Effective Global

Communication
E-book
Course: 96332359

1
Acknowledgement.

This E-book was created by Nicola Prin. All rights of use are reserved. For access to this E-
book and permission of use, contact the author at nicola@go.buu.ac.th

This is a new updated edition (2022)

Preface.

It has become commonplace knowledge that globalization is one of the major forces shap-
ing our world. If we look at the spread of information, ideas, capital, media, cultural arti-
facts - or for that matter, people - we can see the boundaries and borders that have histor-
ically separated one country or one group from another are becoming more and more
connected.

"Effective Global Communication" is designed to help you meet the challenges of living in
a world in which, increasingly, you will be asked to interact with people who may not be
like you in fundamental ways. Its overarching goals are to help you become more sensitive
to intercultural communication differences, and to provide you with the knowledge and
skills that will help you interact successfully with people from cultures other than your own.
The hope is that this course will accomplish those goals giving you a variety of opportuni-
ties to understand and practice intercultural communication – through case studies, exam-
ples, and activities.

The course supports peer learning through discussions that encourage the sharing of ideas
and experiences from a wide variety of contexts.

This course involves discussion with peers and group problem solving. It is essential that all
participants contribute by communicating and fully engaging with the material of this course.

CONTENTS
Introduction 4
CHAPTER I. CULTURAL ASPECTS
1. The Cultural iceberg. 7
1.1.1 Elements of Culture. 9
1.1.1 Symbols. 9
1.1.2 Language. 10
1.1.3 Norms. 11
1.1.4 Rituals. 12

2
1.2 Changing norms and beliefs. 12
1.3 Values. 13
1.3.1 Artefacts. 13
I.4 The Eight elements of culture. 14
1.4.1 Case Study. 15
1.5 Peaches and Coconuts. 17
1.6 Summarize. 18

CHAPTER II. STYLES ACROSS CULTURES

2. Cross-cultural communication. 19
2.1 High and low communication styles. 20
2.1.1 What is the difference? 21
2.1.2 High context [Indirect] in detail. 21
2.1.3 Low context [Direct] in detail. 22
2.2 Summary. 22
2.3 Geert Hofstede's Cultural Dimension Theory. 23

CHAPTER III. MISCOMMUNICATION ACROSS CULTURES

3 Cross cultural differences. 26
3.1 Verbal miscommunication across cultures. 26
3.2 Verbal business communication. 28
3.2.1 How to avoid verbal miscommunication. 28
3.3 Paralanguage. 31
3.4 Non-verbal communication. 33
3.4.1 Types of nonverbal communication. 34
3.5 Cultural differences in non-verbal communication. 35

CHAPTER IV. GLOBAL BUSINESS COMMUNICATION

4. Managing communication. 39
4.1 Interactive communication strategies. 41
4.2 Business etiquette. 42
4.2.1 Same job, different approach. 42
4.2.2 When East meets West. (12 differences). 43
4.3 Cultural diversity in the workplace. 45
4.4 Review. 46

CHAPTER V. CULTURE SHOCK

5. What is culture shock? 47
5.1 Five stages of culture shock. 47

CHAPTER VI. CASE STUDY ANALYSIS. 49

6. Effective global communication in practice. 49
6.1 Questions and analysis. 50

3
 INTRODUCTION
What is effective global communication?
Global or international communication is the development and sharing of information,
through verbal and non-verbal messages, in international settings and contexts

In a globalized world, effective communication is a necessity. When friends, relatives, and

colleagues need to reach all corners of the world, it is easy to see
the importance of global communications in the world today. Whether you need to
connect from Barcelona to Bangkok or Boston to Beijing, instant contact has become the
norm and expectation. If you work in a multinational office, work or study abroad, or
simply want to know how to improve your communication skills, understanding how to
overcome cultural differences is crucial.

On this course you’ll learn how to understand the elements of cross-cultural interaction,
understanding your own and others’ cultural identities. You’ll learn different
communication styles, and how values can change from country to country.

Why is it important?
Rapid changes in global economics, technology, immigration policies, and transportation
have meant that the world seems to be becoming increasingly smaller. Our connections to
our foreign neighbours are clearer than ever before. We find increased contact with those
of different cultures. In the workplace, people of different cultures bring with them
different work habits and cultural practices, approaching problem solving tasks
differently. Individuals may also have different desires for communication outcomes and
emphases within their intercultural encounters. Here are some terms where we can apply
global communication.

Global workforce heterogeneity. That is, many companies have a global presence.
domestic workplace is increasingly diverse, making cultural diversity a critical part of our
everyday lives.

Problem-solving. Knowing how to communicate globally helps us to engage in creative

multicultural problem-solving strategies. Accepting and considering alternative viewpoints

4
helps us move mindfully away from traditional binary (either/or) thinking and expand our
diversity of options in managing intercultural team problems.

Technology. We can now easily connect with individuals from around the world within a
few seconds, and at a very low cost.

Self-awareness. Communication skills can help deepen self-awareness and other

awareness. For the most part, our cultural beliefs, values, and communication norms are
acquired unconsciously. Without a basis for comparison, we may never question the way
we have been conditioned and socialized. Video: https://www.youtube.com/watch?v=PSt_op3fQck

Activity 1. Think about what communication and culture means to you. Answer each
question with you own understanding.
a) What does communication mean to you?
_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
_________________________________________________________

b) What does culture mean to you?

_________________________________________________________

_________________________________________________________

_________________________________________________________
_________________________________________________________

_________________________________________________________
c) Do you think that the definitions will be the same for everyone? (Explain your reason).

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

5
Communication definitions.
A process by which information is exchanged between individuals through a common
system of symbols, signs, or behaviour. [Source: www.merriam-webster.com/dictionary]

Two-way process of reaching mutual understanding, in which participants not only

exchange (encode-decode) information, news, ideas and feelings but also create and share
meaning. [Source: www.businessdictionary.com/definition/communication.html]

Communication (from Latin commūnicāre, meaning "to share"[1]) is the act of

conveying meanings from one entity or group to another through the use of mutually
understood signs and semiotic rules. [Source: https://en.wikipedia.org/wiki/Communication]

Culture definitions.
Culture is a system of beliefs, values, and assumptions about life that guide behaviour
and are shared by a group of people. It includes customs, language, and material
artifacts. These are transmitted from generation to generation, rarely with explicit
instructions. [Source: www.peacecorps.gov/educators/resources/defining-culture/]

Culture (/ˈkʌltʃər/, from the Latin cultura stemming from colere, meaning "to cultivate,")[1]
is the social behavior and norms found in human societies.
[Source: https://en.wikipedia.org/wiki/Culture]

Broadly, social heritage of a group (organized community or society). It is a pattern of

responses discovered, developed, or invented during the group's history of handling
problems which arise from interactions among its members, and between them and their
environment. [Source: www.businessdictionary.com/definition/culture.html]

Before we can understand how to communicate effectively across cultures, we first need to
understand what elements make up a culture and how communication fits into this. The
next chapter will focus on cultural elements, and how it is connected to communication
and effective global communication.

6
 CHAPTER I. CULTURAL ASPECTS

▪ How do you think you learned your culture?

▪ How do you think your culture has shaped you? (Influenced your values, behaviour,
attitude, and beliefs)
▪ How does culture shape the way we see the world, ourselves, and others?

