MULTICULTURAL
INFLUENCES IN HRD
(DCE5130)
SEMESTER TWO 2015/2016
F2F I (20 FEB. 2015)
FACE TO FACE 1
COURSE CONTENT
Part 1:
Key elements of My Own Culture and other cultures in Malaysia
o
An awareness and understanding of one's
own set of values and cultural assumptions, symbols,
rituals, and role models
.
o
An understanding of values of people from different
ethnic groups in the country (Malays, Chinese, Indians
and Others).
o
Cultural Similarities and Differences among Malaysians
Learning outcomes:
The students are able to:
1) Analyse five cultural dimensions
2) Identify and elaborate cultural dimensions of his/her own culture and other
cultures in Malaysia/own country
Assoc. Prof. Dr. Azizan Asmuni
Department of Professional Development & Continuing
Education (JPPPL)
Faculty of Educational Studies,
Universiti Putra Malaysia
Tel: office: 03-89467901 hp:019-2196581
azizanasm@gmail.com
azizanas@upm.edu.my
OBJECTIVES:
At the end of this course, the students are able to:
• Identify and elaborate key elements of his/her own
culture and other cultures in Malaysia/own
country
• Analyze and relate key elements of culture
(cultural dimension) to the intracultural,
intercultural, and crosscultural Malaysian
workplace
• Discuss and provide solution to issues and
challenges in working across cultures,
SYNOPSIS:
• This course emphasises the influence of
multiculture on human resource
development, the sensitivity of multiculture
on labour force in Malaysia and at the
international level, cross-cultural and
intercultural management of international
corporations).
EVALUATION OF MULTICULTURAL
INFLUENCES IN HRD
(DCE5130)
1. Assignment 1
15%
2. Assignment 2 (Article Review)15%
3. Assignment 3
15%
4. Assignment 4 (Case Study)
(Group)
25 %
3. Final exam
30%
ASSIGNMENT 1
(INDIVIDUAL)
• What is your understanding of your own value in
your culture?
• Identify your core value (can be more than one
values).
• Describe the value/s by using the key elements of
culture (underlying assumption, value, symbol,
ritual and hero). The assignment should be based
on your own observation and experience. Some
references may be useful.
• (At least 5 pages. 1.5 spacing)
• Due date: 2nd Face to Face
ASSIGNMENT 2 (Individual)
• Search for ONE research article related to multicultural
influences in HRD/organization.
• Review and discuss your chosen article based on your
understanding of cultural dimensions. Please read and
compare with the following article (given in the
VODPPL):
“FACILITATING HARMONY IN DIVERSITY: USING
DELIGHTS, PUZZLES AND IRRITATIONS TO MEET
THE CHALLENGE OF DIVERSITY” (provided in the
file or at www.amautainternational.com/iaf2000/Abdullah2.PDF)
• (At least 3 pages. 1.5 spacing)
• Due date: 3rd Face to Face
ASSIGNMENT 3
• How Malaysian manager manage the
organization? (intracultural or intercultural
organization?
• Select one or two hrd practices/activities on how
manager manage the organization from cultural
perspective (in terms of leadership,
communication, motivating, managing conflict
etc.).
• The assignment can be either based on your own
experience or other managers (interview).
• (At least 10 pages. 1.5 spacing)
• Due date: 3rd Face to Face
ASSIGNMENT 4
CASE STUDY (GROUP ASSIGMENT)
• How foreigners manage and need to know about managing
in Malaysia (Cross-cultural Organization)?
• The students are expected to do a series of interview the
foreigners (particular from western countries, Japan,
Korea, Taiwan or Africa’s) who worked in Malaysian
organizations (company, NGO, government).
• At least three foreigners of managerial level should be
interviewed.
• Focus of the paper is how foreigners manage the
organization from the cultural perspective, the issues and
problems, their expectation, misunderstanding, etc.
• (At least 15 pages. 1.5 spacing)
• Due date: Final Exam for Master Program
FINAL EXAM
• Focus will be given on the ability of students to
analyse key dimensions/elements of own culture
and other cultures, and relate and propose
solutions to issues and challenges in the
multicultural workplace contexts.
