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Case Study Week 3: Conflict Resolution and Cultural Understanding
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Introduction
This case study explores a cultural and procedural conflict involving Kelly, a 22-year-old
American working in Japan as part of the Japanese Exchange Program (JET). The conflict arises
when Kelly and her colleagues, Mark and Suzanne, face discrepancies regarding sick and paid
leave after falling ill.
Worldviews and Their Impact
Kelly’s worldview is deeply rooted in her American upbringing and professional
expectations. For instance, in the United States, differences are evident where organizational
practices differentiate between sick leave and paid vacation leave so that if one falls ill, they do
not forfeit the right to use vacation days. Kelly is frustrated because she feels that her rights
under the JET contract are infringed somehow. Her attitude can be described as believing that
her health should be protected at the expense of earned privileges. This is typical for the
American work environment, which focuses on rights and fair treatment (Schein, 2016).
Similarly, this belief extends the notion that employees' welfare is preserved at all costs and no
contractual terms are violated.
Mr Higashi represents the Japanese workplace culture and his core values entail
obedience, hardworking and order in the organization. This can be illustrated by the Japanese
culture, where employees are expected to take paid vacations when sick to avoid interruption in
the organization's activities. Higashi's demand to force Kelly to follow these plural norms,
especially given her foreign background, demonstrates his adherence to the need for cultural
compliance for employees and the preservation of organizational cohesion (Schein, 2016). This
approach relates to the general Japanese culture that emphasizes group cohesion and people's
obligation to stick to the group norms even if they are unpleasant to the individual.
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Mark and Suzanne have the American mindset regarding the Legislation around
Employee relations. Therefore, they both understood that Sick leave should be distinctly
different from Paid vacation leave. Mark's inclination to avoid conflict and Suzanne's tendency
to vocally complain about how Mr. Higashi manages the business can be evidenced by their
inability to adapt to the new expectations clashed with stereotypical Japanese behaviors. This
conflict illustrates a major cultural disparity between young Americans and their Japanese
employer, a common issue for international organizations (Livermore, 2015). These gaps should
also be underlined to state that the need for productive cultural integration tools and approaches
remains relevant to avoid such discrepancies and facilitate deeper cultural assimilation between
employees from different countries.
The root of the Conflict
Kelly, Mark, and Suzanne expected to be treated according to the contract agreement and
the norms of American workplaces that clearly distinguish sick leave from paid vacations. On
the other hand, Mr. Higashi expected them to embrace the Japanese style of work where it is
typical to use the paid holidays to either fall sick or defer from work to show employer respect.
This clash of expectations was due to a complete failure in intercultural communication and
negotiation on what each party expected from the other, coupled with an apparent ignorance of
each other's cultural orientation and etiquette (Schein, 2016). The participants were even more
frustrated knowing that their contractual rights applied to them did not receive any attention. At
the same time, Mr. Higashi's worry over all the foreign staffers coming down with the flu
signifies a lack of trust from his side and a lapse in multiculturalism. This illustrates that cross-
cultural management often faces these kinds of problems due to different paradigms held in other
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cultures (Livermore, 2015). Poor communication between the two sexes worsened the situation,
suggesting the need to incorporate cultural intelligence when handling diverse employees.
Preventive Steps
To avoid such conflicts, thorough cultural sensitivity and training should be arranged for
the foreign participants and their Japanese counterparts before the program. It would have also
helped for the various issues arising concerning the Japanese workplaces, such as the seriousness
of the employers concerning the paid vacation days being used for sick days, were understood by
the employees like in the case of Suzanne, Kelly and Mark. It should also teach the people how
to handle themselves in such scenarios particularly on how to handle the situation with
appropriate professionalism (Livermore, 2015). Also, an elaboration of the nature and conditions
of the JET contract and its similarities and differences with ordinary Japanese practices would
contribute to shaping more realistic expectations about each other's culture for both contracting
parties.
Indeed, this is important in managing relationships as one needs to set a boundary of
expectations to work on. During each program's initiation, employers and employees must sit
down for a discourse on expectations and organizational culture. Mr Higashi could effectively
explain Japanese norms and procedures for doing business. At the same time, Kelly and her
colleagues could state their expectations as well as seek clarifications on how the agreed upon
contractual provisions would be met. If people understand that the other is different in their
belief systems, attitudes, and behaviors, then it would facilitate the specialized version of trust,
the ability to identify with each other's cultures (Schein, 2016). Corresponding and feedback
meetings can also be useful in preventing the development of possible problems into large-scale
conflicts.
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Conflict resolution mechanisms should be devised and, perhaps, inherent within the JET
program to apply for conflict resolution as a rather effective tool to cope with the particular
issue. This mechanism could entail using a go-between to allow the disputing parties to sit down
and agree on a common solution (Lewicki et al., 2020). The same mechanism enables both
parties to have a clear channel for addressing all the issues, misunderstandings, and disputes,
hence making the work-related environment much healthier and collaborative for whoever is in
it.
Advice for Navigating the Situation
In handling this case, cultural relativism and accommodation, therefore, play important
roles. Kelly and her colleagues should embrace diversity and respect the culture of the locals
while demanding their rights without compromising. By being well aware of the organizational
culture and the way they work in Japan, team member relations are improved, and other relations
are friendly as well. They should thus confront Mr. Higashi with respect to the cultural
differences but, at the same time, explain their fears and the contractual aspects. This would help
to resolve this conflict semi-constructively and without too much aggression opposed to
Livermore's assertion.
Substantial openness and simultaneous negotiations of who their children will be dating
and with whom is critical. The two should be more willing to listen as well as share their views
in order to look for those similarities that bind them together. Of course, Kelly could voice her
discontent and apprehension about using several vacation days to take sick leaves without
violating Mr. Higashi's adjustment to the Japanese culture. In his turn, Mr. Higashi should take
into account the provisions of the contract and the expectations of JET participants to have a
proper compromise between both views (Schein, 2016). It may entail a balance where the
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sickness of the JET participants is understood, as well as other elements of culture that may be
present in how the JET Programme employees are treated. If communication directly with the
irritating party does not work, then trying to involve a supervisor within the JET program or a
third-party mediator can work.
However, Kelly should also stress that he has to respect the conditions of the JET
contract as well as display cultural sensitivity as a foreigner. Some of these can be resolved
politely through discussion and negotiations, mentioning that honouring the contract creates
equality and trust for all the entities. When using a contractual approach, one needs to stress
legalistic contractualism more politely to ensure that cultural differences do not influence the
rights and responsibilities perceptions (Livermore, 2015). In this case, it would be advisable to
show the contract as a win-win situation for both the participants and the host organization.
Conclusion
This case of conflict of interest between Kelly and her colleagues and Mr Higashi is a
typical real-life example of practising intercultural communication in an American business
environment. Specifically, these types of conflicts are less likely to occur or are easier to manage
due to the development of cultural sensitivity, understanding each other and respecting each
other's standing. It is for this reason that when Kelly and Mr Higashi engage in a culturally
sensitive conversation, they can come up with a solution that is acceptable to both Japanese
standards and the contractual agreements of JET participants.
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References
Lewicki, R. J., Saunders, D. M., & Barry, B. (2020). Negotiation. McGraw-Hill Education.
Schein, E. H. (2016). Organizational culture and leadership. John Wiley & Sons, Incorporated.
Livermore, D. (2015). Leading with Cultural Intelligence: The Real Secret to Success: Second
edition. AMACOM.
