Chapter 1 + Chapter 2

1. Culture
1.1. Definition of culture
Culture can be defined as all the behaviours, ways of life, arts, beliefs ans institutions of a
population that are passed down from generation to generation. Culture has been called: the way
of life for entire society
Culture is a system of values and norms that are shared among a group of people and that
when taken together constitute a design for living.
 Norms: the social rules and guidelines that prescribe appropriate behavior in particular
situations and govern the actions of people toward one another
 Values: abstract ideas about what a group believes to be good, right, and desirable
1.2. Determinants of culture
Religion  Christianity, Islam, Hinduism, Buddhism, Confucianism
and  A system of shared beliefs and rituals that are concerned with the realm of
ethical the sacred
system  Refer to a set of moral principles, or values, that are used to guide and shape
behavior
 Most of the world’s ethical systems are the product of religions
Language  A system of communication used by a particular community or nation
 Is one of the defining characteristics of a culture
 Spoken: people can communicate with each other, the nature of a language
structures the way we perceive the world.
 Unspoken: it is used in nonverbal communication by a host of nonverbal
cues.
Education  Plays a key role in a society
 Is the medium through which is individuals learn many of the language,
conceptual, and mathematical skills that are indispensable in a modern
society.
Political  Is the fundamental questions about the state, government, politics, liberty,
philosophy justice and the enforcement of a legal code by authority
 Example: Democracy, with its emphasis on individual rights, representative
government, and free elections, has shaped the political and social landscape
of many countries around the world, influencing aspects like law, civil
liberties, and citizen participation.
Social  Refers to its basic social organization
structure  The first is the degree to which the basic unit of social organization is the
individual
 The second is degree to which society is sfratified into classes or castes
Economic  Concerns itself with conceptual, methodological, and ethical issues that arise
philosophy within the scientific
 discipline
of
economics

1.3. Characteristic of culture

(1) Culture is learned. It is not biological; we do not inherit it. Much of learning culture is
unconscious. We learn culture from families, peers, institutions, and media. The process of
learning culture is known as enculturation. While all humans have basic biological needs such as
food, sleep, and sex, the way we fulfill those needs varies cross-culturally.
 A child learning their native language through conversations with family and friends.
 An adult immigrant taking cooking classes to learn the traditional dishes of their new
home country.
(2) Culture is shared. Because we share culture with other members of our group, we are able to
act in socially appropriate ways as well as predict how others will act. Despite the shared nature
of culture, that doesn’t mean that culture is homogenous (the same). The multiple cultural worlds
that exist in any society are discussed in detail below.
 A family celebrating a holiday like Thanksgiving or Diwali.
 A group of friends attending a local festival and participating in shared rituals and games.
 Members of a sports team wearing a common uniform and chanting cheers to support
their team.
(3) Culture is based on symbols. A symbol is something that stands for something else. Symbols
vary cross-culturally and are arbitrary. They only have meaning when people in a culture agree
on their use. Language, money and art are all symbols. Language is the most important symbolic
component of culture.
 The white wedding dress symbolizing purity and innocence.
 The handshake as a gesture of greeting and respect in many cultures.
(4) Culture is integrated. This is known as holism, or the various parts of a culture being
interconnected. All aspects of a culture are related to one another and to truly understand a
culture, one must learn about all of its parts, not only a few. For example, a culture's language
may influence its art, music, and literature. Similarly, its political system may be shaped by its
religious beliefs and social values.
 The influence of Confucianism on the hierarchical structure of family and society in
China.
 The way Bollywood movies often intertwine elements of romance, music, and social
commentary.
 The connection between traditional farming practices and the seasonal festivals in rural
communities.
(5) Culture is dynamic. This simply means that cultures interact and change. Because most
cultures are in contact with other cultures, they exchange ideas and symbols. All cultures change,
otherwise, they would have problems adapting to changing environments. And because cultures
are integrated, if one component in the system changes, it is likely that the entire system must
adjust.
 The increasing use of technology in communication and education, influencing how
traditions are passed down.
 The fusion of culinary styles, creating new dishes like kimchi tacos or sushi burritos.
 The adoption of English loanwords in many languages around the world, reflecting
increased global interconnectedness.