REFERENCES
REFERENCES: LEARNING MODULE:
• MULTICULTURAL INFLUENCES IN HRD (DCE 5130) by Asma Abdullah,
Pusat Pendidikan Luar, UPM
MAIN:
• Azizan Asmuni (2015). MODUL DCE3418. UPM EDUCATION & TRAINING
SDN BHD, UNIVERSITI PUTRA MALAYSIA.
• Asma Abdullah (1996). Going Glocal. Malaysian Institute of Management. Shah
Alam. Malaysia
• Asma Abdullah (2006). Ke arah glokal : dimensi budaya dalam pengurusan
Malaysia. Penterjemah Zol Azlan Hamidin. Institut Terjemahan Negara
Malaysia, Kuala Lumpur
• Asma Abdullah And Aric Low (2001). Understanding the Malaysian Workforce.
Guidelines for Managers. Malaysian Institute of Management. Shah Alam.
Malaysia.
• Asma Abdullah( 2001). Pengaruh Nilai Kebudayaan Melayu Dalam Pengurusan
Di Malaysia. Ph.D Dissertation. Fakulti Sains Kemasyarakatan Dan
Kemanusiaan, Universiti Kebangsaan Malaysia (HD58.7 .A86 2001)
REFERENCES
OTHERS
1. Adler, N.J. and Gundersen, A. (2008). International Dimension of
Organizational Behavior. (Fifth Edition.). South-Western, Canada.
2. Asma Abdullah and Paul B. Pedersen (2003). Understanding
Multicultural Malaysia : Delights, Puzzles & Irritations. Prentice Hall,
Petaling Jaya. 2003
3. Hofstede, G.H. and Hoftede, G.J. (2005). Cultures and Organizations:
Software of the Mind. Revised and Expanded 2nd edition, UK: McGraw
Hill.
4. Geert Hofstede, Gert Jan Hofstede, Michael Minkov, Cultures and
Organizations: Software of the Mind. 3rd Edition, McGraw-Hill
USA, 2010
5. Schein, E.H. (1997). Organizational Culture and Leadership, JosseyBass, UK
COURSE CONTENT
Part 1:
(FACE TO FACE 1)
Key elements of My Own Culture and other cultures in Malaysia
4 PARTS
Part 2 (FACE TO FACE 2)
Relating at the intra cultural, intercultural, cross cultural
Malaysian workplace
.
Part 3 (FACE TO FACE 3)
Issues and challenges in working across cultures, namely:
- when Malaysians go abroad to work
- when foreigners come to live and work in Malaysia.
FACE TO FACE 1
COURSE CONTENT
Part 1:
Key elements of My Own Culture and other cultures in Malaysia
o
An awareness and understanding of one's
own set of values and cultural assumptions, symbols,
rituals, and role models
.
o
An understanding of values of people from different
ethnic groups in the country (Malays, Chinese, Indians
and Others).
o
Cultural Similarities and Differences among Malaysians
Learning outcomes:
The students are able to:
1) Analyse five cultural dimensions
2) Identify and elaborate cultural dimensions of his/her own culture and other
cultures in Malaysia/own country
FACE TO FACE 2 COURSE CONTENT
Part 2
Relating at the intra cultural, intercultural, cross cultural Malaysian workplace
O Similarities and differences in values and underlying assumptions of people
from
different ethnic groups and how they are expressed through
managerial practices
O A working knowledge of the business approaches, protocol, etiquette and
sensitivities as observed by each ethnic group at the workplace
.
O Acquire appropriate skills, strategies and techniques to interact with people from
ethnic groups and cultures for business and social purposes
different
O Forces of Change: Industrialization, Westernization, Modernization, Islamization,
2020, Globalization and their impact in business
Vision
O
Types of workplaces: Intracultural, intercultural and cross cultural
O
Issues and challenges at the Malaysian workplace
Learning outcomes:
The students are able to:
1) compare underlying assumptions (similarities and differences) among people from
different ethnic groups in organization
2) assess the HRD practices/activities in organization from multicultural perspectives (in
terms of leadership, communication, motivating, managing conflict etc.)
