Speech Chapter 2 Communication Culture And Work Resource Guide The Opening Page Each

CHAPTER 2

Communication, Culture, and Work

social orientation, task orientation, uncertainty

avoidance

Describe additional factors of ethical

communication.

In the text:

Activities: 5

Ethical Challenge: Asking Hard Questions about

Ethical Behavior

Instructor’s Manual online:

Personal Reflection for Journaling Assignment

Classroom Activities: 10

Apply the guidelines in “Communicating

across Diversity” to describe six specific ways

you and others can communicate more

effectively in your workplace.

Key term: ethnocentrism

Instructor’s Manual online:

Discussion Launchers: 10–12

Classroom Activities: 11-13

Written Application Exercises: 4

Video Activities: 4

Describe the cultural challenges in a specific

organization or career and identify specific

approaches to communicate most effectively

within this culture.

Key term: organizational culture

Instructor’s Manual online:

Discussion Launchers: 13, 14

Classroom Activities: 14, 15

Written Application Exercises: 5

Video Activities: 5

About Chapter 2

Chapter 2 expands the Chapter 1 idea of communication as a process by considering cultural context.

Since it is impossible to know everything about a culture, it is helpful to minimally understand broad

categories of differences in order to be a more astute observer of other cultures. It is imperative to

understand high– and low–context cultures, individualist and collectivist cultures, power distances,

feminine and masculine cultures, differing attitudes toward uncertainty, varying levels of comfort with

conflict and disclosure, and different attitudes about time. This knowledge assists persons in business

environments to monitor and adapt their behaviors more effectively in various cultural contexts.

Students are challenged to examine their own intercultural attitudes and competence with a discussion

of ethical dilemmas encountered in multicultural communication. Chapter 2 concludes by challenging

students to examine their own intercultural attitudes and assumptions. Guidelines for improving

intercultural competence are introduced.

Personal Reflection for Individual Journaling Assignment

Describe an experience in which you interacted with a person from a culture or co–culture that differs

from yours. What types of “noise” (which you read about in Chapter 1) were present in the

communication process? Explain how you were or were not able to communicate. Apply the guidelines

presented in this chapter for communicating across diversity to suggest ways for improving future

1. Why does your text use the word “co–culture” instead of “subculture”? Is this an important

distinction? Why or why not?

2. When you hear the word “diversity,” what thoughts, feelings, words, and images come to mind?

Where do these ideas come from? How do these ideas affect our communication with people

from other cultures and co–cultures?

3. Discuss the authors’ claim that “cultures are invisible to the people who are used to inhabiting

them.” Do you agree or disagree with this statement? Provide specific examples to support your

point.

4. Identify the benefits various cultures bring to the workplace. Give specific examples.

5. Have you ever experienced what it’s like to be part of a non–dominant culture? Which norms

from the dominant culture did you notice? Which norms affected you most?

6. Other than the suggestions in the text, what additional attitudes and behaviors are useful for

effective communication in the workplace between persons with and without disabilities?

7. In your own words, compare high–context versus low–context cultures. Think of other phrases

you could use to describe this contrast. Identify examples within mainstream U.S. culture that

illustrate low–context behaviors. Then, identify some examples of high–context behaviors. Which

set of examples was easier to think of? Why?

8. Think of workplace situations in which a long-term orientation might be helpful; think of other

workplace situations in which a short–term orientation might be helpful. How do these situations

differ? If you felt your work team should adopt a longer–term view of a challenge, how might

you try to alter their attitudes?

9. Deborah Tannen wrote, “Communication is always a matter of balancing conflicting needs for

involvement and independence.” Discuss that statement as it pertains to high– and low–context

10. If a friend asked you for advice about interacting with people of diverse backgrounds in the

workplace, what would you tell her? Base your answer on the guidelines for Communicating

across Diversity found in Chapter 2 of your text.

11. What else would you like to know about effective intercultural communication and/or doing

business internationally that you don’t see in the text? Use the end–of–chapter Web and print

references in the text to answer your questions.

12. What experiences have you had interacting with people of varied cultural backgrounds? What

opportunities did you find? What challenges did you encounter? What strategies did you use to

manage those challenges?

13. Predict ways that organizations react to greater diversity within their own organizations. How do

differing reactions affect each organization’s culture?

