Cross Cultural Communication and Management - Summit Brazil ESPM 01-2014 part01

PROF. BRIAN DAVID BUTLER

briandbutler@gmail.com
Linkedin.com/in/briandbutler

A global citizen, Brian was born in
Canada, raised in Switzerland (where he
attended international schools), educated
in the U.S., started his career with a
Japanese company, moved to New York
to work as an analyst, married a
Brazilian, and has traveled extensively in
Latin America, Asia, Europe and North
America.



Before founding Summit Global Education, Brian
worked for three years, and helped organize multiple
study-abroad programs in Europe and South Africa
as the "Director of Marketing and Admissions" with
"Forum-Nexus", an academic program co-sponsored
by the IQS School of Management of the Ramon
Llull University in Barcelona (which is fully accredited
by AACSB), and by the Catholic University of Milan
(Università Cattolica del Sacro Cuore, member of the
ISEP Network). During this time, Brian taught the
"International Finance" courses for five
semesters, and the "Introduction to the European
Union" course for two semesters.



Brian previously worked as an analyst for the
Columbia Institute of Tele-Information (of the
Columbia University Business School). Brian earned
an MBA with valedictorian distinction from the
Thunderbird School of Global Management and he
has lectured on Finance, Economics and Global
Trade as course facilitator at Thunderbird’s Global
MBA program in Miami. He did his undergraduate
studies at Michigan State University, and worked at
Honda of America Manufacturing in their
"International Parts Supply" department doing new
model strategy.

Student
Introductions:
-- International experience?
-- Experience working in cross cultural teams?
-- Why are you taking a Cross-Cultural course?

Expectations:
-- What do you think this course is about?
-- What do you hope to learn?

SYLLABUS ONLINE:
http://www.summitstudyabroad.com/cross-cultural-management--brazil.html

Reading:
-- Have you bought the book?
-- EXPECTATION --- READ THE ENTIRE BOOK BY THE 18TH OF
JANUARY!

READINGS
Required Readings:
•

“Cultural Intelligence: Living and Working Globally”, by David Thomas and
Kerr Inkson, Berrett-Koehler Publishers, 2009

Recommended
•

“Brazil - Culture Smart! The Essential Guide to Customs &
Culture”, Sandra Branco and Rob Williams, Kuperard; Reprinted
edition edition (September 5, 2006).

Additional Readings:
•

"Brazil, Country Travel Guide", Lonely Planet

•

“The New Brazil”, Professor Riordan Roett, Paul H Nitze School of
Advanced International Studies at Johns Hopkins University (Director
of the Western Hemisphere Studies and Latin American Studies
Programs). Brookings Institutional Press; 1st edition (August
2, 2010).

•

"Brazil on the Rise, The Story of a Country Transformed", Larry
Rohter. Palgrave Macmillan (February 28, 2012).

ASSIGNMENTS
Daily Reading
• Reading from “Cultural Intelligence” book (Thomas, Inkson) –
approximately 20 pages reading per day
Daily Journal
• International students: Write a 1/2 page daily journal (due by
midnight before each class) about cultural experiences in
Brazil, specifically focusing on communication issues and
challenges that you personally have while abroad…
• ESPM students: focus on interactions with international
students.

Daily Journal:
-- Submit: courses@summitglobaleducation.com
-- Due: by midnight before each class
-- Length: ½ page (2-3 paragraphs) minimum
-- Writing Style: Informal, personal, journal

GROUP PROJECT
Working in teams, students will develop a training
manual for business executives preparing for
expatriate assignments in Brazil: The training
manual will be based on cross-cultural
concepts discussed in class in tailored to the
communication environment of Brazil. The
objective is that groups produce a manual that
could find practical applications in the real
world of business and communication.

The project report should be between 5 and 7
pages in length, including a description of the
proposed practical training sessions and

Group Project:
-- Who are the teams? Send me an email with your team members
TODAY!
-- courses@summitglobaleducation.com

Group Project
grades: PEER
REVIEWS

-- Team evaluations
-- At end of project, all teammates must evaluate each other
-- On a scale of 1-10, how helpful was each of your teammates?
-- Individual grades will be adjusted based on peer reviews!

