Humility vs. Self Esteem What Do Students Need for Academic Success? BME 210, Week 11-2 Jon Reyhner http://jan.ucc.nau.edu/~jar/ Hap Gilliland devotes a whole chapter to self esteem in his book Teaching the Native American and concludes: “Selfesteem is the most important factor in achievement.” However, the Hopi Tribe’s home page notes that their “lifeway…is based on humility, cooperation, respect and earth stewardship.” The National Museum of the American Indian’s Anishanabe exhibit notes the teachings of their Seven Grandfathers include, along with wisdom, love, respect, bravery, honesty and truth, the teaching of dbaadendizin — humility: You are equal to others, but you are not better. Lipka et al. found that Yup’ik teachers Rejected the profuse “bubbly” praise promoted by non-Yup’ik teachers because traditional Yup’iks believed “overly praising will ruin a person.” Should Schools Try to Boost Self-Esteem? Beware of the Dark Side •The self-esteem approach…is to skip over the hard work of changing our actions and instead just let us think we’re nicer. •High self-esteem can mean confident and secure—but it can also mean conceited, arrogant, narcissistic, and egotistical. •Self-esteem is mainly an outcome, not a cause. •In practice, high self-esteem usually amounts to a person thinking that he or she is better than other people. If you think you're better than others, why should you listen to them, be considerate, or keep still when you want to do or say something? •Bullies ‘do not suffer from poor self-esteem’…. People with high self-esteem are less willing than other to heed advice, for obvious reasons. •Far, far more Americans of all ages have accurate or inflated views of themselves than underestimate themselves. They don't need boosting. •The modest correlations between self-esteem and school performance do not indicate that high selfesteem leads to good performance. •Efforts to boost the self-esteem of students have not been shown to improve academic performance and may sometimes be counterproductive. •Those with high self-esteem show stronger in-group favoritism, which may increase prejudice and discrimination. •If anything, high self-esteem fosters experimentation, which may increase early sexual activity or drinking, but in general effects of self-esteem are negligible. Grade Inflation •A whopping 25 percent claimed to be in the top 1 percent! Similarly when asked about ability to get along with others, no students at all said they were below average. •There is one psychological trait that schools could help instill and that is likely to pay off much better than self-esteem. That trait is self-control (including self-discipline). •Self-efficacy is also an important concern. Selfefficacy is an earned self-esteem through the development of competencies. So, if self-esteem is not that important for academic (and life) success, what is? Individuals need a strong sense of group identification in order to maintain a sense of well-being. If the dominant group in a society holds the traits or characteristics of an ethnic group in low esteem, then ethnic group members are potentially faced with a negative social identity and low self-regard, even selfhatred (Bank’s Stage 1 Ethnic Psychological Captivity). They may try to “pass” as a member of the dominant group, in other words try to assimilate into the dominant culture, but skin color etc. can greatly hamper this attempt. Culture-, Place-, and Community-Based Education Success in school and in life is related to people’s identity, how as a group and individually people are viewed by others and how they see themselves. Identity is not just a positive self-concept. It is learning your place in the world with both humility and strength. It is, in the words of Vine Deloria (Standing Rock Sioux), “accepting the responsibility to be a contributing member of a society.” It is children as they grow up finding a “home in the landscapes and ecologies they inhabit.” We Are All Related Amy Bergstrom, Linda Cleary and Thomas Peacock in their 2003 study of Indian youth titled The Seventh Generation found that “Identity development from an Indigenous perspective has less to do with striving for individualism and more to do with establishing connections and understanding ourselves in relation to all the things around us.” The Curse of Fry Bread or Powdered Eggs and Spam Students who are not embedded in their traditional values are only too likely in modern America to pick up a culture of consumerism, consumption, competition, comparison, and conformity. Kyril Calsoyas for his 1992 doctoral dissertation The Soul of Education: A Navajo Perspective interviewed Navajo Elder & Medicine Man Thomas Walker who stated, “For over one hundred years the white man has defined what education will be for the Navajo people…. I was brought up with the old philosophy and what I see now with the White Men’s way in today’s world there is a wide difference and the intent of education does not relate any more. Because of this, in this present time, the children that are taught whatever is real, the old philosophy does not touch. The old language