跨文化商务沟通1

跨文化商务沟通

Chapter 1 The Nature of Intercultural Communication

Questions

1. The united states has long been called a melting pot. what does this term mean?

The term "melting pot" means a sociocultural assimilation of people of differing backgrounds and nationalities; the term implies losing your ethnic differences and forming one large society.

2. What does it mean for a firm to be global?

When a firm is referred to as being global, it means that the corporation is producing and marketing products in numerous parts of the world.

3. Give examples of how products have been globalized.

For an example of how products have been globalized but have maintained the status quo of the area to which they were introduced, students should be instructed to consult such references as Axtell's books and Advertising Age, which covers new marketing ventures of corporations. A comparison should be made between how the product selected is marketed in the U.S. and in a foreign country.

4.Explain the differences between norms, roles, rules, and networks.

Norms are culturally ingrained principles of correct and incorrect behaviors that, if broken, carry a form of overt or covert penalty. Rules are formed to clarify cloudy areas of norms. A role includes the behavioral expectations of a position within a culture and is affected by norms and rules. Networks are formed with personal ties and involve an exchange of assistance.

5.Defined a subculture and give examples of U.S. subcultures.

Subcultures are groups of people possessing characteristic traits that set them apart and distinguish them from others within a larger society. Examples of subcultures in the U.S. include senior citizens, baby boomers, Latin Americans, Catholics, trade associations, and self-help groups.

6.What is cultural synergy?

Cultural synergy takes place with the merging of two cultures to form a stronger overriding culture.

Corporate cultures are an example of a synergy of diverse cultures.

7.Distinguish between intercultural communication and intracultural communication.

Intercultural communication is communication between persons of different cultures;

intracultural communication is communication between members of the same culture.

8. Identify the dimensions of culture.

The three main dimensions of culture as identified by Borden are languages, physical, and psychological. The

language dimension is used to communicate with those with values and beliefs like ours. The physical dimension deals with the physical reality of our environment; it is measured objectively. The psychological dimension is measured subjectively.

9. Identify type of barriers to communication.

Barriers to communication include physical, cultural, perceptual, motivational, experiential, emotional, linguistic, nonverbal, and competition.

10. Are business cultures necessarily aligned to national cultures?

To show whether business cultures are aligned to national cultures the answer should include information on how particular businesses either mirror the national culture, develop their own unique culture, or are someplace in between. The answer should show an understanding of the difference between ethnocentric, polycentric, regiocentric, and geocentric management orientations.

Case 1

In a reception for a political candidate, the explanation of the cultural phenomenon would include the following. People tend to break into groups with which they feel comfortable where communication barriers will be minimal. The group displays a lack of sociocultural assimilation. The groups have not had to come together and therefore do not have cultural synergy. The groups are practicing ethnocentrism and feel their cultural background is correct and, therefore, they have a preference for people who believe as they do. The groups, because they are ethnically divided, form subcultures within the macroculture of the political party.

Case 2

An explanation of the globalization of the automotive industry should include the following factors. As firms globalize, it becomes very difficult to say if a car is U.S., German, Japanese, Mexican, or something else because it is made literally with parts and labor from all over the world. The Japanese did their marketing homework and found out what the U.S. market wanted and gave it to them. As Japan is a very small country and you must prove you have a place to park a car in the larger cities before you can purchase a car, the Japanese obviously need vehicles which are very different from the large automobiles most of the U.S. manufacturers make. Also the Japanese are assembling many of their automobiles in the U.S. that are destined for the U.S. market thereby providing U.S. citizens with jobs.It may be fair to ask how many U.S. cars are assembled in Japan giving Japanese workers jobs. As firms globalize another point is that they are raising the standard of living in those countries where they do manufacturing, which will in turn allow those countries to purchase more of our goods and services in the long run.

Case 3

In the U.S. we expect others to honor their obligations to us. Therefore when the Shah was ill, it was correct for the U.S. to offer him medical assistance. The Christian religion is based on a number of commandments, one of which is 揕ove thy neighbor as thyself.擳he U.S. feels it is their responsibility to help anyone in need anywhere in the world, but particularly friends. The Iranian mindset is based in the Islamic religion which has a very strict code of an eye for an eye, et cetera.The Islamic Iranians felt

that the Shah had sold them out to the U.S. economic concerns, and therefore felt the Shah should pay for his wrong doings.They also felt that if the medical facilities were good enough for the rest of Iran they should be good enough for the Shah. Both the U.S. and Iran saw their positions as correct based on their religious philosophies, and neither looked at the situation from the other’s perspective.

Objectivity is difficult to maintain because we consider our views correct and the other culture’s views as wrong.

Case 4

Media has made it possible for the world to know what is going on in any part of the world at any time.

The only limit is if the media has limited access. The general public did not know when dignitaries talked, met, agreed, or disagreed. It was much easier before satellites for the governments to keep information from the public. Politicians and world leaders now have to deal with the views of their constituents. It has also tended to change the views of the public concerning their leaders. People formerly believed their leaders were almost superhuman and were praised for the devotion. People hear much more today about their leaders and realize they are only human beings and have tended to become more cynical about politics in general. In the United States people realize that when they have 揾elped? other countries in the past, the rich got richer and the poor remained in poverty. The money never truly trickled down to the poor to help them. Imelda, in the Philippines, is probably one of the best examples of leaders using money, equipment, and the like meant for the people at large. The leaders are now in a glass bowl where everyone can see what they are doing. It has become more difficult for leaders to hide political manipulation of the public.

Case 5

The use of an ethnocentric management style would be very difficult for Asians if it were coming from North America or Europe because this style does not account for cultural differences in the workforce.

Ethnocentric management would not take into account the collectivistic nature of Asians. If polycentric management practices are followed, then whichever culture would be working in any other country in the triad would consider the differences in the country’s culture and would change their management practice to fit the culture of the country. Regiocentric management considers a smaller area of a country, a region. Geocentric management allows locations to operate independently. It may be difficult for North Americans or Europeans to adjust to the country culture or the regional cultures in Asia. It might also be difficult for some of the Europeans or North Americans to adjust to the country or to regional cultural differences. Europe and North America have very diverse cultures themselves. Many companies now hire from within the culture to avoid these problems.