GRADING
Midterm exam
Final exam
Team project
Participation
Introduction to Brazil

20%
30%
20%
10%
20%

CLASS RULES
• 10 minutes late = 50% attendance for
day.
• No phone / smartphone allowed.
• Eating in class is not allowed
• No laptops

QUESTION -

What is
―Culture‖?
-- How would YOU define culture?

CULTURE

Questions:
-- How is “culture” learned?
-- Where do your VALUES come from?
-- If you learned as a child, can you change?
-- How is culture affected by history?

―Landscape shapes
culture‖.
– Terry Tempest Williams

CULTURE

Questions:
-- How are other cultures different? GIVE EXAMPLES
-- Is one culture “better” than another? (Really?)
-- For you to be “right”… does someone else have to be “wrong”?

―Preservation of one‘s own
culture does not require
contempt or disrespect for
other cultures.‖
– Cesar Chavez

CULTURAL TOLERANCE
"Your car is Japanese. Your pizza is Italian.
Your potato is German. Your wine is
Chilean. Your democracy is Greek. Your
coffee is Colombian. Your tea is Tamil.
Your watch is Swiss. Your shirt is Indian.
Your shoes are Thai. Your electronics are
Chinese. Your vodka... is.....Russian. And
...you complain that your neighbor is an
immigrant? ‖

But is ―Tolerance‖ enough? … discuss…

TOLERANCE?
But, when it comes to actual differences in
cultural views toward ―time‖ or
―hierarchy‖ … is it easy to celebrate
cultural differences?
What does it mean to ―celebrate cultural
differences‖?

Question:
-- How is Cross Cultural COMMUNICATION different than Cross Cultural
Management?
-- Why study CC Management? (and not just communication?)

WHY STUDY CULTURE?
Why study "culture" for global business?
The globalization of business and the multicultural make-up
of workforces require today's managers to develop
cultural competence.
This involves understanding the culture-based work style
and communication preferences of countries around the
world. For those conducting business within a country, a
general understanding of the
country, culture, management styles and cultural
orientations of the country is essential to bridge cultural
differences.

DIFFERENT APPROACHES:
1. Laundry – list approach
Great way to prepare for ONE COUNTRY
Difficult when introduce multiple countries &
cultures
2. Framework approach
• Be prepared for ANY foreign assignment
• Be prepared for multi-cultural teams

THE CULTURAL ORIENTATIONS INDICATOR®

COI

THE CULTURAL ORIENTATIONS INDICATOR®
COI incorporates 10 dimensions of culture, which each meet three
criteria:
1. Each dimension recognizes an important aspect of business and
social life.
2. Each dimension represents components found in every sociocultural environment. It is a basic orientation and shared rationale
for behavior.

3. Each dimension has practical value to anyone who needs to
reconcile, integrate or transcend cultural difference in order to
obtain a desired outcome.

CULTURAL ORIENTATION INDICATOR

1. Environment
2. Time

3. Action
4. Communication
5. Space

6. Power
7. Individualism
8. Competitiveness
9. Structure
10. Thinking

THUNDERBIRD, KAREN S. WALCH, PH.D.

COI

• Helps to explore
behavior, thoughts, feelings
• Strongest preferences = the more
profound the impact and potential
for cultural gap and social distance
when working with someone
different


ASSIGNMENT

Compare your own COI vs.
Brazil

GAP ANALYSIS

• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?

ASSIGNMENT

Create your own COI map
& compare vs. ―Brazil‖
and vs. Classmates

Cultural Intelligence:
- Overcoming
Cultural Differences

CULTURAL INTELLIGENCE - SKILLS
Three parts:
1. Knowledge
2. Mindfulness
3. Behavioral skills

What are these concepts? How are they
related? (material from book)

CULTURAL “CRUISE CONTROL”

• What do you think we
mean by ―cultural
cruise control‖?
• When could this be a
problem?

