Business Communication: In Person, In Print, Online
INSTRUCTOR’S GUIDE
Chapter 2
Team and Intercultural Communication
Overview
Teams are successful when team members negotiate conflicts and
provide regular constructive feedback. Technology helps in planning
and completing successful team projects.
Similarly, when communicating with diverse audiences, professionals
demonstrate respect through language choices about ethnicity, gender,
ability, age, and other variables. A diverse work environment brings
great value to companies and creates a more productive and inclusive
workplace.
Learning Objectives
• Communicate effectively and ethically in small groups.
9e
Quick Links for Chapter 2
PPT Slides | Solutions to Exercises | Handouts | Video Suggestions | Company Examples | BizCom in the News
Teaching Suggestions
Resources
INTRODUCE the collaborative nature of communication. Emphasize the
importance of working with others in all areas of business.
14-week non-business: Students will share stories from personal
experiences (school team projects, planning a family road trip, etc.).
Each team will perform the following:
DISCUSS the variables of group communication. Invite students to apply
these variables to the stories and lessons they shared in the previous
activity.
DISTRIBUTE the handouts, “How to Give Positive and Negative Feedback”
and “Using ‘I’ Statements When Giving Feedback.” Instruct students to
Resources
INTRODUCE the concept of writing in teams. Invite students to brainstorm
possible business documents and messages that should be composed
collaboratively.
ASSIGN students to work in teams of three or four. In a computer lab or on
laptops in class, instruct students to create an account on Wiggio
(Wiggio.com). Ask students to create a few messages about a project they
are working on together—or to just explore the site. Have them work for
about ten minutes and prepare answers to the following questions,
depending on their experience with Wikis:
Resources
LO3: Communicate with intercultural audiences.
encourage international and multicultural students in class to actively
contribute. Without feeling pressured, they may provide very
INTRODUCE the intercultural aspect of business communication.
Discuss various dimensions beyond language that impact our
understanding of each other’s cultures. Discuss the negative impact of
such concepts as ethnocentrism and stereotyping.
INSTRUCT students to work in teams to discuss how cultural values may
impact communication in business. Possible situations may include the
following:
• Creating an ad for an overseas campaign to promote a new
product
• Replying to an email complaint from a customer from Europe
• Videoconferencing with partners from Japan about building new
production facilities
for comparison. They may use their own country of origin or countries
about which they have a history or interest. Debrief by asking what
they have learned and how they might apply what they learned to their
communication with others.
Resources
LO3: Communicate with intercultural audiences.
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INSTRUCT students to choose a website of a global company, for
example, Coca-Cola, and to find various versions of the site for different
countries. Ask students to complete the following tasks:
Resources
LO4: Communicate with diverse populations.
INTRODUCE the concept of diversity and invite students to discuss how
diversity may impact communication at work. Possible questions to
discuss may include the following:
• What are the benefits of a diverse workplace?
• What are the challenges of a diverse workplace?
• How does a diverse workplace impact communication?
DISCUSS the concept of inclusion as related to diversity in workplace.
Resources
LO4: Communicate with diverse populations.
SHARE two or three recent stories that focus on communication with
Solutions to Exercises
3Ps in Practice: Tailoring a Message to a Brazilian Audience
Process
1. From studying Geert Hofstede’s cultural dimensions, what differences exist between the
United States and Brazil that may be relevant to your communication?
Brazil has high power distance; the United States has low power distance. This means Brazil is
2. What images will you use for each audience?
3. What language will be most effective in targeting this audience?
I will use words that are a bit more directive, which will play to Brazil’s high power
Product
Student’s website mock-ups will vary but should incorporate the words and images suggested
above.
1. Analyze a team’s communication.
Student responses will vary based on their personal experience working as part of a team.
2. Explain a team’s communication.
Student responses will vary based on their personal experience working as part of a team.
3. Provide feedback.
Support responses such as the following, but encourage students to use their own,
conversational style:
a. “When you do not have your part of the plan drafted at the time we agree
upon, I feel frustrated because it puts all of us behind schedule. I would like
you to complete your part by tomorrow because it will enable us to submit the
final plan to the boss on schedule. What do you think?”
