BBA2551 Columbia Southern Japan Clashes in Culture and Expectations Analysis Write a two- to three-page analysis using the Case Study on pages 295-297 in y

BBA2551 Columbia Southern Japan Clashes in Culture and Expectations Analysis Write a two- to three-page analysis using the Case Study on pages 295-297 in your textbook, “Kelly’s Assignment in
Japan.”
BBA 2551, Intercultural Management 3
Your analysis should address the following questions:
1. Explain the clashes in culture, customs, and expectations that occurred in this situation.
2. What stage of culture shock is Kelly’s family experiencing?
3. Turn back the clock to when Kelly was offered the position in Tokyo. What, if anything, should have been done
differently, and by whom?
4. You are Kelly. What should you do now?
Your case study analysis should follow APA guidelines for formatting of all resources, both in-text and as references. Your
analysis should include a title page and should include a separate reference page. Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and
made it available to you. Select Grid View or List View to change the rubric’s layout.
Content
Name: GradingRubricforCaseStudy
Grid View
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Level 1 Unsatisfactory
Level 2 – Needs
Improvement
Level 3 Satisfactory
Level 4 – Good
Level 5 Excellent
Points Range:
0 (0%) – 23
(23%)
Points Range:
24 (24%) – 27
(27%)
Points Range:
28 (28%) – 31
(31%)
Points Range:
32 (32%) – 35
(35%)
Points Range:
36 (36%) – 40
(40%)
Presents an
account
Presents an
account that is
Presents an
analysis
Presents a
thorough
Presents an
insightful and
Analysis
Level 1 Unsatisfactory
Level 2 – Needs
Improvement
Level 3 Satisfactory
containing little
analysis or
relevant
argument;
interpretation
is not well
supported.
Course
concepts and
analytical tools
are not applied
appropriately.
Feedback:
descriptive but
contains little
analysis or
relevant
arguments;
interpretation
is not well
supported.
Course
concepts and
analytical tools
are not applied
appropriately.
Feedback:
containing
relevant
arguments;
interpretation
is not
thoroughly
supported and
not
compelling.
Course
concepts and
analytical tools
are sometimes
applied
appropriately.
Feedback:
analysis with
effective
arguments;
interpretation
is both
reasonable
and
compelling.
Course
concepts and
analytical tools
are often
applied
appropriately.
Feedback:
thorough
analysis with
strong
arguments
and evidence;
interpretation
is both
reasonable
and
compelling.
Course
concepts and
analytical tools
are always
appropriately
applied.
Feedback:
Points Range:
0 (0%) – 23
(23%)
Points Range:
24 (24%) – 27
(27%)
Points Range:
28 (28%) – 31
(31%)
Points Range:
32 (32%) – 35
(35%)
Points Range:
36 (36%) – 40
(40%)
Demonstrates
lack of or
incomplete
application of
research
Demonstrates
limited
application of
relevant
research
Demonstrates
application of
fairly adequate
research
findings and/or
Demonstrates
good
application of
relevant
research
Demonstrates
excellent
application of
relevant and
compelling
Level 4 – Good
Level 5 Excellent
Research
Level 1 Unsatisfactory
Level 2 – Needs
Improvement
findings and/or
course
content.
Feedback:
findings and/or
course
content.
Feedback:
Points Range:
0 (0%) – 5
(5%)
Writing
Mechanics
Writing lacks
clarity and
conciseness.
Serious
problems with
sentence
structure and
grammar.
Numerous
major and/or
minor errors in
punctuation
and spelling.
Feedback:
Points Range:
6 (6%) – 6
(6%)
Writing lacks
clarity and/or
conciseness.
Contains
minor
problems with
sentence
structure and
some
grammatical
errors as well
as several
minor errors in
punctuation
and spelling.
Feedback:
Level 3 Satisfactory
course
content.
Feedback:
Points Range:
7 (7%) – 7
(7%)
Writing is
mostly clear
and concise.
Sentence
structure and
grammar are
strong and
mostly correct.
There may be
3 or 4 minor
errors in
punctuation
and/or spelling
Feedback:
Level 4 – Good
findings and/or
course
content.
Feedback:
Points Range:
8 (8%) – 8
(8%)
Writing is clear
and concise.
Sentence
structure and
grammar are
strong. There
may be 1-2
minor
punctuation
errors and/or
spelling errors.
Feedback:
Level 5 Excellent
research
findings and/or
course
content.
Feedback:
Points Range:
9 (9%) – 10
(10%)
Writing is clear
and concise.
Sentence
structure and
grammar are
excellent.
Correct use of
punctuation.
No spelling
errors.
Feedback:
Level 1 Unsatisfactory
Points Range:
0 (0%) – 5
(5%)
APA Guidelines
Shows
evidence of
little to no use
of APA format.