CULTURAL “CRUISE CONTROL”
• Like driving a car (without thinking)
• Running life on basis of inbuilt cultural
assumptions
• Problem – might ignore cultural signals
(scripts)

•

NOTE – Scripts: Cultural
rituals, Phrases, Prescribe patterns of behavior
– for in-group and out-group differentiation

CROSS CULTURAL COMMUNICATIONS &
MANAGEMENT

Tuesday,
Jan
th, 2014
7

Reading:
-- Have you bought the book?
-- EXPECTATION --- READ THE ENTIRE BOOK BY THE 18TH OF
JANUARY!

Required Readings:
•“Cultural Intelligence: Living and Working
Globally”, by David Thomas and Kerr
Inkson, Berrett-Koehler Publishers, 2009

Daily Journal:
-- Did you submit?

-- Submit: courses@summitglobaleducation.com
-- Due: by midnight before each class
-- Length: ½ page (2-3 paragraphs) minimum
-- Writing Style: Informal, personal, journal

MINDFULNESS

• What do you think we
mean by
―mindfulness‖?

• What is the OPPOSITE
of ―mindfulness‖?

MIND-LESSNESS

• Like driving a car in cruise
control (arrive and ask “how did I
get here?”)
• CULTURAL “CRUISE
CONTROL”

• Question – “are there
advantages to mindlessness?”

MIND-LESSNESS – ADVANTAGES:

• Makes it possible for us to do
more than one thing at a time.
• Allows us to ignore most of
what’s around
• Fit automatically into existing
framework
• Q. But, what are the
PROBLEMS?

MIND-LESSNESS – PROBLEMS:

• Encourages us to rely on routine
• Prevents us from being flexible
• Might fail to recognize changes
in culture

• Question – have you ever seen the
expat mindlessly assuming role of
teaching locals about “how things work
back home”?

MINDFULNESS

• How is this
different?

MINDFULNESS

• If you want to develop cultural
intelligence – you need to be
able to SUSPEND CULTURAL
CRUISE CONTROL, and
develop an alternative sate of
being called ‗mindfulness‘

MINDFULNESS

• Paying attention to context
• Being aware – own
assumptions, ideas, emotions
• Seeking out new information
• Using empathy – putting self
in others position

MINDFULNESS

• IS NOT:
• Abandoning who you
are, but instead about paying
attention to differences, and
how people think differently.

MINDFULNESS
Learn to read cues
How this person is perceived within his/her own
culture
It is a means of observing how the person
interacts with others
Establish some basis for long time learning
Don’t answer / react / behave as “you would do
at home”
Learn how those who are successful behave in
similar circumstances

• Behavioral Skills:
• Question – do you think
Knowledge and Mindfulness
are enough?
• Why? Why not?

TROUBLES IN BUSINESS:

• Not technical, but often problems
such as:
• Communication failures
• Misunderstandings in negotiations
• Personality Conflicts
• Poor Leadership style
• Bad teamwork
All examples of ways people interact

BEHAVIORAL SKILLS - STYLE SWITCHING
• Ability to use a broad and flexible
behavioral repertoire in order to
accomplish one‘s goals
• Need to challenge and transcend
comfort zones
• Experimenting with new ways of
behaving
• Develop mindset to approach personal
change and enrichment


STYLE SWITCHING – ASSIGNMENT (PREVIEW)
• Select one strong COI orientation
• Identify a situation where it is used with
someone who is different
• Describe the positive and negative
consequence
• Explore how this is a challenge
• Identify how style switching could
assist you


CULTURAL INTELLIGENCE - SKILLS
Three parts:
1. Knowledge
Knowing what culture is, how cultures vary, and
how culture affects behavior
What is your COI?
2. Mindfulness
The ability to pay attention in a reflective and
creative way to the cues in cross-cultural situations
Aware that others COI might be different?
3. Behavioral skills
Choosing appropriate behavior from welldeveloped repertoire of behaviors that are correct
for different intercultural situations

