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Файл:Tolerance in intercultural communication. Knowledge and skills (Толерантность в межкультурном общении. Знания и навыки). Учебное пособие
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Divide into groups and see the instruction sheet. You are given 30 minutes
INFORMATION FOR A1 ALPHAN NEGOTIATORS
You know that Senior Management at A1 is very interested in reaching
an agreement with the Bigg company. Senior Management has invested
substantial time and energy in this venture and they are counting on the
negotiating team to reach a reasonable agreement with Bigg. Your
situation is as follows:
• Your team wants to reach an agreement in the allotted time.
• A1 wants to maintain control of the joint venture either through more
than 51 % ownership or by providing the Managing Director for the
venture.
• A1 wants to minimize capital investment because the company is
currently suffering
a capital shortage (A1 would prefer to keep investment outlay under
US$8,000,000).
• A1 wants to provide equipment and machinery (no longer used by the
parent) valued by A1 at US$4,000,000 in place of capital.
• A1 is well connected to the Alpha11 government and can guarantee
government incentives for the project.
Following is a description of the main aspects of the Alphan negotiating
style:
• It is important to be friendly and to shake hands and touch others as
often as possible to show your friendship and good will.
• The usual greeting for friends or new acquaintances is a kiss on both
cheeks.
• Alphans believe that words and gestures are both very important and
should be used frequently, and it is important to explain a position in a
variety of ways to ensure it is understood by all.
to discuss as a team and prepare a negotiating strategy. Remind the A1
group that negotiations are in their country so they must think about the
physical arrangements. Tell the B group that the A team will be "collecting
them from the hotel". Have the groups meet for negotiations. Allow
approximately 30 minutes for negotiations. Let each team meet individually
for discussion for about 15 minutes.
THE FOLLOWING TWO SHEETS OF INFORMATION ARE GIVEN
SEPARATELY TO THE ALPHANS AND BETANS. THEY SHOULD
NOT SEE EACH OTHERS SHEETS OF INFORMATION.
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• Alphans see negotiating as a competitive activity and believe winning
is important.
• Everyone's opinion is valued in Alpha so individual team members are
encouraged to
participate actively.
• Openness is valued and it is important to state agreement or
disagreement clearly.
INFORMATION FOR BIGG BETAN NEGOTIATORS
You know that Senior Management at Bigg is very interested in reaching
an agreement
with the A1 company. Senior Management has invested substantial time
and energy in
this venture and they are counting on the negotiating team to reach a
reasonable
agreement with A1. Your situation is as follows:
• While an agreement on specific items is desirable, Betans believe it is
more important
to establish a sense of trust and rapport with the A1 Alphans – further
negotiations are
always possible.
• Bigg wants to maintain control of the joint venture either through more
than 51%
ownership or by providing the Managing Director for the venture.
• Bigg believes capital investment should be reflected in the ownership
structure of the
joint venture (ie, if Bigg provides 60% of the capital, Bigg should retain
60%
ownership).
• Bigg would like to provide as much management as possible for the
joint venture
because Bigg is facing the possibility of management layoffs in Beta.
• Bigg controls technology which could be helpful in establishing the
joint venture
successfully, but it is unsure about making the technology available
because of the
potential loss of a competitive advantage.
Following is a description of the main aspects of the Betan negotiating
style:
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• It is important to be polite and respectful and show friendship by
respecting others.
• Betans are formal and the usual greetings are a handshake or bow,
touching is
minimized.
• Betans select a spokesperson for the team, but consensus is important
and it is
customary to break often to confer with other members of the negotiating
team.
• Silence is seen as giving both negotiating groups time to think about
issues that have
been raised.
• Saying "yes" means you have heard the other party, not necessarily that
you agree,
disagreement is indicated by saying "maybe", “it may be complicated" or
some other
polite phrase as it is considered impolite to say "no."
• Betans see building trust and a relationship as the most important
outcomes of any
negotiations because these will lead to successful long-term business
arrangements.
Discussion: What is effective cross-cultural negotiation? Issues for team
and class discussion
How well do you feel your team succeeded in the negotiations?
How well do you feel the other team succeeded?
What factors encouraged success?
What factors made the negotiations difficult?
