Hospitality Research And Reflection

Topic: Evaluate the challenge of diverse cultural values and norms in hospitality foodservice and hotel management

-You will write a  one page summary of a current article or issue you have researched, read, or listened

(cite the reference where you obtain the information by providing the website link or source on the top of your writing)

-These international issues must be hospitality related

and reflect to the objectives of the week (This week: Evaluate the challenge of diverse cultural values and norms in hospitality foodservice and hotel management.)

-You must provide your  personal comments (six lines or more)

-Assignments will be graded based on the following:

Reflection to weekly learning objectives-50%

-Topic must be related to at least one of the concepts based on Power point lecture.

-Length of article summary at least six lines or more 25%

-Length of personal comments at least six lines or more 25%

Chapter 3

 

 

 

Cultural Environment

 

*

INTRODUCTION

    • International business and hospitality services are to a great extent influenced by the cultural values and norms of different societies.

 

  • In this people-oriented industry, international hospitality managers have to manage, interact, negotiate, and compromise with people of different cultural backgrounds.

 

*

DEFINING CULTURE

    • Culture has been defined in many different ways by social science scholars. In this book, culture is defined as the ways of living built up by a group of people and passed on from one generation to another.

 

  • In other words, culture encompasses the learned patterns of behavior common to the members of a given society. The shared ways of life consist of beliefs, knowledge, law, custom, institutions, and artifacts.

 

*

DEFINING CULTURE (Cont’d)

  • Culture has four distinctive characteristics:

1. Culture is not innate, but learned.

2. The various aspects of culture are interrelated.

3. Culture is shared.

4. Culture defines the boundaries of different

groups.

 

*

CULTURAL VALUES AND NORMS

    • The essence of a culture is its value system, upon which a society’s norms are established and justified.

 

  • Values are the beliefs a society holds in regard to right and wrong, good and bad, ethical or unethical.

 

*

CULTURAL VALUES AND THEIR INFLUENCE ON MANAGEMENT

  • It is essential to identify and study the cultural values influencing international hospitality management styles and service practices, and to distinguish the differences among cultures.

 

*

Group Affiliations

    • People are commonly grouped into various categories either by birth or by affiliation.

 

  • Grouping by birth consists of ascribed group memberships, which include age, gender, ethnicity, nationality, and caste. These are the basic demographic profiles for market analysis.

 

*

Group Affiliations (Cont’d)

  • Grouping by affiliation consists of acquired group memberships, which include religion, political affiliations, professional, and social associations. These groupings place people at the different levels of the society, and their places in the social stratification system reflect their class or status positions. These groupings have a direct impact on international hospitality operations.

 

*

Individualism and Collectivism

    • A society’s attitude toward individualism and collectivism is clearly reflected in the way in which people perceive themselves and relate to one another in social and business settings.

 

  • These cultural values influence people’s behaviors and aspirations in workplaces in different cultural settings.

 

*

Individualism and Collectivism (Cont’d)

  • This cultural emphasis on individualism has been the driving force for entrepreneurship in Western societies and has resulted in the high level of entrepreneurship, due to continued innovations and inventions.

 

*

Individualism and Collectivism (Cont’d)

    • Collectivism is valued, as in group achievement and decision making by consensus, in many Asian societies.

 

  • In the value systems of these societies, the group is considered the primary unit of business organization.

 

*

Superior and Subordinate Relationship

    • The hierarchical superior-subordinate relationship seem universal.

 

  • Most executives and managers in the hospitality industry in the United States take an open-door management approach by constantly consulting subordinates’ opinions, even from the frontline employees, for improving service quality and operating more effectively.

 

*

Superior and Subordinate Relationship (Cont’d)

  • Ritz-Carlton employees share leadership with the management and are vested with the authority to solve hotel guests’ complaints. For instance, each employee at the front desk has a $2,000 budget per occurrence to spend for solving a guest problem.

 

*

Mobility and Loyalty

    • The attitude toward employment mobility and loyalty is closely associated with the attitude toward individualism and collectivism.

 

  • A high degree of employment mobility is common in countries where individualism is highly valued.

 

*

Work and Play

    • Another dimension for examining a society’s culture is its attitude toward work and play.

 

    • This is a very important factor for developing international hospitality business.

