Ethical Dilemma vs. Ethical Lapse

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3 Communication Challenges in a Diverse, Global Marketplace LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B75) Discuss the opportunities and challenges of intercultural communication.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BBA) De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFF) Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001CA0) List four general guidelines for adapting to any business culture.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCA) Identify seven steps you can take to improve your intercultural communication skills.

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COMMUNICATION CLOSE-UP AT Kaiser Permanente kp.org (http://kp.org)

Delivering quality health care is dif�icult enough, given the complexities of technology, government regulations, evolving scienti�ic and medical understanding, and the variability of human performance. It gets even more daunting when you add the challenges of communication among medical staff and between patients and their caregivers, which often takes place under stressful circumstances. Those communication efforts are challenging enough in an environment where everyone speaks the same language and feels at home in a single cultural context—but they’re in�initely more complex in the United States, whose residents identify with dozens of different cultures and speak several hundred languages.

The Oakland-based health-care system Kaiser Permanente has been embracing the challenges and opportunities of diversity since its founding in 1945. It made a strong statement with its very �irst hospital when it refused to follow the then-common practice of segregating patients by race. Now, as the largest not-for-pro�it health system in the United States, Kaiser’s client base includes more than 10 million members from over 100 distinct cultures.

At the core of Kaiser’s approach is culturally competent care, which it de�ines as “health care that acknowledges cultural diversity in the clinical setting, respects members’ beliefs and practices, and ensures that cultural needs are considered and respected at every point of contact.” These priorities are woven into Kaiser’s organizational culture, structure, and business practices.

Kaiser Permanente CEO Bernard J. Tyson believes a culturally competent workforce is essential to the health provider’s aim of serving the diverse U.S. population.

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REUTERS/Mario Anzuoni

Delivering this standard of care requires a mix of skills and knowledge that range from an awareness of medical issues of concern to speci�ic cultures to language �luency (and translation skills in more than 100 languages) to the awareness needed to handle cultural traditions and values in a sensitive manner. Kaiser’s Centers of Excellence in Culturally Competent Care at facilities around the country are a good example of the extent the company takes to serve its diverse clientele. Each center focuses on one or more cultures prominent in a given locale, with a particular emphasis on improving care outcomes for population segments that have historically been underserved.

Kaiser believes that effectively serving a diverse client base requires an equally diverse staff. As the chairman and CEO Bernard J. Tyson explains, “The rich diversity of our organization re�lects the diversity of the people we serve each and every day.” Nearly half the executive team are women, for example, and people of color make up nearly 60 percent of the company’s workforce.

In addition to helping Kaiser communicate more effectively with its customers, the strategic emphasis on diversity and inclusion is good for businesses. Its target market segments also happen to be among the country’s fastest-growing demographic groups, and Kaiser’s ability to connect with these audiences gives it an important competitive advantage.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED2)

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3.1 Understanding the Opportunities and Challenges of Communication in a Diverse World LEARNING OBJECTIVE

1 Discuss the opportunities and challenges of intercultural communication.

Diversity includes all the characteristics that de�ine people as individuals.

Kaiser Permanente (pro�iled in the chapter-opening Communication Close-Up) illustrates the opportunities and the challenges for business professionals who know how to communicate with diverse audiences. Although the concept is often framed in terms of ethnic background, a broader and more useful de�inition of diversity (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E25) includes “all the characteristics and experiences that de�ine each of us as individuals.”2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED4) As one example, the pharmaceutical company Merck identi�ies 19 separate dimensions of diversity, including race, age, military experience, parenting status, marital status, and thinking style.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED6) As you’ll learn in this chapter, these characteristics and experiences can have a profound effect on the way businesspeople communicate.

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Culture Compass offers insights into more than 100 countries around the world.

Intercultural communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E35) is the process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently. Every attempt to send and receive messages is in�luenced by culture, so to communicate successfully, you need a basic understanding of the cultural differences you may encounter and how you should handle them. Your efforts to recognize and bridge cultural differences will open up business opportunities throughout the world and maximize the contributions of all the employees in a diverse workforce.

OPPORTUNITIES IN A GLOBAL MARKETPLACE

You will communicate with people from many other cultures throughout your career.

Chances are good that you’ll be working across international borders sometime in your career. Thanks to communication and transportation technologies, natural boundaries and national borders are no longer the impassable barriers they once were. Local markets are opening to worldwide competition as businesses of all sizes look for new growth opportunities outside their own countries. Thousands of U.S. businesses depend on exports for signi�icant portions of their revenues. Every year, these companies export hundreds of billions of dollars’ worth of materials and merchandise, along with billions more in personal and professional services. If you work in one of these companies, you may well be called on to visit or at least communicate with a wide variety of people who speak languages other than English and who live in cultures quite different from what you’re used to. Among the United States’s top 10 global trading partners, only Canada and Great Britain have English as an of�icial language; Canada also has French as an of�icial language.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED8)

Not surprisingly, effective communication is important to cross-cultural and global business. In a recent survey, nearly 90 percent of executives said their companies’ pro�its, revenue, and market share would all improve with better international communication skills. In addition, half of these executives said communication or collaboration breakdowns had affected major international business efforts in their companies.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EDA) The good news here is that improving your cultural communication skills could make you a more valuable job candidate at every stage of your career.

ADVANTAGES OF A DIVERSE WORKFORCE

The diversity of today’s workforce brings distinct advantages to businesses:

A broader range of views and ideas A better understanding of diverse, fragmented markets A broader pool of talent from which to recruit

Even if you never visit another country or transact business on a global scale, you will interact with colleagues from a variety of cultures and with a wide range of characteristics and life experiences. Many innovative companies are changing the way they approach diversity, from seeing it as a legal requirement (providing equal opportunities for all) to seeing it as a strategic opportunity to connect with customers and take advantage of the broadest possible pool of talent.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EDC) Smart business leaders recognize the competitive advantages of a diverse workforce that offers a broader spectrum of viewpoints and ideas, helps businesses understand and identify with diverse markets, and enables companies to bene�it from a wider range of employee talents. “It just makes good business sense,” says Gord Nixon,

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the CEO of the Royal Bank of Canada.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EDE)

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Looking for jobs at diversity-minded companies?

DiversityWorking.com (http://DiversityWorking.com) connects job searchers with companies that recognize the value of diverse workforces. Go to www.real-timeupdates.com/bct14 (http://www.real-timeupdates.com/bct14) and select Learn More in the Students section.

Diversity is simply a fact of life for all companies. The United States has been a nation of immigrants from the beginning, and that trend continues today. The western and northern Europeans who made up the bulk of immigrants during the nation’s early years now share space with people from across Asia, Africa, Eastern Europe, and other parts of the world. Across the United States, the term minority as it is traditionally applied to nonwhite residents makes less and less sense every year. Non-Hispanic white Americans now account for about 60 percent of the overall U.S. population, but that �igure will drop below 50 percent in two or three decades. Caucasian Americans already make up less than half the population in hundreds of cities and counties.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE0)

However, you and your colleagues don’t need to be recent immigrants to constitute a diverse workforce. Differences in everything from age and gender identi�ication to religion and ethnic heritage to geography and military experience enrich the workplace. Immigration and workforce diversity create advantages —and challenges—for business communicators throughout the world.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

Take a closer look at how the United States is changing

The U.S. population is aging and becoming more diverse; dive into the details with this interactive presentation. Go to www.real-timeupdates.com/bct14 (http://www.real-timeupdates.com/bct14) and select Learn More in the Students section.

THE CHALLENGES OF INTERCULTURAL COMMUNICATION Today’s increasingly diverse workforce encompasses a wide range of skills, traditions, backgrounds, experiences, outlooks, and attitudes toward work—all of which can affect communication in the workplace. Supervisors face the challenge of connecting with these diverse employees, motivating them, and fostering cooperation and harmony among them. Teams face the challenge of working together closely, and companies are challenged to coexist peacefully with business partners and with the community as a whole.

A company’s cultural diversity affects how its business messages are conceived, composed, delivered, received, and interpreted.

The interaction of culture and communication is so pervasive that separating the two is virtually impossible. The way you communicate is deeply in�luenced by the culture in which you were raised. The meaning of words, the signi�icance of gestures, the importance of time and space, the rules of human relationships— these and many other aspects of communication are de�ined by culture. To a large degree, your culture in�luences the way you think, which naturally affects the way you communicate as both a sender and a receiver.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE2) Intercultural communication is much more complicated than simply matching language between sender and receiver; it goes beyond mere words to beliefs, values, and emotions.

Culture in�luences everything about communication, including

Language Nonverbal signals Word meaning Time and space issues Rules of human relationships

Elements of human diversity can affect every stage of the communication process, from the ideas a person deems important enough to share to the habits and expectations of giving feedback. In particular, your instinct is to encode your message using the assumptions of your culture. Members of your audience, however, decode your message according to the assumptions of their culture. The greater the difference between cultures, the greater the chance for misunderstanding.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE4)

Throughout this chapter, you’ll see examples of how communication styles and habits vary from one culture to another. These examples are intended to illustrate the major themes of intercultural communication, not to give an exhaustive list of the styles and habits of any particular culture. With an understanding of these major themes, you’ll be prepared to explore the speci�ics of any culture.

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3.2 Developing Cultural Competency LEARNING OBJECTIVE

2 De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping.

Cultural competency requires a combination of attitude, knowledge, and skills.