COMPONENTS OF CULTURAL INTELLIGENCE

Knowledge

Mindefulness
CQ

Behavioral Skills

CQ = capability to interact effectively across cultures

STEPS:
Knowledge & Mindfulness:
• Develop an ability to analyze the cultural
content of a situation and required
cultural due diligence
Behavioral skills
• Determine optimal adaptive strategy—
style switching, cultural dialogue, and/or
mentoring


COI – CULTURAL NAVIGATOR

www.culturalnavigator.com

PURPOSE OF EXERCISE

• GAP ANALYSIS:
• In which dimensions do you have
the largest potential area for
conflict? (with Brazil? With each
other?)
• What could you do to minimize
these gaps?

NEXT STEPS:

1. Use Brazil as example to
understand concepts
2. Create own COI
3. Gap analysis – identify
areas of potential
conflict
4. Suggest solutions (style
switching, more)

COI BRAZIL*
*Disclaimer: The
information reflected
in the cultural profile
of a country is general
in nature and is
intended only as an
initial hypothesis
about value
orientations in a given
country and to
provide basic cultural
awareness. The
country profile is not
meant to reflect either
stereotypes nor the
different cultural
preferences of the
individuals within a
specific country.

Source: The Cultural Orientations Indicat

COI BRAZIL*

COI - BRAZIL

•

Of course, the
cultural profile of
Brazilians varies
not just by
individual but also
by region, with vast
differences
between
North, South, and
between cities and
countryside.

Where do YOU think
Brazilians fit on the
COI?

•

But… in General….

OPTIONS

COI BRAZIL*

Environment – Control / Harmony / Constraint

Harmony/Constraint (mix)

Time – Single-Focus / Multi-Focus

Multi-Focus

Time – Fixed / Fluid

Fluid

Time – Past / Present / Future

Present

Action – Being / Doing

Being

Communication – High Context / Low Context

High Context

Communication – Direct / Indirect

Indirect

Communication – Expressive / Instrumental

Expressive

Communication – Formal / Informal

Formal/Informal (mix)

Space – Private / Public

Private/Public (mix)

Power – Hierarchy / Equality

Hierarchy

Individualism – Individualistic / Collectivistic

Indiv/Collectivistic (mix)

Individualism – Universalistic / Particularistic

Particularistic

Competitiveness – Competitive / Cooperative

Comp/Cooperative (mix)

Structure – Order / Flexibility
Thinking – Deductive / Inductive
Thinking – Linear / Systemic

Flexiblity
Deductive/Inductive (mix)
Systemic

ACTION – “DOING” VS. “BEING” CULTURES

Action: How individuals view
actions and interactions. This
dimension measures one’s
penchant for “doing” versus
“being.”

ACTION – “DOING” CULTURES
Here are some very broad characteristics of doing cultures:
•

•
•
•

•

Status is earned (e.g. the work you do in your job). It is not
merely a function of who you are (e.g. birth, age, seniority).
Status is not automatic and can be forfeited if one stops
achieving (e.g. you quit your job).
Great emphasis is placed on deadlines, schedules etc.
Tasks take precedence over personal relationships in most
cases (e.g. your family may not like it but they understand if
you have to miss a family birthday party because you have
work to do).
People are supposed to have a personal opinion, which they
are expected to verbalize.

read more from CulturallyTeaching.com

ACTION – “BEING” CULTURES
Here are some very broad characteristics of BEING cultures:
•

•
•
•
•

Status is built into who a person is. It‘s automatic and
therefore difficult to lose.
Titles are important and should always be used, in order
to show appropriate respect for someone‘s status.
Harmony should be maintained, and therefore direct
confrontation or disagreement is to be avoided.
Saving face is highly valued.
Relationships often take precedence over tasks. Much
time is spent on greeting and farewell rituals or getting
to know someone before agreeing to do business with
them


MANAGEMENT

Wednesday,
Jan
th, 2014
8

REVIEW
• Yesterday – visas
• Lessons learned? Cross cultural?

