Individual Reflection on Cross-cultural Teamwork Experience- Based on Hofstede model

Individual Reflection on Cross-cultural Teamwork Experience:

Based on Hofstede’s Model

Weiming Qiu, International Strategic Marketing, University of Glasgow, UK Introduction

Hofstede’s national culture model has been widely used since its publication. Later he enlarged his model with wider subject data pool which is based on the research in a multinational company and its subsidiaries (Hofstede and McCrae, 2004:61; Migliore, 2011). The model is also established on the basis of the data collected from workplace environment (Hofstede, 2001), which can be more useful

in the same environment. Though the model has been criticized by scholars, his model is widely used in different domains as well (e.g.: Drogendijk and Slangen, 2006; Moorandian and Swan, 2006 and Gerecke and House, 2013).

This paper is about reflecting individual experiences on cross-cultural cooperation using Hofstede’s Model. It begins with the case of how people from different countries behave according to the dimensions in that model and tries to reveal the explanatory power of the model. Followed by the explicit explanation on the bridge of applying macro model to individual level, this paper illustrates the advantages and disadvantages based on some factors in multicultural teamwork like the conflict in communication, etc. besides, the importance of evaluating the individual personality differences compared to the national culture differences is given and in the end, the implication of alternation of cultural self-awareness in the process and ways used to enhance cultural sensitivity can be view in the paper.

Personal Experience: The Explanatory Power of Hofstede Model

To start with, this paper is going to slightly mention the experience of the teamwork regarding the five dimensions in Hofstede model which are individualism-collectivism, power distance, masculinity-femininity, uncertainty avoidance and time orientation (Hofstede, 2001). In all the experiences on cross-cultural teamwork, I have cooperated with colleagues from countries including the United States, Greece, Czech Republic, India, Germany, UK, etc. According to the figures and graphs (The Hofstede Centre, 2014) on each dimension of the countries mentioned above, Table 1 is given to clearly show each country’s scores (see Table 1).

Country PDI IDV MAS UAI LTO Czech Republic 57 58 57 74 70 Germany 35 67 66 65 83 India 77 48 56 40 51 Greece 60 35 57 100 54 UK 35 89 66 35 51 USA 40 91 62 46 26 Note: PDI=Power Distance Index; IDV=Individualism; MAS=Masculinity; UAI=Uncertainty Avoidance Index; LTO=Long-term Orientation;

Source: The Hofstede Centre, 2014

Table 1 Scores that selected countries have in five dimensions.

In order to describe and conclude the behaviours they have, tabular on whether their performance is in accordance with the meaning of the dimensions will be given (see Table 2). Generally speaking, the dimension of Individualism-Collectivism is the most relevant one according to my personal

experience because this is the most obvious identity when it comes to simple teamwork. For now, from this level, the explanatory power Hofstede’s model is seen to be high because most of the samples perform similarly to what are revealed from the relative dimensions. The Indian sample, however, act quite differently and the reason would be extended below.

Name Nationality High PD IDV MAS High UA LTO Mars Czech n/a Yes No* Yes n/a Sven German n/a Yes Yes Yes n/a

Aki Indian n/a Yes* No* No n/a Nan Greek n/a No Yes Yes n/a Mike British n/a Yes Yes No n/a Clay American n/a Yes Yes No n/a Note: n/a means information not available according to personal experience; Yes/No* means the performance is not in accordance with his/her national culture identity

Table 2Description of each sample’s performance according to five dimensions.

Cross-cultural Teamwork: Advantages and Disadvantages

The growing importance of globalization and hence the multinational cooperation is being highlighted nowadays (e.g.: Ochieng and Price, 2010:449; Brewer and Venaik, 2012). One of the obvious characteristics of cross-cultural teams is diversity in culture, religious, geography, belief, lifestyle, etc. However, being diverse is a both-side sword—both asset and liability (Stahl et al, 2010:705), and it can enhance or hinder the collaboration among team members. Divergence in backgrounds can bring conflicts to the team, which has been questioned by many researchers like Langfred and Moye (2014) who asked whether conflicts helps or barricades creativity.