Chapter 2Universal Systems

Questions

1.Defined universal cultural systems and identify them

Universal cultural systems are formed out of common problems of all cultures. Systems that are universal to all cultures include economic, political, education, marriage and family, and social hierarchies and interaction.

2. Why do societies develop economic/political systems, and what do these systems do for the

members of a society?

A culture develops an economic system in order to meet the physiological needs of its people.

These needs are met by establishing a system for producing or procuring goods and a procedure for distributing them.

3. Compare the economic systems of Japan and Canada.

Japan's economy is the strongest in the world; it is a capitalistic/free market based on manufacturing, fishing, and exporting. Canada's economy is strong worldwide; it is capitalistic with socialistic controls in the areas of health care and the retirement system. The economy is driven by industrial plants, mining, fishing, and agriculture. Japan has few natural resources, and Canada has many natural resources.

4. Compare the political systems of the United kingdom and Mexico

England is ruled by a constitutional monarchy with a parliament. The House of Lords are noblemen who are life appointees and Church of England bishops and is the highest court; the House of Commons is elected by citizens age 18 and over. The prime minister is the leader of the majority party in the House of Commons and appoints a cabinet that runs the government. Mexico has a federal government with the president elected by the people 18 years of age and above (voting is compulsory). The states of Mexico are heavily controlled by the federal government in the areas of education and certain industries.

5. Discuss differences in educational system in various cultures

Educational systems may be formal, informal, or a combination of the two. Education is free and compulsory for certain age groups in the U.S., Japan, France, England, Canada, and Mexico.

Germany's educational system is a bit different. People must choose between technical training and college at age 13; education is free from kindergarten through the university. In Iran religious instruction receives more support than secular education; only recently has their educational system included females. In Saudi Arabia, males and females attend separate schools after age six, including universities.

6. Explain how marriage and family systems in the United states are different from those of other

cultures.

The family system in the U.S. includes the nuclear family (father, mother, and children) and the extended family (grandparents, uncles, aunts, and cousins). In other cultures the family may include second-, third-, and fourth-generation relationships. The Arabs may have over a hundred close relatives. In Mexico godparent relationships are considered family. People in the U.S. have monogamous or serial monogamous marriages. Dating begins at 13 to 15 years of age. Premarital

sex is common, and many couples live together prior to marriage. In Saudi Arabia, on the other hand, marriages are arranged although some people are being allowed to choose their mates. Because of the separation of genders, there is no dating. Although Islamic law allows a man to have four wives with the wife's permission, most Saudi men have only one wife. In Japan most marriages were arranged in the past; however, now most people choose their mates.

7. How important is social reciprocity in Mexico, Japan, and the United Arab Emirates

Social reciprocity is important in Mexico, Japan, and Saudi Arabia. Mexicans are good hosts and place great importance on being a good employer, employee, and friend. The Japanese are also concerned with social reciprocity that can be seen in the importance they place on gift giving. The Saudi Arabians are also friendly and hospitable, but their personal privacy is important.

8.What are intermediaries? In which countries are intermediaries used?

Intermediaries are people who act as go betweens with other people. Cultures that use intermediaries generally dislike confrontations and are group oriented. Although intermediaries are not used in the U.S., they are used in Japan, especially in negative situations.

9. Explain cultural variations in the way property is viewed.

Property can be viewed as private, utilitarian, or community. In the U.S. people think of property as an extension of the self and are very possessive of it, while Mexicans think of property ownership in relation to feelings and need. Property is important to the Japanese, perhaps because it is very expensive because so many people live in such small geographic areas.

10. Explain what is meant by …equality? in the United States. Does the term mean the same thing in

other countries?

The term equality in the U.S. refers to equality of opportunity, not to equality in terms of wealth, position, or mental ability. In some cultures, people are born into a certain social class (monarchies);

equality in that culture would imply the person is equal in terms of social class.

Case 1

1. The role of U.S. universities will continue to be important. Anyone can get into college in the U. S.

since some postsecondary schools have low admissions standards, in contrast to other nations where applicants would not have access to their colleges. The attitude toward higher education in the U. S.

is that all persons who are academically qualified should have access to higher education. Even those who criticize the U. S. school system have to concede that something must be right about the system since people of the U. S. were able to put men on the moon.

2. The fact that 25 percent of the U. S. population does not graduate from high school is important in light

of what is happening in other countries of the world. Perhaps U. S. secondary schools should provide

a stronger foundation in the basics (reading, writing, and calculating) so that U. S. students would be

on a more equal footing with such cultures as Japan, where 99 percent complete high school.

3. The presence of so many foreign students in U. S. colleges is probably seen primarily as positive. The

guiding ideal of the U. S. educational system is based on the principle that as many people as possible should have access to as much education as possible. The U. S. system is geared to accommodate students of various academic aspirations as well as the physically impaired, and those for who English is a second language. Foreign countries will be able to develop educational systems similar to the U.S. in the future not requiring as many of their students to study abroad.

Case 2

Children of other nationalities who have been adopted by U.S. Americans often do return to their native country to learn about their own ethnic heritage. Cultural problems would include typical types of cultural shock, including customs and beliefs, food and diet, housing, lack of modern conveniences, and standards of cleanliness.

Case 3

The people will have to learn to accept risk. Formerly communist states gave everyone necessities and jobs. Now individuals will have to learn how to compete and be part of the new economic and political systems.

Case 4

The feasibility of developing one monetary system to do away with exchange rates is questionable, because of widely fluctuating economies in various countries, differences in GDPs, differences in costs of living, and differences in political structures.

Case 5

1.If you chose to take one of the positions, what would you want to know? The answer should include

information on the universal systems such as political situation, economic situation, education situation, family situations, and social hierarchies and interaction. A predeparture training program on these issues should be a requirement.