2. Culture shock
Culture shock refers to the impact of moving from a familiar culture to one that is
unfamiliar
Culture shock is a term used to describe the anxiety and feelings (of surprise,
disorientation, confusion,…) felt when people have to operate within an entirely different
cultural or social environment, such as a foreign country. It grows out of the difficulties in
assimilating the new culture, causing difficulty in knowing what is appropriate and what is not.
It might include the shock of a new environment, meeting new people, eating new food,
or adapting to a foreign language, as well as the shock of being separated from the important
people in your life: such as family, friends, colleagues, and teachers.
Example:
 Difficulty with communicating
 Struggling to eat the food in a new country: indian’s food

Chapter 3
1. Hofstede's 6 dimensions:
Dimensions Scale anchors
Power distance: beliefs about Low power distance: belief High power distance:
the appropriate distribution of that effective leaders do not belief that people in
power in society need to have substantial positions of authority
amounts of power compared should have considerable
to their subordinates power compared to their
subordinates
Uncertainty avoidance: Extent Low uncertainty avoidance: High uncertainty
to which people feel threatened tolerance of ambiguity; little avoidance: intolerance of
by uncertain or unknown need for rules to constrain ambiguity; need for many
 situations. uncertainty rules to constrain
uncertainty
Individualism/collectivism: Collectivism: group interests Individualism: individual
Relative importance of generally take precedence interests generally take
individual vs. group interests in over individual interests precedence over group
society. interests
Masculinity/femininity: Masculinity: values material Femininity: values strong
assertiveness versus passivity; possessions, money, and the social relevance, quality of
material possessions versus pursuit of personal goals life, and the welfare of
quality of life others
Time orientation: Long-term Short-term orientation: past Long-term orientation:
vs. short- term outlook on work, and present orientation; future orientation; values
life, and relationships. values traditions and social dedication, hard work, and
obligations thrift
Indulgence versus restraint: Indulgence: Societal Restraint: Strict societal
Societal emphasis on enjoyment emphasis on enjoyment and control to suppress or
and need gratification vs. strict need gratification regulate gratification
social control to suppress or
regulate gratification.

1.1 Choose one dimension that you understand best to analyze and explain.
Masculinity in this aspect is expressed as a society where the values promoted are often
achievement, heroism, determination and material rewards for success. In general, these societies
This society is more competitive. On the contrary, femininity, represents a society that tends to
favor cooperation, promotes humility, cares for the poor and cares for quality. quality of life,
such societies tend to favor consensus."
This cultural dimension represents the degree to which society accepts or does not accept
the traditional authority of men in society.
A high Masculinity score indicates a country that is sexist. In such societies, men tend to
dominate much of the family and social power structure. Conversely, a low masculinity score
indicates a society that accepts equality between men and women. In such a society, women are
treated equally with men in all aspects.
Cultural masculinity is defined by Hofstede as a condition in which the dominant values
in society are success, wealth and material things. Hostede classifies this aspect using a scale
ranging from masculine to feminine. Unlike the original meaning of “femininity” related to
gender as often mentioned, Hofstede explains the term as a condition in which the dominant
values of society are concern for people and quality of life.
Culturally masculine countries like Japan, a country that places great importance on
money making, recognition of achievements, advancement, status in society, and willingness to
accept challenges. People are encouraged to be independent, and that achievement is measured
by wealth, social status, and recognition. The characteristic of the office is public pressure work
and many managers think that their employees don't like to work and have to control them to a
certain extent
1.2. Give examples of 2 countries (what are the indexes of those 2 countries in terms of that
aspect Interpret according to understanding)
the UK scores low for power-distance That has implications across many tiers in society,
but in the workplace it usually translates into flat team structures where hierarchy is generally for
convenience only. People will be on first name terms with managers, expect easy access to them,
and People will be on first name terms with managers, expect easy access to them, and to be
consulted..
The power distance level in Saudi Arabia is one of the highest in the world, being ranked at 80.
There are many different reasons for this power distance, the main one being religion. Saudi
Arabia is a monarchy. If you are not Muslim, you are not allowed to enter Saudi Arabia without
an invitation. You also may not leave Saudi without an exit permit. Those who visit Saudi Arabia
are expected to follow the same thorough Islamic laws as Saudis.Besides the religious influence,
some sociological and psychological reasons also promote the higher power distance. For
example, Saudi Arabians believe that obeying your superiors and supporting your government is
of the upmost
importance. Saudi Arabians accept this high power distance as part of their cultural heritage.
1.3. Give your reasons for choosing that dimension among Hofstede's 6 dimensions to present
I chose the Masculinity and Femininity dimension among Hofstede's six cultural
dimensions for presentation because of its profound impact on societal values and behaviors.
Having previously delved into this dimension in detail during a presentation, I developed
a deep understanding and appreciation for its nuanced insights into cultural dynamics. The
contrast between masculine and feminine societies provides a comprehensive framework to
explore diverse aspects such as work culture, decision-making processes, and gender roles.
I am particularly impressed by how this dimension illuminates the differences in societal
expectations, influencing everything from management styles to individual aspirations. The
Masculinity and Femininity dimension serves as a rich foundation for discussions on gender
equality, work-life balance, and cultural norms, making it a compelling choice. That reason why
I choose this dimension to present.