1. The Cultural iceberg.

Culture has been compared to an iceberg. Only a small part of it is above the water and
can be seen. The rest is hidden below the surface, which can only be guessed, or learned to
understand.

The following features are all parts of a culture. Some of them are visible, while many are
hidden.
1. __ facial expressions 13. __ foods
2. __ religious beliefs 15. __ concept of self
3. __ religious rituals 16. __ work ethic
4. __ importance of time 17. __ music

7
5. __ paintings 18. __ styles of dress
6. __ values 19. __ personal space
7. __ concept of beauty 20. __ importance of education
8. __ child raising beliefs 21. __ world view
9. __ concept of leadership 22. __ rules of social behaviour
10.__ gestures 23. __ personal independence
11.__ holiday customs 24. __ acceptance of others
12.__ concept of fairness 25. __ language
[Answers at end of book]

Activity 2: Next to each aspect of the iceberg. Write [A] above or [B] Below

Activity 3: Using your own understanding, reflect on the following questions.

a) How do the invisible aspects of culture influence the visible ones?

________________________________________________________________________________________________

________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________________________

8
b) Why is it important to understand the relationship between the two?

________________________________________________________________________________________________
________________________________________________________________________________________________

_____________________________________________________________________________________________________
_________________________________________________________________________________________________________

1.1 Elements of Culture.

Culture was defined earlier as the symbols, language, beliefs, values, and artefacts that are
part of any society. As this definition suggests, there are two basic components of culture:
ideas and symbols.

The first type, called ‘nonmaterial’ culture, includes the values, beliefs, symbols, and
language that define a society. The second type, called ‘material culture’, includes all the
society’s physical objects, such as its tools and technology, clothing, eating utensils, and
means of transportation – (artefacts).

1.1.1 Symbols.
Every culture is filled with symbols, or things that stand for something else and that often
create various reactions and emotions.

Example: A very common nonverbal symbol is shaking hands, which is done in some
societies but not in others. It is usually used as a sign of both greeting and departure.
Probably all societies have nonverbal symbols we call gestures, movements of the hands,
arms, or other parts of the body that are meant to convey certain ideas or emotions.

However, the same gesture can mean one thing in one society and something quite
different in another society (Axtell, 1998). In the United States, for example, nodding your
head up and down, means yes, and if shaking it back and forth, means no. In Bulgaria,
however, nodding means no, while shaking our head back and forth means yes!

Some of our most important symbols are objects. For example, a country’s flag. It
represents and identifies the country. Along with the flag ever nation has a national
anthem. We often see both symbols shown at international events, such as the Olympic

9
games. They produce a feeling of belonging and pride for their country. However, they
can also be items that are used for hatred. For example, on the news, often we see when
countries are in conflict, they burn the flag of the opposing country.

As these examples show, symbols, both nonverbal communication and objects, are an
important part of any culture but also can lead to misunderstandings and even hostility.
These problems underscore the significance of symbols for social interaction and meaning.

This Photo by Unknown Author is licensed under CC

1.1.2 Language.
Perhaps our most important set of symbols is language. In English, the word chair means
something we sit on. In Spanish, the word silla means the same thing. If we agree how to
interpret these words, ‘a shared language ‘and thus society are possible. However,
differences in languages can make it quite difficult to communicate.

For example, imagine you are in a foreign country where you do not know the language.
You forgot to bring your dictionary that translates their language into yours, and your
iPhone battery has died. You become lost. How will you get help? What will you do? Is there
any way to communicate?

As this scenario suggests, language is crucial to communication and thus to any society’s
culture. Children learn language from their culture just as they learn about shaking hands,
about gestures, and about the significance of the flag and other symbols.

10
 Discuss. To what extent does language influence how we think and how we perceive the
social and physical worlds?

1.1.3 Norms.
Cultures differ widely in their norms, or standards and expectations for behaving. Example,
showing emotion, such as anger, in some cultures it is ok to express yourself in public, on
others it is looked down upon. The same with using your phone. Is it OK to talk or read
messages during a meeting? For some the answer is yet. However, be careful, as in other
cultures this is seen as bad etiquette. In other words, bad behaviour.

Norms are often divided into two types, formal norms, and informal norms. Formal
norms, also called ‘mores and laws’, which refer to the standards of behaviour considered
the most important in any society. Examples include traffic laws, criminal codes, and, in a
college context, student behaviour codes addressing such things as cheating and hate
speech.

Informal norms, also called ‘folkways and customs’, refer to standards of behaviour that are
considered less important but still influence how we behave. Table manners are a common
example of informal norms, as are such everyday behaviours as how we interact with a
cashier and how we ride in an elevator.

Many norms differ dramatically from one culture

to the next. An example is PDA (Public display of
affection) in some cultures it is normal to see
people holding hands and kissing in pubic, whilst
in others this is not allowed, and can even result in
fines or prison in some strict religious countries.
Also, norms in sexual orientation (LBGT)
community are a ‘hot topic’ in many societies
today. While there are still cultures who are against homosexuality, others accept it.
Among the Azande of East Africa, for example, young warriors live with each other and are
not allowed to marry. During this time, they often have sex with younger boys, and this
homosexuality is approved by their culture. In some cultures same sex marriage is
recognised, whilst in others there are no rights at all.

11
1.1.4 Rituals.
Different cultures also have different rituals or established procedures and ceremonies that
often mark transitions in the life course. As such, rituals both reflect and transmit a
culture’s norms and other elements from one generation to the next. Initiation and
commencement ceremonies in colleges and universities are familiar examples of rituals,
such as the capping ceremony.

In many societies, rituals help signify one’s gender identity. For example, girls around the
world undergo various types of initiation ceremonies to mark their transition to adulthood.
Among the Bemba of Zambia, girls undergo a month-long initiation ceremony called
the chisungu, in which girls learn songs, dances, and secret terms that only women know
(Maybury-Lewis, 1998). In many countries in Latin America, it is customary to celebrate a
girl's fifteenth birthday party in a very lavish manner. This celebration traditionally marks a
girl's coming of age and afterwards she is considered a mature person who is ready to
assume family and social responsibilities.

For boys, in North Baffin Island, Inuit boys have traditionally gone out to the wilderness with
their fathers between the ages of 11 and 12 to test their hunting skills and acclimatise to the
harsh arctic weather. And in Japan, the second Monday of January marks a special day- the
day in which 20-year-olds get to dress up in their finest traditional attire, attend a ceremony
in local city offices, receive gifts, and party to their hearts’ content amongst friends and
family. It’s their Coming-of-Age Festival, otherwise known as Seijin-no-Hi. The tradition
started nearly 1200 years ago and recognizes the age when the Japanese believe youth
become mature, contributing members of society (it’s also the time when they get to vote
and drink).

Discuss. What rituals do you know about or have experienced for yourself?

1.2 Changing norms and beliefs.

Our examples show that different cultures have different norms, even if they share other
types of practices and beliefs. It is also true that norms change over time within a given
culture. Two obvious examples here are hairstyles and clothing styles. More important
topics on which norms have changed for example are abortion and birth control. Women’s
rights, LBGT rights etc.