Cultural competency (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E15) includes an appreciation for cultural differences that affect communication and the ability to adjust one’s communication style to ensure that efforts to send and receive messages across cultural boundaries are successful. In other words, it requires a combination of attitude, knowledge, and skills.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE6) Kaiser Permanente, pro�iled at the beginning of the chapter, is a good example of a contemporary organization that values cultural competency so highly that it makes it a high-level strategic imperative.

Achieving cultural competency can take time and effort, but the good news is you’re already an expert in culture—at least the culture in which you grew up. You understand how your society works, how people are expected to communicate, what common gestures and facial expressions mean, and so on. The bad news is that because you’re such an expert in your own culture, your communication is largely automatic; that is, you rarely stop to think about the communication rules you’re following. An important step toward successful intercultural communication is becoming more aware of these rules and the way they in�luence your communication.

REAL-TIME UPDATES

LEARN MORE BY READING THIS INFOGRAPHIC

How not to behave in 15 countries

These brief and occasionally humorous pointers will help keep you out of trouble. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

UNDERSTANDING THE CONCEPT OF CULTURE

Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and behavioral norms.

Culture (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E21) is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Your cultural background in�luences the way you prioritize what is important in life, helps de�ine your attitude toward what is appropriate in a given situation, and establishes rules of behavior.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE8)

You belong to several cultures, each of which affects the way you communicate.

Actually, you belong to several cultures. In addition to the culture you share with all the people who live in your own country, you belong to other cultural groups, including an ethnic group, possibly a religious group, and perhaps a profession that has its own special language and customs. With its large population and long history of immigration, the United States is home to a vast array of cultures (see Figure 3.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BCE) ).13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EEA) In contrast, Japan is much more homogeneous, having only a few distinct cultural groups.14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EEC)

Members of a given culture tend to have similar assumptions about how people should think, behave, and communicate, and they all tend to act on those assumptions in much the same way. Cultures can vary in their rate of change, degree of complexity, and tolerance toward outsiders. These differences affect the level of trust and openness you can achieve when communicating with people of other cultures.

You learn culture both directly (by being instructed) and indirectly (by observing others).

People learn culture directly and indirectly from other members of their group. As you grow up in a culture, you are taught by the group’s members who you are and how best to function in that culture. Sometimes you are explicitly told which behaviors are acceptable. At other times you learn by observing which values

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work best in a particular group. In these ways, culture is passed on from person to person and from generation to generation.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EEE)

Cultures tend to offer views of life that are both coherent (internally logical) and complete (able to answer all of life’s big questions).

In addition to being automatic, culture tends to be coherent; that is, a culture seems to be fairly logical and consistent when viewed from the inside. Certain norms within a culture may not make sense to someone outside the culture, but they probably make sense to those inside. Such coherence generally helps a culture function more smoothly internally, but it can create disharmony between cultures that don’t view the world in the same way.

Finally, cultures tend to be complete; that is, they provide their members with most of the answers to life’s big questions. This idea of completeness dulls or even suppresses curiosity about life in other cultures. Not surprisingly, such completeness can complicate communication with other cultures.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF0)

Figure 3.1 Language Diversity in the United States

Language is one of the distinguishing factors of population diversity. This chart shows the trend in the relative ranking of a number of languages other than English spoken in the United States since 1980.

Source: “Top Languages Other than English Spoken in 1980 and Changes in Relative Rank, 1990-2010,” U.S. Census Bureau, 14 February 2013, www.census.gov (http://www.census.gov) .

OVERCOMING ETHNOCENTRISM AND STEREOTYPING

Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors, and customs of one’s own group.

Ethnocentrism (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E29) is the tendency to judge other groups according to the standards, behaviors, and customs of one’s own group. Given the automatic in�luence of one’s own culture, when people compare their culture with others, they often conclude that their own is superior.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF2) An even more extreme reaction is xenophobia (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E41) , a fear of strangers and foreigners. Clearly, businesspeople who take these views are not likely to communicate successfully across cultures.

Stereotyping is assigning generalized attributes to an individual on the basis of membership in a particular group.

Distorted views of other cultures or groups also result from stereotyping (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E3D) , assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group. For instance, assuming that an older colleague will be out of touch with the youth market or that a younger colleague can’t be an inspiring leader would be stereotyping age groups.

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Cultural pluralism is the acceptance of multiple cultures on their own terms.

Those who want to show respect for others and to communicate effectively in business need to adopt a more positive viewpoint in the form of cultural pluralism (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E1D) —the practice of accepting multiple cultures on their own terms. When crossing cultural boundaries, you’ll be more effective if you move beyond simple acceptance and adapt your communication style to that of the new cultures you encounter—even integrating aspects of those cultures into your own.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF4) A few simple habits can help:

You can avoid ethnocentrism and stereotyping by avoiding assumptions, withholding judgment, and accepting differences.

Avoid assumptions. Don’t assume that others will act the same way you do, use language and symbols the same way you do, or even operate from the same values and beliefs. For instance, in a comparison of the 10 most important values in three cultures, people from the United States had no values in common with people from Japanese or Arab cultures.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF6) Withhold judgment. When people act differently, don’t conclude that they are in error or that their way is invalid or inferior. Acknowledge distinctions. Don’t ignore the differences between another person’s culture and your own.

Unfortunately, overcoming ethnocentrism and stereotyping is not a simple task, even for people who are highly motivated to do so. Moreover, research suggests that people often have beliefs and biases that they’re not even aware of—and that may even con�lict with the beliefs they think they have.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF8)

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3.3 Recognizing Variations in a Diverse World LEARNING OBJECTIVE

3 Explain the importance of recognizing cultural variations, and list eight categories of cultural differences. You can begin to learn how people in other cultures want to be treated by recognizing and accommodating eight main types of cultural differences: contextual, legal and ethical, social, nonverbal, age, gender, religious, and ability.

CONTEXTUAL DIFFERENCES

Cultural context is the pattern of physical cues, environmental stimuli, and implicit understanding that conveys meaning between members of the same culture.

Every attempt at communication occurs within a cultural context (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E19) , which is the pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture. However, cultures around the world vary widely in the role that context plays in communication.

High-context cultures rely heavily on nonverbal actions and environmental setting to convey meaning; low-context cultures rely more on explicit verbal communication.

In a high-context culture (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E2D) , people rely less on verbal communication and more on the context of nonverbal signals and environmental setting to convey meaning. For instance, a Chinese speaker often expects the receiver to discover the essence of a message and uses indirectness and metaphor to provide a web of meaning.21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EFA) The indirect style can be a source of confusion during discussions with people from low-context cultures, who are more accustomed to receiving direct answers. Also, in high-context cultures the rules of everyday life are rarely explicit; instead, as individuals grow up, they learn how to recognize situational cues (such as gestures and tone of voice) and how to respond as expected.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EFC) The primary role of communication in high-context cultures is building relationships, not exchanging information.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EFE)

In a low-context culture (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E39) such as the United States, people rely more on verbal communication and less on circumstances and cues to convey meaning. In such cultures rules and expectations are usually spelled out through explicit statements such as “Please wait until I’m �inished” or “You’re welcome to browse.”24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F00) The primary task of communication in low-context cultures is exchanging information.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F02)

Contextual differences are apparent in the way businesspeople approach situations such as decision making, problem solving, negotiating, interacting among levels in the organizational hierarchy, and socializing outside the workplace.26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F04) For instance, businesspeople in low-context cultures tend to focus on the results of the decisions they face, a re�lection of the cultural emphasis on logic and progress (for example, “Will this be good for our company? For my career?”). In comparison, higher-context cultures emphasize the means or the method by which a decision will be made. Building or protecting relationships can be as important as the facts and information used in making the decisions.27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F06) Consequently, negotiators working on business deals in such cultures may spend most of their time together building relationships rather than hammering out contractual details.

The distinctions between high and low context are generalizations, of course, but they are important to keep in mind as guidelines. Communication tactics that work well in a high-context culture may back�ire in a low-context culture and vice versa.

LEGAL AND ETHICAL DIFFERENCES Cultural context in�luences legal and ethical behavior, which in turn can affect communication. For example, the meaning of business contracts can vary from culture to culture. Whereas a manager from a U.S. company would tend to view a signed contract as the end of the negotiating process, with all the details resolved, his or her counterpart in many Asian cultures might view the signed contract as an agreement to do business—and only then begin to negotiate the details of the deal.28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F08)

As you conduct business around the world, you’ll �ind that both legal systems and ethical standards differ from culture to culture. Making ethical choices across cultures can seem complicated, but you can keep your messages ethical by applying four basic principles:29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F0A)

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Honesty and respect are cornerstones of ethical communication, regardless of culture.

Actively seek mutual ground. To allow the clearest possible exchange of information, both parties must be �lexible and avoid insisting that an interaction take place strictly in terms of one culture or another. Send and receive messages without judgment. To allow information to �low freely, both parties must recognize that values vary from culture to culture, and they must trust each other. Send messages that are honest. To ensure that information is true, both parties must see things as they are—not as they would like them to be. Both parties must be fully aware of their personal and cultural biases. Show respect for cultural differences. To protect the basic human rights of both parties, each must understand and acknowledge the other’s needs and preserve the other’s dignity by communicating without deception.

SOCIAL DIFFERENCES

Formal rules of etiquette are explicit and well de�ined, but informal rules are learned through observation and imitation.

The nature of social behavior varies among cultures, sometimes dramatically. Some behavioral rules are formal and speci�ically articulated (table manners are a good example), whereas others are informal and learned over time (such as the comfortable distance to stand from a colleague during a discussion). The combination of formal and informal rules in�luences the overall behavior of most people in a society most of the time. In addition to the factors already discussed, social norms can vary from culture to culture in the following areas:

Respect and rank are re�lected differently from culture to culture in the way people are addressed and in their working environment.

