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1. Introduce the goal of the lesson.

• Today we will do Lesson 1: Knowing the barriers to cultural understanding

2. Ask these pre-reading questions.

• Do you know the meaning of stereotyping?

• What is your image of a typical American person?

• Do you think this description is accurate?

3. Have the student read the Biz Tip and briefly discuss it.

4. Read the dialogue with the student and ask the questions below. The student is Ken.

Focus on pronunciation, intonation, and fluency while the student is reading.

• What are the two common cultural barriers according to Ron?

• Why do people do these things according to Ron?

• What can we do to remove them?

5. Have the student go through the activity.

• Ask follow-up questions to make the discussion more engaging

• Share your own views and experiences to make the discussion more interesting

6. Complete the final activity.

• Have the student read the instructions and set up the activity

• Give support when needed

• Give feedback by REFINING the student's English

7. Give the student feedback.

• Point out key points of the lesson

• Give student feedback/study tips

• Tell the student there will be a review in the next lesson

• Paste "Thank you" message in the chat box after ending the call

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Hi, I’m ____. I was looking forward to seeing you.

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Thank you for studying at Bizmates. (bow)

KNOWING THE BARRIERS TO CULTURAL UNDERSTANDING

Other Programs Level 2&3 - Cross Culture - Lesson 1 – Knowing the barriers to cultural understanding

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CROSS CULTURE I LESSON 1

Ken is talking to his mentor, Ron, about preparing for his upcoming assignment.

Ken: I need to improve my vocabulary to communicate with my foreign colleagues.

Ron: I’m glad you’re learning English before your overseas assignment, but language is only

one factor that leads to misunderstandings in global business.

Ken: Really?

Ron: Oh yes, two common barriers are stereotyping and believing that your way is the only

way.

Ken: But I don’t stereotype people, and I’m not a nationalist.

Ron: I know you’re not, but it’s human nature to stereotype and to view our own culture as

the best. We all do it sometimes.

Ken: Why?

Ron: Well, culture has a big impact on how we think and act, and these differences may seem

very strange and illogical to outsiders.

Ken: So what can I do?

Ron: Being aware that these barriers exist is a good first step. Also, it’s important to make an

effort to learn about cross-cultural differences. Lastly, always keep an open mind.

▼▼▼

Discuss these questions with your trainer.

1. What are some stereotypes that you might have toward other cultures?

2. What are some stereotypes that other cultures might have toward your culture?

3. What are some things that people in your country are generally proud of? (advances in technology,

safety, equality, personality traits, global achievements, etc.)

4. Do you think people from other cultures would agree?

5. To better understand your own values, answer these questions and compare them with your

trainer’s answers:

a. What was the happiest moment in your life?

b. What are you most proud of with yourself?

▼▼▼

Explain the barriers to cultural understanding and give some examples of your experiences.

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Many people don’t realize that misunderstandings in global business are more likely to occur

due to cultural differences rather than language. You can overcome these barriers by

understanding:

What these barriers are

Why they occur

How they can be removed

BIZ TIP

Last revision: 11/30/2017

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• Today we will do Lesson 2: Knowing the myths in intercultural communication

2. Test the student by saying:

• Let’s do a short test. Knowing the barriers to cultural understanding.Have the student explain the barriers to cultural understanding and give some examples of his/her experiences.


• Do you really think culture has a big impact on us? In what way?

• Do you think someone with a good personality can get along with anyone from different cultures?

• Do you expect foreigners in Japan to think and act like you?




• What 3 myths in intercultural communication did Ron mention?

• Do you agree with Ron that these 3 are really myths?

• Can you think of other myths in intercultural communication?









• Review key points of the lesson




KNOWING THE MYTHS IN INTERCULTURAL COMMUNICATION

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Other Programs Level 2&3 - Cross Culture - Lesson 2 – Knowing the myths in intercultural communication

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Ken: I know that culture is important, but in general, I think we’re all the same. We’re all

humans.

Ron: That’s one of the most common myths in intercultural communication.

Ken: Myth? What do you mean?

Ron: I mean it’s a mistake to think that we are the same. Our culture has a big impact on how

we see the world.

Ken: But isn’t personality the most important thing? If you have a good personality, you can

work with anyone.

Ron: That’s another common myth. A good personality won’t prevent misunderstandings.

Ken: So, are you saying that I need to be like them to be accepted?

Ron: Absolutely not. That again is another myth. No one expects you to think and act exactly

like others in a different culture. However, they will expect you to show understanding

and respect for their culture, and accepting that there are other ways to see the world is

the first step to showing understanding and respect.

▼▼▼

Discuss with your trainer why these statements may be myths in intercultural communication.

1. We’re all human beings, so we can’t be that different from each other.

2. If you have a good personality, you get along with anyone from any culture.

3. You need to become like others to be accepted.

4. Learning the country’s business manners is enough to succeed in that culture.

5. Learning another people’s language will guarantee cultural understanding.

▼▼▼

Explain the myths in intercultural communication and their reasons to your junior colleague.

One big step to understanding cultural differences is to accept that we are different. You can

increase your chances of being accepted by:

Understanding the myths in intercultural communication

Accepting that there are differences in how people think and do things

Showing understanding and respect for these differences

CROSS CULTURE I LESSON 2 Last revision: 11/30/2017



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• Today we will do Lesson 3: Defining your own culture first


• Let’s do a short test. Knowing the myths in intercultural communication.Have the student explain the myths in intercultural communication and the reasons to a junior colleague.


• Are you familiar with your own country’s culture?

• What are some typical characteristics of Japanese people?

• Do you think non-Japanese see Japanese in the same way?




• Why was Ken surprised when Ron told him that he should study his own culture?

• What examples did Ron give Ken about understanding his own culture?

• Based on what Ron said, do you feel you are familiar with your own country’s culture?