does not touch on these things. The children are given too much power. “Whenever you try to correct a child from wrongdoings it becomes difficult to discipline them because of the laws that have been developed to protect children from abuse. When one is trying to discipline a child they say that they are being called names and are being abused. When you try to tell them something and you touch them, the report they were hit. Because of this law that protects them many are wandering and doing whatever they feel like. Because of this others act as if they are the authorities on everything. Because of this, the school administrators are getting in trouble to the point that they lose their jobs. I do not agree with this.” Diné Medicine woman Eva Price stated “there were a lot of teachings back then [in the old days]. There were no bitter words. There were whips and plenty of discipline. Elders didn’t have to demand things twice and they were for your own good. Grandparents have a responsibility to their grandchildren. The relationship is nothing but compassion…. Discipline is always there, is never absent. That is the way I was taught. Healing “The Elders tell us that it is alright to feel angry about stuff like this [e.g., the Sand Creek massacre] and it is good. However, in the end you must go down to the river, offer a gift of tobacco to the Creator and simply let the anger go .... Otherwise the anger will poison your spirit…” What Are Some Correlates of Academic Success? • Entering school with a large vocabulary. • Having lots of reading material in the home. • Living close to a library. • Reading more & watching less television • Spending more time on homework • Longer school years • Higher incomes • Family and community encouragement • Being born into a culture that values academic success over athletic and other successes Asians tend to see academic success as a product of effort and hard work while Americans tend to see academic success as a matter of the intelligence (IQ) that you are born with. Maybe that is the reason why Asian-Americans on average do better academically in the United States than other groups, including “white” Americans. Alfie Kohn in his1993 book Punished by Rewards looked at the research on student motivation and concluded that external or extrinsic rewards, including praise, grades and tokens (like smelly stickers and candy for younger students or even money for good grades for older students), can have negative effects on students' academic performance. He concludes: ➢don't praise people, only what people do ➢make praise as specific as possible ➢avoid phony praise ➢avoid praise that sets up competition Instead of external rewards to motivate students, Kohn recommends educators should give students interesting material to learn, a learning community environment, and choice. When students find what they are studying is interesting and enjoyable they are being intrinsically rewarded for their learning. Exemplary teachers evaluated student work based more on effort and improvement than simply on achievement status. This focus meant that all students had a chance at earning good grades, regardless of their achievement levels. This creates an instructional environment quite different from one where grades are awarded based primarily on achievement status. In those cases, the high-achieving students do not typically have to work very hard to earn good grades. Lower-achieving students often have no real chance to earn a good grade regardless of their effort or improvement. 24 Achievement-based grading – where the best performances get the best grades – operates to foster classrooms where no one works very hard. The higher-achieving students don't have to put forth much effort to rank well and the lower-achieving students soon realize that even working hard doesn't produce performances that compare well to those of higher-achieving students. Hard work gets you a C, if you are a lucky low-achiever, in an achievement-based grading scheme. -Richard L. Allington 25 Judging School Performance 2005 PDK/Gallup Poll Americans believe that school performance should be judged by the improvements students show and not by the percentage of students passing the state-selected test. 26 Foundations of Resilience Iris Heavy Runner • Sense of Purpose • Spiritual Connectedness • Optimism • Goals • Autonomy • Sense of Identity • Self-Awareness • Adaptive Distancing • Task Mastery • Social Competence • Cultural Flexibility • Sense of Humor • Caring • Problem-Solving • Planning • Critical Thinking • Help Seeking Cultural Guiding Threads Ka Moÿopuna I Ke Alo College of Hawaiian Language, UHHilo Building a legacy for the children of today, and the generations of tomorrow  HONUA (Sense of Place): Developing a strong sense of place, and appreciation of the environment and the world at large, and the delicate balance to maintain it for generations to come.  HÖÿIKE (Sense of Discovery): Measuring success and outcomes of our learning through multiple pathways and formats.  