Intercultural management
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Intercultural management Impact seminar Liberec April 11, 2014
Transcript of Intercultural management
Intercultural management
Impact seminar Liberec
April 11, 2014
Create a cube
Financial Times’ cube
Create a cube
Pleanary session
Feedback (1) CEO’s
How do you feel / did you feel?
Feedback (2) workers
How do you feel / did you feel?
Feedback (3) workers
Explain your role to the others: facts
Feedback (4) CEO’s
What went good?
What went wrong?
Why?
Culture as a filter (1)
α β behavior behavior
values norms
values norms
α is consistent in his/her behaviour with his/her own values. β is consistent in his/her behaviour with his/her own values.
Culture as a filter (2)
α β behavior behavior
values
norms
values norms
Alpha analyses β behaviour according to his/her α values. There can appear cultural disturbance.
Assumptions (1)
The manager in general assume that employees
… understand orders as they usually understood them
… are competent (they know their techniques)
… behave according to corporate culture
Assumptions (2)
In western societies, it is expected that
employees show initiative
Assumptions (3)
The employees in general assume that the manager will
… speak a language they understand
… react as usually managers are reacting in their organisation
Assumptions (4)
In western societies, it is also assumed that manager will take into account each employee as an individual
Agenda
1. The Cube
2. Introduction 3. Teaching abroad
4. Cultural analysis of commercials
5. Cultural gaming
6. Conclusion
Anne Vanmaercke
VIVES business department Kortrijk, Belgium
Lecturer in Accountancy and Business Administration
11 years of experience in international and national companies as auditor
Registered Tax Consultant
Lectures in taxation and intercultural management
Associate degree coordinator
François Cudel
Lecturer in Economics and Business Administration Topics: 1. Accounting field: Accountancy, Finance, Cost controlling 2. Corporate administration: Corporate economics, marketing 3. Management: Corporate strategy, Intercultural management
International: 1. Business studies department Erasmus manager 2. ETAP (European Taxation and Accounting in Practice) network coordinator 3. Academic dean ‘European label’
We want you to have another look to your world
Agenda
1. The Cube
2. Introduction
3. Teaching abroad 4. Cultural analysis of commercials
5. Cultural gaming
6. Conclusion
Co-teaching internationally
Enriching for the students
Enriching for the teachers
Better group monitoring
Co-teaching internationally
Preparation is crucial – over-preparation
Know your partner
Accept what the other says
Be open for suggestions
Fields of co-teaching
Any fields
How many
Experience with 2 and 3 colleagues
Agenda
1. The Cube
2. Introduction
3. Teaching abroad
4. Cultural analysis of commercials 5. Cultural gaming
6. Conclusion
Agenda
1. Aim
2. McDonald’s
3. Commercial
4. Feedback
Aim
Illustrate the theories of
symbols of culture
sociology: Trompenaars, Hofstede, Hall, …
Material objects and structures
Language and writing
Heroes and champions
Behaviour
Stories and myths
Ceremonies, rites and rituals
Signs of identity
Foods and drinks
Cultural symbols – List
Human relationship
With the society Universalism/Particularism
With the group Individualism/Communiatarism
Showing emotions Neutral/Affective
Relation with each other Specific/Diffusive
Status in the society Achievement/Ascription
Time Short/Long term
Past/Present/Future
Organization of activities : sequentially - parallel
Nature Internally/Externally controlled
7 Dimensions of culture
Global, local or glocal?
Global, local or glocal: McDonald’s websites
Global, local or glocal: McDonald’s websites
USA
Global, local or glocal: McDonald’s websites (1)
Japan
Global, local or glocal: McDonald’s websites (2)
Global, local or glocal: McDonald’s websites (3-1)
Belgium
Flanders
Global, local or glocal: McDonald’s websites (3-2)
Wallonia
Global, local or glocal: McDonald’s websites (3-3)
Germany
Global, local or glocal: McDonald’s websites (4)
France
Global, local or glocal: McDonald’s websites (5)
Global, local or glocal: McDonald’s websites (6)
Finland
Russia
Global, local or glocal: McDonald’s websites (7)
Qatar
Global, local or glocal: McDonald’s websites (8)
Denmark
Global, local or glocal: McDonald’s websites (9)
Global, local or glocal: McDonald’s websites (10)
China
Global, local or glocal: McDonald’s websites (11)
Australia
Global, local or glocal: McDonald’s websites (12)
Australia
Conclusion Combine local and global: glocal
Agenda
1. The Cube
2. Introduction
3. Teaching abroad
4. Cultural analysis of commercials
5. Cultural gaming 6. Conclusion
How to design a cultural game?
Catch the idea
An idea can come from every thing:
-An existing game
-A text
-A picture
-A discussion with somebody
Catch the idea
Let’s do a game about finding languages
Think about the pedagogical purpose of the game
Main outcome to be memorized by the students
Has to be summarize in half a page maximum
Think about the pedagogical purpose of the game
Very quickly a foreign language is just noise, just alien
We use English as common language mainly for practical cost/efficiency reasons
English is now the common international language for plenty of reasons
List the requirements of the game
Duration
Materials
Number of required monitors for the game
Number of desirable participants
List the requirements of the game
Duration: 30 minutes
Materials: Loud speakers - Computer
Number of required monitors for the game: 1 to 2
Number of desirable participants: 20 to 30
Do a first draft of the game
Create an alpha version of the game
Implement it
Do a first draft of the game
European songs
Team of four: mix nationalities as much as possible
Give one point per language found
Review your game
Observe students’ reactions:
Did they understand properly the instructions?
Did they follow the rules during all the game?
Were they involved at the beginning?
Did they maintain their involvement during the whole game?
Did they feel that the outcome of the game was fair?
Did the game permit to go logically to the pedagogical conclusion?
Review your game
Observe students’ reactions:
Did they understand properly the instructions? Yes, but let them time to list the languages they think they will find.
Did they follow the rules during all the game? Take care that they are not communicating the answer between groups.
Were they involved at the beginning? Yes. Especially if you put at the beginning languages that will be probably found by most of the participating groups.
Did they maintain their involvement during the whole game? Not totally. The point system was not working perfectly, has to be reviewed.
Did they feel that the outcome of the game was fair? Yes.
Did the game permit to go logically to the pedagogical conclusion? Not totally, not enough languages played during the game.
Create a version 2.0 of your game
Improve the clarity of your pedagogical outcome
Improve the clarity of your game rules
Improve the quality of your game materials
Create a version 2.0 of your game
European songs: you need up to 20 of them. Select entertaining ones, at least according your own taste.
Find a catchy title: Babel Tower Game.
Add some gaming features: start with easy to find languages with low points: 1 or 2, then increase the difficulty: 3, then 4, then 5.
Write on the board the current score of each team.
Tell in advance that the winning team will win a price, without saying what kind of price
Implement your game again, and again, and again
You will have nearly every time to adjust your game to the current conditions:
Room, equipment
Size of the participating group
Composition of the participating group
Time you have
One motto
Design a game that you will enjoy to play yourself
A long lasting cultural game
Ask the participant to not explain the game to others.
Only to refer to the game with its title:
Rafa Rafa Game
The Cube
The babel tower game
Times Up
Country quiz
Business hurdles
…
Agenda
1. The Cube
2. Introduction
3. Teaching abroad
4. Cultural analysis of commercials
5. Cultural gaming
6. Conclusion
