1 Jim’s Mistake
Based in Cleveland, Ohio, Jim is has been managing a software development team in Pune for the past two years. He has been working closely with Aruna, the Indian team leader, to develop a new networking program. While Jim has over 25 years of experience in software development, Aruna knows the program inside and out.
While reviewing his work from the previous week, Jim discovers that he made a mistake in the programming code. He notices that Aruna corrected his error, but wonders why Aruna did not bring it to his attention so that he could avoid delays and keep from making the same mistake in the future.
Reflection…
Should Aruna have informed Jim of his mistake? Why or why not?
If Jim wants to be notified of his mistakes in the future, how should he proceed?
2 Sandeep is out of the office
Sandeep has just joined the Banglore office of a New York based MNC. As part of his training he will be spending 3 months in the US, but has already been assigned to a team with members in New York, Tokyo and Banglore. Sarah, the New York based project manager, has scheduled a teleconference meeting for Tuesday. Sandeep will be traveling to Delhi to get his US visa over the meeting time. Here?s their conversation…
Sarah: Can we do the teleconference tomorrow, 7 pm for you, or should we wait until you get back?
Sandeep: Better if we can wait, but I can do it if you like –if it?s necessary.
Sarah: Do you want to postpone it? Tell me, yes or no?
Reflection…
What cultural and/or personality traits are influencing the communication?
What is Sarah likely to be thinking/feeling?
What is Sandeep likely to be thinking/feeling?
3. Promotion
Mayank has been working as an Information Officer at a foreign consulate in New Delhi for several years. His boss, Hendrick, wants to reward Mayank for his hard work and offers him a promotion and pay raise to become an Information Clerk. Mayank politely declines the offer, leaving Hendrick confused.
4. And Also Meet with Others
Mark is an American living in Delhi and is meeting with Ajay, who is a government official that frequently deals with the public. Mark is interested in forming a partnership with Suresh, a local businessman with whom Ajay has worked in the past. Mark wants to know if Ajay thinks partnering with Suresh is a good idea.
Mark: Do you happen to know Suresh?
Ajay: Of course, I have worked closely with him on a number of projects over the past 10 years. I know him very well.
Mark: I was thinking about meeting him and seeing if there might be a possibility for collaboration. What do you think?
Ajay: Yes, you should meet with him, and you should also meet with others.
Mark: Thanks. Who else should I meet with?
Ajay: You know there are some girls who fall in love with a boy who is very popular, well dressed, and good looking. After they get married, they realize that they made a mistake because the boy has no substance. Other girls will look for a guy with good character – checking out his family situation and talking with his friends about him. When she gets married, she is much happier than the girl who married the popular guy.
Reflection:
Should Mark meet with Suresh? Why or why not?
Why does Mark ask about other people to meet with?
Why does Ajay talk about a hypothetical marriage?
5.
Two men meet on a plane from Tokyo to Hong Kong. Chu Hon-fei is a Hong Kong exporter who is returning from a business trip to Japan. Andrew Richardson is an American buyer on his first business trip to Hong Kong. It Is a convenient meeting for them because Mr. Chu?s
company sells some of the products Mr. Richardson has some to Hong Kong to buy. After a bit of conversation they introduce themselves to each other.
Mr. Richardson: By the way, I?m Andrew Richardson. My friends call me Andy. This is my business card.
Mr. Chu: I?m David Chu. Pleased to meet you, Mr. Richardson. This is my card.
Mr. Richardson: No, no. Call me Andy. I think we?ll be doing a lot of business together.
Mr. Chu: Yes, I hope so.
Mr. Richardson (reading Mr. Chu?s card ) : Chu, Hon-fei. Hon-fei, I?ll give you a call tomorrow as soon as I get settled at my hotel.
Mr Chu (smiling): Yes, I?ll expect your call.
When these two men separate, they leave each other with very different impressions of the situation. Mr. Richardson is very pleased to have made the acquaintance of Mr. Chu and feels they have gotten off to a very good start. They have established their relationship on a first-name basis and Mr. Chu?s smile seems to indicate that he will be friendly and easy to do busine ss with. Mr. Richardson is very particularly pleased that he has treated Mr. Chu with respect for his Chinese background by calling him Hon-fei rather than using the western name, David, which seems to him an unnecessary imposition of western culture.
In contrast, Mr. Chu feels quite uncomfortable with Mr. Richardson. He feels it will be difficult to work with him, and that Mr. Richardson might be rather insensitive to cultural differences. He is particularly bothered that Mr. Richardson used his given name, Hon-fei, instead of either David or Mr. Chu.
How do you account for their different impressions? Does culture play a role in the communication between these two men?
6. . A letter to a columnist:
Dear Mary,
We work in the typing pool of a large London store and are very concerned for the welfare of one of our young colleagues.
She is only 19, unmarried, and has become very friendly with a young man who works in one of the departments of the store. He pops into the typing pool to see her and there. We know that he is engaged to a girl who lives near him.
