Understanding cross-cultural sales manager–salesperson relationships in the Asia-Pacific Rim region: a grounded theory approach

Abstract

As more organizations implement multinational strategies, sales managers leading sales forces encounter complex cultural challenges that affect relationships, processes, and outcomes. We undertake a qualitative study with the objective of understanding the sales manager–salesperson relationship when the sales manager is leading sales representatives located in other cultures. Because of the significant size and growth of Asian countries, we focus our study on the Asia-Pacific Rim region. In-depth interviews conducted with 21 sales managers working for a large multinational technology firm in our focal region provide the data for our analysis. Using a grounded theory approach, we identify five key themes: building and sustaining cross-cultural relationships, cross-cultural communication effectiveness, acquisition and maintenance of trust across cultures, language, and decision-making. From our findings, research propositions are offered and implications for researchers and practitioners are discussed.     

Stylistic appearances and linguistic diversity

Philosophy is beginning to pay problems of linguistic justice the attention they deserve in today's heavily interconnected and migrant world. Contemporary philosophy itself, however, has a particular problem of linguistic justice that deserves metaphilosophical attention. At least in the philosophical tradition that is mainstream in much of the world today, viz., analytic philosophy, methodological and sociological mechanisms make it the case that the voices of non-(native) Anglophone philosophers are substantially less heard. Among the mechanisms responsible for this situation, argues this paper, is the emphasis given by influential philosophical institutions to linguistic style and appearances as signs of clarity, precision, and rigour in the treatment of philosophical problems. Such an emphasis is not justifiable, in part because it deprives philosophy of a wider variety of perspectives. The paper concludes by presenting and motivating a recent initiative that aims to foster greater linguistic and cultural diversity within the profession.     

Finding voice in a year of collective trauma: Case study of an online photovoice project with youth

In this article, we share findings from a qualitative case study of a virtual youth photovoice program implemented across three regions of the United States. The purpose of the program was to engage youth in research on a social issue relevant to them during an unprecedented year marked by two public health crises, COVID-19 and anti-Black racial violence. Results of an analysis of curriculum and archival program materials lend support for online strategies for youth engagement including individualized support and online audiovisual presentations with avatars. Racial justice and trauma-informed adaptations were designed to be responsive to youth needs for flexible programming and safe spaces. Themes captured in the first online gallery of youth photos include (1) tools for mental health, (2) meaningful connection, and (3) community advocacy, bringing attention to structural issues as well as family and community strengths. Findings suggest photovoice can be thoughtfully adapted for youth researchers and support individual and group storytelling in response to collective trauma.     

HOW CULTURE MADE US UNIQUELY HUMAN

This article argues that understanding human uniqueness requires recognizing that we are a cultural species whose evolution has been driven by the interaction among genes and culture for over a million years. Here, I review the basic argument, incorporate recent findings, and highlight ongoing efforts to apply this approach to more deeply understand both the universal aspects of our cognition as well as the variation across societies. This article will cover (1) the origins and evolution of our capacities for culture, (2) examples of specialized mental abilities such as those related to mechanical causality, prestige, and cooperation, and (3) recent efforts to apprehend our capacities for abstraction. I close by discussing common canards that generate confusion in mapping what makes us human.     

Communities as conduits of harm: A social identity analysis of appraisal,coping and justice-seeking in response to historic collective victimization

Social identity approach (SIA) research shows that community members often work together to support survivors of collective victimization and rectify social injustices. However, complexities arise when community members have been involved in perpetrating these injustices. While many communities are unaware of their role in fostering victimization, others actively deny their role and responsibility to restore justice. We explore these processes by investigating experiences of community violence and collective justice-seeking among Albanian survivors of dictatorial crimes. Survivors (N = 27) were interviewed, and data were analysed using theoretical thematic analysis guided by the SIA. The analysis reveals the diverse ways communities can become harmful ‘Social Curses’. First, communities in their various forms became effective perpetrators of fear and control (e.g., exclusion and/or withholding ingroup privileges) during the dictatorship because of the close relationship between communities and their members. Second, communities caused harm by refusing to accept responsibility for the crimes, and by undermining attempts at collective action to address injustices. This lack of collective accountability also fosters survivors' feelings of exclusion and undermines their hope for systematic change. Implications for SIA processes relating to health/wellbeing (both Social Cure and Curse) are discussed. We also discuss implications for understanding collective action and victimhood.     

