Situation 2
A few days after Michael had arrived in Japan, he was reading and replying to emails received from his new Japanese colleagues. He was willing to support them as much as possible, and was keen to be accepted by the new organization as the new boss. He, therefore, carefully worded his email replies. He also tried to provide advice and guidance whenever he felt it could be useful for his Japanese colleagues.
One email he had received had important documents attached and had been widely distributed by his colleague. Unfortunately, a draft had not been shared with him prior to distribution. Both the mail text and the document had been prepared very carefully by his Japanese colleagues, and the content was almost perfect. Overall, Michael was very pleased.
However, Michael decided that he should provide some feedback to his Japanese colleagues. He wanted to ensure that in the future he would have the chance to review such important documents before they were sent out. So he added his reply:
The documentation you had put together and sent out was very well done. I thank you very much for your hard work and would kindly ask you to consider my thoughts when preparing these kinds of documents. Perhaps, in the future, you can share the draft version with me prior to sending it out.
Best regards, Michael
After his Japanese colleagues received his reply, they got together to discuss corrective actions as they felt very committed to meeting all the expectations of their new boss. Thinking he was very angry, they tried to find out what went wrong on their side, how to then reply to their boss, and how to establish a special review process. But even after longer discussions, they found no serious mistakes, and everybody was unsure about how to proceed.
Situation 5
As an American, my first Christmas party in Switzerland was an enlightening experience. I had only been in the country for about three months and was just getting to know a few of my co-workers. We were all sitting at the traditional long Swiss-style tables, and our table had about 20 people. This included our “big” boss, a few of his direct reporters, and my peers and me. After dinner and a few glasses of wine, the conversation started to get very “questionable.” So I just sat back to see what was going to happen and how everyone else was going to take this.
The situation was that the American “big boss” and a few of his direct reporters (Spanish) began saying some things about a female (American) colleague’s body directly to her. I said “Wow” to myself and watched the American woman become increasingly uncomfortable, but no one challenged any comments.
Situation 6
Barbara had a PhD in chemistry, as did her boss with whom she had a good working relationship. Barbara was frustrated because her boss had never given her any positive feedback on her work. The only time any feedback was offered was when Barbara made a mistake and, in this case, the feedback was negative and strong.
The world has changed, and so must people living in this changed global world. But not everything has changed.
The premise of this book is simple: just as no two individuals are exactly the same, neither are two nations of societies. However, the people in the same culture share certain things in common that are not necessarily shared by people of another culture. This is the reality.
Our goal is to help readers think or rethink many aspects related to the attitudes and skills we all need to survive and thrive in today’s global environment. Or, to write it more simply: to learn to live and work with differences. Hence, the title of our book, Managing Cultural Differences.
In the early stages of socialization, the parents or caregivers of children from all cultures have a major influence on how their children behave and their values and attitudes. The parental influence example illustrates this point.1
An Example of Parental Influence
When I began delivering executive seminars for a particular large global company about eight years ago with a professional colleague, his presentations to executives were good but not great, according to the ratings of attendees. Feedback was that they were a little too academic in contrast with a different style that included “stories” to illustrate academic points. Over the years, he has included more and more stories to illustrate what he wants participants to remember and use.
I suspect some of his stories have fabricated elements, but he recently told the following, which illustrated to me the influence of parents on children:
My wife is Republican and listens regularly at home and in the car to conservative talk shows. Often, our two boys are in the car with her. I am registered Independent but often vote for a Democrat, and I voted for Obama. My wife voted for McCain, the Republican candidate in 2008.
On election day, the boys went to bed at the regular time, but I stayed up till it was clear Obama would win. I was thrilled. My wife was depressed.
My younger son, who was nine years old at the time, got up first and asked me, “Dad, who won?” When I told him Obama won, he began to weep uncontrollably. I hugged him and told him it is going to be OK that Obama won, and don’t worry.
He then said, “But Obama will tax my allowance.” When I told him that Obama was not going to tax his $2.00-a-week allowance, he stopped crying.
Parents, indeed, influence their children.
As parents and caregivers gradually lose their ability to influence their children, teachers, religious leaders, and textbooks, as well as their children’s friends and peers, become increasingly major influences in their lives. The following examples are from textbooks in several different countries, taken from an article in The Economist. They are illustrations of how governments and school districts in selected countries attempt to control ideology by the textbooks they allow and what is written in them. The examples cited are from the Georg Eckert Institute,2 which studies textbooks from 160 countries, covering history and geography.
- In Saudi Arabian textbooks, “The Jews and Christians are enemies of the true believers” is written and probably results in intolerance toward Jews and Christians.
- In China, there was an attempt to introduce a curriculum of national education that omitted the events of the Cultural Revolution and Tiananmen Square.
- In Japan, textbooks whitewash and gloss over Japanese World War II war crimes.
- In the US, many textbooks play down slavery and the killing of many Native American tribes.
- In an Israeli textbook, Palestinians are depicted as refugees, farmers, and terrorists.
- In the US in 2012, about 25 percent of students in public schools are Hispanic, yet most of the main characters in children’s texts read by Hispanics are white.
We believe that children are not born with prejudice, it is learned. Bias and the resulting xenophobia are present in most, if not all, cultures. In fact, we could say we live in xenophobic times—for proof, just pick up any newspaper and you can see prejudice toward people who are not quite like us, and minority groups, that is often accompanied by cruelty.
In Andrew Solomon’s wonderful book Far from the Tree,3 he writes that most children share some traits with their parents or caregivers. He calls these “vertical identities,” which are passed down through strands of DNA and cultural/family traditions. Solomon cites skin color, language, religion, and nationality as examples.
There are also acquired traits, which he refers to as horizontal identities that are different from one’s parents and are acquired from a peer group. Being gay is a horizontal identity as most gay kids are born of straight parents.
Some things have not changed or changed very little over the past few years: Russia is still the largest country in the world by size; Everest is the tallest mountain; the Nile is the longest river—179 miles longer than the Amazon; the Sahara is the largest desert by far; Greenland is the largest island; China has the most people; and Tokyo is the world’s largest city by population: 38,000,000. But did you know the facts in the Did You Kno...