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Tuesday, May 5, 2020

Cross Cultural Management Hofstede Cultural Dimensions

Question: Discuss about theCross Cultural Managementfor Hofstede Cultural Dimensions. Answer: According to Hofstede, society culture impacts values of its members (Allan, 2014). Based on Hofstede's cultural dimensions, there are various cultural differences between France and United States. Hosted dimension argues that cultural dimensions are based on power distance index, individualism vs collectivism, masculinity vs feminism, uncertainty avoidance index and long-term orientation. Power Distance Index Based on figure 4-5 which analyses the level of individualism and power distance, the United States seems to have the highest level of individualism as combined with the small value of power distance. In comparison, France has a high level of power distance as well as low level of individualism (Mazur, 2010). Both countries are still considered to have individualism cultures although the difference shows the country has higher collective tendencies than the United States. Uncertainty Avoidance The uncertainty avoidance for France was 86, a figure that is 36 percent greater than the uncertainty avoidance average of the world, while that of the United States was 46, a score which is approximately 28% less than the global UAI. As a consequence of United States score below average, the perceived context in which Americans find themselves will influence their characters more than if their culture would have either scored higher or lower. (Allan, 2014) The higher UAI score from France indicates that the French people like planning in advance because they do not like surprises. Masculinity Lastly, based on figure 4-7, which examine power distance to masculinity, we can examine the degree at which culture values cooperation or competition. From this figure, France had a lower score than the United States on masculinity with scores of 54 and 65 respectively (Niels, 2012). This would indicate that France has lower competition level than the United States, valuing instead group decisions, cooperation, and not allowing achievements to be based on recognition or wealth but on the environment that they live. From this case, the level of masculinity in the United States is higher. This can be identified from the typical American behavioral pattern. On the other hand, France shows it has some form of feminine culture. This can be witnessed by its famous welfare system which allows 35-hour working week, and at least five weeks of holidays yearly. Individualism vs Collectivism In this dimension, Hosted addressed the level of interdependence which a society maintains among its members. The level of interdependence, in this case, depends on whether the peoples image is characterized with I or We (Joanne, 2012). From the analysis provided, the United States has a higher score on individualism than France, meaning the Americans think of their own families than the French people. On the other hand, France seems to be an individualist country. The French Parents value assisting their kids to become emotionally independent with the regard to groups in which they belong (Abhisek, 2013). This indicates that the French people are supposed to care for themselves and their families. Ways which Trompenaars research assisted in explaining cultural differences between France and United states From Trompenaars research, one is able to identify the cultural conflicts between the two countries (Joanne, 2012). According to his cultural dimensions, the cultural differences and conflicts between the two countries were as a result of universalism vs particularism, individualism vs communitarianism, diffuse vs specific and achievement vs ascription. From Trompenaars research, there are three differences between universalism and particularism. The first difference is that universalistic culture mainly focuses on rules while particularism culture focuses on relationships (Andy, 2013). The second difference is that universalistic culture is based on only one aspect of truth while particularism is based on different perspectives of reality. The third difference between these two aspects is that the universalism has a uniform way of treating all circumstances while particularism treats cases based on their special merits. Based on these rules, it was perceived that rules and regulations were universal and could be used in any environment without amendments (James, 2012). This did not apply to the French culture because the French people perceive distinct rules and policies as part of their culture. Through being motivated by the excellent performance of its three theme parks, this organization did not realize that France had a different culture and their American strategies could not assist this organization to succeed in France. From Trompenaars research, one can also notice that there are different aspects between individualism and communitarianism in business decisions (Livermore, 2010). One of the differences is that in communitarianism, the boss admits personal responsibility while individualism is associated with joint responsibilities. Individualism and communitarianism dimensions can help one to identify the cultural differences between US and France, firstly they help one to realize that French people live in a communitarian society while the Americans live in individual society. Another aspect which can be identified from individualism and communitarianism is that the French people value working together while the American adores individualism (Mat, 2016). The two dimensions also indicate that it is normal for the Americans to establish ranks between bosses and staff members. Specific vs diffuse identifies four cultural differences between the two countries. The first difference is that the American culture belongs to unambiguous national cultures. This aspect of culture leads to decisions with lowest context manner, while on the other hand, France focuses on national context cultures which use a command of highest context manner (Mat, 2016). Another difference is that the USA is always attentive to negotiations by being logical and persuasive while France stresses on a discussion indirectly and erroneously. Finally, American managers are good in emphasizing specific points and induction while the French bosses reckon to establish a decision through instinction (Livermore, 2010). This means the American managers deal with negotiators based on figures and facts. On contrary, the French managers consider to coping with their counterparts holistically or diffusively. The achievement versus ascription dimensions argues about two differences between the United States and France. The two differences, in this case, are achievement vs ascription and being versus doing. The United States focuses on achievement as well as doing. For example, they like dividing their individualities from their jobs. On the other hand, France prefers to stress ascription and being. Additionally, the French people do not only value the highest esteem, but also differentiates features or ascribes to the single (Natalie, 2016). From these aspects, it can be