2.How would you prepare for the welcoming and/or the hatred you would experience? Through

predeparture training, a person should be prepared for the Iraqis who welcome us and the ones who do not. Part of the preparation should be arguments to use with those who do not want us there.

3.What characteristics that you possess would be a strength or a weakness? This will be individual in

response, but should include such items as languages, physical, and psychological dimensions; the fact that culture is learned and the willingness to learn a new culture; not being stereotypical; understanding enculturation, acculturation ethnocentrism, and mindsets; and a willingness to be open and learn new ideas and ways of life.

4.Do you feel that everyone who is in Iraq as a foreign worker should train an Iraqi to replace him/her?

The answer to this question will vary but should include arguments for the U.S.’s not staying longer than necessary in Iraq (or any country staying in another country); the reasons why it is difficult for a people to be occupied (freedom, outsiders, cultural differences, social hierarchy and interaction differences); the fact that the Iraq people need to have incomes and be part of the process of rebuilding their own nation; the fact that only the Iraqi people can form a new political and economic structure for

Iraq. Current event articles can also be brought in for this part of the question.

5.What are the intercultural relationship problems in this current situation? Different religion, different

family structure, different education, political, and economic structure than what the U.S. people consider normal. The language problem is very large. The fact that the U.S. is one of the strongest nations in the world and fear by the Iraqis that we want their oil and our reason for being there may not be altruistic.

Chapter 3 Contrasting Cultural Values

Questions

1. Explain how values are formed.

Values are formed by contacts with family members, teachers, and religious leaders. The media also has an impact on the formation of values.

2. In what ways are the values of persons in the united states different from those of persons in

other cultures?

Values held by people in the U.S. include equality, informality, individualism, and directness; the U.S.

is a time-, future-, and work-oriented society. Persons in other cultures do not share these U.S.

values. Equality, informality, individualism, and directness are not valued in Asian cultures. Latin cultures do not place the same importance on time as do people of the U.S. In the Asian and Arab cultures, the past is revered; the people are not future-oriented.

3. Explain how semantic differences can affect intercultural communication. Give some examples

Semantic differences can affect intercultural communication when the word used has multiple meanings and when the English word does not have a counterpart in a foreign language. An example of semantic differences is the use of the word homely, which in the U.S. means plain but to the English it means friendly, warm, and comfortable. Australians would use the word bloke for man and sandshoes for sneakers.

4. Explain what is meant by the term attribution.

The term attribution means the ability to look at social behavior from another culture's view.

Communication problems occur because known experiences from your own culture are used to explain unknown behaviors of those in another culture.

5. How are attitudes toward women culturally different? In what countries are women and men

treated equally in the workplace?

Cultural roots influence attitudes toward women. In the U.S., France, and Canada, women are considered equal to men and hold leadership positions in government and industry. In Libya, however, women are considered subordinate to men. Countries in the Far East are beginning to advance women in business, while in the Middle East progress is slow.

6. Explain the differences between work attitudes in the United states and other countries. Are

your personal work attitudes typical of the U.S. culture or another culture?

In the U.S. people value work and subscribe to the work ethic, which means that hard work is

rewarded and failure to work is viewed negatively. In much of Europe, attitudes toward work seem more relaxed, as evidenced by the custom of closing businesses during the month of August so that people can go on vacation. The Japanese work long hours Monday through Friday but do not usually work weekends as do U.S. businesspeople.

7. How are attitudes toward ethics in the United states different from those in Latin America?

Attitudes toward ethics are culturally diverse. Accepting bribes would not be considered ethical in the U.S., while in some Latin American countries the practice of using gifts to assure success in sealing an agreement is an accepted way of conducting business. “Grease” payments are considered ethical by the Foreign Corrupt Practices Act of 1977.

8. What role does religion play in conducting business in the united states and Saudi Arabia?

Religion plays a minor role in conducting business in the U.S. Although business is not conducted on such religious holidays as Christmas and Easter, people do not feel obligated to participate in religious ceremonies since the U.S. has never had an official state church. In Saudi Arabia the official religion is Islam. Muslims observe the ritual of stopping work five times a day to pray, so meetings with Saudis would need to be flexible to allow for this ritual. Conducting business during the month of Ramadan is not recommended as Muslims are required to fast from dawn to sunset. 9.Explain individualism and collectivism. Give examples of cultures that are primarily

individualistic and those that are primarily collectivistic.

Individualism refers to the attitude of valuing ourselves as separate individuals with responsibility for our own destinies and actions. Cultures that are primarily individualistic include the U.S., Australia, United Kingdom, Canada, and the Netherlands. Collectivism emphasizes common interests, conformity, cooperation, and interdependence. Countries that are collectivistic include South and Central American countries, Pakistan and Indonesia; the Japanese and Chinese value the group approach over individualism.

10.Explain the difference between ethical relativism and ethical universalism and give examples of

each term/

Ethical relativism proponents maintain that ethical principles vary with the culture. For example, people of the United States believe in telling the truth, while people of such countries as Japan believe that saving face is more important than telling the truth. Ethical universalism proponents believe that certain values are universal across cultures, such as the United Nat ions’ Universal Declaration of Human Rights.

Case 1

The behaviors Ching Lee observed of the U.S. workers that may have led to the conclusion that workers were not giving him the proper respect could have included: addressing him by his first name (Asians typically would not address superiors by their first name); steady eye contact (Asians do not favor direct eye contact); workers may have preceded him when entering an elevator or room (Asians permit those of higher rank to enter first); and the workers may have been assertive or direct in

their communication style (Asians prefer being indirect).

Case 2

Cultural attitudes and behaviors Laura Green could expect as a woman negotiating a contract for fast-food restaurants in Saudi Arabia include separation of males and females in the society. Women do not socialize with men in public; they do not drive a car; and many of their restrictions apply to women from other cultures. Ms. Green would need to understand that most Arabs, although they will do business with a woman, will do so only if they know and trust her.

