IM Part4 - Ch03 - Lecture Notes

8/12/2019 IM Part4 - Ch03 - Lecture Notes

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Chapter 3 Lecture Notes and Teaching Suggestions

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Chapter 3 LECTURE NOTES AND TEACHING SUGGESTIONS

Intercultural Communication

CHAPTER SYNOPSIS

As businesses go global and the world market place becomes increasingly international,employees will likely experience the rewards and challenges of working in a culturally diverseworkplace. More than ever employees will be presented with opportunities to work alongsidecoworkers representing different cultures and interact with customers outside U.S. borders. Toeuip your students to succeed in this type of culturally rich work environment, they will needto develop intercultural proficiency including an awareness of their own culture, how it differsfrom others, and methods for improving communication techniues.

!hapter " helps students prepare for successful intercultural communication by presenting thecharacteristics of culture including the concepts of individualism, formality, communicationstyle, and time orientation. The chapter explains the effects of ethnocentrism, tolerance, andpatience in achieving intercultural proficiency and identifies techniues for improvingnonverbal, oral, and written communication in intercultural settings. Students will investigateintercultural ethics and methods for coping with business practices broad. They will explorethe challenges and benefits of working in a diverse workplace. Suggestions for thriving in anintercultural environment will help students succeed in today#s global village.

LEARNING OBJECTIVESAfter studying this chapter, you should be able to

$. Understand how three significant trends have increased the importance of interculturalcommunication.

%. &efine culture, describe five noteworthy cultural characteristics, and compare and contrast five keydimensions of culture including high and low context.

". 'xplain the effects of ethnocentrism, and show how tolerance and patience help in achievingintercultural proficiency.

(. Apply techniues for improving nonverbal and oral communication in intercultural settings.

). *dentify techniues for improving written messages to intercultural audiences.

+. &iscuss intercultural ethics, including business practices abroad, bribery, prevailing customs, andmethods for coping.

. 'xplain in what ways workforce diversity provides benefits and poses challenges, and how you canlearn to be sensitive to racial and gender issues.

-%$$ !engage /earning. All 0ights 0eserved. May not be scanned, copied or duplicated, or posted to a publicly accessiblewebsite, in whole or in part.


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156 Part 4 Lecture Notes

WHATS NEW IN THIS CHAPTER

Added several end1of1chapter social media assignments to ensure that students acuire

business1relevant technology skills.

Updated three1part 2al1Mart case study as well as created fresh critical thinking uestions

and assignments for each part to broaden students# perspective on intercultural issues. &esigned a new figure showing how Mc&onald#s is ad3usting its menus around the world to

suit local tastes reinforcing the concept of intercultural adaptability.

4repared a new Tech 5ox displaying population figures in various countries around the

world side by side with percentages of *nternet access to help students see beyond their ownlimited vantage points.

*ncluded a provocative 'thical *nsights feature to invite students to discuss a controversial

case of stereotyping and pre3udice toward Muslims in the United States.

4rovided two current Spotlights on !ommunicators shedding light on relevant chapter

content.

!reated two new 'thics !hecks and 'thical *ssue for critical thinking and discussion, thusfurther strengthening the focus on ethics throughout the chapter.

LECTURE OUTLINE

I. The Increasing Importance of Interc!tra! Commnication "p. #$%

PowerPoint slides 1-3

A. G!o&a!i'ation of (ar)ets

U.S. companies have expanded into global markets because of6 The desire to increase revenue outside U.S. markets

4assage of favorable trade agreements such as 7ATT and 8A9TA

7rowing middle class in foreign countries such as !hina

8ew transportation methods

Advanced information technologies

*igre 3.+ 9ries 2ith :our Shrimp 5urger;

PowerPoint slide 4

,. Techno!ogica! A-ancements 9ast, reliable planes speed delivery of products overseas.

*nternet communication and online commerce occurs instantaneously across time


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C. Interc!tra! /or)force

*ncreased immigration and the increasing number of foreign1born persons make

intercultural communication increasingly important.

PowerPoint slide 6

II. C!tre an- Commnication "p. 03%

Definition1 Cultureis the complex system of values, traits, morals, and customs sharedby a society.

A. Characteristics of C!tre

!ulture is learned.

!ultures are inherently logical.

!ulture is the basis of our self1identity and community.

!ulture combines the visible and invisible.

!ulture is dynamic.

