Deck 8: Culture and Leadership

Question 1

Cultural boundaries are the same as national boundaries (geographical and political boundaries of nations).

Answer 1

False

Question 2

According to Hofstede, since both East Africa and West Africa have similar cultural dimensions, this indicates that they share identical cultures.

Answer 2

False

Question 3

The GLOBE study on leadership found that there are certain leadership traits that are global, but how these traits are expressed and enacted may differ from one society to another.

Answer 3

True

Question 4

National cultures - a nation refers to a body of persons living under an organized government or rule, occupying a defined area, and acting as a unit in matters of peace and war.

Question 5

The GLOBE Study confirmed Hofstede's previous research on cultural values but also came up with two different aspects of which dimension?

A) Power Distance
B) Uncertainty Avoidance
C) Collectivism
D) Masculinity/Femininity
E) Time Orientation

Question 6

In every culture there are dominant cultural patterns that can generally describe the standard values, practices and behaviors of any given group of people, but there are also many sub- and co-cultures within that dominant culture.

Question 7

The GLOBE study measured cultural practices and values regarding leadership attributes?with cultural practices being the way things are and values as the way people would like things to be. This makes it possible to capture the similarities and differences in the norms, values, beliefs, and practices among societies.

Question 8

Knowing the general tendencies when doing business will help you predict and react appropriately for the behavior that you might encounter.

Question 9

Clustering societies is important because:

A) It's the only way to tell differences from one country to another.
B) It's the most accurate way of measuring cultures.
C) Clusters provide important information regarding societal variation and are a useful way to summarize intercultural similarities as well as intercultural differences. it is a way of distinguishing groups from each other
D) None of the above

Question 10

Individual job-enrichment programs like job rotation, job enlargement, and personal empowerment have been the focus of managerial change in the U.S. but have taken very different forms in the Scandinavian countries. The focus of enrichment in the US places responsibility on the individual as well as assertiveness, whereas enrichment in socialist countries such as Sweden concentrates on the work team and cooperation with the collective whole.

A) In general, the U.S. is more masculine-oriented and Scandinavian countries are more feminine-oriented.
B) In general, the U.S. is more individualistic, and the Scandinavian countries are more collectivistic.
C) In general, the U.S. is more being oriented, and the Scandinavian countries are more doing oriented.
D) A and B
E) B and C

Question 11

____________ is what the culturally intelligent person needs to learn. This includes being aware of the fundamental principles of intercultural interactions: what culture is, how cultures vary, and how culture affects behaviors.

Question 12

___________ is what the culturally intelligent person needs to consider: This means paying attention in a mindful way to the cues in intercultural situations and also observing one's own reactions and emotions.

Question 13

__________ is what the culturally intelligent person needs to practice: This means improvising and revising thoughts, reactions, and behaviors in order to become skillful across a wide range of situations.

Question 14

The Cultural Sense-Making model helps us to take a different perspective regarding ambiguous situations and interactions. Describe the three steps (in order) and provide a specific example.

Question 15

Describe the difference between ethnocentrism and ethnorelativism (an intercultural approach). Create a situation and explain using these terms.

Question 16

Describe the Cultural Competence Model that consists of Understanding (Awareness), Mindfulness (Reflection), and Competence (Skills)

Question 17

Describe the three aspects of the Triangle of meaning. Use an example from the book (or create one of your own) to explain these three parts.

Question 18

Choose one of Hofstede's six cultural dimensions (power distance; individualism/collectivism; masculinity/femininity; uncertainty avoidance; long/short term orientation; indulgence/restraint and explain it. Then provide a real-world example.

Question 19

A world view is a collection of beliefs about life and the universe What are the four main questions that a worldview answers and provide an example for each.

Question 20

What is a stereotype and provide vivid examples of the three types of stereotypes we discussed in class.

Question 21

An Ethno-Semantic test is the study of the semantic structure of a cultural group - how words are organized into a larger system of thought. We examine the meanings associated with words. This type of study can help us to uncover deep worldview themes. What did the example of the Masai ethno-semantic test reveal and what can we learn from this?

Question 22

Explain what were some of the GLOBE study's major findings? Why are these findings important?

Question 23

Describe in your own words the four myths to being a global leader. Briefly explain each of these and give an example for each.
-CULTURE MYTH #1: Customs may differ, but we're all basically the same deep down inside.
-CULTURE MYTH #2: My technical expertise will help me succeed - after all, that's why they've selected me.
-CULTURE MYTH #3: I lived abroad for a semester in college, it will be easy to adapt.
-CULTURE MYTH #4: I'm the boss, so others will have to adapt to me.