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Developing Global Managers

Developing Global Managers. Chapter Three. After reading the material in this chapter, you should be able to:. LO3.1 Describe a global mind-set, and explain how to build its three-component forms of capital.

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Developing Global Managers

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  1. Developing Global Managers Chapter Three

  2. After reading the material in this chapter, you should be able to: LO3.1Describe a global mind-set, and explain how to build its three-component forms of capital. LO3.2Identify and describe the nine cultural dimensions from the GLOBE project. LO3.3Describe the differences between individualistic cultures and collectivist cultures.

  3. After reading the material in this chapter, you should be able to: LO3.4Demonstrate your knowledge of the distinctions between high-context versus low-context cultures and monochronic versus polychronic cultures. LO3.5Explain what the GLOBE project has taught us about leadership. LO3.6Identify an OB trouble spot for each stage of the foreign assignment cycle.

  4. Cultural Influences on Organizational Behavior

  5. Ethnocentrism • Ethnocentrism • belief that one’s native country, culture, language, and behavior are superior to all others.

  6. Becoming Cross-Culturally Competent • Cultural intelligence • ability to interpret ambiguous cross-cultural situations correctly

  7. Project GLOBE • GLOBE (Global Leadership and Organizational Behavior Effectiveness) • attempt to develop an empirically based theory to describe, understand, and predict the impact of specific cultural variables on leadership and organizational processes and the effectiveness of these processes

  8. Countries Ranking Highest and Loweston the GLOBE Cultural Dimensions

  9. Individualism versus Collectivism • Individualistic culture - characterized as “I” and “me” cultures, give priority to individual freedom and choice • Collectivist culture – oppositely called “we” and “us” cultures, rank shared goals higher than individual desires and goals

  10. High-context cultures and Low-context cultures • High-context cultures – rely heavily on situational cues for meaning when perceiving and communicating with others • Low-context cultures – written and spoken words carry the burden of shared meanings

  11. Cultural Perceptions of Time • Monochronic time • revealed in the ordered, precise, schedule-driven use of public time that typifies and even caricatures efficient Northern Europeans and North Americans • Polychronic time • seen in the multiple and cyclical activities and concurrent involvement with different people in Mediterranean, Latin American, and especially Arab cultures.

  12. Leadership Attributes Universally Liked and Disliked Table 3-2

  13. Preparing for a Foreign Assignment • Expatriate • refers to anyone living and/or working outside their home country

  14. The Foreign Assignment Cycle Figure 3-2

  15. Key Cross-Cultural Competencies

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