DEFINING YOUR OWN CULTURE FIRST

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Other Programs Level 2&3 - Cross Culture - Lesson 3 – Defining your own culture first

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Ron: So Ken, you must be excited about your one-year assignment overseas.

Ken: Oh yes. I took your advice and now I’m reading about the country’s culture and customs.

Ron: Good for you. I recommend that you study your own culture, too.

Ken: But I already know my culture. I live it every day.

Ron: Of course you do, but we all live in our own culture without really thinking about it, and

this prevents us from fully understanding our own culture.

Ken: Really? But I’m aware of our traditions, customs, and celebrations.

Ron: I don’t mean things like that. I mean things like how your culture views rules and laws,

whether personal achievement is more or less important than team success in your

culture, or how openly people in your culture express emotions, and so on.

Ken: Oh, I’ve never really thought of things like that.

▼▼▼

Answer these questions and compare your answer with your trainer’s. Discuss the differences

and similarities. (1 = not at all, 2 = a little bit, 3 = quite a bit, 4 = very much so)

▼▼▼

Explain what you’ve learned about your culture and how it might differ from others to a junior

colleague.

Before you even begin to learn about other cultures, have a good understanding of your own.

You can do this by:

Knowing what’s typical of your own culture

Knowing how your views compare to other cultures

Thinking about why your views are different from others

1 2 3 4

1. Is it important to follow the law and rules in your culture? (jaywalking, taking bribes,

avoiding taxes, etc.)

2. Are individual needs more important than your group’s needs in your culture? (individual

performance vs team performance, your needs vs family needs, loyalty to your company, etc.

3. Are you free to express your emotions in front of others? (strongly express your opinions in

meetings, raise your voice, banging on the table at work, etc.)

4. Are one’s personal life and business life closely linked in your culture? (your boss is your boss

outside of work, your seniors will always be your seniors, etc.)

5. Is background an important factor in your culture? (age, gender, family background,

education, title, company name, etc.)

6. Is time very important in your culture? (meeting deadlines, starting and finishing meetings on

time, etc.

7. Do people believe that they have complete control of your destiny in your culture? (you are

accountable for everything that happens to you)




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• Today we will do Lesson 4: Raising cultural awareness


• Let’s do a short test. Defining your own culture first.Have the student explain what he/she has learned about his/her culture and how it might differ from others.


• What do you think cultural awareness means?

• Do you think your cultural awareness is high or low?




• According to Ron, how many stages are there in cultural awareness?

• What stage is Ken at?

• How can we raise cultural awareness?













RAISING CULTURAL AWARENESS

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Other Programs Level 2&3 - Cross Culture - Lesson 4 – Raising cultural awareness

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Ken: I’m beginning to understand how important culture is in effective communication.

Ron: It sounds like your cultural awareness is increasing.

Ken: Yes, but I want to further my understanding.

Ron: That’s great. Well, let me tell you about the degrees of cultural awareness. You see, at

the first stage, people think that their way is the only way of doing things.

Ken: Oh, I don’t think that. I know there are many ways.

Ron: Right. At the second stage, people understand there are different ways, but they still

feel that their way is the best.

Ken: I have grown past that way of thinking. I know sometimes other cultures have a better

way of approaching certain issues.

Ron: Good, but that’s still just the third stage. At the fourth and final stage, we are willing to

create new ways of doing things that work best for our particular situation.

Ken: I see. But what can I do to get to this fourth stage?

Ron: Good question. We need to understand that global business is a complex process and that

there is no one way to approach a problem. Just by accepting this, you’ve opened up the

possibility of creating the best solution for your unique situation.

▼▼▼


1. Describe the four degrees of cultural awareness and give examples of each.

2. At what stage of cultural awareness are you at? Why do you think so?

3. Are you committed to achieving the highest level of cultural awareness?

4. What can you do to achieve this?

▼▼▼

Explain to a junior colleague the concept of the four stages of cultural awareness. Try to give

some examples of your own personal experience.

As we become more aware of our own culture and the culture of others, we begin to

understand clear differences in the way people think and act. This is a sign of an improvement

in cultural awareness. However, we can further our understanding by:

Knowing the degrees of cultural awareness

Accepting how culturally aware you are

Committing to achieving the highest level of cultural awareness




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• Today we will do Lesson 5: Accepting culture shock


• Let’s do a short test. Raising cultural awareness.Have the student explain the concept of the four stages of cultural awareness and give some examples based on

personal experience.


• What is culture shock?

• Can you share a situation where you experienced culture shock?

• How did you overcome the experience?




• What are the four basic stages of culture shock according to Ron?

• How did he explain each stage?

• What did Ken realize about culture shock toward the end of the dialogue?













ACCEPTING CULTURE SHOCK

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Other Programs Level 2&3 - Cross Culture - Lesson 5 – Accepting culture shock

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Ken: I just got an e-mail from a colleague who got transferred overseas a couple of months

ago. He says he hates living there and wants to come back home.

Ron: It sounds like he’s experiencing culture shock.

Ken: Yeah, I hope I don’t experience it.

Ron: Just about everyone experiences it.

Ken: Really? But I’m so excited about my overseas assignment.

Ron: Sure. Most people are. You see, culture shock isn’t just one event. It has four basic

stages: the Honeymoon, Frustration, Adjustment, and Acceptance stages.

Ken: So, in the HONEYMOON stage, we’re excited about the new culture, food, and so on.

Ron: Right. However, eventually we experience misunderstandings and become FRUSTRATED,

like your colleague now.

Ken: But later, do we begin to ADJUST to the new environment and become more

comfortable?

Ron: Exactly. And we finally ACCEPT the differences in the new culture and remove all

negative feelings.

Ken: I see. So, I shouldn’t be afraid of culture shock. I should understand it and accept it.

▼▼▼


1. Describe a time when you moved to a new environment (for example, when you changed schools,

companies, cities, marriage, etc.).