Reducing intergroup anxiety: Applying an imagined contact intervention with counselors-in-training

This study assessed the impacts of an (elaborated) imagined contact intervention (eICI) with graduate-level counseling students (N = 38) in a multicultural counseling course. Participant levels of intergroup anxiety were assessed, comparing those who completed an eICI versus those who did not. Intergroup anxiety decreased for both groups over time, albeit with a greater immediate reduction for those who received the ICI. Qualitative commentary suggests specific student learning from the activity.     

“‘WE' AND ‘THEY'”: WHY MUST WE ENGAGE IN CROSS-CULTURAL CONVERSATION?

This article contains the principal ideas that I presented in four different sessions at the IRAS 2022 conference, on the theme “‘We' and ‘They’: Cross-Cultural Conversation on Identity.” Focusing on the central topic, the article begins with (i) the contents of my opening lecture; followed by (ii) a broad outline of the concerns discussed in my book, Cross-Cultural Conversation: A New Way of Learning, intertwined with glimpses of the intellectual journey that led me to CCC, delivered in the Book-discussion session; (iii) a summary of the main ideas about the importance of meeting of religions today, which formed the background for the CCC Panel discussion on religion, where I was in conversation with spokespersons of five world religions; and (iv) my comments on how science–religion dialogue can help promote a sense for human solidarity by combining knowledge with wisdom, in the concluding session.     

The associations of cultural worldviews,political orientation,and trust with COVID-19 risk beliefs in the U.S.

Given that risk beliefs predict engagement in behaviors to prevent disease, it is important to understand the factors associated with risk beliefs. In the present paper, we conducted path analyses to investigate the associations of belief systems (political orientation and cultural worldviews of individualism and hierarchy) with COVID-19 risk beliefs (i.e., perceived likelihood, perceived severity, and worry about disease; Studies 1 and 2), and the indirect effect through trust in information sources in these relationships (Study 1). Two online panels of U.S. adults were surveyed at three timepoints during the COVID-19 pandemic (Study 1: baseline n = 1,667, 1-year follow-up n = 551; Study 2: n = 404). Results of path analyses indicated that, across studies and timepoints, when controlling for political orientation, trust, and demographic factors, greater individualism had consistent significant direct effects on lower perceived severity and worry about COVID-19, whereas greater hierarchy had consistent significant direct effects on lower perceived severity. However, after accounting for cultural worldviews of individualism and hierarchy (and trust and demographic factors), none of the associations among political orientation and any of the three COVID-19 risk beliefs were significant. The test of indirect effects indicated that individualism and hierarchy were indirectly associated with lower perceived severity of and worry about COVID-19 through less trust. The findings suggest that cultural worldviews of individualism and hierarchy play a role in shaping people's risk beliefs.     

BIOLOGY AND THE SOCIAL SCIENCES

Abstract. The sciences may be conceptualized as a hierarchy ranked by level of organization (e.g., many-body physics ranks above particle physics). Each science serves as an antidiscipline for the science above it; that is, between each pair, tense but creative interplay is inevitable. Biology has advanced through such tension between its subdisciplines and now can serve as an antidiscipline for the social sciences—for anthropology, for example, by examining the connection between cultural and biological evolution; for psychology, by addressing the nature of learning and the structure of the unconscious; for economics, by examining economically irrational behavior and by comparing economic activity in humans and other species. Sociology, concerned mainly with advanced literate societies, is relatively remote from the genetic basis of human social behavior. However, moving between biological and social levels of organization generates richness and points to new and unexpected principles.     

A teaching framework for cross-cultural genetic counseling

The increasing diversity of American society has brought growing recognition of the need to bridge cultures in the delivery of genetic counseling services. New immigrants and members of diverse ethnic groups face multiple barriers to genetic counseling services. The need to train genetic counselors to deal with cultural diversity is especially crucial in the new genetic era, given the rapid expansion of available technology, with the resulting social and ethical ramifications. A framework for teaching cross-cultural issues in genetic counseling training programs is presented that can be implemented in step-wise fashion, consistent with available resources. Cross-cultural issues can be incorporated into existing teaching and training modalities by expanding the orientation from monocultural to multicultural. Relevant clinical experience, exploration of students' preconceptions and biases, reading materials, and lectures by invited speakers can all enhance students' knowledge and sensitivity. It is critically important that training programs furnish students with the basic tools necessary for the ongoing process of learning about cultural diversity.