identified that the United States emphasizes on the bloodline of the family and the learning institution which an individual attended, while the French community stresses on the different factors concerning their history. Mistakes Made this Company in Managing its Euro Disneyland Operations In managing its euro Disney operations, this company made three major mistakes. The first mistake was cultural operational error. The major mistake, in this case, was failing to provide breakfast because the company believed Europeans do not take breakfast (James, 2012). Additionally, Disney did not also provide alcoholic drinks at the park. The management did not know that French habits are so different because they are used to taking a glass of wine when taking their lunch. The second error was the HRs ignorance. The human resource ignorance led to aspects which led to an adverse impact on this company. Among these errors included misevaluation of per capita spending (Sledge, 2012). For example, there was lack of proper estimation of what each guest was likely to spend on each visit. There was also a mistake in transportation preferences. For instance, the management estimated the visitors liked using boats and trains instead of walking from home to the park. The management realized it had made the wrong estimations because the French people preferred walking or riding to the park. The other mistake which managers in this company made was misunderstanding the laws of French labors (Allan, 2014). For example, the French labor laws did not allow employees to change their working timetable because of some factors like weather. Based on these mistakes and the cost repercussions, the company experienced a lot of problems in trying to cope up with the French market. The third mistake which this company made was marketing. The Disney Company was coping wrongly with both the visitors and the media. This problem was triggered by the fact that the managers handled the French market in American style (Liu, 2014). This included the use of bigness and extravagance instead of emotional aspects of the French guests. For one thing, building something immortal was captured by the media and disclosed to the French public The company also made various other operational errors that had direct impacts on its operations. For example, the management assumed the manner in which it perceived Monday as a light day for guests and Friday a heavy one would be the same in France (Abhisek, 2013). Based on this assumption, it allocated its staff accordingly but unfortunately, the inverse occurred and the company had a serious problem. Three Lessons the Company Should have Learned about how to Deal with Diversity From the three mistakes, the company should have learned three lessons from marketing strategy, cultural operational resolutions and strategic HR strategy. From the cultural aspect, the company should have learned that cultural education is a critical feature for enhancing positive relationship between employees and managers (Yoav, 2011). The company should have also learned that it is important to pay full attention to cultural differences which exist between different countries. This company should have realized that integration of cultural and social environment factors in business operations are essential for good performance From the marketing mistake, the company should have learned that it is important for multinational companies to target markets accurately because different markets have different factors which influence the success of businesses (Nini, 2013). The Disneyland management should have also realized that International companies should undertake detailed research to establish the weak links which can negatively influence their business operations. From the strategic Human resource management, the company should have known that it was wrong to use the American strategies to manage the company in France because people have different perceptions concerning work, and labor regulations or policies vary from one country to the other. The management should have understood that considering the rules labor regulations of the target country before is very important. In general, the company should have learned how to come up with better operational strategies based on the mistakes it made in operating this company in the France. The management should have realized culture varies from one country to the other, marketing strategies may succeed in one country and fail in the other, and HR management is fundamental for good business performance (Liu, 2014). From the Hofstedes four cultural dimensions there are different cultural differences which one can identify from America and France. From Trompenaars research, cultural differences between these countries were as a result of universalism vs particularism, individualism vs communitarianism, diffuse vs specific and achievement vs ascription Bibliography Abhisek, U., 2013. Using Literature for Cross-Cultural Training. IUP Journal of Soft Skills, 7(4), pp. 67-90. Allan, W., 2014. Cross-Cultural Comparative Educational Leadership and Management: Aligning the elements/Le Leadership Ducatif, Cross-Culturel et Comparatif, et la Gestion: Alignement Des Lments. Comparative and International Education, 43(1), pp. 76-90. Andy, B., 2013. The Melting Pot vs. the Salad Bowl: A Call to Explore Regional Cross-Cultural Differences and Similarities within the U.S.A. Journal of Organizational Culture, Communications and Conflict, 17(1), pp. 177-203. James, T., 2012. Termination or Need for a Cross-Cultural Competence Training Program: A Conflict between Two Top Managers. Journal of the International Academy for Case Studies, 18(2), pp. 188-233. Liu, X., 2014. The Influence of National Culture on Whistle-Blowing: A Cross-Cultural Investigation. Cross - Cultural Communication, 10(6), pp. 56-89. Livermore, D., 2010. eading with Cultural Intelligence: The New Secret to Success. New York: David Livermore. Mat, I., 2016. The Advocation of Cross-Cultural Dialogue through the Promotion of Moderation Via Media and Education. International Journal of Islamic Thought, 10(1), pp. 45-67. Mazur, K., 2010. . Positive Organizational Culture as a New Trend in Cross-Cultural Management. Basic Concepts. Journal of Positive Management, 1(1), pp. 789-900. Natalie, M., 2016. Curiosity and Its Role in Cross-Cultural Knowledge Creation. International Journal of Emotional Education, 8(1), pp. 45-89. Niels, V., 2012. Successful Global SOP: Leadership, Change Management, Behavior, Cross-Cultural Differences. The Journal of Business Forecasting, 31(3), pp. 78-90. Nini, Y., 2013. Cross-Cultural Industrial Relations in the Context of Socioeconomic Changes: The West, the East, and the Emerging Markets. Journal of International Business Research, 12(1), pp. 122-130. Sledge, S. M. A. K., 2012. Workplace Values: Cross-Cultural Insights from the Service Industries. Journal of Comparative International Management, 15(1), pp. 89-123. Yoav, W., 2011. Comparing Perspectives about the Global Economic Crisis: A Cross-Cultural Study. Journal of Economics and Economic Education Research, 12(2), pp. 67-90.

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