2. GLOBE project
GLOBE is a long-term programme divided into four phases, designed to conceptualise,
operationalise, test and validate a cross-level integrated theory of the relationship between
culture and societal, organisational and leadership effectiveness.
Aspects
Power distance Degree to which people expect power to be distributed equally.
 Uncertainty avoidance Extent to which people rely on norms, rules, and procedures to
reduce the unpredictability of future events
Humane orientation Extent to which people reward fairness, altruism, and generosity.
Institutional Extent to which society encourages collective distribution of
collectivism resources and collective action.
In-group collectivism Extent to which individuals express pride, loyalty, and cohesiveness
in their organizations and families.
Assertiveness Degree to which people are assertive, confrontational, and
aggressive in relationships with others.
Gender egalitarianism Degree to which gender differences are minimized.
Future orientation Extent to which people engage in future-oriented behaviors such as
planning, investing, and delayed gratification.
Performance orientation Degree to which high performance is encouraged and rewarded.

2.1. Select 1 aspect to analyze

GLOBE project is a research program that explores cultural dimensions and their impact
on leadership and organizational behavior. Gender egalitarianism is one of the cultural
dimensions studied by the GLOBE project, focusing on the degree to which gender differences
are minimized within a society.
In the context of the GLOBE project, gender egalitarianism assesses the extent to which a
society values and promotes gender equality. This includes looking at factors such as equal
opportunities for men and women in various aspects of life, including education, employment,
and decision-making roles.
The GLOBE project's findings on gender egalitarianism provide valuable insights into
cultural variations in attitudes and practices related to gender equality across different societies.
Understanding these cultural differences is crucial for organizations and leaders operating in
diverse global contexts, as it helps them tailor their approaches to leadership and management to
align with the cultural expectations of specific regions or countries.
2.2. Select 2 countries to analyze based on selected aspects
According to the The Global Gender Gap Report 2023 by the World Economic Forum,
Sweden ranks 5th in the world with a score of 81.5 on the Gender Egalitarianism Index.
Recognized as a country with a high level of gender egalitarianism. It has implemented policies
and practices aimed at promoting gender equality in various aspects of society, including the
workplace. Sweden's efforts include parental leave policies, flexible work arrangements, and
initiatives to encourage women's participation in leadership roles. The country has consistently
ranked high on global gender equality indices.
Japan, on the other hand, ranks 121st in the world with a score of 0.65. This is a country
has traditionally had more traditional gender roles, and there has been a historical imbalance in
terms of gender equality. The workplace in Japan has often been characterized by a significant
gender gap, with fewer women in leadership positions. However, in recent years, there have been
efforts and discussions about improving gender equality in Japan, including initiatives to increase
women's participation in the workforce and promote work-life balance.
Comparing these two countries provides an interesting contrast in terms of gender
egalitarianism. Sweden represents a country with a strong emphasis on gender equality, while
Japan reflects a society that has been working to address historical imbalances and move towards
greater gender parity.

3. Roles of Cross Culture Management

Definition: Cross-Cultural Management is the study of management in a cross-cultural context.
It includes the study of the influence of societal culture on managers and management practice as
well as the study of the cultural orientations of individual managers and organization members.
Roles:
 Cross-cultural management explains the behavior of people in organizations around the
world and shows people how to work in organizations with employees and client populations
from many different cultures.
 Cross-cultural management describes organizational behavior within countries and cultures;
compares organizational behavior across countries and cultures; and, perhaps most important,
seeks to understand and improve the interaction of co-workers, managers, executives, clients,
suppliers, and alliance partners from countries and cultures around the world.
Advantages Disadvantages
 Gain a better understanding of cultures in countries and how  Communication
cultural differences affect management practice Barriers
 Identify similarities and differences between cultures in  Cultural Conflicts
different organizations or businesses  Lack of Cultural
 Improve the efficiency of governance at the regional and Awareness
global levels in the current context of globalization

4. How does cross-cultural management affect international business activities?

Cross-cultural management is a crucial aspect of international business activities. It
involves understanding and managing cultural differences between people from different
countries, which can impact communication, negotiation, and decision-making processes.
Cultural differences can affect international business activities in several ways. For
instance, different cultures have different communication styles, which can lead to
misunderstandings and misinterpretations. Moreover, cultural differences can affect the way
people perceive time, which can impact deadlines and project timelines.
However, cross-cultural management can also provide several benefits to international
business activities. For example, it can help organizations to develop a better understanding of
their customers' needs and preferences, which can lead to more effective marketing strategies.
Additionally, cross-cultural management organizations can help to build stronger relationships
with their partners and stakeholders, which can lead to more successful business ventures.

