978-0078036804 Chapter 2 Part 2

subject Type Homework Help
subject Pages 9
subject Words 3201
subject Authors Jeanne Marquardt Elmhorst, Kristen Lucas, Ronald Adler

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Who am I? Cultural, Social and Foundational Values
Consider the cultural, social and foundational values listed below. Note how the two end columns might be seen as
contradicting each other. Think about where you are on each continuum and place an “X” in the appropriate box.
(Remember these are just for the sake of comparison and discussion)
Do you prefer:
An “absolute” truth
A “gentle” truth
Change and flexibility
Tradition and rules
Collectivism
Individualism
Competition
Collaboration
Confrontation
Harmony
Emphasis on task and product
Emphasis on process & relationship
Informal tone
Formal tone
Intuitive problem solving
Analytical, linear problem solving
Negotiable roles
Defined roles
Open relationships
Stated relationships
Predictability
Spontaneity
Rigid time adherence
Flexible time adherence
Specific communication
Vague Communication
Verbal communication
Non-verbal communication
1) Go back through the chart and underline those X’s that you feel are YOU.
2) Now, circle those X’s that you think are CULTURAL.
3) Be prepared to discuss in your teams what these values might mean if you meet, or are working
with someone significantly different.
4) Which values are your “Hot Button” issues? How do you deal with them?
This chart can tell you quite a bit about yourself and how you might respond to others. If you would like to make this
exercise even MORE interesting, fold this sheet in half, and have a “significant other” evaluate you. Are there
differences? What might they tell you?
Do I prefer:
An “absolute” truth
A “gentle” truth
Change and flexibility
Tradition and rules
Collectivism
Individualism
Competition
Collaboration
Confrontation
Harmony
Emphasis on task and product
Emphasis on process & relationship
Informal tone
Formal tone
Intuitive problem solving
Analytical, linear problem solving
Negotiable roles
Defined roles
Open relationships
Stated relationships
Predictability
Spontaneity
Rigid time adherence
Flexible time adherence
Specific communication
Vague Communication
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Verbal communication
Non-verbal communication
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Written Application Exercises
1. Cultural Differences
Review the material in your text regarding one of the following cultural differences:
A. Masculine/Feminine
B. Avoidance of Uncertainty
C. Power Distribution
D. Individualist/Collectivist
E. High and Low Context (e.g., Indirect/Direct Expression)
Write an essay in which you
explain the cultural difference you chose;
provide advice for communicating with persons whose culture differs from yours in this
aspect;
• illustrate with one or two specific examples.
2. Examples of Indirect (Low Context) Messages
Write an essay that addresses the following:
In your own words, explain the differences between a direct versus and indirect message.
What are the potential disadvantages and potential advantages of indirect messages?
Identify two indirect messages you’ve heard this week (e.g. in conversations or on TV).
Why do you think the speaker of each used an indirect message? Were these messages
effective in communicating the intentions of the speaker?
What were the consequences of each indirect message? Were they constructive,
manipulative, polite, or sarcastic? Explain.
Revise the indirect messages into direct messages that more effectively express the
speaker’s meaning.
Suggest your own guidelines for deciding when to use indirect messages and when to
choose direct messages.
3. Genderlects
Researchers have noted gender-related differences in communication styles, but please note that
gendered styles do not necessarily correspond to a person's biological sex. Also note that one
style is not better than the other; each serves its own purpose.
Read the material about genderlects at ChangingMinds.Org. You might have to close out an ad
in order to see the material. http://changingminds.org/explanations/gender/genderlect.htm. Write
an essay in which you consider the following:
Compare report talk (masculine style) versus rapport talk (feminine style).
If you tend to use a masculine style of interaction, should you try to adjust your style
when you are talking with women in the home? How would you do this?
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If you tend to use a feminine style of interaction, should you adapt your style to use a
more masculine style in the workplace, especially in meetings? How would you do this?
4. Barriers to Effective Intercultural Communication
Describe a situation in which you experienced cultural misunderstanding. Which barriers to
intercultural communication were present? How did you manage the situation? Provide specific
recommendations about how you could improve your intercultural communication in future
interactions.
