978-0134562186 Chapter 3 Solution Manual

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3: Communication Challenges in a Diverse, Global Marketplace 3-1

TEST YOUR KNOWLEDGE

3.1. The potential advantages of a diverse workforce include a broader range of viewpoints and

ideas, improved ability to understand and identify with diverse markets, and the opportunity to

3.2. Cultural competency is the combination of knowledge and skills necessary to appreciate

[LO-2] AACSB: Diverse and multicultural work environments

3.3. Ethnocentrism is the belief that one person’s cultural background is superior to other cultural

backgrounds. To overcome ethnocentrism, communicators should avoid stereotyping,

environments

3.4. In high-context cultures, people convey meaning by relying more heavily on nonverbal signals

and the environment rather than on words. In such cultures, the communicator expects the

multicultural work environments

3.5. Contextual di erences make up only one of the categories of cultural di erences; other

environments

3.6. Even well-intentioned a+empts at reaching across cultural boundaries can lead to blunders and

multicultural work environments

3.7. The Golden Rule is a great example of how the unconscious influence of culture can lead to

incorrect assumptions about dealing with people from other cultures because it assumes that

(See MyBCommLab for additional insights)

3.8. First, students should recognize that challenges of cultural adaptation aren’t restricted to race or

language. Di erences in age, gender, educational background, work experience, and other life

variables can present the need to adapt. Second, they should remember that speaking and

listening in a second language are much harder than writing or reading in a second language,

3: Communication Challenges in a Diverse, Global Marketplace 3-2

APPLY YOUR KNOWLEDGE

3.9. This question will help students consider potential similarities and di erences between

3.10. The automatic or unconscious influences of culture are at the root of many intercultural

breakdowns because people make choices and assessments based on what is considered proper

3.11. You should understand your own culture so that you can recognize its influences on your

3.12. Answers will vary, but one of the key questions students should focus on is whether movies and

television shows accurately portray U.S. culture or at least any particular segment of U.S. culture.

multicultural work environments

3.13. Helping someone adapt to your culture can help you gain a be+er understand of it yourself

because the experience can force you to question assumptions and implicitly held beliefs.

AACSB: Re,ective thinking (See MyBCommLab for additional insights)

PRACTICE YOUR SKILLS

3.14. Message for Analysis

The slang and acronyms contained in the message are too informal for members of the audience and will

probably confuse them. Words and phrases such as ASAP, our little family, high time, shaking hands

environments

Exercises

3.15. This exercise should encourage students to think carefully about their place as individuals within

a demographic group defined by fairly arbitrary boundaries. Although people of similar ages

experienced public events and trends at the same age, they didn’t necessarily experience them

3: Communication Challenges in a Diverse, Global Marketplace 3-3

AACSB: Reflective thinking

3.16. Although a change in company tradition such as this is entirely reasonable (and, in ideal

circumstances, would be suggested by someone not personally a ected), it still needs to be

handled with some :nesse to avoid creating an issue where one doesn’t exist. Keeping business

goals in mind, it’s not reasonable for one individual with physical impairments to expect the rest

[LO-4] AACSB: Diverse and multicultural work environments

3.17. Students might uncover a range of writing styles and issues, from something that has been

translated quite unsuccessfully, with glaring grammar or usage problems, to something that is

multicultural work environments

3.18. Analyzing headlines and marketing slogans can be particularly helpful in this exercise because

they often rely on wordplay, idiomatic usage, or contemporary cultural references—three

3.19. Students may :nd that it’s difficult, even with their own understanding of the expressions, to

translate the entire context of these phrases. For instance, “He couldn’t hang on” loses a li+le

3.20. Students may :nd that the back-translation reveals inaccuracies in the intended meaning of the

original sentence they translated. This experience suggests that whenever they use any

3.21. Students should recognize that the initial dra6 of this podcast script su ers from two major

problems. First, it is full of slang and informal phrases that are bound to cause problems for

non-native English listeners. Second, the structure of the message is too convoluted for a

and multicultural work environments

ASSISTED GRADING QUESTIONS (accessed on MyBCommLab)

3.22. To develop a sense of cultural pluralism, avoid assumptions about the way other people act, feel,

3: Communication Challenges in a Diverse, Global Marketplace 3-4

3.23. Ethical intercultural communication depends on four basic principles: (1) actively seeking

Ethical understanding and reasoning