5. As a manager, why must we have an understanding of cross-cultural management?

As a manager, having an understanding of cross-cultural management is crucial for
several reasons. Firstly, it can help you to develop a better understanding of your employees and
their cultural backgrounds, which can lead to more effective communication and collaboration.
Secondly, it can help you to identify and address cultural differences that may impact your
business operations, such as differences in communication styles, decision-making processes,
and work ethics. By doing so, you can create a more inclusive and harmonious work
environment that values diversity and promotes mutual respect.
Moreover, cross-cultural management can help you to build stronger relationships with
your customers and partners in different countries. By understanding and respecting their cultural
values and beliefs, you can develop more effective marketing strategies and build trust and
credibility with your stakeholders. This can lead to increased sales and revenue, as well as a
more positive brand image.

6. What positive and negative effects does cross-cultural management bring?

Cross-cultural management can bring both positive and negative effects to an
organization. On the positive side, cross-cultural management can help organizations to develop
a more diverse and inclusive work environment, which can lead to increased creativity,
innovation, and productivity. By embracing cultural diversity, organizations can also gain a better
understanding of their customers' needs and preferences, which can lead to more effective
marketing strategies and increased sales.
However, cross-cultural management can also bring some challenges. For instance,
cultural differences can lead to misunderstandings and misinterpretations, which can impact
communication and decision-making processes. Moreover, cross-cultural management can be
time-consuming and expensive, as it requires organizations to invest in training and development
programs for their employees.

7. When conflicts between cross-cultural management occur, how are they handled?
When cross-cultural management conflicts do occur, they can be handled by "addressing
the problem head-on" through open communication with team members and addressing cultural
differences. can affect communication and decision-making processes. This can be achieved by
promoting synergy and encouraging team members to share their views and ideas. That way,
organizations can overcome communication barriers, build stronger relationships, and achieve
greater success in the global marketplace.

8. What impact do differences in cross-cultural management have on managers' leadership

methods?
Differences in cross-cultural management can have a significant impact on managers'
leadership methods. Effective cross-cultural management can enhance leadership effectiveness
by developing cultural awareness, sensitivity, and competence among leaders and employees,
promoting innovation and problem-solving, and improving employee engagement.
However, cultural differences can also lead to misunderstandings and misinterpretations,
which can impact communication and decision-making processes. Moreover, cross-cultural
management can be time-consuming and expensive, as it requires organizations to invest in
training and development programs for their employees.

Chapter 4
1. Choose 1-2 countries to illustrate (European, Western, Asian, African, Indian,
Australian, New Zealand,... Culture)
India is a "multicultural" country, where people from different regions, religions, and
ethnicities coexist. India's culture is rich and diverse, with a long history of art, music, dance, and
literature. The country is known for its hospitality, warmth, and respect for elders. Family values
are highly regarded in Indian culture, and it is common for extended families to live together.
Japan is a "monocultural" country, where the majority of the population shares a common
language, religion, and ethnicity. Japan's culture is known for its emphasis on harmony, respect,
and discipline. The country has a rich history of art, architecture, and literature. Japanese people
value punctuality, politeness, and cleanliness. They also have a strong work ethic and are known
for their dedication to their jobs.
In terms of time orientation, India is a "polychronic" culture, where people tend to do
multiple tasks simultaneously and prioritize relationships over time. In contrast, Japan is a
"monochronic" culture, where people prefer to focus on one task at a time and value punctuality
and efficiency.