5. Theory X and Theory Y Organizations
Read about two management styles: Theory X and Theory Y at Net MBA Business
Management Center. http://www.netmba.com/mgmt/ob/motivation/mcgregor/
In your own words, summarize the differences between Theory X and Theory Y. Based on your
own experience in organizations, provide an example of each style of management. If you had a
friend who practices the Theory X style of management, what advice would you give her or him?
Video Activities
1. Myths and Realities of Immigration
Objective: Demonstrate some facts about immigration to the U.S.
Procedure: Project the PBS “Myths and Realities” quiz on a screen so all students can see. The quiz
is available at http://www.pbs.org/independentlens/newamericans/quiz/q01.htm. Ask students to
write their answers, rather than saying them out loud. After each question, scroll to the answer on the
next slide. Ask a student to read the answer, or summarize the answer your own words. (Suggestion:
complete the quiz yourself, before you try this in class, so you can easily summarize the answers.)
Class Discussion: After completing the quiz, discuss what students learned, what surprised them,
and what they already knew. Encourage them to write additional “quiz” questions and research the
answers.
2. Social Class of Native Americans and Related Assumptions
Objective: These videos help sensitize students to the challenges faced by Native Americans and
provide an opportunity to discuss commonly held assumptions.
Procedure: Play the following clips:
“Hidden America: Children of the Plains”: Depicts a young man on Pine Ridge reservation who
has dreams of becoming U.S. President.
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http://www.youtube.com/watch?v=IJapHc7B8Xs
“More Than That’”: This video was created by students on the Pine Ridge Reservation, to show
that they a re worth more than the assumptions commonly held about them.
http://www.youtube.com/watch?v=FhribaNXr7A
Students may wish to view “Pine Ridge Movie 2011” on their own.
http://www.youtube.com/watch?v=-gd5vp0tcCI
Class Discussion: After showing the clips, discuss commonly held assumptions about Native
Americans.
How might social class affect the communication of Native Americans?
How does social class affect the way we might communicate with them?
What assumptions do the majority seem to hold about this group of U.S. citizens?
What assumptions might Native Americans hold about the majority?
How might faulty assumptions be bridged?
3. Cross-Cultural Communication between Members of Deaf Culture and Hearing Culture
Objective: You can use this video to help sensitize students to the challenges faced by members of
the deaf culture and to point out potential rewards of reaching out to communicate with someone
from a different co-culture.
Procedure: Play Clip 1 of “Deaf Jam,” available at http://www.pbs.org/independentlens/deaf-jam/.
The film depicts deaf teens signing about the challenges of deafness. Ask students to mentally
assume the role of the hearing-impaired teens as they view the clip.
Class Discussion: After the film, elicit students’ observations. Discuss how we might improve our
communication with members of the deaf culture.
4. Cultural Stereotypes in "The Cigar-Store Indian"
Objective: After watching and discussing this Seinfeld episode, students should understand a
number of concepts pertaining to cultural stereotypes.
Procedure: Show the Cigar-Store Indian Seinfeld clip, available at
http://www.tv.com/shows/seinfeld/episodes/. Open the Episode Guide; type Cigar Store. In this
Seinfeld episode, Jerry decides to buy Elaine a Cigar-Store Indian as a peace offering, and as a way
to impress Elaines friend Wynona. Show the portion in which Jerry arrives at Elaines and unveils
his gift, which ultimately insults Wynona, because she is a Native American. In an attempt to
apologize, Jerry offers to later take her out to dinner, but he is unsure of where the good Chinese
restaurant is in her neighborhood. He asks a mailman who is bent over taking mail out of a mailbox.
When he stands up, Jerry realizes that he is of Asian decent and is insulted that Jerry would assume
that he should know where the Chinese restaurant is.
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Class Discussion: After viewing this episode of Seinfeld, class discussion could focus on the
numerous stereotypes that we have for different cultures and the way those stereotypes affect how we
interact with particular groups.
What are the various groups that are stereotyped throughout this episode of Seinfeld?
In what ways do stereotypes affect the way that we communicate within organizations?
