商務(wù)與管理溝通（英文 第12版）教案 Locker-BAC12e-IM-Ch06 Communicating across Cultures

6-

Chapter6

CommunicatingacrossCultures

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

3

StrategiesforIncreasingLearning

4

AddressInaccurateUnderstandingsofWorldFacts

4

AddressBasicAssumptionsaboutCommunicatingacrossCultures

5

StartingIdeasforChapter6

5

ProvideExamplesforDiscussionandAnalysis

6

Connect

6

ApplicationExercises

6

DifferencesinHigh-andLow-ContextCultures

6

UnderstandingNonverbalCommunication

7

IdentifyingSourcesofMiscommunicationatTracix

7

CulturalDifferencesResultinInternationalBusinessChallenges

7

Chapter6Quiz

9

Chapter6TestBank

9

LearnSmartAchieve?

9

SmartBook?

9

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

9

6.1ReviewingtheChapter

9

6.2IdentifyingSourcesofMiscommunication

10

6.3LookingatDifferencesinTimeandDirectnessinCommunications

12

6.4InterviewingforCulturalInformation

13

6.5AnalyzingAds

14

6.6ComparingCompanyWebPagesforVariousCountries

14

6.7ResearchingOtherCountries

14

6.8ComparingInternationalInformation

15

6.9PlanninganInternationalTrip

15

6.10RecommendingaCandidateforanOverseasPosition

15

Take-HomeQuizNo.1

17

Take-HomeQuizNo.2

18

6.11ResearchingDiversityatYourSchool

19

ExercisePlanningTable

19

PPTLectureOutline

20

LessonPlanIdeas

21

MakeCommunicatingacrossCulturesRelevant

21

EmphasizetheImportanceofLearningaboutCultures

22

ReviewFactorsinInternationalCommunication

22

InterviewaPersonwithaDifferentCulturalBackground

22

ShowHowValues,Beliefs,andPracticesDiffer

23

ShowHowCompaniesAdaptTheirCommunications

23

PutItAllTogether

24

QuestionoftheDay

24

DescriptionoftheChapter

Thischapterhelpslearnersunderstandhowculture—asharedsetofattitudes,beliefs,behaviors,andcustomspassedonandlearnedbymembersofacommunity—affectbusinesscommunication.Includedinthechapterarediscussionsofculturalawareness,interculturalcompetence,andglobalagility,aswellasdiscussionsofwaystolookatcultureandhowtoeffectivelycommunicateacrossculturesbybeingwillingtorelaxourowncustomaryproceduresandallowfornewwaysofthinking.Thischaptercoversbothnonverbalandoralcommunicationwhenadaptingmessagesforinternationalaudiences.

Thelearningobjectivesinclude:

LO6-1 Whyhavingculturalawarenessandavoidingstereotypesisimportant.

LO6-2 Whyglobalagilityinbusinessisimportant.

LO6-3 Whydiversityisimportant.

LO6-4 Howourvaluesandbeliefsaffectourresponsestootherpeople.

LO6-5 HowtheglobaluseofEnglishaffectsbusinesscommunication.

LO6-6 Howtousenonverbalcommunicationacrosscultures.

LO6-7 Howtoensureyourwrittencommunicationmeetstheneedsofglobalaudiences.

EssentialstoCover

LO6-1 Whyhavingculturalawarenessandavoidingstereotypesisimportant.

Businessinconductedinaglobalsocietywherenationalboundariesarelessimportantthancross-borderinterests.Noonecanaffordtobuildwallsbetweenpotentialpartners,clients,andco-workers.Evensmallbusinessesnowhaveglobalsupplychains.

LO6-2 Whyglobalagilityinbusinessisimportant.

Globalagilityisnotaprocessofsterilizingone’sownidentityormimickingthatofothers.Rather,itisawillingnesstorelaxcustomaryproceduresandallowfornewwaysofinteractinginordertoachievecommunicativepurposes.