4. Identify poor team behavior.
The television show The Office is commonly filled with these characteristics of poor team
behavior:
• They get off–track with too many pranks. (Although, having fun in the workplace can be
good too!)
5. Comment on a peer’s writing.
Students should pair off and exchange draft documents. Students should then provide feedback
on their peer’s draft based on the tips provided in the chapter (Figure 6). Students should debrief
6. Create a project plan.
Students will need to think comprehensively to produce a well-developed project plan for a
7. Contribute to Wikipedia.
Student responses will vary based on the student’s expertise. You can check students’ work on
reactions: do they agree with the change and see the value of collaborative writing?
8. Set up a wiki.
Student responses will vary based on the wiki site they select and the wiki content. Students
9. Improve how you use a wiki.
Students should discuss the benefits of using a wiki; encourage students to think about
10. Interpret two messages from international offices.
The message from the Berlin office is direct and straightforward. It was somewhat abrupt as well:
the email was not addressed to the team members, the message contained two sentences, and
Ms. Zimmermann signed her initials, “KZ.” Germany, a country with low context sensitivity, relies
11. Adapt to cultural differences in email responses.
To: Karla Zimmermann, Managing Partner, Berlin Office
Cc: Akira Yamashita, Managing Partner, Tokyo Office
Sondra Simmons, HR Manager, Corporate Office
From: Team Members
Subject: Re: Feedback on Your Proposed Orientation Plan for Interns
Dear Ms. Zimmermann,
To: Akira Yamashita, Managing Partner, Tokyo Office
From: Team Members
Cc: Karla Zimmermann, Managing Partner, Berlin Office
Sondra Simmons, HR Manager, Corporate Office
Subject: Re: Feedback on Your Proposed Orientation Plan for Interns
Dear Mr. Yamashita,
Thank you for your kind response to our Orientation Plan. We are glad that you find it
acceptable.
12. Research international communication and write an advice memo.
To: Marcus Seligman
From: Ben Torrey
Subject: Understanding Chinese Culture on International Business
Dear Marcus,
Chinese businesses have a hierarchical structure, where managers make decisions and give
directions for the organization. When making a decision in groups, however, you need to find
harmony and consensus: don’t be too direct and give orders. Instead, take the time to explain
your view in different ways and to understand your Chinese partners’ perspectives. Discuss the
issues thoroughly until you all come to an agreement.
Best regards,
Ben
13. Present cultural differences to the class.
Student responses will vary based on the student’s experience on an international visit. Allow
students to make open-ended observations about the country they visited. Students should
14. Analyze an intercultural situation.
Joe’s intercultural skills are very weak. He apparently has little understanding of the Japanese
culture and how decisions are made. Here is a list of some specific missteps:
• He was late for his appointment, whereas the Japanese are very time conscious. This
probably affected his credibility and may have been perceived as arrogance.
15. Analyze how well a company adapts to international audiences.
The student’s response should look similar to the analysis of the McDonald’s websites in Figures
16. Learn about someone’s cultural background.
Students are to interview a peer about his or her cultural background. This should be an
17. Respond to domestic intercultural issues.
a. Remind Alton that people converse most easily in their native language.
Suggest that he ask the individuals to let him know what is going on because
he does not understand what they are saying. The other individuals could be
reminded to use English when others who do not speak their language are
near.
18. Use inclusive language.
Changes are highlighted below:
a. The mayor opened contract talks with the union representing local police
officers.
19. Discuss your views of using inclusive language.
Students should consider how language could support or discourage diversity. Encourage
students to be honest in how they respond. You might make the point that language for
business communication (in a workplace) is different from how students may speak with friends.
20. Improve diversity training.
Student responses will vary based on their opinions regarding the episode, but they likely will see
21. Use gender–neutral language.
a. Police officer
b. Member of the clergy
22. Discuss your views about a potentially insensitive party.
Student responses will vary, but here is an example answer:
• The party’s theme is incredibly insensitive and disrespectful. It played on unfair stereotypes and