comparative value priorities of chinese and new zealand

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By completing this questionnaire you are indicating your consent to participate in this research. Characteristics of Respondent Questionnaire Number (leave blank)__________ My Nationality is: _________________________________ If you feel that you belong to an ethnic group, please specify which one:__________________________ First language spoken ______________________________ Other(s) ____________________________ I am (circle): A. Male B. Female My age is (years) _________ I have worked in this country my entire working career: ______ , or have worked elsewhere, and have worked in this country for ________ months; list other country(ies):__________________________________________________ Country/Countries in which you received the majority of your education:_________________________ My usual job classification level is, mark one with an X: A. CEO B. Senior Manger Indicate your type of business here, namely, C. Middle Manager 331 D. Supervisor E. Worker A. government/education, B. manufacturing industry, C. marketing, F. Teacher D. financial services, E. other services, or write in if other: _________________________ My Organisation is, circle: A. Government/education B. State enterprise C. Private enterprise The size of my organization is, circle: A. Large B. Medium C. Small My education level is (mark X in highest only): A. ______ Attended High School/Elementary School B. ______ Graduated from High School C. ______ Graduated from 2/3 year college programme In what kind of a place did you grow up (spent the most time)? (circle): C. ______ Graduated with Bachelor’s degree E. ______ Have post-graduate degree A. Large City B. Small City C. Suburb D. Farm / Countryside With regard to religion, with which religious group(s) do you identify? (circle) A. Buddhist B. Daoist / Taoist C. Protestant Christianity D. Catholic Christianity E. Islam/Muslim F. Hindu G. Other (please write the name of the group H. None here):_________________ G. Student
No. ________________________ IDEAL LEADER BEHAVIOUR DESCRIPTION QUESTIONNAIRE – FORM XII Purpose of the Questionnaire On the following pages is a list of items that may be used to describe the behaviour of a managerial leader as you think he or she should act, the ideal managerial leader. Although some items may appear similar, they express differences that are important in the description of leadership. Each item should be considered as a separate description. This is not a test of ability or consistency in making answers. Its only purpose is to make it possible for you to describe, as accurately as you can, the behaviour of an ideal managerial leader. a. READ each item carefully. b. THINK about how frequently the leader engages in the behaviour described by the item. c. DECIDE whether he/she (A) always, (B) often, (C) occasionally, (D) seldom or (E) never acts as described by the item. d. CAREFULLY MARK AN X OVER around one of the five letters (A B C D E) following the item to show the answer you have selected. e. MARK your answers as shown in the example below. Example: Often acts as described A B C D E Example: Never acts as described A B C D E The “ideal managerial leader” A=Always B=Often C=Occasionally D=Seldom E=Never The “ideal managerial leader” A=Always B=Often C=Occasionally D=Seldom E=Never 1. Acts as the spokesman of the group 1. A B C D E 2. Waits patiently for the results of a decision 2. A B C D E 3. Makes pep talks to stimulate the group 3. A B C D E 4. Lets group members know what is expected of them 4. A B C D E 5. Allows the members complete freedom in their work 5. A B C D E 6. Is hesitant about taking initiative in the group 6. A B C D E 7. Is friendly and approachable 7. A B C D E 8. Encourages overtime work 8. A B C D E 9. Makes accurate decisions 9. A B C D E 10. Gets along well with the people above him/her 10. A B C D E 11. Publicises the activities of the group 11. A B C D E 12. Becomes anxious when he/she cannot find out what is coming next 12. A B C D E 13. His/her arguments are convincing 13. A B C D E 14. Encourages the use of uniform procedures 14. A B C D E 15. Permits the members to use their own judgement in solving problems 15. A B C D E 16. Fails to take necessary action 16. A B C D E 17. Does little things to make it pleasant to be a member of the group 17. A B C D E 18. Stresses being ahead of competing groups 18. A B C D E 19. Keeps the group working together as a team 19. A B C D E 20. Keeps the group in good standing with higher authority 20. A B C D E 21. Speaks as the representative of the group 21. A B C D E 22. Accepts defeat in stride 22. A B C D E 23. Argues persuasively for his/her point of view 23. A B C D E 24. Tries out his/her ideas in the group 24. A B C D E 25. Encourages initiative in the group members 25. A B C D E 26. Lets other persons take away his/her leadership in the group 26. A B C D E 27. Puts suggestions made by the group into operation 27. A B C D E 28. Needles members for greater effort 28. A B C D E 29. Seems able to predict what is coming next 29. A B C D E 30. Is working hard for a promotion 30. A B C D E 31. Speaks for the group when visitors are present 31. A B C D E 32. Accepts delays without becoming upset 32. A B C D E 33. Is a very persuasive talker 33. A B C D E 34. Makes his/her attitudes clear to the group 34. A B C D E 35. Lets the members do their work the way they think best 35. A B C D E 36. Lets some members take advantage of him/her 36. A B C D E 37. Treats all group members as his/her equals 37. A B C D E 332
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COMPARATIVE VALUE PRIORITIES OF CHI
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TABLE OF CONTENTS TABLE OF CONTENTS
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Countries as Cultural Units .......