LO6-3 Whydiversityisimportant.

Researchhasfoundacorrelationbetweendiversityandbusinesssuccess;companieswithhighlevelsofracialandethnicminoritieshavethehighestprofits,thehighestmarketshares,andhighestnumberofcustomers.

LO6-4 Howourvaluesandbeliefsaffectourresponsestootherpeople.

Althoughoftenunconscious,valuesandbeliefsaffectcross-culturalcommunications.Religiousbeliefs,socialvalues,eveneverydaypractices,allaffectcommunication.

LO6-5 HowtheglobaluseofEnglishaffectsbusinesscommunication.

Englishasthecommonlanguageforbusinesscommunicationsdoesnotbelongtoanyspecificnationorrace.Itisthelinguafrancaofmany.Learningalittleofthenativelanguageofthosewithwhomonewillcommunicatehelpstoeasetheimbalanceplacedonnon-nativeEnglishspeakers.

LO6-6 Howtousenonverbalcommunicationacrosscultures.

Nonverbalcommunicationincludeslistening,bodylanguage,eyecontact,facialexpressions,gestures,personalspace,touch,andperceptionoftime.Nonverbalcommunicationconveysattitude,emphasis,andemotion.

LO6-7 Howtoensureyourwrittencommunicationmeetstheneedsofglobalaudiences.

Awarenessofculturalpreferencesasone’sdraftswrittencommunicationsisalsocritical.MostculturesaremoreformalintheirwritingthantheUnitedStates.Also,thepatternsoforganizationthatworkforNorthAmericanaudiencesmayneedtobemodifiedininternationalcorrespondence.

TheLessonPlanIdeassectionoffersseveraldifferentwaystoapproachthismaterial.

StrategiesforIncreasingLearning

Mostlearnersunderstand,inageneralsense,thatinternationalbusinessisimportant.Manybusinesscoursesfeatureinternationaltopics,andeventhosewhohaven’thadsuchcourseshavefrequentlyheardreferencestoour“globaleconomy,”“globalvillage,”andsimilarremarks.Ifyouareteachinginaninstitutionthatisculturallydiverse,youmayfindthatlearnersarealreadysensitivetothebasicprinciplesoutlinedinthischapter.

However,manybusinesscommunicationinstructorswillfindthatonlylearnerswhocomefromanothercultureorthosewhohavecompletedspecializedcourseworkhavegivenmuchthoughttocommunicatingwiththoseinothercultures.InstructorsmayfindthatlearnershavenotyetconsideredthatinterculturalcommunicationoccurswithintheUnitedStates,andnotjustamongpeoplefromdifferentcountries.Somelearnersmayberesistanttorelaxingcustomaryprocedurestoallowfornewwaysofinteractingwithothers,infact,suchlearnersmightfeelthattheywouldlosesomethingofthemselvesoroftheirowncultureindoingso.Insuchsituations,youmayfindthateventhemostmotivatedlearnerswillnottrulygrasptheprinciplesdiscussedinChapter6untilyouhelpthemconfronttheirownbiasesandassumptions.Youmayalsoneedtogivelearnerssomebasicfactsaboutothercountriestopreventmajormisinterpretationsoftheexercisesyouassign.

AddressInaccurateUnderstandingsofWorldFacts

Somelearnersdopoorlyonthisunitbecausetheyhaveforgotten—orneverknew—basicgeographyorsimplefactsaboutothercountries.Somecommonproblemsthataffectlearners’interpretationoftheinformationandexercisesinthistextare:

ConfusingEasternEuropeandWesternEurope(thinkingRussiaisinWesternEuropeorthatFranceisinEasternEurope).

AssumingthatculturethroughoutAfricaishomogeneous,suchthatapersonwithknowledgeofthecustomsandbeliefsofonecountrywouldautomaticallyhavefullknowledgeofthecultureofanyotherAfricancountry.ThesameassumptionisoftenmadeaboutEuropeandAsia.