 

  • “Work hard and play hard” has become the norm in many Western societies as a result of growing prosperity and shortening of work days.

 

*

CROSS-CULTURAL COMMUNICATIONS

    • Language, both spoken and written, is the primary tool for communication within a particular culture. Language is described as a cultural mirror since it reflects the content and nature of the culture it represents.

 

  • But cultural meanings can also be conveyed through nonverbal and nonwritten forms, such as body language, the use of colors, or personal space.

 

*

CROSS-CULTURAL COMMUNICATIONS

Spoken Language:

  • An ability to speak the local language can not only enable a manager to communicate with the local managers, staff, and guests directly and effectively, but also gives the manager a key to the local culture.

 

*

CROSS-CULTURAL COMMUNICATIONS

Eye Contact:

    • Eye contact signifies interpersonal communication and carries messages. Many cultural variations are found in eye contact. Keeping good eye contact is an expected normal behavior in many Western societies.

 

  • However, in Japan, children are told at young age to only look at the shoulder level of their teachers. Young Japanese always lower their eyes when speaking to an older person or a superior to show respect.

 

*

CROSS-CULTURAL COMMUNICATIONS

Gestures:

    • The motion of hand and arm can mean something different to people from separate cultures, or it can mean nothing to the person of different cultural background.

 

  • For example, joining one’s thumb and index finger in a circle means A-OK in the United States, an obscenity in Brazil, money in Japan, zero in France, and “I will kill you” in Tunisia.

 

*

CROSS-CULTURAL COMMUNICATIONS

    • Time concept

 

    • Personal space

 

    • Colors

 

  • Numbers

 

*

LEARNING CULTURE

    • Culture is rich and diverse. Different cultures make our world colorful and meaningful, and stimulate people’s desire to travel.

 

    • An effective manager needs to have a good knowledge of the host culture and its influence on the behaviors of the local employees and guests.

 

  • Culture is learned.

What do you see as the main difference between a successful and an unsuccessful decision?

An Introduction to Organizational Behavior

v. 1.1

 

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This is the book An Introduction to Organizational Behavior (v. 1.1).

This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don’t make money from it, and do make it available to everyone else under the same terms.

This book was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book.

Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher’s request, their name has been removed in some passages. More information is available on this project’s attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header).

For more information on the source of this book, or why it is available for free, please see the project’s home page (http://2012books.lardbucket.org/). You can browse or download additional books there.

ii

 

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Table of Contents

About the Authors………………………………………………………………………………………………….. 1

Acknowledgments ………………………………………………………………………………………………….. 3

Dedications …………………………………………………………………………………………………………….. 6

Preface……………………………………………………………………………………………………………………. 7

Chapter 1: Organizational Behavior ……………………………………………………………………. 10 College Textbook Revolution: The Case of Unnamed Publisher ……………………………………………………. 11

Understanding Organizational Behavior……………………………………………………………………………………… 15

Understanding Your Learning Style ……………………………………………………………………………………………. 25

Understanding How OB Research Is Done ……………………………………………………………………………………. 29

Trends and Changes……………………………………………………………………………………………………………………. 35

Maintaining Core Values: The Case of Nau ………………………………………………………………………………….. 44

Conclusion …………………………………………………………………………………………………………………………………. 47

Exercises…………………………………………………………………………………………………………………………………….. 48

Chapter 2: Managing Demographic and Cultural Diversity ……………………………….. 49 Doing Good as a Core Business Strategy: The Case of Goodwill Industries …………………………………….. 51

Demographic Diversity ……………………………………………………………………………………………………………….. 54

Cultural Diversity ……………………………………………………………………………………………………………………….. 78

The Role of Ethics and National Culture………………………………………………………………………………………. 90

Managing Diversity for Success: The Case of IBM ………………………………………………………………………… 94

Conclusion …………………………………………………………………………………………………………………………………. 98

Exercises…………………………………………………………………………………………………………………………………….. 99

Chapter 3: Understanding People at Work: Individual Differences and

Perception ………………………………………………………………………………………………………….. 101 Advice for Hiring Successful Employees: The Case of Guy Kawasaki …………………………………………… 102

The Interactionist Perspective: The Role of Fit ………………………………………………………………………….. 106