2. Did you go through the Honeymoon stage? Give some examples.

3. Did you go through the Frustration stage? Give some examples.

4. Did you go through the Adjustment Stage? Give some examples.

5. Did you go through the Acceptance Stage? Give some examples.

▼▼▼

Explain the four stages of culture shock and give examples of each stage to a junior colleague.

Culture shock is something that many of us experience when traveling or working overseas. By

understanding what culture shock is, the easier it will be for you to adjust. You can do this by:

Understanding the four basic stages of culture shock

Accepting that it happens to most of us

Knowing that you will eventually adjust and accept it




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• Today we will do Lesson 6: Knowing what leads to success


• Let’s do a short test. Accepting culture shock.Have the student explain the four stages of culture shock and give examples of each stage.


• Do you think your personality has an impact on your success overseas? How so?

• Name some good qualities that could help you achieve success overseas.

• Name some bad qualities or habits that could hinder you from achieving it.




• According to Ron, why do some people fail on overseas assignments?

• What good traits did he mention that often lead to success? What about the worst habit?

• What advice did he give Ken toward the end of the dialogue?













KNOWING WHAT LEADS TO SUCCESS

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Other Programs Level 2&3 - Cross Culture - Lesson 6 – Knowing what leads to success

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Ken: I have some bad news. My colleague now decided to give up on his overseas assignment

after only two months.

Ron: That’s terrible, but failure on an overseas assignment is actually very common.

Ken: Really? Why’s that?

Ron: There’re many reasons, such as lack of cultural training, lack of support, and even

sending the wrong person.

Ken: How do I know I’m the right person?

Ron: Well, let’s look at some good traits that often lead to success. Being extroverted, multi-

culturally minded and sensible is important.

Ken: I’m quite shy. Maybe I’m not the right person.

Ron: Don’t worry. Many people change their personality when speaking another language.

Ken: Yes, I’m more outgoing when I speak English. Are there any bad habits I should avoid?

Ron: The worst habit is trying to live and work the same way as in your home country. It’s a

different world with different rules. So interact with the locals. Eat their food. Learn

their culture. Experience their life. Only then will you truly understand and appreciate

their culture.

▼▼▼


1. Are you an introvert or an extrovert? Are you extroverted with people from different cultures?

2. Are you mono-culturally or multi-culturally oriented? Why?

3. Do you feel more comfortable staying with people from your own culture?

4. Do you consider yourself to be argumentative or collaborative?

▼▼▼

Explain the habits and traits that could lead to success when doing business overseas and give

examples to a junior colleague.

Cultural training and support can increase success of expats working overseas. However, you

can improve your chances of success by:

Understanding the traits that lead to success

Knowing that you can change your personality

Avoiding bad habits




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• Today we will do Lesson 7: Knowing your objectives


• Let’s do a short test. Knowing what leads to success.Have the student explain the habits and traits that could lead to success when doing business overseas and give some

examples to a junior colleague.


• When did you last go on a business trip? How long was your visit?

• What was your purpose for your business trip?

• Did you make any close contacts overseas?




• What were Ken’s short-term goals in his assignment?

• According to Ron, what happens when expats focus too much on immediate goals?

• What long-term objectives did Ron highlight in the end?













KNOWING YOUR OBJECTIVES

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Other Programs Level 2&3 - Cross Culture - Lesson 7 – Knowing your objectives

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Ron: So what exactly is this assignment?

Ken: I’m leading a global team to implement a new database system.

Ron: I see. So you need to manage the workflow of your team, meet deadlines, and stay

within budget.

Ken: That’s right.

Ron: What about your objectives for the long term?

Ken: Long term? What do you mean? I’ll be there for only one year.

Ron: I mean things like making connections with key people.

Ken: Oh yes. Of course I’ll do that, too.

Ron: That’s good. The reason I mention this is many expats focus so much on their immediate

goals, and miss out on the objectives that could have a much bigger impact on the

company.

Ken: Like what?

Ron: Like building relationships with key people, exchanging information with local staff, and

developing global leadership skills. By acknowledging the importance of these goals while

aiming to achieve your project goals, you’re more likely to have a valuable experience.

▼▼▼


1. What are your immediate goals for working overseas? How will your performance be measured?

2. What are some goals that could have a positive, long-term effect on your career?

3. What could you do to build relationships during your assignment?

4. What could you do to develop your global leadership skills?

▼▼▼

Explain both your immediate goals and your goals that are likely to have a long-term effect on

you and your company.

By focusing too much on our short-term goals, we run the risk of missing out on our goals for the

long term. Long-term goals include:

Building relationships with key people

Not only sharing but also gaining new knowledge

Developing your global leadership skills




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• Today we will do Lesson 8: Understanding individual cultural identity


• Let’s do a short test. Knowing your objectives.Have the student explain both his/her immediate goals and goals that are likely to have a long-term effect on him/her

and his/her company.


• Do you think culture influences who we are as people?

• What are some other factors that affect who we are?

• Do you think you’ve changed as a person over the years?




• Why did Ron ask so many questions about the Brazilian man?

• According to Ron, is studying about culture necessary?

• According to Ron, what are the factors that affect our own cultural identity?













UNDERSTANDING INDIVIDUAL CULTURAL IDENTITY

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Other Programs Level 2&3 - Cross Culture - Lesson 8 – Understanding individual cultural identity

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Ken: I’ve just been told that I’ll have a Brazilian person working on my team when I get

transferred overseas.

Ron: Sounds exciting.

Ken: What’s the best way to approach a Brazilian man?

Ron: Well, is he younger or older than you? Which part of Brazil did he grow up in? Did he go to

a top university? Did he grow up in a poor family?

Ken: I, I don’t know. I don’t think I can ask him those questions.

Ron: My point is that we mustn’t forget that each person has a unique cultural background, or

individual cultural identity.

Ken: So do you mean studying about culture is unnecessary?

Ron: No, it’s absolutely necessary. National culture has a big impact on how we think and act.