Case 3

Mr. Hunt needed to learn about family values in Mexico. Unlike the U.S. where children do not necessarily continue to live near their relatives as adults, in Mexico most people stay near their extended families. Also bosses are considered to be a parental figure and would be expected to know that if the subordinate is not at work there is a valid reason. Helping one’s family is a valid reason for missing work in Mexico. In the U.S. for the most part family members take care of themselves. A parent would not expect children or other extended family members to accompany them to the doctor or school. In the U.S. work is first and family is second; in Mexico family is first and work is second.

Case 4

First Disney must learn about the different European cultures and understand they are dealing with many different cultures. Vacation structures and family structures will be very important considerations. Disney will need to revamp parts of the park with parks and picnic facilities. While the French may not snack, they do enjoy their pastries, coffee shops, cheese shops, and wine shops. If only one day a week is dedicated to family outings in France, then Disney must attract people from other cultures to use the park the other six days of the week. People visiting France would realize that most of the French employees in the country are not overtly friendly to strangers; other Europeans particularly would realize this fact. Disney could use interns or full-time employees from “friendly”

countries to fill some of the key positions.

Case 5

The Taiwanese would feel they are being polite by listening intently and not making conversation. The Taiwanese not interacting with the U.S. businesspeople made them feel as if the Taiwanese were arrogant; however, the Taiwanese were trying to show the U.S. people that they were impressed with their presentation. The silence was being used to show attention and respect and was misunderstood as arrogance and a lack of being willing to share ideas. Individualistic cultures want to talk and do business immediately while collectivistic cultures want to listen, discuss among themselves, then come back, and discuss with the other side. The two sides look at doing business from very different perspectives.

Chapter 4 Cultural Shock

Questions

1. Explain what is meant by the term cultural shock.

The term cultural shock is used to describe the trauma you experience when moving into a culture different from your home culture. Cultural shock includes the frustrations that accompany a lack of

understanding of the verbal and nonverbal communication of the host culture, their customs, and values.

2. Identify and discuss the stages of cultural shock.

The stages of cultural shock include: excitement or initial euphoria, crisis or disenchantment, adjustment, and acceptance. The first stage can last a few days or several months; you are fascinated with the food and people and tend to overlook minor problems and inconveniences. During the second stage, your excitement turns to disappointment as some of the problems now appear to be overwhelming. In the third stage, you begin to make adjustments to the new culture and can see the humor in situations you cannot change. In the fourth phase, you feel at home in the new culture and become involved in activities of the culture and make friends with the nationals. In the final stage, you return to the home culture and experience reentry shock, which may go through the initial four stages of cultural shock.

3. How can multinational firms alleviate cultural shock?

Multinational firms can alleviate cultural shock by selecting employees for overseas assignments who possess certain personal and professional qualifications and by providing training programs for employees prior to overseas deployment.

4. Identify and describe the approaches to intercultural training offered by multinational firms.

Approaches to intercultural training offered by multinational firms include: intellectual model or classroom model (participants are given facts about the host country using a variety of instructional methods), area training model or simulation model (emphasizes affective goals, culture specific content, and experiential processes), self-awareness model or human relations model (based on the assumption that the trainee with self-understanding will understand the new culture better and will therefore be more effective in the overseas assignment), cultural awareness model (emphasizes cultural insight and stresses affective goals and an experiential process), interaction approach (participants interact with people in the host country), multidimensional approach, (concept that using any single training approach is not as effective as is using an approach which attempts to combine cognitive, affective, and behavioral aspects of training).

5. Identify types of cultural stress that may confront persons who are living abroad.

Types of cultural stress that may confront persons who are living abroad include adjusting to new foods and problems with housing, climate, services, or communication.

6. Identify positive coping skills that may be used to alleviate stress.

Positive coping skills to alleviate stress include diversions, such as taking up a hobby, planning family events, sharing problems with friends and family members, changing one's mental outlook, exercise and meditation, and spiritual copers.

7. How can social class and poverty/wealth extremes be sources of cultural shock for U.S.

Americans in overseas assignments.

Social class and poverty-wealth extremes can be sources of cultural shock for U.S. Americans in overseas assignments because the U.S. is mainly one large middle class; and in many developing

countries, no middle class exists. U.S. people living overseas are then grouped with the upper class.

The poverty of the lower class in other cultures makes people of the U.S. uncomfortable, and they often deal with poverty in socially unacceptable ways, such as paying a maid twice the usual rate just because the person is poor.

8. What types of financial adjustments may be associated with cultural shock?

Types of financial adjustments associated with cultural shock include rate of exchange, banking practices and use of credit cards, cost and availability of housing, and costs of schooling for employees with families. The employee may incur additional expenses related with a higher standard of living, such as hiring domestic help and investing in appropriate formal attire.

9. Explain how the johari window is related to cultural shock.

The Johari Window is used to depict how people in various cultures differ with respect to how much of the inner self is shared with others. The panes of the window are used to represent things others know that I also know (arena or open), things others know that I don't know (blind spot), things others don't know that I know (hidden), and things others don't know that I don't know (unknown). The major dimensions of the Johari Window, what is known to self and to others, can be translated into one's public self and private self. In some cultures, such as the Japanese, the public self is quite small, while the private self is rather large. People in the U.S. have a larger public self with the private self being relatively small.

10. What types of reentry problems are often encountered by persons returning to the home culture?

How can reentry shock be alleviated?

The types of reentry problems encountered by persons returning to the home culture include readjustment to the job (often perceived as a demotion), reestablishing friendships, readjusting to the lifestyle, changes in social life, and a change in the standard of living. Reentry shock can be alleviated somewhat by corresponding regularly with members of the home culture and by subscribing to the home newspaper to stay abreast of current happenings. Keeping in touch with professional organizations and other groups with which you will want to affiliate is also helpful.

Sharing your feelings with other people who have lived abroad and with sympathetic family members and friends can also help counteract reentry shock.