Attitudes toward work and success. In the United States, for instance, a widespread view is that people who attain success through individual effort and initiative are to be admired. Roles and status. Culture in�luences the roles people play, including who communicates with whom, what they communicate, and in what way. Culture also dictates how people show respect and signify rank. For example, it would sound odd to address your boss in the United States as “Manager Jones,” but including a professional title is common in China.30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F0C)

The rules of polite behavior vary from country to country.

Use of manners. What is polite in one culture may be considered rude in another. For instance, asking a colleague “How was your weekend?” is a common way of making small talk in the United States, but the question sounds intrusive to people in cultures in which business and private lives are seen as separate spheres.

Attitudes toward time, such as strict adherence to meeting schedules, can vary throughout the world.

Concepts of time. People in low-context cultures see time as a way to plan the business day ef�iciently, often focusing on only one task during each scheduled period and viewing time as a limited resource. However, executives from high-context cultures often see time as more �lexible. Meeting a deadline is less important than building a business relationship.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F0E) Future orientation. Successful companies tend to have a strong future orientation, planning for and investing in the future, but national cultures around the world vary widely in this viewpoint. Some societies encourage a long-term outlook that emphasizes planning and investing—making sacri�ices in the short term for the promise of better outcomes in the future. Others are oriented more toward the present, even to the point of viewing the future as hopelessly remote and not worth planning for.32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F10) Openness and inclusiveness. At the national level as well as within smaller groups, cultures vary on how open they are to accepting people from other cultures and people who don’t necessarily �it the prevailing norms within the culture. An unwillingness to accommodate others can range from outright exclusion to subtle pressure to conform to majority expectations.

Cultures around the world exhibit varying degrees of openness toward both outsiders and people whose personal identities don’t align with prevailing social norms.

Use of communication technologies. Don’t assume that colleagues and customers around the world use the same communication tools you do. For example, although mobile phone usage is high in most countries around the world, the percentage of users with smartphones and the broadband service required for communication services such as video varies widely.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F12)

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NONVERBAL DIFFERENCES

The meaning of nonverbal signals can vary widely from culture to culture, so you can’t rely on assumptions.

As discussed in Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) , nonverbal communication can be a helpful guide to determining the meaning of a message—but this situation holds true only if the sender and receiver assign the same meaning to nonverbal signals. For instance, the simplest hand gestures have different meanings in different cultures. A gesture that communicates good luck in Brazil is the equivalent of giving someone “the �inger” in Colombia.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F14) Don’t assume that the gestures you grew up with will translate to another culture; doing so could lead to embarrassing mistakes.

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Seven common hand gestures that will stir up trouble in other cultures

Find out what gestures that have positive meanings in the United States can have intensively negative meanings in other cultures. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

When you have the opportunity to interact with people in another culture, the best advice is to study the culture in advance and then observe the way people behave in the following areas:

Greetings. Do people shake hands, bow, or kiss lightly (on one side of the face or both)? Do people shake hands only when �irst introduced or every time they say hello or goodbye? Personal space. When people are conversing, do they stand closer together or farther apart than you are accustomed to? Touching. Do people touch each other on the arm to emphasize a point or slap each other on the back to show congratulations? Or do they refrain from touching altogether? Facial expressions. Do people shake their heads to indicate “no” and nod them to indicate “yes”? This is what people are accustomed to in the United States, but it is not universal. Eye contact. Do people make frequent eye contact or avoid it? Frequent eye contact is often taken as a sign of honesty and openness in the United States, but in other cultures it can be a sign of aggressiveness or disrespect. Posture. Do people slouch and relax in the of�ice and in public, or do they sit up and stand up straight? Formality. In general, does the culture seem more or less formal than yours?

Following the lead of people who grew up in the culture is not only a great way to learn but a good way to show respect as well.

AGE DIFFERENCES

A culture’s views on youth and aging affect how people communicate with one another.

In U.S. culture youth is often associated with strength, energy, possibilities, and freedom, and age is sometimes associated with declining powers and the inability to keep pace. Older workers can, however, offer broader experience, the bene�its of important business relationships nurtured over many years, and high degrees of “practical intelligence”—the ability to solve complex, poorly de�ined problems.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F16)

In contrast, in cultures that value age and seniority, longevity earns respect and increasing power and freedom. For instance, in many Asian societies the oldest employees hold the most powerful jobs, the most impressive titles, and the greatest degrees of freedom and decision-making authority. If a younger employee disagrees with one of these senior executives, the discussion is never conducted in public. The notion of “saving face”—avoiding public embarrassment—is too strong. Instead, if a senior person seems to be in error about something, other employees will �ind a quiet, private way to communicate whatever information they feel is necessary.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F19)

The multiple generations within a culture present another dimension of diversity. Today’s workplaces can have three, four, or even �ive generations working side by side.37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F1B) Each has been shaped by dramatically different world events, social trends, and technological advances, so it is not surprising that they often have different values, expectations, and communication habits. For instance, Generation Y workers (see “Us Versus Them: Generational Con�lict in the Workplace (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001C64) ”) have a strong preference for communicating via short digital messages, but Baby Boomers and Generation Xers sometimes �ind these brief messages to be abrupt and impersonal.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F1D)

GENDER DIFFERENCES

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Gender in�luences workplace communication in several important ways. First, the perception of gender roles in business varies from culture to culture, and gender bias can range from overt discrimination to subtle and even unconscious beliefs.

COMMUNICATING ACROSS CULTURES

Us Versus Them: Generational Con�lict in the Workplace

The way adults view the world is profoundly shaped by the social and technological trends they experienced while growing up, so it’s no surprise that each generation entering the workforce has a different perspective than the generations already at work. Throw in the human tendencies to resist change and to assume that whatever way one is doing something must be the best way to do it, and you have a recipe for con�lict. Moreover, generations in a workplace sometimes feel they are competing for jobs, resources, in�luence, and control. The result can be tension, mistrust, and communication breakdowns.

Lumping people into generations is an imprecise science at best, but it helps to know the labels commonly applied to various age groups and to have some idea of their broad characteristics. These labels are not of�icial, and there is no general agreement on when some generations start and end, but you will see and hear references to the following groups (approximate years of birth are shown in parentheses):

The Radio Generation (1925–1945). People in this group are beyond what was once considered the traditional retirement age of 65, but some want or need to continue working. Baby Boomers (1946–1964). This large segment of the workforce, which now occupies many mid- and upper-level managerial positions, got its name from the population boom in the years following World War II. The older members of this generation have now reached retirement age, but many will continue to work beyond age 65—meaning that younger workers waiting for some of these management spots to open up might have to wait a while longer. Generation X (1965–1980). This relatively smaller “MTV generation” is responsible for many of the innovations that have shaped communication habits today but sometimes feels caught between the large mass of baby boomers ahead of them and the younger Generation Y employees entering the workforce. As Generation X begins to take over the management ranks, it is managing in a vastly different business landscape—one in which virtual organizations and networks of independent contractors replace much of the hierarchy inherited from the Baby Boomers. Generation Y (1981–1995). Also known as millennials, this youngest generation currently in the workforce is noted for its entrepreneurial instincts and technological savvy. This generation’s comfort level with social media and other communication technologies is helping to change business communication practices but is also a source of concern for managers worried about information leaks and employee productivity. Generation Z (after 1996). If you’re a member of Generation Y, those footsteps you hear behind you are coming from Generation Z, also known as Generation I (for Internet) or the Net Generation. Those in the �irst full generation to be born after the World Wide Web was invented are now entering the workforce.

These brief summaries can hardly do justice to entire generations of workers, but they give you some idea of the different generational perspectives and the potential for communication problems. As with all cultural con�licts, successful communication starts with recognizing and understanding both differences and similarities. Beneath the super�icial differences in technology usage and other factors, various generations are a lot more alike than they are different.

CAREER APPLICATIONS

1. How would you resolve a con�lict between a Baby Boomer manager who worries about the privacy and productivity aspects of social networking and a Generation Y employee who wants to use these tools on the job?

2. Consider the range of labels from the Radio Generation to the Net Generation. What does this tell you about the possible in�luence of technology on business communication habits?

Sources: Rebecca Knight, “Managing People from 5 Generations,” Harvard Business Review, 25 September 2014, hbr.org (http://hbr.org) ; Anne Fisher, “When Gen X Runs the Show,” Time, 14 May 2009, www.time.com (http://www.time.com) ; Deloitte, “Generation Y: Powerhouse of the Global Economy,” research report, 2009, www.deloitte.com (http://www.deloitte.com) ; “Generation Y,” Nightly Business Report website, 30 June 2010, www.pbs.org (http://www.pbs.org) ; Sherry Posnick-Goodwin, “Meet Generation Z,” California Educator, February 2010, www.cta.org (http://www.cta.org) ; Ernie Stark, “Lost in a Time Warp,” People & Strategy 32, no. 4 (2009): 58–64.

Second, although the ratios of men and women in entry-level professional positions is roughly equal, the share of management roles held by men increases steadily the further one looks up the corporate ladder. This imbalance can signi�icantly affect communication in such areas as mentoring, which is a vital development opportunity for lower and middle managers who want to move into senior positions. In one survey, for example, some men in executive positions expressed reluctance to mentor women, partly because they �ind it easier to bond with other men and partly out of concerns over developing relationships that might seem inappropriate.39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F1F)

Broadly speaking, men tend to emphasize content in their messages, whereas women tend to emphasize relationship maintenance.