PowerPoint slide 7

Lecture TidbitMcDonalds has adapted its enu and ser!ices to appeal to custoers in "oreign ar#ets$ %or e&aple'restaurants in (ustralia and %rance ha!e co""ee lounges that "eel li#e Star)uc#s$ *n China' children cansu)stitute corn "or "ries in their +app, Meals$ -ecause dri!e.through /indo/s are not popular in soetra""ic.cho#ed cities' "leets o" McDonalds otor scooters deli!er )urgers and "ries to custoers inShanghai' Cairo' Taipei' and Manila$ 0Michael (rndt' 2noc# 2noc#' *ts our -ig Mac' BusinessWeek'

ul, 3' 7' p$ 36$8

,. Dimensions of C!tre

!ontext =the stimuli, environment, or ambience surrounding an event>

*ndividualism =an attitude of independence and freedom from control>

9ormality =level of emphasis on tradition, ceremony, and social rules>

!ommunication Style =different oral and written communication styles>

Time ?rientation =time as a scarce or unlimited resource>


*igre 3.2 !omparing /ow1 and @igh1!ontext !ultures

C. Stereotpes4 5rototpes4 5re6-ices4 an- Genera!i'ations

Definitions1Astereotypeis an oversimplified behavioral pattern applied uncriticallyto groups.Aprototypeis a mental representation based on general characteristics that are not



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fixed and rigid but open to new definitions.Prejudiceis a rigid attitude based on erroneous beliefs or preconceptions.


III. The ,enefits of Interc!tra! 5roficienc "p. 0#%


A. Aoi-ing Ethnocentrism

Definition1Ethnocentrismis the belief in the superiority of one#s own race.

'thnocentrism causes us to 3udge others by our own values.

'thnocentrism can be reduced by increasing cultural sensitivity.

PowerPoint slide 25

,. ,ri-ging the Gap

To!erance.*mprove tolerance by practicing empathy.

Saing face.*n high1context cultures,s!e "ceand strive for harmony in

relationships. 5atience.&isplay patience and when talking with people from other cultures.

0ecogni


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5ecome aware of your own use of nonverbal cues to increase sensitivity to

variations in other cultures.

Lecture TidbitDont use a lot o" hand gestures /hen counicating to an intercultural audience$ ( thu)s up and the>2 sign are o)scene in places li#e -raAil' (ustralia' Spain' and the Middle ?ast$ 0Mar, -randel' CultureClash' Computerworld' %e)ruar, 6' 6' p 6$8

,. Techni9es for Achieing Interc!tra! Competence

Descriptieness. To minimi!ercoing >ur Language -arriers' The Cincinnati Enquirer' une 17' 7' p$ ?1$8



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D. Effectie /ritten (essages to Interc!tra! A-iences

!onsider local styles.

?bserve titles and rank.

Use short sentences and short paragraphs.

Avoid ambiguous expressions.

Strive for clarity. Use correct grammar.

!ite numbers carefully.

Accommodate the reader in organi


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C. /hose Ethics Sho!- 5reai!>

Although world leaders agree that bribery is wrong, they do no agree on ethical

behavior.

D. (a)ing Ethica! Decisions Across ,or-ers 5roaden your view.

Avoid reflex 3udgments.

9ind alternatives.

0efuse business if options violate your basic values.

'mbrace

&on#t rationali


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Lecture Tr%&s#%re&cies3%4%i'%b'e i& % se#%r%te #%c5et %&d %t tt#677(((0"e*u,,e!0c$"8

Commnicating Across C!tre Transparenc

Acetates Nm&er

*ncreasing *mportance of *ntercultural !ommunicationB!haracteristics of !ulture "%

&imensions of !ulture ""1"(

@igh1!ontext and /ow1!ontext !ultures ")

4roverbs 0eflect !ulture "+

About Stereotypes, 4rototypes, 4re3udices "

*mproving !ommunication with *ntercultural Audiences "C

Making 'thical &ecisions Across 5orders "

Tips for !apitali "O&6. +%

*n a global marketplace, communicators will need to become aware of their own cultureand how it differs from others. Thus, they will be able to overcome obstacles such asmisunderstandings stemming from cultural differences. The workers of tomorrow mayhave employers, coworkers, or clients from other countries.

2. /h is geographica! !ocation irta!! irre!eant for man actiities an- serices

to-a> "O&6. +%

7eographical location is nearly irrelevant because of high1speed, high1capacity, andrelatively low1cost communication methods, along with improvements in transcontinentaltransportation.