2. Model culture: Monocultural – Multicultural

 Monocultural: a prevailing culture marked by homogeneity. (Japan, China, South Korea,
and North Korea)
 Multicultural: relating to, reflecting, or adapting to diverse cultures (Canada, United
States, Australia)
 Monocultural
Environmen A monocultural environment refers to
t a setting or community where there is
a predominant and singular cultural
group. In monocultural societies, the
majority of the population shares
similar cultural values, traditions,
language, and social norms.
Homogeneity is a key characteristic
of monocultural environments, where
individuals often have common
experiences and perspectives.
Monocultural settings can be found at
various levels, including nations,
regions, or specific organizations.
Vision  Essentialist: existence of groups
and identities, their internal
consistency and cultural
specificity is a given, accepted as
such and unlikely to change
 Universalist: values, moral
judgements, behavioural choices
are stated as absolute and can be
applied to the whole of humanity
 Proponents of 'equality', found
mainly in liberal societies,
promote the equality of all
citizens in terms of formal rights
and legal administration
 Objective: supporters emphasise
the positive role of competition
and excellence. They demand
objective standards of quality that
permit integration or exclusion
when work is being evaluated.
Chapter 5:
1. Distinguishing between Inductive and Deductive thinking
Inductive and deductive thinking are two fundamental ways of reasoning that involve
concluding information.
Multicultural
A multicultural environment, on the
other hand, refers to a setting where
there is a significant presence of
multiple cultural groups, each
maintaining its distinct identity. In
multicultural societies, diversity is
celebrated, and people from various
cultural backgrounds coexist,
interact, and contribute to the overall
fabric of the community.
Multiculturalism recognizes and
respects the differences among
cultural groups, fostering an inclusive
environment that values diversity.
 Constructivist: identities are the
result of historical evolution,
especially of interactions in a
dynamic process with other
groups present in a society
 Relativist: as long as there are
social groups and minorities
interacting in the same social
space, it is necessary to respect
diversity
 Proponents of 'differences' argue
that equality is a fiction that
ignores cultural inequalities and
specific ethnic identity; in short,
the differences that make the
heterogeneous social environment
 Subjective: multiculturalists
emphasise the importance of
'recognition' in helping minorities
to develop a sense of self-esteem.
They demand appropriate criteria
for evaluation of performance.
  Deductive thinking: defined as a process of drawing logical consequences from premises.
In this way, consequences or outcomes are derived from what is assumed.
 Inductive thinking: is a process of seeking new knowledge which starts with a
generalization and concludes with a particular.

1.1. Main differences between inductive and deductive thinking

Categories Deductive Inductive
Temporality (how time Anticipation of predictability Anticipation of unpredictability
is perceived) and linearity of time and circularity of time
Predictability Guarantees in projected future Probable truth in projected
(how future uncertainty future
is coped with)
Recursivity (causes are Not admitted: there must be Real existence of unobservable
simultaneously effects observability of linear actions and recursive actions
and vice versa)
Approach to learning Learn by memorising Learn by understanding
Approach to thinking Apply solution habits from past Create new solution to new
and restructuring of experience, try until it works situation, rearrange problem
problems elements
Approach to Categories are determinate, with Categories are an experimental
categorisation (of definite boundaries and clear epistemology. Boundaries are
social surroundings) structures not definite
Cognition (about the To be legitimate, key decision Links between environment,
validity of empirical makers' perceptions in issue strategy. structure can
facts derived from the diagnosis and problem legitimately be cognitive and
mental realm) formulation must represent socially constructed
innate, real and demonstrable
capability
Use of metaphor Metaphors are concrete and Metaphors can be abstract, and
verbally coded verbally or non-verbally coded
Perception of reality Objective-absolute Subjective-relative