Third, evidence suggests that men and women tend to have somewhat different communication styles. Broadly speaking, men emphasize content and outcomes in their communication efforts, whereas women place a higher premium on relationship maintenance.40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F21) As one example, men are more likely than women to try to negotiate a pay raise. Moreover, according to research by Linda Babcock of Carnegie Mellon University, both men and women tend to accept this disparity, viewing assertiveness as a positive quality in men but a negative one in women. Changing these perceptions could go a long way toward improving communication and equity in the workplace.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F23)

Fourth, outdated concepts of gender and sexual orientation continue to be a source of confusion, controversy, and discrimination. Many people do not �it or wish to be �it into a simplistic heterosexual, male/female categorization scheme, but discriminatory company policies and the behaviors and attitudes of supervisors and coworkers can deprive these individuals of a fair and satisfying work experience. In response, many companies have taken steps to ensure equal opportunities and fair treatment for lesbian, gay, bisexual, and transgender (LGBT) job applicants and employees. Companies can also take steps to make sure

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their nondiscrimination policies protect employees’ right to gender expression based on personal gender identity.42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F25) Communication plays a critical role in all these efforts, from listening to the needs of diverse employee groups to providing clear policies and educating employees on important issues.

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Explore the Corporate Equality Index

The Human Rights Campaign assesses corporate policies and practices regarding equal rights and opportunities for LGBT employees. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

RELIGIOUS DIFFERENCES

U.S. law requires employers to accommodate employees’ religious beliefs to a reasonable degree.

As one of the most personal and in�luential aspects of life, religion brings potential for controversy and con�lict in the workplace setting—as evidenced by a signi�icant rise in the number of religious discrimination lawsuits in recent years.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F27) Many employees believe they should be able to follow and express the tenets of their faith in the workplace. However, companies may need to accommodate employee behaviors that can con�lict with each other and with the demands of operating the business. The situation is complicated, with no simple answers that apply to every situation. As more companies work to establish inclusive workplaces, you can expect to see this issue being discussed more often in the coming years.

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Legal aspects of religion in the workplace

Get an overview of the laws that govern religious expression in the workplace. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

ABILITY DIFFERENCES Colleagues and customers with disabilities that affect communication represent an important aspect of the diversity picture. People whose hearing, vision, cognitive ability, or physical ability to operate electronic devices is impaired can be at a signi�icant disadvantage in today’s workplace. As with other elements of diversity, success starts with respect for individuals and sensitivity to differences.

Assistive technologies help employers create more inclusive workplaces and bene�it from the contributions of people with physical or cognitive impairments.

Employers can also invest in a variety of assistive technologies that help people with disabilities perform activities that might otherwise be dif�icult or impossible. These technologies include devices and systems that help workers communicate orally and visually, interact with computers and other equipment, and enjoy greater mobility in the workplace. For example, designers can emphasize web accessibility, taking steps to make websites more accessible to people whose vision is limited. Assistive technologies create a vital link for thousands of employees with disabilities, giving them opportunities to pursue a greater range of career paths and giving employers access to a broader base of talent.44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F29)

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3.4 Adapting to Other Business Cultures LEARNING OBJECTIVE

4 List four general guidelines for adapting to any business culture. Whether you’re trying to work productively with members of another generation in your own of�ice or with a business partner on the other side of the world, adapting your approach is essential to successful communication. This section offers general advice on adapting to any business culture and speci�ic advice for professionals from other cultures on adapting to U.S. business culture.

GUIDELINES FOR ADAPTING TO ANY BUSINESS CULTURE You’ll �ind a variety of speci�ic tips in “Improving Intercultural Communication Skills (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC6) ” on page 80 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#page_80) , but here are four general guidelines that can help all business communicators improve their cultural competency:

An important step in understanding and adapting to other cultures is to recognize the in�luences that your own culture has on your communication habits.

Become aware of your own biases. Successful intercultural communication requires more than just an understanding of the other party’s culture; you need to understand your own culture and the way it shapes your communication habits.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F2B) For instance, knowing that you value independence and individual accomplishment will help you communicate more successfully in a culture that values consensus and group harmony. Be careful about applying the “Golden Rule.” You probably heard this growing up: “Treat people the way you want to be treated.” The problem with the Golden Rule is that other people don’t always want to be treated the same way you want to be treated, particularly across cultural boundaries. The best approach: Treat people the way they want to be treated. Exercise tolerance, �lexibility, and respect. As IBM’s Ron Glover puts it, “To the greatest extent possible, we try to manage our people and our practices in ways that are respectful of the core principles of any given country or organization or culture.”46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F2D) Practice patience and maintain a sense of humor. Even the most committed and attuned business professionals can make mistakes in intercultural communication, so it is vital for all parties to be patient with one another. As business becomes ever more global, even people in the most tradition- bound cultures are learning to deal more patiently with outsiders and to overlook occasional cultural blunders.47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F2F) A sense of humor is a helpful asset as well, allowing people to move past awkward and embarrassing moments. When you make a mistake, simply apologize and, if appropriate, ask the other person to explain the accepted way; then move on.

GUIDELINES FOR ADAPTING TO U.S. BUSINESS CULTURE If you are a recent immigrant to the United States or grew up in a culture outside the U.S. mainstream, you can apply all the concepts and skills in this chapter to help adapt to U.S. business culture. Here are some key points to remember as you become accustomed to business communication in this country:48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F31)

The values espoused by American culture include individualism, equality, and privacy.

Individualism. In contrast to cultures that value group harmony and group success, U.S. culture generally expects individuals to succeed by their own efforts, and it rewards individual success. Even though teamwork is emphasized in many companies, competition between individuals is often expected and even encouraged. Equality. Although the country’s historical record on equality has not always been positive and some inequalities still exist, equality is considered a core American value. This principle applies to race, gender, social background, and even age. To a greater degree than people in many other cultures, Americans believe that every person should be given the opportunity to pursue whatever dreams and goals he or she has in life. Privacy and personal space. Although this seems to be changing somewhat with the popularity of social networking and other personal media, people in the United States are accustomed to a fair amount of privacy. That also applies to their “personal space” at work. For example, they expect you to knock before entering a closed of�ice and to avoid asking questions about personal beliefs or activities until they get to know you well. Time and schedules. U.S. businesses value punctuality and the ef�icient use of time. For instance, meetings are expected to start and end at designated times. Religion. The United States does not have an of�icial state religion. Many religions are practiced throughout the country, and people are expected to respect each other’s beliefs. Communication style. Communication tends to be direct and focus more on content and transactions than on relationships or group harmony.

As with all observations about culture, these are generalizations, of course. Any nation of more than 300 million people will exhibit a wide variety of behaviors. However, following these guidelines will help you succeed in most business communication situations.

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3.5 Improving Intercultural Communication Skills LEARNING OBJECTIVE

5 Identify seven steps you can take to improve your intercultural communication skills. Communicating successfully between cultures requires a variety of skills (see Figure 3.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCE) ). You can improve your intercultural skills throughout your career by studying other cultures and languages, respecting preferences for communication styles, learning to write and speak clearly, listening carefully, knowing when to use interpreters and translators, and helping others adapt to your culture.

Figure 3.2 Components of Successful Intercultural Communication

Communicating in a diverse business environment is not always an easy task, but you can continue to improve your sensitivity and build your skills as you progress in your career.

STUDYING OTHER CULTURES Effectively adapting your communication efforts to another culture requires not only knowledge about the culture but also the ability and motivation to change your personal habits as needed.49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F33) Fortunately, you don’t need to learn about the whole world all at once. Many companies appoint specialists for countries or regions, giving employees a chance to focus on just one culture at a time. And if your employer conducts business internationally, it may offer training and support for employees who need to learn more about speci�ic cultures.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

How are your global travel skills?

Take this quiz to see if you have the knowledge to travel like a pro. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Even a small amount of research and practice will help you get through many business situations. In addition, most people respond positively to honest effort and good intentions, and many business associates will help you along if you show an interest in learning more about their cultures. Don’t be afraid to ask questions. People will respect your concern and curiosity. You will gradually accumulate considerable knowledge, which will help you feel comfortable and be effective in a wide range of business situations.

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Numerous websites and books offer advice on traveling to and working in speci�ic cultures. Also try to sample newspapers, magazines, and even the music and movies of another country. For instance, a movie can demonstrate nonverbal customs even if you don’t grasp the language. (However, be careful not to rely solely on entertainment products. If people in other countries based their opinions of U.S. culture only on the silly teen �licks and violent action movies that the United States exports around the globe, what sort of impression do you imagine they’d get?) For some of the key issues to research before doing business in another country, refer to Table 3.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CE2) on the next page.

STUDYING OTHER LANGUAGES

Successful intercultural communication can require the modi�ication of personal communication habits.

As commerce continues to become more globalized and many countries become more linguistically diverse, the demand for multilingual communicators continues to grow as well. The ability to communicate in more than one language can make you a more competitive job candidate and open up a wider variety of career opportunities.

Making an effort to learn about another person’s culture is a sign of respect.

Even if your colleagues or customers in another country speak your language, it’s worth the time and energy to learn common phrases in theirs. Doing so not only helps you get through everyday business and social situations but also demonstrates your commitment to the business relationship. After all, the other person probably spent years learning your language.

MOBILE APP

iTranslate translates more than 80 languages and features voice input and output.