KUANA'IKE (Perspective/Cultural lens): Increasing global understanding by broadening the views and vantage points from which to see and operate in the world. (Developing the cultural lens from which to view and operate in the world)  MAULI (Cultural Identity): Strengthening and sustaining Native Hawaiian cultural identity by incorporating practices that support the learning, understanding, behaviorsw/actions, and spiritual connections through the use of the Hawaiian language, culture, history, heritage, traditions and values.  NA'AUAO (Wisdom): Instilling and fostering a lifelong desire to seek knowledge and wisdom, and strengthening the thirst for inquiry and knowing.  PIKO (Sense of Connection): Enriching our bonds with the people, places and things that influence our lives through experiences that ground us to our spirituality and connect us to our genealogy, culture, and history through time and place.  PIKOÿU (Sense of Self): Promoting personal growth and development, and a love of self, which is internalized and develops into a sense of purpose/role. (Growing aloha and internalizing kuleana to give back) Sheilah Nicholas (2011) notes that her Hopi Elders link Hopi language loss to “unHopi” behavior by youth that includes “substance abuse, gang membership, and domestic violence” and how the “fundamental principles of the Hopi way of life are those of reciprocity and humility,” which need to be transmitted to each successive generation to live a good life.” 29 I picked up this card at the 22nd BMEEC in Alaska in1996 and still carry it in my wallet. 30 Similar lists of values can be found for Indigenous peoples around the world. 31 On March 8-10, 2004, the Bureau of Indian Affair’s Office of Indian Education Programs (OIEP) held its third Language and Culture Preservation Conference in Albuquerque, New Mexico. OIEP director Ed Parisian welcomed the large gathering of Bureau educators to this meeting, emphasizing the BIA’s goal that “students will demonstrate knowledge of language and culture to improve academic achievement.” He went on to say that “we know from research and experience that individuals who are strongly rooted in their past—who know where they come from—are often best equipped to face the future.” Sioux teacher and author Luther Standing Bear (1933) recalled being the first student through the doors of Carlisle Indian Industrial School in 1879 and taught in an American Indian day school; he concluded in his autobiography that young Indians needed to be “doubly educated” so that they learned “to appreciate both their traditional life and modern life.” 33 34 Figure 4. Childhood poverty rates in rich countries. (Reprinted from UNICEF, 2005, used by permission.) Figure 5. Percent of the poor living at half the official poverty rate. (Reprinted from Mishel, Bernstein and Allegretto, 2005. Used by permission of the publisher, Cornell University Press.) Viewing photographs from her childhood Dr. Parsons Yazzie found no obese Navajos because Navajos used to eat a better diet and exercise more. A nurse from the 1950s remembered a dentist saying he could tell how far Navajo children lived from a trading post by looking at their teeth. Those near the trading post had many cavities because of the soda and candy they ate. 40 41 42 HYPERBOLE Walt Kelley’s Pogo Cartoon Earth Day, 1971 References Allington, Richard D. 2002, June. What I've Learned About Effective Reading Instruction From a Decade of Studying Exemplary Elementary Classroom Teachers. Phi Delta Kappan, 740-747. Banks, James. 1992. The Stages of Ethnic Identity. In P.A. Richard-Amato & M. A. Snow (eds.), The Multicultural Classroom. Reading, MA: Addison Wesley Baumeister, R.F., Campbell, J.D., Krueger, J.I., & Vohs, K.D. 2003. Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles. Psychological Science in the Public Interest 4:1-44. Baumeister, R.F., Smart, L., & Boden, J.M. 1996. Relation of Threatened Egotism to Violence and Aggression: The Dark Side of High Self-Esteem. Psychological Review 103:3-33. Calsoyas, Kyril. 1992. The Soul of Education: A Navajo Perspective. Unpublished doctoral dissertation, Northern Arizona University, Flagstaff, AZ. Cleary, Linda Miller, & Peacock, Thomas D. (998. Collected Wisdom: American Indian Education. Boston, MA: Allyn & Bacon. Deloria, Jr., V., & Wildcat, D.R. 2001. Power and Place: Indian Education in America. Golden, CO: Fulcrum Resources. Deyhle, Donna. 1992. Constructing Failure and Maintaining Cultural Identity: Navajo and Ute School Leavers. Journal of American Indian Education 31(2):24-47. Gilliland, Hap. 1999. Teaching the Native American (4th Ed.). Dubuque, IO: Kendall/Hunt. House, D. 2002. Language Shift among the Navajos. Tucson: University of Arizona. Kohn, Alfie. 1993. Punished by Rewards. New York: Houghton Mifflin. Lipka, Jerry, Mohatt, Gerald, & the Ciulistet Group. 1998. Transforming the Culture of Schools: Yup'ik Eskimo Examples. Mahwah, NJ: Lawrence Erlbaum. Parsons Yazzie, Evangeline. 1995. A Study of Reasons for Navajo language Attrition as Perceived by Navajo Speaking Parents. Unpublished doctoral dissertation, Northern Arizona University, Flagstaff, AZ. Reyhner, Jon. 2006. Education and Language Restoration. Contemporary Native American Issues Series. Philadelphia, PA: Chelsea House. Reyhner, Jon, & Eder, Jeanne. 