FACE TO FACE 3
COURSE CONTENT
Part 3
Issues and challenges in working across cultures, namely:
- when Malaysians go abroad to work
- when foreigners come to live and work in Malaysia.
o
An awareness and understanding of values and underlying assumptions of
people from different cultures in business settings (Americans,
Japanese, Australians, Canadians, Germans, Swedes, etc)
o
A knowledge of work practices as observed in different cultures:
concept of time, completed staff work, ethics, work
relationships,
.
protocol, etiquette and sensitivities as observed by each culture
o
Acquire appropriate skills, strategies and techniques to interact with the
host culture for business and social purposes
o
Issues and challenges of international management
o
Managing cross cultural interactions in business settings
Learning outcomes:
The students are able to:
1) Analyze cultural dimensions to multicultural workplace
2) Discuss and provide solution to issues and challenges in working across
cultures
DEFINITION OF CULTURE
• 161 definitions (2001, Dewan Budaya)
• Sociologists, Anthropologists, Humanities
DEFINING CULTURE (HOFSTEDE)
……. the collective programming
of the body, mind and spirit which
distinguishes members of one
group (nation, ethnic group,
company or category) of people
from another (HOFSTEDE, 2010).
(http://geert-hofstede.com/organisational-culture.html)
DEFINING CULTURE (HOFSTEDE)
• the collective mental programming
(software of mind)
• Culture is learned, not inherited. It derives
from one's social environment, not from
one's genes.
• is learned behavior and is transmitted by
education
DEFINING CULTURE (HOFSTEDE)
• Satu pemprograman minda secara kolektif (keseluruhan pola
pemfikiran, perasaan dan tindakan/perbuatan ) yang membezakan
antara ahli dalam sesebuah masyarakat atau kelompok manusiadengan
sesebuah masyarakat atau kumpulan manusia yang lain.
• pemprograman minda ialah keseluruhan pola kajian bidaya
(pemfikiran, perasaan dan tindakan/perbuatan) oleh ahli sesebuah
masyarakat) budaya suatu kelompok atau collective mental
programming terbentuk melalui proses:
1. Environmen/persekitaran sosial (peringkat negara, daerah, tempat kerja,
organisasi, sekolah, rumah tangga, jiran tetangga dsbnya. )
2. Peristiwa atau kejadian yang dialami dalam kehidupan ahli dalam
kelompok/masyarakat yang berkaitan.
• Budaya dikasifikasikan: nasional, daerah, gender, generasi, kelas
sosial, organisasion dan sebagainya
Koentjaraningrat (1970)
• Kebudayaan berasal daripada perkataan Sanskrit
'buddhayah' iaitu bentuk jamak dari 'buddhi' yang
bererti 'budi' atau 'akal'. Kebudayaan dapat
diertikan sebagai 'hal-hal yang bersangkutan
dengan akal'.
• "keseluruhan dari kelakuan dan hasil kelakuan
manusia yang teratur oleh tatakelakuan yang harus
diperoleh dengan cara belajar."
Organisational Culture
• "the collective programming of the mind
that distinguishes the members of one
organisation from others.“
(http://geert-hofstede.com/organisational-culture.html)
SCHEIN’S
• shared solutions to universal problems of
external adaptation (how to survive) and
internal integration (how to stay together) which have evolved over time and are
handed down from one generation to the next
– Schein, 1985
• emic, universal problems where the solution
is unique for a particular group , etic
• why do people behave as they do?
• Basic assumption, WELTANSCHAUUNG
KEY ELEMENTS OF CULTURE
1. Symbols (Simbol)
2. Rituals (Upacara amal)
3. Heroes (Peranan
Ketua/Wira)
4. Values (Nilai)
5. Underlying Assumptions
(Andaian Dasar)
ICEBERG
THE ICEBERG ANALOGY OF CULTURE
Delights
Symbols,
Rituals and heroes
Seen,
Explicit
Unseen,
Implicit
Puzzles and Irritations
Values and Underlying Assumptions
Conscious
Symbols, rituals
and role models
Unconscious
Values and
Underlying assumptions
The roots
Akar umbi
1. SYMBOLS
2. RITUALS
3. HEROES
YAB DATO’ SRI MOHD
NAJIB BIN TUN ABDUL
RAZAK
(PERDANA MENTERI
MALAYSIA)
Tan Dato' Seri Vincent Tan
Tony Fernandes
KEY ELEMENTS OF CULTURE
SYMBOLS
What we can see and hear…language, objects, jargon, objects, ways of
dressing
RITUALS
How do we do things…meetings, celebrations
ROLE MODELS
Who are our heroes/heroines
PRACTICES
Overt behaviors to
demonstrate values
VALUES
What we believe in..