How comfortable were you as an Alphan or Betan?
Would you prefer the Alphan or Betan role if you did the exercise again?
Why do you prefer one role over the other?
Insights from this exercise: Results vary from reasonable agreements to total
stalemates to one group walking out and refusing to continue the
negotiations. The instructions are written to allow for all these out-comes.
The most successful teams are those who decide initially to deal with the
cultural issues and be flexible, given their mandates. The least successful
are those who really buy into their negotiating rules. The instructor can
draw valuable lessons from the exercise, no matter what the results.
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TASK 6.
Developing understanding of cultural differences in a business Context:
group work. Simulations and critical incidents. Written report
(Выработка понимания культурных различий в бизнес-ситуациях:
работа в группе. Симуляция и описание критических случаев)
Aims: To develop students’ intercultural competence in a business context,
management skills and cross cultural business capabilities; To help students
manage and/or overcome fundamental difficulties that might occur in crosscultural business encounters4; Help critically reflect on cultural differences
and how these might impact on different cultural contexts; Help to seek
solutions to critical encounters and incidents; Help in competently
monitoring and adjusting their behaviour when working across cultures.
This activity can be extended into role-plays and simulations such as BAFA
BAFA.
Task:
Divide into groups of five, where group members are to simulate different
cross-cultural encounters within a business context as well as write a report.
1. Consider management styles from different cultural and country contexts
(e.g. Japan, Germany, United States of America). Based on your
knowledge, understanding and/or experience, describe and critically and
analytically review core cultural values most likely to be present in
companies in these countries. Explore potential and real cultural differences
that need to be considered when entering the different countries, regions and
cultures with a focus on business contexts.
2. Consider cultural differences in targeted situations and potential
differences that could lead to misunderstanding or even conflict, in business
interactions and exchanges.
3. Create your own ‘consulting’ company (including an appropriate name,
logo and mission, vision and value statement). Write a comprehensive
report on the different management styles of each country, and advise senior
partners on how to run specific projects in each country while taking into
account certain cultural differences in business exchange and relations.
Include in it such issues as communicating and negotiating across cultures,
as well as teamwork, leadership and simple understanding core values and
value differences.
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4. Make up group reports, as well as simulation exercises where each group
presents a cross-cultural encounter or misunderstanding involving the
countries of their choice, while one group member explains considered and
informed ways to overcome such misunderstandings. Comment on the
encounter and provide further solutions to managing the cross-cultural
encounters.
Exercise 16: Cultural script writing: discussion- group work
(Написание культурного сценария: обсуждение- работа в группе)
Aims: To promote cross-cultural awareness; To encourage the exchange of
ideas relating to cross-cultural encounters and different ways to approach
such situations; To develop a script to present or discuss key issues in class.
Task:
1. Answer the question: What would a Japanese company need to know
when dealing with an Australian company? or vice versa. Present the
fundamental problems or issues that managers need to be aware of in such
cross-cultural encounters.
2. Develop a response of your own and are then divide into pairs where you
share your responses with another person and further develop your thoughts
and ideas.
3. Then join another pair where your share your response and further draw
out the implications.
4. This group of four is then combined with another group of four where
you synthesize, crystalize and summarize the main issues.
5. The group of eight then presents their response (simulation) to the class.
6. This activity helps you develop a script you can rehearse and discuss on
a one-to-one basis. You are able to obtain feedback and then further discuss
in larger group contexts before presenting in front of the class.
PART IV
Business role playing (Деловые ролевые игры)
ROLE PLAY 1. Cultural descriptors (Термины для описания культуры)
Scenario 1: Target of this role-play is to understand the root of the problem
and work towards its solution.
In this role play the key issue is racism and prejudice. It is a case in which
the fact that someone looks different keeps other people in a distance.
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Abosede is from Nigeria and has recently moved to the city Patras in Greece.
She is 28 years old and a mother of two. She has visited the immigrants office
of the municipality of Patras in order to find programs of Greek lessons. She
discovered that there are available cooking classes and she got very excited as
she likes cooking very much. She figured that even though she does not speak
Greek very well, if she gets a certification on cooking she can get a job as
well. The cooking classes started and Abosede is the only African woman in
the class. She does not understand Greek very well but she is very willing to
learn everything about Greek cooking.