2. Choose 1 culture to analyze and explain: Japanese, Chinese, South Korea, South Korea,
Vietnamese, Philippine, Timor Leste,... culture
India is a "multicultural" country where people from different regions, religions and
ethnicities coexist. Indian culture is rich and diverse with a long history of art, music, dance and
literature. The country is famous for its hospitality, warmth and respect for its elders. Family
values are highly valued in Indian culture and it is normal for extended families to live together.
In terms of time orientation, India is a “polychronic” culture where people tend to multitask and
prioritize relationships over time.
 Indian cultural values include: Family orientation, Honor for the whole family and group,
Judging success by material things, Arranged marriage, Understanding of business operations,
Encourage physical activity, Believe in fatalism,...
Indians accept a society divided into religious hierarchies with obligations and rights for
each person. Business owners/managers must be humane and know how to provide support to
help their employees advance. For family businesses, the trader from birth is given the
opportunity to have his father take over the business. Therefore, from an early age, they had to
study hard and be trained to be capable of running a business in the future. Ethical work can be
clearly identified in the business practices of Indians, especially those working for their family
companies; However, Indians are not people who devote all their time to work. Indians are
willing/comfortable in doing business with foreigners. However, to some extent they have some
doubts about the safety of the benefits that foreigners bring in transactions. Family values
structure is quite common in Indian corporate business. Family members are people who hold
important positions and are often associated with each other in the process of running the
business. The main lists are given by trade associations, groups of associations, for example, fruit
traders or jewelry traders etc. This group of associations usually operates on the basis of ensuring
benefits for all. At the same time, we are ready to support each other in difficult times.
India is a densely populated country, so people are used to living and working together.
The bus system is relatively congested and slow. Indians tend to be relatively comfortable in
using accessible language in their next communication, however they have the most restrained
attitude in public places. Indian women are often restored to men. Depending on the levels of
society, people's attitudes change with different time precision/rigor. In addition, the concept of
reincarnation also influenced the Indian view of time. structured, it is not necessary to seize
opportunities at all costs because time is a cyclical flow, and those opportunities can return in the
future (also in the next life!)
3. What influence do people of different religions have on international business? For
example.
Religion can have a significant impact on international business. Different religious
views around the world can translate into competitive business advantages. For example, the
Protestant work ethic was an important factor in the birth of capitalism in Northern Europe. In
particular, the Calvinist branch of Protestantism believes that individual economic success on
Earth is blessed by God. Work is like prayer, investing is like worship – and that's the way of
thinking that started capitalism. Industrious Protestants were the first successful capitalists.
However, correlation does not necessarily mean causation.
In global business, religion is a key factor in how global teams work together, schedule
meetings, and more. Employees want religious beliefs and practices to be regulated, including
time during the workday for rituals and time off work for rituals.
Religious beliefs can affect trade in two ways. First, shared religious beliefs can enhance
trust and thus reduce transaction costs between trading partners. This effect is especially
important for goods that are sensitive to beliefs. Second, religious differences can create trade
barriers. For example, some Muslim countries may not allow the import of products containing
pork or alcohol.
In summary, religion can have both positive and negative effects on international
business. It is important for businesses to be aware of the religious beliefs and practices of their
employees and trading partners and to take them into account when making decisions.

4. Family business model, Traditional business model

Family business model
A family business model refers to a business
structure where the ownership and control of
the company are predominantly in the hands
of a single family or a few closely related
individuals. In the context of Korea, the
Chaebol is a prominent example of a family
business model. The term "Chaebol" refers to
large, conglomerate family-controlled
businesses in South Korea.
Samsung Group is a well-known example of a
Chaebol. Founded by Lee Byung-chul in
1938, Samsung has grown into one of the
world's largest and most successful
conglomerates. The Lee family has played a
significant role in the management and
control of Samsung over the years. Various
family members have held key positions
within the company, maintaining a strong
influence on its strategic decisions and
operations.
Traditional business model
A traditional business model refers to the
conventional way a company operates and
generates revenue. It typically involves
producing goods or services and selling them
to customers in exchange for payment.
In the United States, major automotive
companies like Ford, General Motors, and
Chrysler traditionally followed a business
model where they designed, produced, and
marketed vehicles to consumers through
dealerships. Revenue was generated through
the sale of these vehicles, along with
additional services like maintenance and
financing.

Chapter 6:
1. Motivation and Value, Teamwork, Work to live – Live to work
1.1. Motivation
 Motivation is one of the forces that lead to performance
 Motivation is defined as the desire to achieve a goal or a certain performance level,
leading to goal-directed behaviour.
 Motivation is the reason or reasons why a person behaves or acts in a certain way.
Generally, a person's desire to do something is fueled by their motivation. This is a
crucial element in attaining goals in one's life. These goals can be personal, competitive,
and based on society. A lack of motivation can lead to depression and other mental
illnesses.
Ex: A student studying for an exam because they want to avoid a bad grade is driven by extrinsic
motivation.
1.2. Value
 Values are a culture’s standard for discerning what is good and just in society. Values are
deeply embedded and critical for transmitting and teaching a culture’s beliefs.
 Cultural values are the shared principles and ideals that guide a community's way of life.
They serve as the foundation for what people deem good, bad, right, wrong, important,
and desirable.
 Values help shape a society by suggesting what is good and bad, beautiful and ugly, to be
sought or avoided.
1.3. Teamwork
 Teamwork is the collaborative effort of a group to achieve a common goal or to complete
a task in an effective and efficient way. Teamwork is seen within the framework of a
team, which is a group of interdependent individuals who work together towards a
common goal.
1.4. Work to live – live to work
Work to live Live to work (workaholics)
 Work to live is a scenario where the  People who live to work wish to achieve
person has no attachment to their job. success in their careers and make a
Their major motivation for working is livelihood by doing the work they love
getting enough money to sustain and enjoy. They are disciplined and
themselves and their families—even if it dedicated to their jobs and take
means working in a profession they satisfaction in their accomplishments.
despise! Unlike those working to live, this kind of
 With such people, the only way to live people does not take the salary seriously
this life is to work and work harder to as they are working to contribute to
pay their bills by themselves. This society and community.
somehow can lead to unproductivity,  Individuals who love their work believe
poor quality work, extended working in appreciating and finding some
hours, and more, resulting in an meaning from it. While they are doing
unhealthy working style if they are what they love, these people frequently
working like a robot prioritize their work above their personal
lives.