3. Descri&e fie ma6or -imensions of c!tre. "O&6. 2%

$. !ontext describes the stimuli, environment, and ambience surrounding an event.%. *ndividualism refers to the degree to which independence and freedom from control are

valued.". 9ormality describes the emphasis placed on tradition, ceremony, and social rules.(. !ommunication style refers to the manner in which people communicate. @igh1context

cultures rely less on words and more on context than do low1context cultures.). Time orientation describes the emphasis placed on time. *s it precious and not to be

wasted, or is it an unlimited and never1ending resource;



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:. ,rief!4 contrast high? an- !o=?conte@t c!tres. "O&6. 2%

4eople in low1context cultures =7ermans, 8orth Americans, Scandinavians> tend to preferdirect verbal interaction, understand meaning at one level only, are less proficient inreading nonverbal communication, value individualism, emphasi tend to prefer indirect verbal interaction, understandmeanings embedded at many sociocultural levels, are more proficient in reading nonverbalcommunication, value group membership, emphasi "O&6. 3%

A stereotype is an oversimplified behavioral pattern applied uncritically to groups. A

prototype describes mental representations based on general characteristics that are notfixed and rigid but are open to new definitions. Stereotypes are fixed and rigidB prototypescan be changed as a result of observation and experience.

"O&6. :%

The level of proficiency may be limited among nonnative speakers of 'nglish. Americansabroad should not assume that people who speak 'nglish always understand what is being said.



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$. Descri&e fie specific =as o can improe ora! commnication =ith someone =ho

spea)s another !angage. "O&6. :%

$. /earn some phrases in the listener#s language.%. Use simple 'nglish, including short words and sentences.". Speak slowly and enunciate clearly.(. ?bserve eye messages so that you are more likely to know when a listener is lost.). 'ncourage accurate feedback. !heck freuently for comprehension.+. Accept blame if a misunderstanding occurs.. /isten without interrupting. SmileGC. 9ollow up conversations in writing.

+8. Descri&e at !east fie =as o can improe =ritten commnication =ith someone

=ho spea)s another !angage. "O&6. ;%

$. Adopt local formats and observe titles and rank.%. Use short sentences and short paragraphs.

". Avoid ambiguous expressions.(. Strive for clarity. Avoid words with many meanings. !larify meanings.). Use correct grammar.+. !ite numbers carefully.. Accommodate the reader in organi "O&6. ;%

Ambiguous expressions include slang, idioms, imprecise words, unclear abbreviations, andconfusing dates.

+2. Are there !a=s for&i--ing &ri&er in the Unite- States4 an- are the effectie in

stopping corrption> "O&6.


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+:. Name three grops that &enefit from =or)force -iersit an- e@p!ain =h. "O&6. #%

$. Consumersbenefit because a diverse workforce can turn out the speciali


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by foreign competition. 'ven small U.S companies are looking beyond our borders forbusiness. Some of our trading partners may speak 'nglish, but as a second language.Moreover, although they speak our language, they do not share 'uro18orth Americanculture. 9or our products and services to compete on a global basis, Americans mustunderstand what motivates people in other cultures and must use this knowledge to become

more economically successful. Americans must also learn more about other cultures to beable to work and live with people from our own increasingly diverse subcultures. 2e needto learn that all cultures have validity. Students can expect to work for organi /h>

"O&6s. 24 3%

7enerali

5roi-e e@amp!es to spport or ans=er. "O&6s. 34


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7rasping another culture fully takes a lifetime and, as we know, culture changes over time.'thics and the law change too. Students could be reminded in this context that slavery, forexample, was always wrong, in all its manifestations although it was the law of the land andeven some of the 9ounding 9athers unfortunately owned slaves. Slavery was not 3ust aDculturalE trait. The persecution of the Fews was never morally right although the 8a

Supporters of diversity programs argue that workplace diversity is a positive force, even asource of competitive advantage. Arguments supporting diversity programs appear in thischapter. Students should be aware, however, that documenting financial or performanceresults for diversity programs is difficult. Should social responsibility take precedence overbottom1line results;

Do o remain si!ent an- change the s&6ect4 or -o

o pipe p> /hat other options -o o hae in -ea!ing =ith sch a co=or)er>

Consi-er =hether or ans=er =o!- change if the offen-er =ere or &oss.

"O&6s.


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Answers will vary. Students will probably reali

c. The chief of protocol on the !


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3.2 (astering Internationa! Time "O&6s. +;%

a. Students will find a number of definitions. UT! stands for D!oordinated UniversalTime.E *t represents the international time standard and replaces 7MT =7reenwichMean Time or 7reenwich Meridian Time>. UT! is midnight in 7reenwich, 'ngland,

which is located at degrees longitude. 'verything east of 7reenwich is later in timeBeverything west is earlier.b. The notation $". indicates $ p.m. The %(1hour clock is a universal convention of

time1keeping in which the day runs from midnight to midnight and is divided into %(hours, numbered from to %". A $%1hour clock starts at $% midnight and runs until $%noon. Then it starts at $ p.m. and runs to $% midnight. A %(1hour clock runs from6 =$% midnight> until %".) =$$6) p.m.> and then starts again at .=midnight>. The United States is one of the few industriali


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difficulty implementing this behavior. :ou would probably not aim to change either the2esterners# or the natives# cultures. *nstead, the goal should be to teach each group aboutthe other#s culture. *t might also be best to teach problem1solving techniues in regard tospecific situations. *n looking at the big picture, one imagines that guests en3oy the smilesand might be willing to be patient in regard to having reuests filled immediately. An

actual training program for the hotels in 4huket centered on four topics6 smiles andgreetings, talking and listening, answering and anticipating, and resolving problems.