What message does this send to people who promote political correctness in our society?
Have we become too politically correct in the way we deal with individuals from other
cultures?
What are the implications of such events occurring in an organizational context?
5. Discrimination in the Workplace
Objective: After viewing this clip from Philadelphia (1993, Columbia Tri Star Entertainment,
directed by Jonathan Demme), students should be able to identify a variety of discriminating factors
in organizational life and numerous ADA violations.
Procedure: Show the segment in which Andrew Becker (played by Tom Hanks) walks into Joe
Millers (played by Denzel Washington) law office. Andrew has been unlawfully terminated from his
law firm because he has AIDS. The clip ends 12 minutes later during a conversation in which the
partners of the law firm attempt to cover up their actions. These multiple scenes provide a number of
descriptive examples of ADA violations in addition to the basic stereotyping that occurs to a variety
of cultural groups.
Class Discussion: After viewing this clip, you can use the following questions to foster class
discussion.
Which groups do you believe were stereotyped during this short clip?
Has this law firm violated Mr. Beckers rights? Why or why not?
Which ADA regulation(s) has the law firm violated?
Would you consider Mr. Beckers illness to be a disability? Why or why not?
Additional Resources
Print
Acuff, F. L. (1993). How to negotiate anything with anyone anywhere around the world. New
York: AMACOM [American Management Association].
Includes general information on negotiations and typical American styles. Differences
and common problems associated with global negotiations are covered. Seven of 14
chapters analyze specific world regions, and within each region the requisite
considerations for negotiating in specific countries are discussed.
Gudykunst, W. B. (2002). Communicating with strangers: An approach to intercultural
communication. Boston: McGraw-Hill.
Practical examples of communication among people of various backgrounds.
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Jamestown Area Labor Management Committee. Managing diversity.
A monthly publication with information, ideas, and tips for people managing a diverse
workforce, this newsletter defines the issues and helps managers and employees who
want to understand how to function more effectively in a diverse environment and help
themselves and others reach their potential.
Sabath, A. M. (2002). Business etiquette: 101 ways to conduct business with charm and savvy.
Career Press.
Offers concise solutions to common business etiquette dilemmas. Some international
readers, however, take issue with some of her overly generalized advice.
Samovar, L.S., Porter, R.E., & McDaniel, E.R. (2010) Communication between cultures.
Belmont, CA:Wadsworth.
Chapter 4 includes descriptions of various “social identities.”
Sanchez-Burks, J. et al. (2003, Aug). Conversing across cultures: East-West communication
styles in work and nonwork contexts. Journal of Personality and Social Psychology, Vol.
85(2), 363-372.
Four experiments provide evidence that East-West differences in attention to indirect
meaning are more pronounced in work settings compared with nonwork settings.
Spack, Ruth. (2006) Guidelines: A cross-cultural reading/writing text. 3e. New York:
Cambridge.
Includes a variety of essays intended to spark discussion.
Stringer, D.M. and Cassiday, P.A. (2009 ). 52 activities for improving cross-cultural
communication. Boston: Nicolas Brealey Publishing.
A variety of interesting activities for improving cross-cultural communication.
Thomas, R. R., Jr. Beyond race and gender: Unleashing the power of your total work force by
managing diversity. AMACOM
Written by one of the best-known proponents of managing diversity, this book addresses
current concerns about managing diversity.
Ting-Toomey, S. and Chung, L.C. (2011). Understanding intercultural communication. New
York: Oxford University Press.
Addresses intercultural challenges such as cross-cultural conflict, romantic relationships,
and raising bilingual children. Includes thought questions and ethical dilemmas.
William N. Yeomans, best-selling author of 1000 things you never learned in business school, provides
insights into the changing (i.e., reengineered) U.S. corporate cultures that everyone from CEO to newest
hire would do well to know. He offers advice for surviving and even thriving in this new world. With
quizzes, humor, and graphs, Yeomans suggests practical skills for tough and uncertain times, including
methods for dealing with stress, management fads, unexpected change, listening, talking with your boss,
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teamwork, and win-win strategies. Many of the topics of the text are found here. In addition, the authors
website is at http://www.erols.com/wyeoman/index.htm
DVD
Challenges in Cross-Cultural Supervision. (2000) 50 Min. Insight Media.
