ Opening risks
§ Assertiveness
§ Feel Strength/
Weakness
Group members
§ Reach
conclusion/
implementation
of solution
Activities in this
stage are:
§ Show creativity,
initiative and
flexibility
§ Relationships
open up
§ Becoming proud
§ Show concern
for people
§ Learning
§ Confidence rises
§ Level of morale
Group
dissolves
Forming Storming Norming Performing Adjour-
ning
4.2.2 Tuckman’s (1965) team development model

83. Prof.
Dr.
Holger
Siemons
4.2.3
Team
defini>ons
Team
• “A
group
of
individual
organized
to
work
together
in
order
to
achieve
a
specific
objec>ve”
(American
Heritage
Dic*onary)
• “A
collec>on
of
individuals
who
are
independent
in
their
tasks,
who
share
responsibility
for
outcomes,
who
see
themselves
and
are
seen
by
others
as
an
intact
social
en>ty
embedded
in
one
or
more
larger
social
systems
,
and
who
manage
their
rela>onship
across
organiza>onal
boundaries”
(Cohen
and
Baily,
1997)
Tradi>onal
(face-­‐to-­‐face)
team
• The
above,
limited
to
one
shared
work
place
with
the
predominant
form
of
non-­‐
electronic
communica>on
Virtual
team
• “A
group
of
geographically,
organiza>onally
and
>me
dispersed
workers
brought
together
by
informa>on
technologies
to
accomplish
one
or
more
objec>ves
of
the
organiza>on
(DeSanc>s
&
Poole,
1997;
Powell
et
al.,
2004)

84. Prof.
Dr.
Holger
Siemons

85. Prof.
Dr.
Holger
Siemons
4.2.4
The
spectrum
of
e-­‐communica>on
in
team
work
Tradi>onal
team
• Exclusive
use
of
non-­‐
electronic
communica>on
for
communica>on
• Single
loca>on
Matrixed,
remote
team
• Members
in
many
loca>ons
• Collabora>on
exclusively
by
electronic
media
Team
members
are
oLen
not
aware/do
not
fully
understand
the
exis+ng
difference
between
face-­‐to-­‐face
and
virtual
teams
and
the
impact
on
team
work
processes
Degree/extent of use of electronic communication

86. Prof.
Dr.
Holger
Siemons
4.2.5
Trust
in
teams/virtual
teams
Trust
is
not
sta>c,
but
dynamic
and
needs
to
be
managed
Trust
is
role
and
context
specific
The
forma>on
of
trust
is
significantly
different
between
face-­‐to-­‐face
and
virtual
teams
…
…
and
different
based
on
the
cultural
background
0
20
40
60
80
100
120
US
GER
IND

87. Prof.
Dr.
Holger
Siemons
4.2.6
Barriers
to
communica>on
in
teams
Language:
Degree
of
proficiency
Level
of
detail
of
required
interac>on
• High-­‐
vs.
low
context
• Urgency
• Individualis>c
vs.
collec>vis>c
orienta>on
• Individual
vs.
shared
responsibility
Ambiguity
Lack
of
visibility
Informa>on
sharing
(extent,
form,
>me,
circle
of
addressees)
Time
zone
differences

88. Prof.
Dr.
Holger
Siemons
4.3.1
Leadership
-­‐
Some
faces

89. Prof.
Dr.
Holger
Siemons
4.3.2
More
faces

90. Prof.
Dr.
Holger
Siemons
4.3.3
Meaning
of
a
manager
“Management
is
the
process
of
reaching
organiza>onal
goals
by
working
with
and
through
people
and
other
organiza>onal
resources”
(Management
Innova>ons,
2008).
Three
major
characteris>cs:
• Process
or
series
of
con>nuing
and
related
ac>vi>es
• Involves
and
concentrates
on
reaching
organiza>onal
goals
• Reaches
these
goals
by
working
with
and
through
people
and
other
organiza>onal
resources
Four
basis
management
func>ons:
• Planning
• Organizing
• Influencing
• Controlling

91. Prof.
Dr.
Holger
Siemons
4.3.4
Leadership
defined
Leadership
is
a
process
of
influence
Directed
at
the
ac>vi>es
of
an
organized
group
Directed
toward
achieving
goals
and
the
sedng
thereof
(Stodgil,
1950:
3)
• Leadership
is
an
interpersonal
process
in
which
one
person
seeks
to
influence
another
person(s)
• It
iden>fies
the
group
to
be
influenced
• Seeks
to
achieve
goals
and
thereby
improve
organiza>onal
performance