We feel for the protection of the girl, that we should complain to the general manager. But we wouldn?t like anybody to get the sack.
Four Worried Typists
The answer from the columnist:
My advice is simple: Mind your own business. The girl is old enough to know what she is doing.
Reflection :
What value can we see behind the letter and answer?
7. As a foreign student at the University of Wisconsin in Madison, Keiko Ihara was on a strict budget. She had all her tuition and books paid for by scholarships and grants and until recently was comfortably housed in the dormitory, she found a small apartment to share with a friend. Her college friends, knowing of her situation, offered to round up some of the necessary items for apartment living. Keiko politely declined, saying she could manage. Wanting to help out her friends found some old but still usable household appliances and furniture. Mary had an old desk that was in her garage. Ed had some chairs from his uncle, and Joe and Marion had a few extra dishes. They cheerfully brought them over one day. Keiko seemed very embarrassed, but gracefully accepted them, sincerely and profusely thanked them.
The following week they were each presented with a gift from Keiko. Mary got an ornate jewelry box, Ed a volume of woodcuts by a famous Japanese artist, and Joe and Marion a beautiful Japanese case, all of which were of considerable worth and value, much more than the old things they had donated to her. They all protested that she could not afford to give such elaborate gifts; they really expected nothing as the household items were not really being used and they would rather have her use them. Keiko, however, insisted that they take the gifts. In the end, they accepted the gifts, although they all felt uncomfortable as they knew she was really sacrificing to give them.
Relection
1)What do you think of Keiko insisting on giving valuable gifts to her college friends?
2)How would you feel if Keiko presented you with a gift for your help?
7. A famous Chinese actress married a German. One day when she was acting, her husband was there watching, saying again and again that she was the best actress. The actress? colleagues present asked her afterwards to tell her husband not to praise his own wife like that in public. On learning this, the German wondered what he did wrong.
Once the actress and her husband were talking with their Chinese friends at a party. Her husband poli tely praised a Chinese lady on her beauty. The lady?s husband said that his wife was moderately good looking when young, but now she was old and no longer so. The lady nodded in agreement with a smile. The actress? husband was surprised. Discuss why the Ge rman was confused in the first situation and surprised in the second.
8. Jose and Jim worked together in a restaurant. They had become friendly because both of them were also studying. Jim was studying business, and Jose was taking English classes and planned to study engineering.
One day, as they were leaving work, Jim asked Jose, “Jose, I need a favor. I have to go over to school, and I?m out of money. Could you lend me a dollar so I can take the bus over there and then get home? I?ll pay you back tomorrow.”
“Sure, Jim. No problem. You don?t have to pay me back,” said Jose, as he handed Jim a dollar.
As soon as he got out to work the next day, Jim went over to Jose and handed him a dollar, saying, “ Thanks, Jose. I really appreciated this last night. It sure was too cold to walk.”
“Forget it,” said Jose, as he handed Jim back his dollar.
“Oh, no, I insist. I don?t want to take advantage of a friend. What if I need to borrow money again sometime? If I didn?t pay you back now, I would feel wrong asking to borrow money again,” said Jim, as he put the dollar into Jose?s shirt pocket.
Jose answered, “But that?s what friends are for. In Spanish, We have a saying, …today for you, tomorrow for me.? If you pay me back, I will feel that I won?t be able to ask you f or money when I need it. I will feel like you are closing the door on me, that there is no trust between us. I thought we were friends. How can I take the money?” Jose handed back the dollar.
“But I won?t feel right if you don?t take it!” said Jim.
Questions:
1) Why did Jim insist on returning the dollar to Jose?
2)What cultural values are reflected in Jim?s and Jose?s attitudes?
