Practical assignments

Unit 2 Individualistic and Collectivistic Cultures

I. Comment on the proverbs.

«The squeaky wheel gets the grease». The squeaky wheel gets the grease is an American proverb
or metaphor used to convey the idea that the most noticeable (or loudest) problems are the ones
most likely to get attention. It used to say that someone who complains or causes problems is
more likely to receive attention or help than someone who stays quiet and does not cause
problems.
«The nail that stands out gets pounded down». People usually use this saying to make a point
about Japan, how it’s hard to be different, and that any deviance is met with resistance.

II. Starting up

Answer these questions individually. Then compare your answers with a partner.
1. Do you feel that you belong to an individualistic or collectivistic culture? Why? What are the
signs?
2. What do you think determines whether a culture is individualistic or collectivistic? Try to
come up with three main points.
3. Do you think Eastern culture is more collectivistic than Western culture? Give reasons for
your answer.
4. Are people in collectivistic societies happier than those who live in individualistic societies?
Why? Why not?
5. Do societies become individualistic through civilization and modernization? Or are societies
more civilized and modernized because they are individualistic? Or is it just a coincidence that
most of the wealthiest countries today have individualistic cultures rather than collectivistic?

III. Vocabulary Moral Codes

1. Match the words to their meanings.

contempt a lack of respect for or fear of something that is usually respected or feared

hierarchy a system in which people or things are placed in a series of levels with different
importance or status

divinity the quality or state of being holy or sacred

moral code a series of agreements to which a person has subscribed to guarantee the survival of a
group

emotion a strong feeling (such as love, anger, joy, hate, or fear)

autonomy the state of existing or acting separately from other

purity lack of guilt or evil though

community joint ownership or participation

violation the act of doing something that is not allowed by a law or rule

sanctity the formal study of religion, religious practices, and religious belief

2. Complete the text with with the correct form of the words from Exercise 1

There are three moral codes: community, autonomy, and divinity. Community codes are
especially important to people in collectivist cultures, whereas autonomy codes are important in
individualist cultures. They evoke different emotions.. Violation of communal codes, including
hierarchy, evokes contempt;; violation of the autonomy code (e.g., individual rights) evokes
anger. Violation of the divinity code (purity, sanctity) evokes disgust. Data from Japan and the
United States support the theory.

IV. Key Characteristics of Collectivistic and Individualistic cultures

Listening
Reading
Speaking

1. Listen to the speaker talking about collectivistic and individualistic cultures and create a
plan of their analysis. (https://www.youtube.com/watch?v=3b8YcXWkqvo).

2. Use the table given below to make a detailed comparative analysis of collectivistic and
individualistic cultures. Work in groups.

Individualistic Cultures Collectivistic Cultures

"Society exists only as a mental
concept; in the real world there are only
individuals." (Oscar Wilde)
a laissez-faire government approach to
the economy
faster economic growth through
innovation
developed/ wealthy
modern industries/ urbanization
greater social mobility/larger middle
Economy class
equity in resource distribution
compatible with productivity,
competition, and self-gain
higher ability for coordination and
comparative advantage at coordination-
intensive production
primacy of the individual
"We don't have private property, only
degrees of collectivism." (Peter
Cajander)
government intervention in business
situations to ensure that business
practices benefit the group
less economically developed
underdeveloped / poor
more traditional agriculture
less social mobility/smaller middle class
equity in resource distribution associated
with solidarity, harmony, and cohesion
higher ability to overcome collective
action problems possibly leading to
better public good provision
primacy of the group—class, society, or