shoulds, oughts, and musts
inferred from our
behaviours
PRACTICES
Overt behaviors to
demonstrate values
UNDERLYING ASSUMPTIONS
ways of perceiving, thinking and evaluating the world around us
4. VALUES
•
•
•
•
•
•
Ex:
Harmony, Family centeredness
Respect for elders, Polite behavior
Humility, Religious, Prosperity
Hardwork, Shame, Wealth, Risk taking,
Champion of causes, Teamwork
5. UNDERLYING
ASSUMPTION
•
•
•
•
•
•
•
•
We
Harmony
Relationship
Hierarchy
Shame
High context communication
Polychronic time orientation
Religious/Spritual
LINKING KEY ELEMENT OF CULTURE
SAFETY (VALUE)
WEALTH, philanthropy (VALUE)
KEY ELEMENTS OF CULTURE:
Malay
Symbols
Malay house, verandah. color green, salam, songkok,
selendang, keris. Kiss hand of elders
Rituals
Greetings, salutations, praying slaughtering/halal food, eating
with fingers, Open House for Hari Raya, adat formalities protocol
Heroes
Penghulus, Imam, village elders, Dr Mahathir Mohamed,
Values
Harmony, Family centeredness, Respect for elders, Polite
behavior, Humility, Modesty, Showing gratitude, Religious
Underlying assumptions:
Man’s relationship with Nature
Eco-friendly, harmony with others
Man’s relationship with people
Relationship orientation, Group oriented,
Shame driven, Hierarchical
Man’s relationship with God
Belief in both acquired and revealed knowledge
KEY ELEMENTS OF CULTURE:
Chinese
Symbols
Fengshui, Red color, Dragon, Tiger, Lantern, Expensive
cars
Rituals
Tea ceremony, Lion dance, Cheng beng ceremony,
Joystick praying, Reunion dinners
Heroes
Confucius, scholars, Educators, Sun Tzu,
businesspersons, Parents
Values
Education, Prosperity, Harmony, Family
centeredness, Respect for elders, Hardwork, Shame,
Wealth, Face saving, Food, Risk taking
Underlying assumptions:
Man’s relationship with Nature
Man’s relationship with people
Man’s relationship with God
Harmony driven
Relationship orientation,
Confucianism, Buddhism, Taoism
KEY ELEMENTS OF CULTURE:
Indians
Symbols
Banana leaf, coconut leaves, sarees, pottu, kolam
Rituals
Offering garlands, chewing beetle leaves, bangle ceremony
Heroes
Parents, film stars, spiritual figures, teachers, union leaders
Values
God fearing, Spirituality, Harmony, Family centeredness,
Respect for elders, Hardwork, Champion of causes
Underlying assumptions:
Man’s relationship with Nature
Harmony driven
Man’s relationship with people
Relationship orientation, Hierarchical
Man’s relationship with God
Karma, Hinduism
KEY ELEMENTS OF CULTURE:
Americans
Symbols
Eagle - freedom, strength, individuality, Flag. Big Mac,
Disney, Coke
Rituals
Holidays. Independence Day, Thanks giving, Going to Church
on Sundays
Heroes
Founding fathers, Martin Luther King, Athletes, Entertainers
Values
Task orientation, Individualism, Punctuality, Money, Privacy,
Competitiveness,
Underlying assumptions:
Man’s relationship with Nature
Control, Mastery
Man’s relationship with people
Individualism, Task driven, Monochronic time,
Low context, Guilt, Equality
Man’s relationship with God
Secular
Source:
Understanding The Malaysian Workforce, Malaysian Institute of Management, Kuala Lumpur, 2000
Malays
Deference for elders
Harmony
Cooperation
Being non-confrontational
Indirectness
Faith in God
Humility
Being apologetic
Compliant
Tact, Politeness
Courtesy
Friendliness
Generosity
Being accommodating
Tacit system of
reciprocal obligations
Loyalty
Family orientation
Trustworthiness
Fairness
Sincerity
Honesty
Self respect (hormat diri)
Discipline, patience
MALAYSIAN Cultural VALUES
Chinese
Indians
Food
Education
Achievement
Hard work
Success
Perseverance
Diligence
Gambling, Risk taking
Entrepreneurship drive
Wealth, Prosperity
Thrift
Family, Filial piety
Respect, Hierarchy, Position
Status, Harmony, Face
Modesty
Being pragmatic/practical
Loyalty of belonging
Participation
Brotherhood
Harmony
Respect
Family
Filial piety
Fear of God
Karma
Hard work
Security
Face
Modesty
Being champion
of causes
Americans:
Task orientation Individualism
Money
Privacy
Punctuality
Competition
KEY UNDERLYING CULTURAL ASSUMPTIONS
Relationship
with Nature
1. Control/Mastery.......Harmony
Relationship
with people
2.