成功案例一： 1925美国总理福特访问日本，美国哥伦比亚广播公司（CBS）受命向美国转播福特在日的一切活动。 在福特访日前两周，CBS谈判人员飞抵东京租用器材、人员、保密系统及电传问题。 美方代表是一位年轻人，雄心勃勃，提出了许多过高的要求，并且直言不讳地表述了自己的意见，而日方代表则沉默寡言，第一轮谈判结束时，双方未达成任何协议。 两天后，CBS一位要员飞抵东京，他首先以个人名义就本公司年轻职员的冒犯行为向日方表示道歉，接着就福特访日一事询问能提供哪些帮助。 日方转变了态度并表示支持，双方迅速达成了协议。 分析： 在这个案例中可以看出，美国人坦率外露的思维方式和日本人内部思维方式相冲突。 美国人反对过分拘泥于礼仪，办事干净利落，注重实际，语言表达直率，而且耐心不足；日本人讨厌过分施加压力，比较注重资历、地位。 CBS的要员充分掌握了日本人的性格及谈判风格，才促成了谈判的成功案例二： 美国福特汽车公司和通用汽车公司最初来上海谈判时，正值美国政府要对中国进行制裁，并提出美国在中国的合资公司不能提出国产化要求的时候。 但福特汽车公司代表一开始就提出合作期间可考虑50%的国产化要求，通用汽车公司接着在上海谈判时，又主动提出国产化率可从60%开始。 由于他们并未理会其政府的限制，我方代表也充满信心的与其谈判，最终达成协议。
分析： 美国人热情奔放，性急但信心十足、很容易接近，认为自己是谈判高手，希望对方也是谈判高手，含糊隐晦、高深莫测的对手只会让美国人纳闷，只有同样充满信心才能获得对方的好感。 案例三： 美国某公司与河北省某市谈判黑白玻壳项目，由于竞争条件不如日商，谈判失败。 后来中方积极调动美方力量，使其对陕西、河北、河南三省的几个玻壳项目一起承包，最后达成交易，并向中方条件靠拢。 分析： 美国商人喜欢搞全盘平衡的“一揽子”交易，我方积极运用对方力量去促成更大范围内的联合协作，从而减少谈判中的阻力，在这种情况下，就必须充分了解美国人的特性。 失败案例一： 1992年，我国13名不同专业的专家组成一个代表团，去美国采购约三千万美元的化工设备和技术。 美方自然想方设法令我们满意，其中一项是送给我们每人一个小纪念品。 纪念品的包装很讲究，是一个漂亮的红色盒子，红色代表发达。 可当我们高兴地按照美国人的习惯当面打开盒子时，每个人的脸色却显得很不自然———里面是一顶高尔夫帽，但颜色却是绿色的。 最后，合同我们没和他们签。 分析： 美国商人的原意是：
《管理学》经典案例、实例资料分析 焦强 四川大学工商管理
目录 1、管理前智：企业管理新思考 (1) 是什么在决定创新能力 (5) 中国企业如何进入欧美市场 (9) 2、人本管理：世界顶级企业是怎样“打造”员工的 (10) 通用电气如何挑选接班人 (15) 诺基亚“人才管理”文化的启示 (19) 3、管理论谈：管理的圆融大智：中国式管理 (24) 管理的善恶 (27) 量化未必能管理好 (31) 4、管理实务：化繁为简 (35) 企业有效管理者的十大策略 (37) 简单管理是一种智慧 (40) 5、管理艺术：如何做成功的领导者 (43) 6、管理专题：华尔街缺的是道德 (45) 7、人才管理：销售经理与鱼缸 (49) 8、管理新智：将制度贯彻到底 (53)
企业管理新思考 ——取长补短式管理方法 随着我国市场经济体系的建立和知识经济时代的到来，一种符合我国国情的新管理方法——取长补短式管理方法应运而生。建立这种新的管理方法考虑的主要因素：（一）企业管理的内容和范畴。（二）文化基础。（三）国情基础。（四）先进性和前瞻性。（五）广泛推广性。新管理的特点：1、一头看政府、一头看市场。2、一头看国内管理文化、一头看国外先进管理方式。新的管理方法是综合中西管理思想的优点和长处。一头吸取西方先进管理思想及手段，一头完善中国式管理思想、文化传统。在这个发展年代，变是永恒的，任何已有的管理模式都将被创新的管理模式所取代、管理的主旋律必然是创新。 一、建立取长补短式管理方式应考虑的因素 （一）企业管理的内容和范畴。管理涉及到生产力、生产关系、上层建筑三个层面的内容。具体讲，生产力包括自然界与人类之间的相互关系、技术与技术之间的相互关系、人与人之间的劳动协作关系，产品的终了分配关系；上层建筑方面包括企业的价值取向、企业文化层面和企业制度层面的具体内容。从以上可以看出企业管理包含内容十分丰富和广泛。 （二）文化基础。管理是一门科学、一门艺术，更是一种社会文化体现。一个国家的管理是与该国传统文化紧密相联的。管理的文化基础具体主要体现在两个方面：一方面是任何管理都植根于一种文化之上，社会文化背景是管理赖以生存的土壤、环境，有什么样的社会文化环境，就要求有什么样的管理行为和方式与之相适应、因为社会文化环境是客观的、相对稳定的、是不以人的意志为转移的客观存在。管理植根于文化之上如果能与之相适应，符合它的特征及要求，则管理效果就好，管理效率就会提高，劳动生产效率就会提高；如果管理不适应文化、则管理效果差、甚至导致管理失败。另一方面，我们可以利用文化发展，把文化背景、文化特点、文化内容借用来作为具体的管理手段，利用文化本身的系列内涵建立相应的管理方式。现代管理学的研究兴趣越来越趋向于管理文化研究，借用文化作为管理不失为最有效的管理办法之一。 （三）国情基础。由于管理的主要内容是生产力、生产关系和上层建筑，
跨文化交际案例分析 LEKIBM standardization office【IBM5AB- LEKIBMK08- LEKIBM2C】
Case Study 1 Age and Status 两位同事的矛盾使一家数据处理公司的总经理遇到了麻烦。一方是一位踌躇满志的法裔加拿大小伙子，另一方是一位有特许签证的年长的中国女性，而此前两人确实很好的合作伙伴….. Case description: A manager in a data-processing company was having difficulty dealing with a conflict between a young, ambitious French Canadian male and his co-worker, an older Chinese woman who was on a special visa from China. She had recently become uncooperative and had made it clear to the manager that she would not be willing to travel to the capital with her co-worker to hold discussion with legislators about a new product with great enthusiasm. When the manager asked her what the problem