Running head: CROSS-CULTURAL COMMUNICATION 1

Cross-cultural communication

Cruz, Gabriela

Behavior/Ethic/Leadership I-CBE |
CROSS-CULTURAL COMMUNICATION 2

Introduction

Globalization in the modern world has opened new markets for multinational companies.

Companies such as Samsung operate in over 100 countries in the world. The organization sells

electronic products such as phones, televisions, fridges, and microwaves. However, the company

faces communication barriers as it operates in different regions of the world. Samsung has since

struggled to establish intercultural communication across all the branches.

Intercultural communication in the Samsung company

Samsung operates in many parts of the globe selling electronic appliances. The

organization based in South Korea competes with many other companies such as Apple Inc and

Sony from Japan. Samsung has struggled to resolve communication problems that arise in

foreign branches where expatriates interact with residents. The management has spent a lot of

resources trying to resolve employee differences and publicity crises that result from

miscommunication (Rani, Zuber, Yusoof, Zamziba & Toriry, 2016). The problem seems to cost

Samsung a lot of money and derails its efforts to expand its market base.

Analysis of the problem

Intercultural communication problems occur in culturally diverse workplaces. Hofstede

(2009) showed that individuals from different countries hold different perspectives and customs.

Hofstede called the differences as cultural dimensions that shape the practices and behavior of a

group of people. For example, Hofstede showed that people from high power distance culture

appreciate autocratic leadership styles compared to workers from lower power distance

environments. Hofstede also demonstrated that national cultures affect how individuals interact

with each other in social places. The customs and beliefs show the appropriate verbal and non-
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verbal cues in the society, and therefore the styles used in one country may offend people from

another region of the world. Hofstede explained that the prevailing customs affect the

communication responses of people from various nations. Therefore, intercultural

communication problems arise because of clashing customs and beliefs.

The use of South Korean policies and culture may establish communication problems in

Samsung branches around the world. The people contain alternative ways of communicating

with each other in parts like the Middle East. For example, the employees from Saudi Arabia

would be offended to see Samsung expatriates hugging female employees as a form of greeting

(Kabasakal & Dastmalchian, 2001). Therefore, the imposition of the Samsung culture on other

people creates intercultural communication problems.

The concept of out-group and in-group may also show the communication problems

associated with cultural diversity. The school of thought explains that individuals may feel that

they do not identify with some groups of people. They may, therefore, use prejudice and other

poor attitudes towards the employees. For example, Samsung expatriates may consider other

nationals inferiors, and that promotes disrespect to the local cultures. They may use dirty jokes

and mimic the languages offensively. The feelings of superiority may distort the behavior of the

managers and other foreign workers, and that creates tension in the organizational setting.

(Killen & Coplan, 2011). Therefore, group mentality affects communication efforts in culturally

diverse workplaces.

Solution

The company should establish diversity training programs to promote intercultural

communication. According to Bezrukova, Jehn, and Spell (2012), such policies will enable the
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organization to educate the managers and other employees on the importance of attaining

cultural tolerance. The program will highlight the impact of cultural diversity in the organization.

It may help to show some of the workers to drop their prejudices as they will note the

contributions that members from different backgrounds present to the company. The training

session will equip the staff members with a fundamental understanding of the local language and

cultures to limit communication blunders. For instance, it will show some of the common

greetings and ways of approaching people. It may indicate some of the discouraged social cues

such as touching women and sitting while talking to people (Herring, 2009). The diversity

training program will help to equip the employees with social capital in foreign countries.

The solution acts as the best option because it aims to change the attitudes of the workers.

Many cases of prejudice and intercultural communication conflicts occur because of stereotypes

and other adverse reactions. The approach will enable the employees to appreciate the need for

developing workplace diversity and intercultural communication. Other solutions like the

establishment of restrictive policies may not help to prevent the problem because they may not

bind the conduct of expatriates outside the workplace. Such people may show prejudice to

neighbors and other locals in a manner that may affect the reputation of the company. Besides,

the diversity training programs may cost the company a few resources (Jones, King, Nelson,

Geller & Bowes‐Sperry, 2013). They may only rely on a single expert in each branch around the

world.

Conclusion

Intercultural communication problems arise in culturally diverse workplaces. Many

multinationals such as Samsung that operate in different countries face communication barriers
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that slow business progress. The cultural differences of individuals in an organization may affect

verbal and non-verbal communication processes as shown by Hofstede’s cultural dimensions.

The development of stereotypes and other prejudicial attitudes hinder the establishment of

unified workforces in multinational branches in the world. Therefore, Samsung can establish a

diversity training program that encourages the workers to develop cultural tolerance and cross-

cultural engagement.
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References

Bezrukova, K., Jehn, K. A., & Spell, C. S. (2012). Reviewing diversity training: Where we have

been and where we should go. Academy of Management Learning & Education, 11(2),

207-227.

Herring, C. (2009). Does diversity pay?: Race, gender, and the business case for

diversity. American Sociological Review, 74(2), 208-224.

Hofstede, G. (2009). Geert Hofstede cultural dimensions.

Kabasakal, H., & Dastmalchian, A. (2001). Introduction to the special issue on leadership and

culture in the Middle East.

Killen, M., & Coplan, R. J. (Eds.). (2011). Social development in childhood and adolescence: A

contemporary reader. John Wiley & Sons.

Jones, K. P., King, E. B., Nelson, J., Geller, D. S., & Bowes‐Sperry, L. (2013). Beyond the

business case: An ethical perspective of diversity training. Human Resource

Management, 52(1), 55-74.

Rani, H. M. N. S., Zuber, F., Yusoof, M., Zamziba, M., & Toriry, S. (2016). Managing Cross-

Cultural Environment in Samsung Company: Strategy in Global Business. International

Journal of Academic Research in Business and Social Sciences, 6(11), 605-613.