2004. American Indian Education: A History. Norman, OK: University of Oklahoma Press. Reyhner, Jon. (ed.). 1992. Teaching American Indian Students. Norman, OK: University of Oklahoma Press. Whitbeck, L.B., Hoyt, D.R., Stubben, D.R., LaFromboise, T. 2001. Traditional Culture and Academic Success Among American Indian Children in the upper Midwest. Journal of American Indian Education 40(2):48-60. Cultural Dimension Interests, the Dance of Negotiation, and Weather Forecasting: A Perspective on Cross-Cultural Negotiation and Dispute Resolution Prof. John Barkai William S. Richardson School of Law University of Hawaii Ideals, values, and assumptions about life that are widely shared among people and that guide specific behaviors. (Brislin 1993) warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning warning Statements about culture are never statements about individuals. Sophisticated Stereotypes The Western View of the Business Deal Party A The Deal Party B Asian View of the Business Deal Trust-based Relationships Party A Contracts based On a Handshake Business bonding Via Entertainment The Deal Party B Gifts and Favors Emic & Etic Approaches Emic: cultural specific - only in one culture Etic: cultural general – in many cultures (from psycholinguistics) Levels of culture Culture Corporate Professional National Top 10 Countries by Population Ranked in millions China 1337 India 1189 United States 313 Indonesia 246 Brazil 203 Pakistan 187 Bangladesh 159 Nigeria 155 Russia 139 Japan 126 Population If there were 100 people in the world how many would live in…? Africa Asia Europe N. America S. & Latin America Pacific Islands If there were 100 people in the world how many would live in…? Africa 14 Asia 60 Europe 12 N. America 5 S. & Latin America 8 Pacific Islands 1 Interests Drive Negotiations Iceberg Theory Iceberg Theory “Below the line” issues Huge & invisible. Purposely hidden, or simply Out of awareness CROSS CULTURAL LIVING CROSS CULTURALLY Contrasting Cultural Differences in Negotiation and Mediation WESTERN ASIAN Low Context (direct) High Context (indirect) Communication Communication Low Power Distance High Power Distance Individualism Collectivism Low Uncertainty Avoidance High Uncertainty Avoidance Masculinity Femininity (Assertive) (Cooperative) Short-Term Orientation Long-Term Orientation Monochronic Time Space - far apart Polychronic Time Space – close Contrasting Cultural Differences in Negotiation and Mediation WESTERN ASIAN Risk Takers Risk Avoiders Brief Rapport building time (short) Extensive Rapport building time (long) Aggressive Passive Contract focus Relationship focus Win-lose approach Win-win approach Informal approach Formal approach Show emotions Hide emotions Preference for specific agreement Preference for general agreement Contract is fixed Re-negotiation is possible Individual Decision-making Group Decision-making Logical decision-making Emotional decision-making All equals One leader Face Saving Face Giving Inductive logic Deductive logic Low Government involvement High Government involvement Linear-Active Multi-Active Reactive High context, low context Edward T. Hall Hofstede Dimensions Power distance Individualism v. collectivism Masculinity v. femininity Uncertainty avoidance Long-term v. short term orientation (Comp v Coop) Geert Hofstede High context, low context (U.S.) Edward T. Hall The high-context communication style is associated with a nonverbal, implicit, high-context style of communication, which predominates in nonWestern, collectivist countries. It does not focus on just the immediate issues, but puts a particular focus on long-term and emotional aspects of the relationship between the parties and is preoccupied with considerations of symbolism, status, and face; It also draws on highly developed communication strategies for evading confrontation." Raymond Cohen (paraphrased) The meaning is not in the words, but in the greater context. “That’s just great.” (when its not) – “That would be difficult.” The low-context communication style is infused with the can-do, problem-solving spirit, assumes a process of give-and-take, and is strongly influenced by AngloSaxon legal habits. When negotiation experts suggest a model of negotiation (usually involving such features as the "joint search for a solution," "isolating the people from the problem," and the "maximization of joint gains"), they are proposing a version of the low-context, problem-solving model. Rational thought is at the base of this model; people are part of the problem, not the solution; each problem can be solved discretely; goals are defined in terms of material, not psychic, satisfactions. Raymond Cohen (paraphrased) The words convey the meaning Conflicts A High Context Perspective Non-Western negotiators tend to be surprised by their negotiation partner’s ignorance of history, preoccupation with individual rights, obsession with the immediate problem while neglecting the overall relationship, excessive bluntness, impatience, disinterest in establishing a philosophical