Mobile devices can be a huge help in learning another language and in communicating with someone in another language. A wide variety of apps and websites are available that help with essentials words and phrases, grammar, pronunciation, text translation, and even real-time audio translation (see Figure 3.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D52) on page 83 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_83) ).

English is the most prevalent language in international business, but don’t assume that everyone understands it or speaks it the same way.

Finally, don’t assume that people from two countries who speak the same language speak it the same way. The French spoken in Québec and other parts of Canada is often noticeably different from the French spoken in France. Similarly, it’s often said that the United States and the United Kingdom are two countries divided by a common language. For instance, period (punctuation), elevator, and gasoline in the United States are full stop, lift, and petrol in the United Kingdom.

RESPECTING PREFERENCES FOR COMMUNICATION STYLE Communication style—including the level of directness, the degree of formality, media preferences, and other factors—varies widely from culture to culture (see Figures 3.4a (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D6D) –d (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D85) on pages 84 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_84) –87 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_87) ). Knowing what your communication partners expect can help you adapt to their particular style. Once again, watching and learning are the best ways to improve your skills. However, you can infer some generalities by learning more about the culture. For instance, U.S. workers typically prefer an open and direct communication style; they �ind other styles frustrating or suspect. Directness is also valued in Sweden as a sign of ef�iciency, but heated debates and confrontations are unusual. Italian, German, and French executives usually don’t put colleagues at ease with praise before they criticize; doing so seems manipulative to them. Meanwhile, professionals from high-context cultures, such as Japan or China, tend to be less direct.50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F35) Finally, in general, business correspondence in other countries is often more formal than the style used by U.S. businesspeople.

TABLE 3.1 Doing Business in Other Cultures

Action Details to Consider

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Action Details to Consider

Understand social customs How do people react to strangers? Are they friendly? Hostile? Reserved? How do people greet each other? Should you bow? Nod? Shake hands? How do you express appreciation for an invitation to lunch, dinner, or someone’s home? Should you bring a gift? Send �lowers? Write a thank-you note? Are any phrases, facial expressions, or hand gestures considered rude? How do you attract the attention of a waiter? Do you tip the waiter? When is it rude to refuse an invitation? How do you refuse politely? What topics may or may not be discussed in a social setting? In a business setting? How do social customs dictate interaction between men and women? Between younger people and older people?

Learn about clothing and food preferences

What occasions require special attire? What colors are associated with mourning? Love? Joy? Are some types of clothing considered taboo for one gender or the other? How many times a day do people eat? How are hands or utensils used when eating? Where is the seat of honor at a table?

Assess political patterns How stable is the political situation? Does the political situation affect businesses in and out of the country? Is it appropriate to talk politics in social or business situations?

Understand religious and social beliefs

To which religious groups do people belong? Which places, objects, actions, and events are sacred? Do religious beliefs affect communication between men and women or between any other groups? Is there a tolerance for minority religions? How do religious holidays affect business and government activities? Does religion require or prohibit eating speci�ic foods? At speci�ic times?

Learn about economic and business institutions

Is the society homogeneous or heterogeneous? What languages are spoken? What are the primary resources and principal products? Are businesses generally large? Family controlled? Government controlled? What are the generally accepted working hours? How do people view scheduled appointments? Are people expected to socialize before conducting business?

Appraise the nature of ethics, values, and laws

Is money or a gift expected in exchange for arranging business transactions? Do people value competitiveness or cooperation? What are the attitudes toward work? Toward money? Is politeness more important than factual honesty?

THE FUTURE OF COMMUNICATION

Real-Time Translation

If you’ve ever tried to converse in a language other than you native tongue, you know what a challenge this can be. As a listener, you have to convert the incoming sounds to discrete words and assemble these words into coherent phrases and sentences in order to extract the meaning. And unlike reading a written document, you have to do all this processing almost instantaneously, without the luxury of going back over something you didn’t get. As a speaker, you have to �ind the right words, assemble them into phrases and sentences using the second language’s grammar rules, and then pronounce them all correctly enough so they make sense to the other party. Reaching this level of pro�iciency can take years of study and practice.

Translating speech in real time is a challenging technical proposition, but a number of companies are making progress. Perhaps most notable so far is Skype Translator, which can translate voice and video calls and instant messages in multiple languages. A variety of smartphone and smartwatch apps offer translation, where speakers take turns talking to the device, then listen as it outputs the translated speech. The technology promises to keep evolving, becoming more versatile and more accurate, but it has already reached the point of being a useful business communication tool.

WHAT’S YOUR PREDICTION?

Research several apps and other solutions that offer real-time translation. Are they being used successfully in business communication? Do you think they will ever make it unnecessary to learn other languages in order to communicate effectively with diverse, global audiences?

Sources: “Skype Translator,” Skype, accessed 14 March 2016, www.skype.com (http://www.skype.com) ; Stu Robarts, “Google Translate App Now Translates Street Signs and Real-Time Conversations,” Gizmag, 14 January 2015, www.gizmag.com (http://www.gizmag.com) ; iTranslate Voice website, accessed 14 March 2016, itranslatevoice.com (http://itranslatevoice.com) .

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Figure 3.3 Mobile Language Tools

Translation apps are handy tools for working in multilingual business settings. Even if you don’t speak a word of a particular language, you can get fast translations of essential phrases.

iTranslateapp.com (http://iTranslateapp.com)

WRITING CLEARLY Writing clearly is always important, of course, but it is essential when you are writing to people whose �irst language is not English. Follow these recommendations to make sure your message can be understood (see Figure 3.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D8E) on page 88 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_88) ):51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F37)

Clarity and simplicity are essential when writing to or speaking with people who don’t share your native language.

Choose words carefully. Use precise words that don’t have the potential to confuse with multiple meanings. For instance, the word right has several dozen different meanings and usages, so look for a synonym that conveys the speci�ic meaning you intend, such as correct, appropriate, desirable, moral, authentic, or privilege.52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F39) Be brief. Use simple sentences and short paragraphs, breaking information into smaller chunks that are easier for readers to process. Use plenty of transitions. Help readers follow your train of thought by using transitional words and phrases. For example, tie related points together with expressions such as in addition and �irst, second, and third. Address international correspondence properly. Refer to Appendix A (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000070ad#P70010124510000000000000000070AD) for more information. Cite numbers and dates carefully. In the United States, 12-05-18 means December 5, 2018, but in many other countries it means May 12, 2018. Dates in Japan and China are usually expressed with the year �irst, followed by the month and then the day; therefore, to write December 5, 2018, in Japan, write it as 2018-12-05. Similarly, in the United States and Great Britain, 1.000 means one with three decimal places, but it means one thousand in many European countries. Avoid slang, idiomatic phrases, and business jargon. Everyday speech and writing are full of slang and idiomatic phrases (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E31) —phrases that mean more than the sum of their literal parts. Examples from U.S. English include “Knocked one out of the park” and “More bang for the buck.” Your audience may have no idea what you’re talking about when you use such phrases.

Humor does not “travel well” because it usually relies on intimate knowledge of a particular culture.

Avoid humor and references to popular culture. Jokes and references to popular entertainment usually rely on culture-speci�ic information that might be completely unknown to your audience.

Although some of these differences may seem trivial, meeting the expectations of an international audience illustrates both knowledge of and respect for the other cultures.

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Figures 3.4a Intercultural Business Letter: Ineffective Original Draft

This letter (from a Kentucky company that designs radio-controlled airplanes) exhibits a number of problems that would create dif�iculties for its intended reader (the manager of a manufacturing company in China). Follow the changes in Figure 3.4b (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D75) , c (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D7D) , and d (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D85) to see how the letter was adapted and then translated for its target audience.

SPEAKING AND LISTENING CAREFULLY Languages vary considerably in the signi�icance of tone, pitch, speed, and volume, which can create challenges for people trying to interpret the explicit meaning of words themselves as well as the overall nuance of a message. The English word progress can be a noun or a verb, depending on which syllable you emphasize. In Chinese the meaning of the word mà changes depending on the speaker’s tone; it can mean mother, pileup, horse, or scold. And routine Arabic speech can sound excited or angry to an English-speaking U.S. listener.53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F3B)

Speaking clearly and getting plenty of feedback are two of the keys to successful intercultural conversations.

To ensure successful conversations between parties who speak different native languages or even regional variations of the same language, speakers and listeners alike need to make accommodations.54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F3D) Speakers should adjust the content of their messages and the style of their delivery to accommodate the needs of their listeners and the circumstances of the conversation. For example, if you are speaking in person or over an electronic connection that includes a video component, you can use hand gestures and other nonverbal signals to clarify your spoken message. When you don’t have a visual connection, however, you must take extra care to convey your meaning through words and vocal characteristics alone. Conversely, listeners need to be tolerant of accents, vocabulary choices, gestures, and other factors that might distract them from hearing the meaning of a speaker’s message.

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Figure 3.4b Intercultural Business Letter: First Revision

This version eliminates most of the problems with overly informal phrases and potentially offensive language. With these revisions, it would function well as a message between native speakers of English, but it still has some wording and formatting issues that could create dif�iculties for a Chinese reader. Compare with Figure 3.4c (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D7D) .

When talking with people whose native language is different from yours, remember that the processing of even everyday conversations can be dif�icult. For instance, speakers from the United States sometimes string together multiple words into a single, mystifying pseudoword, such as turning “Did you eat yet?” into “Jeetyet?” In spoken French, many word pairs are joined as a matter of rule, and the pronunciation can change depending on which words are next to one another. In these instances, nonnative French speakers can have a hard time telling when one word ends and the next one begins.