However, there are many other factors that affect us. Age, your hometown, education,

wealth, parents, experiences, and so on, all have an impact, and they’re constantly

developing. Think about how these have affected you as a person.

Ken: Yes, that’s true. I’ve changed so much after my 6-month study-abroad program in the US.

▼▼▼


1. What did your parents teach you that you still stand by today?

2. Did the culture of the school you attended have an effect on how you think or act?

3. What great successes or failures have you experienced that have changed you?

4. Do your friends influence how you feel, think, or act?

5. Do you have a role model who has influenced you in any way?

6. How have your experiences overseas or interactions with non-Japanese affected you?

7. How have the ways you feel, think, and act changed with age?

▼▼▼

Explain to a junior colleague what individual cultural identity is and give examples of how

different factors influenced yours.

Culture has a tremendous impact on how we think and behave. However, we also mustn’t

forget that each person is unique, and how one thinks and acts are influenced by many other

factors. “Individual cultural identity” is who each of us really is. To understand this concept:

Understand the factors that affect individual cultural identity

Know how these factors affect you

Refrain from judging someone just based on his or her national culture




9


• Today we will do Lesson 9: Appreciating cultural diversity


• Let’s do a short test. Understanding individual cultural identity.Have the student explain what individual cultural identity is and give examples of how different factors influenced

his/hers.


• Is your company made up of diverse cultures?

• Do you enjoy working with people from different cultural backgrounds?

• Do you like learning more about other people’s culture?




• How can we appreciate a new culture according to Ron?

• What does Ron mean by each of the steps to appreciating culture?

• What did Ron tell Ken NOT to do?













APPRECIATING CULTURAL DIVERSITY

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Other Programs Level 2&3 - Cross Culture - Lesson 9 – Appreciating cultural diversity

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Ken: I’ve learned so much about cross-cultural understanding.

Ron: I’m glad to hear that, Ken.

Ken: Do you have any advice for me before I leave for my assignment overseas?

Ron: You’ll be fine. You already know so much about cultural understanding. However, to

really appreciate a new culture, I suggest three things: learn, experience, and

understand.

Ken: You mean I should always have an open mind and try to LEARN as much as I can about the

new culture and its people?

Ron: That’s right. Read about the culture. Ask questions about the culture. Learn its history,

its religion, its food, etc.

Ken: And of course, I should not only learn it but actually try it.

Ron: Exactly. Get to know the local people and EXPERIENCE their culture firsthand. There will

be some things you like and some you dislike. But that experience will give you a new

insight into their culture.

Ken: And then, I’ll be able to really UNDERSTAND the culture.

Ron: That’s right. So many people who go overseas end up coming back without really learning,

experiencing, or understanding the new culture. So don’t be one of them.

▼▼▼


1. What can you do to really learn about another culture?

2. What did you experience firsthand when you traveled or worked abroad?

3. What are some things about other cultures that you feel you can now understand because you’ve

learned them and experienced them firsthand?

▼▼▼

Explain to a junior colleague how to really appreciate cultural diversity and give some examples

of your own experience.

Differences in culture can cause frustration and confusion. However, it’s these differences that

make culture such a fascinating topic to learn. Appreciate culture by:

Learning it

Experiencing it

Understanding it




10


• Today we will do Lesson 10: Review

• Tell the student “We are going to review what you learned from Lessons 1 to 9.”

2. Have the student go through each point and ask some follow-up questions after each one.

Answer Key:

1. Stereotyping and believing that your way is the only way

2. Myth 1: We’re all human beings, so we can’t be that different from each other. Myth 2: If you

have a good personality, you get along with anyone from any culture. Myth 3: You need to become

like others to be accepted. Myth 4: Learning the country’s business manners is enough to succeed

in that culture. Myth 5: Learning another people’s language will guarantee cultural understanding.

3. (Student should explain his/her culture in terms of Following the law and rules, Individual needs

versus group’s needs, Expressing emotions, Personal life and business life, Importance of

background, Importance of time, Complete control of destiny.

4. Stage 1: Our way is the only way; Stage 2: There are other ways, but our way is the best; Stage 3:

Knowing other ways may be better; Stage 4: Creating your original way

5. Stage 1: The Honeymoon, Stage 2: Frustration; Stage 3: Adjustment; Stage 4: Acceptance

6. Being extroverted, multi-culturally minded, sensible

7. Building relationships with key people, sharing and gaining knowledge, developing global

leadership skills

8. Each person has a unique cultural background which is influenced by many factors such as age,

your hometown, parents, etc.

9. Learning it, Experiencing it, and Understanding it



• If the student passes the REVIEW, congratulate him/her and tell him/her that he/she may go onto

Lesson 11 next time

• If the student fails the REVIEW, tell the student which lessons he/she needs to redo, and make note

of it for the next trainer


REVIEW

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Other Programs Level 2&3 - Cross Culture - Lesson 10 - Review

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Review the topics from Lessons 1-9 by answering the questions below.

1. Explain the barriers to cultural understanding and give some examples of your experiences.

2. Explain one common myth in intercultural communication.

3. Explain some characteristics of your own culture.

4. Explain the concept of the four stages of cultural awareness.

5. Explain the four stages of culture shock.

6. Explain the habits and traits that could lead to success when doing business overseas.

7. Explain goals when working overseas that are likely to have a long-term effect on you and your

company.

8. Explain the concept of individual cultural identity.

9. Explain what it means to appreciate cultural diversity.




11


• Today we will do Lesson 11: Being sensitive when asking about culture


• Is there anything that you don’t like about your country’s culture?

• How would you feel if someone from another culture complained about your culture?

• Have you ever experienced that before?




• What did Ken ask that offended his foreign colleague?

• What did Ron say about it?

• How did Ron rephrase Ken’s question?



• Refine the student’s questions if necessary








• Tell the student there will be a review


BEING SENSITIVE WHEN ASKING ABOUT CULTURE

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Other Programs Level 2&3 - Cross Culture – Lesson 11 – Being sensitive when asking about culture

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Ken is having a teleconference with his mentor, Ron, after a week since arriving overseas.

