Kelly’s Assignment in Japan Case Answers

Kellys Assignment in lacquer appellation Solutions to Kellys Assignment in japan Case Study faculty Title and Number Managing Across Borders MGT 3203 Date January 28, 2013 Word Count 1650 confuse OF CONTENTS CHAPTERPAGE Introduction3 flori agriculture shock absorber Stages Reflection.. . .. 3 Assessment of Clashes5 in(predicate) Intertheme Assignments 5 Suggestions to Remedy the Situation6 Conclusion7 REFERENCES8 APPENDICES extension 1 10 Appendix 2 11 Appendix 3 13 INTRODUCTION The Ameri provoke and japanese burnishs rent been compargond in a general context for their secernate value.In addition, the two polishs defecate been described as polar extremes by Barnlund (1975) as stated by (Khan et al. 2009) , pointing to Japanese universe reserved and formal whereas the Ameri backside being self-assertive and informal. When accepting appellations in foreign countries as expatriates, heathen differences atomic number 18 important to consider. More importantly, cross-et hnical management is a division an expatriate should be prepargond for and which the company should give importance to. In this grapheme, Kelly an Ameri stern employee, who is a programme manager working in the US sure an engagement in Tokyo, Japan.She had little time to go down yet she accepted the offer and the family moved to Tokyo. This tell starts with explaining the typifys of kitchen-gardening shock the family experienced. The report then summarizes the cultural clashes that took place in the case which were a military issue of cultural differences and lack of orientation, preparation and knowledge. After that, the report proudlights the factors Kelly should fetch considered forrader accepting the offer and gives recommendations on how the company should have offered this international assignment.Finally, suggestions of what move be d adept to remedy the situation are proposed. CULTURE jounce STAGES REFLECTION (Answer to Second Question) Culture Shock as defi ned by the oxford dictionary is the feeling of disorientation experienced by some unmatched when they are suddenly subjected to an unfamiliar culture, way of tone, or set of attitudes. Culture Shock occurs in four main stages, which are clearly illustrated by Obergs U-Curve model (Refer to Appendix 1).Black and Mendenhall (1991) point out that it is the most commonly apply model therefore, it is utilized to analyze the culture shock stages Kelly and her family went through as follows Stage One The honeymoon stage is when individuals feel positive when being in a disparate culture. This took place when the family arrived and spent the weekend looking for at the city. It was a holiday and positive feeling phase. This stage is as well reflected on Kellys first day at work and her keep ups first day setting up their new action in Japan. Their encouragement to become acquainted is a reflection of the honeymoon stage.According to Uwaje (2009) the person in this stage can be describ ed as interested, curious and open-minded. Stage Two The crises stage occurs when cultural differences result in problems at work, position and in daily living (Deresky, 2011). This stage started to ingest for place at the second working day when Kelly felt nettled by the Japanese because she did non receive the turn inations. Moreover, all family members were experiencing this stage as feelings of rejection to the life style in Japan arose. In this case, the associations link up to the crises stage can be divided into two kinds.The first is work and give lessons related, seeing that all family members are experiencing problems related to their professional lives. Likewise, language was a difficulty since differences in language whitethorn present a coarse barrier as noned by Uwaje (2009). Language was an obstacle to Kellys children gear uping at school, Joe get a antic and Kelly communication complications. The second was stand and daily life related. This included ent ertainment facilities (TV, Parks), social life, and even basics of life (food, language). A negative glory was the feeling the family was experiencing.It is known that legion(predicate) individuals do not electrical shunt this stage. Moreover, McFarland (2006) reported that 40% of expatriates fail to drop off their abroad assignment. In this case, the crises stage lasted for 4 months. Kelly then realized that she had to make a decisiveness between rejecting or accepting the assignment. Kelly and her family are experiencing a phase between the second and third stages of the cultural shock. Stage common chord and Four The Adjustment and Biculturalism stages are when individuals start to comprehend the new culture then accept and respect the cultural variations.Kelly is deciding on whether to adjust or not. If the family protracts then they would move to the third stage. However, if they leave then they would not reach the third and fourth stages. ASSESSMENT OF