Case 1

Larry made several mistakes while trying to make a good impression on his Japanese hosts. These include: asking the Japanese to call him by his first name, telling several "humorous" stories, bringing gifts with the company logo, and asking about the state of the Japanese economy. The Japanese are rather formal when compared to the U.S. Americans; therefore, it is not appropriate to address persons by their first names in business situations. Jokes do not translate well in other languages; American humor is often misunderstood by people in other cultures. Larry should have also inquired into appropriate gift giving practices with the local staff who were more familiar with the Japanese culture. Further, speaking about the Japanese economy is an inappropriate topic for conversation in Japan. Better topics for small talk would have been history, culture, or art; Larry should have also known that the Japanese are comfortable with silence.

Case 2

Karl and his family have a big adjustment to make and should prepare for it fully. Karl should order the local Chicago newspaper to catch up on the events of the area. He may also talk to family members in the U.S. who can keep him up to date on any events that he may have missed. Karl should also be prepared for a possible demotion in job title as well as salary upon returning to the U.S. Karl's son is an important consideration; he should become involved with activities involving other children and new friends as soon as possible to help lessen the reentry shock for him.

Case 3

Frank had not prepared for his trip to Mexico by learning about the Mexican business culture. If Frank had prepared, he would have realized that lunch is around 2:00 p.m., and that it is for relaxation and getting to know each other not for a business discussion. Juan did not apologize for being late because he was not late. Mexicans also take a lot of pride in their history and would expect anyone interested in a business partnership with them would also be interested in Mexican history. Whereas in the U.S. we tend not to drink as much during lunch, drinking during lunch in Mexico is still very normal. Mexicans also do not do business with someone they know nothing about. The first few meetings are getting to know each other meetings. Because family is so important in Mexico, Juan wanted to know about Frank’s family and wanted to tell Frank about his family. Frank should have realized this was the first of many getting to know each other meetings and had nothing to do with Juan’s interest. If Juan had not been interested in a proposed partnership, Juan would not have met with Frank at all.

Case 4

With a little research Janice would have realized that English is used in business but is not used for everyday life. Knowing this she could have taken Japanese lessons to learn the basics she would need to understand to survive. Since Japanese is a very complicated language, she probably would not be able to become fluent before she moved to Japan; however, she would be able to find a tutor in Japan and continue to learn and practice her Japanese. Pre-departure training is very important when cultures are completely different.

Case 5

1. What does commitment mean to each of the cultures? Germany, The Netherlands, the U.S., and Mexico are very different in their work activities. Mexicans like to get to know everyone before they really begin the task. Germans, Dutch, and U.S. Americans all can sit down and start to work immediately. While the U.S. Americans and the Dutch would have a lighter attitude toward the work, the Germans would be very focused.

2. How do task and group-maintenance goals differ in an international team of workers? The task goals are more important to the Germans, then the Dutch, then the U.S., and then Mexico. The group maintenance goals are most important to the Mexicans, the U.S., then the Dutch, then the Germans. If you are a relationship-based country, you are more concerned with the group maintenance goals than countries that are not relationship oriented.

3. What prejudices might these team members have against other group members? The three who are speaking English as a second language could have a prejudice against the U.S. The work ethics are somewhat different among the countries and could cause some prejudices such as a perception of

laziness or that the other team members are not pulling their weight.

4. Why were the members acting as they did? The Mexicans arrived late, perhaps only an indication

that they probably had something else to finish first. For the other three countries, you are always on time. People simply treat others ethnocentrically until they learn not to do so. A reason for cultural training is to avoid some of these problems or at least to understand why these differences take place.

5. What knowledge would everyone need to know going into an international team? Each of the

members needed to understand the basic cultural values of the other team members.

6. How would exploring each other’s beliefs, norms, and values at the beginning of the team building

affect the group? If they all understood each other’s cultural values, they would be able to work together better and carry out their task objectives more efficiently.

Chapter 5 Language

Questions

1. Explain how language differentiates us as groups.

Language differentiates us into groups by controlling the way we think, the way we shape concepts, how we perceive, and how we judge others.

2. Teenagers and other groups develop jargon and slang. Give examples of slang or jargon used by

people with whom you associate.

The reasons teenagers and other groups develop jargon and slang are many and varied. Teenagers want to differentiate themselves from the main stream culture (particularly their parents). By developing their own meanings for everyday words, they develop a feeling of separation, of becoming their own group. They also develop a self-esteem and importance many times due to this differentiation, and it allows them to know who one of them is and who is not. The students are also to give examples of slang or jargon used by people with whom they associate.

3. The united states is a low-context country, and Japan is a high-context country. How would the

Japanese react to a flamboyant U.S. salesperson?

A flamboyant U.S. salesperson would probably not get the sale. If the salesperson did their

homework on Japan and chose to ignore what they learned, or did not do their homework and proceeded to treat the Japanese like they do people in the U.S., the Japanese would find the salesperson distasteful. The Japanese use a low voice when they speak without much inflection;

therefore, they would find a loud, fast-talking person offensive. The Japanese' nonverbal behaviors are very small and hard for most U.S. people to catch versus our nonverbal dramatization as we speak.

4. Give examples of conversation taboos in your home or group of friends.

Students are to give examples of conversation taboos in their home or group of friends. The examples could include refraining from swearing, talking about sex, talking about home problems, or others.

5. Why is a bicultural/bilingual interpreter better than a monocultural/bilingual interpreter?

A bicultural/bilingual interpreter has a better understanding of what is meant as well as what is said.

Many times there are not equivalent words in both languages and the intended meaning becomes very important. A bicultural/bilingual, because they understand both cultures, would be able to interpret what is meant more accurately than a monocultural/bilingual interpreter.

6. In what employee positions is knowledge of a foreign language more urcial for a company?

Why?

A worker would need to be knowledgeable of a foreign language in situations where the worker

interfaces with the other cultures directly. If a U.S. person is working for a German national in the U.S., the person would understand the work attitude differences if they could speak the language because they would understand some of the cultural differences. Many people believe other cultures do not care about their jobs or are more demanding because of the way they express ideas.