Ron: Hi, Ken. How’s everything so far?

Ken: I’ve been having some communication problems. Just the other day, my foreign

colleague seemed to get offended by my question.

Ron: Hmm… What exactly did you ask him?

Ken: Well, I just asked why people in their culture always come late to meetings.

Ron: I see. Culture is a very sensitive topic. So we need to carefully select the words we use

when asking about one’s culture.

Ken: Was my question offensive?

Ron: Kind of. “Why… always… late” – these three words together can sound like you are

questioning their culture rather than asking about it. Maybe you could say something like

this, “I noticed that our meetings usually start a few minutes late. Is this typical?”

Ken: Yes, that sounds better.

Ron: There are several approaches like this to ask about culture.

▼▼▼

Use the different approaches below to ask your trainer about his or her culture.

Approach 1: COMPLIMENT and then ASK.

EXAMPLE: I just love the design of this shirt. When is it worn?

Approach 2: Explain a SITUATION or ISSUE and then ASK.

EXAMPLE: I want to make a proposal to the president. Is it best to speak to my boss about it first?

Approach 3: Show INTEREST and then ASK.

EXAMPLE: I find this custom really interesting. What is the purpose for doing this?

▼▼▼

Imagine that you are having a friendly conversation with your foreign colleague. Try to learn

more about his or her culture by carefully selecting the words you use in your comments and

questions about culture.

Culture can be a sensitive topic to ask or talk about. People often openly say bad things about

their own culture. However, when an outsider makes the same comments, they might get

offended. So avoid offending others by:

Being sensitive with your comments and questions on culture

Not questioning their culture, but showing interest

Carefully selecting the words you use in your questions




12


• Today we will do Lesson 12: Asking for clarification


• Let’s do a short test. Being sensitive when asking about culture.The student should be able to learn more about your culture by carefully selecting the words in his/her comments and

questions about your culture. Trainer can start with “I’m afraid some of our attendees will be late for the meeting.”


• Do you sometimes find it difficult to understand someone who speaks too quickly?

• What do you usually do when this happens?

• Is it necessary to ask them to slow down and adjust to your level of English communication?




• What was Ken having trouble with?

• What expressions did Ron advise him to say next time?

• Can you think of other similar phrases or expressions?


• Give other phrases that the student can use.



• Speak quickly at first until the student gets you to slow down. Here are the key points you want to

communicate to the student:

You want to schedule an important meeting either next Tue or Fri to discuss the following:

• Objective of a new project

• Decide members for the project

• Schedule and deadline

• Budget








ASKING FOR CLARIFICATION

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 12 – Asking for clarification

SKYPE GREETING


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BIZ TIP

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SKYPE CLOSING


Ken is having a teleconference with his mentor, Ron.

Ken: Ron, everyone speaks so fast here. I’ve had so many misunderstandings with my team.

Ron: It’ll take a while, but I’m sure you’ll get used to it. However, you should make an effort

to let them know how much you can and can’t understand.

Ken: What do you mean?

Ron: Let them know they are speaking too fast or they are using words you don’t know. You

can say, “I’m sorry; can you speak more slowly for me?” or “I don’t quite understand.”

“Can you say it in a more simple way?”

Ken: But I don’t want to stop the conversation.

Ron: I understand. But the first step is get them to understand your English level. And then,

they will adjust to you.

Ken: I see.

Ron: And be sure to clarify the key points so you are able to follow what they are saying. You

can say, “So just to confirm…” or “So what you’re saying is…”

Ken: Right. That way, I’ll be sure to not have any misunderstandings.

Ron: Well, to be extra sure, I would confirm either by e-mail, phone, or in person afterwards,

especially if it’s an important matter.

Ken: That’s a lot of clarifying.

▼▼▼

Answer the following questions to prepare for the ACT part.

1. What can you say to get the other person to speak more slowly?

2. What can you say if you don’t understand what the other person said?

3. What can you say to clarify something?

▼▼▼

Imagine that your foreign colleague wants to schedule an important meeting with you. Get your

colleague to understand your English level, clarify the key points, and finally write an e-mail to

confirm your understanding.

One of the easiest communication techniques to avoid misunderstandings is asking for

clarification. However, overdoing it could annoy people in certain cultures. So the secret is to

be tactful. Ask for clarification by:

Getting the other person to understand your level of English

Clarifying the key points

Confirming with a different medium




13


• Today we will do Lesson 13: Switching styles


• Let’s do a short test. Asking for clarification.Schedule an important meeting by speaking quickly at first. The student should be able to ask you to slow down and

clarify the key points.


• Have you noticed how some cultures work differently from your culture?

• Have you ever tried to adjust your workstyle to theirs?

• Do you or would you feel uncomfortably adjusting to their style?




• According to Ron, is style switching just copying the other person’s style?

• According to Ron, what steps should Ken take before switching styles?

• According to Ron, why shouldn’t Ken feel uncomfortable about losing his identity when switching styles?













SWITCHING STYLES

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 13 – Switching styles

SKYPE GREETING


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BIZ TIP

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SKYPE CLOSING



Ken: Ron, it’s been two weeks since I arrived here, and I’m noticing a lot of differences in the

way things are done. Some things are so inefficient compared to Japan.

Ron: Yes, cultural understanding has a steep learning curve. However, adapting to their style

can make things a lot easier.

Ken: You mean just copying their style?

Ron: Well, there’s more to it than that. This technique is called style switching. First, you

should find out how things are done in that culture and why. You can just ask, “I’ve

noticed that people tend to … Why is that?”

Ken: I see. So I can just learn and copy.

Ron: Before you switch styles, you should confirm if you understand it. So you can give an

example by saying, “So if I wanted to…, would it be appropriate to…?”

Ken: OK, I understand the concept of style switching, but I don’t want to lose my own identity.