12
1.3 Values.
Values are another important element of culture and involve judgments of what is good or
bad and desirable or undesirable. A culture’s values shape its norms. In Japan, for example,
a central value is group harmony. The Japanese place great emphasis on harmonious social
relationships and dislike interpersonal conflict. In the United States, of course, the situation
is quite different. The American culture promotes the rights of the individual and promotes
competition in the business and sports worlds and in other areas of life. Other values
include a country’s work ethic, or rights for women.

Discuss. What are some of your culture’s values? Do you accept them – agree with
them? Why or why not?

1.3.1 Artefacts.
Artefacts, or material objects, that constitute a society’s material culture. Because of
technological advances during the past two decades, many such societies may be said to
have a wireless culture, as smartphones, netbooks and laptops, and GPS devices now
dominate so much of modern life. The artefacts associated with this culture were unknown
a generation ago. Technological development created these artefacts and also new
language to describe them and the functions they perform. Today’s wireless artefacts in
turn help reinforce our own commitment to wireless technology as a way of life, if only
because children are now growing up with them, often even before they can read and
write.

Sometimes people in one society may find it difficult to understand the artefacts that are
an important part of another society’s culture. If a member of a tribal society who had
never seen a cell phone, or who had never even used batteries or electricity, she or he
would obviously have no idea of what a cell phone was or of its importance in almost
everything we do these days.

If we were to visit that person’s society, we might not appreciate the importance of some
of its artefacts. Consider India’s cows. People from India consider cows holy, and they let
cows roam the streets of many cities. In a nation where hunger is so rampant, such cow
worship is difficult to understand because a ready source of meat is being ignored.

Discuss: What are some important artefacts in your culture?

13
I.4 The Eight elements of culture.
In the graph below, you can see eight aspects that every culture has. Our cultural
experiences and values about these aspects will affect how we communicate. When we
communicate with people who have different experiences and values, our communication
may get misunderstood. Therefore, it is important to understand and use strategies for
effective global communication.

To have a significant cross-cultural experience, you must interact with people in the target
culture, spend time with them, ask lots of questions, interview them, write in a journal,
reflect on what you have learned, and then compare what you have learned to your own
culture

14
1.4.1 Case Study.
A volunteer teacher in Mongolia wrote about her experience as an English teacher in a
primary school in Mongolia. This is what she wrote:

Mongolians are very serious and composed in their expressions. I never see the children smile
or laugh out loud, so it is hard for me to know if they understand, are happy, or bored. Also,
my co-workers where I work do not seem very friendly, and always look serious. It makes it
difficult for me to know if they like me or not, and to make friends with them. I sometimes feel
very uncomfortable. In the capital city, it is a little better because the students here have access
to internet and can see movies and listen to music from around the world. There are also more
foreigner tourists and businesspeople who are travelling to the main cities here in Mongolia.
So, the students and co-workers are more confident and friendly toward me.

However, even if you travel just a short distance outside of the main city this change, and the
environment is more traditional and the culture norms and values are followed more strictly
When I first came here, my local co-workers asked me why I smile so much. They felt that by
smiling so much, and even to people I don’t know was quite insincere and not genuine or
smiling for real feelings. This made me feel like I was being too friendly, and instead I should
be more distant and not try to be friends with my co-workers or to build a good relationship
with my students.

15
 Activity 4. Critical thinking
▪ What does this tell you about the visible and invisible aspects of culture?
▪ Does is explain why people from different cultures sometimes misunderstand each
other? Write your ideas below.

_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Activity 5. Personal Perspective.

Read the following situations and answer how you would respond in these situations
Situation 1
You are a tourist is Paris, France. You are visiting the famous Louvre Museum in a tour
group. The tour guide is talking about the history and story of the famous painting. During
the talk, your mobile phone rings. You look at your phone and it is your mother calling
from Thailand.

▪ What would you do? Is it important to answer the phone to your mother?
▪ Is it OK to have your phone switched on?
▪ What do you think the other tourists in the group think?
▪ What do you think the French tour guide thinks?
▪ What aspect of culture is this?

_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

16
Situation 2
You are on a bus in Beijing, using your mobile phone to watch a music video on YouTube,
when the person next to you (a stranger) leans over your shoulder and starts watching the
video too.
▪ What would you do?
▪ How would you feel?
▪ Would you say something?
▪ What aspect of culture is this?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________

1.5 Peaches and Coconuts.

The coconut culture. People from a coconut culture are more reserved
and only offer a thin layer of their private space. Therefore, they may
appear serious and a bit distant during initial social interactions – this
is the ‘hard shell’ (lie a coconut). It can mean that not much personal
information is shared in the beginning; this is perceived as being
polite. For peaches, it’s difficult to get to know a coconut fast.

The peach culture. Peaches, on the other hand, are seen as

relatively more sociable. They like ‘large talk’ with they don’t know.
They like to hare personal space with others and even talk about
private aspects easily. Peaches are more likely to smile a lot and be
enthusiastic towards others. This is politeness. Of course, they still
keep a small area, the ‘peach stone’, private from others.
When peaches and coconuts meet, misunderstanding is common. Peaches can see
coconuts as cold and difficult to get to know, because they don’t engage much in social
conversation. Coconuts can see peaches as too friendly, superficial and even impolite
because they ask too many personal questions.

17
 Activity 6. What are you? A peach or a coconut? Explain your choice.
_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________

The peach and coconut example highlights important cultural differences and tells us that
what we think is polite may be seen as impolite by others. To be effective across cultures
we should first not misinterpret signals we receive from others. Understanding the
meaning of signals gives both sides the freedom to stay as we are. We also could become
more flexible and adapt our style to people from different cultures, so that the other side
feels more comfortable.

Activity 7. Cultural Identity Activity.

Research carefully about another culture. It can be your own culture or another culture that
you are interested in learning about.

Identify some of the key background and environmental factors that influence this culture.
Include information about the culture's core attitudes and values, and how these are
reflected in behaviours we can see and those we can’t (iceberg). Investigate the values,
rituals and norms of the culture (8 Elements of Culture).

1.6 Summarize.
● The major elements of culture are symbols, language, norms, values, and artefacts.
● Language makes effective social interaction possible and influences how people
conceive of concepts and objects.

18
 CHAPTER II. STYLES ACROSS CULTURES

Every culture has its own way of saying things. The important thing to remember, is what
lies behind people’s words – Freya Stark.

The sending and receiving of messages, is an integral part of culture. Edward Hall has
maintained that culture is communication. In other words, since culture is such an important
ingredient in all behaviour, and much behaviour is through communication, it is hard to say
where one starts and where one ends. Communication occurs in many different contexts,
and conversations will have different characteristics depending on who is speaking, where
the exchange takes place, and what the purpose of the encounter is.

2. Cross-cultural Communication.
Cross-cultural communication is a little more complicated, as every time we send a message
(by speaking, text, social media, etc.) it has at least some cultural content. For example, if I
was to send you a message or link to a YouTube video on a new pop band that I like. The
cultural message would be from the language they sing in, the style of clothes they wear,
the topic of their song etc. all of this is a mix of communication and culture.

Effective cross-cultural communication is concerned with overcoming cultural differences

across nationality, religion, borders, culture, and behaviour.

19
However, the problem arises when the sender of the message and the receiver of the
message interpret the message differently. This is when misunderstanding and
misinterpretation happen.

2.1 High [Indirect] and Low [Direct] Communication Syles.

A communication style is the way in which we use language to share information with others.
Interculturalists have identified many differences in communication styles across cultures.
The most important and most studied distinctions are the ‘indirect/direct’, or ‘high
context/low context’, dichotomy.