• For those that missed yesterday... Slides will be available
+ READ BOOK!!!


QUESITON – WHERE DO YOU
SEE YOURSELF?
Question – where do you see your
culture vs. Brazilian culture?


Americans are very doingoriented, while many other
cultures, especially in Latin
America and the Middle
East, are being-oriented.

ACTION:
BRAZIL - BEING
Brazil‘s being-oriented culture is relationshipcentered and places greater value on personal
trust as opposed to action, documentation or a
common vision.
For example:
Nepotism and relationships of long-standing
duration supply the trust and shared history
that underlie most strong and on-going
relationships in business. Brazilians prefer to
place their confidence in people and companies
with whom they have had successful dealings
in the past. Cycles of economic and political
uncertainty cause business professionals to
take even fewer risks with unknown parties.


CLUSTERS (COMMONLY GO TOGETHER):
Have you noticed, for instance, that some
characteristics of monochronic cultures fit
very nicely with ideas highly valued in
individualistic societies? Which also tend to
be small power distance?
In cross-cultural theory literature, the
monochronic/individualist/small power
distance cultures are considered doing
cultures.
At the other end of the
spectrum, polychronic/collectivistic/large
power distance cultures are called being
cultures.


COMMUNICATION
Communication: How individuals express themselves. This
dimension measures communication styles and predilections
across four indicators:
1. context, which refers to how much the context of a situation
drives the conversation (Americans typically say what they
mean, which is low context; in a high context culture, such as
Japan, you are supposed to surmise things from what’s not
being said);

2. direct versus indirect communication styles (Americans are
typically direct; Japanese are indirect);
3. expressive styles, which means using facial and hand
gestures as part of communicating versus an instrumental
style, in which a person is far less demonstrative when
communicating;
4. and how much formality is required to communicate in a given
culture.

Communication
– High / Low Context

COMMUNICATION:
BRAZIL - HIGH CONTEXT
Brazilians communicate using implicit means to send
their messages and expecting that the recipients of
that communication will understand the underlying
history or implications of it. "saving face"
(preserving the dignity and integrity of another) is
accomplished through diplomacy and tact.
For example:
Managers delegate and accomplish work by paying
attention to relationships and group dynamics.
Personnel policies may not explicitly state all the
criteria and methods for
recruitment, selection, compensation or dismissal;
rather, this information is embedded in the context
of the organization‘s history and culture.
Performance appraisals include subjective and
objective components. Face-to-face communication
is preferred; frequent, intense conversation is part
of all activities


Communication
– Direct / Indirect

DIRECT VS. INDIRECT COMMUNICATION
In the context of education, it‘s interesting to think of how these two
communication styles shape interactions in the classroom.
Students in direct communication cultures may:

• Feel free to offer differing opinions frankly.
• Feel comfortable directly contradicting someone else‘s
idea (in some cases, including the teacher‘s).
• Tend to make many brief comments, emphasizing the
self: ―I said‖, ―my opinion‖, etc.
• Sometimes jump from idea to another idea, as they
believe a comment is worthwhile only if it is different from
what was already said. Direct students might find
expanding on somebody else‘s thoughts, or build on
somebody else‘s idea not worthwhile.
• Try to keep ideas flowing, and avoid ―dead air‖ when no
one is talking.

DIRECT VS. INDIRECT COMMUNICATION
Students in indirect communication cultures
may:

•
•

•

•

Speak fewer times in a conversation, but
when they do, they usually connect things
together.
Don‘t find ―dead air‖ uncomfortable;
silence is valued as a time to think through
what is being said and make connections
between ideas.
Phrase their own ideas as building on
someone else‘s idea.
Quick turn-taking is unusual in an indirect
classroom.