CLASHES (Answer to First Question) Being in a different culture may result in clashes because peoples expectations, interpretations and values differ. In this case, galore(postnominal) clashes occurred during the early culture shock stages with the Japanese save not the American or German team members whom values are similar to Kellys (Refer to Appendix 2 A and B).The clashes are linked to the differences between the American and Japanese national cultures. Therefore, Hofstedes and Trompenaars frameworks are deployed to evaluate the clashes (Refer to Table Appendix 3) since these frameworks provide an excellent basis for collar cultural differences (Higgs, 1994). These clashes can be seen when Kelly pointed for separate presentations from every team member. This revealed the Japanese corporal, high context and virile culture and how different it is from the American culture.Moreover, the Americans and Germans ,being affective cultures, accepted to talk rough their achievements and families whe reas the Japanese did not as they were more(prenominal) neutral and formal. In addition, Japan is known for its power duration culture where formalities especially with thickenings and employees who are of higher-level is a moldiness. Adding to that, getting claim to commercial enterprise is accepted in the US due to its universalistic culture but not in Japans particulistic culture. The culture in Japan is also high context seeing that rejecting Kellys intention was done in a nonverbal and implicit communication manner.The cultural clashes were also a result of unexpected living space, demographics and qualifications creating many conflicts. It can also be argued that if a Japanese colleague joined Kellys meeting with the client, a better negotiation outcome may have been a result. This is because understanding the clients culture plays a critical parting in the negotiation process (Deresky, 2011). Clashes were also related to the unemployed aspect of life. In short, many cultural clashes due to both cultures different values arose throughout the case. SUCCESSFUL INTERNATIONAL ASSIGNMENTS Answer to Third Question) In this case both Kelly, and the company should have considered profound factors to insure a successful international assignment as explained below Employee Kelly should have given the decision more thought and time and should have asked for training. Moreover, she should have insured person that there is a position for her husband and asked about the kids school age she was in the US. For instance, setting a ikon conference with the schools management and class teachers could have been a way of knowing the standard pressure she will put her children in.Furthermore, a circulation of the team members CVs and setting a video conference with the team was necessary to avoid any misunderstandings regarding the team members demographics and qualifications. In addition, she should have planned for her life when they come back from Japan. Kel ly should have asked about her position when she comes back and should have put her house on rent. attach to Kelly was offered a tempting compensation package and her practiced skills were considered when selecting her, but many key factors were not taken into consideration in the selection and training phases of this assignment.An expatriate selection must consider key success factors including, technical and management skills, ones personality, emotional intelligence, adaptability and language (Parboteeah and Cullen, 2011). Moreover, training must consider several factors including employee orientation, concerned individuals orientation and perceptual and cultural ruggedness (Mndenhall and Oddou, 1985). The company should also follow up with the employee while they are in the foreign company and insure that repatriation is well planned (McFarland, 2006).In short, the company should have followed an IHRM model to select, prepare and train Kelly and the concerned individuals mini mizing failure risk. SUGGESTIONS TO REMEDY THE stance (Answer to Forth Question) Kelly has two options she can return to the US or continue her assignment in Japan. If Kelly chooses to return then she is fetching the risk of loosing her job knowing that her husband already resigned and they sold their house. Therefore, Kelly may be in a better situation if she chooses to continue. She can look at her assignment in Japan as an opportunity that enhances her career path.Her management issues can be tackled, especially that she is now aware of the cultural differences. Kelly must request from the company to follow up with her and provide her and the team with comprehensive cross-cultural management training to avoid clashes and misunderstandings between team members, especially in the encoding and decoding of the communication process between the team members (Kwar, 2012). In terms of her husband, he would be searching for a job whether in Japan or the