High Context Communication [Indirect].

A communication style in which the listener or receiver of communication is expected to
interpret much of a message via context; also known as an indirect communication style.

Low Context Communication [Direct].

A communication style in which the majority of a message is carried directly and overtly
through a code requiring minimal contextual interpretation on the part of the receiver; also
known as a direct communication style.

20
2.1.1 What is the Difference?
The main difference between high and low context cultures is in the use of ‘verbal
and nonverbal’ communication.

High-context cultures will use communication that focuses on underlying context,

meaning, and tone in the message, and not just the words themselves. In other words, it is
‘the way it is said’, that is more important than the words themselves.

Low-context cultures expect communications to be explicitly stated. This means clear and
exact, so that there’s no risk of confusion, and if a message isn’t clear enough, it will slow
down the process of communication. In this case ‘the words’ are the most important
element.

NOTE: Cultures typically can’t be organized strictly into either high or low context. Most
cultures fall between the extremes on the spectrum and can share characteristics of both
high and low context traits to varying degrees as in the example below.

2.1.2 High Context [Indirect] in Detail.

Context refers to the amount of innate and largely unconscious
understanding a person can be expected to bring to a particular
communication setting. In high context cultures, such as Thailand, which
tend to be homogenous and collectivist, people carry within them highly

21
developed and refined notions of how most interactions will unfold, of how they and the
other person will behave in a particular situation.
Because people in high context cultures already know and understand each other quite
well, they have evolved a more indirect style of communication. They have less need to be
explicit and rely less on words to convey meaning—and especially on the literal meaning
of the spoken word— and more on nonverbal communication.

People often convey meaning or send messages by manipulating the context. Because
these cultures tend to be collectivist, people work closely together and know what
everyone else knows. The overriding goal of the communication exchange is maintaining
harmony and saving face.

2.1.3 Low Context/Direct.

Low context cultures, tend to be more heterogeneous and
individualist and accordingly have evolved a more direct
communication style. Less can be assumed about the other person in
a heterogeneous society, and less is known about others in a culture
where people prefer independence, self-reliance, and a greater
emotional distance from each other.

They cannot depend merely on manipulating context—not doing or not saying something
that is always done or said in that situation—or communicating nonverbally to make
themselves understood; they must rely more on words, and on those words being
interpreted literally. Getting or giving information is the goal of most communication
exchanges.

2.2 Summary.
Indirect communication: happens when a speaker’s true intentions are hidden. Indirect
speakers will not make a direct statement or directly answer a question that might cause
tension or result in an uncomfortable situation. They are more likely to say “maybe” or
“possibly’ when the true answer is “no”. Indirect communicators believe that being polite is
more important than giving a true response; this belief is related to the concept of ‘saving
face’ – to avoid hurting another person’s self-esteem.

22
Direct communication: happens when a speaker’s true intentions are communicated in a
verbal message. It expresses the speaker’s/sender’s needs and desires explicitly. When a
direct communicator wants or needs something, he/she will ‘come right out and say it’.
Direct communicators take the other speaker’s words at face value: they will not analyze the
message for underlying meaning. They value the effectiveness of short, direct answers, and
expect and respect honesty and frankness.

To a direct speaker, indirect verbal communication is often considered evasive, even untrust-
worthy, while to an indirect speaker, direct verbal communication is perceived as harsh, even
rude. It can be frustrating for speakers in cultures where direct communication is the norm
to interact with speakers in or from cultures that use indirect communication.

2.2 Geert Hofstede's Cultural Dimension Theory.

Imagine this scenario:
Sayid's boss has asked him to manage a large, global team. In this new role, he'll be working
closely with people in several different countries. He's excited about the opportunities that his
connectedness will present, but he's also nervous about making cross-cultural mistakes. He
knows that cultural differences can act as a barrier to communication, and that they could
affect his ability to build connections and motivate people.

How can he begin to understand these differences and work effectively with people from
different cultures? One way is to use ‘Hofstede’s cultural dimension framework’.

A framework developed in the 1980’s by Geert Hofstede was to determine the dimensions
in which cultures vary and to understand the differences in culture across countries. It is a
framework widely used today in businesses to help with cross cultural business contexts.

Hofstede identified six categories that define culture:

● Power Distance Index
● Collectivism vs. Individualism
● Uncertainty Avoidance Index
● Femininity vs. Masculinity
● Short-Term vs. Long-Term Orientation
● Restraint vs. Indulgence

23
Power Distance Index:
The power distance index considers the extent to which inequality and power are tolerated.
In this dimension, inequality and power are viewed from the viewpoint of the followers –
the lower level.
▪ High power distance index indicates that a culture accepts inequity and power
differences, encourages bureaucracy, and shows high respect for rank and authority.
▪ Low power distance index indicates that a culture encourages organizational
structures that are flat and feature decentralized decision-making responsibility,
participative style of management, and place emphasis on power distribution.

Individualism vs. Collectivism:

The individualism vs. collectivism dimension considers the degree to which societies are
integrated into groups and their perceived obligations and dependence on groups.
▪ Individualism indicates that there is a greater importance placed on attaining
personal goals. A person’s self-image in this category is defined as “I.”
▪ Collectivism indicates that there is a greater importance placed on the goals and
well-being of the group. A person’s self-image in this category is defined as “We”.

Uncertainty Avoidance Index:

The uncertainty avoidance index considers the extent to which uncertainty and ambiguity
are tolerated. This dimension considers how unknown situations and unexpected events
are dealt with.
▪ A high uncertainty avoidance index indicates a low tolerance for uncertainty,
ambiguity, and risk-taking. The unknown is minimized through strict rules,
regulations, etc.
▪ A low uncertainty avoidance index indicates a high tolerance for uncertainty,
ambiguity, and risk-taking. The unknown is more openly accepted, and there are lax
rules, regulations, etc.

Masculinity vs. Femininity:

The masculinity vs. femininity dimension is also referred to as “tough vs. tender,” and
considers the preference of society for achievement, attitude towards sexuality equality,
behaviour, etc.
▪ Masculinity comes with the following characteristics: distinct gender roles, assertive,
and concentrated on material achievements and wealth-building.

24
 ▪ Femininity comes with the following characteristics: fluid gender roles, modest,
nurturing, and concerned with the quality of life.

Long-Term Orientation vs. Short-Term Orientation:

The long-term orientation vs. short-term orientation dimension considers the extent to
which society views its time horizon.
▪ Long-term orientation shows focus on the future and involves delaying short-term
success or gratification in order to achieve long-term success. Long-term
orientation emphasizes persistence, perseverance, and long-term growth.
▪ Short-term orientation shows focus on the near future, involves delivering short-
term success or gratification, and places a stronger emphasis on the present than
the future. Short-term orientation emphasizes quick results and respect for
tradition.

Indulgence vs. Restraint:

The indulgence vs. restraint dimension considers the extent and tendency for a society to
fulfil its desires. In other words, this dimension revolves around how societies can control
their impulses and desires.
▪ Indulgence indicates that a society allows relatively free gratification related to
enjoying life and having fun.
▪ Restraint indicates that a society suppresses gratification of needs and regulates it
through social norms.