higher ability to overcome collective
action problems possibly leading to
higher efficiency of government
organization
Politics open to institutional innovations and
experiments in governance reform
decided democratically and reversed
democratically in case of failure
competitive elections to gain power
laws / the same rights for all
Values individual competitiveness and personal
achievement
self-determination and individual choice
postsecondary education
independent living and self-reliance
self-respect
behavior is more predictable from
attitudes
non-intimate and short-term
relationships
monotheistic
Religion/ individual conversion
Ideas science/tech seen as matter of fact
nuclear family
Family loose family ties
staff category (management,
professional technical, clerical, manual)
are most filled through recruitment
agencies, advertisement and direct from
educational institution
hiring and promotion based on skill and
personal records/ rules
more formal recruitment methods
more working hours
attempt to change groups more often
Workplace and have weaker bonds to them
performance is more related to ability
than effort
the nation
higher demand for political and social
stability
a lower taste for institutional
experimentation
political power by interest groups
law / rights depend on the group
group competitiveness and group
achievement
group or hierarchical decision-making
contributing to the family through
wages, housework, etc.
residing with kin, interdependence, and
possibly being cared for
“loss of face”
behavior is more predictable from norms
and roles
intimate and long- term relationships
influence of social proof arguments
polytheistic
group conversions
science/tech seen as magic
extended family / tribe
a strong sense of obligation toward each
other
staff category (management,
professional technical, clerical, manual)
are most frequently filled internally
hiring and promotion based on
recommendations of family members,
who already work for the company
more informal recruitment methods
fewer working hours
more permanent attachment to the group
low performance is explained mainly by
lack of effort
 more accurate evaluation of the
performance of colleagues
greater preference for individual-based
rewards
fight about jobs and trying to climb up
in the hierarchy ladder and less caring
who will left behind
in favour of flexibility in job allocation
the purpose: to learn how to learn
Education teachers deal with individuals
students are encouraged to be self-
reliant, competitive, and pursue
personal goals
students are expected to speak up
more generous evaluation in-group
members
greater preference for team-based
rewards
trust, harmony and a deep understanding
of moral values in the relationship
between employer and employee or
business partners
in favour of long term contracts
the purpose: how to do and acquire the
customs and norms of that society in
order to function better as an in-group
member
teachers deal with groups
classroom group activities, teamwork
and cooperation
students are expected to listen

3. Read the dialogue and explain what mistake Mr. Patterson has made. Complete the
dialogue.

Mr. Patterson, an American manager working in Korea, is meeting with his supervisor, Mr. Wyman, who
is also American. Mr. Patterson reports to Mr. Wyman about some changes he has made within several
of his sales teams.
Later, Park Young Sam, their Korean counterpart, enters into the dialogue.

Mr. Patterson:
Good morning, Mr. Wyman, thanks for meeting with me this morning. As you know, our
division has been doing very well this quarter. In fact, our numbers are up across the board.
Mr. Wyman:
Yes, I’ve seen your quarterly reports. Nice job!
Mr. Patterson:
Thanks. In order to recognize their hard work, I’ve made some changes in our sales teams. I’ve
created team leaders in each group. In our product group, I promoted Lee Young Sam. In the
marketing group, I promoted Chun Tae-woo, and in the technology group, I promoted Choi
Mino. All of them have been real leaders. I think this idea will really motivate them. In fact, I
met with the groups individually and announced the promotions.
Mr. Wyman:
Good job, Patterson. I can see you’re really on top of things. Good work.

Two Months Later Mr. Patterson, Mr. Wyman, and Park Young Sam, a Korean manager, are discussing
the poor performance of Mr. Patterson’s sales teams.

Mr. Wyman:
Well, just look at these dismal results. The numbers for this quarter are way down from last
quarter. What’s happened?
Mr. Patterson:
I don’t know. Ever since I introduced the team leader concept, the groups’ productivity has really
plummeted. I thought it was a great idea. I guess I chose the wrong people to lead the teams. I’ll
assign new leaders tomorrow.
Park Young Sam:
Well . . . you may select new leaders if you desire, but the men you chose were all very capable.
However, by elevating them, you …………..
Mr. Patterson:
I guess I should …………..

4. Comment the situations.

a) A Saudi working in the United States wakes up ill. He sends his younger brother to work for
him that day. The U.S. employer, sends the brother home. What has happened?

b) A market research firm conducted a survey of tourist agencies around the world. The
questionnaires came back from most countries in less than a month. But the agencies in the
Asian countries took months to do it. After many telexes, it was finally done. What was the
reason?