basis for agreement, extraordinary willingness to make soft concessions, constant generation of new proposals, and inability to leave a problem pending. They are frustrated by their American partner's occasional obtuseness and insensitivity; tendency to see things and present alternatives in black-or-white, either-orterms; appetite for crisis; habit of springing unpleasant surprises; intimidating readiness for confrontation; tendency to bypass established channels of authority; inability to take no for an answer; and obsession with tidying up loose ends and putting everything down on paper. Raymond Cohen Conflicts A Low Context Perspective American negotiators tend to be surprised by their negotiation partner’s preoccupation with history and hierarchy, preference for principle over nitty-gritty detail, personalized and repetitive style of argument, lack of enthusiasm for explicit and formal agreement, and willingness to sacrifice substance to form. They are frustrated by their partners' reluctance to put their cards on the table, intransigent bargaining, evasiveness, dilatoriness, and readiness to walk away from the table without agreement. Raymond Cohen Negotiating Across Cultures Smart Bargaining: Doing Business with the Japanese Graham & Sano Japan External Trade Organization's (JETRO) 16 ways Japanese avoid saying “No” 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Vague “no” Vague and ambiguous “yes” or “no” Silence Counter question Lateral responses Exiting (leaving) Lying (equivocation or making an excuse— sickness, previous obligation, etc.) Criticizing the question itself Refusing the question Conditional “no” “Yes, but . . .” Delaying answer (e.g., “We will write you a letter.”) Internally “yes,” externally “no” Internally “no,” externally “yes” Apology The equivalent of the English “no”— primarily used in filling out forms, not in conversation No – Maybe Game Examples. Possible answers / ways of saying "no" without saying "no.“ - vague and ambiguous answer - ask a question back rather than answering their question - say something that is not on point - criticize the question - active listen, paraphrase, or summarize the question - make the "no" conditional - saying "yes, but ..." - delaying the answer - making an apology - silence - tell a lie or make an excuse - walking away Punctuality Western Asian Geert Hofstede (1980, 1991) Studies of 117,000 IBM employees covering 72 national subsidiaries, 38 occupations, 20 languages. Used employee attitude surveys taken in 1968-69 and 1971-73 within IBM subsidiaries in 66 countries. Statistically analyzed answers which revealed four central and largely independent bi-polar dimensions of a national culture. Dimensions to explain systematic differences in work values and practices at the country level: • Power distance • Uncertainty avoidance • Masculinity and femininity • Individualism and collectivism • [Confucianism and dynamism] HOFSTEDE’S CULTURAL DIMENSIONS Masculinityfemininity Dominance, independence vs. compassion, interdependence, & openness. Individualismcollectivism Emphasis on individual goals, needs, & success vs. group needs, satisfaction, & performance. Power distance Degree to which people accept power & status differences in society. Confucianism dynamism Long-Term Orientation A future oriented perspective "sacrifice for the future." Uncertainty avoidance Degree to which people are comfortable with ambiguity & uncertainty. (Not Risk Tolerance) Masculinityfemininity Dominance, independence vs. compassion, interdependence, & openness. (Competition v. Cooperation) Individualismcollectivism Emphasis on individual goals, needs, & success vs. group needs, satisfaction, & performance. Power distance Degree to which people accept power & status differences in society. Power Distance Hierarchy, Status “Respect your elders” v. “We are all equal.” “Just call me John.” Individualism- “What’s in it for me?” collectivism “How does my group look?” Long-Term Orientation However long it takes Short term profits Way of Life Individualism - Collectivism The Boss and Work Power Distance Cultural Categories © 2001 Richard D Lewis Common Asian Groupings • High context • Collective • High Power Distance • Long-Term Orientation American Stereotype • Low context • Individualist • Low Power Distance • Short-Term Orientation Context of Communication High Context Communication • Communication is indirect • Meaning is indirect, implied, and derived from the context • Difficult to hear/infer interests • Implied meanings arise from the setting/context • Non-verbals are very important • Lots of inferences need to be drawn • Words promote harmony • Conflict is avoided • Says "No" without using the word "No" Linked to: Collectivism, Hierarchy, spiral logic Low Context Communication • Words communicate information directly • Literal meanings independent of setting/context • Meaning is in the words; its clear • “Read my lips" • Conflict is OK • Says "No" easily Linked to: individualism, Equality, Linear logic How would you negotiate with High Context Communicators? Negotiating with High Context Communicators • • • • • • • • • • Read between the lines Don't take them literally; gather "clues" Pay close attention to context & non-verbals Ask for further clarification Draw out their full ideas with questions Ask them to be more direct Face is very important Don't challenge them; they may lose face Explain that you do not fully understand; Take time to build a good relationship Tips for Low Context Communicators Read between the lines; be sensitive to the non-verbals; assess the context Don’t be too direct Don't overwhelm them; be less aggressive Soften your words when expressing disagreement Tone down emotions Engage in more "small talk" Build relationships early Negotiating with Low Context Communicators Take their words at face value No need to read between the lines What you hear, is what you get Communicate clearly and explicitly. Be "upfront" Ask direct questions; share frank observations Say "no" if you mean "no" Avoid ambiguous expressions Reframe their directness as helpful information (not rudeness) Listen & active listen Be ready to negotiate at the first meeting Handle some business over the phone or internet Tips for High Context Communicators • Don't assume they understand the larger context • • • • • Be more direct; don't be ambiguous Say "no" if you mean "no" Don't assume they can read your mind They won't understand the nuances Be ready to negotiate at the first meeting • Handle some business over the phone or internet • Use less relationship building time Power distance • Extent to which members of a society accept that status and power are distributed unequally in an organization • Organizations in these cultures tend to be autocratic, possess clear status differences and have little employee participation The Boss at Work Power Distance High Power Distance Lower status people recognize and accept that power is held unequally in society. Hierarchy & status are very important. Motto: "Respect for the leader or the elder." Low Power Distance A belief that "all people are equal" Status comes from competence, not age Very limited rapport-building time Negotiating with High Power Distance Cultures • Understand & defer to their hierarchy • Use titles (don't be informal) & respect authority • Prepare by learning about the position of each person on their team • Match eagles with eagles • Exchange business cards early (Japanese meishi) • Treat them with respect. • Don’t be intimidated by their status • Demonstrate your rank • Privileges are expected by superiors • Blame subordinates • Remember that everyone has their place • Better to be too respectful than to lack it • Don't insist on everyone's input • Expect highly centralized decision making. Authority may be limited Tips for Low Power Distance Cultures Have a leader; discover their leader Respect their superiors, rank, and age Recognize differences in status Be extremely respectfully Summarize after your meeting to assure consensus Remember your "place" in their eyes Don't get too close to people with less power Be more formal Match their rank with your rank (Eagles with Eagles) Negotiating with Low Power Distance "Just call me John;” be less formal Titles won’t impress them Don’t expect the same respect you receive at home (if you are high status) Address questions to the whole group Treat them all as equals Use teamwork Acknowledge experience & expertise, not status Respect individuality Respect subordinates; ask for their opinions Tips for High Power Distance Cultures • • • • • • • • • • • • Do not expect the respect you receive at home Leave your ego at the door Respect everyone, regardless of position Be egalitarian, humble and not condescending Delegate more Listen carefully to their subordinates & expect their ' opinions to count Do not judge the value of their opinions by their status Accept informality Learn who has the power to make decisions Solicit opinions of others, including subordinates Their lower level people may have more decision making authority than yours Agree to disagree with subordinates. INDIVIDUALISM Way of Life Individualism - Collectivism Me Individualism and collectivism Individualism • Reflects the extent to which the individual expects personal freedom and the liberty to act as an individual Collectivism • means the acceptance of responsibility by groups and nationalities and the liberty to act as a collective member of a group Individualism The individual is most important. Goals & interests are individual goals & interests Things are done for the benefit of the individual Negotiating teams usually have the power to make decisions on the spot It may be hard to determine who is "in charge" Identity Collectivism The group is most important Goals are the group's goals Things are done for the benefit of the group Concessions & decisions are not make "at the table" but rather in private, after conferring with others Consensus style decision making may require the input of people who are not part of the negotiation team Negotiating with Individualists • Expect low context communication and extroverted behavior • They will have personal goals distinct from group goals • Stress personal