the assignment should be strictly based on lecture note provided
BUS101 Assessment 1 Outline Version 1 / June 2016 Page 1 of 5 Assessment Information Subject Code: EAPM4000 Subject Name: Professional Communication Practice Assessment Title: Structured Reflection Weighting: 40% Due Date: Week 13, Monday, 3:55pm AEST Monday . Assessment Description: Structured Reflection Total: 1000 words Academic Sources: 5 Choose one Or maximum of two topics that we have discussed in this subject and write a reflection which answers the following questions: 1. What topic discussed in this subject you find most interesting. Give a short description (with referencing) of the topic (300 words)? 2. Write a personal reflection (with two or three supporting reasons) why you found this topic of great interest (300 words). 3. How do you think you could apply it in your present or future professional career (400 words)? Use at least 5 academic sources in your answer, Feedback: Comments and a mark will be returned to you within two weeks of submission. COMMONWEALTH OF AUSTRALIA Copyright Regulations 969 This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a registered higher education provider CRICOS Provider Code 02426B. PowerPoint Presentation Intercultural Communication Lecture 4 EAPM4000 Professional Communication Practice COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. The lecture material contains content owned by Kaplan Business School and other materials copyrighted by Archee, R, Gurney M, Mohan T 2013 Communicating as professionals. Cengage Learning, South Melbourne Do not remove this notice. 1 Aims of this lecture • understand that cultural differences affect business relations within your country as well as between nations • appreciate the nature of culture, with its implications for business practice • recognise key differences among cultures • learn intercultural communication skills 2 Intercultural communication Mr Clarke: G’day mate. I’m Robert Clarke. My friends call me Bob. Here’s my card. Mr Lau: Hello Mr Clarke. I am William Lau. Very glad to meet you. How was your trip? (Exchanges business cards.) Mr Clarke: Call me Bob. Good, thanks. (Reading card: ‘Lau Wing-Leung’) Oh it’s Wing-Leung! Nice to meet you. I’ll call you tomorrow, Wing-Leung, OK? Mr Lau (smiles): Yes, I will expect your call. (Both men depart.) (Adapted from Scollon & Scollon 2001) 2 Activity • Look at the previous ppt, • In groups of 2 or 3 discuss what went wrong with the conversation • Write down 5 to 7 possible reasons why the conversation was not a good start for a business relationship. 4 The importance of intercultural communication • We live in a ‘global village’. • Young Australians travel overseas as a rite of passage. • We are travelling more and more for business, family and education. • Multicultural nature of Australian society –49% of all Australians were born overseas or had at least one parent born overseas (2016 census) . • We are constantly interacting with other cultures in Australia. 5 Activity : Think about it • https://www.youtube.com/watch?v=Ko6J9v1C 9zE • Based on the video, discuss in groups of 2 or 3, what the terms: ‘global village’ and ‘medium is the message’ mean and how they are connected? 6 https://www.youtube.com/watch?v=Ko6J9v1C9zE What is intercultural communication? • Starting point was The Silent Language (1959) – Edward T. Hall • 1970s – specialised books, courses and professional divisions such as International Communication Association. • Intercultural communication can also refer to sub-cultures within a culture, e.g. retirees, motor bike riders, surfers. 7 Definitions of culture • Culture: – learned social behaviours that develop over time. – a shared view of the world. – surrounds everything we do. – so pervasive that it becomes ‘invisible’. – dynamic and constantly changing. 8 What is CULTURE? • Difficult to define, but seems to refer to a way of thinking and acting. • Includes traditions, family roles, expectations, attitudes and non-verbal communication. • Not to be confused with ‘high’ culture (the opera) and ‘low’ culture (pop music). • Can be broken into four dimensions: history/world view, socialisation, language and non-verbal communication. 9 Activity • If culture can be broken into four dimensions: (1)history/world view, (2)socialisation, (3)language and (4)non-verbal communication which 3 out of the 4 dimensions are most obvious in the video below (please watch the first 3min 45secs only): https://www.youtube.com/watch?v=jPxO8CLssTE 11 https://www.youtube.com/watch?v=jPxO8CLssTE The effect of socialisation • Acculturation: the imposition of a dominant culture into a weaker one. • Several overlapping stages: - primary - secondary - organisational. • Varies dramatically between cultures. 12 High-context and low-context cultures Edward T. Hall divided all cultures into: –high-context cultures (e.g. Japanese, Mediterranean, Middle Eastern) view the context as importantly as the message itself. – low-context cultures (e.g. Australian, Scandinavians) see the message as being the most important thing. 