On the one hand, Nemeth et al. (2004:367) suggest that teams become creative if they have divergent ideas and provide different and unique point of views and hence owing to the fact that the multicultural team is acknowledged to be creative, cross-cultural team are benefit from their creativity (Stahl et al., 2010:692). Further, in terms of the relationship between conflict and creativity empirical study carried out by Langfred and Moye (2014) implicates that conflicts in relationship contribute to teams creativity while it is not the case of task conflicts (Langfred and Moye, 2014:38). On the other hand, conflict is considered to be stressful and have negative influence to teamwork emotionally leading to the consequence that teams have problem in making decisions (Carnevale and Probst, 1998). In other words, conflicts can hinder the process of teamwork and hence the creativity. Regarding both point of views, they can be strongly approved by the experience I had in the multicultural team experience that all the team members could frequently come up with different ideas to inspire others to think in different ways, which contributes to a better outcome. In spite of the positive outcome, conflict can lessen the efficiency especially to those who are not familiar with cross-cultural collaboration.

Besides, there are some other pros or cons on cross-cultural teamwork. For example, on individual level, this encourages team members to experience the culture different so that they can improve themselves more quickly. However, the problem of cross-culture communication can be vital, especially when it comes to teams with massive project tasks and big cultural differences (Ochieng and Price, 2010).

The Application of Hofstede Model from National Culture Level to Individual Behaviour Level

Hofstede Model’s dimension and its national scores were developed from the factor analysis and the data collection is finished accompanied with the IBM research (Hofstede, 2001:491). Some critiques go against and point out some misuse not only the Hofstede’s Model but other models like Global (e.g.: Brewer and Venaik, 2012). The dimension in the model is significant but can be fail to pass significant test when it comes to individual figures. In particular, according to Hofstede’s statistic results in Uncerta inty Avoidance dimension, the result of homogeneous groups in question ‘rule orientation and stress’ is not significant (Hofstede, 2001:184) (see Table 3). In addition, it is argued that the dimension’s meaning is only defined in national cultural level an d would be ‘meaningless’ (Minkov and Hofstede, 2011:12) in individual level. Nonetheless, those who go against Hofstede Model and its application into individual level argue that there still reasonability of Hofstede’s model and possibility to be used to analysed human behaviour. Bond (2002) believes that separate labels should be used to test the dimensions. The fact that Hofstede used the same questionnaire to study both individual and national culture behaviour is not reasonable owing to the different factors in individual and national domains. Besides, following Brewer and Venaik (2012:679), two methods are provided one of which is the dimensions in the same level can be used to make comparison. However, those dimensions in different level can also be used as long as the relationship of these factors are supported by plausible theories, which is the other solution of Brewer and Venaik’s (2012:680) proposals.

Pairs of questions Correlations of individual

scores a

Correlations of mean scores

across 53 countries

B60×A43 (Rule orientation ×

employment stability)

0.14** 0.58***

B60×A37(Rule orientation ×

stress)

0.00 0.46***

A43×A37(employment stability

× stress)

-0.11* 0.44**

Note:a Median scores of correlation of individual scores in five homogeneous groups; *p=0.05,

**p=0.01, ***p=0.001

Source: Hofstede (2001:184)

Table 3Hofstede Model’s Uncertainty Avoidance on individual and national level.

Nonetheless, the solutions mentioned seem to be a very explicit bridge when applying macro model to individual scenarios, they are only suitable for statistical equipment. In this case, other method or bridge is needed.