Activity 8. Go to the following website https://www.hofstede-

insights.com/product/compare-countries/ type in Thailand and another country.
Compare the cultural differences.

25
 CHAPTER III. MISCOMMUNICATION ACROSS CULTURES

3. Cross cultural differences.

Cross cultural differences in matters such as language, non-verbal communication, and
etiquette can be avoided if time is taken to research and understand the other culture.

3.1 Verbal Miscommunication Across Cultures.

Speaking and listening skills are important in all aspects of your life. It is through them that
you get by in everyday situations, connect with other people, and build and maintain
relationships. They can influence people’s judgements about you. People are influenced by
what you say, and you need to make sure that you are easily understood by others.

Interpretations of verbal communication can be culturally based. Misunderstandings can

easily arise. For example, in some cultures: It is impolite to speak without being specifically
asked by a superior. Also, in some cultures It is not appropriate to refuse a request, thus
saying ‘yes’ may mean ‘I am listening’, or ‘maybe’, or ‘no’. Avoidance behaviour rather than
contradiction is used i.e. not doing what is requested is the polite response, as opposed to
saying directly ‘no’.

Direct confrontation is to be avoided in many cultures. It is more important to maintain the

relationship, then to find an answer to an immediate disputed issue or problem. This
contrasts with a low impact culture, such as the USA, where the approach of trying to

26
resolve issues by frank and open discussion of the disputed issue, clearly stating personal
needs and preferences and direct bargaining tactics focusing on an immediate solution.
It is not just words that change. Some languages are renowned to have long words, like
Dutch and German. Also, not everything can be translated. A lot of the time context gets
lost in translation and meaning goes missing. There can also be difficulty in pronunciation,
which can have an impact on the communication.

Language miscommunication does not just have to be between cultures which speak a
different language, it is also an issue within the same speaking countries, regions of a
country. For example, in the UK the word ‘pants’ in the UK – means underwear, but it the
USA it means the same as the UK word trousers. In the USA, the word ‘fag’ means
someone who is gay – but in the UK it is a slang word for cigarette.

Watch the videos, think about what is the verbal communication problem that is taking
place in each example?

https://www.youtube.com/watch?v=3AFv48IWhJw
https://www.youtube.com/watch?v=yR0lWICH3rY&list=RDyR0lWICH3rY&start_radio=1&t
=17

Below are some examples of language miscommunication that can happen in a work
environment.

Example 1: An American oil rig supervisor in Indonesia shouted at an employee to take a

boat to shore. Since no-one berates (to criticize or speak in an angry manner to someone)
an Indonesian in public, a mob of workers chased the supervisor with axes.

Example 2: The soft drink Fresca was being promoted by a saleswoman in Mexico. She was
surprised that her sales pitch was greeted with laughter, and later embarrassed when she
learned that fresca is slang for "lesbian" in Spanish language.

Example 3: U.S. and British negotiators found themselves at a standstill when the American
company proposed that they "table" particular key points. In the U.S. "Tabling a motion"
means to not discuss it, while the same phrase in Great Britain means to "bring it to the
table to discussion."

27
Example 4: When Pepsico advertised Pepsi in Taiwan with the ad "Come Alive With Pepsi"
they had no idea that it would be translated into Chinese as "Pepsi brings your ancestors
back from the dead."

Example 5: In a Bangkok dry cleaner's there was sign saying “Drop your trousers here for
best results.” The actual meaning in English is for a sexual act.

3.2 Verbal Business Communication.

There are three main verbal communication styles used in business. Aggressive, Passive, and
Assertive. Depending on a persons’ culture they will use a different style. This is sometimes
the base for miscommunication of the message. Sometimes we listen to not ‘what’ is being
said but the ‘way’ it is being said to interpret the message.

1. Aggressive communication is perceived as forceful and hostile with alienating messages

such as “you-statements”, blaming the other person and accusing them of being wrong
or at fault. In addition, the person’s tone of voice and facial expressions are unfriendly.

2. Passive communication involves putting your needs last. You don’t express your
thoughts or feelings or ask for what you want. When you use passive communication, it
feels like others are walking all over you because you don’t assert your own needs. So,
you bottle things up and might feel resentful.

3. Assertive communication involves clearly expressing what you think, how you feel and
what you want, without demanding that you must have things your way. The basic
underlying assumption is ‘We both matter – let’s try to work this out’, increasing your
likelihood of getting what you want, avoiding conflict and maintaining good
relationships (I win/you win). When you are assertive you can: • express your own
thoughts, feelings and needs • make reasonable requests of other people (while
accepting their right to say ‘no’) • stand up for your own rights • say ‘no’ to requests from
others at times, without feeling guilty

3.2.1 How to Avoid Verbal Miscommunication.

▪ Make it clear: When you hint rather than make a clear statement, people don’t always
get the message. So, if there is something that you need to say it is helpful to tell it as
it is – don’t hint.

28
 ▪ Ask for clarification: Just as people can’t always read your mind, sometimes it is
difficult to interpret what someone else is thinking or feeling. If you are confused
about the message that you are receiving, the best thing to do is check it out with the
other person. Asking for clarification helps to prevent misunderstandings.

▪ Acknowledge discomfort: If you feel uncomfortable raising a particular issue, it can be

helpful to let the other person know this, for example: ‘Look Sam I feel really awkward
about bringing this up but...’ or ‘Alex, I need to talk to you about something and I’m
feeling nervous about it. I don’t want to hurt your feelings, but if I don’t say anything,
I think I’ll continue to feel upset.’ By honestly referring to your discomfort, you ‘lower
the temperature’ and reduce the likelihood that the other person will become hostile
or defensive.

▪ Be aware of your body language: The way you speak – including the volume and tone
of your voice, your physical gestures, and facial expressions, all have an important
impact on how your message will be received. For example, if you fold your arms in
front of your chest, have a stern expression on your face or speak in an accusing tone,
the other person is likely to feel defensive even before they have heard what you have
to say. On the other hand, an open posture, a calm voice, and relaxed body language
helps the other person to feel at ease, and your message is delivered in a non-
threatening way.

▪ Communicate positive feelings: Developing good relationships means being able to

express positive feelings. We often assume that people know that we like them or
appreciate what they do for us, so we don’t tell them. However, people aren’t mind-
readers, and if we don’t tell them they don’t always know (and even if they do know,
it’s still nice to hear someone say nice things every now and then!). Communicating
positive feelings towards others lets them know that we value them and helps to
strengthen relationships.

Activity 9. Read the following case studies. Discuss and analysis.

Case 1:
Sarah Marshall is head of the business development group at a US-based law firm. Recently
she was assigned the task of winning a contract for a new project with the Colombian

29
government. She was competing with teams from Spain and France. Sarah had quite a lot of
background information on the proposed project and on the packages her competitors were
offering. On the basis of this information and her organization's extensive resources she felt
confident that the company would win the contract. Sarah drew up a proposal that was time
and cost-effective and designed a presentation based on convincing numbers and a
persuasive argument. Arriving in Bogota the day before, Sarah personally made the sales
pitch in which she detailed all the relevant facts, highlighted the various ways forward and
made a clear recommendation of the best solution. She eventually lost the project to the
Spanish team, even though her Columbian counterparts acknowledged the quality of her
proposals.
Analysis.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

_______________________________________________________________________________________________
________________________________________________________________________________________________

Case 2. Read the following dialogue between 2 people. Analyse the conversation and write
your assessment below on,
▪ What was the communication misinterpretation?
▪ What problems in the language can you see?
▪ Why were the styles of communication misinterpreted?