3.< *rom /ater!oo4 /isconsin4 Tre) ,icc!es Goes G!o&a! "O&6s. +4 34 an- #%

2hat broad lessons can other entrepreneurs learn from Trek#s international experiences;

a. /arge markets are available outside the U.S.b. &on#t assume that the way a product is advertised, packaged, and distributed here will

work similarly across borders.c. Test the language for all advertising and packaging with local cultures to assess its

effectiveness and impact.d. 0esearch a country#s culture to better understand how to market successfully.e. 5e prepared to ad3ust your manufacturing, distribution, and advertising to appeal to

local markets.f. /ook for ways to improve your product based on the feedback from international

markets

3.# Interpreting Interc!tra! 5roer&s "O&6s. 24 3%

@ere are some interpretations and values associated with the following proverbs6

North American 5roer&s

n ounce or pre!ention is worth pound o" cure =4racticality, logic, linear thinking>

)he s.ue%in' wheel 'ets the 'rese =*ndividualism, speaking out, aggressiveness>

/ird in the hnd is worth two in the /ush. =4racticality, immediate rewards>

*e who holds the 'old m%es the rules =4ower, individualism, aggressiveness>

apanese 5roer&s

wise mn hers one nd understnds ten =!ontext and experience expand the

meaning of one word to many levels.> )he phesnt would h!e li!ed /ut "or its cry =Modesty, reticence, aversion to

individualism>

)he nil tht stic%s up 'ets pounded down =Modesty, reticence, aversion toindividualism>

German 5roer&s

0o one is either rich or poor who hs not helped himsel" to /e so. =*ndividual

responsibility> *e who is "rid o" doin' too much lwys does too little. =*ndividualism, action

orientation>



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Other proer&s that st-ents might mention or that o might mention to st-ents1

)ime is money.

ont cry o!er spilled mil%.

Clenliness is net to 'odliness.

)%e cre o" tody, nd tomorrow will t%e cre o" itsel".

ont count your chic%ens /e"ore they re htched.

" t "irst you dont succeed, try, try 'in

$ste not, wnt not.

$ht you see in yoursel" is wht you see in the world. =Afghan>

$ho tells the truth is ne!er wron'. =African>

)here is more wisdom in listenin' thn in spe%in'. =African>

)he wind does not /re% tree tht /ends. =African>

&etween the /e'innin' nd the end there is lwys middle. =5ra

n nt my well destroy whole dm. =!hinese>

/oo% holds house o" 'old. =!hinese>

" ll the strt'ems, to %now when to .uit is the /est. =!hinese>

$hen the sun rises, it rises "or e!eryone. =!uban>

&etter to s% twice thn to lose your wy once. =&anish>

)here is no pillow so so"t s cler conscience. =9rench>

ont /r'in "or "ish which re still in the wter. =*ndian>

E!ery ter hs smile /ehind it. =*ranian>

)o him tht wtches, e!erythin' is re!eled. =*talian>

little e cn cut down /i' tree. =Famaican>

ll se!en times, stnd up ei'ht. =Fapanese>

Pry tht you will ne!er h!e to /er ll tht you re /le to endure. =Fewish> +ower your !oice nd stren'then your r'ument. =/ebanese>

)here is more time thn li"e. =Mexican>

)here is no shme in not %nowin' the shme lies in not "indin' out. =0ussian>

mn is jud'ed /y his deeds, not /y his words. =0ussian>

/oo% is 'rden crried in the poc%et. =Saudi Arabian>

&e slow in choosin' "riend /ut slower in chn'in' him. =Scottish>

$hen in dou/t who will win, /e neutrl. =Swiss>

*e who 'ets up with n'er, sits down with loss. =Turkish>

)wo heds re /etter thn one. =Turkish>

3.0 Negotiating Traps "O&6s. 2;%

a. Since Americans are so legalistic, they are usually more concerned about the letter ofthe law rather than the spirit of the law. Therefore, they assume that contracts areinviolate. ?ther cultures, such as the Fapanese, consider contracts as a good startingpoint for discussion and further negotiations, the results of which do not necessarilyneed to be written.