14. What values of other cultures might enhance organizational cultures? Customer service? Sales

and marketing? Health care? (Consider, for instance, how increased numbers of women in the

workforce have changed some organizational cultures—job sharing, flexible hours, family leave,

1. Understanding Benefits of Cultural Diversity

Objective: This activity should increase students’ understanding of the benefits of cultural diversity and

common attitudinal barriers toward recognizing the benefits of diversity.

Procedure: Allow students a few moments to review the opening section of Chapter 2. Then assign

2. Nonverbal Behaviors in Various Cultures

Objective: This activity reinforces students’ awareness of nonverbal differences in intercultural

communication.

Procedure: Ask students to explain (or demonstrate, if appropriate) examples of nonverbal

3. Communicating with Persons with Disabilities

Objective: This activity presents students with guidelines for effective communication with cultures of

disability.

Procedure: Provide students with copies of the Department of Labor’s guidelines for effective

communication with persons with disabilities, available at https://www.ada.gov/effective–comm.htm.

4. Awareness of Other Cultures

Objective: The purpose of this activity is to increase student awareness of other cultures and to classify

general information into categories described in this chapter.

Procedure: Obtain a set of descriptions of various cultural groups. Divide the class into groups, and give

each group a description of cultural norms typical to one culture.

Class Discussion: Class discussion could focus on the student’s ability to identify characteristics for the

various cultural factors.

• What characteristics do you find that indicate directness or indirectness, collectivist or

individualist, high– or low–power distance across different cultures?

• How do these characteristics affect the way individuals communicate?

• In what way does egocentrism affect the ways we respond to these various characteristics?

5. Case Studies of Gender and Racial Discrimination

Objective: This activity provides students an opportunity to put into practice the guidelines for ethical

and intercultural communication they’ve read about in the text.

Procedure: Refer to the document titled “Racism and Sexism” available at

https://www.bliss.army.mil/IronSoldierStrong/Classes/Social/Racism–Sexism.pdf (scroll to the bottom of

6. Understanding Fundamental Dimensions of Cultural Diversity

Objective: The purpose of this activity is to reinforce students’ knowledge of characteristics of various

dimensions of cultural diversity and identify countries that represent each dimension.

Procedure: Distribute three 3” x 3” post–it notes to each student. While completing the first part of this

exercise, students should refer to the section from Chapter 2 titled “Fundamental Dimensions of Cultural

Diversity.” Ask students to select any two dimensions of diversity. Instruct them to print one

7. High and Low Context

Objective: The purpose of this activity is to increase student understanding of the differences in high– and

low–context cultures.

Procedure: Use the examples below to help students understand high– and low–context cultures. (You

might want to display this information as a PowerPoint slide.) For example, there are differences in the

amount of talk preferred within various cultures. While research shows that men talk more than women in

mixed–sex dyads, women may want to talk about a relationship more than men do. In terms of direct and

indirect speech, there are regional differences within the U.S., with New Yorkers being noted for more

directness and Minnesotans for more indirectness. For additional examples, point out how indirect

someone offering a bribe or checking out whether someone might consider dating would be compared to

how verbal and direct a lawyer spelling out a contract would be. Many Americans find silence while

eating dinner unbearable and uncomfortable, and they expend much effort trying to minimize the silence.

Other cultures appreciate and desire silence at dinner.

Low Context

High Context

More talk

Less talk

Direct speech

Indirect speech

Verbal clues

Nonverbal and environmental clues

Expectation – anything important will be talked

about

Expectation – you will observe and learn

Class Discussion: To help students identify with the appreciation of silence, you might ask them to point

out the times when they desire silence.

• In what way has context affected the type of interaction you have had already today?

• Identify times that you desire silence and times when you find it uncomfortable.

8. Directness/Indirectness

Objective: The purpose of this activity is to encourage students to identify specific and concrete ways in

which persons communicate directly or indirectly in a variety of contexts. While the text does an effective

job of providing students with several examples of the types of communication used from each of these

perspectives, this exercise helps to facilitate class discussion around diversity contexts within an

organizational setting. In addition, this activity allows students to discuss options that each individual has

along a continuum of directness or indirectness and to assess reasons for choosing more or less directness.