Notknowingwhatcountrieshaveculturesthatcouldbeclassifiedas“Arabic”or“LatinAmerican.”

ConfusingPersianculture(Iran)withArabiccultures(likeIraq).

NotrealizingthatChristianityisnotthepredominantreligionthroughouttheworld.(Learnersdoknowthatotherreligionsexist,butsometimestheythinkthatpractitionersarealwaysintheminority).

Assumingcitizenshipcanbeinferredfromlastname.

Youmaybelievethatanylearnerincollegeshouldknowthesebasicfacts,whichtheyprobablyshould.However,itdoeslittlegoodtotelllearners,say,thatLatinAmericanculturestendtobepolychronicwhentheybelievethatMexicoisconsideredtobepartofNorthAmerica.Simplybeingawarethatsomelearnersmaybealittlehazyontheseissuescanhelpyouensurethattheyhavethebasicinformationtheyneedtounderstandthelargerissues.

AddressBasicAssumptionsaboutCommunicatingacrossCultures

Herearesomethingsyoumayneedtoaddresstohelplearnersunderstandcommunicatingwithpeoplefromdifferentcultures:

Sincelearnersoftenhearfromanearlyagethat“Englishisauniversallanguage,”theyoftenassumethatthosewishingtodobusinesswiththeUnitedStateswillnotonlyuseourlanguage,butalsoadopttheprinciplesandcustomsofourculture—evenifallbusinessandcommunicationswillbeconductedoutsidetheUS.

ManypeopleassumethatthoseinothercountrieswanttobejustlikeAmericans.Inotherwords,learnersmayalreadyknowthatinternationalbusinessdemandsnegotiationandculturalsensitivity—buttheymayassumethatalltheadaptationwillbeontheotherside.

Subscribingtoethnocentricviewpoints,assumingthattheyarealwaysinthe“right”whileothersaresomehow“wrong.”

StartingIdeasforChapter6

Nomatterwhatspecificrouteyoutake,Chapter6contentisbestlearnedwhenlearnersidentifyandaddresstheirownbiasesandpreconceptions.Workwiththemtoensuretheyhavethecorrectfacts.Tryoneoftheseexercises:

Doanactivityearlyinyourteachingofthischapter,likeafive-minutequick-write,toassesshowmuchlearnersalreadyknowandtodeterminetheircurrentattitudestowardcommunicatingacrosscultures.Thispre-assessmentcanhelplearnersidentifytheirownbiasesandpreconceptions.

Quicklyreiteratebasicfactsthatlearnersneedinordertointerprettheexercisesandproblemscorrectly—evenifyouthinktheyalreadyshouldknow.Perhapsevenwriteorprojectthemontheboard.

Asklearnerstoparticipateinanexperientialactivity(seetheLessonPlanIdeassection)tohelpsensitizelearnerstotheimportanceofculturaldifferences.

Becarefulofinadvertentlystereotypingoressentializingothercultures.Inanefforttocoveralotofmaterialinashorttime,wemaybetoolikelytosay,“Japanesepeoplethinkthisway,”or“Hebehavesthatwaysincehe’sMexican.”MakethecomparisonthatallAmericansdonotactinthesamewayinanefforttocombatthisstereotyping.Inaddition,trytohedgestatements,suchas“SomeJapanesepeoplebelieve…,”“XresearchwebsitesuggeststhatmostRussians…,”etc.

ProvideExamplesforDiscussionandAnalysis

Oneofthebeststrategiesforgettinglearnerstounderstandistoprovideexamples.Examplesofbotheffectiveandineffectiveinterculturalcommunicationcanbefoundinthenews.Theycanalsobefoundfictionalizedinmovies,likethemovieOutsourcing.