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b. 5ecause individuals in other cultures, Asian in particular, want to get to know peopleon a social basis before they begin their business relationships, the wheels of businessgrind more slowly there. The Thais have an expression mi pen rithat, looselytranslated, means Dnever mind.E *f something wasn#t completed today, maybe it willbe completed tomorrow. Americans must reali


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smacking smooch to an air kiss. *n Spain, if the people have a personal relationship,they may embrace or touch cheeks while exchanging an air kiss.

3.+8 Ca!!ing i5hone or i5o- Toch O=ners1 5ic) p a *e= *oreign 5hrases "O&6s. 34 :%

8ot every student will own an i4hone or i4od Touch, but the popularity of these devicesis growing. Students who have them could be asked to demonstrate the applications. Theaudio can be played back, and the spelling may be viewed on the screen. The pro versionscurrently range in cost from H$. to H. and are immensely useful for travel and thelearning of simple phrases that the program provides.

3.++ Trac)ing *ace&oo)s E@p!osie Internationa! Gro=th "O&6s. +4 #%

Keeping up with 9acebook#s staggering growth is a challenge. The latest numbers citedhere were collected in %C by the social networking powerhouse itself and show that inabsolute numbers the fastest1growing contingent of 9acebook users comes from theUnited Kingdom, !hile, and !olombia. @eading the %) top countries outside the UnitedStates was again the UK, followed by !anada and Turkey. Students are encouraged towrite to mailNinsidefacebook.com to obtain data for the countries in which 9acebookappears. 5ilingual students can be especially helpful in comparing the social networkingsites in various languages and could be asked to look for signs of localid. Sports idioms6 Dplaying ball with us,E Dscore big,E Dgive it your best shot,E Din the

runningE



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e. Ambiguous words6 Dshoddy merchandiseEf. Acronym6 DASA4Eg. !onfusing date6 D"PCE instead of March C.h. &angling participle6 D5y playing ball with us, your products . . . .E

4ossible revision6 D5y acting as our supplier, you and your products will en3oy wider

distribution.Ei. *nformality6 Uses first name in salutation. Might be offensive to reader.

3.+: Dropping in Antime1 Aoi-ing Am&igos E@pressions "O&6. ;%

I-ioms1 by leaps and bounds, crossing bridges before coming to them, grin and bear it,with flying colors, putting the cart before the horse, getting lost in the shuffle

S!ang1 getting the DhangE of itB get the DdriftEB DcoolEB DbadE =when it means theopposite>B 3ust DballparkE itB DchewE on that =think about it>B a Dno brainerEB DbuttE in oroutB a real DwormEB a geekB DhellaEB DpropsE

Acronms1 ASA4 =as soon as possible>, ?S@A =?ccupational Safety and @ealthAdministration>, 4*8 =personal identification number>, Q*4 =Qone *mprovement 4lan>,9AR =freuently asked uestion>, !?/A =cost1of1living ad3ustment>, 0AM =random1access memory>.

Sports references1 hit a grand slam, go to bat for someone, ballpark figure, step up tothe plate, make a slam dunk.

A&&reiations1 9:* =for your information>, 5T2 =by the way>, *S4 =*nternet Service4rovider>, &F =disc 3ockey>, @M? =health maintenance organi, *4 =veryimportant person>.

argon1 Microspeak expressions, a lexicon from former Microsoft employee6DdisambiguateE =to clarify>B D'?ME =end of message>B DfacemailE =technologicallybackward means of communicationB involves walking to someone#s office and speakingface to face>B Dgenerating contentE =writing>B Dnet it outE =boil it down>B Dpush backE=respond forcefully to an unfavorable answer>B Dtouch skinE =a meeting arranged tocommunicate in person>B Dweasel textE =intentionally stilted or murky text>.

T=o?=or- er&s1 hold back =withhold>, take back =return>, come to an agreement=agree>, shut down =close>, figure out =calculate>, mark down =reduce>.

3.+; Baksheesh, Mordida, and Kumshah1 (a)ing Grease 5aments A&roa- "O&6.


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aircraft to 'gypt. /ockheed paid a fine of H%(.C million. A former /ockheed officialinvolved in the bribe was sentenced to $C months in prison. Students should bewarned to avoid any payments made in cash. Always work Din the fresh airE withlegitimate records that form a permanent money trail.

@owever, the reuest to update agricultural research in 4akistan may be legitimate.