Uses scenarios to illustrate advice for managing problems that can arise between manager and
employee of different cultural backgrounds.
Colors: Race. (2005) 30 min. Insight Media.
Explores effects of misconceptions, stereotyping, and discrimination on African Americans and
Muslims.
Communicating Between Cultures (2004) 23 min. Learning Seed Videos.
Shows a series of cross cultural situations, emphasizing that we are often unaware of our own
cultural customs; this can cause misunderstandings when we communicate across cultures.
Dialogue: Now You’re Talking. Set of 4 videos. CRM Learning.
This four-part set includes the following titles: Communicating in a Diverse World; Dialogue for
Cultural Understanding ; Dialogue Between Genders; and Dialogue Among Generations. Thse
videos teach skills of dialogue and illustrate with practical examples.
Disability Awareness. (1999) 19 min. Learning Seed Video.
This video frames disabilities as a common facet of life and shows students how to communicate
more effectively with persons with disabilities.
Deborah Tannen: He Said, She Said: Gender Language & Communication. 50 min. Educational Video
Group.
This video combines scholarly research and everyday examples to teach solutions for
communication misunderstandings due to masculine and feminine language styles.
Managing Diversity. 22 min. CRM Learning.
Uses scenarios to explore attitudes and techniques that lead to respect and tolerance in a diverse
workplace.
Responding to Diversity (and Respecting Differences) (2011) 27 min. Learning Seed Videos.
This video focuses on positive ways to discover what’s interesting, unique, and valuable about
those who are different than we are.
Web
1000 Ventures Corporate Training Site
http://www.1000ventures.com/business_guide/crosscuttings/cross-cultural_differences.html
This page offers a plethora of activities, quotes, articles, and learning games focused on
cultural differences.
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American Deaf Culture
http://www.signmedia.com/info/adc.htm
This site describes American Deaf Culture and provides links to American Sign Language
tutorials and other educational materials.
Culturgrams
http://www.culturgrams.com
Designed as introductory guides for people interacting with individuals from other cultures, they
are available for more than a hundred different countries and regions. If you get a classroom set,
choose countries from each of the continents so you have a variety. Each Culturgram has specific
information on greetings, social customs, family, etc.
Dilbert Comic Archives
http://www.dilbert.com/strips/
For everyones favorite read on corporate culture, see an archive of Dilbert comics.
Disability Etiquette
http://www.dol.gov/odep/pubs/fact/comucate.htm
The United States Dept of Labor has prepared this page to clarify appropriate etiquette for
interacting with people with (dis)abilities.
DMOZ Open Directory Project
http://www.dmoz.org/Business/Management/Education_and_Training/Cross-Cultural/
This site provides an inventory of classes in cross-cultural training.
Institute for Global Ethics
http://www.globalethics.org/employee-communication-planning.php
Open the dilemmas tab for access to dozens of fascinating real-life ethical dilemmas.
Kwintessential Language and Culture Specialists
http://www.kwintessential.co.uk/cross-cultural/cross-cultural-awareness.html
This site offers a multitude of free articles, cultural awareness texts, country profiles, and more.
Pew Hispanic Center
http://www.pewhispanic.org/topics/
The mission of the Pew Hispanic Center, sponsored by the Annenberg School of Communication,
is to improve understanding of the diverse Hispanic population of the United States.
U.S. Army, Fort Bliss, intercultural information pages
http://www.bliss.army.mil/services/eo/eor.htm
This site contains information, exercises, handouts, and case studies about a variety of
interpersonal and small-group communication processes. Scroll to the bottom of the page for a
variety of MS Word documents on various cultures.
U.S. Small Business Administration
http://www.sba.gov/category/navigation-structure/starting-managing-business
This site provides resources to help women and minorities in developing their own businesses.
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Workplace Bullying Institute
http://www.workplacebullying.org/individuals/problem/being-bullied/
An online resource with the goal of understanding, correcting, and preventing abuse at
work.

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