Following Grenness (2012), it can be noticed that making ‘ecological fallacy’ (Greness, 2012:75) when using Hofstede’s model on personal behaviour is not unavoidable. It is suggested that ‘degree of homogeneity’ (Greness, 2012:81) should be considered when applying aggregate model on individual level. That shows the possibility that we can apply Hofstede’s dimensions in explaining individual’s behaviour. Consequently, in using Hofstede’s instrument, what we need to do is to investigate the diversification of a country’s culture demography. In addition, according to Brewer and Venaik’s (2012:679) first method, it would be proper to compare differences on the same level. Indeed, it is argued that human’s ‘mental programs’ (Hofstede, 2001:2) can be observed through behaviour and they can be divided into ‘universal, collective and individual’ (Hofstede, 2001:2-3) levels, each of which can be inherited or nurtured after birth. Culture or things around him or her compose his r her collective and part of the individual part as ‘culture is shared by members of a group and indeed, sometimes defines the membership of the group itself’ (Steers, Nardon and Sanchez-Runde, 2013:75). In other words, a person’s behaviour largely reflects the culture where he or she lives. However, the culture does not have to be the country’s culture as a whole but a sub-culture or a regional culture in

contrast. As a result, when comparing the difference between individual behaviour and culture identity is to compare the difference between two cultures, if the individual personalities are not emphasized. The following comparison of different people from the same country, India, can justify the view.

According to Maharatna (2013), India is known to be ‘caste hierarchical and socially differentiated in myriad complex form’ (Maharatna , 2013:159). Specifical ly, India has linguistic diversity—with 1652 mother tongues, religious diversity—with 4 Indian and 2 non-Indian religions (https://www.wendangku.net/doc/879794493.html,, 2013), etc. Table 4 illustrates the profile of three colleagues based on the Hofstede’s five dimensions. Some more information should be given. IK and SJ are the native citizens of their own cities while Aki was born

in Mumbai but raised u in New Delhi. New Delhi, an in-land city, is located in the north middle part

of India while Mumbai which is a city near sea, locates in the southwest part of India.

It is clearly shown that their individual behaviours enjoy a vast difference based on the city they grew up. IK acts more like a ‘typical India n’ according to Hofstede’s dimensions (see Table 1), compared

to that of Aki and SJ. In addition, Aki and SJ, who are from the same city, perform similarly except the Uncertainty Avoidance where Aki and IK perform similarly. Two things can be seen that firstly, people from the same city have similar behaviour pattern while people in different cities, especially those distantly separated, behave in quite different patterns.

In contrast to other countries which have less diversified demography, Indians do perform differently to different extents compared to th eir country’s culture identity according to my observation.

Another evidence can be found through my interview to one of the Germany colleagues. Sven says that the results of the dimensions shown in Hofstede Centre are quite similar to what ‘typical Germans’ perform who live in the west part of Germany, and she is also a residence in that area. There would be big differences among people from other parts of Germany who speak different dialects (e.g. east of Germany).

Consequently, the conclusion, even though not absolutely sufficiently proved, can be drawn that when applying Hofstede’s model to the individual level, demographic diversity should be considered because it can imply the fact that citizens in the same country can behave differently, hence the accuracy of applying macro culture model to individuals.

Name Nationality City a High PD IDV MAS High UA LTO Aki Indian New Delhi n/a Yes No No n/a

IK Indian Mumbai n/a No Yes No n/a

SJ Indian New Delhi n/a Yes No Yes n/a Note:a city means the city where he or she grows up; n/a means information not available according to personal experience;

Table 4 Individual behaviour of three Indian colleagues according to Hofstede’s dimensions.

Importance of Evaluating Individual Personality Differences

It is argued above that the importance of understanding the cultural difference among team members

is to better address the conflicts in communications, as suggested in Langfred and Moye’s (2014) paper, because they are vital to the success of multicultural cooperation. However, owing to some complicated issues (e.g. the demographic diversity) people in one culture can act either along with their national culture characteristics or against the identities, which means in the real life, if you are not aware of the demographic diversity or even how they diverse from the rest of people in their culture, it would be less likely for us to know how they would perform according to the macro culture

models. Nonetheless, it would be helpful in multicultural cooperation if we are in ‘pure’, different culture. For example, if I am cooperating with a team where all the team members are, let us say British, macro models like Hofstede’s model can partly work because cult ure is shared by the members of the group (Steers, Nardon and Sanchez-Runde, 2013:75). It means though there would exist some difference among people in the same culture, some overlaps should be shared by them, like the collectivism shared by almost all Chinese.