Although your firm may not be able to make direct private payments, you might be ableto offer additional expertise to assist in agricultural research. 4erhaps nonmonetary publicservice benefits could replace payoffs and satisfy the needs of the government.

b. This is an actual case. The vice president of an aircraft parts company was convictedfor, among other things, using his &iner#s !lub card to charge the honeymoonpresent.

c. The government considered this Dcollection service feeE a bribe and convicted theofficial.

d. *n another real case, the Fustice &epartment investigated a company giving gifts toofficials who regulated their industry. *f a company cannot earn the contract withsuperior products and service, it is safer to move on. 5eware of any reuests to keep

payments uiet.e. 2hen goods are waiting to be unloaded at docks in foreign ports, the 9ederal !orrupt4ractices Act allows DgreaseE payments. *t considers these Droutine governmentalactionsE and does not prohibit them.

f. @iring the relative of a government official involved in transactions with yourcompany is actionable, according to the 9!4A. *n the $Cs individuals wereprosecuted in the 4emex case even though the payments did not go directly to theofficial involved.

3.+< Inestigating Gifts4 Gratities4 an- Entertainment Limits "O&6. #%

Students will find many interesting specific restrictions. 9or example, 5lue!ross5lueShield of *llinois limits gifts, gratuities, or favors at a Dnominal value of H) or less.E*ts !ode of !onduct further states, DThe value of all gifts received in one year from allbusiness sources must not exceed H$). 'ntertainment and meals offered or received byemployees as part of legitimate business activity are not included in the H) gift limit, butmust be within the boundaries of reason and moderation.E 7enerally, raffles and pri

3.+# Inestors Tr to 5sh A!!?/hite ,oar- to Diersit "O&6. #%

*n this role1playing exercise, one student should argue for the benefits of diversity. Adiverse staff is better able to read trends and respond to increasingly diverse worldmarkets. Speciali


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relations and boost productivity. The other student in the pair might argue that diversitycreates divisiveness, conflict, and pre3udice.

3.+0 /hat (a)es a B,est Compan for (inorities> "O&6. #%

A uick online search will lead students to theortunearticle at http6PPmoney.cnn.comPmaga


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/hat other U.S. &sinesses can o name that hae merge- =ith foreign companies or

e@pan-e- to &ecome m!tinationa! in scope> Hae o hear- of an nota&!e sccesses

or fai!res>

Students should be able to name many U.S. companies that are multinational in scope, such

as Fohnson Fohnson, &isney, Mc&onald#s, 7M, *ntel, Microsoft, !oca1!ola, *5M, 7eneral'lectric, and !itigroup. 8early every large company is now multinational in scope. 8ot all ofthem are en3oying success in their global ventures. ?ne notable international merger involved&aimler =Mercedes 5en and !hrysler. Many called the merger a colossal mistake, insistingthat the 7erman parent company badly overestimated the strength of the !hrysler brand. *nthe end, &aimler sold !hrysler. Another problematic international expansion involves&isneyland 4ark near 4aris =formerly known as 'uro &isneyland>, where attendance andrevenues are disappointing. This open1ended uestion encourages students to think aboutmany familiar companies that are no longer domestic.

:OO;ING IN P%rt .6 W%'=;%rt i& Ci&%

Critica! Thin)ing

Ho= -o Chinese an- Americans -iffer on )e -imensions of c!tre as -escri&e- in thischapter>

Speaking generally, most observers agree that Fapan represents a high1context culturewhereas America represents a low1context culture. Fapanese people tend to be more formaland to prefer indirect verbal interaction. They value group membership rather thanindividualism, which Americans champion. Americans favor straightforwardness and are

considered more aggressive. Fapanese value humility while Americans see nothing wrongwith Dtooting one#s own horn.E Americans value logic, written instructions, and contracts.4eople in high1context cultures put faith in the context of a situation and in their feelings orinterpretations.

In =hat =as -oes /a!?(arts strateg in China compare to its misa-erntres inSoth orea4 German4 an- apan>

The retailer seems to have researched consumer tastes and living conditions very closely andaccommodated the !hinese consumers# preferences. Unlike its lost opportunities in SouthKorea, 2al1Mart responded nimbly to the !hinese market#s desire for a novel shopping

experience. *t did not impose its unchanged business model on the !hinese. 0ather, it hasprovided a pleasant environment and high1uality goods while also catering to the !hinesepalate and way of life.



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Ho= can /a!?(art another m!tinationa! companies oercome the c!tra! &arriersthe face =hen e@pan-ing into other contries>

*n bridging the gap between widely divergent cultures, companies must often learn newattitudes and behaviors. 2al1Mart should probably not expect to impose its routines on

Fapanese employees. *t might be more effective to adapt these routines to local preferences.The D$1footE rule =approaching any customer within $ feet and offering assistance> makessense in the United States. *n Fapan it might not immediately work. ?ver time, however, itmay become more acceptable. *n moving into other cultures, multinational companies needto develop tolerance and patience. They also must learn how important it is to save face forlocal managers and employees.

