| The concept of 'face' in the Chinese culture is not | | | | they are on the same side. Signs of wavering |
| easy to define to foreigners. Having 'face' commands | | | | confidence in the other side in difficult times threatens |
| respect, trust and influence within the Chinese cultural | | | | Chinese willingness and commitment to solving |
| environment. It is similar to the reputation and image | | | | conflicts. |
| one has in one's peer group or community. 'Having | | | | Develop good relationships with the Chinese individuals |
| face' comes with one's position, economic status and | | | | beyond work. Showing a bit of compassion and the |
| social ties with other influential people, own ability and | | | | human-side often helps Chinese individuals to loosen |
| capability, and how much trust others put in him. A | | | | up, becoming friendlier and easier to deal with. Because |
| peer group leader, for example, may have a lot of | | | | the Chinese act differently as individuals than as a |
| face because he/she is respected and others rely on | | | | group member, personal relationship often becomes |
| him/her for advice and help. The most important part | | | | very critical to preventing and resolving conflicts. |
| of having face is that one has to be perceived as | | | | Encourage open discussion and communication as a |
| trustworthy. A well-resourced or connected person, or | | | | way of problem solving. The Chinese believe that they |
| someone with high rank or position does not | | | | are reasonable people and open to reasoning and |
| automatically have face. When such a person is | | | | discussion, but usually do not budge when being forced |
| greedy, unapproachable, unwilling to help others, | | | | or under pressure. |
| unsympathetic or abusive of his/her position, he/she | | | | Avoid relying on forced settlements as this often leads |
| may not be seen as trustworthy. An untrustworthy | | | | to breaking the relationship and making the losing side |
| person is unlikely to have much 'face' in the eyes of | | | | lose face. Once the relationship is lost, or the Chinese |
| others. | | | | felt they were humiliated and lost face, the situation |
| A person with face commands support and can | | | | becomes irreversible. |
| mobilize others to achieve higher goals. To preserve | | | | Avoid losing their 'cool'; no matter how much 'heat' |
| one's own face, he/she has to live up to the | | | | there seems to be. Losing friendliness even in the |
| expectations of others and preserve the | | | | toughest times can only cost the foreigner and the |
| trustworthiness that others have bestowed on him/her. | | | | relationship may be broken off, Chinese who have |
| Also to preserve face and pride, a Chinese person is | | | | been humiliated and frustrated Chinese may not want |
| often willing to go to great lengths. The following | | | | to deal with the same person again. You may try |
| activities or gestures threaten a person's face and | | | | taking a break and asking someone else to ask the |
| may provoke defensive reactions: | | | | Chinese for input and feedback on solving the problem. |
| Being openly challenged. Traditional students in China, | | | | This often stops the two sides from getting into a |
| for example, do not ask questions in the classroom | | | | more destructive head-on confrontation with each |
| because if they ask a question that the teacher is | | | | other. |
| unable to answer, they will embarrass the teacher and | | | | Recognize that there should not be absolute winners |
| make the teacher lose face in front of other students. | | | | or losers during conflict resolution. Both sides should be |
| Being openly disagreed with. If the teacher made a | | | | prepared to make concessions and compromise to |
| mistake in the classroom, those who recognize the | | | | overcome the gridlock. |
| mistake would go to the teacher after the class and | | | | Recognizing the need for compromise and |
| discuss it with the teacher instead of pointing it out in | | | | concessions and the willingness to do so are often |
| the classroom. | | | | critical to resolving conflicts with the Chinese. Without |
| Being openly criticized. If the Chinese make a mistake, | | | | such willingness and determination, it is very unlikely |
| the foreign manager or expatriate is not supposed to | | | | that the two sides could work out any constructive |
| point it out in front of others and should avoid using the | | | | resolution. The following observations could be helpful in |
| term 'mistake' altogether. Instead foreigners should | | | | dealing with potential conflict situations in China. |
| subtly let the Chinese know that they are wrong by, | | | | Chinese prefer mediated discussions and negotiations |
| for example, giving them some material about the right | | | | instead of direct confrontational approach to conflict |
| answer to read. | | | | resolution. |
| Being openly denied. When communicating a 'no' to the | | | | The Chinese often work hard for a business |
| Chinese, foreigners should be less direct than is normal | | | | opportunity, and will work equally hard to deal with a |
| in the West. | | | | conflict instead of walking away from the opportunity. |
| To preserve face for foreigners and to avoid | | | | They are very motivated to resolve the conflict as |
| embarrassment and losing face, the Chinese are often | | | | well. |
