WITH TEST BANK AND - PART I INTRODUCTION Organization The Instructor...

INTERCULTURAL

BUSINESS

COMMUNICATION

Sixth Edition Lillian H. Chaney Jeanette S. Martin

INSTRUCTOR’S

MANUAL

WITH TEST BANK AND

MICROSOFT

®

POWERPOINT

®

SLIDES 1 / 4

Copyright © 2014 Pearson Education, Inc.1

PART I

INTRODUCTION

Organization

The Instructor's Manual is divided into three parts. Part I contains teaching strategies and suggested instructional resources. Part II contains answers to questions at the end of each chapter as well as comments to facilitate discussion of cases and completion of activities. Part III includes suggested test questions for each chapter, a comprehensive final examination, and answers to the test questions.

Teaching Strategies

A course in Intercultural Business Communication should emphasize organizational and interpersonal communication and negotiation skills needed in an integrated world economy. Topics selected for Intercultural Business Communication were those considered important or essential by three Delphi

panels of experts: international employees of multinational corporations,

college professors who teach intercultural communication, and members of the Academy of International Business. Since the topics were recommended by experts in the three areas, all topics should be included in the course.(Other appropriate course titles are International Business Communication and Negotiation, Multicultural Communication, Cross-cultural Communica tion, Multicultural Management, Inter national Management, Global Communication, and Global Management.) The amount of time devote d to each topic would, of course, depend on the number of class meetings, the level and background of the students, the instructor's intercultural background and expertise, and the focus of the course. The order of topics, however, could be changed somewhat to accommodate the special interests of the instructor or students. For example, the two chapters on negotiation could be covered earlier in the course.

Each chapter contains exercises for student self -evaluation with answers in Appendix B. Questions are provided at the end of each chapter; they are appropriate for out-of-class assignment or in -class discussion. Cases provided for each chapter could have several plausible explanations/solutions; they are intended to stimulate thought and serve as a basis for class discussion.Activities provided for each chapter may be assigned at the instructor's discretion.

An Intercultural Business Communication course should be activity-oriented.Lectures and class discussion related to chapter material should be

supplemented by such activities as:

• Using films, videotapes, and other media as appropriate. Many times You-

tube current events are also good for discussions. Possible video

recordings include:

Working with Japan , 1992, is a six- part video ser ies concerning preparation, negotiation, women in business, business entertaining and keys to long-term success; available from Big World Media.

Negotiating in Today’s World: Successful Deal Making at Home and Abroad ,

• This two-video set featur es making global deals and seven

principles of negotiating ; it is available from Big World Media .

Doing Business in Asia , 1990, features four videocassettes, each about one hour and each containing a case study on Japan, Hong Kong, Taiwan, and South Korea. Originally prepared by Northwest Airlines, these videos are now available from Big World Media.

Doing Business in Southeast Asia , 1998, features videos on Malaysia, 2 / 4

Copyright © 2014 Pearson Education, Inc.2 Singapore, and Indonesia. They are available from Big World Media.

Doing Business in the Americas: Argentina, Brazil, Chile, and Mexico ,

1997; available from Big World Media.

Yen for a Dollar: Doing Business in Asia , 2001, is a four-part series of

27 minutes each. This series makes an excellent introduction for foreigners to the su btleties and challenges of successfully conducting business in Asia by profi ling leaders of some of the biggest companies in the region who are examples of the new trends sweeping the continent.

http://www.srpublications.com.FFMBVL31123V.

Your Cultural Passport to International Business , 1995. People who have worked in different cultures offer insights into international business.

http://ffh.films.com.

• Inviting foreign students to share personal experiences on such topics as

intercultural protocol, cultural shock, language problems, and cultural differences in nonverbal communication. Panel discussions, in which U.S.students are included along with students of other cultures, would also add interest to many topics.

• Using critical incidents (sh ort summaries of specific events), to

illustrate how people of different cultures interact. Incidents could be selected from television news reports, newspaper or journal articles, or from personal accounts by friends or family members. The class could be divided into small groups of three to five members with each group assigned an incident; after allowing about 20 minutes for group discussion, group members would explain their analysis of the incident and possible solution to problems presented.

• Assigning students a faux pas that may have caused offense, resulted in

embarrassment, or conveyed the impression that the person lacks social skills. Students would research the topic to determine what was inappropriate about the behavior and what the perso n should said or done.For example, a faux pas reported by Axtell (1998) was the use by a U.S.businessman of a business card of a Japanese colleague to dislodge food from between his teeth. Research would reveal that business cards are treated with great respect by the Japanese and that they should not be written upon, placed in a back pocket, or used as a toothpick. Students could also be encouraged to share an example of a faux pas they have observed or committed related to intercultural communication.

• Providing numerous intercultural cases, in addition to those included at

the end of each chapter, to help students identify and understand issues dealing with cultural diversity and interaction.

• Inviting guest speakers who represent multinati onal firms, government

agencies, and educational institutions to share first -hand knowledge of intercultural encounters.

• Assigning as a term project for students to study a country in which they

would like to work and/or visit and submit a written report including information on cultural differences in oral and nonverbal communication.

• Asking students to write a résumé and letter of application emphasizing

their qualifications for a particular job with a multinational corporation or government agenc y.

• Using role play to help students identify potential problems in

intercultural encounters and to increase their awareness of how perception can affect communication effectiveness. For example, role play may be used to illustrate various stages of th e negotiation process or to demonstrate how U.S. executives introduce themselves to business associates and how the Japanese introduce themselves.

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Copyright © 2014 Pearson Education, Inc.3

Sample Syllabus 1

The following syllabus has been used at The University of Memphis.

Course Description

MGMT 4510. INTERNATIONAL BUSINESS COMMUNICATION AND NEGOTIATION.

Study of the importance of business communication to conducting global business effectively. Emphasis on organizational and interpersonal communication and negotiation skills needed in an integrated world economy. Includes culture - based assumptions, contrasting cultural values, negotiation strategies, verbal and nonverbal patterns, cultural shock, and business and social etiquette and

customs. Prerequisites: ENGL 1101 and 1102, English Composition, and MGMT

3510, Business Communication.

General Objectives

• To provide a theoretical and practical basis for conducting effective

global communication.

• To examine the role of managing cultural synergy within the global

business environment with emphasis on organizational and interpersonal communication and negotiation skills.

Specific Objectives

• To develop an understanding of cultures and subcultures and the role they

play in communicating and negotiating effectively in a globa l business environment.

• To increase understanding of universal systems as they relate to

communicating and negotiating in a global setting.

• To examine contrasting cultural values and their impact on the

international communication and negotia tion process.

• To evaluate verbal thought patterns and nonverbal cues as they relate to

conducting business abroad or in a multicultural domestic environment.

• To increase communication and negotiation effectiveness across cultures

by examining language diversities, verbal dueling, high and low content language, and conversation taboos.

• To sharpen interpersonal and group communication skills as they relate to

conducting world business.

• To examine country-specific dress, behavior, taboo s, and other

business and social customs as they relate to conducting business with persons from other cultures.

• To study international law, as well as home country and host country

laws, that relate to conducting business in multicultural enviro nments.

• To address aspects of cultural shock and re -entry shock as they affect

effective intercultural communication and negotiation.

Course Content

The Nature of Intercultural Communication

Universal Systems

Contrasting Cultural Values

Cultural Shock

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