How to balance work and life

Work-life balance is about finding a way to manage the demands of your work or study with
your personal life and the things that ‘top you up’.
 Know your values. Try to spend some time thinking about what is important to you in
life.
  Practise time management. Do you ever wonder where the day went? ...
 Set boundaries. ...
 Enjoy your work. ...
 Review your finances. ...
 Nurture relationships. ...
 Focus on your health. ...
 Have down time.
2. Culture dilemmas
Universalism– A high-performing manager
particularism recognises, respects and
reconciles allegiance to
rule-bound activity or
unique circumstances.
Individualism– A high-performing manager
communitarianis recognises, respects and
m (collectivism) reconciles the individual
employee’s development,
enrichment and fulfilment
or the extent to which the
corporation and customers
should be the beneficiaries
of personal efforts.
Neutral or A high-performing manager
affectivity recognises, respects and
reconciles the legitimacy of
showing or controlling
emotions.
Specific diffuse A high-performing manager
recognises, respects and
reconciles the tendency to
analyse and break down the
field of experience or to
synthesise, augment and
construct the experience.
Achieved or A high-performing manager
ascribed status recognises, respects and
reconciles why status is
In practice, dilemmas are typically
between:
● legal contracts and loose
interpretations;
● emphasis on globalism or localism;
● human rights or special relationships;
● low-cost strategies or premium
strategy; and
● extending rules or discovering
exceptions.
In practice, dilemmas are typically
between:
● profit or market share strategy;
● rights or duties;
● egoism or altruism;
● responsibility for self or others; and
● originating ideas or refining useful
products
Dilemmas can arise from:
● being detached or enthusiastic;
● long pauses or frequent interruptions;
and
● being professional or engaged.
Dilemmas can arise from:
● the bottom line or general good will;
● data and codification or concepts and
models;
● being results-oriented or process-
oriented; and
● facts or relationships.
Dilemmas can arise from:
● pay for performance or vindication for
worth;
 conferred on people. ● status following success or status
preceding success;
● head-hunting or developing in-house;
and
● learning at school or learning through
life

Chapter 7:
1. Cultural Style of Management (A nalyze and answer questions related to monochronic –
polychronic)
Time focus (monochronic and polychronic). Monochronic and polychronic are two terms
used to describe different cultural approaches to time.
Time is related to the rhythm of nature. Different cultures have different perceptions of
time according to their environment, history, traditions and general practices. Time, therefore, is
one of the fundamentals on which all cultures rest and around which all activities revolve.
In cultures where a monochronic perception of time prevails, time is experienced and
used in a linear way. People tend to do one activity at a time and dislike having to move away
from a schedule. They are more focused on information than people, and their relations with
others may suff er because they do not fit into the schedule of things to be done.
Ex: United States, Germany, Switzerland, Japan, Scandinavia
In cultures where polychronic time is preferred, people tend to focus on several tasks and
are less dependent on detailed information when performing these tasks. Schedules, if kept, are
much more approximate and may be changed at any time.
Ex: Latin America, Mediterranean countries, Africa, the Middle East, South Asia
 That explains why polychronic cultures may well have problems respecting timings within the
international working environment.
2. Model of culture