US. The advantage of being in Ja pan is that his married womans job is secure and the company indicated that they would support his job search.With regards to the children, the parents can explain to them the benefits of living in Japan. Inviting the childrens classmates may assist in overcoming the social discomfort the children are experiencing at school. The issues of the after school life can be resolved by subscribing with an American TV programs provider allowing them to watch the US programs. Moreover, the family can use a video barter system to interact with their family and friends and can arrange regular visits to the US. In short, taking corrective actions to support the success of the assignment is how to remedy the situation. CONCLUSIONAccepting an international assignment means agreeing to deal with a different culture from the employees home one. The selection, preparation and training of a potential expatriate are key factors that reflect on the success of the international assignment. Failure to i mplement these factors may result in clashes in culture and the employee may not bypass the crises stage of the culture shock stages resulting is failure to achieve the companys and employees goals. REFERENCES Black, S. and Mendenhall, M. , (1991). The U-Curve Adjustment Hypothesis Revisited A Review and Theoretical good example (June 1991).Journal of International short letter Studies, Vol. 22, Issue 2, pp. 225-247, 1991. for sale at http//ssrn. com/abstract=1805455 or http//dx. doi. org/10. 1057/palgrave. jibs. 8490301, viewed on 20th , celestial latitude, 2012. Deresky, H. (2011). International Management Managing Across Borders and Cultures (7th Edition) Pearson Higgs, M. (1994),Global HR Management and Cross-cultural Issues, Cross Cultural Management An International Journal, Vol. 1 Iss 3 pp. 23 28, Available at http//dx. doi. org/10. 1108/eb008379 , viewed on 20th , declination 2012. Kawar, T. (2012). Cross-cultural Differences in Management, International Journal Of cha mpionship Social Science, 3, 6, pp. 105-111, Business fount Complete. Available at http//mdx. summon. serialssolutions. com/search? s. q=Kawar%2C+T. +(2012). +Cross-cultural+Differences+in+Management , viewed on 7th , January, 2013. Khan, M. Naumann, E. Bateman, R. and Haverila M. , (2009),Cross-cultural comparison of customer satisfaction research ground forces vs Japan, Asia Pacific Journal of Marketing and Logistics, Vol. 21 Iss 3 pp. 376 396, abiding link to this document http//dx. doi. org/10. 1108/13555850910973856 , viewed on 20th , December 2012.McFarland, J. (2006). CULTURE SHOCK, Benefits Canada, 30, 1, p. 31, Business Source Complete. Available at http//mdx. summon. serialssolutions. com/search? s. q=CULTURE+SHOCK+McFarland%2C+ , viewed on 20th , December 2012. Mendenhall, M, & Oddou, G 1985, The Dimensions of expat Acculturation A Review, academy Of Management Review, 10, 1, pp. 39-47, Business Source Complete. Available at http//mdx. summon. serialssolutions. c om/search? s. q=The+Dimensions+of+Expatriate+Acculturation, viewed on 20th,January, 2013. Parboteeah K. & Cullen J. (2011) Strategic International Management. 5th ed) Canada, Nelson Education, Ltd Vesa Peltokorpi (2008). Cross-cultural adjustment of expatriates in Japan, The International Journal of Human Resource Management, 199, 1588-1606. http//dx. doi. org/10. 1080/09585190802294903, viewed 20 December 2012. Uwaje, A. , (2009). Culture shock, Re-Integration and Re-Entry culture shock Managing Cultural Differences. Munich Business School Thesis. Available at http//www. munich-business-school. de/intercultural/index. php/Culture_shock,_Re-Integration_and_Re-Entry_culture_shock_-_Managing_Cultural_Differences , viewed on 20th , December 2012. Website http//oxforddictionaries. om/definition/english/culture Websitehttp//oxforddictionaries. com/definition/english/culture%2Bshock? q=culture+shock Websitehttp//www. britishgermanassociation. org/special. php? pageno=20 Website http//ge ert-hofstede. com/united-states. hypertext markup language Website http//www. munich-business-school. de/intercultural/index. php/ImageStages_of_culture_shock. jpg APPENDICES Appendix 1 Figure of Culture Shock Stages Source http//www. munich-business-school. de/intercultural/index. php/ImageStages_of_culture_shock. jpg Appendix 2 Figure A similarity of regular army and Japan Hofstedes Value Dimensions Source http//geert-hofstede. com/united-states. tml Figure B Comparison of ground forces and Germany Hofstedes Value Dimensions Source http//geert-hofstede. com/united-states. html Appendix 3 Illustration of Hofstedes , and Trompenaarss frameworks with regards to comparing the American and Japanese national cultures. (Deresky, 2011) and (Parboteeah and Cullen , 2011). The table demonstrates the dimensions each research tested. It then states the clears or levels the USA and Japan were given and explains the clash or conflict that took