Mr. Jones: It looks like we’re going to have to keep the production line running on Saturday,
so we can meet the deadline for Monday morning.
Mr. Wu: OK, I see.
Mr. Jones: Can you come in on Saturday?
Mr. Wu: Mmmmm, I guess, I think so.
Mr. Jones: That’ll be great help.
Mr. Wu: You know, this Saturday is a special day for me?

30
Mr. Jones: Really! Why is that?
Mr. Wu: It’s my son’s birthday. He will be turning 3 years old.
Mr. Jones: How nice! I hope you all enjoy his birthday, very much.
Mr. Wu: Thank you. I really appreciate your understanding.

Analysis
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________

3.3 Paralanguage.
▪ Vocal characterizers (laugh, cry, yell, moan, whine, belch, yawn). These send
different messages in different cultures (Japan — giggling indicates embarrassment;
India – belch indicates satisfaction)

▪ Vocal qualifiers (volume, pitch, rhythm, tempo, and tone). Loudness indicates
strength in Arabic cultures and softness indicates weakness; indicates confidence
and authority to the Germans, indicates impoliteness to the Thais; indicates loss of
control to the Japanese. (Generally, one learns not to “shout” in Asia for nearly any
reason!). Gender based as well: women tend to speak higher and more softly than
men.

▪ Vocal segregates (un-huh, shh, uh, ooh, mmmh, humm, eh, mah, lah). Segregates
indicate formality, acceptance, assent, uncertainty.

Activity 9. Quiz. Read the statements and chose the correct option for yourself. [0-4]
Use this scale to describe your behaviour.
4 – I always do this. 3 – I often do this. 2 – I sometimes do this.
1 – I seldom do this. 0 – I never do this.

31
____ 1. When I have something to say, I am open and honest about what I say.

____ 2. I communicate with an awareness that the words I choose may not mean
the same thing to other people that they do to me.
____ 3. I recognize that the message I receive may not be the same one the other
person intended to send.
____ 4. Before I communicate, I ask myself questions about who my receiver is
and how that will affect his or her reception of my message.
____ 5. As I communicate to someone, I look to see that I am understood.

____ 6. I make my messages as brief and to the point as possible.

____ 7. I avoid the use of jargon with those who may not understand it.

____ 8. I consciously avoid the use of slang words with those who may be put off
by them.
____ 9. I try not to use red-flag words (words that might trigger an emotional
response) that may upset or distract the receiver of my message.
____ 10. I recognize that how I say something is just as important as what I say.

____ 11. I analyze my communication style to determine what nonverbal messages

I send and how well they conform to the meaning I desire to get across.
____ 12. I carefully consider whether my message would be best understood by my
receiver in a face-to-face meeting, over the telephone, or in writing.
____ 13. I form opinions about what others say to me based on what I hear them
saying rather than what I think of them as a person.
____ 14. I make a genuine effort to listen to ideas with which I don't agree.

____ 15. I look for ways to improve my listening skills.

TOTAL SCORE _________

32
 Score Interpretations.
50 – 60 Are you sure you were honest? If so, you are an extremely effective
communicator who almost never contributes to misunderstanding.

40 – 49 You are an effective communicator who only infrequently causes

communication breakdown. The goal of these exercises is to move everyone
up to this level.

30 – 39 You are an above average communicator with occasional lapses. You cause
some misunderstandings but less than your share.

20 – 29 Many people (at least those who are honest) fall into this category. While
things could be worse, there is much room for improvement in your
communication style. The goal of these exercises is to move you to a higher
category.

10 – 19 You are a frequent source of communication problems. Enthusiastically

tackle the rest of these exercises and consider their implications for you
personally.

Less Your honesty is commendable, but it will take more than honesty to improve
Than your communication effectiveness. Consider taking a communication course.
9

3.4 Non-verbal communication.

Body language or non-verbal communication
plays an important role in how people
communicate. It reveals an unspoken intention
through the physical behaviours. These
behaviours include body gestures, eye
movement, touch, hand sign, facial expression,
greeting and personal space.

Non-verbal communications also indicate emotions and a state of mind of that person
such as angry, frustration, satisfied, happy, pleasure and relaxation. However, body

33
languages are different from culture to culture. There are many body gestures that are
commonly used in one culture but may have different meanings in other cultures.

When you speak, much of the message that you convey comes through your tone of voice
and body language rather than the words you use. This means that whether you are trying
to persuade your friends to watch the movie you like, presenting information at a staff
meeting or answering questions at a job interview, it is important that you always use
positive body language.

We tend to be less aware of the nonverbal cues. We often carefully monitor and edit our
words to achieve the desired effect, but how we are saying them as likely more important.
Being mindful of our non-verbal communication can prevent the wrong or unintended
message from inadvertently being passed on.

Face-to-face communication allows for the most richness in non-verbal communication;

Nowaday, communication is done online, through video conferencing. It is also important
to be aware of how our nonverbal cues are used. We sometimes to forget that we can still
be seen on a video screen. Overall, communication consists of: Body Language 55%
Paralanguage (tone, volume) 38% Verbal Content 7%

3.4.1 Types of nonverbal communication.

▪ Kinesics: This includes body posture and the motions the body engages in. Research
in communication shows that 90% of our communication is actually told through
body language – not through the words we use!
▪ Haptics: This means “physical touch” – how we like to be touched, what is an
acceptable level or amount of touching, and what is culturally normal or acceptable
touching.
▪ Physical Appearance: This involves everything from the way we dress to the
personal grooming habits we engage in.
▪ Artifacts: These are the personal objects we display, value, or hold on to because
they have meaning for us.
▪ Proxemics: This is the study of space and how we use the space around us. Some of
us like to fill up the space while others like a sparse existence.
▪ Chronemics: This is the use of time. How we use time, our punctuality in arriving or
departing, and what our routines are says a lot about who we are.

34
 ▪ Paralanguage: This is our vocal language but without actual words being used.
▪ Silence: How we use silence or don’t use silence says a lot about our emotions. We
can use silence as a weapon if we are angry or disappointed in them.

Watch the video about cultural non-verbal communication differences.

https://youtu.be/UTE0G9amZNk

3.5 Cultural differences in non-verbal communication.

1. General Appearance and Dress
All cultures look and make judgements based on looks and dress. Americans, for
instance, appear almost obsessed with dress and personal attractiveness.

2. Body Movement
We send information on attitude toward person (facing or leaning towards another),
emotional statue (tapping fingers, jiggling coins), and desire to control the environment
(moving towards or away from a person). We can make more than 700,000 motions.

3. Posture
Bowing (not done, criticized, or affected in US; shows rank in Japan)
Slouching (rude in most Northern European areas)
Hands in pocket (disrespectful in Turkey)
Sitting with legs crossed (offensive in Ghana, Turkey)
Showing soles of feet. (Offensive in Thailand, Saudi Arabia)

4. Gestures
Some cultures are animated; other restrained. Restrained cultures often feel animated
cultures lack manners and overall restraint. Animated cultures often feel restrained
cultures lack emotion or interest.
Pointing. US with index finger; Germany with little finger; Japanese with entire hand (in
fact most Asians consider pointing with index finger to be rude)

5. Facial Expressions
Majority opinion is that these do have similar meanings world-wide with respect to
smiling, crying, or showing anger, sorrow, or disgust. However, the intensity varies
from culture to culture.

