Psychology, Science

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Psychology, Science Human Relations

• Chapter 1

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Human Relations

• The ability to interact effectively with diverse
  others in a variety of situations.
• This ability can be developed.

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Culture

• The way of life of a people.
• A context for human relations.
• A set of shared values which shape norms,
  attitudes, beliefs, expectations, perceptions
  behaviors.

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Culture

• Values -gtbeliefs-gtexpectations of the
  situation-gtperceptions -gt attitudes
• Values are guiding principles
• A culture can be defined by its values.

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Dimensions of Culture

• Individualism Collectivism
• Power Distance
• Uncertainty Avoidance
• Masculinity-Femininity

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Dimensions of Culture

• Individualism vs. collectivism relative
  importance of the individual vs. the group or
  family
• High individualism, British-influenced countries
  (U.S., Canada, Australia, New Zealand, Great
  Britain)
• Low individualism, Asian Latin American
  countries (Singapore, Thailand, South Korea,
  Taiwan, Indonesia-El Salvador, Peru, Costa Rica,
  Colombia, Venezuela, Panama Ecuador, Guatemala)

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Collectivist Cultures

• Families are more revered
• Extended families are known
• Family weddings funerals are attended
• Elders are respected
• Finances and other resources are shared
• People are more interdependent

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Individualist Cultures

• Independence is valued
• Families are nuclear
• Personal choice and privacy are valued
• Needs of the individual take precedence over the
  needs of the group

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Power Distance

• Dealings with inequality
• Vertical differences in status
• Authority
• Dominance/power

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High Power Distance Cultures

• Stricter hierarchies (like organizational
  charts) greater distance between levels
• Value inequality for maintaining order

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High Power Distance Cultures

• Teach children obedience
• Believe children should work hard
• Treat teachers as gurus
• Expect subordinates to be told what to do
• Value white-collar over blue-collar jobs
• Have more corrupt political systems
• Believe use of force is the essence of power

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Low Power Distance Cultures

• Parents treat children as equals
• Children should enjoy leisure
• Treat students teachers as equals
• Have subordinates who expect to be consulted
• Give manual clerical work the same status
• End political careers for scandals
• Believe use of force is a failure of power.
• Austria, Israel, New Zealand, Scandinavian,
  Ireland

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Uncertainty Avoidance

• The extent to which members of a culture feel
  threatened by uncertain or unknown situations
• May need to check the history or current status
  of the country to find a correlate.

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Low Uncertainty Avoidance

• Comfortable with uncertainty
• Curious about change rather than threatened
• Less stressed, emotional
• Optimistic
• Believe more in personal control over outcomes
• Less reactive to unexpected events

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High Uncertainty Avoidance

• More resistant to change and new ideas
• More cautious in approaching new situations
• Freely express emotions
• Need to stay busy
• Need for clarity structure
• Believe that external forces control outcomes
• Law order, as well as ritual, are valued

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Masculinity-Femininity

• The degree of differentiation between the roles
  of men women
• Sex biological male- and femaleness
• Gender the sociocultural distinctions between
  men women with regard to roles, personality
  traits, etc.
• Gender is socially defined.

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Gender Stereotypes

• Masculine
• Emotionally tough
• Assertive
• Independent
• Competitive
• Achievement oriented

• Feminine
• Cooperative
• Nurturing
• Supportive
• Emotionally sensitive
• Relationship oriented

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Masculine Feminine Cultures

• Not the extent to which they emphasize masculine
  or feminine stereotypes
• It is the extent to which they differentiate
  between masculine feminine roles.
• Masculine cultures have a high level of role
  separation.
• Feminine cultures overlap the roles.

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Masculine Cultures

• Money things rank highest in importance
• Status is derived from wealth
• Centrality of work/higher job stress
• Value of master, ambition, independence
• Children taught to fight back
• Managers should be decisive
• Choose higher earnings over reduced workloads
• Performance grades are most important in
  schools
• Prefer smart teachers to friendly
• Job applicants oversell themselves

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Feminine Cultures

• Emphasis is placed on quality of life and
  relationships
• Importance of cooperation at work/lower job
  stress
• Values of well-being, service
• Children taught to avoid aggression
• Prefer friendly teachers
• Social skills paramount in school
• Managerial decisions by consensus
• Resumes more modest
• Choose reduced workloads over higher earnings