3.
4.
5.
6.
7.
Relationship
with God
Task...........................Relationships
Equality.....................Hierarchy
Guilt................….......Shame
Low Context..............High Context Communication
Monochronic.............Polychronic time
Individualism............Collectivism
8. Secular......................Spirituality, Religious
Acquired.........................Revealed Knowledge
@asma
8 PAIRED CULTURAL DIMENSIONS
1. Harmony -------------------------------------------------Control/Mastery
- gauges the individual’s relationship with Nature
2. Relationship --------------------------------------------- Task
- measures the importance placed on relationships with others versus task accomplishments
3. Hierarchy--------------------------------------------------Equality
- gauges the emphasis placed on rank, status and other ascribed attributes over equality issues
4. Shame ---------------------------------------------------- Guilt
- verifies if shame (outer driven, external locus of control or guilt (inner driven internal locus
of control is the principle that guides behaviour
5. High--------------------------------------------------------Low context communication
- measures the extent to which cultures depend on the external environment, situation,
nonverbal signs to communicate
6. Polychronic-----------------------------------------------Monochronic time orientation
- verifies is the principle that guides behaviour is circular or sequential
7. We --------------------------------------------------------- I
- measures the preference for interdependence with other people
8. Religious --------------------------------------------------Secular
- verifies the degree in which religiosity, as opposed to secularity, is considered in work
related issues
@asma
CHARACTERISTICS OF VALUES
The “shoulds” and “oughts” of thinking and
feeling given to us early in life which influence
our behaviors
Revered
A clear, meaningful
and uncompromising
statement about
what is critical
Freely
chosen
Consciously
chosen and not
externally
imposed
@asma
Expressed
Efforts toward
intended
destination must
be made visible
UNDERLYING ASSUMPTIONS and VALUES
1. HARMONY
Live in harmony with nature and coexist with the non-physical aspects
of the unseen world
Less likely to challenge existing
boundaries
Difficult to be friends with those we
disagree with
Status quo
Flexible
Accommodating
Conflict avoidance
Cooperation
Ketenteraman
2. MASTERY /CONTROL
Take control over environment
and harness forces of nature to
meet one’s needs
Challenge existing boundaries
Can be friends with those we
@asma
disagree with
Firm
Demanding
Assertive
Confrontational
Competitive
UNDERLYING ASSUMPTIONS and VALUES
3. RELATIONSHIP
-it is important to recognize that the basis of doing business
with another person is to first build good and friendly
relationships. Only then will the task get done.
- believe that it is only by understanding and having a "feel"
for the other party that they are able to live and work
smoothly with them
-social competencies (being friendly, accommodating, etc)
are more valued than cognitive competencies.
More sensitive
to feelings,
Not wanting
to hurt others,
Easy to get
along with
4. Task
- when doing business with another person it is important
to agree on a written contract.
-Cognitive competencies (critical thinking, problem
solving, etc) are more valued than social competencies.
-the task is the boss; relationships are secondary in nature.