7. Explain how ethnic groups in the united states participate in verbal dueling.

Ethnic groups that enjoy verbal dueling in the U.S. include those of Italian, Greek, German, or French extraction. More verbal dueling is also observed in the North and Northeast portions of the U.S. as opposed to the South and Southeast. Southerners do not like confrontation and often view verbal dueling as arguing.

8. What does it mean to say two languages do not have vocabulary equivalence?

V ocabulary equivalence means there are words in each language with the same meaning. A word will not have vocabulary equivalence if a subgroup attributes another meaning to the word, or another country may attribute a different meaning to the same word.

9. Explain what is meant by argot. Give examples from a culture with which you are familiar.

Argot is language of a co-culture. Generally the words are the same but the meanings change. In the U.S. several co-cultures practice an argot form of English including the Black Americans, Spanish Americans, and a number of subgroups.

10. Explain the difference between restricted and elaborated codes in the bernsten hypothesis.

The restricted codes of the Bernstein Hypothesis are messages that are highly predictable and require no explanation. Restricted code messages are generally between people who know each other quite well. Elaborated code messages are used with strangers and involve detail and explicit information in an attempt to prevent misunderstanding.

11. If thinking is universal, how does culture and language affect the way different groups of

humans think.

Culture and language affect the way we think. We learn to think along a linear or nonlinear continuum. Our culture teaches us how we should perceive what has been said to us. If we lack the cultural background, we will use our own background which may or may not be like the speaker's background. At the linear end a person answers the why to the question and assumes the what; at the nonlinear end the person answers what happened and assumes the why. It is very frustrating when each believes they have asked the correct question to solicit the answer they desire only to receive an answer that, to them, makes no sense.

Case 1

The suggestion that, due to a large Hispanic population in Florida, Spanish should be considered the first language, brings up several problems. Because the main language of the U.S. is English (which most immigrants have learned), the Hispanics, by not learning English as well as the rest of the country, may be creating a separate society, a subgroup, within the main society. Despite this large Hispanic population in Florida, it is still part of the United States, which is an English-speaking country. Teaching Spanish as a first language and English as a second language could result in isolating Florida from the rest of the U.S. If Spanish becomes the language of Florida, U.S. citizens who are not Hispanic and who do not know Spanish will not be as likely to visit the state. Florida could lose major revenues each year that are generated by tourists. If younger people of Florida do not speak English well enough, whether it is taught as a first or second language, it may hurt their chances of getting into college which in turn will hurt their chances to achieve politically and economically.

In countries in which interacting with people from other cultures is quite common, the teaching of other languages should be a priority. In the European Union, for example, countries are very close together, deal with one another regularly, and should be able to communicate. In the EU, no predominant culture exists; all countries and their cultures in a sense are on equal ground. The lack of a common language is one of the main problems that India, Canada, and the EU share. Many of the internal problems in countries are due to ethnic differences. Language determines an individual's cognition and perception, and if you do not learn the language of the mainstream, you would not have the conceptual framework to explain your ideas and opinions to others.

Case 2

Joe was apparently unfamiliar with the Mexican culture and did not understand the Mexican way of thinking. Getting to know the persons with whom you work is very important in the Mexican culture. By not meeting the people, he sent the unintentional message that he did not think the Mexican people were worth meeting or knowing. In the Mexican culture, you work hard for someone because you care what happens to them and they care for you as an individual. A production manager in a Mexican facility would need to know his workers by name, talk with them, get their opinions, and care about their families. Joe faced a barrier before he even started; he did not speak the language. Joe should have learned at least a little Spanish to let the people know he cared. Joe should have tried to understand the Mexicans' perspectives as to what was important and what was not important. He needed to learn about the local customs, holidays, and activities and take a part in them. While Joe thought the people did not care about their work, they were disappointed that Joe did not care about them. If Joe had established good rapport and focused on how to meet the needs of the Mexican workers, perhaps the plans for improvement would have been accepted.

Case 3

They should hire the Brazilian because he would know how to hire people in South America, would have no problem living in South America, and because he speaks Spanish and Portuguese would have no problem calling on people in South American countries. Because he understands the Hispanic mindset, he would not feel uncomfortable doing business on their terms. Since the bottom line is what matters in business, the U.S. manager could live with the incorrect English easier than his customers could live with incorrect Portuguese or Spanish and a good possibility the U.S. person

would be culturally deficient.

Case 4

When you learn a new language, you may not know all the correct terminology. Also if you are thinking about something new particularly, it is easier to think about it in your home language and then translate it into the second language later. The Germans did not mean to be rude, but were using their language because it was easier for them to think about technical changes in their first language.

However, the U.S. people were offended because they could not understand the dialogue and were cut out of the conversation. If it is necessary to speak with another in your first language, you should apologize to the people who do not speak the language before you begin and then translate the discussion for them when you finish.

Case 5

Cultural differences between people of the United States and Venezuela often account for issues in the U.S. workplace.When Barbara, the U.S. manager, conducts the evaluation session with Carlos, she should explain that in the United States, promptness and dependability on the job are expected and that work takes precedence over the family. Carlos should also be informed that speaking a language other than English when in the presence of U.S. persons living in the United States is extremely rude;

the assumption (an assumption that is accurate according to some research) is that the person speaking another language is speaking negatively about them. In addition,Barbara would explain that the United States is a “no touch,”impersonal culture; thus, employees do not hug each other or use terms of endearment, such as “honey” and “sweetie.” When Barbara offers constructive criticism to Carlos, she should keep in mind cultural differences in importance of the family, promptness, expressions of familiarity, and speaking Spanish in the presence of others. Barbara needs to be aware that supervision of male employees by female managers may not be the norm in Venezuela and that she should keep the evaluation session nonconfrontational, nonaggressive, and nonaccusatory.

