Posts mit dem Label Kulturvergleich werden angezeigt. Alle Posts anzeigen
Posts mit dem Label Kulturvergleich werden angezeigt. Alle Posts anzeigen

Mittwoch, 22. Juli 2009

Personalmanagement in Japan und den USA

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International agierende Manager sind regelmäßig mit der Tatsache konfrontiert, dass Unternehmensführung und Managementstil im Ausland von kulturspezifischen Merkmalen geprägt sind. Diese Merkmale spiegeln sich in der Konsequenz auch in den Arbeitsprozessen wider. Diese Unterscheide sollen exemplarisch am Beispiel der japanischen und amerikanischen Automobilbranche erläutert werden.

Die Vergleichszahlen der folgenden Tabelle geben bereits Hinweise auf verschiedenartige Konzepte in den Bereichen Personalmanagement und Produktionstechnik in Japan und den USA.

(vgl. Zülch 1994)

Mittwoch, 30. April 2008

Todesanzeigen in Deutschland und USA

Deutsche und US-amerikanische Todesanzeigen haben eine sehr stabile und schematische Struktur. Der Inhalt, der dem Rezipienten kommuniziert wird, ist eindeutig: Es wird über das Ableben einer bestimmten Person informiert. Die verbale Ebene einer deutschen bzw. US-amerikanischen Todesanzeige beinhaltet feste Kernelemente, z.B. den Namen des Toten, die Tatsache seines Ablebens, Todestag und Informationen bezüglich der Bestattung (Inhaltsaspekt). Die nonverbale, paraverbale und extraverbale Ebene, also z.B. die Art und Weise wie diese Fakten oder eventuelle zusätzliche Informationen dargestellt werden, gibt dem Rezipienten zu verstehen, in welchen Kontext er die auf der verbalen Ebene vermittelten Informationen zu setzen hat (Beziehungsaspekt).

Freitag, 7. September 2007

Work ethic in USA and Germany

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Americans and Germans have different concepts of work ethic. The following article outlines the most important differences. 

American employers lay emphasis on practical experience with the training on the job concept. Contrary to Germany where your potential employer focuses very much on education and qualification. In the United States, the focus on egalitarism is stronger than for example in Germany: A person is rated rather by this practical experience and his proven expertise on the job than by this education and academic background. The latter gets less important for American managers if a person is good at what he’s doing.

Americans are more pragmatic and goal-orientated than Germans. For example, German business and academic meetings are longer than the American equivalent. While German businessmen tend to discuss all topics in detail to make sure everything is settled and agreed on, their American counterparts concentrate on getting a positive result as quickly as possible without paying much attention to minor issues.

Career flexibility, the willingness to change jobs and face new challenges are much bigger in America than in Germany. For example, job security and a certain loyalty from both sides (employer/employee) still significant elements of work life in Germany and until the 1990s, it was common for employees to have worked for the same company for several decades. In contrast, it is not unusual for Americans to move cities and change jobs several times in a decade, especially if they hope to climb the job ladder.

American businessmen often make a very friendly, informal and self-confident impression on their German counterparts. Examples are the art of small talk to warm up and the use of first names from the very beginning. Both things are less common in Germany, especially the latter one. However, this informal atmosphere can be misleading because hierarchies and business decisions are is much more formal and strict than they appear to be.

Another difference between German and American ideas of work and career is the Protestant work ethic that plays a major role in American work life. This is related to the Calvinistic doctrine of predestination where it is said that God has already determined every individual’s fate. A person cannot influence his destiny but he can interpret signs that are indicators of his predestined fate. A sign for a positive destiny (e.g. salvation) is for example economic success, which can be achieved though hard work and virtue. Additionally, prosperity is a sign for God’s favour. Therefore it is highly respected and acknowledged if someone has become wealthy as a result of his hard work, individual achievement and endurance.

In Germany, this approach does not really exist. In America, however, this explains on the one hand the idea of the American Dream and the rag-to-riches myth. On the other, it makes clear why many Americans strongly identify with their job and career. One factor that also contributes to American work ethic but that sometimes seems to be neglected is the low job security in American companies. Employees can be laid off quite easily and without a warning, especially compared to Germany. However, the better an individual’s performance, the more secure this person’s job will be. As a consequence, employees are highly motivated to deliver best results and have an impressively positive approach to work.

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Samstag, 7. Oktober 2006

Intellectual Styles

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In 1981, social researcher Johan Galtung published an essay in which he outlined and compared differences between Saxonic (USA, United Kingdom), Teutonic (Germany), Gallic (France) and Nipponic (Japan) intellectual styles. Apart from other things he established how members of these four cultures would react if they were faced with a (scientific) proposition and which typical question they would ask.

(cf. GALTUNG 1985)

Although Galtung indicates that this figure should not be taken too seriously, it can be pointed out that the Japanese (Nipponic style) lay emphasis on the importance of their masters and teachers. In this regard, Japan could be seen as representative of nearly all East Asian countries. The status of the teacher seems to be different compared with the one in Western cultures (North America and most of Europe). These cultural differences can lead to intercultural misunderstandings as the following examples reveal:

  • An American teacher at the foreign language institute in Peking exclaimed in class "You lovely girls, I love you". Her students were shocked (cf. GTZ 1989, p. 50).
  • An Indonesian language teacher taught a group of German managers to speak Bahasa. He was completely terrified when the company expected from the learners that they should evaluate and criticize his lessons.
  • A guest lecturer from Malaysia felt disrespected and disdained because the German students were late for his lecture and did not even apologize.
  • A German engineer who instructed teachers at a Chinese vocational college was at a loss. His "teachers" would consequently avoid any practical demonstration when giving their lessons (cf. REISCH/TANG 1992, p. 2).

These four situations indicate that the involved persons are very often not aware of little traps. It is not easy to move in foreign societies without knowing about the cultural differences and these examples show once again clearly the significance of intercultural communication and competence.

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