was, he received no clear explanation. When he asked her co-worker, the young man had no insights to offer. The young French Canadian was clearly annoyed, however, that the Chinese woman was refusing to share her data with him. That meant he couldn’t make the presentation to the legislators because she had all the key data on her computer disks. The manager repeated questions to her but her “problem” got nowhere. So he changed his approach. He began explaining his concerns, as manger and as spokesperson for the company, about the upcoming meeting with legislators. His explanation about his position was unemotional. In that climate she then felt she could explain her position. She revealed she felt that that as an older, and to her mind, more senior person, she should not be sent to the capitol with a younger employee who would do the presentation of material she had worked hard to develop. That would diminish her status, she felt. The general manger knew the root of his headache. Questions: 1．What do you think caused the conflict? 2. What would you do to resolve the conflict if you were the general manager? 矛盾冲突 这位年长的中国女士投入极大的热情和精力开发产品．却在最后的关键时刻拒绝与年轻的同事一同去向议员做推介：当经理和同事问其原因．她并未做任何明确的回答：而当经理改变策略，不再直接询问原因，而是迂回地讲起自己的困境时，她才道出自己的顾虑。在这位资深年长的中国女士看来，同一位比她年轻的同事一同去国会，并且由对方来做推介会影响到她的地位和威信，因此她无法同意： 原因分析 造成这一矛盾的文化因素有两方面．对地位、年龄的不同态度以及这种不同的表达方式。人对权力的认识因文化背景的不同而不同。根据霍夫斯特的调查研
案例名称：《尊重多样文化》【教学设计】
【教学反思】 中学政治教育对于陶冶学生的情操，发展学生思维、培养学生个性有着重要的作用。因此，我认为教师需要根据教学内容创造各种不同的教育情境，使学生获得更加丰富的体验。本节课我注意创设情境，构建灵活开放的课堂氛围，调动学生的积极性，达到全班参与课堂的目的。 课堂教学如果只是教师“讲”、学生“听”，学生始终处于被动地位，那么学生的素质就得不到提高。本节课中，我注重培养学生的能力，调动学生积极参与教学活动，激发学生学习热情，指点学生自己上课。教师的辅导工作，更多地是在课外指导学生正确地运用研究方法。 课前准备阶段，学生以小组合作探究的学习方式，收集整理资料、提取信息，充分发挥美术特长，尽情展示才华。学生在学习中学会合作，在合作中学会发展，同时，锻炼了创新能力，更好地体现了学生的主体作用。 本节课中，我将教材的内容融入学生经验，尽可能地形象化、生活化。首先，以三个国家的国花为情景设计引入，较好地激发了学生的学习兴趣。在教学中，我注意对学生学习方法的指导，比如：利用已有的知识和学生的所见所闻等，来帮助学生理解各民族文化的差异与文化多样性的价值所在，树立尊重不同民族文化的文化情感态度。课堂教学体现新课改理念，注重学以致用，把课堂与社会和日常生活的问题结合起来，接近学生、贴近生活。教师在平等、民主的基础上与学生共同探讨，充分发挥学生之间相互影响、相互启发的教育作用，在学生的主动参与中完成合作意识的内化与能力的提高。 课后组织学生讨论对本课的感受时，学生都表示非常乐意采取这种上课方式，既可以通过资料的搜集、整理提高自身信息采集的能力，也能够提高自己学习积极性，课堂也变得更加生动了。 不足之处在于有些过渡、连接部分不够自然，对学生的问题设置应更有梯度，备课时材料的选取上应更精炼，内容应更细腻。学生活动时间的掌控还需调整，课堂上应该更多地让学生之间相互交流、共同切磋。此外，学生对场地不是很熟悉，录像时，有点紧张，应更好地关注学生。 在教学中我也深深地感到充分发挥学生的主体作用，有利于启发同学的思维、培养自主思考的能力。充分利用网络的教学功能，将现代信息技术和学科教学很好地结合起来。只有调动全体同学的积极性、主动性、创造性，我们的教学才能有生命力。另外，虽然学生能够积极投入地利用互联网搜集并动手制作课件，在课堂交流中能很好地进行发散思维和创造性思维，但其集中思维和抽象性思维还存在一定的缺陷，主要体现在对搜集的材料的取舍以及对知识点的归纳和深化方面，所以在充分发挥学生的主体作用的同时应该也必须重视教师主导作用的发挥，引导学生由形象到抽象、由发散到集中、由演绎到归纳的思维能力的逐步提高。 总之，我认为教师应尽可能地联系实际开辟多维互动的课堂，让学生自由组合、自由发挥，少一些条条框框，让不拘一格的教学模式开启学生思维的闸门，迸发出智慧的浪花，激荡创新的激情和成功的欢欣，教师的劳动也将涌现出创造的光辉和人性的魅力