Individual Differences: Values and Personality ………………………………………………………………………….. 109

Perception………………………………………………………………………………………………………………………………… 130

The Role of Ethics and National Culture…………………………………………………………………………………….. 142

Using Science to Match Candidates to Jobs: The Case of Kronos …………………………………………………. 147

Conclusion ……………………………………………………………………………………………………………………………….. 150

Exercises…………………………………………………………………………………………………………………………………… 151

iii

 

 

Chapter 4: Individual Attitudes and Behaviors …………………………………………………. 154 People Come First: The Case of SAS …………………………………………………………………………………………… 155

Work Attitudes …………………………………………………………………………………………………………………………. 158

Work Behaviors ………………………………………………………………………………………………………………………… 170

The Role of Ethics and National Culture…………………………………………………………………………………….. 186

Rebounding from Defeat: The Case of Jeffrey Katzenberg ………………………………………………………….. 189

Conclusion ……………………………………………………………………………………………………………………………….. 192

Exercises…………………………………………………………………………………………………………………………………… 193

Chapter 5: Theories of Motivation …………………………………………………………………….. 196 A Motivating Place to Work: The Case of Zappos ……………………………………………………………………….. 198

Need-Based Theories of Motivation …………………………………………………………………………………………… 201

Process-Based Theories …………………………………………………………………………………………………………….. 211

The Role of Ethics and National Culture…………………………………………………………………………………….. 229

Motivation in Action: The Case of Trader Joe’s ………………………………………………………………………….. 232

Conclusion ……………………………………………………………………………………………………………………………….. 235

Exercises…………………………………………………………………………………………………………………………………… 236

Chapter 6: Designing a Motivating Work Environment ……………………………………. 240 Motivating Steel Workers Works: The Case of Nucor …………………………………………………………………. 241

Motivating Employees Through Job Design ……………………………………………………………………………….. 244

Motivating Employees Through Goal Setting …………………………………………………………………………….. 258

Motivating Employees Through Performance Appraisals …………………………………………………………… 267

Motivating Employees Through Performance Incentives …………………………………………………………… 276

The Role of Ethics and National Culture…………………………………………………………………………………….. 283

Motivation Key for Success: The Case of Xerox ………………………………………………………………………….. 287

Conclusion ……………………………………………………………………………………………………………………………….. 290

Exercises…………………………………………………………………………………………………………………………………… 291

Chapter 7: Managing Stress and Emotions………………………………………………………… 293 Facing Foreclosure: The Case of Camden Property Trust ……………………………………………………………. 294

What Is Stress? …………………………………………………………………………………………………………………………. 297

Avoiding and Managing Stress ………………………………………………………………………………………………….. 313

What Are Emotions? …………………………………………………………………………………………………………………. 325

Emotions at Work……………………………………………………………………………………………………………………… 330

The Role of Ethics and National Culture…………………………………………………………………………………….. 338

Getting Emotional: The Case of American Express……………………………………………………………………… 341

Conclusion ……………………………………………………………………………………………………………………………….. 344

Exercises…………………………………………………………………………………………………………………………………… 345

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Chapter 8: Communication ………………………………………………………………………………… 349 You’ve Got Mail…and You’re Fired! The Case of RadioShack ………………………………………………………. 350

Understanding Communication ………………………………………………………………………………………………… 354

Communication Barriers …………………………………………………………………………………………………………… 360

Different Types of Communication and Channels ………………………………………………………………………. 377

The Role of Ethics and National Culture…………………………………………………………………………………….. 397

Employee Satisfaction Translates to Success: The Case of Edward Jones …………………………………….. 402

Conclusion ……………………………………………………………………………………………………………………………….. 405

Exercises…………………………………………………………………………………………………………………………………… 406

Chapter 9: Managing Groups and Teams …………………………………………………………… 410 Teamwork Takes to the Sky: The Case of General Electric ………………………………………………………….. 411

Group Dynamics ……………………………………………………………………………………………………………………….. 415

Understanding Team Design Characteristics……………………………………………………………………………… 428

Management of Teams ……………………………………………………………………………………………………………… 445

Barriers to Effective Teams ……………………………………………………………………………………………………….. 452

The Role of Ethics and National Culture…………………………………………………………………………………….. 454

Green Teams at Work: The Case of New Seasons Market ……………………………………………………………. 457

Conclusion ……………………………………………………………………………………………………………………………….. 460

Exercises…………………………………………………………………………………………………………………………………… 461

Chapter 10: Conflict and Negotiations ………………………………………………………………. 462 Negotiation Failure: The Case of the PointCast ………………………………………………………………………….. 463