Chapter 6 Oral and Nonverbal Communication Patterns

Questions

1. Explain how thought patterns and problem solving differ in the united states and other cultures

Thought patterns include the speed with which decisions are made. Making quick decisions is a characteristic of U.S. managers, while the Japanese views this as impulsive. The deductive method of problem solving is used in the U.S. (going from broad categories to specific examples to determine facts, then solutions to problems). The inductive method is used by Asians (starting with facts or observations and going to generalizations).

2. Discuss differences in paralanguage of people in various cultures.

Paralanguage refers to rate, volume, and quality that affect meanings of messages. People of the Philippines speak softly; Arabs speak loudly. Italians and Arabs speak faster than do people of the United States.

3. Explain how attitudes toward time vary from culture to culture.

Attitudes toward time are reflected in the two time systems, monochronic and polychronic time.

People in countries that follow monochronic time (the U.S., England, Switzerland, and Germany)

perform only one major activity at a time. People in countries that follow polychronic time (Latin Americans, the Arabs, and people of the Mediterranean) do several things at once and do not mind interruptions.

4. Discuss differences in space needs of persons in the united states ,Japan, Greece, and Latin

America.

Space needs of people in the United States are greater than those in Latin America or Greece. The Japanese, on the other hand, have greater space needs than people of the United States.

5. Identity cultures that favor direct eye contact and those that avoid eye contact.

Cultures that favor direct eye contact include Britain, Canada, the United States, and Eastern Europe.

Cultures that do not favor direct eye contact include the Japanese and people of China and Indonesia.

6. Give examples to show how olfactics is an important aspect of intercultural nonverbal

communication

Olfactics(smell) can have a positive or negative effect on intercultural encounters. Most U.S.

people respond negatively to body odor, breath odor, and perspiration. The Arabs are comfortable with natural odors and often breathe on people when they talk. Smell is important to the Japanese, Burmese, and Samoans.

7. Identify cultures that are comfortable with bodily contact and those that avoid bodily contact.

Give examples of appropriate and inappropriate bodily contact in the united states.

Cultures that are comfortable with bodily contact include the Latin and Middle East countries, Italy, Greece, Spain, Portugal, and Russia. Cultures that avoid bodily contact include the U.S., Canada, Japan, England, Scandinavia, and Australia. Appropriate bodily contact in the U.S. would be shaking hands; inappropriate contact would include giving hugs, embracing, or holding hands.

8. Discuss cultural differences in body language of people in the united states ,Japan, China, Italy,

Greece, and Latin America.

Differences in body language of people in various cultures include: people in the U.S. use moderate gesturing, while Italians, Greeks, and some Latin Americans use vigorous gestures; the Chinese and Japanese keep hands and arms close to their bodies when speaking.

9. Explain how the use of color communicates non-verbal messages

Some colors have a positive connotation in one culture and a negative connotation in another. Black is the color of mourning in the U.S., but white is worn to Japanese funerals. Brides in the U.S. wear white, but brides in India wear red or yellow.

10. Identify cultures that are comfortable with silence and those that are not. Discuss possible

meanings of silence in various situations.

The Japanese are comfortable with silence; people of the U.S., Italy, and Greece use little silence.

The meaning of silence following a tasteless joke could be disapproval or a lack of understanding.

The meaning of silence during a conversation with someone you know well could be dissent or disapproval. Silence following a question could mean that the person does not know the answer. Case 1

Barbara's asking Anna in the e-mail why the Germans cannot get their materials shipped on time could be perceived as a generalization that Germans are never on time. Since punctuality is highly regarded by Germans, she may have insulted Anna's national pride. The situation could have been made more positive by simply asking for the reasons why the deliveries during a certain period had been delayed. Had Barbara been better informed about the German culture and its values, she would have known that Germans are typically more time conscious than people in the U. S. The implication may also have been that your organization is more inefficient than other firms in the U. S. By sending her reply in German (which Barbara did not speak), Anna may have been saying nonverbally: "Maybe the materials were delayed, but at least I speak both languages."

Case 2

In the negotiation between the representative of the U. S. and members of the Japanese firm, the movement of their heads in an up and down motion may have simply meant "we're listening." Nodding of the head does not necessarily mean that they agree with you, just that they are being politely attentive. Phrase such as "It is very difficult for us to sign" are meant to save the other party from the embarrassment of receiving a direct "no" in response to the request. Saving face is an important aspect in Japanese society.

Case 3

Pre-departure training would have corrected this faux pas. For social occasions one arrives half an hour to an hour after the time on the invitation. This and other social blunders can be eliminated with training and reading. Harry could have also asked a colleague when he should arrive at the party. Case 4

Fred, like many U.S. people, believes people show respect by maintaining eye contact. Many cultures, such as China, show respect by not maintaining eye contact. Even Arabs, who maintain prolonged eye contact between the same sexes, will defer eye contact between opposite sexes to show respect. All cultures make many assumptions based on the amount of eye contact they expect to receive. Eye contact is probably one of the most misinterpreted nonverbal communication signals.

Case 5

Cultural differences involved in this situation include different attitudes toward tardiness, importance of the family, and what is considered appropriate classroom behavior.In Canada students are expected to be on time; when they are unavoidably late, they should quietly take their seat and wait until the end of class to apologize to the professor in private.While in South America the family is considered more important than work or school, different priorities often exist in such countries as Canada.

Chapter 8 Business and Social Etiquette

Questions

1. How do introductions vary between the united states and other cultures?

Introductions in the U.S. tend to be rather informal. First names are used almost immediately.

Introductions are more formal in other cultures. Titles are used when introducing people in Germany and Italy. In Britain people who have been knighted are introduced as "Sir" and the first name only (Sir Thomas).

2. Describe cultural variations between card exchange

Business cards are usually exchanged in the U.S. only when there is a reason to contact the person later; they are not routinely exchanged on the first meeting. The recipient simply glances at the card and puts it in his or her pocket. The Japanese use both hands when presenting the business card and position it so that the recipient can read it. The recipient examines the card and makes some comment while accepting it. Business card exchange is an expected part of introductions in Europe, the Middle East, the Pacific and Asia, and the Caribbean.