《跨文化交际学概论》第七章社会交往五、宴请招待p132 Case One: Setting Rules for a Guest – American Hospitality 案例： When Zhang Tao traveled in America, he lived in the home of his American friend, Bill. Once after he had traveled back, he found Bill was in a bad mood. When he asked what the problem was, Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told Zhang Tao that he should walk more softly in future, and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest! Question: Why did Zhang Tao feel uneasy? 分析： 1) In China, when people host someone, they put the guest in the place of honor to show hospitality. They try to take care of the guest，and try to make the guest feel comfortable and at ease. 2) In America, people tend to give the guest great freedom and treat a guest more casually, naturally and truthfully. 3) Zhang Tao knew he was a guest, and thought in terms of Chinese expectations of hospitality. He thought Bill should treat him courteously instead of setting rules for him. 4) Since Zhang Tao lived in American surroundings, he should have known about the customs there sooner. Case Two: 案例： Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend, Mike, met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course, and asked Mike if he had any rice. Mike said he only had fried noodles, and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate, he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing -- Quanjude -- when he arrived in Beijing. Question: Why did Lin feel surprised? Offer some advice to him about adjusting to his new environment in America.
汉硕案例分析答题技巧 最近很多人问关于汉语国际教育考试中的案例分析题该怎样答，我根据自己的粗浅经验，现总结如下： 1.答题思路：按照发现问题-- 分析问题-- 解决问题的思路。具体如下：（1）发现问题：也就是提出问题。在所给的案例中，某个出国教汉语的志愿者教师或来中国教外语的外教等，遇到了什么样的困难。遇到的困难可能是课堂教学时的，比如学生上课都不积极回答问题，不愿意参与老师精心设计的课堂活动，或者问老师一些可能涉及到“隐私”的问题；也可以是这位老师在生活上遇到的问题，比如无法与当地人沟通或交流（语言障碍，文化障碍），无法适应当地人的生活，或不理解当地人做某事时为什么会采取那样的方式，等等。注意：遇到的问题可能是多方面的，要从多角度分析，一般情况下，也不只是一个问题，所以，要按条来答。 （2）分析问题：要求你具体分析一下这位老师或某人遇到这种困难是什么原因引起的，主要是文化方面的原因，可能还涉及到一些他所采用的文化策略等。比如，他由于对对方国家文化不了解，对方国家可能很注重“隐私”，而在我们国家这不被看做是“隐私”。同时要求你分析出我们的母语文化具有什么样的特点，最主要的是和对方国家有什么不一样，哪里不一样，因此造成了他在文化方面的不适应，以至于教学和生活中都出现了问题或遇到了困难。关于他所使用的文化策略，主要就是他自身有没有做到尊重当地的文化，有没有试着去融入这种文化，接受这种文化，还是一味的采取排斥策略，认为自己的一切都好，别人的一切都不好。这就是分析问题了。 （3）解决问题：这是最关键的部分了。怎么解决他遇到的问题或困难？你自己提出个对策就行了，当然，要根据一些你所知道的文化常识和应对策略。比如首先尊重当地文化，多和当地人交流，努力让自己适应当地人的文化和生活方式，做到求同存异，等等。这里需要注意的就是，有些文化的知识是很灵活的，比如中国人的谦虚、中庸的思想等等，都是我们日常生活就知道的，就是稍微总结一下，理顺一下，就能答题了。关于这个，如果时间还来得及，就看一下程裕祯的《中国文化要略》，看一下中国文化的特点等，很多东西是很细致的，自己要稍加总结。如果时间不是很充分了，就把刘珣的《对外汉语教育学引论》上的关于“跨文化交际”的那个章节仔细看一下，我觉得应对这道题应该够用了。 2.答题方法：其实思路清晰了就很好弄了，老师会看你的逻辑分析能力。强烈建议大家一定要分条论述，千万别想到哪说到哪，写出一大片，阅卷老师还得自己去给你找点，这样，老师会很疲劳的，老师最不喜欢的就是这种思维混乱的。所以说，大家答题时我觉得可以按两种方法来写： 第一种：按发现问题---分析问题---解决问题来写，一共三条，然后在每条的下边分几个小点，因为发现的问题肯定不止一个，相应的分析问题和解决问题也会不止一条。 第二种：按一共出现了几个问题分条，第一条，问题1：发现问题--分析问题--解决问题；问题2：发现问题--分析问题--解决问题；问题3--以此类推。 总结一下，以上两种方法都各有利弊，因为有时不同的问题是由同一个原因产生的，或者需要同一种解决策略。所以，大家可以根据自己的喜好来选择其中一种。按以上的问题全部分析完以后，最好再来个综述，大致总结一下，字数不用太多，就是有个小结尾。 最后，要跟大家说的是，字数和字迹的问题。这个案例分析要求是1000字以上