5. Using all information given above create simulations for hiring employees in the
collectivistic and individualistic cultures. Recognize how differences between these cultures
may play out in interviewing situations. Adapt interview questions so that people from both
individualistic and collectivist cultures feel comfortable answering.

V. Skills Roundtable Discussion: “Individualistic and collectivistic cultures:

their advantages and disadvantages».

Follow the structure and some guidelines for a roundtable discussion:

- Facilitator’s self-introduction and welcoming of the group.

- Explanation of facilitator’s role and process.
- General expectations/objectives of the roundtable .
- Discussion of issues related to schedule, timing and ground rules. Revision of planned
roundtable format (what? how? how long? why? what’s in it for you?).
- Participant introduction.
- Collection of preliminary discussion questions and their record.
- Communication of the main ideas and sub-ideas.
- Discussion: (this will be the bulk of the time and the time should be managed carefully).
Speaker should communicate a clear message and solicit specific feedback as well as moderate
the discussion and engage each participant at the table. Audience should be directed to answer
specific, but open-ended questions.
- Consensus achievement and summary of roundtable objectives and ground rules.
- Conclusion: thank participants for attending and engaging in the discussion, let them know
whether you will follow-up and state when the next roundtable discussion will take place.

Useful language

Setting aims and Our first team member is,

objectives
Today I want to consider ...
The subject of this talk is ...
The purpose of this talk is
to ...
Introducing your
group/team
I'd like to introduce ....
Can I introduce ...
…..
Asking for reactions
What do you think about ...?
What are you views on ...?
How do you feel about ...?
What's your opinion of ...?
Agreeing
On the whole, I think the
speaker's arguments are fair.
I think you're absolutely
right.
You've got a very good point
there.
Disagreeing
I take your point, but ..
Yes, but on the other hand ....
All the evidence suggests that
..
I think that's debatable.
I agree to some extent, but ....
Asking for
clarification/more
information
Sorry, but I'm not quite clear
on what you're saying.
Could you be more specific
about ..?
Could you give an example
of… ..?
What exactly do you
mean?
Exemplification - giving
examples
For example/instance, ..
And as proof of that, ..
To illustrate my/our point ....
Controlling the discussion
Let's start by looking at ....
Does anyone have any
comments/
questions/opinions?
Do you agree with what …..
has just said?
Dealing with
interruptions
Could you let him/her finish?
Sorry to interrupt, but …
Excuse me, but could I say .
…
Could you just hang on a
moment, please?
Speeding up
Can we move on to the next
point, please?
Can we come back to that?
The next point is ...
Slowing down
Hold on, we need to look at
this in more detail.
I think we should discuss this
a bit more.
Summarising
OK, let’s go over what we’ve
agreed.
Right, to sum up then …
We couldn't agree on ...
Opinion was divided on …
After some discussion we
reached a consensus on …