During the classes the students taste each other's food. The class teacher
notices that a lot of the other students hesitate to taste Abosede's food. He
wants to create a good atmosphere among the students and so he always tries
to set a good example and tastes Abosede's food first. With every opportunity
given he tries to boost her confidence and congratulates her efforts.
a) Perform a dialogue: one should be the teacher and others the students of
the class. The teacher asks the students to a conversation in order to find out
why they are avoiding Abosede and try to find a solution.
b) Perform a dialogue among the teacher and Abosede. In this dialogue
Abosede wonders why other students avoid her and asks her teacher to help
her.
Scenario 2: Target of this role play is to understand and overcome the
intercultural differences.
In this role play the key issues are habits and tradition. It is a case in which
one person's habit is not necessarily known and understood by others of
different cultures and can cause problems and misunderstandings.
Katerina comes from Greece. She is 28 years old and recently married. Two
months ago she and her husband moved to Germany. Her husband speaks
German fluently and got easily a job as an electric engineer. She had more
difficulties in finding a job. Fortunately she got a job that she really likes in a
pastry shop. She is very happy and she is trying to work hard and prove that
she can do it. The last 3 weeks she is in a very difficult position. On the one
hand she is very happy as she has figured out she is pregnant. On the other
hand her job involves lifting heavy objects and standing up for many hours
and she is afraid she might jeopardize her pregnancy. She does not know
what to do as in the Greek culture there is a big prejudice in revealing a
pregnancy before the 3rd month and so she cannot ask permission to avoid
heavy work. From all the people at work Katerina is closer to Gerta because
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they do exactly the same job and they work very closely. The last few days
Congratulations! I don't mind. I'm afraid….
Cheers! Excuse me. Please …
Make yourself at home. Sorry. Could you ?
Help yourself. It's on me. That sounds good.
Gerta seems annoyed because Katerina is avoiding to do specific hard jobs
and thus she is doing them. Gerta does not know about the pregnancy and
thinks that Katerina is lazy. One day Gerta decides to complain to Katerina.
a) Perform the dialogue: one should be Gerta and the other Katerina.
b) Make up a dialogue between Gerta, Katerina and their supervisor. Gerta
is angry with Katerina and complains to the supervisor. The supervisor calls
Katerina and the three of them discuss about the problem.
Useful language
ROLE PLAY 2. Intercultural communication theories (Теории
межкультурной коммуникации)
Explore problems that may occur when high- and low-context cultures
collide: Choose a partner. Partner A reads Scenario A, and Partner B reads
Scenario B. Anticipate what you might say or do and how you can respond to
your partner. Predict what you think your partner might say or do and how
you can respond. Plan ways to support and defend your point of view. Think
of what language (vocabulary and phrases) you may need for the
conversation. Use your knowledge of high- and low-context cultures as you
plan for and play your role.
Scenario 1A: Your daughter/son has a boyfriend/girlfriend from a lowcontext culture. She/he wants to get married and move to the country the
boyfriend/girlfriend is from. Tell your daughter/son why you think she/he
should find a husband/wife from your high-context country instead.
Scenario 1B: You want to marry your girlfriend/boyfriend from a lowcontext culture and move away with her/him, but your parents want you to
marry someone from your high-context country. Explain to your
mother/father why you should be permitted to marry your low-context culture
girlfriend/boyfriend.
Scenario 2A: You are from a high-context culture, and you just moved to a
low-context country. You meet your new neighbor, who tells you to “drop
by” anytime. You don’t have many friends yet, so you decide to accept the
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invitation, and you show up at his/ her door unannounced. Your neighbor,
to confide in someone
to trust someone
to rely on someone
to feel comfortable with someone
to empathize with someone
to sympathize with someone
to be hurt by someone
to be disappointed in someone
to be engaged to someone
to let someone down
to reciprocate common interests
loneliness
who seemed so friendly before, seems surprised to see you and tells you
he/she is busy now and doesn’t invite you in. How do you react?