COMMUNICATION:
BRAZIL - INDIRECT
The indirect Brazilian communication orientation
causes professionals to present ideas and plans in
a way that maintains relationships, depends on past
interactions and avoids conflict.
For example:
While top management may be direct in its critique of
subordinates, Brazilians value leaders who are
sensitive to saving face and thus communicate with
subtlety and grace. Constructive feedback and
performance appraisals are often delivered
indirectly through suggestion and implication rather
than explicit explanations. It is common for
Brazilians to confront problems in this same
indirect fashion, preferring to approach situations
on a subjective basis and allowing feelings to
impose solutions (in combination with the
expressive orientation).


Communication
– Expressive /
Instrumental

COMMUNICATION:
BRAZIL - EXPRESSIVE
Brazilians are expressive communicators and are
unabashed about demonstrating strong
emotions such as love, hate, anger and pain.

For example:
Leaders who are valued can cultivate "chemistry"
between people can and build relationships that
forge connections, characteristics important to
a being-oriented culture. Their greetings are
also influenced by this expressive orientation
toward communication. Initial handshakes will
progress to an embrace and kisses on the
cheek among those who are better acquainted.


Communication
– Formal / Informal

COMMUNICATION:
BRAZIL - FORMAL/INFORMAL
Brazilian culture exhibits both an informal and a
formal orientation to communication. The
informal communication style refers to easy
interactions between family and friends, while
business interactions display greater concern
for proper etiquette and protocol.
For example:
In social situations or among peers, people
address each other using the informal voc
(you). In more formal circumstances, or when
employees talk to superiors, a title and the
formal "you" (a senhora, for women, and o
senhor, for men) is used unless the superior
indicates that the subordinate can dispense
with this formality


COMMUNICATION:
BRAZIL - FORMAL/INFORMAL
People who have a ―Informal‖ orientation for Communication, might conflict with Brazilians as
follows:


COMMUNICATION: FORMAL/INFORMAL
People who have a ―Informal‖ orientation for Communication, might conflict with Brazilians as
follows:


CLUSTERS:
1. Americans are typically low context, direct, expressive, and
informal in their conversational approach;
2. on the other end of the spectrum, Japanese are high
context, indirect, instrumental, and very formal in business
communications.
How is YOUR culture?
How do you think the typical Brazilian culture?

MANAGEMENT

Friday,
Jan
th, 2014
10

CONSIDER:
•

How do you think History affects culture?

•

Stories? Legends? Myths?

•

What if you grew up with different stories, legends. Myths?

See & discuss
•

http://www.ted.com/talks/devdutt_pattanaik.html

SPACE:
BRAZIL - PRIVATE/PUBLIC (MIX)
In their personal lives, particularly with their
families, Brazilians value their privacy.
In the work environment, Brazilians prefer public
space, tending toward more relationship-centered
organizational approaches and less structured
communication.
For example:
Though outwardly warm and hospitable to all, Brazilians
allow entry into their inner circles only to those with
whom they have built trust. Their homes are surrounded
by high fences and walls, which offer the additional
advantage of security in high-crime areas. Guests usually
will visit only the living and dining rooms, with the rest of
the house implicitly off-limits.
Physical proximity in the work environment facilitates the
building of trust and the flow of information. Because
managers are frequently in close proximity to their
employees, the group‘s goals, plans and controls can be
communicated informally


Power
– Hierarchy / Equality

POWER DISTANCE
Power: How individuals view different power relationships.
Western cultures typically value equality between
people, especially in the US. In many other
cultures, especially in Asia, age and status associated with it
and position are venerated, and hierarchy is paramount.

How is YOUR culture?
How do you think the typical Brazilian culture?