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Figure 3.4c Intercultural Business Letter: Final Revision

Here is the �inal English version, revised to ensure more successful translation into Chinese and to conform to standard practices in Chinese business communication (including removing the inside address).

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Study the seven habits of effective intercultural communicators

The willingness to take risks is a key habit; see what the other six are. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

To be more effective in intercultural conversations, speak slowly and clearly, but avoid talking down to the other person by overenunciating words or oversimplifying sentences. Don’t rephrase until it’s obviously necessary, because immediately rephrasing something you’ve just said doubles the translation workload for the listener. As the conversation progresses, look for and ask for feedback to make sure your message is getting through. At the end of the conversation, double-check to make sure you and the listener agree on what has been said and decided.

To listen more effectively in intercultural situations, accept what you hear without judgment and let people �inish what they have to say.

As a listener, you’ll need some practice to get a sense of vocal patterns. The key is simply to accept what you hear, without jumping to conclusions about meaning or motivation. Let other people �inish what they have to say. If you interrupt, you may miss something important. You’ll also show a lack of respect. If you do not understand a comment, ask the person to repeat it. Any momentary awkwardness you might feel in asking for extra help is less important than the risk of unsuccessful communication.

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Figure 3.4d Intercultural Business Letter: Translated Version

Here is the translated version, formatted in accordance with Chinese business communication practice.

USING INTERPRETERS, TRANSLATORS, AND TRANSLATION SOFTWARE You may encounter business situations that require using an interpreter (for spoken communication) or a translator (can be used for both spoken and written communication). Interpreters and translators can be expensive, but skilled professionals provide invaluable assistance for communicating in other cultural contexts.55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F3F) Keeping up with current language usage in a given country or culture is also critical to avoid embarrassing blunders. In marketing and advertising, where being in tune with contemporary culture is critical, companies sometimes use transcreation, which essentially amounts to re-creating the material for a new cultural context, rather than simply translating the text.56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F41)

For important business communication, use a professional interpreter (for oral communication) or translator (for oral or written communication).

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Figure 3.5 Writing for Multilingual Audiences

In today’s global and diversi�ied work environment, chances are that many of your messages will be read by people whose native language is not English. Notice how speci�ic wording changes and modi�ications to sentence structure make the “Effective” version easier for nonnative speakers to read.

Some companies use back-translation to ensure accuracy. Once a translator encodes a message into another language, a different translator retranslates the same message into the original language. This back-translation is then compared with the original message to discover any errors or discrepancies.

The time and cost required for professional translation has encouraged the development of computerized translation tools. Dedicated software tools, mobile apps, and online services such as WorldLingo and Google Translate offer various forms of automated translation. Major search engines let you request translated versions of the websites you �ind. Although none of these tools can translate as well as human translators, they are getting better all the time.

HELPING OTHERS ADAPT TO YOUR CULTURE

Help others adapt to your culture; it will create a more productive workplace and teach you about their cultures as well.

Everyone can contribute to successful intercultural communication. Whether a younger person is unaccustomed to the formalities of a large corporation or a colleague from another country is working on a team with you, look for opportunities to help people �it in and adapt their communication style. For example, if a nonnative English speaker is making mistakes that could hurt his or her credibility, you can offer advice on the appropriate words and phrases to use. Most language learners truly appreciate this sort of assistance, as long as it is offered in a respectful manner. Moreover, chances are that while you’re helping, you’ll learn something about the other person’s culture and language, too.

You can also take steps to simplify the communication process. For instance, oral communication in a second language is usually more dif�icult than written forms of communication, so instead of asking a foreign colleague to provide information in a conference call, you could ask for a written response instead of or in addition to the live conversation.

For a brief summary of ideas to improve intercultural communication in the workplace, see “Checklist: Improving Intercultural Communication Skills (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001DEB) .” For additional information on communicating in a world of diversity, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#P7001012451000000000000000001B46) .

CHECKLIST Improving Intercultural Communication Skills

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Understand your own culture so that you can recognize its in�luences on your communication habits. Study other cultures so that you can appreciate cultural variations. Study the languages of people with whom you communicate, even if you can learn only a few basic words and phrases. Help nonnative speakers learn your language. Respect cultural preferences for communication style. Write clearly, using brief messages, simple language, generous transitions, and appropriate international conventions. Avoid slang, humor, and references to popular culture. Speak clearly and slowly, giving listeners time to translate your words. Ask for feedback to verify that communication was successful. Listen carefully and ask speakers to repeat anything you don’t understand. Use interpreters and translators for important messages.

COMMUNICATION CHALLENGES AT Kaiser Permanente Kaiser Permanente puts a high priority on appreciating diversity and fostering a sense of inclusiveness among employees and patients. Imagine you’re a department manager in a Kaiser medical center, where you’re expected to maintain a climate of inclusion and support for employees of every cultural background. How would you address these challenges?

INDIVIDUAL CHALLENGE: Mihai Ciceu joined your department after relocating from Romania last year. He is a brilliant pricing and underwriting analyst, but he resists working with other employees, even in team settings where collaboration is expected. Given the importance that you place on teamwork, how should you handle the situation? List several alternatives for addressing this dilemma, identify which approach you would choose, and explain why you would do so.

TEAM CHALLENGE: Your employees are breaking into ethnically based cliques. Members of ethnic groups eat together, socialize together, and often chat in their native languages while they work. You appreciate how these groups give their members a sense of community, but you worry that these informal communication channels are alienating employees who are outside these groups and fragmenting the �low of information. How can you encourage a stronger sense of community and teamwork within your department? Brainstorm at least three steps you can take to encourage better cross-cultural communication in your department.

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Quick Learning Guide

KEY TERMS

cultural competency An appreciation for cultural differences that affect communication and the ability to adjust one’s communication style to ensure that efforts to send and receive messages across cultural boundaries are successful

cultural context The pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture

cultural pluralism The practice of accepting multiple cultures on their own terms

culture A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior

diversity All the characteristics and experiences that de�ine each of us as individuals

ethnocentrism The tendency to judge other groups according to the standards, behaviors, and customs of one’s own group

high-context culture Culture in which people rely less on verbal communication and more on the context of nonverbal actions and environmental setting to convey meaning

idiomatic phrases Phrases that mean more than the sum of their literal parts; such phrases can be dif�icult for nonnative speakers to understand

intercultural communication The process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently

low-context culture Culture in which people rely more on verbal communication and less on circumstances and nonverbal cues to convey meaning

stereotyping Assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group

xenophobia Fear of strangers and foreigners

SUMMARY OF LEARNING OBJECTIVES

1 Discuss the opportunities and challenges of intercultural communication. The global marketplace spans natural boundaries and national borders, allowing worldwide competition between businesses of all sizes. Therefore, today’s businesspeople are likely to communicate across international borders with people who live in different cultures. Moreover, even domestic workforces are becoming more diverse, with employees having different national, religious, and ethnic backgrounds. In this environment, companies can bene�it from a broad range of viewpoints and ideas, get a good understanding of diverse markets, and recruit workers from the broadest possible pool of talent. However, intercultural communication presents challenges as well, including motivating diverse employees to cooperate and to work together in teams as well as understanding enough about how culture affects language to prevent miscommunication.

2 De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping. Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Culture is learned by listening to advice from other members of a society and by observing their behaviors. This double-edged method uses direct and indirect learning to ensure that culture is passed from person to person and from generation to generation.

Ethnocentrism is the tendency to judge other groups according to the standards, behaviors, and customs of one’s own group. Stereotyping is assigning a wide range of generalized attributes to individuals on the basis of their membership in a particular culture or social group, without considering an individual’s unique characteristics. To overcome ethnocentrism and stereotyping, work to avoid assumptions, withhold judgment, and acknowledge distinctions.

3 Explain the importance of recognizing cultural variations and list eight categories of cultural differences. People from different cultures encode and decode messages differently, increasing the chances of misunderstanding. By recognizing and accommodating cultural differences, we avoid automatically assuming that everyone’s thoughts and actions are just like ours. Begin by focusing on eight categories of differences: contextual differences (the degree to which a culture relies on verbal or nonverbal actions to convey meaning), legal and ethical differences (the degree to which laws and ethics are regarded and obeyed), social differences (how members value work and success, recognize status, de�ine manners, and think about time), nonverbal differences (differing attitudes toward greetings, personal space, touching, facial expression, eye contact, posture, and formality), age differences (how members think about youth, seniority, and longevity), gender differences (how men and women communicate and the spectrum of gender identi�ication), religious differences (how beliefs affect workplace relationships), and ability differences (inclusive strategies that enable people with disabilities to communicate more fully with the rest of the workforce).

4 List four general guidelines for adapting to any business culture. You can adapt to any business culture by (1) becoming aware of your own cultural biases so that you can understand how these forces shape your communication habits; (2) ignoring the Golden Rule (treating people the way you want them to treat you) and instead treating them the way they want to be treated; (3) exercising tolerance, �lexibility, and respect; and (4) practicing patience and maintaining a sense of humor to get you through the bumpy spots.

5 Identify seven steps you can take to improve your intercultural communication skills. Communicating successfully between cultures requires a variety of skills, all of which you can continue to improve throughout your career. Make your intercultural communication effective by (1) studying other cultures; (2) studying other languages; (3) respecting your audience’s preferences for communication style; (4) writing as clearly as possible; (5) speaking as clearly as you can; (6) listening carefully and using interpreters, translators, and translation software when necessary; and (7) helping others adapt to your own culture.