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New Zealand SVS Sample SEM Test Res
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Linear Regression Results for the G
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Figure 4.20. USA Item Distributions
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Figure 6.2. Comparing SSA Results F
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ACKNOWLEDGEMENTS I gratefully ackno
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ABSTRACT The purpose of this thesis
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PREFACE I have occasionally used un
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COMMENTS CONCERNING BIBLIOGRAPHY Th
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though there have been a number of
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New Zealand and China entered into
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� clean and green but complacent,
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improve success rates in doing busi
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Expanding operations to countries w
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� What are the relationships betw
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CHAPTER 2: THEORETICAL FRAMEWORKS W
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for example, Einstein’s General T
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attributes that are believed to det
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and motivation; for further definit
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Figure 2.1. Relationships of Leader
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Studies indicated that the leader b
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dimensions, developing nine cluster
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THE OHIO STATE LEADER BEHAVIOUR THE
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Figure 2.2. Correspondences amongst
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. Leadership as an effect of intera
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strong sense of “neiren” (inner
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given culture if a particular style
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� Kolb (1995) found the LBDQXII a
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initiating structure (Fleishman, 19
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laissez faire management provided r
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accounted for approximately 50 and
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valence. An adaptive feedback syste
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International Managerial Leadership
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Figure 2.5. Spencer and Peterson’
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interrelationships of dimension mea
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Direction, Universalism, Benevolenc
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Individuals promote values they con
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develop. The organisation is then m
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(5) Values are ordered by importanc
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ten basic values can be characteriz
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Figure 2.8. Chart of SSA Positionin
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the data and the impact of random s
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CHAPTER 3: LITERATURE REVIEW WITH S
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The choice of direction of the orig
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now briefly summarise some major th
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The Role of Overseas Chinese Undoub
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Regional cultural distinctions tend
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interpreted as indicators of their
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usinesspeople might be attributed t
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culture that shapes us today. Confu
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Figure 3.2. Rankings of SVS Dimensi
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Holt (1997) investigated how cultur
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Statistically there are significant
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Comparison of Student and Teacher V
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Figure 3.8. ANOVA Tests of Between-
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There are questions concerning the
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Islamic Middle East, and “Africa
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of the literature points to four br
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1. The relative importance of goals
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specific role demands of leaders, t
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in one or more areas, as well as a
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9. Imaginative - creative but think
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transformational leadership style w
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Figure 3.11.Generation Cohorts in C
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Life stage Opportunities, demands,
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Evolutionary thinking might also ex
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found that, aggregated over field a
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CULTURE AND LEADERSHIP In every cul
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societies with relatively high Powe
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studying Paternalism, as it is a ge
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CHAPTER 4: METHODS AND METHODOLOGY
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Number of Areas Sampled In this stu
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Von Krogh and Roos (1995) assert th
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eplicated to similar cases, and thi
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acceptable for study. This, of cour
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phenomenon in major theories in the
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interior of China with no access to
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different populations including Uni
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I am also interested in investigati
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Kuan Tze (pinyin: Guanzi, also “K
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Figure 4.4. Ethno-Religio-Linguisti