| very subtle in their communication, to the extent that | | | | The Chinese may know he/she is wrong, but a |
| Canadians think the Chinese are not straight-forward. | | | | foreigner must give him/her a way out to make sure |
| The Chinese as a whole find it hard to say 'no' directly | | | | that he/she does not lose face. The Chinese does not |
| to foreigners, and feel embarrassed or annoyed when | | | | like being cornered. If they lose face and come to |
| being criticized or challenged openly. They have come | | | | regard the foreigner involved as an enemy, they will |
| up with many ways to say 'no' subtly, such as: | | | | fight back as hard as possible and the conflict will |
| 'Let us think about it' | | | | become irreversible. Therefore, one has to leave a |
| 'Let us talk about that later' | | | | way out for the Chinese though they might be at fault. |
| 'We need to discuss this with my supervisor' | | | | Foreigners should be willing to make concessions even |
| A little more sensitivity to the Chinese need for 'face' is | | | | when the Chinese are at fault. The Chinese are not |
| often greatly appreciated by the Chinese, as one | | | | blind and know that the Foreigner gave them face. |
| Canadian company learned. The Chinese, in this case, | | | | The reward may be bigger than what the Foreigners |
| incorrectly calculated the number of products that | | | | were hoping to get. The right attitude is short term pain |
| needed to be imported and ordered too few. The | | | | and long term gain. |
| mistake was discovered when the items arrived and | | | | The best course for resolving conflicts is through |
| the Chinese was quite embarrassed and was | | | | prevention. Through open communication and |
| concerned about losing face in front of his peers. The | | | | discussion, most conflicts may be avoidable and can |
| Canadian company admitted that it was its fault and | | | | be avoided in advance. Good guanxi and relationship, |
| ordered more. 'Losing face to foreigners is a big deal | | | | for example, enhances the level of trust between the |
| for the Chinese', said the Canadian manager, 'we | | | | two sides. Having shared visions and goals or |
| understand how important it is'. | | | | interdependent and complimentary goals, could make |
| One aspect of the Chinese 'face' worth noticing is that | | | | the two sides more sensitive to the each other's |
| it represents the way a Chinese wants to be seen by | | | | needs and concerns, more conciliatory and less |
| others. One's 'face' is the desirable side of oneself - | | | | self-centered. In summary, foreigners should keep the |
| respectable, trustworthy, capable and confident. These | | | | following tips in mind. |
| appearances may or may not reflect one's own | | | | Tips for Resolving Conflicts in China |
| values and beliefs. Of course, the individual could be | | | | Try to apply the following when working and dealing |
| disgraced if he/she turns out to be undeserving of the | | | | with Chinese throughout your TESOL Course. |
| 'face' he/she has. | | | | Gather information and clarify the problem first. Is it |
| The importance of giving and preserving 'face' in the | | | | personal conflict or is it work related? When the two |
| Chinese culture has direct implications for foreign | | | | sides are highly emotional they are unlikely able to sit |
| companies trying to resolve conflicts with the Chinese. | | | | down and deal with the problem rationally. Other |
| No matter how careful and thoughtful one might be, | | | | Chinese colleagues not involved in the conflict can be |
| conflicts, disagreements or miscommunication between | | | | called upon to help clarify the problem. |
| people from different cultures are inevitable. This will | | | | Make the two sides recognize that the conflict is |
| be true regardless of the amount of planning, | | | | limited to the situation or a single event and it does not |
| preparation and efforts a foreigner expends to avoid | | | | change the fundamental assumption for doing business |
| conflicts. When a conflict situation arises, it has to be | | | | with each other. Focusing on the situation and/or event |
| dealt with carefully to avoid making the Chinese lose | | | | helps prevent the conflict from becoming a full blown |
| face. In resolving conflict with the Chinese, many | | | | dispute. |
| foreigners have learned to: | | | | Try to solve the problem informally, by sitting down |
| Try not to do any finger pointing with the Chinese, | | | | having lunch and talk about the differences and find |
| though sometimes it is tempting and justified. It is better | | | | common ground. |
| admitting there are problems or concerns and asking | | | | Sit down and build a certain bond between the two |
| the Chinese to discuss them and find solutions. | | | | sides by reviewing what the two sides have in |
| Focus on common ground such as shared goals, | | | | common and getting the negative emotions out. |
| visions and interests which are the positive sides. The | | | | Maintain harmony and friendly relationship no matter |
| two sides should put things into perspective and try to | | | | what happens. If the relationship is broken, it might be |
| solve problems together. | | | | impossible to repair it. |
| Reinforce the commitment to each other even when it | | | | Be sensitive and make sure that what you do and do |
| seems to be difficult and make the Chinese know that | | | | not do are suitable for the Chinese situation. |