Ron: It’s not necessary to switch styles for everything. And when you do switch styles, just

imagine that you have a little button on your shoulder that you push that allows you to

change styles for that moment.

Ken: I think I get it. Thanks, Ron.

▼▼▼


1. What are some customs that you find odd in other cultures?

2. What are some questions that you could ask to learn more about them?

3. What examples could you give to confirm your understanding of these customs?

▼▼▼

Imagine that you are with a foreign colleague. Ask your colleague some questions about how

things are done in his or her culture and confirm your understanding by giving an example.

One practical technique in dealing with cultural differences is to “do as the Romans do” - or

style switching. It means adjusting your style to meet theirs. Switch styles by:

Finding out how the locals do it

Confirming your understanding of it

Knowing that you don’t need to change who you are as an individual




14


• Today we will do Lesson 14: Setting ground rules


• Let’s do a short test. Switching styles.Have the student ask you some questions about how things are done in your culture. He/she needs to confirm his/her

understanding by giving an example.


• Do you sometimes have meetings with people from other cultures?

• Do you notice any differences in the way they behave compared to people from your culture?

• What are some things that you can do to run a smooth meeting with people from other cultures?




• What happened in Ken’s previous meeting with his team?

• What solution did Ron suggest?

• What expressions did he say that Ken could use next time?













SETTING GROUND RULES

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 14 – Setting ground rules

SKYPE GREETING


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BIZ TIP

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SKYPE CLOSING



Ken: Ron, my first meeting with my team was a nightmare. Two members were late. One

spoke for the whole meeting. One didn’t say anything. I didn’t have any control.

Ron: Woah, sounds like you have a mix of cultures on your team.

Ken: Yes, we do. So it’s impossible to control.

Ron: Well, the solution is to set your own rules.

Ken: You mean we should follow the Japanese style for meetings?

Ron: No, not your rules. I mean create new rules for your team. First, acknowledge the

differences. So you can say, “Hi, everyone. As we may have different meeting styles, can

we agree on rules for our meetings...?”

Ken: That makes sense.

Ron: And then, suggest some rules. You can say, “Can we start our meetings on time even if

everyone is not here?” “Let’s take turns taking the minutes and send them to all

members by the next day,” and, “Are there other rules you’d like to add?”

Ken: Yes, those are good rules.

Ron: And if anyone breaks a rule, you can refer back to it, like this. “I think we agreed to…”

“Can you please…?”

Ken: So I’m just enforcing the rule and not pushing my own culture on them.

▼▼▼

Practice setting the following ground rules in a meeting by following the Biz Tips.

Ground Rules:

• Start meetings on time even if everyone is not here.

• Take turns taking the minutes and send them out to all members by the next day.

• Have a maximum of 3 minutes per person to express opinions.

• One person summarizes the key points at the end of the meeting.

▼▼▼

Imagine that you are holding a meeting with your multi-cultural team. Set some ground rules.

When a team is made up of a mix of different cultures, communication can be extremely

difficult. However, a solution to this is to create your own team rules. You can do this by:

Acknowledging to the team that there are the different ways of doing things

Agreeing on some rules for everyone to follow

Always referring to the rules when needed




15


• Today we will do Lesson 15: Adjusting your tone


• Let’s do a short test. Setting ground rules.Have the student imagine that he/she is holding a meeting with a multi-cultural team. The student should be able to

set some ground rules.


• Would you say that people in your culture are very direct or indirect with their opinions?

• What’s an example of indirect communication in your culture?

• Do you think someone from another culture would be able to understand an indirect message?




• What should we keep in mind when adjusting our tone? (adjust our tone depending on the person)

• What are upgraders? Downgraders?

• What phrases did Ron give for each technique?


Answer key:1. I’m having trouble understanding this. Can you explain it again?

2. I prefer you didn’t do that.

3. I can’t finish it by Monday. But I’ll have it ready by Wednesday.

4. I absolutely need you to join the meeting.







•






ADJUSTING YOUR TONE

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 15 – Adjusting your tone

SKYPE GREETING


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BIZ TIP

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SKYPE CLOSING



Ken: Ron, some project members are very sensitive, so I have to be very indirect. With others,

however, I have to explain clearly.

Ron: Yes, that’s normal. Different cultures have different communication styles. Some want a

clear message while others prefer a softer tone.

Ken: How do I control my tone?

Ron: Good question. First, you need to adjust your tone depending on the person. Your tone of

voice, gestures, and facial reaction all have some effect. However, your word choice is

important, too.

Ken: But my vocabulary is very small.

Ron: That’s OK. You can simply use upgraders to make your message sound more direct. For

example, instead of saying, “I need it by Monday”, you can say, “I ABSOLUTELY need it

by Monday.” Instead of, “It might be difficult for me to attend,” you can say, “There’s

NO WAY I can attend.”

Ken: How do I make my message less direct?

Ron: You can use downgraders. So instead of saying, “You must change it,” you can say,

“MAYBE it’s best to change it.” Instead of, “That’s a bad idea,” you can say, “It MIGHT

BE DIFFICULT to...”

Ken: This is very useful. Thank you.

▼▼▼

Practice using upgraders and downgraders to adjust the tone of the following comments:

1. That makes no sense. (downgrade it)

2. You can’t do that. (downgrade it)

3. I don’t think I can finish it by Monday. (upgrade it)

4. I hope you can come to the meeting. (upgrade it)

▼▼▼

Imagine you are scheduling a meeting with your colleague. Only use downgraders.

Then, have the conversation again, but only use upgraders. Then, reflect on the differences.

Depending on the culture you are dealing with, you may need to adjust the tone of your

message to make it more or less direct. You can do this by:

Understanding the communication style of the person you are communicating with

Using upgraders to make your message more direct

Using downgraders to make your message less direct




16


• Today we will do Lesson 16: Giving an overview of the process first


• Let’s do a short test. Adjusting your tone.Have the student scheduling a meeting with you using only downgraders. Then, have the conversation again using only

upgraders. Then, reflect on the differences.