Scenario 2B: You live in a low-context culture and have a new neighbor who
just moved in from a high-context culture. You met her/him once, and to be
friendly you told her/him to “drop by” anytime. Much to your surprise, she/he
comes to your house unannounced with the expectation of spending some
time with you. You had plans to relax today and enjoy your privacy.
Supplementary Vocabulary and phrases
You can create your own role-playing activities based on many different
issues that can occur:
1. differences in the sense of time and punctuality
2. differences between family relations among different cultures
3. different use of body language
4. stereotypes that follow some cultures
5. differences in understanding health and hygiene matters
ROLE PLAY 3. Realizing one’s own cultural identity (Осознание своей
культурной идентичности)
In this role-play the key issue is religion. More specifically it is a case in
which an important religious habit of an immigrant may prove to be a
restriction in his sociability and cause problems between him and his
colleagues. Target of this role-play is to examine ways in order to handle
the problem.
Raul is a 22 years old man from Syria. The last 4 months he lives as an
immigrant in the Italian city Bari. After looking hard for a job, he finally
made it and for the last 2 weeks he works in a construction company as a
builder. He is very pleased with his job and his supervisor, Giovanni, is also
108
very satisfied. He is trying to bond with his co-workers, although it is not
very easy due to language difficulties.
In a few days a big construction that they have been working on is going to be
completed and as the supervisor has informed them they are going to have a
party at work at the end of their shift. The problem is that for Raul, who is
Muslim it is Ramadan (a period of fasting in the Muslim religion, during
which people are restraining from food and drink from dawn till sunset). The
party is going to be held at 16:00 and therefore Raul is not allowed to eat or
drink anything. He is in a dilemma because he wants to be friendly to his coworkers and also stick to his religious habits (The instructor has to choose
two volunteers to perform a dialogue. One should be Raul and the other his
supervisor Giovanni.
Perform the dialogue. After the dialogue make your comments and
statements.
Raul: Excuse me….
Giovanni...I want to talk to you about something important.
Giovanni: Ok Raul tell me. Raul: You see...you know...I am Muslim...
Giovanni: I know Raul, but I don't see why this is a problem.
Raul: No, you don't understand. I am Muslim and this period for us it is
Ramadan.
Giovanni: Ah! Ramadan! I think I have heard about it. Is it about lent?
Raul: Yes Ramadan is a period that we are not allowed to eat or drink
anything from the morning until the sun sets and because of that...I cannot
come to the party.
Giovanni: I see...
Raul: I don't want anyone to misunderstand me...I really want to come but it
is not proper.
Giovanni: But it is not fair. You and the other guys have worked very hard for
this construction and you deserve a party. Are you sure you cannot make an
exception?
Raul: Please don't put me in such a difficult position. I want to come to the
party and I want to get to know the other guys better but religion is very
important to me.
Giovanni: Let me ask you something…you said that you are not allowed to
eat or drink until the sun sets correct?
Raul: Yes.
Giovanni: Then there is no problem!
Raul: What do you mean?
109
Giovanni: I mean that we can easily solve the problem. I can arrange for the
Asking for
repetition
Sorry, could
you repeat
that?
I didn't quite
catch that.
Could you
speak up,
please?
Could you say
that again,
please?
Asking for
clarification
Would/Could
you spell
that, please?
Can I read
that back to
you? What
do you mean
by ?
What does it mean?
Sorry, I'm not with
you.
Sorry, I don't follow
you.
Could you give me
some
more details, please?
Could you let me
have more
information?
Could you explain
that in more detail?
Could you clarify
that?
Could you be more
specific.
please?
Solving a
problem
Sorry, it's a bad
line. Can I call you
back?
Summarizing the
call
Let me go over
what we've
agreed.
Let me just
summarize…
party to start at 6 in the afternoon. By that time the sun has set and you can
also enjoy!
Raul: Are you sure? Can you so that?
Giovanni: Of course I can. We can work it out.
Raul: Thank you.
Giovanni. You are very kind.
Through this possible dialogue we can observe that a problem is solved. Raul
does not hesitate to share with his supervisor his problem. On the other hand
Giovanni, the supervisor, listens to Raul, tries to understand and respects his
religious habit. The dialogue might not conclude into the solution of the
problem. In any case trainees have to discuss and analyse the situation.
Useful language for dealing with breakdowns in communication
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