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Bus 302: Ch 2
| Term | Definition |
|---|---|
| Cultural Intelligence | the capacity to act effectively in multiple cultural environments, system of interacting knowledge and skills, linked by being thoughtful and deliberate about one’s actions and reactions to them while simultaneously maintaining your own identity |
| Intercultural Effectiveness | General cultural knowledge & Specific cultural knowledge |
| General cultural knowledge | understanding about how culture works and how to observe and gain specific insights about the effect of culture in different settings |
| Specific cultural knowledge | set of facts and information about a particular culture |
| Culture | a set of assumptions and values that are shared by a group of people and that guide that group of people’s interactions with each other |
| Functions of Culture: | 1) It makes action more simple and efficient 2) culture provides and important source of social identity for its members (sense of belonging) |
| Is the world becoming more unicultural? | McDonalds example |
| Assumptions: | unquestioned, taken-for-granted belief about the world and how it works |
| Process for Social Perception | DIE |
| DIE | Describe, Interpret, Evaluate : we observe something, describe it, what we are inclined to notice is based on our assumptions, interpret facts and give them meaning, and finally evaluate facts and take action based on eval |
| Explicit learning | conscious learning, often occurs in a single instance, generally imparted by formal institutions such as schools and can be verbally expressed. |
| •Implicit learning | unconscious learning, arises from multiple instances, generally transmitted non-verbally, abstract in form that is difficult to consciously access and express. |
| Keil: Concept of Acquisition | In mechanized societies, distinction is made between living and non-living things (skunk transformed to look like a raccoon is still a raccoon, but a toaster transformed to look like a coffee pot is a coffee pot |
| Cognitive dissonance | results from holding two or more conflicting cognition simultaneously. People driven to reduce dissonance by altering their cognition, adding new ones that create consistency or by reducing the import of one or the other dissonant cognition. |
| Universalists: | believe in contracts. The law is employed to uphold contracts and violations of them are taken most seriously. |
| Particularists | believe the relationship is paramount, in fact more important than the contract. Good deals are between particular individuals and a consequence of particular situations |
| Limits of Maps | individuals do not always conform to their cultures, individuals belong to multiple cultures, cultures are much more complex than can be described by these orientations with their aggregate variations, and finally cultures are dynamic and always changing |
| Kluckhohm & Stodtbeck (definition) | culture consists of a shared, commonly held body of general beliefs and values that define the “should” and the “oughts” of life. These are taught to people so early on and unobtrusively that they are unaware of their influence |
| Kluckhohm & Stodtbeck (Cultural Dimensions) | Relation to environment, Relationships among people, Mode of normal activity, Belief about basic human nature, Orientation to time, Use of space |
| Relation to environment: | harmony (humans are caretakers and are responsible for balance), mastery (people are separate from world, and control/influence external environment) , and subjugation (life is predetermined and under a bigger power) |
| Relationships among people: | collectivism (group dominates individual), individualism (each individual is responsible for themselves (self-made)), and hierarchical (organization of society, higher ups have power over ones below them) |
| Mode of normal activity: | doing (protestant work ethic, hard work=value), thinking (emphasize rationality and careful reflection), and being (focus on present experience, Latin America) |
| Belief about basic human nature: | all are essentially good, evil or neutral |
| Orientation to time: | past, present, or future.....Monochromic (time is divided up into small equal units and flows linearly) or ...polychromic (time is elastic, unequal and time flows parallel) |
| Use of space | private (space is for exclusive use of an individual, and is owned) or public (space is for everyone’s use and personal space is very limited) |
| Edward T. Hall Cultural Dimensions | Time,Space,Things,Friendships,Agreements |
| Hofstede | Power distance; Individualism/collectivism; Uncertainty avoidance; Masculinity/femininity; Indulgence/restraint |
| Fons Trompenaars Charles Hampden Turner | •Universalism vs Particularism •Collectivism vs Individualism •Affective vs Neutral Relationships •Specificity vs Diffuseness •Achievement vs Ascription •Orientation Toward Time •Internal vs External |
Created by:
mbarnum3
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