Refer to Pages 309–337.

12.1: Explain why culture is important for understanding organizational behavior (OB).

Refer to Page 310.

One of the most often-quoted definitions of culture is “the collective mental programming of the mind which distinguishes the members of one human group from another . . . the interactive aggregate of common characteristics that influence a human group’s response to its environment.” Sociologists define culture as the following: • It is shared by almost all members of a social group. • Older members of the group pass it on to younger members. • It shapes behavior or structures one’s perception of the world (such as morals, laws, and customs). A straightforward definition of culture is the unstated standard operating procedures or ways of doing things. As this definition implies, culture is comprised of things that we can see (e.g., the clothing a person wears or the objects they display in their home) and things we cannot see (e.g., how they define morality and what they value). Cultural values affect OB. A leader can’t assume that what works in their native culture will work everywhere in the world. Not accurately understanding an organization’s culture can affect leader and employee productivity, justice perceptions, attitudes, and withdrawal behaviors.

12.2: Compare and contrast high-context and low-context cultures.

Refer to Page 311.

High-context cultures rely heavily on situational cues for meaning when perceiving and communicating with others. For example, in a high-context culture, a person may need to get to know a negotiating partner as a person before proceeding to business. In low-context cultures, written and spoken words carry the burden of shared meanings. So when negotiating with a person from a low-context culture, you can expect that the person will want to see a written formal agreement early in the process as a reference.

12.3: Provide examples of cultures that scored high and low on each of Hofstede’s dimension of national culture.

Refer to Page 313.

Power distance—deference to authority (e.g., the United States is low, China is high)

Collectivism–individualism—group orientation (e.g., the United States is low, Russia is high). Uncertainty avoidance—risk aversion (e.g., the United States is low, France is high). Relationship orientation (masculinity–femininity)—a focus on people over material things (e.g., the United States is low and the Netherlands is high on femininity/relationship orientation). Confucian dynamism (long-term orientation)—a focus on the future rather than the past and present (e.g., the United States is low, Japan is high).

12.4: Discuss the key findings from the Global Leadership and Organizational Behavior Effectiveness (GLOBE) project international study of leadership effectiveness.

Refer to Page 316.

The GLOBE project described and predicted the relationship of specific cultural variables to leadership and organizational processes and their effectiveness. GLOBE research found that employees may have some similar conceptions of leadership based on implicit assumptions regarding what constitutes effective leadership. These belief systems affect the way that a person responds to directives from a leader. GLOBE uncovered some important underlying perceptions regarding what is deemed effective regarding leadership and offers some practical advice for leaders operating abroad. This research identified nine cultural concepts that were shown to be relevant to perceptions of leadership.

12.5: Provide an example of a tight culture based on cultural tightness– looseness research.

Refer to Page 318.

[Answers will vary] Cultural tightness-looseness is described as the strength of social norms and the level of sanctioning within societies. Tightness is associated with order and efficiency, conformity, and low rates of change. In contrast, looseness is associated with social disorganization, deviance, innovation, and openness to change. Tightness-looseness is reflected by the clarity and pervasiveness of norms within societies and the degree of tolerance for deviation from these norms. Examples of tight cultures are India, Malaysia, and Pakistan. Examples of relatively loose cultures are Hungary, Israel, and the Ukraine. Tightness-looseness is measured with the following statements: (1) There are many social norms that people are supposed to abide by in this country. (2) In the United States, there are very clear expectations for how people should act in most situations. (3) People agree on what behaviors are appropriate versus inappropriate in most situations in this country. (4) People in this country have a great deal of freedom in deciding how they want to behave in most situations (reverse-coded; higher scores indicate more cultural tightness). (5) In this country, if someone acts in an inappropriate way, others will strongly disapprove. (6) People in this country almost always comply with social norms.

12.6: Discuss the importance of developing global leaders and the impact this has on an organization.

Refer to Page 319.

More and more, managers are dealing with different cultures. Companies are going global, and teams are spread across the globe. You have to know how to motivate people who speak different languages, who have different cultural contexts, and who have different sensitivities and habits. You have to get prepared to deal with teams who are multicultural, to work with people who not all think the same way as you do. Global mindset has been defined as a set of individual attributes that enhance a manager’s ability to influence others who are different from them.

12.7: Devise a plan for coping with the symptoms of culture shock.

Refer to Page 324.

The term was coined by an anthropologist who defined culture shock as the distress experienced by a traveler from the loss of familiar patterns of social interaction. Culture shock is a series of phases a person goes through—particularly expatriates on assignment. First, the expatriate is excited and finds the new culture to be “exotic.” Then, he begins to feel it is “wicked and silly.” Finally, he sees it as “dissimilar and diverse.” Symptoms can be coped with through time and adjustment and accommodation to new culture. The psychological process of adaptation to another culture is called cultural retooling.

12.8: Explain the steps for an expatriate to take when adjusting to a cross-cultural assignment.

Refer to Page 328.

Assimilation involves relinquishing cultural heritage and adopting the beliefs and behaviors of the new culture. Separation involves maintaining only the heritage culture without intergroup relations. Marginalization involves rejecting both the old and new culture. Integration (or biculturalism) involves maintaining one’s cultural heritage and adopting a new cultural identity; the identities remain independent of one another.