AGENDA VALUES SCALES SHALOM H. SCHWARTZ VALUES & BUSINESS A CULTURAL EXPERIMENT 5/22/2013

Transcription

1 DIVERGENT CULTURES EXAMINING CULTURAL VALUES WITHIN THE WORKPLACE AGENDA Calvin Chan Peter Chen INTRODUCTION EXPERIMENT May 13, SHALOM H. Social psychologist Cross-cultural researcher Israel Prize in psychology VALUES SCALES To determine the values that people endorse in their lives To understand of both work and general values that people uphold To assess how people live and how they strives toward fulfillment INTRODUCTION EXPERIMENT 3 INTRODUCTION EXPERIMENT 4 VALUES & BUSINESS Values are important in the construction of personal morality and as a basis for living life Stimulate research on cultural values for differences in meaning of work To generate hypotheses about work-related variables A CULTURAL EXPERIMENT INTRODUCTION EXPERIMENT INTRODUCTION EXPERIMENT 5 6 1

2 GOALS To use our class as a sample set Compare our results to the national results found through Schwartz s research GUIDELINES Interactive polling through PollEverywhere Responses will be anonymous Vote as many times as you want When the poll is prompted, vote using the following methods: Using your cellphone Going to INTRODUCTION EXPERIMENT 7 INTRODUCTION EXPERIMENT 8 QUESTION #1 QUESTION #2 INTRODUCTION EXPERIMENT 9 INTRODUCTION EXPERIMENT 10 QUESTION #3 A THEORY OF CULTURAL VALUES AND SOME IMPLICATIONS FOR WORK INTRODUCTION EXPERIMENT INTRODUCTION EXPERIMENT

3 ACCORDING TO BIPOLAR VALUE DIMENSIONS Culture is made up of similar individualized values within the group Should be considered through an integrated and correlated system 1) Conservatism v. Autonomy: Define the nature of the relation between the individual and the group 2) Hierarchy v. Egalitarianism: Guarantee responsible behaviour that will preserve the social fabric 3) Mastery v. Harmony: Relation of humankind to the natural and social world INTRODUCTION EXPERIMENT 13 INTRODUCTION EXPERIMENT 14 CONSERVATISM V. AUTONOMY Conservatism: social order, respect for tradition, family security, wisdom Intellectual Autonomy: curiosity, broadmindedness, creativity Affective Autonomy: pleasure, exciting life, varied life HIERARCHY V. EGALITARIANISM Hierarchy: social power, authority, humility, wealth Egalitarianism: equality, social justice, freedom, responsibility, honesty INTRODUCTION EXPERIMENT 15 INTRODUCTION EXPERIMENT 16 MASTERY V. HARMONY COMPATIBILITY Mastery: ambition, success, daring, competence Harmony: unity with nature, protecting the environment, world of beauty INTRODUCTION EXPERIMENT 17 INTRODUCTION EXPERIMENT 18 3

4 STUDENTS & TEACHERS Assumes that teachers play an explicit role in value socialization Presumably key carriers of culture Reflects prevailing value priorities in societies Students learn differently and values are often instilled not within the classroom Fails to recognize cultural differences between classroom and the home SUB-CULTURAL GROUPS Schwartz collected samples largely from the dominant cultural group in each nation Matched on critical characteristics Many nations contain more than one subcultural group Single characterization based on a representative national sample is misleading INTRODUCTION EXPERIMENT 19 INTRODUCTION EXPERIMENT 20 CRITICAL COMPARISON Compared to Hofstede s cultural dimensions (1980), Schwartz s model goes the beyond individual-level Looks at cultural-level attributes when examining value propositions INDIVIDUAL V. COLLECTIVE Difficult to draw a line between what is individual and what is collective Values are shared within each cultural group to form underlying principles which guide individual personalities and decisions INTRODUCTION EXPERIMENT 21 INTRODUCTION EXPERIMENT 22 EXTENDING THE CROSS-CULTURAL VALIDITY OF THE THEORY OF BASIC HUMAN VALUES WITH A DIFFERENT METHOD OF MEASUREMENT INTRODUCTION EXPERIMENT 1. Power: Social status and prestige, control or dominance over people and resources 2. Achievement: Personal success through demonstrating competence according to social standards 3. Hedonism: Pleasure and sensuous gratification for oneself 4. Stimulation: Excitement, novelty, challenge in life 23 INTRODUCTION EXPERIMENT 24 4