Procedure: Using the handout at the end of this section titled “What Would You Do?”, have the students

read the situations listed and check the behavior that comes closest to what they believe they would do in

• Can you be direct and polite at the same time?

• Are you more or less direct with your boss than with your coworkers? Why?

• Are you most direct in downward, horizontal, or upward communication? Why?

9. Who am I? Cultural, Social, and Foundational Values*

Objective: Gives students a chance to consider the sources of their own values, and to compare them to

other classmates’ values.

Procedure: Using the handout at the end of this section titled “Who am I? Cultural, Social, and

Foundational Values?” ask students to assess their own values. Then allow them an opportunity to

discuss and compare their values in groups. Encourage students to find examples in the text that relate to

10. Diversity and Ethical Issues

Objective: After completing this activity, students should be able to explain and apply strategies that

promote improved intercultural relations.

Procedure: Divide the class into six teams. Assign each team one of the categories of attitudes and

11. Assumptions that Promote or Block Constructive Intercultural Relations

Objective: After completing this activity, students should be able to identify attitudes and behaviors that

are constructive or destructive in promoting effective intercultural communication.

Procedure: Divide the class into six teams. Assign each team one of the categories of attitudes or

behaviors found in Table 2–6. The task of each team is to produce a three– to five–minute workshop in

which they will describe their assigned concept to the class, provide examples and illustrations, and

explain the significance of the concept to intercultural communication. After each group presents, you

may need to fill in information they have missed or clarify information that wasn’t presented clearly.

Class Discussion: Wrap up the workshop session by asking the class questions such as the following:

• Which of these behaviors or attitudes have you observed in school or the workplace?

• Which attitudes or behaviors do you find to be most helpful?

• Which do they find hardest to change in yourself?

12. Learning to Communicate with Persons from Unfamiliar Cultures*

Objective: This exercise sensitizes students to how it might feel to become immersed in a culture

they’re not familiar with. It is difficult to communicate because we may not understand the language, the

customs, and the norms of that culture. We do not understand much of what is going on in that culture,

yet we must learn how to communicate effectively.

Procedure: Prepare students for this activity through the following steps:

• Divide students into groups of 6 to 10 students. If possible, groups should be equal in

number.

• Prepare a small slip of paper for each student with a number on it (the numbers used should

be 1 through the number of students in the group).

• Give each student one number. Their assignment is to put themselves in number order

without talking and without sharing the exact number nonverbally (e.g., do not look at the

numbers, write out the numbers, hold up an appropriate number of fingers, or tap the

appropriate number of times). To accomplish this, students will need to be open to new,

alternative ways of communicating.

• When students are sure they have placed themselves in the correct order, they should let you

know. You can then check to see if they succeeded.

Class Discussion: This exercise usually takes about 10 minutes to complete. As soon as most groups have

assembled themselves in order, reassemble the class and discuss what students learned from this

assignment. Focus on ways that students communicated with one another. Which methods seemed most

successful at engendering mutual understanding? Why? Which attitudes were most helpful? Why? You

can extend this conversation so students reflect on the strategies persons from various cultures and co–

13. Communicating Across Diversity

Objective: Students will apply principles for improving communication in a diverse work environment.

Procedure: This could be a major project that takes some time. It requires at least some outside research

from websites, guidebooks, or personal interviews with person from the target culture.

Divide the class into groups. Each group can choose a cultural group to focus on. Each group will imagine

other cultures as well, such as cultures where it would be considered rude and a sign of poor

listening if you are not constantly saying “yeah” in response to the client’s speaking.

• Identify any other differences in customs or behavior that would help the agents set the callers at

14. Organizational Culture at Your College

Objective: After completing this activity, students should be able to identify characteristics of

organizational culture in an organization students are familiar with and part of.

Procedure: Have students form small groups to compile a description of the organizational culture at

their university or college. Instruct them to focus on the dimensions of organizational culture described in

the textbook. For each dimension, they should create a list of examples and explain the meanings the

examples hold for organizational members. After their lists are completed, have the group members

compare their lists.

Note: You can stimulate a great deal of discussion by providing videos or public relations brochures

produced by and about your school. These materials are rich sources of information regarding how the

organization views its culture.

Class Discussion: Class discussion could focus on the similarities in the group’s descriptions as well as

differences.

• How would you characterize the organizational culture?