Difference on Table Manners Between China and English—speaking Countries Zhou Yiqian(周益倩) The School of Aerospace, HIT, P.R.China （中国哈尔滨工业大学航天学院） Abstract In this paper, we can find out the differences on table manners between China and English—Speaking countries. Generally speaking, Chinese table manners are rather informal, while on the contrary, some English—Speaking countries may have stick rules about table manners. The main purpose of this paper is to show the readers some detailed aspects of differences on table manners between China and English—Speaking countries. Through analyzing and comparing, we will have a better understanding of Chinese table manners as well as the table manners in some English—Speaking countries. Key Words: table manners, comparing, differences, understanding Outline 1.Title(Thesis)Differences on Table Manners Between China and English—Speaking countries 2.Question(Topic Sentence) A. In which aspect do table manners in China and some English--Speaking countries differ from each other? B. How do all these happen? 3. Analysis and Contrast A: There are three main aspects: 1. 1.Differences on table layout and tools served on the table. 2. 2.The atmosphere on the table. 3. 3.General behavior on the table. B: Some details to keep in mind. 4. Solution 5. Conclusion All in all, the world’s cultures are equal. As with different cultures, we should be tolerant, as every kind of culture has their own value which can’t be measured by the same standard. At the same time, we should avoid blindly following. After all, we have our own culture and we should stick to the traditions.
摘要：跨国公司中的各类人员由于不同的文化背景，形成了不同的价值观，进而产生文化冲突，使得跨国公司内部无法有针对性地沟通管理，这时唯一的办法就是进行有效的跨文化管理。韩国三星电子在中国成功发展主要归功于它卓有成效的跨文化管理。本文分析了韩国三星电子在中国的发展及其成功的跨文化管理，以期为更多的跨国公司提供借鉴。 关键词：跨文化管理中韩文化差异跨国公司三星 0 引言 自中韩两国建交以来，许多韩国企业都在中国投资成立合资和独资企业。这既包括像三星、LG、SK、现代这样的大企业集团，也包括许多韩国的中小企业。从而极大地促进了两国贸易的发展，为两国经济发展贡献了力量。但是，中韩两国在几千年的发展中形成了各自不同的文化，而文化差异势必会引起价值观、经营理念、管理方式等方面的矛盾和冲突，令在文化、习俗、社会体系不同的外国经营的跨国企业面临许多意想不到的困难和障碍。因此，跨国公司必须要解决好促使不同文化在企业中融合这一新课题，进行有效的跨文化管理。下面对三星电子的案例进行分析。主要从它的品牌战略、营销战略及其在中国的发展看它是如何进行跨文化管理进而获得成功的。 1 三星电子的跨文化管理分析 三星(SAMSUNG)连续多年跻身于世界500强之列。三星创立于1938年，20世纪80年代后逐渐强大起来，成为了世界级大企业。三星在韩语中具有“天长地久，强大兴旺”之意。美国《时代》周刊评论：“三星凭借…简约、新奇、亲和力?的产品理念，已经在消费者心中牢固地树立起了…科技、时尚、数字先锋?的品牌形象。” 1.1 品牌战略在品牌形象塑造过程中，三星坚持走时尚路线。首先，三星在外观设计上体现出了时尚感。1998年，三星确定了新潮设计的产品策略，以此来打造其时尚品牌。三星请来了IBM的首席设计师汤姆·哈迪为三星的设计师们抛砖引玉、开拓思路，使得三星以一种全新的时尚、前卫的形象亮相于消费者面前。其次，三星的产品定位是高价位的高端产品。三星进军海外市场的初期也是从低端产品开始的。但随着不断发展，低端策略显示出了它的弊端，于是三星转型为推出高品位高价位的时尚产品，并获得了年轻的具有一定经济基础的消费者的青睐。再次，三星选择了高级专业商店（如Best Buy、Sears、Circuit City 等）销售产品，并且注重与高雅艺术相结合。三星另一个品牌策略是增加亲和力。具有良好亲和力的企业更容易得到消费者的认可。三星的口号是“三星数码世界欢迎您（Samsung Digital Everyone?s invited）”，在产品性能上为消费者考虑的很周到，满足消费者多方面的需要，在外观设计上注重品位与时尚，给消费者一种体贴亲切的感觉。在中国，三星成立了“三星中国社会公益团”，组织开展各项公益活动。这些都给三星的亲和力增加了砝码，从而提升了三星在消费者心目中的形象。 1.2 营销战略—体育营销三星精心设计了在国内外的营销策略及营销渠道。除了常规的媒体广告宣传外，三星将重点放在了体育营销上，并专门设置了体育营销部门。这是因为体育竞技的激情、动感、追求、挑战、协作意识和公平竞争精神也正是三星所追求的企业精神。三星赞助了1988年汉城奥运会、1996年亚特兰大奥运会期间的亚特兰大展示会、1998年长野冬季奥运会，并在1999年加入奥林匹克TOP计划（The Olympic Plan，全球赞助商计划），之后又赞助了2000年及以后的各届夏季和冬季奥运会。除此之外，三星还积极赞助地区性体育活动。从1986年汉城亚运会开始，三星一直赞助各届亚运会。在中国，三星积极赞助了1990年北京亚运会、北京国际马拉松比赛，并请著名乒乓球运动员刘国梁做其体育形象代表。在08年北京奥运会，三星继续其奥运赞助商的角色。“三星通过自己最先进的无线通信技术，让此届奥运会成为不同以往的心旷神怡的奥运会。”赞助TOP计划的同时，三星还投入大约3倍于赞助费的资金用于宣传三星自身的奥林匹克形象。拥有顶级赞助商头衔的三星，品牌认可度及品牌价值得到进一步的提升，销售额也将有大幅度的增长。