MyBCommLab®

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Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

3-1. What are the potential advantages of a diverse workforce? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B73)

3-2. What is cultural competence? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-3. What is ethnocentrism, and how can it be overcome in communication? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-4. How do high-context cultures differ from low-context cultures? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD)

3-5. In addition to contextual differences, what other categories of cultural differences exist? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD)

3-6. How does a sense of humor come in handy during intercultural communication? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E)

3-7. How can the Golden Rule cause problems in intercultural communication? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E)

3-8. What steps can you take to help someone from another culture adapt to your culture? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

3-9. Make a list of the top �ive priorities in your life (for example, fame, wealth, family, spirituality, peace of mind, individuality, artistic expression). Compare your list with the priorities that seem to be valued in the culture in which you are currently living. (You can be as broad or as narrow as you like in de�ining culture for this exercise, such as overall U.S. culture or the culture in your college or university.) Do your personal priorities align with the culture’s priorities? If not, how might this disparity affect your communication with other members of the culture? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-10. How does making an effort to avoid assumptions contribute to the practice of cultural pluralism? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-11. Why is it important to understand your own culture when attempting to communicate with people from other cultures? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E)

3-12. Think about the last three movies or television shows set in the United States that you’ve watched. In what ways would these entertainment products be helpful or unhelpful for people from other countries trying to learn about U.S. culture? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8)

3-13. How can helping someone adapt to your culture help you gain a better understand of it yourself? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8)

Practice Your Skills 3-14. Message for Analysis: Adapting to Cultural Differences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) Your boss wants to send a brief email message welcoming employees recently transferred to your department from the company’s Hong Kong branch. These employees, all of whom are Hong Kong natives, speak English, but your boss asks you to review his message for clarity. What would you suggest your boss change in the following email message? Why? Would you consider this message to be audience centered? Why or why not? (Hint: Do some quick research on Hong Kong to identify the style of English that people there are likely to speak.)

I wanted to welcome you ASAP to our little family here in the States. It’s high time we shook hands in person and not just across the sea. I’m pleased as punch about getting to know you all, and I for one will do my level best to sell you on America.

Exercises

Each activity is labeled according to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learning Objective. In some instances, supporting information will be found in another chapter, as indicated.

3-15. Intercultural Communication: Recognizing Cultural Variations [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B73) , [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD) , [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E) Review the de�initions of the generations on page 77 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#page_77) . Based on your year of birth, to which generation do you belong? Do you feel a part of this generation? Why or why not? If you were born outside the United States, do the generational boundaries seem accurate to you? Now consider the biases that you might have regarding other generations. For example, if you are a member of Generation Y, what do you think about the Baby Boomers and their willingness to embrace new ideas? Identify several

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of your generational biases that could create friction in the workplace. Summarize your responses to these questions in a post on your class blog or an email message to your instructor.

3-16. Intercultural Communication: Adapting to Cultural Variations [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E) You are a new manager at K & J Brick, a masonry products company that is now run by the two sons of the man who founded it 50 years ago. For years, the co- owners have invited the management team to a wilderness lodge for a combination of outdoor sports and annual business planning meetings. You don’t want to miss the event, but you know that the outdoor activities weren’t designed for someone like you, whose physical impairments prevent participation in the sporting events. Draft a short email message to the rest of the management team, suggesting changes to the annual event that will allow all managers to participate.

3-17. Intercultural Communication: Writing for Multiple-Language Audiences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) Reading English-language content written by nonnative English speakers can be a good reminder of the challenges of communicating in another language. The writing can be confusing or even amusing at �irst glance, but the key to remember here is that your writing might sound just as confusing or amusing to someone else if your roles were reversed.

Identify a company that is based in a non-English-speaking country but that includes English-language text on its website. (The advanced search capabilities of your favorite search engine can help you locate websites from a particular country.) Study the language on this site. Does it sound as though it was written by someone adept at English? If the �irst site you’ve found does have writing that sounds natural to a native U.S. English speaker, �ind another company whose website doesn’t. Select a section of text (at least several sentences long) and rewrite it to sound more “American.” Submit the original text and your rewritten version to your instructor. 3-18. Intercultural Communication: Writing for Multiple-Language Audiences; Collaboration: Team Projects [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) With a team assigned by your instructor, review the Facebook pages of �ive companies and look for words and phrases that might be confusing to a nonnative speaker of English. If you (or someone on the team) are a nonnative speaker, explain to the team why those word choices could be confusing. Choose three sentences, headlines, company slogans, or other pieces of text that contain potentially confusing words and rewrite them to minimize the chances of misinterpretation. As much as possible, try to retain the tone of the original—although you may �ind that this is impossible in some instances. Use Google Docs to compile the original selections and your revised versions, then email the documents to your instructor.

3-19. Intercultural Communication: Speaking with Multiple-Language Audiences; Collaboration: Team Projects [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) Working with two other students, prepare a list of 10 examples of slang (in your own language) that might be misinterpreted or misunderstood during a business conversation with someone from another culture. Next to each example, suggest other words you might use to convey the same message. Do the alternatives mean exactly the same as the original slang or idiom? Submit your list of original words and suggested replacements, with an explanation of why each replacement is better than the original.

3-20. Intercultural Communication: Writing for Multiple-Language Audiences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) Explore the powers and limitations of free online translation services such as Google Translate. Enter a sentence from this chapter, such as “It gets even more daunting when you add the challenges of communication among medical staff and between patients and their caregivers, which often takes place under stressful circumstances.” First, translate the sentence from English to Spanish. Next, copy the Spanish version and paste it into the translation entry box and back-translate it from Spanish to English. Now repeat this test for another language. Did the sentence survive the round trip? Does it still sound like normal business writing when translated back into English?

(a) What are the implications for the use of automated translation services for international correspondence? (b) Would you feel comfortable using an online tool such as this to translate an important business message? (c) How might you use this website to sharpen your intercultural communication skills? Summarize your �indings in a brief report. 3-21. Intercultural Communication: Speaking with Multiple-Language Audiences; Media Skills: Podcasting [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) , Chapter 7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003055#P7001012451000000000000000003055) Your company was one of the �irst to use podcasting as a business communication tool. Executives frequently record messages (such as monthly sales summaries) and post them on the company’s intranet; employees from the 14 of�ices in Europe, Asia, and North America then download the �iles to their music players or other devices and listen to the messages while riding the train to work, eating lunch at their desks, and so on. Your boss asks you to draft the opening statement for a podcast that will announce a revenue drop caused by intensive competitive pressure. She reviews your script and hands it back with a gentle explanation that it needs to be revised for international listeners. Improve the following statement in as many ways as you can:

Howdy, comrades. Shouldn’t surprise anyone that we took a beating this year, given the insane pricing moves our knucklehead competitors have been making. I mean, how those clowns can keep turning a pro�it is beyond me, what with steel costs still going through the roof and labor costs heating up —even in countries where everybody goes to �ind cheap labor—and hazardous waste disposal regs adding to operating costs, too.

Expand Your Skills Critique the Professionals

Find an online business document—such as a company webpage, blog post, Facebook Info tab, or LinkedIn pro�ile—that you believe commits an intercultural communication blunder by failing to consider the needs of at least some of its target readers. For example, a website might use slang or idiomatic language that could confuse some readers, or it might use language that offends some readers. In a post on your class blog, share the text you found and explain why you think it does not succeed as effective intercultural communication. Be sure to include a link back to the original material.

Sharpening Your Career Skills Online

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Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on communicating with business contacts in another country or culture. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

3-22. What three habits can help you develop a sense of cultural pluralism? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-23. What four principles apply to ethical intercultural communication? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#rP7001012451000000000000000001ED2) . Bernard J. Tyson, “Diversity and Inclusion Are in Kaiser Permanente’s DNA,” Kaiser Permanente website, accessed 11 March 2016, kp.org (http://kp.org) ; Marianne Aiello, “Diversity No Gimmick in Kaiser Permanente Ad Campaign,” HealthLeaders Media, 25 November 2015, www.healthleadersmedia.com (http://www.healthleadersmedia.com) ; “Top Reasons to Join Kaiser Permanente As a Woman in Tech,” Kaiser Permanente website, accessed 11 March 2016, kp.org (http://kp.org) ; “Kaiser Permanente—Achieving Our Mission and Growing the Business Through the National Diversity Agenda,” Catalyst, 25 January 2011, www.catalyst.org (http://www.catalyst.org) ; “DiversityInc Top 50” and “Diversity Leadership: Dr. Ronald Copeland, Kaiser Permanente,” DiversityInc, accessed 11 March 2016, www.diversityinc.com (http://www.diversityinc.com) ; “Census Bureau Reports at Least 350 Languages Spoken in U.S. Homes,” U.S. Census Bureau, 3 November 2015, www.census.gov (http://www.census.gov) . “Local and National Diversity Programs,” Kaiser Permanente website, accessed 12 March 2016, kp.org (http://kp.org) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED4) . Michael R. Carrell, Everett E. Mann, and Tracey Honeycutt-Sigler, “De�ining Workforce Diversity Programs and Practices in Organizations: A Longitudinal Study,” Labor Law Journal 57, no. 1 (Spring 2006): 5–12.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED6) . “Dimensions of Diversity—Workforce,” Merck website, accessed 4 January 2011, www.merck.com (http://www.merck.com) .

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED8) . “Top Trading Partners - January 2016,” U.S. Census Bureau website, accessed 12 March 2016, www.census.gov (http://www.census.gov) .