POWER:
BRAZIL - HIERARCHY
Brazilians have a hierarchy orientation toward
power whereby authority and responsibility are
centralized, and organizational structure is
tightly controlled and vertical.
For example:
Deference to position and age is both mandatory
and crucial for managing and controlling
company operations. There tends to be an
emphasis on planning by highly placed
individuals, rather than by groups, and on
political or relationship-based decision making.
Employees prefer close supervision and feel
comfortable with authoritarian superiors. They
rarely openly disagree with or challenge their
managers


Individualism
– Individualistic /
Collectivistic

INDIVIDUALISM:
BRAZIL - INDIVIDUALISTIC/COLLECTIVISTIC (MIX)
Brazilian culture evidences both collectivistic and
individualistic orientations. In the corporate world, the
increasing importance of individualism is demonstrated
by expanding opportunities for individual
recognition, accountability and achievement. Brazilians
are collectivistic in terms of their personal relationships
with and dependence on family and close friends.
For example:
Although self-reliance and initiative are relatively new
corporate behaviors, employees make sure their work
environment is not overly resistant to their taking certain
risks. As the environment becomes more
individualistic, these bolder steps may result in
promotions and raises.
Brazilian collectivism is demonstrated by the influence of
the family network in personal identity, social
connections and even nepotism within an organization


Individualism
– Universalistic /
Particularistic

INDIVIDUALISM:
BRAZIL - PARTICULARISTIC
Brazilians believe that rules can be bent to
accommodate family members and well-connected
individuals who, in effect, lobby for their special
needs and circumstances.
For example:
A Brazilian sales manager worked for an electronics
company whose policy on bereavement leave was
three days off with pay. However, her father had
passed away in his small town in a remote area of
the country. It would have taken her at least a day
and a half just to get to this town, so her supervisor
arranged for her to be granted a week‘s leave. This
woman‘s supervisor was able to appreciate the
difficult situation she was in, and helped her find a
solution that would allow her to pay her respects to
her family.


Competitiveness
– Competitive /
Cooperative

COMPETITIVENESS :
BRAZIL - COMPETITIVE/COOPERATIVE (MIX)
Brazilian culture values both competition and
cooperation. Managers encourage external
competition against other companies.
Internally, they value cooperation and harmonious
relationships over competitiveness.
For example:
The Brazilian market has grown more competitive in
response to globalization due to Brazilian advances
and the adoption of U.S. and European business
practices.
Although employees desire personal
recognition, overt ambition on behalf of the
individual may be frowned upon. Managers seek to
facilitate team building and motivate their
employees through group membership, security, a
positive work environment and schedules that allow
for the integration of their professional and personal
lives.


COMPETITIVENESS :
BRAZIL - COMPETITIVE/COOPERATIVE (MIX)
People who have a ―competitive‖ orientation, might conflict with Brazilians as follows:


Structure
– Order / Flexibility

STRUCTURE:
BRAZIL - FLEXIBILITY
Brazilian professionals easily tolerate change and
ambiguity in everyday business matters, such
as creating agendas and contracts and
conducting business meetings with a free hand.
For example:
Managers practice leadership styles that shift with
the conditions and circumstances of the issues
and are willing to take small risks and make
spontaneous changes if they view these
modifications as beneficial. The concept of
jeitinho, going outside the system to solve
problems, affords individuals a flexible
approach to seemingly intractable situations


Thinking
– Deductive /
Inductive

THINKING:
BRAZIL - DEDUCTIVE/INDUCTIVE (MIX)
Brazilians value both the deductive and inductive
modes of thinking.
1.

Brazilians value education and the
derivation of organizational principles from
established theories, a deductive thinking
style.

2. In their everyday work, they prize the practical
experiences of an inductive thinking style.


THINKING:
For example:
Individuals who think deductively and
demonstrate the ability for conceptual and
logical argument and persuasive debate are
often hired over those who do not.
Plans are often put together based on data
gathered in the recent past, then transformed
into more comprehensive guidelines. Planning
decisions are unlikely to be made unless
supporting data is available.
**Empirical observation and experimentation and
the ongoing measurement of data are given
priority


THINKING:
People who have a ―deductive‖ thinking orientation, might conflict with Brazilians as follows:


THINKING: DEDUCTIVE/INDUCTIVE (MIX)
People who have a ―deductive‖ thinking orientation, might conflict with Brazilians as follows:


Cross Cultural Communication and Management - Summit Brazil ESPM 01-2014 part01

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Cross Cultural Communication and Management - Summit Brazil ESPM 01-2014 part01

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