35
6. Eye Contact and Gaze
Western cultures — see direct eye to eye contact as positive (advise children to look a
person in the eyes). A prolonged gaze is often seen as a sign of sexual interest.
Arabic cultures make prolonged eye-contact. — believe it shows interest and helps
them understand truthfulness of the other person. (A person who doesn’t reciprocate
is seen as untrustworthy)
Japan, Africa, Latin American, Caribbean — avoid eye contact to show respect.

7. Touch
USA — handshake is common (even for strangers), hugs, kisses for those of opposite
gender or of family.
Islamic and Hindu: typically don’t touch with the left hand. To do so is a social
insult. Left hand is for toilet functions. Mannerly in India to break your bread only
with your right hand (sometimes difficult for non-Indians)
Islamic cultures generally don’t approve of any touching between genders (even hand
shakes). But consider such touching (including hand holding, hugs) between same-sex
to be appropriate.
Many Asians don’t touch the head (Head houses the soul and a touch puts it in
jeopardy).

8. Smell
Many other cultures consider natural body odors as normal (Arabic).
Asian cultures (Filipino, Malay, Indonesian, Thai, Indian) stress frequent bathing — and
often criticize USA of not bathing often enough!

Activity 10. Watch the video and analyse the non-verbal communication.
https://youtu.be/9wy0vCXClgk
Analysis
________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

36
 Activity 11. Find a movie clip [1-3 minutes] and analyse the non-verbal
communication elements.
Analysis
________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________

Activity 12. Facial expressions. What do each of the following facial expressions
mean?

1. What emotion does this express?

A. Anger
B. Confusion
C. Contempt
D. Disgust

2. What emotion does this express?

A. Fear
B. Confusion
C. Surprise
D. Happiness

37
3. What emotion does this express?
A. Confusion
B. Contempt
C. Disgust
D. Anger

4. What emotion does this express?

A. Fear
B. Surprise
C. Anger
D. Happiness

[Answers at the end of the book]

38
 CHAPTER IV. GLOBAL BUSINESS COMMUNICATION

4. Managing communication.
People working across cultures need to become more sensitive to possible
misunderstandings and to handle them effectively.

Activity 13. Read the case study and email below. Then answer the questions.
Case study.
Jack is a financial controller based in New York. He has asked Akash, a colleague in India,
several times over the last ten days to email him some local budget figures which are needed
to create a central report. However, despite a recent phone call from Akash promising to
send the report the next day, Jack has not received any budget figures. He decides to send
the following email about the problem to two colleagues with experience of working in India.

39
 ▪ What is the problem from Jack’s point of view?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

_____________________________________________________________________________________________
_____________________________________________________________________________________________

_____________________________________________________________________________________________

▪ How well do you think Jack understands the reasons for Akash’s behaviour? What
other cultural aspects and business differences could there be?
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

Now read the responses from Jack’s colleagues. Which one do you think has the better
solution? Is it the same to your solution? Here are the responses to Jack’s email.

Response 1:
Hi Jack
Sorry to hear about the problems. Not sure what is going on. I heard that quite a few
managers in the local operation in India are unhappy about the new centralized reporting
system. This might explain the delay in getting figures to you. Seems like they feel you’re
checking up on them!

Not sure about the escalation idea. What kind of relationship do you have with Akash and
his manager? You haven’t visited them yet, have you? I think you should probably get across
there and do some relationship building. All this asking for figures by email can come across
as disrespectful sometimes. Be careful just relying on email.
From Piotr

40
Response 2:
Dear Jack
I had a similar problem last year. Kept asking for information but never got anything. The
problem was actually IT. They couldn’t get the figures out of the system for some reason.
And they didn’t want to tell me because they didn’t want to say no to me. So, they just kept
saying ‘yes’ every time, even though they couldn’t deliver the figures. I guess it is a cultural
thing.
You could ask your boss to speak to the local boss in India, as it can be a hierarchical thing
there.
From Javed

▪ Response 1 or 2: Explain your reasons:

________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

4.1 Interactive communication strategies.

One way to manage these different styles and create clear communication is to use
interactive communication.

When speaking:
▪ Don’t speak for too long before letting the other person/s speak.
▪ Don’t be too direct when giving an opinion.
▪ Show openness to other people’s ideas and opinions.
▪ Finish with a question, example: Do you see what I mean?

When listening:
▪ Give feedback to the speaker. You can do this with non-verbal communication
example, a smile, or a nod of the head.
▪ Repeat the main points of what the speaker said – a short summary, to make sure
that you understood it correctly.

41
 ▪ If you want to disagree with the speaker, do it in a polite way, example: Why do you
say that.? What do you think is the benefit?
▪ Give your own opinion and idea.
Watch the meeting video https://www.youtube.com/watch?v=L2h4OOQ1it0 see what the
participants say about the different cultural aspects they face.

4.2 Business etiquette.

Watch the video about business etiquette from different cultures
https://www.youtube.com/watch?v=GOHvMz7dl2A

Like language, we need to learn the customs of a culture we are dealing with or of the
country we are living in. This can give you an incredible advantage as an individual or as a
company if you are aware of the local etiquette.

It would be wrong to say that etiquette in business is more important than in other areas of
our life, but there might be more at stake in such a way, that deals could break, you will not
get the market share you were hoping for and so forth.

Let us take an example of a Western woman travelling to the Middle East for business. Back
in her home, in her board room, she can be outspoken, present her arguments and use the
word “I”. However, that would not work in the Middle East. Not only is failure bound to
happen, but it would also mean a complete disrespect to the country she is travelling to and
the people she is dealing with.

In this case, she needs to ‘take away’ bits of ‘who she is’. Ideally, the woman should write
down her notes and suggestions on paper and slip them to a male colleague from her team.
From a Western perspective, this might seem degrading and humiliating for the woman, but
that is only the case if this cultural concept is misunderstood – which more than often it is.

4.2.1 Same job, different approach.

It is not about minimizing the role of the woman as she is still doing her job which is to get
the answers and find the solution – but the way she is approaching it is just a different one.
The woman’s job is to get the contract, but she would have to do it in a way that the other
party understands her approach.

42
Obviously, you will not get far if you do not make everyone feel comfortable with you, if you
do not treat them the way they would like to be treated and if you continue to insist on your
way of doing things. They will not understand your way.

4.2.2 When East meets West. (12 differences)

Difference 1: Giving Instructions
Westerners - try to be direct and clear in their instructions and comments to others.
Asians - often suggest their ideas with subtle inferences and non-verbal clues that are
commonly used within their country.

Difference 2: Asking Questions

Westerners - are expected to ask questions that are explicit and even challenging of their
superior’s instructions and purposes.
Asians - often feel intimidated about asking questions because they might be seen to be
challenging an authority figure’s command of a situation and risks loss-of-face.

Difference 3: Dealing with Challenges

Westerners - think it is best to solve problems directly and quickly with as little emotional
as possible even if it means disrupting the feelings of others.
Asians - understand that the emotional states of others are of great importance and
spend a lot of time seeming to talk in circles about problems that does not offend anyone.