Compared to the importance of evaluating the difference of national culture, evaluation of individual personality difference seems to be more accessible and concreter and hence more valid. Moreover, besides its ‘tangible’ and practical characteristic, mostly we cooperate with individuals from different countries rather than people from the same country, or even people from the same country can behave rather differently like the case of three Indian colleagues. Depending too much on national culture level can lead to the problem of stereotyping (Steers, Nardon and Sanchez-Runde, 2013:86). As a result, it would be more useful to evaluate individual differences in personality. Hofstede and McCrae (2004) applies Five-factor Model of personality, which includes agreeableness, conscientiousness, extraversion, neuroticism and openness to experience, to describe a person’s personality and find that there are correlations between personalities and national cultures. Migliore (2011) has similar conclusion that personalities according to the FFM are strongly correlated to culture. They provide us a perspective to test a person’s personality through FFM, a solid and practical method, and to link their personality with the national culture, which is more helpful in multicultural cooperation.

Implication of Cross-cultural Teamwork: Cultural Self-aware and Sensitivity

From the very beginning of multicultural teamwork, some of us made some mistakes about

s tereotyping. It was like some multiple games where we ‘tested’ each other according to our inherit understanding to people from other countries or some neighbour countries as well. Sometimes it worked but sometimes it did not work, but we cannot rely on the so-called possibility or fortune to guess because it cost too much. Through the experiences, the most important part of this kind of cooperation can be concluded as ‘cross-cultur al interaction’ (Steers, Nardon and Sanchez-Runde, 2013:180) where team members need to keep open-minded and learn interdependently via group activities. By doing this, team members can know others value, belief, etc. better and faster so that people with different backgrounds can merge together better. Similarly, the process of cooperation altered my cultural self-awareness in interdependent learning as well.

Speaking of way of improving my cultural sensitivity, the most usual way is to communicate with them as often as possible and make some topics about cultural differences I find since I come here to see their point of view. Then I will make some notes about differences and comparison even it is a tiny thing because they could possibly be something we miss. Also, followed by making more contacts with other people with the same nationality, I would compare their behaviour with their national culture identities and think about the reasons if they differentiated from each other. Last but not the least, I tri ed to use the model of ‘Culture Distance’ (Kogut and Singh, 1988:422) to evaluate the difference between my culture and others and find that the bigger the distance, the more likely faster I can distinguish the difference and slower for me to get used to. To be specific, see Table 5, to cope with cultural differences with Indian colleagues is easier than other colleagues with western backgrounds. This can be very helpful to my manager’s career in the future to make a better tactic in dealing with culture differences.

Country Culture Distance

Czech Republic 2.18

Germany 2.15

India 1.74

Greece 3.05

UK 3.06

USA 4.20

Source: Calculated based on data in Hofstede Centre and the

model in Kogut and Singh (1988)

Table 5 Calculated culture distance of sampled countries to China.

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兴旺小学班级管理团队激励机制(1)

庙子镇兴旺小学班级团队管理激励机制实施方案一、实施目的： 为进一步提高班级管理水平，调动教师参与班级管理工作积极性，体现班级管理团队合作精神，我校特制定班级管理激励机制实施方案。 二、组织机构 组长：尚宗林 副组长：张如林邱效俊 成员：全体教师 班级管理团队人员安排： 成员分工： 1、熟悉班级学生情况，协助班主任团结任课教师形成班级工作团队，共同分析、研究学生的思想、学习和生活状况，齐心协力，协同班主任一起关心每一位学生的健康成长。 2、班主任负责班上的日常工作，每个团队成员每天到班上协助班

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认知行为疗法的特点

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认知行为疗法概述

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Reflection essay

Reflection essay Parkway college student: HU DIE (NNDN 108025)