Connect

Connect?BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook?formatandincludesLearnSmartAchieve?.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

DifferencesinHigh-andLow-ContextCultures

LO:6-2,6-3,6-6

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexercisehelpslearnersrecognizetheimportantcharacteristicsofhigh-andlow-contextcultures.

UseDifferencesinHigh-andLow-ContextCulturesasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter6forstudy.

AssignDifferencesinHigh-andLow-Contextasaquizonthereading.

Useasreviewafterlectureanddiscussion:

Givelectureoncommunicatingacrosscultures—morespecificallythewaystolookatcultureandnonverbalcommunicationacrosscultures—andfollowwithanactivity:

Asklearnerstocompleteexercise6.2IdentifyingSourcesofMiscommunicationindividuallytoapplythechapter’scontent,thendiscussinsmallgroups.Reviewanswersasaclass.

AssignDifferencesinHigh-andLow-Contextashomeworktoreview.

UnderstandingNonverbalCommunication

LO:6-4,6-6

AACSB:Communication

Blooms:Understand;Apply

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstorecognizedifferenttypesofnonverbalcommunication.

UseUnderstandingNonverbalCommunicationasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter6forstudy.

AssignUnderstandingNonverbalCommunicationasaquizonasectionofthereading.

Useasreviewafterlectureanddiscussion:

Givelectureoncommunicationacrossculturesandfollowwithanactivity:

Asklearnerstocompleteexercise6.7ResearchingOtherCountriesasagroup,makesuretoaskthemtolookatnonverbalcommunicationaspartoftheirsearch.Reviewanswersasagroup.

AssignUnderstandingNonverbalCommunicationashomeworktoreview.

IdentifyingSourcesofMiscommunicationatTracix

LO:6-1,6-3,6-4,6-6,6-7

AACSB:Communication

Blooms:Understand;Apply;Analyze

DifficultyLevel:Easy–Hard

ThiscaseanalysisexerciseaskslearnerstoapplythelearningobjectivesfromChapter6.

UseIdentifyingSourcesofMiscommunicationatTracixasareviewoftheconcepts.

Useasquizattheendofthemodule.

Useasreviewbeforeworkingonexercise6.10RecommendingaCandidateforanOverseasPositioninclass,orstartingitinclassandthenassigningitashomework.

CulturalDifferencesResultinInternationalBusinessChallenges

LO:6-1,6-2,6-3,6-4,6-6,6-7

AACSB:Communication

Blooms:Understand;Apply;Analyze

DifficultyLevel:Easy–Hard

ThisvideocaseexerciseaskslearnerstoapplyconceptsfromChapter6.

UseCulturalDifferencesResultinInternationalBusinessChallengesasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter6forstudy.

AssignCulturalDifferencesResultinInternationalBusinessChallengesashomework.

Useasreviewafterlectureanddiscussion:

Givelectureonculturalawareness,whatittakestobeasuccessfulinterculturalcommunicator,howcultureaffectsbusiness,andwaystolookatculture,usingPPTslides6.4–6.13and6.18–6.23.

Assignexercise6.2IdentifyingSourcesofMiscommunicationasanin-classactivity.

AssignCulturalDifferencesResultinInternationalBusinessChallengesasareview.

UseasconversationstarteraftergivinglectureusingPPTslides6.4–6.13and6.18–6.23.

Watchthevideotogetherasaclass,askingthemtotakenotesaboutthingstheyseeinthevideothattheyreadaboutinthechapterandheardaboutinthelecture.

Thenwatchagain,pausingthevideotoasktheassignment’squestions.

Thenasklearnersiftherewereanyotherculturaldifferencesthattheynoticed.Learnershopefullynoticed:

ThedifferenceinsmilingbetweentheSwissandAmericanteams(andBrad’slaughingatMia’sjoke).

ThepauseafterMia,thepersonGretaputinchargeofthemeeting,asksifherproposedagendawasOK.