2.1. Power (hierarchy and equality) Quyền lực (thứ bậc và bình đẳng)
 The power value orientation has to do with the extent to which the less powerful
members of a society expect and accept that power is distributed unequally.
 In some cultures, inequality is a given and no attempt is made to make any
compensations on a socio-economic level for intellectual or physical inequalities.
 In other cultures, inequality is regarded as undesirable, necessitating some form of
correction through legal, political and economic means.
3.2. Competition ( competitive and co-operative)
Management may well encourage competition in an organisation, particularly where the
environment is that of a ‘free market’.
 It encourages employees to take responsibility for the organisation’s survival and can be
crucial in stimulating innovation and developing markets.
 When competitiveness is valued, the culture is focused on acquiring wealth, performing well
and achieving ambitions.
3.3. Action ( activity; doing and being)
 If the orientation is towards being, then this is a spontaneous expression of what is
conceived to be “given” in the human personality.
 The ‘doing’ orientation, on the other hand, prefers a kind of activity which results in
accomplishments that are measurable by standards conceived to be external to the acting
individual.
 The stress in ‘doing’ cultures is placed on challenging and achieving personal goals.
Prime motivators are recognition of achievement and promotion.
 In ‘being’ cultures, the stress is placed on working for the moment and living the
experience rather than achievement itself. The prime motivator is the promise of future
rewards while maintaining social harmony.

3.4. Space (private and public)

Every individual has various levels to their personality, from a more public level to the
inner, more private level. However, there can be cultural differences in the relative size of
people’s public and private ‘spaces’ and also in the degree to which they feel comfortable sharing
those parts of their personality with other people.
3.5. Structure (individualism and collectivism)
The term ‘structure’ refers to a social structure or, in business terms, a company structure,
which allows management to distinguish uncertain situations, ambiguity, stress and risk.
When individualism is valued, the ‘I’ predominates over the ‘We’. Individual goals,
initiative and achievement are most important and people are encouraged to be independent and
self-reliant. There is less need to conform to a group and less distinction made between in-groups
and out-groups. Individuals frequently acquire and change their friends and do not hesitate to
establish preferred relationships among family relatives.
Ex: Canada, USA, Japan
Collectivism shows the extent to which the interests of the group prevail over individual
interests. Each person in a collectivist society is encouraged to conform, to do what is best for
the group and to avoid expressing opinions or beliefs that go against it. Reluctance to work
together with the group or eagerness to stand out is frowned upon. Clearer distinctions are made
between in-groups and out-groups. Relationships are more constant both within and outside the
family.
Ex: Malaysia, Korea
3. Time orientation and management orientation skills (past, present and future) Định
hướng thời gian
 Time orientation refers to the way a person or culture perceives and interacts with time. It
encompasses how we think about, structure, and value specific timeframes, impacting our
approach to schedules, punctuality, and even interpersonal relationships.
 Cultures focused on the past value the upholding of tradition. Changes and plans are
made according to whether or not they are in line with the history of the company and the
way it usually does things.
 Ex: the Far East, as well as India and Iran, have cultures oriented towards the past
 Those cultures concerned with the present are out for quick results and short-term gain.
 Those with a view towards the future are more likely to give up shortterm gains when
there is the prospect of more substantial long-term benefi ts. Any changes or plans are
therefore assessed in the light of expected future benefit
4. Communication (High context – Low context)
Context relates to the framework, background and surrounding circumstances in which
communication or an event takes place.
 High context communication
A high context (HC) communication or message
is one in which most of the information is already
in the person, while very little is in the coded,
explicit, transmitted part of the message.
Japan, however, is a high-context country, where
the most important part of any information is
‘hidden’ in the text; the situation in which the
communication takes place carries most of the
information.
Low context communication
A low context communication (LC) is just
the opposite, i.e., the mass of the
information is vested in the explicit code
The US as a low-context country, because
the messages conveyed generally, and in
business in particular, are usually clear
and explicit.

5. Choose two countries with different cultures, analyze how they lead and what are the
differences between the leadership styles of those two countries?
Leadership is ability to influence a group toward the achievement of goals
The leadership style in the United States is marked by a strong emphasis on task-oriented
approaches and individual achievements. American leaders prioritize personal success, valuing
autonomy and individual effort. Corporate management in the U.S. revolves around evaluating
employees based on individual job performance, encouraging innovation, and swiftly rewarding
high-performing individuals. The culture emphasizes short-term benefits, and managers play a
supportive role by offering guidance and promptly recognizing success. American leaders are
known for their decisiveness, dynamism, and optimism, valuing both individual contributions
and the freedom of their team members.
In Japan, leadership takes on a distinctly people-centric approach. Japanese leaders focus
on creating a harmonious work environment and often use cultural standards to guide their
management strategies. Leaders in Japan play a protective role, caring for both the material and
emotional well-being of employees, fostering a strong sense of loyalty. Job security is highly
valued, and even during challenging times, leaders prioritize salary cuts for themselves rather
than layoffs for employees. Japanese management encourages ideas from all levels, but these
must undergo a systematic approval process, reflecting a collective decision-making approach
that values consensus and group harmony.