VI. Self-Assessment
Multiple Choice Tasks
1. Choose the best alternative to complete the sentence.
1. The individualism vs. collectivism dimension of Hofstede's study explored ________.
A. The extent to which different cultures socialized their members into accepting ambiguous
situations and tolerating uncertainty
B. The relationship between gender and work roles
C. How a society deals with the fact that people are unequal in physical and intellectual
capabilities
D. The relationship between the individual and his or her fellows
2. According to Hofstede's research ________.
A. individualist cultures give higher priority to personal as opposed to group goals and needs
than do collectivist cultures
B. "responsibility," "loyalty," and "commitment" reflect collectivist cultural values
C. individualist cultures are superior to collectivist cultures
D. both A and B
3. Values are: ________.
A. a learned set of enduring values, beliefs, and practices that are shared by an identifiable, large
group of people with a common history
B. the most deeply felt, generally shared view of what is deemed good, right, or worthwhile
thinking or behavior.
C. what a person thinks is true or probable.
D. a group of people who live in a dominant culture yet remain connected to another cultural
heritage
4. In a country that emphasizes collectivism, ________.
A. the interests of the individual are more important than the interests of the state
B. one person or political party exercises absolute control over the political and economic
systems
C. the needs of society and the needs of individuals are treated as equally important
D. the needs of society take precedence over individual freedoms
5. In an individualistic culture, members often believe ________.
A. people should care for extended family before themselves.
B. their primary responsibility is helping themselves.
C. age, group security, tradition, and hierarchy are most important.
D. in an emphasis on belonging to a very few permanent in-groups.
6. A culture that feels loyalties and obligations to an in-group such as one's extended family,
community, or even the organization one works for is ________.
A. an individualistic culture.
B. an in-group.
C. a collectivist culture.
D. an out-group.
7. People in collectivist cultures tend to have ________ than do those in individualistic cultures.
A. more independent selves
B. more intimate relationships with friends
C. greater skills in entering new social groups
D. greater skills in leaving social groups
8. Political systems based on the ________ paradigm, such as those of Japan and China, accept
the principle that government may intervene to ensure that business practices benefit society.
A. individualistic
B. collectivistic
C. pluralistic
D. laissez-faire
9. Proponents of ________ argue that individual interests are not as important as the welfare of
the group.
A. pluralism
B. capitalism
C. collectivism
D. individualism
10. An individualist culture promotes ________.
A. benevolence.
B. tradition.
C. competition.
D. conformity.
11. In an individualist culture, members are ________.
A. responsible for themselves and perhaps their immediate family.
B. comprised of many people doing their own thing.
C. individuals.
D. are responsible for only themselves.
12. In a collectivist culture members are ________.
A. responsible for themselves.
B. collectors.
C. responsible for the entire group.
responsible for themselves and perhaps their immediate family.
13. People from individualistic cultures, like Canada and the United States, tend to express their
emotions ______ than in collectivist cultures.
A. more openly
B. more privately
C. more quietly
D. more aggressively
14. The emphasis on individualism in the United States results in all of the following
disadvantages except: ______.
A. managers tend to develop good general skills but lack the company-specific experience.
B. difficulty in building teams within an organization to perform collective tasks.
C. executives are not exposed to different ways of doing business.
D. difficulty to achieve cooperation both within a company and between companies.
15. Employer-employee relationships in individualistic cultures tend to be based on ______.
A. team success
B. hierarchical respect
C. mutual advantage
D. familial belonging

2. Select the best possible answer out of the choices from a list.

1. Which of the following country tends to value individualism over collectivism?

A. Mexico
B. India
C. United States
D. Japan
2. Which culture has traditionally valued the wisdom that comes with age?
A. American
B. British
C. European
D. Asian
3. Which of the following countries has an individualistic orientation?
A. Venezuela
B. Japan
C. Egypt
D. Canada
4. Which of the following countries has a collectivist orientation?
A. Canada
B. Australia
C. Japan
D. Netherlands
5. Which of the following is not characteristic of individualist/collectivist culture
A. self-promotion is encouraged in collectivist cultures
B. a low-context communication style is typical of individualist cultures
C. public-speaking skills are perceived as useful in an individualist culture
D. harmony is highly valued in collectivist cultures

True/False Task

1. All human beings share the goals of both autonomy and belonging, only to different degrees.
A. True B. False
2. People from individualistic cultures tend to use self-enhancing biases to distinguish
themselves from others.
A. True B. False
3. Individualistic cultures deny that any sort of society exists and refuse to believe that people
benefit from living in them.
A. True B. False
4. Individualists tend to make an extra effort to demonstrate their self-importance by focusing on
securing relationships with superiors and inferiors, ignoring their peers.
A. True B. False
5. Collectivistic societies do not deny the reality of the individual, but believe that his or her
identity is determined by the groups with which the individual interacts.
A. True B. False
6. Since collectivistic cultures encourage teamwork, each individual member feels sufficiently
protected to take professional risks and to speak his or her mind without caution.
A. True B. False
7. The only way to reach a deal when negotiating with persons from collectivistic cultures is to
pressure them to speed up the process.
A. True B. False
8. Executives from collectivistic cultures are more willing to give priority to organization goals
over personal goals.
A. True B. False