Intercultural management

Impact seminar LiberecApril 11, 2014

Create a cube

Financial Times’ cube

Create a cubePleanary session

Feedback (1) CEO’s

How do you feel / did you feel?

Feedback (2) workers

How do you feel / did you feel?

Feedback (3) workers

Explain your role to the others: facts

Feedback (4) CEO’s

What went good?What went wrong?Why?

Culture as a filter (1)

α β behavior behavior

values norms

values norms

α is consistent in his/her behaviour with his/her own values.β is consistent in his/her behaviour with his/her own values.

Culture as a filter (2)

α β behavior behavior

values norms

values norms

Alpha analyses β behaviour according to his/her α values. There can appear cultural disturbance.

Assumptions (1)

The manager in general assume that employees… understand orders as they usually understood them… are competent (they know their techniques)… behave according to corporate culture

Assumptions (2)

In western societies, it is expected that employees show

initiative

Assumptions (3)

The employees in general assume that the manager will… speak a language they

understand… react as usually managers are

reacting in their organisation

Assumptions (4)

In western societies, it is also assumed that manager will take into account each employee as an individual

Agenda

1. The Cube

2. Introduction3. Teaching abroad4. Cultural analysis of commercials5. Cultural gaming6. Conclusion

Anne Vanmaercke

VIVES business departmentKortrijk, Belgium

Lecturer in Accountancy and Business Administration

11 years of experience in international and national companies as auditor

Registered Tax Consultant

Lectures in taxation and intercultural management

Associate degree coordinator

anne.vanmaercke@vives.be

François CudelLecturer in Economics and Business Administration

Topics:1. Accounting field: Accountancy, Finance, Cost controlling2. Corporate administration: Corporate economics, marketing3. Management: Corporate strategy, Intercultural management

International:1. Business studies department Erasmus manager2. ETAP (European Taxation and Accounting in Practice) network coordinator3. Academic dean ‘European label’

francois.cudel@univ-lille1.fr

We want you to have another look to your world

Agenda

1. The Cube2. Introduction

3. Teaching abroad4. Cultural analysis of commercials5. Cultural gaming6. Conclusion

Co-teaching internationally

Enriching for the studentsEnriching for the teachersBetter group monitoring

Co-teaching internationally

Preparation is crucial – over-preparationKnow your partnerAccept what the other saysBe open for suggestions

Fields of co-teaching

Any fields

How many

Experience with 2 and 3 colleagues

Agenda

1. The Cube2. Introduction3. Teaching abroad

4. Cultural analysis of commercials5. Cultural gaming6. Conclusion

Agenda

1. Aim2. McDonald’s3. Commercial4. Feedback

Aim

Illustrate the theories of symbols of culturesociology: Trompenaars, Hofstede, Hall, …

Material objects and structuresLanguage and writingHeroes and championsBehaviourStories and mythsCeremonies, rites and ritualsSigns of identityFoods and drinks

Cultural symbols – List

Human relationship

With the society Universalism/Particularism

With the group Individualism/Communiatarism

Showing emotions Neutral/Affective

Relation with each other Specific/Diffusive

Status in the society Achievement/Ascription

Time Short/Long term

Past/Present/Future

Organization of activities : sequentially - parallel

Nature Internally/Externally controlled

7 Dimensions of culture

Global, local or glocal?

Global, local or glocal: McDonald’s websites

Global, local or glocal: McDonald’s websites

USA

Global, local or glocal: McDonald’s websites (1)

Japan

Global, local or glocal: McDonald’s websites (2)

Global, local or glocal: McDonald’s websites (3-1)

Belgium

Flanders

Global, local or glocal: McDonald’s websites (3-2)

Wallonia

Global, local or glocal: McDonald’s websites (3-3)

Germany

Global, local or glocal: McDonald’s websites (4)

France

Global, local or glocal: McDonald’s websites (5)

Global, local or glocal: McDonald’s websites (6)

Finland

Russia

Global, local or glocal: McDonald’s websites (7)

Qatar

Global, local or glocal: McDonald’s websites (8)

Denmark

Global, local or glocal: McDonald’s websites (9)

Global, local or glocal: McDonald’s websites (10)

China

Global, local or glocal: McDonald’s websites (11)

Australia

Global, local or glocal: McDonald’s websites (12)

Australia

ConclusionCombine local and global: glocal

Agenda

1. The Cube2. Introduction3. Teaching abroad4. Cultural analysis of commercials

5. Cultural gaming6. Conclusion

How to design a cultural game?

Catch the idea

An idea can come from every thing:-An existing game-A text-A picture-A discussion with somebody

Catch the idea

Let’s do a game about finding languages

Think about the pedagogical purpose of the game

Main outcome to be memorized by the studentsHas to be summarize in half a page maximum

Think about the pedagogical purpose of the game

Very quickly a foreign language is just noise, just alienWe use English as common language mainly for practical cost/efficiency reasonsEnglish is now the common international language for plenty of reasons

List the requirements of the game

DurationMaterialsNumber of required monitors for the gameNumber of desirable participants

List the requirements of the game

Duration: 30 minutesMaterials: Loud speakers - ComputerNumber of required monitors for the game: 1 to 2Number of desirable participants: 20 to 30

Do a first draft of the game

Create an alpha version of the gameImplement it

Do a first draft of the game

European songsTeam of four: mix nationalities as much as possibleGive one point per language found

Review your game

Observe students’ reactions:Did they understand properly the instructions?Did they follow the rules during all the game?Were they involved at the beginning?Did they maintain their involvement during the whole game?Did they feel that the outcome of the game was fair?Did the game permit to go logically to the pedagogical conclusion?

Review your game

Observe students’ reactions:Did they understand properly the instructions? Yes, but let them time to list the languages they think they will find.Did they follow the rules during all the game? Take care that they are not communicating the answer between groups.Were they involved at the beginning? Yes. Especially if you put at the beginning languages that will be probably found by most of the participating groups.Did they maintain their involvement during the whole game? Not totally. The point system was not working perfectly, has to be reviewed.Did they feel that the outcome of the game was fair? Yes.Did the game permit to go logically to the pedagogical conclusion? Not totally, not enough languages played during the game.

Create a version 2.0 of your game

Improve the clarity of your pedagogical outcomeImprove the clarity of your game rulesImprove the quality of your game materials

Create a version 2.0 of your game

European songs: you need up to 20 of them. Select entertaining ones, at least according your own taste.Find a catchy title: Babel Tower Game.Add some gaming features: start with easy to find languages with low points: 1 or 2, then increase the difficulty: 3, then 4, then 5.Write on the board the current score of each team.Tell in advance that the winning team will win a price, without saying what kind of price

Implement your game again, and again, and again

You will have nearly every time to adjust your game to the current conditions:Room, equipmentSize of the participating groupComposition of the participating groupTime you have

One motto

Design a game that you will enjoy to play yourself

A long lasting cultural game

Ask the participant to not explain the game to others.Only to refer to the game with its title:Rafa Rafa GameThe CubeThe babel tower gameTimes UpCountry quizBusiness hurdles…

Agenda

1. The Cube2. Introduction3. Teaching abroad4. Cultural analysis of commercials5. Cultural gaming

6. Conclusion