15 Context-based values 16 Hofstede’s dimensions of culture • Geert Hofstede (1984) studied 117 000 people from 53 cultures, then re-studied 29 000 later to check on his results. • Sampling biases: most were males, all middle class, and worked for IBM. • Activity: How would this sample affect the results. Discuss in pairs and write down 3 limitations of the sample. (cont.) 17 Hofstede’s dimensions of culture Found there were five dimensions: – Power distance – Uncertainty avoidance – Individualism–collectivism – Masculinity–femininity – Long-term–short-term www.youtube.com/watch?v=jU2gp3QjnNU 18 http://www.youtube.com/watch?v=jU2gp3QjnNU http://www.youtube.com/watch?v=Fw-HgnZO1js 19 http://www.youtube.com/watch?v=Fw-HgnZO1js http://www.youtube.com/watch?v=-S9MoeN8COI 20 http://www.youtube.com/watch?v=-S9MoeN8COI Hofstede’s model 21 Hofstede’s model 22 Hofstede’s model 23 Activity • https://www.hofstede-insights.com/country- comparison/australia/ • Check your country’s dimension score and compare with Australia’s. • Note all differences in Hofstede’s dimensions between your country and Australia (if Australian with another chosen country). • Discuss with a partner how the different scores could affect a business negotiation between the two countries? 21 https://www.hofstede-insights.com/country-comparison/australia/ Hofstede’s model: Professional Implications 1 • In intercultural activities those from high power-distance cultures work with high-status negotiators or principals. • People from high uncertainty-avoidance cultures want the reassurance of structure and ritual. • People from collectivist cultures like to build relationships over a long period of time. • People from high masculine cultures resolve conflicts by force. • People from feminine cultures resolve conflicts through compromise and consensus. • People from long-term orientation cultures persevere to achieve desired ends. 25 Hofstede’s model: Professional Implications 2 • All about recognising that you think differently but resolving common problems anyway by using language and communication skills that guarantee the messages are understood as intended. • Note: Conflicts can still occur between people with similar values (between individual and individual, and among family and group members). • Peaceful coexistence can prevail between people with different values. 2 Activity: Professional Implications • Watch the video then in pairs find all the intercultural mistakes made in the meeting by both sides. • Then by using Hofstede’s model to explain the errors made in the meeting: • https://www.youtube.com/watch?v=gtLi13Sf2v U 24 https://www.youtube.com/watch?v=gtLi13Sf2vU Intercultural communication competence • Developed through understanding how we perceive and react to cultural rules. • Vital for managing the culturally diverse businesses of today. • True intercultural communication competence arises out of long-term intercultural learning and personal commitment to change and improve. 30 Activity: Moment of honesty and self-evaluation • Watch the video on overcoming personal prejudices and quietly reflect what is your own prejudice and what you could do to overcome it? • Then share your thoughts with a partner. • If comfortable, share with the class: • https://www.youtube.com/watch?v=E1MI_h0HI cw 26 https://www.youtube.com/watch?v=E1MI_h0HIcw Intercultural communication competence • Hofstede (1991) has identified two different approaches to culture learning: ▪ Culture-specific ▪ Culture-general ▪ Newly described as CQ – Cultural intelligence. 31 Culture-specific approach • Focuses on acquiring specific knowledge about the ‘other’ culture. • Based on gathering information about a country. • Useful information BUT it does not provide a full in- depth understanding of the people and the culture. 32 Culture-general approach • A much broader approach to culture learning, focusing on developing the following abilities: – cultural awareness and sensitivity – cultural and communication sensitivity – behavioural flexibility – an ‘other-orientation’ – responsibility for communicating. 33 Activity (if time allows) • As part of its expansion plan, an Australian supermarket called Cheapfest decided to introduce its discounting sales strategies into Japan. • In groups of 2 or 3 answer the following questions: • 1. How do Japanese and Australians differ on Hofstede’s key dimensions of culture as described in the text? • 2. Based on the results from the model answer how: • A. would the Japanese react to female managers from Australia • B. How would they react to complements about their performance from their superiors? • C. How would they react to individual awards? • Discuss and write down your answers. 30 Today • We have learned to: • understand that cultural differences affect business relations within each country as well as between nations • appreciate the nature of culture, with its implications for business practice • recognise key differences among cultures • learn intercultural communication skills in a professional environment. 31