TheSwissteam’sreceptionofMia’sinformationthatAnabelleRandolf(fromtheconciergegroup)wasabletosqueezeBradandMiaintoaface-to-facemeetingandthatshewaspersonallyfamiliarSpaZurich’sproductlinesandwasafanoftheproducts.

TheSwissteamwasconcernedaboutBrad’sinformationdress,tothepointthatateammemberisgoingtobringhimoneofherspouse’ssuitstowearforthemeeting.

GretamentionedthetimesofMia’semailsandthatshewashappytogetbacktotheemails“duringbusinesshours.”

Gretastatedthatshewasn’tasconcernedwiththeresearchanddata,butmoreconcernedaboutlearningmoreaboutthecompany.Greta’scolleaguefollowedwithherconcernthattheircompanyhasanupscalereputationthattheywantedtomaintain.BraddidnotprovideanyinformationaboutthecompanybutsaysthecostofdoingbusinesswithaU.S.firmwillbemoreexpensiveandthattheyshouldreviewthenumbers.HowdolearnersthinktheSwissteamperceivedthat?

ThatMiadidn’trealizethattheywouldneedtoadjusttheirstyleofbusinessuntilafterthemeeting.

WhatdolearnersthinkaboutMia’sreflectiononthemeeting?Isshecognizantofthethingssuccessfulinterculturalcommunicatorsdo?

Chapter6Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter6TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve?

LearnSmartAchieve?developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook?

SmartBook?isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter6aregivenbelow.

6.1ReviewingtheChapter

LO:6-1–6-7

DifficultyLevel:Easy

Whyishavingculturalawarenessandavoidingstereotypesimportant?(LO6-1)

Weliveanddobusinessinaglobalsocietywherenationalboundariesarelessimportantthancross-borderinterests.Noonecanaffordtobuildwallsbetweenpotentialpartners,clients,andco-workers.Evensmallbusinessesnowhaveglobalsupplychains.Alackoflackofculturalawarenessandtheuseofstereotypeswillhurtbusinessinterests.

Whatisglobalagilityinbusiness,andwhyisitimportant?(LO6-2)

Globalagilityisnotaprocessofsterilizingourownidentityormimickingthatofothers.Rather,itisawillingnesstorelaxourcustomaryproceduresandallowfornewwaysofinteractinginordertoachieveourcommunicativepurposes.Globalagilityisimportanttocommunicateeffectiveinbusinesssituations.

Whyisdiversityimportant?(LO6-3)

Researchhasfoundacorrelationbetweendiversityandbusinesssuccess;companieswithhighlevelsofracialandethnicminoritieshavethehighestprofits,thehighestmarketshares,andhighestnumberofcustomers.

Howdoourvaluesandbeliefsaffectourresponsestootherpeople?(LO6-4)

Althoughoftenunconscious,ourvaluesandbeliefsaffectourcross-culturalcommunications.Religiousbeliefs,socialvalues,eveneverydaypractices,allaffectcommunication.[Theanswertothequestionwillvarybylearnerexperience.]

WhatdoestheroleglobalEnglishasalinguafrancameantoyou?HowwillyouadjustyouruseofEnglishtoneutralizethehegemonyofEnglishinbusinesscommunications?(LO6-5)

Englishasthecommonlanguageforbusinesscommunicationsdoesnotbelongtoanyspecificnationorrace.Itisthelinguafrancaofmany.Learningalittleofthenativelanguageofthosewithwhomwewillcommunicatehelpstoeasetheimbalanceplacedonnon-nativeEnglishspeakers.[Theanswertothequestionwillvarybylearnerexperience.Youmightneedtoprovideadefinitionof“hegemony.”]

Whataresomenonverbalcommunicationskillsnecessaryforsuccessfulcross-culturalcommunications?(LO6-6)

Nonverbalcommunicationincludeslistening,bodylanguage,eyecontact,facialexpressions,gestures,personalspace,touch,andperceptionoftime.Ournonverbalcommunicationconveysourattitude,emphasis,andemotion.