跨文化交际案例题(1,2) Case Studies Case One Phil is my foreign teacher. He is very nice and friendly to me and he often asks us to have free talk in his apartment. One day, I decided to give Phil a gift to express my appreciation of his help in my oral English. I called him but the line was busy. So I went to Phil’s apartment directly. He opened the door looking surprised, but didn’t let me in. I stood in the corridor and said a few words of thanks, and gave my gift to him and left quietly with great disappointment and puzzlement.. How could he be so cold to me? All my gratitude and fondness of Phil seemed to have gone. .. Case Two I could never forget my experience of an oral exam with our American teacher Mary. After reading the passage I
Culture Difference Case Study Unit 1 Language and Culture in Communication Theory Communication is something we do every day. It takes place so naturally that we simply fail to notice it until it hiccups or breaks down. Though it is commonplace, it is no exaggeration to say that communication is life and life is communication. 1.When you join a social gathering, you must be aware of rules and procedures that govern the way things are going to proceed. There is a technical term for such rules and procedures—schema. 2. Face and politeness are two other areas which are extremely value—sensitive. One of the distinctive features of Chinese politeness is self—denigration and other—elevation. Case 1 Litz is a professor of cross—cultural communication in a university in Finland. She invited her Chinese students home for an evening party. The schema from Litz’s point of view includes the following: 1. Giving invitation: by phone / by mail 2. Prepare everything before the arrival of guests 3. Receiving guests: open the door / express welcome / take their overcoats / introduce guests / offer them drinks / make them comfortable 4. Serving food: set the table / soup first / main course / desert 5. Post dinner activities: chat / play music / offer more drinks 6. Seeing guests off: thank them for coming / good night Litz’s evening party was not very successful, because she was upset by one of her guests. Here was the initial conversation between Litz and Lin: Litz: (opens the door) Oh, Lin, how nice you could come! Lin: It’s not difficult to find your house. Litz: Come on in. Lin: (comes in) Litz: Can I take your coat? Lin: No, thanks. Litz: Ok, this way please. Lin: (take off her coat and hangs it) Analysis: Litz was hurt because Lin did not let her hang her coat. Litz’s offering to hang Lin’s coat is one of Litz’s ways (it’s on Litz’s schema). On Lin’s side, she thought that Litz was her supervisor and that it was inappropriate to let her supervisor hang her coat. Here we have an instance of one action attached with different cultural values.