gains & individual goals • Use a "What's in it for me" approach • Recognize their individuality; they value individual rights • They will want some personal time and privacy • Expect them to think and act individually • Seek their personal opinions • Talk of "Me" and "I" • Individualists are the minority of the world Tips for Collectivists •Have a person TOP can view as a leader •Be more an individual – dress, ideas, etc. •Express an opinion •Be self-reliant •Realize the importance of the individual •The interests of multiple people at stake. • Be more direct • Consider individual rights and privacy Negotiating with Collectivists •Expect your proposals to be received by a larger group •Expect high context communication and introverted behavior •Expect a team •Don’t expect immediate action; they must consult others •Everything will take longer •Consider the collective goals and interests •Individual rights are less important •Insiders are treated differently than outsiders •Expect them to think and act collectively •Give them face •Harmony may be more important than honesty •Talk of "We" •They are the majority of the world Tips for Individualists • • • • • • • • • Realize the importance of the group Consider yourself as part of a group Represent your group Conform to your group Consider the common good Consider "face" issues Work towards harmony Be less confrontational Appeal to collective interests of their group MASCULINITY So, Foster. That’s how you want it, huh? Then take THIS! Masculinity versus femininity • Masculine culture is COMPETITIVE with an emphasis is on earnings, recognition, advancement, achievement, wealth, performance and challenge • Feminine culture is COOPERATIVE where the dominant values are caring, sharing and the quality of life Masculinity (competitiveness or assertiveness) • "Win at any cost." • Display assertive behavior designed to get what they deserve and can take. • Focus on money, power, control, competition, aggression, and an adversarial approach • “The marketplace is a battlefield” Femininity ( nurturance and relationships) Cooperation A concern for everyone's interests Win-win, peaceful approach Caring for others is most important How would you negotiate with a Masculine Culture? Negotiating with a Masculine Culture • • • • • • • • • • Approach the negotiation competitively Be ready to argue Assume they are going for a “win,” not a win-win Money & power are key Be assertive; shake hands; avoid emotions Expect "power plays," power tactics, a rights based discussion and positional bargaining Challenging them may result in consequences. Expect them to be loud and verbal, with a tendency to criticize and argue They will be reluctant to make concessions. They want to win because it "feels good" and that's what they do Tips for Feminine Culture Be ready to stand your ground Protect yourself; be competitive Relationship may be less important than the “deal” Women might need to defer to men Speak up; be willing to interrupt Be pro-active “Think” as well as “feel” They might just want to win for winning's sake. Negotiating with a Feminine Culture Use interest-based bargaining Behave “win-win” Try to not be competitive; be caring They may support your goals (if possible) “Separate the people from the problem.“ Seek a long-term relationship Support the relationship Engage in small talk; active listen them They will be willing to offer concessions Be mindful of the emotions involved Tips for Masculine Culture • • • • • • • • Tone down your behavior; be less competitive Its negotiation - not war Listen more Reduce your posturing Consider & allow some emotions Seek harmony and a solution, not conflict You don’t need to beat them to “win” Both side need to win – especially if you want a second contract Uncertainty Avoidance (risk taking) Uncertainty avoidance • The extent to which members of a society tolerate the unfamiliar and unpredictable • Organizations in these cultures tend to value experts, prefer clear roles, avoid conflict and resist change Uncertainty Avoidance should not be confused with risk avoidance says Geert Hofstede but almost everyone talks as if they are the same High Uncertainty Avoidance Risk avoiders who resist change Feel threatened by unstructured or unknown situations Motivated by the fear of failure Has a need for structure and ritual in the negotiation Expect technical specialists on the negotiating team They will be wary of novel situations. Precision and punctuality are important to them They will seek precise instructions and detailed descriptions They will seek harmony and to avoid conflict Likely to be conservative & hesitant Makes few changes or concessions in their proposals Seen as rigid or paranoid Refusal to consider alternatives, seen as bargaining "in bad faith.