• Have you ever given instructions in English?

• Are you concerned that he/she may not understand the process?

• What can you do to make it easier for a foreigner to understand the whole process?




• What problem did Ken bring up?

• What solution did Ron advise him to do?

• What steps did he outline?








•






GIVING AN OVERVIEW OF THE PROCESS FIRST

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 16 – Giving an overview of the process first

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SKYPE GREETING


SKYPE CLOSING


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BIZ TIP


Ken: Ron, I’ve got a problem. One of my project members asked for some feedback on his

performance. So I explained to him that he needs to work more efficiently.

Ron: How did he react?

Ken: He kept saying, “What do you mean?” and “I don’t understand.”

Ron: I see. Well, maybe he wanted more specific feedback.

Ken: But he should try to figure it out for himself before asking me for specific feedback.

Ron: Right. But I don’t think that’s how it’s done in his culture.

Ken: But I don’t know his culture.

Ron: Right. But if you want him to understand you, you need to be clearer about your purpose.

Ken: How?

Ron: Well, give him an overview first. Tell him what you are going to do and why. Once he

understands, then make sure he’s OK with the process. For example, you can say

something like, “I’m going to be very general with my feedback because I want you to

create your own action plan.” “After you’ve created your action plan, I’d be happy to

review it.” “Are you OK with this?”

Ken: I see. This way, he can understand my motive.

▼▼▼

Answer the following questions to prepare for the Act part:

1. What overview would you give when explaining how to use an electronic device?

2. What overview would you give when assigning a task?

3. What overview would you give when giving feedback on performance?

▼▼▼

Imagine that you are doing one of the following with your foreign colleague.

Situation 1: Explaining how to use an electronic device (copier, phone, laminator, etc.)

Situation 2: Giving instructions to do something

Situation 3: Giving feedback on performance

Processes and rules for common tasks in other cultures may be different from our own and

therefore may be the cause of great stress. Avoid this stress by:

Learning how things are done in that culture when possible

Giving an overview of the process

Asking if it’s OK




17


• Today we will do Lesson 17: Playing devil’s advocate


• Let’s do a short test. Giving an overview of the process first.Have the student explain how to use an electronic device (copier, phone, laminator, etc.).


• Are you comfortable disagreeing with people’s ideas?

• Are some people sensitive about other people disagreeing with them?

• How would you feel if someone disagree with your opinion in a meeting?




• Why did Ken’s colleague become very defensive in one of their meetings?

• According to Ron, what steps should Ken take to prevent this from happening next time?

• Have you ever tried this approach when disagreeing with a colleague’s idea?













PLAYING DEVIL’S ADVOCATE

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 17 – Playing devil’s advocate

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SKYPE GREETING


SKYPE CLOSING


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BIZ TIP


Ken: Ron, I find it so difficult to disagree with my colleagues’ opinions during meetings. One

time, I asked some difficult questions about my colleague’s idea, and he became very

defensive. Now, I find it difficult to disagree with anyone.

Ron: OK, disagreeing with someone from another culture is tricky.

Ken: What can I do?

Ron: First, you should acknowledge the other person’s opinion. You can do this by saying, “Let

me see if I understand you correctly.” “Your idea is to…” “Is that right?”

Ken: I see. And then, I can disagree with him, right?

Ron: No. You don’t need to disagree with him. Instead, you can just play devil’s advocate.

Ken: What’s that?

Ron: It means purposely challenging the other person’s idea in order to test it.

Ken: So I should tell my colleague that I will purposely challenge his idea?

Ron: That’s right. So you can say, “I’m just playing devil’s advocate, but wouldn’t it be better

to…?” So you’re just testing his idea instead of disagreeing with it.

Ken: I see. OK, I’ll try that.

▼▼▼

For each of the following opinions, follow the three steps of playing devil’s advocate.

Opinion 1: All meetings should be less than an hour long.

Opinion 2: All communication in our company should be in English.

Opinion 3: Our president should spend more time meeting with our ground staff.

▼▼▼

Imagine that you are discussing workplace problems at your company with your foreign

colleague. Play devil’s advocate when your colleague suggests a solution.

Disagreeing with someone is a difficult thing to do especially in another culture. However, you

can do this without offending the other person by:

Acknowledging the other person’s views

Stating that you are just playing devil’s advocate

Challenging the other person’s views




18


• Today we will do Lesson 18: Agreeing on a process


• Let’s do a short test. Playing devil’s advocate.Discuss a common workplace problem with the student. He/she should be able to play devil’s advocate whenever you

suggest a solution.


• How are decisions made in your team?

• Who usually has the final say?

• Are decisions usually flexible or are they always final after each meeting?




• What was Ken’s unusual experience about decision-making with his team?

• What advice did Ron give on their decision-making process?

• Have you been in a similar situation as Ken? How did you handle it?













AGREEING ON A PROCESS

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 18 – Agreeing on A process

SKYPE GREETING


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BIZ TIP

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SKYPE CLOSING



Ken: Ron, I had a really unusual experience with my team the other day. You see, we had all

decided to go in a certain direction with our project. However, the following week, two

of my team members completely changed their minds.

Ron: Hmm. It sounds pretty normal to me.

Ken: But we had made the decision a week before. We all agreed.

Ron: Was it a final decision or a tentative decision?

Ken: Every decision in a meeting is final.

Ron: Well, in some cultures, no decision is final. To avoid this, you need to agree on a

decision-making process for your team first. So who are the decision makers?

Ken: Well, all of us.

Ron: OK, does everyone have to agree or is a majority OK?

Ken: I think a majority is OK.

Ron: OK, will this be an anonymous vote or a raise of hands?

Ken: I think a raise of hands is fine.

Ron: And once a decision is made, is it final or will you have flexibility to change a decision?

Ken: We can be flexible, but we should vote again in that case.