:OO;ING IN1 Y$ur Tur&6 A##'!i&* Y$ur S5i''s %t W%'=;%rt

2al1Mart is struggling with image problems at home and abroad, mainly due to its bottom1line, cost1cutting approach, its conservative human resources policies, low wages and lack of health insurance,and what some perceive as corporate hubris. At the same time, since at least %), 2al1Mart hasembarked on a campaign to burnish its tarnished image. 2hatever its motives, the company haslaunched some significant green initiatives and encouraged others to collaborate on making globalconsumption more sustainable. Thanks to its sheer sican be deferential, indirect, and better listeners. !onversely, women in charge can be assertive,direct, and authoritative.

2hich style is more appropriate for today#s team1based management; Some theorists believe that as

we move away from authoritative, hierarchical management methods toward consensus1buildingparticipative management strategies, some of the female communication techniues are moreappropriate. ?thers say that we should avoid Dknee13erk reactionsE and train people to make a cleardistinction between communication habits and personality traits. 'veryone, both male and female,should be taught the most successful techniues reuired by the situation. 2e should encourage theinterchangeable use of those styles depending on need. 9orget about masculine and femininestereotypes, says Fayne Tear, gender dynamics specialist. *nstead, teach everyone the best listening,conversation, and consensus1building techniues. *t#s not a male1female thing, she says.



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9or interesting classroom activities involving gendered conversational styles, see /ouise0ehling, D*mproving Teamwork Through Awareness of !onversational Styles,E &ecember %(,&usiness Communiction urterly, ()(C%.

Discussi$& ;%teri%' ,$r ETHICAL INSIGHTS6O4erc$"i&* Pre+udice6 Ne*%ti4e Perce#ti$&s $, ;us'i"s i& te U&itedSt%tes

This topic is potentially incendiary and should be handled with tact. 8evertheless, some of themost engaging sub3ects are those that incite passions. They prove that discomfort with DtheotherE is common, and that preconceived notions remain even in very diverse societies such asours. *n the workplace, pre3udice can be toxic. *t is no coincidence that Mansoor#s classroom isfilled with business professionals who were sent there by their employers for diversity training.

!hances are that at least some of the students in your classes are Muslim. The sub3ect may make

some of them feel uncomfortable because their faith causes them to be in the spotlight. ?thersmay be eager to share their experience with pre3udice, especially if they embrace the *slamicconcept of modesty and wear items of clothing that identify them as Muslims.

The brief facts listed in the scenario show that many of the gut1level responses the averageperson in the United States associates with a minority may be based on misinformation,ignorance, and fear. Students may find it heartening that several witnesses to the bagel shopincident chose to leave in protest and that at least one assailed the presumptive bigot in thebakery. 4erceptive students may recogni


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Discussi$& ;%teri%' ,$r PLUGGED IN6Gree&'%&d %&d Ice'%&d6 Te ;$st C$&&ected C$u&tries i& te W$r'd)

The Centra! Inte!!igence Agenc "CIA% rns a /e& site that is a treasre troe of

interc!tra! information. It gies o access to contr comparisons an- profi!es as =e!! as

important statistics. *or e@amp!e4 o can !earn a&ot economies4 goernments4 ethnicgrops4 or te!ecommnications aron- the =or!-. Li)e=ise4 ,,C Ne=s in the Unite-

ing-om compi!es re!ia&!e facts a&ot arios nations. Using Goog!e4 !ocate CIA World

actbook Iceland"Greenland% orBBC !e"s Country #rofiles. Tr to fin- ans=ers

e@p!aining =h North Eropean nations are so Internet frien-!.

The Scandinavians, with 7reenland and *celand at the top, are the world#s most avid *nternetusers relative to their populations. 8ot surprisingly, *nternet access correlates strongly withwealth. The strong economies in 8orthern 'urope and the cold climate that leaves few outdooroptions during the long winter may explain the high penetration. &espite their relatively smallpopulations, 9inland =think 8okia>, Sweden, and *celand are high1tech locations in 'urope.

E@amine the ta&!eInternet $se Around the World. *or e@amp!e4 in China 22.: percent of the

peop!e hae Internet access. Re!ate that percentage to the pop!ation figre. /hat can o sa

a&ot the !i)e! -ee!opment in the ftre> /hat conc!sions can o -ra= a&ot Internet se

=or!-=i-e> Ho= can o e@p!ain the !o= Internet penetration for Asia as a =ho!e>

The potential for the growth of *nternet access in !hina and Asia as a whole is huge. ?nly abouta uarter of the world#s population have *nternet access, reflecting a very uneven distributionbetween haves and have1nots. At nearly a billion people, Africa shows a low *nternet penetrationrate of ).+ percent, but signs of growth are evident. 5etween % and %C, the number of userson that continent grew $,$ percent. Assuming peace and stability in the poorer regions of the

world, *nternet use is likely to grow.