3. Explain class distinctions in the united states and india

The U.S. is not a nation of classes, but subtle class distinctions exist based on wealth, education, and occupation or profession. In India a class system exists; the society is divided into castes. The caste system the person belongs to is determined at birth, and interaction between castes is limited.

4. How are gender and age related to position and status in the united states

In the U.S. a relationship exists between gender and age and position and status. Women are given leadership positions in business and government and are considered equal to men. In the U.S. a person's age is not viewed as an indication of seniority. The respect for age alone is not as apparent in the U.S. as it is in Asian and Arab cultures.

5. Identity some guidelines for proper telephone etiquette.

Good telephone manners include answering the phone promptly (first or second ring), identifying yourself properly by giving your department and your name, and being courteous at all times, including the frequent use of "please" and "thank you." Avoid putting people on hold for prolonged periods. Also avoid mouth noises, not paying attention, and having a negative, rude attitude.

6. Explain the difference between the terms …flaming? and …shouting? in relation to netiuette

Flaming means sending vicious, insulting messages; shouting is typing the message in all capital letters.

7. What are some advantages and disadvantages of using e-mail

E-mail has the advantage of having a low preparation and fast delivery time as well as being personal and convenient for the receiver. The disadvantage is lack confidentiality and, of course, the lack of nonverbal interaction.

8. Identify some cultural differences in dining practices.

Cultural differences in dining practices involve times of day meals are eaten, number of courses served, and manner or style of eating. In Mexico lunch time is from 2 to 4 p.m., while in the U.S. it is usually 12 to 2 p.m. In Latin American countries even informal meals usually have numerous

courses, while in the U.S. informal meals have only one to three courses.

9. Explain the difference between the U.S. and continental eating styles.

The manner of eating in the U.S. is the zigzag style, which involves switching the fork from the left to the right hand after cutting the meat. In most other countries the Continental style is used, which involves placing the fork in the left hand and knife in the right hand and placing the food onto the back of the fork before placing the food the mouth, fork tines down. In some cultures, knives, forks, and spoons are replaced by other utensils. Many Asians use chopsticks, especially for eating rice.

Tahitians eat their food with their fingers.

10. What are some guidelines for tipping appropriately? How do tipping customs vary?

A general guideline for tipping in U.S. restaurants is to tip 15 to 20 percent of the bill. In addition to

tipping in restaurants, traveling involves the following situations in which tipping is expected: cab driver, bellman, and other service personnel who may carry your luggage, summon a cab, or deliver small appliances to your hotel room. Tipping customs in other cultures vary. In China, for example, tipping is prohibited. Tipping in Japan is also frowned upon. In Europe a service charge is added to your restaurant and hotel bill; you are not expected to leave an additional tip in most European countries.

11. What are some guidelines for effective business gift giving in the united states?

The primary guideline for business gift giving in the U.S. is that the gift must be modest in price ($25 or less). Business gifts should be personal, yet not too personal. In the U.S. gifts are opened in front of the giver, followed by a verbal and written expression of appreciation.

12. What are some cultural differences in gift-giving practices? what gifts are considered

appropriate for a person from the united states to give to someone in another culture?

Gift-giving practices are not the same in all cultures. In Japan, for example, gift giving is very much

a part of conducting business. Presentation is important; gifts are beautifully wrapped but without

the ornate bows used on U.S. gifts. The Japanese do not open a gift in front of the giver; avoid giving

a gift in the presence of another person. In the Ara

b countries, however, the gift must be presented

when someone else is present so it will not be interpreted as a bribe. Gifts considered appropriate for

a U.S. person to give someone in another culture include imported liquor (except in Islamic cultures),

consumables of high quality, U.S.-made sports equipment, U.S. Native American art or jewelry, and designer-made products containing such names as Gucci, Tiffany & Co., or Mark Cross. Musical tapes and CDs are also good choices. A general rule to follow is that the gift should be U.S. made, be useful, and have conversational value. Avoid gag gifts as people of some cultures do not appreciate them.

13. Identify some cultural taboos concerning giving flowers as gifts.

Cultural taboos related to flowers involve color, variety, and number. Red roses are associated with romance in some cultures. In China, white is the color of mourning, and gladioli are often used in funeral sprays; thus, a gift of white gladioli would be inappropriate. In most European countries, avoid a gift of carnations, which are for cemeteries only. Chrysanthemums would be inappropriate in both Japan and Italy; they are associated with funerals and mourning. Avoid sending yellow, red,

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The Ministry of Information Industry said the number of Internet users rose by 51 million to 564 million people, among whom 74.5 percent, or 420 million people, surf the Internet with their mobile phones. China Minsheng Banking Corp witnessed a 47 per cent net profit growth in the first three quarters of this year, compared to the same period last year, the Shanghai-listed bank announced over the weekend. Its net profit in the first three quarters stood at 1.6 billion yuan (US$193.2 million).Turnover during the first three quarters also surged by 57 per cent from the same period last year to 12.8 billion yuan (US$1.5 billion). Huawei Technologies Co. Ltd. ("Huawei"), a world-leading telecom solutions provider, today released its audited full-year 2010 financial results highlighted by sales revenues of CNY 185.2 billion, a 24.2% growth over the previous year. Huawei also reported an increased net profit of CNY 23.8 billion, up 30.0% from 2009, and net profit margin of 12.3%.

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浅谈跨文化商务沟通中非语言障碍问题 摘要：随着我国经济的发展，我国对外交流沟通的频繁性和密切性明显增强，但是由于交往中的人们生活在不同的文化背景之下，不同文化背景下存在着文化差异，而这种差异恰恰会在对外经济交往中以及企业内部交往中产生不可避免的一些冲突，阻碍了交流，甚至会引起不必要的冲突。甚至是在国内，不同地方的人在商务沟通中有时也会因为地方文化的差异或者个人价值观的不同而影响沟通。所以深刻了解跨文化商务沟通中存在的障碍并且克服这些障碍是极其的重要。 关键词：非语言沟通文化差异文化冲突

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