5 4. Self-direction: Independent thought and actionchoosing, creating, exploring 5. Universalism: Understanding, appreciation, tolerance, and protection of the welfare of all people and nature 7. Benevolence: Preservation and enhancement of the welfare of people with whom one is in frequent personal contact 8. Tradition: Respect, commitment and acceptance of the customs and ideas that traditional culture or religion provide the self 9. Conformity: Restraint of actions, inclinations, and impulses likely to upset or harm others and violate social expectations or norms 10. Security: Safety, harmony and stability of society, of relationships, and of self INTRODUCTION EXPERIMENT 25 INTRODUCTION EXPERIMENT 26 CULTURAL V. INDIVIDUAL VALUES INTRODUCTION EXPERIMENT 27 INTRODUCTION EXPERIMENT 28 VALUE SURVEY Single value items Wisdom, an exciting life, family security, etc. Explanatory phrase Social order (stability of society) Respondents rate the importance of each item Supreme importance = 7 Opposed to values = -1 PORTRAIT VALUES QUESTIONNAIRE Short-verbal portraits that describe a person s goals, aspirations or wishes Example: He likes to be in charge and tell others what to do and He wants people to do what he says Respondents choose one of 6 choices Very much like me, like me, somewhat like me, a little like me, not like me, not like me at all INTRODUCTION EXPERIMENT 29 INTRODUCTION EXPERIMENT 30 5

6 SVS V. PVQ Stimulation Definition: Excitement, novelty and challenge in life SVS: Daring, a varied life, an exciting life PVQ: He looks for adventures and like to take risks. He wants to have an exciting life SVS V. PVQ Judgement task SVS: importance of value as guiding principle in one s life PVQ: similarity of another person with self Stimuli SVS: abstract, context-free values PVQ: persons, portrayed in terms of goals, aspirations and wishes INTRODUCTION EXPERIMENT 31 INTRODUCTION EXPERIMENT 32 VARIABLES AFFECTING INDIVIDUAL VALUES PRIORITIES VARIABLES AFFECTING INDIVIDUAL VALUES PRIORITIES Age self-transcendence (benevolence, universalism) self-enhancement (power, achievement) Education openness to change (self-direction, stimulation) conservation (conformity, tradition) Religiosity conservation (conformity, tradition) self-enhancement (power, achievement, hedonism) Use of alcohol openness to change (self-direction, stimulation) conservation (conformity, tradition) INTRODUCTION EXPERIMENT 33 INTRODUCTION EXPERIMENT 34 CRITICISM ON THE VALUE THEORY Universal applicability Sample Multiple cultures in one country Measurement and Methodology SVS and the PVQ Other variables Demographics TRANSITION INTRODUCTION EXPERIMENT INTRODUCTION EXPERIMENT

7 COMPARING & CONCLUSION INTRODUCTION EXPERIMENT 37 INTRODUCTION EXPERIMENT 38 POLL CONCLUSION Affective Autonomy, 33% Intellectual Autonomy, 8% Conservatism, 58% Egalitarianism, Hierarchy, Harmony, 0.5 Mastery, 0.5 Certain degree of universal applicability May contradict comparisons with many sub-cultural groups Provide preliminary information on cultures Should not be fully depended on But still provides valuable insight INTRODUCTION EXPERIMENT 39 INTRODUCTION EXPERIMENT 40 7