Lessons to Sick Leave Essay

name This material is also available as a role-play (Exercise 29, Sick Leave). Instructors are advised to use all the role-play or the slip of paper, but not both because they lap covering considerably. Choosing whether to use the role-play or causal agency materials depends on your goals for the naval division and the level of sophistication and cross- heathenish experience of the students. For akin classes with little previous cross-cultural experience, one weft is to use the case to teach the cross-cultural nuances of American-Japanese negotiations and to conjoin this with Exercise 28 (500 slope Sentences), a role-play with some similar lessons to Sick Leave.ObjectivesThis case is written from the office of Kelly, a 22 year octogenarian Canadian Assistant position teacher working in Japan. The root of the conflict in this case is a deep cross-cultural misunderstanding that has transformed into a practically larger incident involving fundamental impalpable factors such as saving face and maintaining principles. particular proposition learning objectives include1. To understand how two parties pass water framed a conflict truly otherwise in a cross-cultural setting.2. To explore the differences amongst positions and interests in a cross-cultural negotiation.3. To understand a conflict where the in indubitable factors are much more(prenominal) important than the real factors.Changes from 4th Edition in that respect are no substantive changes from the Fourth Edition. working(a) NeedsTime Required 45-60 minutes for the case watchword.Special Materials None.Recommended Reading Assignments to Accompany This Case referee 5.1 (Brett), 5.2 (Salacuse), 5.3 (Senger), 5.4 (Koh).Text Chapter 16Case OverviewOn the surface, this case is very straightforward. Kelly, a 22 year old Canadian working as an Assistant English teacher in Japan, is sick with the flu, misses 2 old age of work, and wants to claim these as legitimate sick eld as described in he r contract. Her supervisor, Mr. Higashi, insists that she take these old age as part of her paid vacation eld because that is the Japanese way. The sick leave conflict is symptomatic, however, of a much deeper conflict that Kelly and the other Assistant English teachers have with Mr. Higashi and the other Japanese English teachers. kinetics underlying this conflict include face saving, adapting to a different culture, the meaning of contracts in different cultures, and the mildew of reference groups on behavior.Background PreparationStudents and the teacher should be familiar with cultural and business differences in the midst of Japan and North America. Dated, yet still appropriate, is Howard vanguard Zandts How to Negotiate in Japan, from the Harvard Business polish up of Nov/Dec 1970, more current is Smart talk terms by seat Graham and Yoshihiro Sano, The Influence of Japanese Culture on Business Relationships and Negotiations by Naoko Oikawa and John Tanner Jr., Internat ional Dimensions of Organizational Behavior, chapter on Negotiating with Foreigners by Nancy J. Adler, and Cultural Approaches to Negotiations Understanding the Japanese by Brian Hawrysh and Judith Zaichkowsky. command StrategyKelly frames this negotiation as a undecomposed to have the sick leave, which is written into her contract. Mr. Higashi frames this negotiation much broader and wants Kelly to fit in at work and to be treated the same as Japanese workers. This role is very representative of the types of conflict that occur in cross-cultural negotiations between Americans (rights based, contract as enforceable) and Japanese ( alliance based, contract as beginning).On the surface, this is a very straightforward situation will Kelly get her contr existently guaranteed sick leave benefits or not? The cultural differences, however, make this a high stakes negotiation for both parties, in which the importance of the intangible factors removed outweighs that of the tangible factor s.Proceed by using the adjacent questions to discuss the case1. What should Kelly do? Should she call CLAIR, or discuss this further with Mr. Higashi? 2. What is this dispute round for Kelly? For Mr. Higashi? In these types of conflicts is a compromise possible? 3. What are the tangible factors in this situation? What are the intangible factors in the negotiation? Is saving face more important to Kelly or Mr. Higashi? Why? Which are more important, the tangible or intangible factors? Is this true for both Kelly and Mr. Higashi?The discussion should conclude with a good summary about Japanese and North American negotiation styles and culture. When negotiating in Japan it is often important to give in for the sake of peace and harmony, or relationships may be harmed beyond repair. Deciding how to negotiate cross-culturally remains a challenge for every negotiator that negotiates across a border. One of the best pieces discussing this was written by Stephen Weiss (Negotiating With Ro mans A Range of Culturally-Responsive Strategies, Sloan Management Review, 35, No. 1, pp. 51-61 No. 2, pp. 1-16) and a summary of this work makes a nice goal to the class.Final NoteAlthough this exercise has been modified some it is based on an actual situation that occurred in Japan (names and location have been changed). In the actual incident, Kelly received her sick leave but the relationship was seriously harmed and work became more and more uncomfortable. Kelly opinionated not to renew her contract, and left Japan at the end of the school year.