This is my first time come to A & E department for attachment. It is very different from what I think it all about. We can see some "interesting cases" here. Like one finger been cut off, fall down lead to head bleeding, very bad fever and most excited part is I saw some prison case. This is I never saw before. And I heard CGH is the only place treat the police case. First day we just do some orientation about this hospital. Know where is where, but I was very confuse that day. This area is very complicate for me. But second day I go to nurse station in the morning and observation room in the afternoon. In the nurse station, we do some treatment for patient. Like dressing, give nebulizer, give IM injection( e.g. ATT injection), do ECG, eye irrigation, sometimes fleet enema, guide the patients where to wait where to go for x ray, provide urine test bottle, and IV infusion Most time we are doing all this. The most impression case was the patient's finger be cut off, bleeding all over. He is really in pain. I feel very scared. Just stand there watch what the staff do. Stop bleeding. And send to the doctor. Then afternoon i went to observation room, in observation room, some patient come for observe only, but some wait for admission, send they to the ward, during this period, we do vital signs, HGT, give oxygen, monitor ECG depending on the patients' condition. Really can see some patients are very sick. And scream all over. We should calm they down, support their emotion. Luckily I got chance to stand in minor operation room, see two minor operation there. A child's head was bleeding because of fall down. And another case was drainage out the pus from the buttock. But I think one challenging place for nurses is triage, the nurse should ask every single patient about their history and current complain, pain score, then decide to send to which doctor's room. We must be very observing there. How the patient appears to you. Is he/she in pain? Or any other problems. Then the triage nurses will consultant the patient. Chart down the vital signs, if the patient has diabetes, check the hypocount, if blood pressure really high, we must check hypocount also. It's really a challenge place. If the patient is very sick, then the patient will be sending to resuscitate room straight away. I saw the nurses and doctors work together there. Resuscitate the patient, usually the patient in resuscitate room is very weak. And the doctors are very nice, teach us a lot, how to diagnose patient, assess patient. Most of the patients are elderly. Emergency case, the staffs there work very fast. Most of the patient will be done an ECG, vital signs, that's the basic things need to do to the patient there. We must learn to act fast there. Anything we do not understand must ask. The patients' life's are in our hands. I got one chance to do CPR in a real patient. The patient needs to be resuscitated. Find that in real situation is different from the theory, we no need to count how many compression have delivered, just do, finally we cannot save the patient's life. I really hope the theory in our book can happen, hope he can come back. But it never happens. Make me feel very sad. When the doctor said: wait for the line to be flat. Really feel so

浅谈团队中的激励机制

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Abstract: In a people-oriented management philosophy, the incentive management system can greatly stimulate the limits of the enthusiasm of staff to achieve self-worth and encourage them to close the aims of education. Make full use of the incentive mechanism the positive role of the psychological effects, reasonable to avoid the negative effects of the psychological effects, so that the role of incentive management system into full play. Study team incentives, in particular the analysis of work teams in the pay system, opportunistic tendencies and a solution, a number of process evaluation methods and analytic hierarchy process in the work team performance measurement application。 Keywords: Incentive management system、Self-worth、Means、Apply

认知行为疗法集合

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Reflection Report

Bestandsnaam: Reflection Report Auteur: walenkampwalenkamp Versie nr.: 1 Datum 31 mei 2012 1 Reflection Report To keep you on track with the acquisition of your international competencies you are advised to work on your reflection report every week. Generally you can distinguish three phases in your foreign adventure: Start-up phase: settling in, what strikes you, challenges, loneliness, Middle phase: What has changed in your original goals, challenges and tasks, how are your expectations being met in reality, are you able to analyze and understand your experiences. Final phase: Finalize your reflection report, prepare for ‘culture shock’ upon return, focus on competencies acquired and capitalization. So you know what to do: acquire international competencies, and you will know what to produce to show what you have acquired (Reflection Report). The question now is: how are you going to consciously and purposefully acquire these competencies. The Vademecum will guide you. Contents 1. Experiences: keep track of experiences, and how they help you acquiring international competencies. a. What was the experience that made the biggest impression on you. What effect did it have on you? b. What was your best/worst experience? c. What are the most important things you learned? d. Go back to the challenges you anticipated before your departure , and to the competencies you thought you would need to cope with them. How do they correspond with your real experiences. Discuss what happened. e. What challenges did you meet and did you cope with them? f. Which competencies did you acquire, to what extent and how did you acquire them? 2. Prepare for your return: what do you expect, how are you going to handle that? 3. Capitalize on your study or internship abroad. a. Explain what you have experienced and how your expectations were met, or not. b. List the challenges you expected and the ones you actually encountered, and explain how you coped with them c. Discuss the international (professional, academic, linguistic, intercultural and personal) competencies you acquired and how they are of use in your future career. d. Explain what makes you a better candidate for a job than someone who did not go abroad. 4. Feedback on preparation module. We would like to hear from you what you found useful and what not, what you have missed and should be included. What can be done better and how.