HowmightyoualterpatternsoforganizationandstylesthataretypicalofAmericanwrittencommunicationssothattheymeettheneedsofglobalaudiences?(LO6-7)

Awarenessofculturalpreferencesasyoudraftyourwrittencommunicationsisalsocritical.MostculturesaremoreformalintheirwritingthantheUnitedStates.Also,thepatternsoforganizationthatworkforNorthAmericanaudiencesmayneedtobemodifiedininternationalcorrespondence.[Theanswertothequestionwillvarybylearnerexperience.]

6.2IdentifyingSourcesofMiscommunication

LO:6-4

DifficultyLevel:Easy

Ineachofthefollowingsituations,identifyoneormorewaysthatculturaldifferencesmaybeleadingtomiscommunication.

AlanisaU.S.salesrepresentativeinSouthAmerica.Hemakesappointmentsandiscarefultobeontime.Butthepersonhe’scallingonisfrequentlylate.Tosavetime,Alantriestogetrighttobusiness.Buthishostswanttotalkaboutsightseeingandhisfamily.Evenworse,hisappointmentsareinterruptedconstantly,notonlybybusinesstelephonecalls,butalsobylongconversationswithotherpeopleandeventhecustomers’childrenwhocomeintotheoffice.Alan’sfirstprogressreportisverynegative.Hehasn’tyetmadeasale.PerhapsSouthAmericajustisn’ttherightplacetosellhiscompany’sproducts.

Althoughstereotypesarenotenough,AlanwouldbenefitfromknowingthatmostSouthAmericans:

Measuretimeinlargerunitsthanhedoesandaren’tasconcernedwithclocktimeasarepeopleintheUnitedStates.

Wanttogettoknowpeoplebeforetheydobusinesswiththem.

Arepolychronicanddomanythingsatonce.

Don’texcludechildrenfrombusinessofficesthewayU.S.firmsdo.

TohelphercompanyestablishapresenceinAsia,Susanwantstohirealocalinterpreterwhocanadviseheronbusinesscustoms.KanaTomarihassuperbqualificationsonpaper.ButwhenSusantriestoprobeaboutherexperience,Kanajustsays,“Iwilldomybest.Iwilltryveryhard.”Shenevergivesdetailsaboutanyofthepreviouspositionsshe’sheld.Susanbeginstowonderiftheresumeisinflated.

SusanshouldrealizethatmanyAsians,andespeciallyAsianwomen,aremodest.“Tryinghard”isastrongpositivegiventheAsianworkethic.IfSusanneedsmoreinformationbeforeofferingKanaajob,shecouldcallKana’spreviousclients.It’slikelythatthepaperqualificationsareaccurateorevenunderstated.

StanwantstonegotiateajointventurewithanAsiancompany.HeasksTung-SenLeeifthepeoplehaveenoughdiscretionaryincometoaffordhisproduct.Mr.Leeissilentforatime,andthensays,“Yourproductisgood.PeopleintheWestmustlikeit.”Stansmiles,pleasedthatMr.Leerecognizedthequalityofhisproduct,andhegivesMr.Leeacontracttosign.Weekslater,Stanstillhasn’theardanything.IfAsiansaregoingtobesononresponsive,hewonderswhetherhereallyshouldtrytodobusinesswiththem.

SilenceisonewaytoindicatedisagreementinAsia,wheremanyculturesconsideritrudetosay“no”outright.Here,a“no”forcesMr.Leetosaysomethingnegativeabouthiscountry—yetanotherreasonnottosayanything.Nonresponsivenessistheirculturalwayofexpressingdisagreement.

Elspethisveryproudofherparticipatorymanagementstyle.OnassignmentinIndia,sheiscarefulnottogiveordersbuttoaskforsuggestions.Butpeoplerarelysuggestanything.Evenaformalsuggestionsystemdoesn’twork.Andtomakemattersworse,shedoesn’tsensetherespectandcamaraderieoftheplantshemanagedintheUnitedStates.Perhaps,shedecidesgloomily,peopleinIndiajustaren’treadyforawomanboss.

