SOME OUTCOMES OF EXPERIENTIAL LEARNING: HOW THE CULTURAL DYNAMICS OF DIFFERENT COUNTRIES ARE REFLECTED IN WORKPLACE NORMS & VALUES Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 242 SOME OUTCOMES OF EXPERIENTIAL LEARNING: HOW THE CULTURAL DYNAMICS OF DIFFERENT COUNTRIES ARE REFLECTED IN WORKPLACE NORMS & VALUES Carroll C. Halterman & Nancy S. Sampson: University of Denver ABSTRACT Employees in Russia, Brazil, USA and Hong Kong differ in how they value (1) a clear and challenging goal;(2) work group members’ liking and trusting each other;(3) work group members high performance expectations;(4) designing a workgroup for results; and (5) getting topside support. Females from different countries disagree on six of eight workgroup values, while males disagree on only three. Male/female value differences are found. Differences indicate (6) that US females place a higher value than males on doing whatever is necessary. INTRODUCTION The Daniels College of Business (at Denver) has been assessing the affects and effects of its experiential programs over several years. Important to Denver’s situation is the healthy ratio of non-US students (35%), from the 28 or more foreign countries represented. It has been found that differences in perceptions about the importance of workplace characteristics exist between US and Non-US MBA students, as well as between males and females (Halterman, 1-993). These findings are compatible with those of Moyes (1994) who cautions us that individuals bring deeply-rooted patterns of culture and belief to a new work environment, creating a potential for conflict (p.112).” A key determinant of people’s norms and values is the type of activity in which they are involved (Katz and Kahn (1978: 389, 394; Meyer, 1994). Importantly, explains Hatch (1993: p. 662), “Without being conscious of their assumptions, members become conscious of their values (cf. Hofstede 1 993; and Moyes. THE SAMPLES EXAMINED Our four national samples, each from a different country, are examined for respondents’ work-values. The instrument used was translated to each respondents’ idiom; administered in the respondents country; in the respondents’ language (cf. Hofstede; Sadowski, 1994). Administration in Russia and in Brazil was by researchers native to the areas. Sample 1 98 US (a) production, (b) food service, and (c) public agency workers. 150 females and 48 males.] Sample 2: 24 Hong Kong (a) light manufacturing,(b) wholesaling, and (c) retailing workers.[16 males and 8 females.] Sample 3: 11 7 Russian (a) production, (b) assembly, (c) supervisory, (d) marketing, and (e) shop workers.[37 females and 80 males.] Sample 4: 33 Brazilian (a) administrative, (b) retail and (c) production workers. [12 females and 21 males. Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 243 THE INSTRUMENT Values of work groups are assessed on a 5-point Likert scale (Exhibit 1). Respondents are asked, “How important is this [characteristic] to a successful work team?” A response of “1” reflects “APPLIES WELL” (Cochran reliability = .74). Our use of work values is supported by INSEAD’s finding that respondent nationality primarily governs how questions about the structure and functions of organizations are answered (Moyes; cf. Meyer). Means, variance, F-scores, significances and confidence levels are computed. HYPOTHESES Four null hypotheses are examined: NO DIFFERENCES EXIST IN THE WAY VALUES ARE ASSESSED BY:(H1) Respondents in different countries; (H2) Females in different countries; (H3) Males in different countries; (H4) Males and Females in different countries. RESULTS Results are shown in Tables 1 through 5. The samples differ from each other on five of the eight values. Differences Among Countries (See Table 1) Respondents disagree on the importance of a CHALLENGING GOAL; LIKING & TRUSTING EACH OTHER; EXPECTING HIGH PERFORMANCE; DESIGNING THE WORKGROUP; and TOPSIDE SUPPORT. Differences Among Females (See Table 2.) Female groups disagree on the importance of KNOWING ONE’S JOB; the LEADER; DOING WHATEVER IS NECESSARY; WORKGROUP DESIGN; EXPECTING PERFORMANCE; and TOPSIDE SUPPORT. Differences Among Males (See Table 3.) Male groups disagree on the importance of SUPPORT..., DESIGN..., and EXPECTATIONS. Male/Female Differences Table 5 (data not shown) displays significances of differences between the sexes. Male/female differences are found among the combined sample for all values, due to “country”variance. One male-female difference is probably due to gender variance. Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 244 FINDINGS Finding #1 Hypothesis 1 is rejected (see Tables 1 & 4).Respondents of the countries differ in how they value Designing work groups for results; performance expectations; Liking & trusting each other; Topside support; and a challenging goal. Finding #2 Hypothesis 2 is rejected (see Table 2). Females of the four countries differ from each other in how they rate six of the eight values. Finding #3 Hypothesis 3 is rejected (see Table 3). Males of the four countries differ from each other in how they value Designing work groups for results; High performance expectations; and Topside support. Finding #4 Hypothesis 4 is rejected (see Table 5). Gender differences are found in each country, in different ways. As Table 5 displays, the number of differences based on individual values is USA= 3; Brazil= 2; Russia= 1; and Hong Kong= 1. DISCUSSION AND CONCLUSION As table 4 so succinctly shows us, each country’s set of workplace values is unique. Ferreting out the cultural differences within, between, and among people is not only challenging, but informative. Coping with disparities is better directed if one first finds out where and how strongly they exist. This exploratory research suggests a couple of things to us: (1) Work-related values in different cultures can be compared and recompared using operational terms; and (2) trainee value levels from earlier ‘experiential learnings” can be identified. This may help focus our front-end diagnoses of “where to begin” and “how to approach” further training. REFERENCES Hatch, M. (1993). The dynamics of organizational culture. The Academy of Management Review. 184, 657-693. Halterman, C. 1993.The Effects of Outward Bound Experience on Graduate Business Students. Unpublished research report (Working paper), Daniels School of Business, University of Denver. Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 245 Hofstede, G. (1 993). Cultural constraints in management theory. Academy of Management Executive. 7 1, 81-94. Katz, D. & Kahn, A. (1978). The Social Psychology of Organizations (2nd ed.). New York, John Wiley & Sons. Meyer, G. (1994) The company you keep affects your attitudes toward the company. [Review of Power, Social Influence and Sense-making: Effects of Network centrality and Proximity on Employee Perceptions.] (Source: Administrative Science Quarterly. 38, (1993) 277-303). The Academy of Management Executive. 8 3, 101-102. Moyes, J. (1994). Managing international teams [Review of Managing International Teams. Irwin]. The Academy of Management Executive. 73, 111-115. Sadowski, S.(1994).Understanding global cultures: Metaphorical journeys through 1 7 countries [review of Understanding Global Cultures; Metaphorical Journeys through 17 Countries]. The Academy of Management Executive. 7 3, 119-121. Table of Contents Volume 22, 1995 Simulation Performance, Learning and Struggle Are Good Simulation Performers Consistently Good? Cognitive and Behavioral Consistency in a Computer-Based Marketing-Simulation-Game Environment: An Empirical Investigation of the Decision-Making Process Chalk & Cheese: Executive Short-Course vs. Academic Simulations Revisiting Personality Bias in Total Enterprise Simulations Are Good Strategies Consistently Good? Investigating the Use of a Computer Simulation as an Effective Pedagogical Tool for the Application of a Strategic Model The Problem of determining an Individualized Simulation's Validity as an Assessment Tool A Simulation Based Analysis of the Value of Information in the Hrebiniak Joyce Typology of Adaptation Relative to Porter's Generic Strategies The Impact of Sales and Income Growth on Profitability and Market Measures in Actual and Simulated Industries A Comparison of a Stand Alone Version of a Simulation with the Traditional Competitive Version Computer-Assisted Gaming of International Business Analyzing Simulations with Computer-Based Programs and Applying the Experience to a Real-World Business A Preliminary Investigation of the Use of a Bankruptcy Indicator in a Simulation Environment Graduates' Views on the Use of Computer Simulation Games Versus Cases as