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认知行为疗法(三)

认知行为疗法（三） 四、适应症 认知行为治疗可以用于治疗许多疾病和心理障碍，如抑郁症、焦虑症、神经性厌食症、性功能障碍、药物依赖、恐怖症、慢性疼痛、精神病的康复期治疗等。 其中最主要的是治疗情绪抑郁病人，尤其对于单相抑郁症的成年病人来说是一种有效的短期治疗方法。 抑郁症 认知主题：剥夺、挫败、失落。 不合理认知： 极端化——抑郁者受挫后会无端地自罪自责，夸大自己的缺点，缩小自己的优点； 自责——把全部责任归咎于他们自己，表现出一种认知上的不合逻辑性和不切实际性。 消极思维：在他眼中的自己和未来，都蒙上了一层厚厚的灰色，他常常坚信自己是一个失败者，并且失败的原因全在于他自己。他坚信自己低人一等、不够聪明、不够称职、不够好看、不够有钱等等。总之干什么都不会成功，都没有希望。抑郁症患者的这些观点常常是扭曲的，与现实不相符合的。 核心信念：我不好，我不受欢迎，别人不喜欢我。 核心信念和个人经历、他对重要人物的认同以及对别人态度的感知等因素有关。如童年有过重大丧失体验的人，孩子不能理

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teaching reflection(教学反思)

Teaching reflection Recently, I presented a few lectures to the students of ** College. What I have learnt from the practice of teaching is of great variety. At this moment, after a lecture of English teaching, I cannot help but to reflect on my experience. First of all, my beloved students range from the first year students to junior ones, from the specialty of statistics to English teaching. That is to say, it is necessary for me to employ different teaching methods in that the background information of them is of great difference. It is rather challenging for me to appeal to the interests of all the students. But, from my point of view, I have already tried my best to mobilize them to be involved into the progress of learning. Just as what the Silent Way holds, tell me and I forget; teach me and I remember; involve me and I learn. As for the students of statistics, I mainly use the traditional grammar-translation approach to teach the college English, partly because they are the freshmen and it is not a wise choice to impel them to reason some thought-provoking statements. Why is it not a wise choice? One day, one guy asked me for the answers of the exercises at the end of the unit. He reminded me that almost all of

创业团队组建管理与激励机制研究

创业团队组建管理与激励机制研究 摘要：大部分的新创企业是由创业团队组建的，团队创业已经成为现在主要的创业方式。本文基于双因素理论探讨了创业团队的组建与激励方式，结合新东方的案例分析了企业如何通过合理搭配团队人员、设计激励机制增加创业成功率。 Abstract：The vast majority of new ventures are founded and led by teams. New venture teams have become the main way of entrepreneurship. Based on the two-factor theory，the paper discusses two issues. First，how to form entrepreneurial teams？Second，how to incentive the members？Combined with the case of New Oriental Enterprise，the paper analyzes the ways of member selection，the design of incentive mechanism which increase the success rate of entrepreneurship. 关键词：创业团队；组建；管理；激励机制 Key words：entrepreneurial team；set up；management；incentive mechanism 中图分类号：F272.92 文献标识码：A 文章编号：1006-4311（2016）16-0068-04