Understanding Conflict …………………………………………………………………………………………………………….. 466

Causes and Outcomes of Conflict……………………………………………………………………………………………….. 472

Conflict Management ……………………………………………………………………………………………………………….. 478

Negotiations……………………………………………………………………………………………………………………………… 486

The Role of Ethics and National Culture…………………………………………………………………………………….. 503

Avoiding Conflict at WorldCom: The Case of Bernard Ebbers……………………………………………………… 506

Conclusion ……………………………………………………………………………………………………………………………….. 510

Exercises…………………………………………………………………………………………………………………………………… 511

Chapter 11: Making Decisions ……………………………………………………………………………. 515 Decision-Making Culture: The Case of Google ……………………………………………………………………………. 516

Understanding Decision Making ……………………………………………………………………………………………….. 520

Faulty Decision Making …………………………………………………………………………………………………………….. 535

Decision Making in Groups ……………………………………………………………………………………………………….. 540

The Role of Ethics and National Culture…………………………………………………………………………………….. 549

Empowered Decision Making: The Case of Ingar Skaug ……………………………………………………………… 552

Conclusion ……………………………………………………………………………………………………………………………….. 555

Exercises…………………………………………………………………………………………………………………………………… 556

v

 

 

Chapter 12: Leading People Within Organizations ……………………………………………. 562 Taking on the Pepsi Challenge: The Case of Indra Nooyi ……………………………………………………………. 564

Who Is a Leader? Trait Approaches to Leadership ……………………………………………………………………… 568

What Do Leaders Do? Behavioral Approaches to Leadership………………………………………………………. 575

What Is the Role of the Context? Contingency Approaches to Leadership ………………………………….. 580

What’s New? Contemporary Approaches to Leadership …………………………………………………………….. 589

The Role of Ethics and National Culture…………………………………………………………………………………….. 607

Leadership Development: The Case of Starbucks ……………………………………………………………………….. 612

Conclusion ……………………………………………………………………………………………………………………………….. 615

Exercises…………………………………………………………………………………………………………………………………… 616

Chapter 13: Power and Politics ………………………………………………………………………….. 619 Focus on Power: The Case of Steve Jobs……………………………………………………………………………………… 620

The Basics of Power ………………………………………………………………………………………………………………….. 623

The Power to Influence …………………………………………………………………………………………………………….. 630

Organizational Politics ……………………………………………………………………………………………………………… 647

Understanding Social Networks ………………………………………………………………………………………………… 654

The Role of Ethics and National Culture…………………………………………………………………………………….. 658

Getting Connected: The Case of Social Networking ……………………………………………………………………. 662

Conclusion ……………………………………………………………………………………………………………………………….. 665

Exercises…………………………………………………………………………………………………………………………………… 666

Chapter 14: Organizational Structure and Change …………………………………………… 675 Organizational Structure: The Case of Toyota ……………………………………………………………………………. 676

Organizational Structure ………………………………………………………………………………………………………….. 680

Organizational Change ……………………………………………………………………………………………………………… 693

The Role of Ethics and National Culture…………………………………………………………………………………….. 713

Changing for Good: The Case of Hanna Andersson Corporation …………………………………………………. 716

Conclusion ……………………………………………………………………………………………………………………………….. 720

Exercises…………………………………………………………………………………………………………………………………… 721

Chapter 15: Organizational Culture …………………………………………………………………… 723 Building a Customer Service Culture: The Case of Nordstrom ……………………………………………………. 724

Understanding Organizational Culture ……………………………………………………………………………………… 727

Characteristics of Organizational Culture ………………………………………………………………………………….. 732

Creating and Maintaining Organizational Culture ……………………………………………………………………… 744

Creating Culture Change …………………………………………………………………………………………………………… 764

The Role of Ethics and National Culture…………………………………………………………………………………….. 769

Clash of the Cultures: The Case of Newell Rubbermaid ………………………………………………………………. 772