Ron: Now, you have your process. You still need to get everyone to agree to the process.

▼▼▼


1. Who would be the decision maker if you were to lead a global team?

2. What would the process be for making a decision?

3. How much flexibility would you have for changing a decision?

▼▼▼

Imagine that you are having a meeting with your foreign project member to agree on a decision-

making process. Be sure to get agreement from your project member rather than just pushing for

your suggestion.

Different cultures have different processes for making decisions. Some require a group

consensus, while others leave it up to the boss to decide. However, when managing a global

team, it helps to decide the process before making a decision. You can do this by:

Deciding on who has decision-making authority

Deciding how decisions will be made

Deciding how much flexibility there is for changing decisions




19


• Today we will do Lesson 19: Building affective trust


• Let’s do a short test. Agreeing on A process.Work out a decision-making process with the student (key decision-makers, voting, flexibility of decisions, etc.) The

student should be able to get agreement from you rather than just pushing for his/her suggestion.


• Do you separate your business life from your personal life as much as possible?

• Do you think it’s important to connect with people on a personal level?

• How do you connect with people in your culture?




• Why do you think Ken still feels like an outsider?

• What was Ron’s advice in building affective trust?

• What have you noticed about the underlined phrases? (they’re all non-work-related)











• Tell the student lesson 20 will be a review lesson and to prepare


BUILDING AFFECTIVE TRUST

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture – Lesson 19 – Building affective trust

SKYPE GREETING


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SKYPE CLOSING



Ken: Ron, I’m beginning to understand how to communicate with my project members, but

honestly, I still feel like an outsider.

Ron: Do you have anything in common with your foreign colleagues?

Ken: I don’t know. We only talk about work.

Ron: Well, get to know your team. Their hobbies, their family, and so on. Start with small talk

like, “So what did you do on the weekend?” If they mention doing something with their

family, ask about them. You can say, “How old is your son?”

Ken: OK, I should get to know them on a personal level.

Ron: Exactly. Also, localize. Try their food, listen to their music, watch their TV programs.

And then, you can say things like, “I had this local dish for lunch.” “It was so good.” “Can

you suggest other local dishes for me to try?”

Ken: Yes, I should do that more.

Ron: And finally, if you really want the relationship to continue after you come back to Japan,

you need to become friends. So treat them like friends. You can say, “Are you free

tonight?” “Do you want to go for drinks?”

Ken: I see your point. I will try that. Thanks.

▼▼▼


1. What questions could you ask to get to know your team members on a personal level?

2. What can you do to localize yourself with your team members?

3. What can you do to move from a business relationship to a friendship?

▼▼▼

Imagine that you are with a foreign colleague. Get to know your colleague and build the

relationship.

There are two types of trust: cognitive trust and affective trust. Cognitive trust is confidence in

the other person’s work or skills. Affective trust is an emotional connection with the other

person. Affective trust is vital when dealing with other cultures. Build affective trust by:

Getting to know your team on a personal level

Localizing yourself

Becoming a friend




20


• Today we will do Lesson 20: Review

• Tell the student “We are going to review what you learned from Lessons 11 to 19.”

2. Have the student summarize what he/she has learned and ask some follow-up questions after each

one.

Answer Key:1. Approach 1: COMPLIMENT and then ASK. EXAMPLE: I just love the design of this shirt. When is it

worn?

Approach 2: Explain a SITUATION or ISSUE and then ASK. EXAMPLE: I want to make a proposal to the

president. Is it best to speak to my boss about it first?

Approach 3: Show INTEREST and then ASK. EXAMPLE: I find this custom really interesting. What is the

purpose for doing this?

2. Getting the other person to understand your level of English; Clarifying the key points; Confirming

with a different medium

3. It’s not necessary to switch styles for everything. And when you do switch styles, just imagine that

you have a little button on your shoulder that you push that allows you to change styles for that

moment.

4. “Hi, everyone. As we may have different meeting styles, can we agree on rules for our meetings...?”

“Can we start our meetings on time?”

5. You can’t do that. = I prefer you didn’t do that.

I don’t think I can finish by Monday = I can’t finish it by Monday, but I’ll finish it by Wednesday.

6. “I’m going to be very general with my feedback because I want you to create your own action plan.”

“After you’ve created your action plan, I’d be happy to review it.” “Are you OK with this?”

7. “Let me see if I understand you correctly.” “Your idea is to…” “Is that right?”

8. Who decision makers are; How decisions are made; How much flexibility there is for changing

decisions

9. Get to know your team on a personal level; Localize yourself; Become a friend



• If the student passes the REVIEW, congratulate him/her and tell him/her that he/she has completed

the program successfully

• If the student fails the REVIEW, tell the student which lessons he/she needs to redo, and make note of

it for the next trainer


REVIEW

OTHER PROGRAMS

Other Programs Level 2&3 - Cross Culture - Lesson 20 - Review

SKYPE GREETING


SKYPE CLOSING


Review the topics from Lessons 11-19 by answering the questions below.

1. What are the three approaches that you can use to ask about another person’s culture? Give

examples of each.

2. What are the three steps that you could take to ask for clarification? What phrases would you use for

the first two steps?

3. What advice would you give a junior colleague who is uncomfortable about using the style switching

technique?

4. What ground rules would you set if you were to chair your first global meeting? What phrases would

you use?

5. Downgrade the following sentence: “You can’t do that.”

Upgrade the following sentence: “I don’t think I can finish it by Monday.”

6. Give an overview of the process before giving feedback on performance to a foreign staff.

7. Imagine that your colleague makes the following comment: “All meetings should be less than an

hour long.” Follow the three steps to playing devil’s advocate.

8. Imagine that you are having a meeting with your foreign project member to agree on a decision-

making process. Be sure to get agreement from your project member rather than just pushing for

your suggestion.

9. Imagine that you are with a foreign colleague. Get to know your colleague and build the relationship.



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