Critical thinking,
Detailed and
specific,
Contractual
agreement
UNDERLYING ASSUMPTIONS and VALUES
5. HIERARCHY
Work, duties and responsibilities are
distributed according to seniority
Superiors addressed and respected
Tolerance of differences in status and
wealth
Subordinates accept directions from
superiors without questions
Respect for elders
Status and power
Protocol and
ceremonies
Politeness
Bersopan
6. EQUALITY
Most competent will be rewarded
Superiors addressed on first name basis
Differences in status and wealth minimised
Subordinates not afraid to question
@asma
instructions of superiors
Meritocracy
Egalitarian
Less ceremonies
UNDERLYING ASSUMPTIONS and VALUES
7. SHAME
External locus of control: Rely on external
sanctions (group, family, and team and authority) to
get things done
Concern with “ what will people say” if they do
something wrong
Face saving
Group
accountability
Malu
Truth depends on values, and religious teachings
8. GUILT
Internal locus of control: Do things own volition
and guided by inner conscience
Not concerned with “what others may say about
me”
Has a code of ethics - absolute sense of right
and wrong
@asma
Independent
Autonomous
Personal
accountability
UNDERLYING ASSUMPTIONS and VALUES
9. HIGH CONTEXT
What you see is not what you get - need
to consider the context Implicit and indirect
Behaviour and person cannot be
separated
Guarded in stating views and opinions
Indirect
Not so specific
Time waster
Face saving
Collective agreement
Berliku liku
10. LOW CONTEXT
Say what you mean mean what you say
explicit meaning and direct
Behaviour is separated from the person
Not afraid to speak up when they have
something to say
@asma
Direct
Specific
Time saver
Factual
Data-oriented
UNDERLYING ASSUMPTIONS and VALUES
11. POLYCHRONIC
Time as flexible and part of life
Do many things at one time
Circuitous, non-sequential
Non-linear
Punctuality and deadlines are not
absolute
Diffused
Analog
Flexible
Multi tasking
12. MONOCHRONIC
Time as a scarce and finite resource
Do one thing at a time
Sequential
Linear oriented
Punctual and adhere to schedules
and meeting datelines
@asma
Displaced
Digital
Focus on targets
Timeliness
Efficiency driven
UNDERLYING ASSUMPTIONS and VALUES
13. WE -Collectivism
Our way
Part of a group with common grounds
- ethnicity, language, religion
Group achievement more important
than personal goals
Value cooperation, interdependence
and collaboration and communal
responsibility
14. I- Individualism
My way
Unique and independent individuals
Personal goals more important
than group goals
Value competition, achievement,
and independence
@asma
We: Related self
Communitarianism
Concern for welfare
of others
Obedience, Loyalty,
Duty, Sacrifice
Kita, Kami
I: Separated self
Self-reliance
Self-actualization
Self-esteem
Privacy
Autonomy
Competition
UNDERLYING ASSUMPTIONS and VALUES
15. RELIGIOUS
Important to combine both religious and
material dimensions in one’s life
Workplace ethics are guided by one’s religion
Religious commitments be blended with
productive work
Religious
Work is a form
of worship
16. SECULAR
Religion is separated from work matters
Workplace ethics influenced by code of
conduct and set of principles
Work targets more important than meeting
religious commitments
@asma
Work and religion
not to be mixed
CULTURAL DIMENSIONS IN UNDERSTANDING MALAYSIANS
Anglos
Malaysians
Indians
Task
8
Control
7
Chinese
Malays
Relationships
Harmony
Shame
Guilt
6
Separated Self
5
Related Self
Secular
4
Religious
Equality
3
Hierarchy
Monochronic Time
2
Polychronic Time
Low Context
1
High Context
@asma
n: 1000
Part 4
Key concepts and theories in the field of cross cultural/multicultural mgt.
Accommodation
Acculturation
Affirmative action
Assimilation
Assumptions
Attribution theory
Collectivism
Colonization
Consensus
Context: Low/ High
Control
Corporate
Cross cultural
Culture
Diversity
Egalitarian
Emic-Etic
Ethnocentricism
Face saving
Globalization
Guilt
Harmony
Hierarchy
Homogeneity
Indigenization
Individualism
Industrialization
Ingroup-outgroup
Intercultural
Internalization
Intracultural
Related self
Relationship orientation
Rituals
Role models/heroes
Locus of control:
Localization
Modernity
Modernization
Monochronic time
Multicultural
Task orientation
Particularism
Polychronic time
Power distance
Westernization
Secular
Sensitivity
Separated self
Shame
Socialization
Symbolic conformity
Symbols
Uncertainty avoidance
Universalism
Values
Terima Kasih
Tashako
ur
(Mammnoun&
Xie Xie
Merci )
Nandree
mamnon
Shukran
Thank You
@asma