Feedback:
Name:GradingRubricforCaseStudy
Level 2 – Needs
Improvement
Points Range:
6 (6%) – 6
(6%)
Reflects
incomplete
knowledge of
APA format.
Source
documentation
may contain
major errors.
Feedback:
Level 3 Satisfactory
Level 4 – Good
Level 5 Excellent
Points Range:
7 (7%) – 7
(7%)
Points Range:
8 (8%) – 8
(8%)
Points Range:
9 (9%) – 10
(10%)
Documents
sources using
APA format
with several
minor errors.
Feedback:
Documents
sources using
APA format
with a few
minor errors.
Feedback:
Documents
sources using
APA format
accurately and
consistently.
Feedback:
a position, a
age fourteen. None of them has
him about 301
may run into with his cowork
how he should handle them
2. Set up some arrangements and support sy
design a support package for them, with
member telling them what to expect.
Internet Resources
Visit the Deresky Companion Website at
www.pearsonhighered.com/deresky for this chapter’s Internet
resources
CASE STUDY
Kelly’s Assignment in Japan
Well, it’s my job that brought us here in the first place … I am going to have to make a decision
to stick with this assignment and hope I can work things out, or to return to the United States and
probably lose my promised promotion after this assignment—maybe even my job.
As she surveyed the teeming traffic of downtown Tokyo from her office window, Kelly tried
to assess the situation her family was in, how her job was going, and what could have been done
to lead to a better situation four months ago when she was offered the job.
As a program manager for a startup Internet services company, she had been given the op-
portunity to head up the sales and marketing department in Tokyo. Her boss said that “the sky’s
the limit” as far as her being able to climb the corporate ladder if she was successful in Tokyo.
She explained that she did not speak Japanese and that she knew nothing about Japan. But he
said he had confidence in her since she had done such a great job in Boston and in recent short
assignments to London and Munich. Moreover, the company offered her a very attractive com-
pensation package that included a higher salary, bonuses, a relocation allowance, a rent-free
apartment in Tokyo, and an education allowance for their two children, Lisa and Sam, to attend
private schools. She was told she had two days to decide, and that they wanted her in Tokyo in
three weeks because they wanted her to prepare and present a proposal for a new account op-
portunity there as soon as possible. Her boss said they would hire a relocation company to handle
the move for her.
That night Kelly excitedly discussed the opportunity with her husband, Joe. He was glad
for her and thought it would be an exciting experience for the whole family. However, he was
boss had said that Joe would probably find something or get transferred there, but that her boss
did seem unconcerned about that
. In the end, Joe felt that Kelly should have this opportunity, and
concerned about his own job and what the move would do to his career. She told him that her
he agreed to the move. He talked to his boss about a transfer and was told that they would look
into that and get back to him. However, he knew that his company was having layoffs because of
the economic decline that was taking its toll on profits. The problem
was that Kelly had to make
a decision before he could fully
explore his options, so Kelly and Joe decided to go ahead with
housing market decline had her concerned about whether she could sell without taking a loss.
GLOBAL HUMAN RESOURCES MANAGEMENT
they were anxious to see the area
After the long trip they arrived at their apartment in Tokyo, they were tired but excited, but
waping for it kelly realized at once that they had included way too much in their move of
did not anticipate that the apartment would be so tiny, given the very high rent that the company
anal belonging to be able to fit into this apartment. Undaunted, they planned to spend the
weekend sightseeing and looked forward to some travel, Japan was beautiful in the spring and
On Monday, Kelly took a cab to the office. She had emailed requesting a staff meeting at
9am. She knew that her immediate staff would include seven Japanese, two Americans, and two
Germans–all men. Her assistant, Peter
, to whom she had not
yet spoken,
was an American who
had also just arrived, coming from an assignment in London. He greeted her at the elevator, look
ing surprised, and they proceeded to the conference room, where everyone was awaiting “the
new boss “Kelly exchanged the usual handshake greetings with the Westerners, and then bowed
to the Japanese an awkward silence and exchange took place, with the Japanese looking embar-
rassed. While she attempted a greeting in her limited Japanese that she had studied on the plane,
she was relieved to find that the Japanese spoke English, but they seemed very quiet and hesitant.
Peter then told her that they all thought that “Kelly” was a man, and they all attempted a laugh.
After that. Kelly decided that she would just meet with Peter, and postpone the general
meeting until the next day. She asked them to each prepare a short presentation for her on their
ideas for the new account. While the Americans and Germans said they would have it ready, the
Japanese seemed reluctant to commit themselves.
Meanwhile, at home Joe was looking into the schools for the children and also trying to
make some contacts to look for a job. Travelling, getting information, and shopping for groceries
proved bewildering, but they decided that they would soon get acquainted with local customs.
At the office the next day, Kelly received a short presentation from the Westerners on the
staff, but when it came to the Japanese they dicated that they had not yet had a chance to meet
with their groups and other contacts in order to come to their decisions. Kelly asked them why
they had not told her the day before that they needed more time, and when could they be ready.