Conclusion ……………………………………………………………………………………………………………………………….. 775

Exercises…………………………………………………………………………………………………………………………………… 776

vi

 

 

About the Authors

Talya Bauer

Talya Bauer (Ph.D., 1994, Purdue University) is the Gerry and Marilyn Cameron Professor of Management at Portland State University. Dr. Bauer is an award- winning teacher who specializes in teaching organizational behavior, management, power and influence, and negotiations, as well as training and development at the graduate and undergraduate level. She conducts research about relationships at work. More specifically, she works in the areas of leadership, selection, and new employee onboarding, which has resulted in dozens of journal publications. She has acted as a consultant for a variety of government, Fortune 1000, and start-up organizations. Dr. Bauer is involved in professional organizations and conferences at the national level, such as serving on the Human Resource Management Executive Committee of the Academy of Management and SIOP Program Chair and member-at-large for SIOP. She is the editor of Journal of Management and is on the editorial boards for the Journal of Applied Psychology and Industrial and Organizational Psychology: Perspectives on Science and Practices, was recognized as one of the most published authors of the 1990s, and is a Fellow of SIOP and APS.

Berrin Erdogan

Curriculum Project: Curriculum Essentials Project Assignment

EDUC 571

Curriculum Project: Curriculum Essentials Project Assignment Instructions

The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration).

 

PART I: MISSION STATEMENT

A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example:

 

Thomas C. Miller Elementary School for Innovation

is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts.

Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm

 

In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical).

 

For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section.

 

PART II: CHARACTER EDUCATION

Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example:

 

Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions.

Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.”

 

For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and practice each of the 8 character principles.

 

PART III: STANDARDS COMPARISON

National and state standards are the basis for planning, implementing, and assessing differentiated instruction. To complete the Part III Standards Comparison section of the assignment template you should:

 

First, consult the national standards at Education World – Curriculum: National and State Standards (located under Curriculum Project: Curriculum Essentials Project Resources); study those areas which pertain to the degree you are seeking (MAT for Elementary and SPED candidates review all four core areas (eg. Mathematics, Language Arts, Science, Social Science) since you will be endorsed and/or required to teach all core subject areas; MAT candidates in Secondary read through their specific content standards).

Second, read your state standards at your state department of education website (Ed Standards, located under Curriculum Project: Curriculum Essentials Project Resources may be a help to you if you are not familiar with your state standards; MAT for Elementary and SPED candidates review all four core areas since you will be endorsed and/or required to teach all core subject areas; MAT candidates in Secondary read through their specific content standards).

 

Third, compare your state’s standards to the VDOE Standards of Learning (SOL) and Testing, located under Curriculum Project: Curriculum Essentials Project Resources(If you live in VA use the Virginia SOLs and compare them to another state of your choice.)

 

Fourth, write a standards comparison for one content area in the Part III Standards Comparison section of the assignment template. Compare and contrast within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific state standards you are comparing. Summarize what you have learned through this comparison. This section should be one to two pages, single-spaced.

 

PART IV: STANDARDS INTEGRATION

Developing curriculum involves integrating standards across content areas. An interdisciplinary approach allows students to make connections among concepts, procedures, and applications to understand complex issues.

 

For the Part IV Standards Integration section of the assignment template you should provide five interdisciplinary learning activities that are hands-on and creative. Paste in the state standard you are addressing. Note the content area and the interdisciplinary nature of the activity. For example:

 

Activity One
State

Standard

VUS.10 The student will demonstrate knowledge of World War II by

a) identifying the causes and events that led to American involvement in the

war, including military assistance to Britain and the Japanese attack on

Pearl Harbor.

Integrative

Activity

ART – During US History class, students can work in groups to create murals that showcase the events that led to American involvement in WWII.

 

 

Page 4 of 5

Discussion Systems Thinking In Health Care Environments

Assess your strengths and weaknesses in your academic or professional skill sets against the ACHE competencies list. Explore the resources available at the University of Phoenix and identify 2 or 3 resources that you believe will be useful to you as a university student in the MHA program or in your career.

Respond to the following in a minimum of 175 words:

  • Select 1 University resource that you believe will be most useful to you and explain how it will help you in your education or your career.

Include at least one relevant reference in APA format.