“ Motto: "Respect the law" Low Uncertainty Avoidance Risk takers who readily accept change Take more and greater risks. Motivated by the hope of success Willing to "go for it" Makes many proposals, especially at the negotiation table Always pushing for changes Seen as unprincipled, amoral, confusing, wild, untrustworthy and unreliable May not plan much Negotiating with High Uncertainty Avoiders • • • • • • • • • • • • • • Stick with the status quo Persuade them with history Establish ground rules, regulations, and controls Expect a lot of rules, regulations, and controls Use agendas, structure, and ritual in the negotiation Be clear on expectations Prepare for their technical specialists on the negotiating team Expect resistance to novel proposals Expect a long negotiation; they need to remove ambiguities Build & demonstrate a good “track record” so they are comfortable Present all the details Provide precise instructions and detailed descriptions Expect few concessions Seek harmony and avoid conflict Tips for Low Uncertainty Avoiders Consider standard agreements & contracts Set up ground rules & agendas Avoid risky proposals Recognize that they might not share your willingness to take risks Seek out a 3rd party they trust. TOP is not likely to trust your proposals Negotiating with Low Uncertainty Avoiders Be more informal. Propose something novel; they’ll like it Brainstorm ideas Consider the alternatives Use generalists on your negotiating team Be willing to take limited risks Wait for them to propose the first concessions (good for both parties) Tips for High Uncertainty Avoiders • • • • Loosen up. Just try it. Be flexible. Be willing to "invent options,“ A little controlled risk could be helpful Accept some risk Contingent agreements & performance Ks • Recognize value & promise in novel ideas • Think creatively Long Term Orientation Long-Term v. Short-Term Orientation • Long-term orientation cultures tend to respect thrift, high savings rates and perseverance, status and order in positions, sense of shame. • Short-term orientation cultures tend to respect social and status obligations regardless of cost and low levels of savings. Long Term Orientation Pragmatic, future-oriented perspective “Sacrifice for the future” Long term commitments Focuses on long-term interests (e.g., market share) Great respect for tradition Thrifty with high savings rate Current situation is less important to them Strong work ethic Long term rewards are expected from today’s hard work Build life-long personal relationships Respect: thrift, perseverance, status, order, sense of shame Short Term Orientation Conventional, historic, short-term perspective Focus on present Change can occur more quickly Efforts should produce quick results Focuses on short-term interests (profits) Seem to be irresponsible and waste money A concern for saving face Negotiating with LTO Cultures • • • • • • • • • • Expect "slow going“ Expect strong perseverance Have a future focus Expect future negotiation opportunities Build long-term relationships Demonstrate your long-term focus Expect a strong work ethic. Have great respect for tradition. Work with their extensive personal networks - "guanxi" Help them understand the current situation Tips for STO Cultures Be patient. It will take longer than you think Think about tomorrow Build long-term relationships Consider future contracts while you negotiate this one Think of your children Negotiating with STO Cultures Focus on today & the short term Incorporate their immediate needs Make it happen “right now” Expect quick changes Help them examine the "long run" and the consequences of a "quick win." Tips for LTO Cultures Do not overlook present concerns Try to move at a faster pace Spend some money now to ensure a good future Spend less time in relationship building Universalism Universalists Do the “right” thing every time. What’s right is right regardless of circumstances or who is involved Apply the rules across the board to every situation Place a high value on the rules The rules are more important than the relationship Obligation to society is more important than obligation to ingroup A contract is a contract Particularists • Fit their actions to a particular situation • The relationship is more important than the rules • Demonstrate high connectedness to a group • Places a high value on the relationship • Obligation to in-group is more important than obligation to society • If conditions change, they expect the contract to change Negotiating with Universalists They know the “right way” to do things They may not be very flexible Explain why it fits the rule and is not an exception Treat everyone the same – no exceptions Don’t expect to modify the contract later - “A deal is a deal” Tips for Particularists Work within the rules Learn the normal operating procedures and industry practices. Do not expect to change them Try to avoid renegotiating a completed contract – it is seen as “bad faith” Exceptions to the rules might not be welcomed or tolerated. Negotiating with Particularists Take circumstances into account To each according to his/her needs Insiders are treated differently Focus on the relationship, not the rules Be flexible The contract is always in flux, even after signing Tips for Universalists Be willing to make adjustments Try to be flexible while you stay within the rules Update your knowledge. Don’t be following rules that are not current
Purchase answer to see full attachment