They seemed unwilling to give a direct answer and kept their eyes lowered. In an attempt to
lighten the atmosphere and get to know her staff, Kelly then began chatting casually and asked
several of them about their families. The Americans chatted on about their children’s achieve-
ments, the Germans talked about their family positions, and the Japanese went silent, seemingly
very confused and offended.
Still attempting to get everyone’s ideas for an initial proposal to the potential new client,
Kelly later asked one of the Americans who had been there for some time what he thought was
the problem and delay in getting presentations from the Japanese. He told her that they did not
like to do individual presentations, but rather wanted to gain consensus among themselves and
their contacts and present a group presentation. Having learned her lesson, but feeling irritated,
she asked him to intervene and have the presentations ready for the next week. When that time
came, the rest of the presentations were made by the Japanese, but, oddly, they seemed to be
addressed primarily to Peter. Later, Kelly decided to finalize her own presentation to put forth a
proposal for the client, which she set up for the following week.
At home, Joe said that he had not heard anything from his company in Boston and asked
Kelly to again contact her company to request some networking in Tokyo that might lead to job
opportunities for him. Kelly said she would do that, but that there didn’t seem to be any one
person “back home” who was keeping up with her situation or giving any support about that or
about her job.
The children, meanwhile, complained that, although their schools were meant to be bilingual
English-Japanese, a majority of the children were Japanese and did not speak English; Lisa and
Sam felt confused and left out. They were disoriented by the different customs, classes, and foods
for lunch. At home they complained that there was no back yard to go out to play, and that they
could not get their programs on the television, or understand the Japanese programs.
Back at the office, Kelly worked with her staff to finalize the proposal, but noticed a strained
atmosphere. Peter told her that some of them would drop by a local bar for a drink after work,
which helped the whole group to relax together. However, she felt that she could not do that, nor
that she would be accepted as a female.
The next week, as arranged, Kelly and Peter went to the offices of the client; she knew that
a lot was riding on getting this big new contract. She had asked Peter to let them know ahead of
CHAPTER 9 STAFFING, TRAINING, AND COMPENSATION FOR GL
rime that she is a woman, yet the introductions still seemed strained. She planned to get straight
down to business, so when the client company’s CEO handed her his business card, she put it in
her pocket without a glance, and did not give him her card. Again she noticed some shock and
embarrassment all around. (She found out much later that a business card is very important to a
Japanese businessman because it conveys all his accomplishments and position without having
to say it himself Flustered, she tried to make light of the situation, patted him on the back, and
asked him what his first name was, saying, rather loudly, that hers’ was Kelly. He went quiet
again, backed away from her, and with his head bowed, whispered “Michio.” He glanced around
at his Japanese colleagues rather nervously.
After a period of silence, Michio pointed to the table of refreshments, and indicated that they
sit and eat; however, Kelly was anxious to present her power-point slides and went to the end of
the table where the equipment was and asked Peter to set up the slides. As she proceeded to go
through the proposal, telling them what her company could do for them, she paused and asked
for questions. However, when Michio and his two colleagues asked questions, they directed them
to Peter, not to her. In fact, they made little eye contact with her at all. She tried to remain cool,
but insisted on answering the questions herself. In the end, she sat down and asked Michio what
he thought of the proposal. He bowed politely and said “very good” and that he would discuss
it with his colleagues and get back to her. However, Kelly did not hear from them, and after a
couple of weeks she asked Peter to follow up with them. He did that, but reported that they were
not going to pursue the contract. Frustrated, she said, “Well, why did Michio say that it looked
very good, then?” She knew that it was a very competitive proposal and felt that something other
than the proposed contract was to blame for the loss of the contract.
Disillusioned, but determined not to give up without success in the assignment, Kelly took a
cab to go home and think about it, but the driver misunderstood her and went the wrong way and
got stuck in traffic. She felt discouraged and wished that she had some female American friends
to whom she could confide her problems.
When Kelly got home, Peter was angrily trying to fix dinner, complaining about the small
appliances and not being able to understand the food packages or how to prepare the food. He
said he needed something else to do, but that there did not seem to be a job on the horizon for
him. He was also concerned about continuing to live in such a high-cost city on only one salary.
Kelly went to the other room to see the children; they were fighting and complaining that
they had nothing to do and wanted to go home. Kelly felt that the three months that they had been
there was not a fair trial, and was wondering what to do. She wished she had had more time to
prepare for this assignment, and whenever she contacted the home office no one seemed able to
advise her.
Case Questions
1. Explain the clashes in culture, customs, and expectations that occurred in this situation.
3. What stage of culture shock is Kelly’s family experiencing?
3. Turn back the clock to when Kelly was offered the position in Tokyo. What, if anything
should have been done differently, and by whom?
4. You are Kelly. What should you do now?

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