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Mean Dimension Scores Raw Score Mea
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An extensive meta-analysis of the s
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LBDQXII Dimension F 8: Consideratio
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Pearson correlations. Schwartz’ u
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� eliminates the necessity of cho
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Schwartz proposes value relationshi
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East Asia. China and New Zealand we
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SVS Dimension GZ: alpha for dimensi
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multiple levels of analysis so that
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individuals tend to assign shared m
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characteristic and wealth as a “n
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Multi-Organisational Levels of Anal
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LBDQXII Varimax Factors in the USA
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Individual and culture-level analys
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and by adding a descriptive phrase
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Human Resources Department for hote
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statistically independent of one an
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MRAT converts absolute value scores
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� use short, simple phrases; �
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of Mexico, it means wrist. This pat
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� Linear regression will be emplo
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Lee and Soutar (2009) discuss scali
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Figure 4.14. SVS and LBDQXII Respon
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Some are evidenced from Guadalajara
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Smith (2004) investigated these iss
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Item 57: SELF-INDULGENT (doing plea
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CHAPTER 5: RESULTS OF ANALYSIS OF D
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does not require bootstrapping to e
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Figure 5.4. SVS RMSEA for the NZ SV
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Smallest Space Analysis for the Gua
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The following items conform to defi
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Figure 5.11. Two-Dimensional Smalle
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Figure 5.13. Two-Dimensional Smalle
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elationships at the Passive/Empower
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Analysing SSA item-dimension struct
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Figure 5.17. Chart of SVS Dimension
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Raw Scores 1995 Mgr Figure 5.20. Hi
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Lee & Soutar Random 2009 Figure 5.2
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Figure 5.24. Raw Score Rankings of
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variables. Age will be included as
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Figure 5.27. Pearson Inter-Correlat
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Figure 5.29. Correlations of Age an
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Figure 5.32. Education x Country Cr
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In some cases relating to relative
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Figure 5.36 SVS57 and LBDQXII Diffe
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In Figure 5.36 we see the analysis
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In the chart and table in Figures 5
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Structure of Charismatic Leadership
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for any dimension. For two borderli
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Figure 5.43 ANOVA and Chart of Gend
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Analysis of Covariance for SVS Dime
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Figure 5.47. Intercorrelations of P
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The intercorrelations amongst Age,
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Benevolence, Self-Direction, and Se
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CHAPTER 6: IMPLICATIONS OF RESULTS,
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owned by the co-operative, had rigo
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Figure 6.1. Components of Leader Be
Page 281 and 282: SVS samples to other demographics,
Page 283 and 284: Figure 6.3. SVS Individual Values D
Page 285 and 286: kind of person. Accurately translat
Page 287 and 288: � In NZ, high Tradition values re
Page 289 and 290: as strong business partners because
Page 291 and 292: ANOVA Tests Dimension Means 0.6 0.4
Page 293 and 294: These results indicate considerable
Page 295 and 296: aspirations. The shared and opposin
Page 297 and 298: Chinese businesspeople in Guangzhou
Page 299 and 300: Perceptions of the Dark Side of Lea
Page 301 and 302: Ehrlich et al. (1990) conclude, “
Page 303 and 304: LBDQXII correlations with Charisma/
Page 305 and 306: dimensions suggested by Ehrlich et
Page 307 and 308: male dominated organizations might
Page 309 and 310: to identify external locus of contr
Page 311 and 312: or plan, use serendipity (Crick and
Page 313 and 314: the regional context of Guangdong P
Page 315 and 316: negative indicator such as no, not,
Page 317 and 318: epresented different samples and di
Page 319 and 320: consistently, the only thing that y
Page 321 and 322: The Managerial Leader Actor Figure
Page 323 and 324: APPENDIX 4 -SURVEYS This appendix c
Page 325 and 326: SE15 Reciprocation of favours RECIP
Page 327 and 328: Achievement Hedonism Stimulation Se
Page 329 and 330: PR43. Is very skilful in an argumen
Page 331: The survey as presented to particip
Page 335 and 336: The “ideal managerial leader” A
Page 337 and 338: 34 AMBITIOUS (hard-working, aspirin
Page 339 and 340: DATA CLEANING FOR THE SCHWARTZ VALE
Page 341 and 342: GZ: F3ToleranceofUncertainty Model
Page 343 and 344: GZ: F7RoleAssumption Model Unstanda
Page 345 and 346: GZ: F11Integration Model Unstandard
Page 347 and 348: NZ: F3ToleranceofUncertainty Model
Page 349 and 350: NZ: F7RoleAssumption Model Unstanda
Page 351 and 352: NZ: F11Integration Model Unstandard
Page 353 and 354: Ah-Chong, Lee Moya and Thomas, Davi
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