place in Kellys Assignment Dimension USA get to and Description Japan accounting and Description Clash Hofstedes Model of National Culture Power Distance Individuals in societies are not equal Score 40Hierarchy is for convenience as the manager or boss is accessible. S/he depends on employees expertise. Moreover, communication is informal. Score 54 Japan is a lightly hierarchical society compared to other Asian cultures. Kelly being informal with the Japanese Client was not acceptable. This is seen when she asked for his name, was close to him in terms of distance and patted him on the back. Kelly being friendly with the client creating an embarrassing atmosphere. Individualism/Collectivism I or We Score 91 Individual achievement is seen ideal.Moreover, as Americans do business with strangers so often, they tend not to be shy to shape up people in the business world in order to line up information. They are expected to take initiatives. Scores 46 Group decision making is perceived as best. Japanese society is a colle ctivistic one where they work as a group and even decide as a group. The Japanese employees did not feel motivated when Kelly asked them to present their ideas individually because they come from a culture where consensus plays a major role when making decisions.Kelly comes from an individualistic culture where achievement is all about me and presenting ones own ideas is an opportunity to achieve recognition. The Japanese culture is collective and they work in groups unlike Americas culture which is more individualistic. Masculinity / Femininity Score 62Americans believe that a person should attempt to be the best and find it acceptable to talk about ones achievements. Score 95Japan is known to be one of the most masculine societies worldwide. It is difficult for the Japanese to accept a female boss.The team didnt expect Kelly, the new boss, to me a female. The Japanese addressed their work to shaft instead of Kelly. This is due to either Kelly being a female in a masculine cu lture or because Kelly asked peter to intervene and they took it sensitively. The client did not direct his questions to Kelly might be because Japans culture is masculine. Uncertainty Avoidance Score 46 Americans accept the unknown meaning the society accepts Innovation, new ideas and new practices. Score 92 Japan score is one of the highest worldwide. It is difficult to see changes in their culture. Opportunity For Kelly as an American, its easier to adjust to a new culture than others who score high in uncertainty avoidance. This includes the Japanese ideas at work, food and lifestyle. Long-term Orientation Score 29 USA is a short-term orient culture. Americans value diligent results at work. Score 80 Japan is a long-term oriented culture. Long-term returns are more important than short-term returns). This dimension may have not been taken into consideration when Kelly finalized the report and may have been a reason on why the device was rejected. 7 d Cultural Dimensio ns Model by TrompenaarsUniversalism versus Particularism US is high in applying rules and systems Japan is low and deals with others based on personal relationships Kelly wanted to present immediately instead of first building a relationship with the client. However , getting direct to business in the US business world is accepted due to its universalistic culture but not in Japan due to its particulistic culture. Neutral versus Affective Express emotions even in business 54 US medium 98 Japan very high and consider expressing feelings at work unprofessional Kelly created an awkward situation when she asked the Japanese about their families.The result of being informal with them was opposite to lightning up the atmosphere which is what Kelly was trying to do. Specific versus Diffuse separate work from personal issues and relationships and more open and direct 77 US is highly specific 57 Japan medium The outing after work wasnt accepted by Kelly as she comes from a highly specifi c culture deed versus Ascription 97 Status is based on achievement 53 Status is based on class, age, gender etc. Kelly is not seen as having the authority by the Japanese because of her gender Past , Present, Future or mixture US is future oriented which implies that change is beneficial non applicable to the case Control of versus Nature Not applicable to the case Not applicable to the case Individualism 77 6 Mentioned in Hofstede Dimensions advanced verses Low Context US is low Japan is High The Japanese did not inform Kelly that they prefer to do work in groups, they did not give previous notice about the presentation delay.They did not speak about the way they prefer to work and used bole language more than word expressions. The client had little eye polish off with Kelly and was not frank with her regarding his opinion on whether they will accept the proposal or not. The clients nonverbal communication through with child(p) his