• Why is there agreement on certain items?

• Why are there disagreements concerning the meanings of other items?

• What do these results tell us about the complexity of organizational cultures?

• What do they tell us about the source of the information?

• How do these findings illustrate the model of communication?

15. Values in Organizational Cultures

Objective: This activity introduces students to the variety of values espoused by various organizations

and the degree to which organizations achieve their espoused values.

Procedure: Ask students to brainstorm a list of popular slogans from businesses and other organizations.

You might want to ask students to bring magazines (many slogans appear in advertisements) and/or

company brochures to class.

Class Discussion: You can encourage a comparison and critique of various slogans and cultures by

presenting some of the following questions:

• What does each slogan suggest about its organization’s culture?

• Can you find any recurring themes among organizational values?

• Which values would you be most comfortable working with?

• If your students have had personal experiences with any of the organizations, ask them

whether the organization enacts the values it espouses at all levels. (Do top management,

middle management, low–level employees, customers, and suppliers all experience the

organization’s values in the same way?)

• Is it possible for organizational members at various levels to experience the organization’s

culture in the same way? Why or why not? (Refer to the model of communication in your

explanations.)

What Would You Do?

For each situation below, circle the letter of the response that comes closest to what you think

1. If I ask someone to do me a favor and he can’t, I would prefer that

A. he at least say he’ll try or he’ll check; then later let me know if he can’t.

2. If people come to my office to talk and I don’t have time, I would

A. talk to them anyway and hint at the fact that I had work to do.

3. If someone said she was inviting a few people from the office over for dinner and

asked you to come, and you really didn’t want to socialize with people from work,

would you say,

4. If your car was in the shop and you wanted a ride home with someone, would you

A. hint at the fact that you needed a ride?

B. come right out and ask people if they could give you a ride home?

5. A coworker asks your opinion on a project that you think is poorly done. Would you

say

A. I can see you worked hard on this; it must have been a lot of work?

B. it looks as though you still need to work on the formatting and the conclusions?

6. You are upset about the way your coworker, with whom you share a locked office,

runs out for coffee and leaves the door unlocked. Would you

A. not say anything and just hope she remembers to lock it, and make a point of locking

it when you step out?

B. address the issue with her promptly by saying you feel uneasy when you find the

7. You and your coworker, Sue, worked together and contributed equally on a project.

At a staff meeting, your boss publicly commends Sue for her work on the project.

Would you

A. not say anything knowing that in time you may get recognition?

B. immediately write a memo or talk to your boss to let her know that the project was

Consider the cultural, social and foundational values listed below. Note how the two end columns might

be 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

4) Which values are your “Hot Button” issues? How do you deal with them?

This chart can tell you a lot 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 and

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. Cultural Differences

Review the material in your text regarding one of the following cultural differences:

A. Masculine/Feminine

B. Avoidance of Uncertainty

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 an 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

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

• 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?

! If you tend to use a feminine style of interaction, should you adapt your style to use a

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

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

2. Social Class of Native Americans and Related Assumptions

Objective: These videos help sensitize students to the challenges faced by Native Americans and

“Hidden America: Children of the Plains”: Depicts a young man on Pine Ridge reservation who

has dreams of becoming U.S. President.

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 are 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

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.

4. Cultural Stereotypes in “The Cigar–Store Indian”

Objective: After watching and discussing this Seinfeld episode, students should understand several

concepts pertaining to cultural stereotypes.

Procedure: Show the Cigar–Store Indian Seinfeld clip, available at

Jerry realizes that he is of Asian decent and is insulted that Jerry would assume that he should know

where the Chinese restaurant is.

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

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

Miller’s (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 several

descriptive examples of ADA violations in addition to the basic stereotyping that occurs with 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. Becker’s rights? Why or why not?

• Which ADA regulation(s) has the law firm violated?

• Would you consider Mr. Becker’s illness a disability? Why or why not?

Additional Resources

Gudykunst, W. B. (2002). Communicating with strangers: An approach to intercultural

communication. Boston: McGraw-Hill.

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,

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. These

videos teach skills of dialogue and illustrate with practical examples.

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.

American Deaf Culture

Dilbert Comic Archives

http://www.dilbert.com/strips/

For everyone’s 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 Department of Labor has prepared this page to clarify appropriate etiquette for