Pedagogical Tools An Analytical Advertising Model Approach to the Determination of Market Demand Dealing with the Complexity Paradox in Business Simulation Games A Prototyping Approach for Incorporating Large Data Bases into Media Planning Simulations: An Example Using Magazine Media Through the Looking Glass, Inc: Superior-Subordinate Personality Type and the Leniency effect Evaluating the Effectiveness of Role Playing Simulation and Other Methods in Teaching Managerial Skills Student and Teacher Perceptions of a Management Simulation Course Performance Evaluation: The Effect on the Propensity to Create Budgetary Slack Management Team Formation for Large Scale Simulations Comparative Static Analysis with the Complete PPA Package: A Strategic Market Planning Tool Consistency in Intent: Learning Objectives at the 1994 Intercollegiate Business Policy Competition A New Twist on an Old Game: The Business Strategy Game: A Global Industry Simulation 3ed Evaluation of Performance in Management Simulation: A Management Coefficients Model Building SimuWorlds: Strategic Management Games of the Future Bulls and Bears: A Stock Market Simulation A Systems Thinking Paradigm and Think Computer Simulation Model of Broadcast and Cable Television Industry Competition Jacket Factory The Sales Management Simulation The Marketing Management Simulation A Demonstration of Promodel Demonstrating A New, Cross-Functional Business Simulation: Vision+ A Cost Chain For The Business Strategy Game Simulation Special Session On Experiential Teaching Compensation Dilemmas: An Exercise In Ethical Decision-Making Organizational Storytelling: Telling Tales In The Business Classroom Evaluating Experiential Training: Case Study And Recommendations The Internship Portfolio: An Innovative Tool For Experiential Learning, Critical Thinking, And Communication An Ethnographic Analysis Of The Pedagogical Impact Of Cooperative Communicating Consumer Behavior: A Long-Term Integrated Exercise Using Personal Consumption Journals And Consumer Analysis Papers An Experiential Paradigm For Teaching Business Problem Solving Developing Leadership Skills The Spss® Student Assistant: The Integration of A Statistical Analysis Program Into A Marketing Research Textbook Negotiating With Your Students Using TQM Principles To Transform Accounting Systems Into An Experiential Exercise Enhancing The Effectiveness Of Outdoor-Based Experiential Training Using Virtual Reality Concepts Case Writing In A Developing Country: An Indonesian Example Experiential Learning Using Focus Groups How Real Should Experiential Pedagogy Be? A Viewpoint From Our Students Reengineering The Internship: A New Approach To Experiential Learning Utilizing The Cosmopolitan/Local And Marginal Man Constructs To Measure Students' Propensity For Creativity Developing Experiential Processes For Teaching Quantitative Techniques For Business Team Learning Roles: A Cooperative Learning Technique Creating the Ultimate Small Business Student Experience: Melding Score/Ace with SBI The Development of Trust in Work Teams: The Impact of Touch Some Outcomes of Experiential Learning: How the Cultural Dynamics of Different Countries are reflected in Workplace Norms & Values Incorporation of Job Analysis Results in Various Forms of Selection Interviews Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Dynamics Partnership: A Radical Approach to Experiential Learning Partnership: A Nice Idea, But How Do I Get Started? Recognizing Discrimination at Work Using Critical Incident Skills Questions to Help Students Become More Successful at Job Interviewing The Video Project Introduction to Psychological Type Theory Come On Down Understanding Facilitation for Development and Continuous Learning: A Micro-Workshop Leadership and Empowerment: An Experiential Exercise in Decision Making Experiential Exercises and Pedagogy Track Workshop: Selecting a Manager for Maquiladora, Inc. Experiential Training In Multi-Cultural Corporate Settings The Role of Facilitation as an Aid to Complete Learning An Experiential Exercise to Illustrate Difference in Information Processing Behaviors and Styles How to Deliver Accessible Survey Results Age Diversity in the Workplace- Family Feud Style Nafta Standoff: A Cross-Cultural negotiating Role-Play Three Strikes and You're Out!: A Downsizing Experiential Exercise