Stereotypically,IndiancultureislessegalitarianthanU.S.culture.ManyIndianemployeesexpectthebosstomakealldecisions(andtakealltheresponsibilityforthem).Her“participatory”styleislikelyseenasweakness.Sexismhasnothingtodowithit.

6.3LookingatDifferencesinTimeandDirectnessinCommunications

LO:6-6

DifficultyLevel:Medium

Thisactivityworksbestprojectedonthescreenasthetextbookprovidestheresponses.Copyandpastethescenarioandscriptintoadocumentthatyoucanprojectontheboardoryoucancopyforlearners.

RebeccaworkswithUnitedTechnologies,aChicago-basedcompany.SheistalkingonthephonetoAbhinav,themanagerofoneofUnitedTechnologiesvendorsforcustomerserviceoutsourcing.

Rebecca:

Wereallyneedtogetallofthecustomerservicerepresentativestrainedonournewprocessinthenexttwoweeks.Canyougetthisdone?

Abhinav:

Thattimelineisprettyaggressive.Doyouthinkit’spossible?

Rebecca:

Ithinkitwillrequiresomecreativityandhardwork,butIthinkwecangetitdonewithtwoorthreedaystospare.

Abhinav:

Ok.

Rebecca:

Nowthatourbusinessissettled,howiseverythingelse?

Abhinav:

All’swell,althoughtheheavymonsoonsthisyeararecausingalotofdelaysgettingaroundthecity.

Twoweekslater…

Abhinav:

We’vepulledallofourresourcesandI’mhappytosaythat60%ofthecustomerservicerepresentativesarenowtrainedinthenewprocess.Theremaining40%willcompletethetraininginthenexttwoweeks.

Rebecca:

Only60%?Ithoughtweagreedthattheyallwouldbetrainedbynow!

Abhinav:

Yes.Themonsoonisnowoversotherestofthetrainingshouldgoquickly.

Rebecca:

Thistrainingiscriticaltoourresults.Pleasegetitdoneassoonaspossible.

Abhinav:

Iamcertainthatitwillbedoneinthenexttwoweeks.

Reflection…

DidAbhinavagreetotheinitialtimelinerequestedbyRebecca?

WhatmightRebeccabethinkingaboutAbhinav?

WhatmightAbhinavbethinkingaboutRebecca?

Howwillthisincidentaffecttheirfutureinteractions?

Possibleanswers:

Afterthefirstconversation,AbhinavfeelsthatheclearlycommunicatedtoRebeccathatthetrainingwouldnotgetdoneinthetimesherequested.Ontheotherhand,RebeccafeelsthatAbhinavclearlycommunicatedthathewouldmeetthedeadline.

Abhinavprefershigh-contextcommunication,relyingheavilyonthecontextofthesituationtocommunicatemeaning.Inthiscase,hehintsthatthetimelineistooaggressiveandimpliesthatmonsoonsarecausingworkdelays.MostIndiansinRebecca’spositionwillunderstandAbhinav’smessageloudandclear.

Rebecca,however,isusedtolow-contextcommunication,relyingheavilyontheprecisemeaningofthewordsexchanged.Fromherperspective,Abhinavagreestothetimelinewhenheresponds“ok.”MostAmericansinAbhinav’spositionwouldunderstandthatRebeccaisstillexpectingthetrainingtobecompletedontime.

BothRebeccaandAbhinavneedtoseektounderstandtheaspectsoftheircommunicationstylesthatareaffectedbyculture.RebeccaneedstobecarefulnottojudgeAbhinavas“unreliable,”andAbhinavneedstobecarefulnottojudgeRebecca’sresponseasrudeandinconsiderate.

Source:ShantiC