8. Compare negotiation styles of the usa, Japan, Germany, Mexico and Russia.

USA: United States trade and corporate representatives frequently enter into negotiations with a direct, somewhat confrontational approach. There is also an emphasis on quick results that will maximize profits, which produces a short-term perspective. Relationships with the other side, especially long-term associations, are a secondary consideration, if considered at all. U.S. Americans are prone to select members based on their proven managerial abilities, competitiveness, and verbal abilities, with little concern for their position within the company.

Japan: Negotiators take a long-term view toward business ventures. Their first goals are to work on building a relationship, establishing a level of trust, and determining the desirability of entering into an extended association with the other organization. Spend long periods of time discussing key issues. Attempt to avoid conflicts and confrontations. The status of team members is of considerable importance.

Germany: Germans are competitive, ambitious and hard bargainers. In German business, a person’s word and handshake are considered his/her bond. If a verbal agreement is made in a business meeting, it is generally considered binding. Business negotiations tend to be analytical and factual. A well-researched speech with lots of graphs, empirical arguments, and statistics is usually preferred. A direct, matter-of-fact approach will be most appreciated. Business is hierarchical. Decision-making takes place at the highest levels of the company i.e. top down. It is not appropriate to bypass (пренебрегать) an associate of equal ranking by consulting with his or her superior, even if negotiations take a long time.

Mexico: Executives are not strongly competitive in the sense of wanting to surpass the performance of their colleagues. They value a friendlier, more relaxed atmosphere at work, free of conflict and confrontation (which they try to avoid whenever possible). A “win-win” perspective. Mexican business people are good negotiators and enjoy the process. They will question everything, and spend a great deal of time trying to get you to accept their point of view or conditions. The arguments may be based on emotions or facts, or both.

Russia: Negotiations are simply a forum for debate and an opportunity to convince the other side of the rightfulness of their position. The Russians often interpret an offer to make concessions as an indication of weakness. Rather than compromise on an issue, they will simply reiterate their original arguments in the expectation that the other negotiating team will ultimately realize the correctness of the Russian position.

9. What ways of dealing with conflict are you familiar with? How does Stella Ting-Toomey apply cultural variability perspective to effective conflict management?

Ways of dealing:

1. Avoidance

• a strategy based on the assumption that a conflict will disappear if it is just ignored. Can be mental and physical.

2. Accommodation

One attempts to satisfy the other person’s desires.

3. Competition

It is better to get something instead of nothing.

4. Collaboration

All parties work together to resolve conflict.

A cultural variability perspective refers to how cultures vary on a continuum of variations in accordance with some basic dimensions or core value characteristics. The cultural socialization process influences individuals’ basic assumptions and expectations, as well as their process and outcome orientations in different types of conflict situations. Effective conflict management requires us to be knowledgeable and respectful of different worldviews and ways of dealing with a conflict situation. It also requires the awareness of the importance of both goal-oriented and process-oriented conflict negotiation pathways, and requires that we pay attention to the close relationship between cultural variability and different conflict communication styles.

10. Provide examples of culturally diverse educational systems. What is multicultural education? How are Hosftede’s value dimensions reflected in the classroom? Analyze a Russian classroom in terms of those dimensions.

China: Education is inherently competitive. Advancement through the educational system is based upon prior success as measured by rigorous testing. Test scores can determine not only one’s major, but also the schools one can attend.

Japan: The educational system is guided by a centralized ministry of education that enforces a high degree of uniformity and a standardized school curriculum. Using the ministry’s guidelines, each school prepares its own curriculum, “while taking into account its own circumstances and the situation of the community. The Japanese are very group oriented. Social harmony is an essential element of their culture, and they insist that a school education include character formation and moral education. One of the most important teaching methods in Japanese schools is rote memorization of factual knowledge.

Korea: Teachers assume leadership roles in the areas of social values, civic awareness and duty, and academic preparation. Parents hold teachers responsible for disciplining their children, and children are often told that their teachers will be notified if they misbehave at home. For most subjects, Korean students remain in their homerooms and teachers rotate among classes. This permits the homeroom teacher to be a social and academic counselor and deal with discipline problems.

Multicultural education is an approach to teaching and learning that is based upon democratic values and beliefs and affirms cultural pluralism in an interdependent society. (In the USA)

1. Collectivism\ Individualism

Strong individualistic societies (the UK, the USA, Germany) tend to believe that one is never too old to learn and encourage individual students to speak freely in class. Strong collectivist societies (Taiwan, Mexico, African countries) tend to believe that it is the young who should learn because adults cannot accept the less powerful role of the student, and students are often encouraged to speak only when called upon.

2. Power Distance

In countries that value larger power distance among people (South Africa, Korea, Arab countries) education tends to be teacher-centered and the teacher controls much of the classroom communication that takes place. In small power distance countries (Sweden, Canada, Australia) student-centered education is the norm and students are encouraged to engage in two-way communication with the teacher.

3. Femininity \ Masculinity

Whether a society sanctions more masculine or feminine values in its educational practices is often determined by the status accorded to women and the extent to which men and women are educated together. In countries where neither gender is valued greatly over the other (Denmark, Costa Rica), students tend to admire friendliness a great deal in teachers and that teachers may avoid openly praising students out of concern that such comments may contribute to a more competitive, unequal learning environment. In countries where stereotypically masculine behavior such as assertiveness, ambition, and competition are highly regarded (USA, Ireland), teachers may openly and frequently praise good students, and students may tend to admire intelligence and competence more than friendliness in teachers.

4. Uncertainty Avoidance

In countries that tend to tolerate uncertainty in life (Canada, Hong Kong) teachers can say ‘I don’t know’ without losing the respect of their students. In those countries with strong uncertainty avoidance (Greece, Korea, Austria) teachers are expected to have all the answers. Students may feel more comfortable in more structured learning situations where precise objectives are identified and strict timetables determine the beginning and end of instruction.