大学英语跨文化交际案例分析 Case 2 (P8) White Dress 女王的白色长裙:Case analysis: The Indian women might think the wedding ceremony is a funeral if they see the western bride in white gown. The case reflects the similes and metaphors in the text. 案例分析:印度女人可能觉得婚礼是一个葬礼,如果他们看到西方的新娘的白色礼服。这个案例反映了明喻和隐喻在文本。 Culture is like an iceberg: we can identify the color of the dress worn by women in different cultures, but we do not know the values underneath. Culture is like the water a fish swims in: people wear dress of different colors for different context but they usually take it for granted and never ask why . 文化是 像冰山:我们可以辨认颜色衣服的妇女所穿不同的文化,但我们不知道下面的值。文化是像水鱼游 在: 人们穿不同颜色的衣服为不同的上下文, 但他们通常是理所当然的,从不问为什么。 Case 4 (P18) Coconut-skating 椰子-溜冰:Case analysis: The case reflects the characteristics of culture. We Can tell from the CaSe that CUItUre is PerVaSiVe and it 案例分析Ie 这个e事件反映了文化 的特点。我们可以告诉从案件,文化是普遍的,这是学习。 People may invent different ways for things even as simple as the issue of floor moping. The Philippine woman must have learned this way of mopping from her own culture. 人们可能发明东西 甚至不同的方式为这样简单的问题的地板闷闷不乐。菲律宾女人必须学习这种方式从她自己的文化的拖地。 Case 7 (P30) Clean UP the Bathroom! 清理浴室!:CaSe analySiS: CUltUral differenCeS deCide the two StUdentS are going to CommUniCate in different wayS. 案例分析:文化差异决定这两个学生要沟通的方式不同。 The Chinese student wants the American student to understand the underlying means of his words, but the American student is used to the direct style of communication. This is decided by culture. In Chinese culture, people want to save face of both themselves and others, so they would not express their ideas directly. However, in the United States, unless you express yourself clearly and directly, the OtherS CannOt Understand you.中国学生想要美国学生理解底层的手段，他的话,但是美国学生用来 直接的交流方式。这是由文化决定的。在中国文化中,人们想要挽回面子的两个自己和他人,所以 他们不会直接表达自己的想法。然而,在美国,除非你清楚地表达自己,别人不能直接理解你。 Case 8 (P34) She HaS Three HandS 她有三个指针:ThiS CaSe Can refleCt the different CommUniCation StyleS between ChineSe and CanadianS. In weStern CUltUreS, CommUniCation iS the meanS of tranSmitting ideaS. WeStern PeoPle USUally CommUniCate direCtly with eaCh other. 这种情况下可以反映出不同的沟通方式在中国和加拿大人。在西方文化中,沟通是传播方式的想法。西方的人们通常直接彼此通信。 That is why the Canadian in this Case says what is in his mind direCtly in frOnt Of the Chinese wOman withOut hiding anything. While Chinese Culture stresses harmOny and emphasizes the relatiOnships between the COmmuniCatOrs. Chinese peOple view COmmuniCatiOn as a prOCess where all parties are searChing tO develOp and maintain a sOCial relatiOnship. SO the Chinese wOman in this Case tries nOt tO argue With the Can adia n face to face to keep the “ harm OnioUS relati On Sh这就是为什betwee n them. 么加拿大在这种情况下说什么是在他的脑海里的正前方的中国女人没有隐瞒任何事。虽然中国 文化强调和谐,强调了沟通者之间的关系。中国人民视图通信作为一个过程,各方正在寻求开发和维护一个社会关系。所以中国女人在这种情况下努力不认为与加拿大面对面保持“和谐关系”他们。 Case 12 (P57) Why Don‘ tYou Eat the Pizza? 你为什么不吃比萨饼?: This case can reflect the problems appearing during intercultural communication and how ignoring cultural differences can affect communication. 种情况下可以反映
《跨文化管理》 进入全球市场的企业员工必读，因为他像小说一样通俗易懂； 研究全球化的专家必读，因为他是目前唯一一本全面介绍最前沿的的全球化理论的中文图书。 作者简介： 陈晓萍，1995年获美国伊利诺大学工业和组织心理学博士学位，现为美国华盛顿大学商学院终身教授，同时担任北京大学光华管理学院和上海交通大学安泰管理学院的客座教授。在此之前，她曾是香港科技大学和美国印第安那大学商学院教授。 陈晓萍教授的学术研究涉及很多组织行为和人力资源管理领域，主要的研究课题包括跨文化管理、个体和群体决策、领导学、商业谈判、企业公民行为，等等。她的学术论文曾发表于全球顶尖的管理学杂志，如《美国管理学》、《美国管理学评论》、《应用心理学》、《社会和个性心理学》、《跨文化心理学》、《国际商学》及《组织行为和决策过程》等。 陈晓萍教授的教学包括跨文化管理，组织行为学，人力资源管理，商业谈判，团队建设等MBA、EMBA和博士生课程。她曾数次获得美国科研教学大奖，还荣获2004年度华盛顿大学商学院的“杰出博导奖”。 陈晓萍教授还非常关心中国国内企业管理的发展，致力于发展中国的管理科学研究。她现任中国管理研究国际学会副会长，并担任中文管理杂志《管理@人》的总编。她被中国《财经时报》评为2004年最具影响力的八名管理大师之一。
内容简介： 1. 生动翔实的案例，恬淡幽默的语言 2．引人入胜的练习和角色模拟 3．典型的外国影片来讲述跨文化管理 4．跨文化沟通和谈判中可能出现的陷阱5．跨文化团队建设的艰辛 6．跨文化人力资源管理的挑战 7．全球化职业旅程的酸甜苦辣 目录： 第1部分文化与管理 第1章什么是文化？文化如何影响管理？ 3 1.1 什么是文化 4 1.2 文化的两个常用比喻 5 1.2.1 洋葱的比喻：文化层次论 6 1.2.2 民族社会文化与公司文化 14 1.2.3 文化的冰山比喻 15 1.3 文化的正态分布 16 1.4 文化与管理的关系 17 1.4.1 文化与企业经营战略的关系 17 1.4.2 文化对组织架构设置的影响 20 1.4.3 文化对企业制度建立和执行的影响 20 1.4.4 文化对领导和员工行为的影响 21