7isitInternet World %tats"http1===.internet=or!-stats.comstats.htm% an- =eigh

pop!ation figres against Internet sageJ for e@amp!e4 compare Africa4 Erope4 North

America4 an- Asia. St- ser gro=th &et=een 2888 an- to-a. , c!ic)ing the !in)s for

the continents4 o can ie= in-ii-a! contries. Ho= co!- &sinesses se this statistica!

information> /hich tpes of &siness co!- &enefit the most>

The individual country statistics are revealing. The small but highly developed and population1dense country of Fapan closely matches the United States in *nternet access as opposed topopulous !hina, where only about a fifth of the people are connected. Again, the correlation

between per1capita use and wealth is significant. These statistics would benefit businesses with aglobal reach that wish to market products or services in foreign countries, tech and *T companiesperhaps most of all.



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193

Etics Cec5 9uesti$&s

Ethics Chec)4 5age #:

C!tra! Change1 *rom the Dinner Ta&!e to the Drie Throgh

The a-ent of mass mo&i!it & atomo&i!e in the +$;8s an- increasing nm&ers of =omen

6oining the =or)force hae !e- to the -ramatic rise of the fast?foo- in-str. (i--!e?c!assfami!ies no !onger gathere- aron- the -inner ta&!e &t &ecame se- to snac)ing on the go.

No= man critics &!ame the fast?foo- franchises for ma)ing s fat. Are these &sinesses

responsi&!e for Americans e@pan-ing =aist!ines>

The discussion will probably center on individual responsibility versus corporate socialresponsibility. The other dimension of this sub3ect involves a profound transformation of theAmerican family and our social fabric. A mobile society with two breadwinners has developedneeds and habits that are radically different from those of a traditional Dnuclear family.E Toillustrate the dynamic nature of culture, introduce other examples of profound cultural change,showing, for example, how computers and the *nternet have transformed business and our

everyday lives. 9or instance, e1commerce didn#t exist some %) years ago.

Ethics Chec)4 5age 0:C!tre Change1 *rom BSe@ist to Gen-er?Netra! Langage

st a generation ago4 &sinesspeop!e =ere businessmen4 !etter carriers =ere postmen4 an- f!ight

atten-ants =ere ste=ar-esses. A sea of change in !angage no= -ictates gen-er netra!it to aoi-

tpe casting. In &siness4 the honorific (s. Is se- for a!! =omen4 regar-!ess of their marita! stats.

Does !angage ref!ect 6st the crrent c!tre4 or -oes it hae the po=er to effect change>

*ntroduce examples of other changes in language use that were the result of conscious efforts toreflect euality between genders or were designed to show greater respect of minorities6 Theevolution of epithets for blacks, from0e'roto"ricn mericn, or the movement away from

the dominance of the male genderIfrom mnpoweror mn%indtost""and humn%ind.4erceptive students will perhaps recogni

*n past surveys, U.S. tourists actually ranked close to the top in popularity but were 3udged theworst dressed. Although the 0euters story does not disclose the full details of 'xpedia#s latestT8S *nfratest study, several *nternet outlets have uoted the story and attempt to explain thereasons behind 9rance#s poor showing6 Apparently close to percent of the 9rench vacation athome and may, therefore, lack flexibility abroad, appearing demanding. 5ecause they are used to



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service charges being included in restaurant bills, they leave small tips. 9inally, their lack offoreign language skills makes them seem arrogant. &iscerning students with travel experiencewill recogni


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195

%. Empthy e!elopment. Sometimes students understand intellectually the concepts of cultureand the differences among cultures but emotionally approach interculturalism egocentrically,i.e., in terms of usand them. To help students take broader perspectives, the instructor canstress empathy through listening and sensitivity to nonverbal language through interviewingand role1playing to help reinforce the skills developed in !hapters % and ".

". )r!el nd Culture. Ask students if they have traveled to a country outside the United States.@ave them share their experiences. 2hat cultural differences did they notice; @ow did theyfeel being an DoutsiderE; Ask students who are new to the United States to share theirexperiences. 7etting students to open up about differences and feelings can help studentsbetter understand and respect intercultural differences.



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iSmith, F. =%>. The perils of prediction. $orld )rde, 2#=$>, "1((. 0etrieved Fuly %, %, from5usiness Source 4remier database.

IM Part4 - Ch03 - Lecture Notes

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