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDA) . Economist Intelligence Unit, “Competing Across Borders: How Cultural and Communication Barriers Affect Business,” Economist, 2012, 4, www.economistinsights.com (http://www.economistinsights.com) .

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDC) . Nancy R. Lockwood, “Workplace Diversity: Leveraging the Power of Difference for Competitive Advantage,” HR Magazine, June 2005, special section, 1–10.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDE) . Alan Kline, “The Business Case for Diversity,” USBanker, May 2010, 10–11.

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE0) . “Quick Facts: United States,” U.S. Census Bureau website, accessed 12 March 2016, www.census.gov (http://www.census.gov) ; Paul Taylor, “The Next America,” Pew Research Center, 10 April 2014, www.pewresearch.org (http://www.pewresearch.org) ; “More Than 300 Counties Now ‘Majority–Minority,’” press release, U.S. Census Bureau website, 9 August 2007, www.census.gov (http://www.census.gov) ; Robert Kreitner, Management, 9th ed. (Boston: Houghton Mif�lin, 2004), 84.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE2) . Tracy Novinger, Intercultural Communication: A Practical Guide (Austin: University of Texas Press, 2001), 15.

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE4) . Larry A. Samovar and Richard E. Porter, “Basic Principles of Intercultural Communication,” in Intercultural Communication: A Reader, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 12.

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EE6) . Arthur Chin, “Understanding Cultural Competency,” New Zealand Business, December 2010/January 2011, 34–35; Sanjeeta R. Gupta, “Achieve Cultural Competency,” Training, February 2009, 16–17; Diane Shannon, “Cultural Competency in Health Care Organizations: Why and How,” Physician Executive, September–October 2010, 15–22.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EE8) . Linda Beamer and Iris Varner, Intercultural Communication in the Workplace, 2nd ed. (New York: McGraw-Hill Irwin, 2001), 3.

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEA) . “Summary by Country,” Ethnologue website, accessed 12 March 2016, www.ethnologue.com (http://www.ethnologue.com) .

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEC) . Philip R. Harris and Robert T. Moran, Managing Cultural Differences, 3rd ed. (Houston: Gulf, 1991), 394–397, 429–430.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEE) . Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 6.

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16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF0) . Beamer and Varner, Intercultural Communication in the Workplace, 4.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF2) . Chaney and Martin, Intercultural Business Communication, 2nd ed., 9.

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF4) . Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 455.

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF6) . Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 4th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2007), 53.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF8) . Project Implicit website, accessed 29 December 2010, implicit.harvard.edu/implicit.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001EFA) . Linda Beamer, “Teaching English Business Writing to Chinese-Speaking Business Students,” Bulletin of the Association for Business Communication 57, no. 1 (1994): 12–18.

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001EFC) . Edward T. Hall, “Context and Meaning,” in Intercultural Communication, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 46–55.

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001EFE) . Daft, Management, 459.

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F00) . Charley H. Dodd, Dynamics of Intercultural Communication, 3rd ed. (Dubuque, Ia.: Brown, 1991), 69–70.

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F02) . Daft, Management, 459.

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F04) . Hannah Seligson, “For American Workers in China, a Culture Clash,” New York Times, 23 December 2009, www.nytimes.com (http://www.nytimes.com) .

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F06) . Beamer and Varner, Intercultural Communication in the Workplace, 230–233.

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F08) . Ed Marcum, “More U.S. Businesses Abandon Outsourcing Overseas,” Seattle Times, 28 August 2010, www.seattletimes.com (http://www.seattletimes.com) .

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F0A) . Guo-Ming Chen and William J. Starosta, Foundations of Intercultural Communication (Boston: Allyn & Bacon, 1998), 288–289.

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F0C) . Joyce Millet, “Chinese Etiquette & Protocol,” Protocol Professionals, accessed 12 March 2016, www.protocolprofessionals.com (http://www.protocolprofessionals.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F0E) . Chaney and Martin, Intercultural Business Communication, 2nd ed., 122–123.

32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F10) . Mansour Javidan, “Forward-Thinking Cultures,” Harvard Business Review, July–August 2007, 20.

33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F12) . “The 100 Million Club 2013: The Top 14 Mobile Markets by Number of Mobile Subscriptions and 3G/4G Subscribers,” MobiThinking, 26 November 2013, www.mobithinking.com (http://www.mobithinking.com) .

34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F14) . Novinger, Intercultural Communication, 54.

35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F16) . Peter Coy, “Old. Smart. Productive.” BusinessWeek, 27 June 2005, www.businessweek.com (http://www.businessweek.com) ; Beamer and Varner, Intercultural Communication in the Workplace, 107–108.

36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F19) . Beamer and Varner, Intercultural Communication in the Workplace, 107–108.

37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F1B) . Rebecca Knight, “Managing People from 5 Generations,” Harvard Business Review, 25 September 2014, hbr.org (http://hbr.org) .

38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F1D) . Steff Gelston, “Gen Y, Gen X and the Baby Boomers: Workplace Generation Wars,” CIO, 30 January 2008, www.cio.com (http://www.cio.com) .

39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F1F) . Joanna Barsh and Lareina Yee, “Changing Companies’ Minds About Women,” McKinsey Quarterly, no. 4 (2011): 48–59.

40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F21) . John Gray, Mars and Venus in the Workplace (New York: HarperCollins, 2002), 10, 25–27, 61–63.

41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F23) . Jennifer Luden, “Ask for a Raise? Most Women Hesitate,” NPR, 14 February 2011, www.npr.org (http://www.npr.org) .

42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F25) . “First Step: Gender Identity in the Workplace,” Catalyst, June 2015, www.catalyst.org (http://www.catalyst.org) .

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43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F27) . “Religious Bias a Growing Issue,” Business Insurance, 13 February 2012, 8; Mark D. Downey, “Keeping the Faith,” HR Magazine, January 2008, 85–88.

44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F29) . IBM Accessibility Center, accessed 24 August 2006, www-03.ibm.com/able (http://www-03.ibm.com/able) ; AssistiveTech.net (http://AssistiveTech.net) , accessed 24 August 2006, www.assistivetech.net (http://www.assistivetech.net) ; Business Leadership Network website, accessed 24 August 2006, www.usbln.org (http://www.usbln.org) ; National Institute on Disability and Rehabilitation Research website, accessed 24 August 2006, www.ed.gov/about/of�ices/list/osers/nidrr (http://www.ed.gov/about/of�ices/list/osers/nidrr) ; Rehabilitation Engineering & Assistive Technology Society of North America website, accessed 24 August 2006, www.resna.org (http://www.resna.org) .

45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#rP7001012451000000000000000001F2B) . Daphne A. Jameson, “Reconceptualizing Cultural Identity and Its Role in Intercultural Business Communication,” International Journal of Business Communication 44, no. 3 (July 2007): 199–235.

46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#rP7001012451000000000000000001F2D) . Leslie Knudson, “Diversity on a Global Scale,” HR Management, accessed 17 August 2008, www.hrmreport.com (http://www.hrmreport.com) .

47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#rP7001012451000000000000000001F2F) . Craig S. Smith, “Beware of Green Hats in China and Other Cross-Cultural Faux Pas,” New York Times, 30 April 2002, C11.

48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#rP7001012451000000000000000001F31) . Sana Reynolds and Deborah Valentine, Guide for Internationals: Culture, Communication, and ESL (Upper Saddle River, N.J.: Pearson Prentice Hall, 2006), 3–11, 14–19, 25.

49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F33) . P. Christopher Earley and Elaine Mosakowsi, “Cultural Intelligence,” Harvard Business Review, October 2004, 139–146.

50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F35) . Bob Nelson, “Motivating Workers Worldwide,” Global Workforce, November 1998, 25–27.

51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F37) . Mona Casady and Lynn Wasson, “Written Communication Skills of International Business Persons,” Bulletin of the Association for Business Communication 57, no. 4 (1994): 36– 40.

52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F39) . Lynn Gaertner- Johnston, “Found in Translation,” Business Writing blog, 25 November 2005, www.businesswritingblog.com (http://www.businesswritingblog.com) .

53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F3B) . Myron W. Lustig and Jolene Koester, Intercultural Competence, 4th ed. (Boston: Allyn & Bacon, 2003), 196.

54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F3D) . Pamela Rogerson-Revell, “‘Can You Spell That for Us Nonnative Speakers?’ Accommodation Strategies in International Business Meetings,” International Journal of Business Communication 47, no. 4 (October 2010): 432–454.

55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F3F) . James Wilfong and Toni Seger, Taking Your Business Global (Franklin Lakes, N.J.: Career Press, 1997), 232.

56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#rP7001012451000000000000000001F41) . “Transcreation Services,” Lionbridge, accessed 14 March 2016, www.lionbridge.com (http://www.lionbridge.com) ; Nataly Kelly, “Six Ways Transcreation Differs from Translation,” Smartling, 21 July 2014, www.smartling.com (http://www.smartling.com) .

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PART 2 Applying the Three-Step Writing Process CHAPTER 4 Planning Business Messages

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CHAPTER 5 Writing Business Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002445#P700

CHAPTER 6 Completing Business Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P700

Every professional can learn to write more effectively while spending less time and energy in creating successful messages. Discover a proven writing process that divides the challenge of communicating into three simple steps: planning, writing, and completing messages. The process works for everything from blog posts to formal reports to your résumé. With a bit of practice, you’ll be using the process to write more effectively without even thinking about it.

Photobee/Fotolia