92. Prof.
Dr.
Holger
Siemons
4.3.5
Manager
vs.
leader
Managers
tend
to
adopt
impersonal
or
passive
adtudes
towards
goals
Managers
tend
to
co-­‐ordinate
and
compromise
Managers
tend
to
maintain
low
levels
of
emo>onal
involvement
Managers
tend
to
iden>fy
with
and
belong
to
an
organisa>on
-­‐
part
of
the
hierarchy
Managers
tend
to
see
themselves
as
regulators
Leaders
tend
to
adopt
a
more
personal
and
ac>ve
adtude
towards
goals
Leaders
tend
to
create
excitement
Leaders
tend
to
show
empathy
and
get
involved
Leaders
tend
to
work
in
but
do
not
belong
to
an
organisa>on
-­‐
not
necessarily
part
of
the
hierarchical
structure
Leaders
tend
to
see
themselves
as
innovators

93. Prof.
Dr.
Holger
Siemons
4.3.6
Beginning
of
leadership
=
end
of
management?
The
different
stages
of
management
and
leadership
and
their
evolu>on
(to
be
completed
in
the
lecture/seminar)
Only
management
Only
leadership

94. Prof.
Dr.
Holger
Siemons
4.3.7
End
of
management
=
Beginning
of
leadership?
• Plans
and
budgets
• Decides
ac>ons
and
>metables
• Allocates
resources
• Organizes staffing
• Decides structures and
allocates staff, develops
policies, procedures and
monitoring
• Controlling, problem solving
• Monitoring of results against
plan and taking of corrective
actions
• Produce order, consistency
and predictability
• Establishes
direc>on
• Creates vision for the future
• Develops strategies for
change to achieve goals
• Aligning people
• Communication of vision
and strategy
• Influencing the creation of
teams that accept validity of
goals
• Motivation and inspiration
• Energizing people to
overcome obstacles and
satisfy human needs
• Produces positive and
sometimes dramatic change
?
Adopted from: John Kotter 'A force for change: How leadership differs from
management'. Free Press. New York. 1990Only
management
Only
leadership

95. Prof.
Dr.
Holger
Siemons
4.3.8
Differen>a>on
reality:
Management/leadership
Manager Leader
What
do
we
do
with
that
informa>on?

96. Prof.
Dr.
Holger
Siemons

97. Prof.
Dr.
Holger
Siemons
4.3.9
Leadership/management:
One
explana>on
Management
Organiza>on
Planning
Staffing
Direc>ng
Controlling
Leading

98. Prof.
Dr.
Holger
Siemons
4.4.1
Sources
of
powerlessness
Women/
gender
Race/ethnicity
Disability
Sexual
orienta>on
Na>onality
Physique
Beauty
expecta>ons
Behavior
Social
class
208, 211-217

99. Prof.
Dr.
Holger
Siemons
196

100. Prof.
Dr.
Holger
Siemons
4.4.2
Sources
of
power/influence
Personal
Expert
Legi>mate/
posi>on
Reward
Coercive
Informa>on
196

101. Prof.
Dr.
Holger
Siemons
4.4.3
Accessing
power
across
cultures
http://ipac.kacst.edu.sa/eDoc/eBook/4477.pdf Based on: Alanazi
and Rodrigues, 2003
1.
Referent/personal
2.
Expert
3.
Legi>mate/posi>on
4.
Reward
5.
Coercive
6.
Informa>on
0 1 2 3 4 5 6
USA
Brazil
Saudi Arabia

102. Prof.
Dr.
Holger
Siemons
4.4.4
Power
visibility
202
1. Visible power
- Control over resources (i.e.
determining other people’s budget)
2. Less visible power
- Control over resource allocation by
means of having access to other
deciders through influencing
3. Invisible power
- ‘Gatekeeper’ function with the
power to filter, summarize, analyze
and shaping information in
accordance with their self-interest

103. Prof.
Dr.
Holger
Siemons
Thank
you
very
much
for
your
kind
aoen>on.
How was your workshop experience, please share with us.
Encouragements
Areas for improvement