Case 16.1: A Challenging Workplace
Case synopsis and analysis
Samira Tanaka, a college student, was recently hired to work as an intern for a Japanese auto
company. The company culture was a blend of Japanese and American, with a mixture of
employees from both regions. Those from America were often seen as being production focused
while those of Japanese origin often were viewed as team centered to the detriment of
effectiveness.
During the internship, Samira often downplayed her success because she did not want to be seen
as overly assertive. She sometimes initiated projects to improve processes and sought opinions
Learning objectives:
• Students should understand the characteristics of Confucian Asia and Anglo
countries.
• Students should be able determine whether an individual’s behavior and traits
Answers to questions in the text:
1. What similarities and differences can you identify between North American and Japanese
working styles?
2. In what way did this company reflect the characteristics of other Confucian Asia countries?
3. Why do you think Samira was not seen as a team player?
Samira did not like to talk about family with colleagues. Some, who value in-group
collectiveness, may find that offensive or cold. They may feel that she was not a team player
4. What universal leadership attributes did Samira exhibit?
5. What other suggestions would you have for Samira in this situation?
Samira should keep an open mind and try to minimize any sense of ethnocentricity. If she wants
Potential teaching approaches:
Below is a way to structure a class based on skill theory and case study 16.1:
• Large-group discussion about students’ experiences across the globe (as a leader, within a
multi national organization and/or simply traveling abroad).
Northouse, Leadership: Theory and Practice, Seventh Edition: Instructor Resource
Exercises for this case study:
1) Create an action plan for Samira. What exactly should she do to help improve her
performance and be seen as a stronger team player? Create a step-by-step plan that will
2) Role-Play: Students play the part of Samira and the senior manager who is reviewing her.
They role-play a discussion about Samira’s work and performance. By the end of the