Difference 4: Authority
Westerners’ managers - often consider themselves part of the team but just happen to be
the ones in charge because of specialized skills and greater experience.
Traditional Asian managers – They give guidance and personal support to employees and
expect strong loyalty and obedience in return.

Difference 5: Office Relationships

Westerners - believe that professional relationships with colleagues at work should not
become overly personal.
Asians - desire to form close relationships with people they work with.

43
Difference 6: Punctuality
Westerners - try to arrive at the designated time and start meetings without much delay.
Asians - commonly arrive 5 minutes after a meeting is to begin and then desire to spend
another 5 to 10 minutes warming up to the others in the meeting through non-business
related conversation.

Difference 7: Meaning of YES

Westerners - understand “YES” to mean there is an agreement between people or a
commitment to do something.
Asians - often use the word “YES” to acknowledge that they are listening to what is being
said. It does not necessarily mean an agreement has been made.

Difference 8: Hierarchies
Western society - a more flattened socio-economic structure with fewer hierarchical levels.
Western managers often try to convince staff that “everyone’s opinion counts.
Asian society - a well-defined class structure and everyone needs to understand their place
within the hierarchy so harmony can be maintained.

Difference 9: Reprimanding Staff

Western managers - feel there could be appropriate times when it is necessary to criticize
an employee or supplier in public.
Asian managers - rarely scold their staff or people associated with their business in front of
others.

Difference 10: Privacy

Westerners - profess that information deemed confidential should remain so.
Asians - consider it rude and disrespectful if colleagues and friends have secrets that are
not shared with the group.

Difference 11: Accepting of Others

Westerners - often become distressed and angry if commitments are not upheld.
Asians - are generally more accepting of the imperfections of others -- including those of
foreigners.

44
Difference 12: Personal Status
Westerners – personal social status does not have much impact in a work situation.
Everyone is treated more equal.
Asians – personal social status can impact career and advancement.

4.3 Cultural diversity in the workplace.

Benefits:
▪ Diverse cultural perspectives can inspire creativity and drive innovation
▪ Local market knowledge and insight makes a business more competitive and
profitable
▪ Cultural sensitivity, insight, and local knowledge means higher quality, targeted
marketing
▪ Drawing from a culturally diverse talent pool allows an organization to attract and
retain the best talent
▪ A diverse skills base allows an organization to offer a broader and more adaptable
range of products and services
▪ Diverse teams are more productive and perform better
▪ Greater opportunity for personal and professional growth

Challenges:
a. Colleagues from some cultures may be less likely to let their voices be heard
b. Integration across multicultural teams can be difficult in the face of prejudice or
negative cultural stereotypes
c. Professional communication can be misinterpreted or difficult to understand across
languages and cultures
d. Navigating visa requirements, employment laws, and the cost of accommodating
workplace requirements can be difficult
e. Different understandings of professional etiquette
f. Conflicting working styles across teams

Activity 14. Choose one of the challenges listed above. Think if you were the manager
in a company Say how would you overcome this challenge? What could you do? Example
training, role play, posters, rules of conduct, etc.

45
Challenge:
Solution:
________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

_______________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________

_______________________________________________________________________________________________

4.4 Review.
The basis is to not just understand what a culture does but why they do things the way they
do. Why is it that in some cultures only the eldest in the room may present ideas? Why is it
that in some cultures the women in the room should hand their input on notes to the
gentlemen? Why is it that in other cultures everyone in the room can equally share and
present their ideas? This is when you learn about the culture of a country – whether a culture
is collective or individualistic, whether it is a masculine or a feminine culture. Only when you
understand these things, will it be easier for you to adjust.

46
 CHAPTER V. CULTURE SHOCK

5. What is culture shock?

Culture shock refers to the feeling of disorientation experienced by people when they
move to an unfamiliar cultural environment or when they are suddenly exposed to a
different way of life or set of attitudes. This can be the result of immigration or a visit to a
new country, a move between social environments, or simply a transition to another type
of life.

5.1 Five stages of culture shock.

▪ Honeymoon. This is where the newly arrived individual experiences the curiosity
(interested) and excitement of a tourist, but where the person's basic identity is rooted
back at home.

▪ Disorientation. This stage involves the disintegration (change or breakdown) of almost

everything familiar. The individual is overwhelmed (too much of a thing) by the
requirements of the new culture and bombarded (to face a great deal) by stimuli
(senses) in the new environment.

47
▪ Shock. This stage is associated with the experience of anger and resentment towards the
new culture. Stress, anxiety, irritation and hostility are common.

▪ Adaptation. This involves the integration of new cues and an increased ability to function
in the new culture. The individual increasingly sees the bad and the good elements in
both the new culture and the home culture.

▪ Adjustment. In this stage, the individual has become comfortable in both the old and the
new culture. There is some controversy about whether anyone can really attain this
stage.

Activity 15. Watch the video then answer the questions.

https://www.youtube.com/watch?v=z5EEz_R_RiE
▪ What are some of the differences did each person experienced?
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

▪ What did they do to help?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________

“When you travel, remember that a foreign country is not designed to make you comfortable.
It is designed to make its own people comfortable.” – Clifton Fadiman

Watch the video - Story of culture shock and adjustment

https://www.youtube.com/watch?v=0IMyTauZoMM

48
 CHAPTER VI. CASE STUDY ANALYSIS

6. Effective global communication in practice.

You will watch a movie about global communication. The movie is focussed on a cultural
norms and traditions, business etiquette, and relationships between low and high context
cultures.

Activity 16. Interpret, and analyse cultural communication aspects.

As you watch the movie take notes so you can answer the questions in detail.
For your answers, you should give examples, details, or explanations. Try to use
information, terms etc from this workbook. For example, you might want to answer a
question and draw-upon the ‘iceberg’ or ‘Hofsted’s cultural dimensions’ Think that you are
explaining the global communication aspects to someone who has never studied it.

Video link: https://www.youtube.com/watch?v=lI9x9cKpwHc

Here is a link to the movie for you to watch. You may find other alternative links to use.
Please, make sure that if you use a different link that it is the full movie.

49
5.1 Questions and analysis.

1. Todd is from what cultural context? Explain your answer with definitions, details and
examples taken from the course material and case study. [Refer to chapter II]

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

2. Puro (Indian Manager) is from what cultural context? Explain your answer with
definitions, details and examples taken from the course material and case study. [Refer
to chapter II]

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

50
3. As soon as Todd arrives at the airport, he experiences the discomfort of being in a
strange new place. Explain your answer with definitions, details and examples taken
from the course material and case study. [Refer to chapter I]
a. What happens at the airport?
b. What aspects of culture and/or communication where misunderstood?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

4. First encounters with a culture can be shocking – As Todd is driving from the airport
and seeing India for the first time. He sees crowded streets with cows, noise, and a
man urinating in the street. Explain your answer with definitions, details and examples
taken from the course material and case study. [Refer to chapter V]
a. What stage of culture shock is Todd experiencing?
b. How could he have prepared better for this?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

51
5. Even though Puro speaks English, Todd uses American slang a lot. Explain your answer
with definitions, details and examples taken from the course material and case study
[Refer to chapter 3]
a. What is the problem with this? How can it lead to miscommunication?
b. What is a better way to approach language differences?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

6. When Todd arrives at his accommodation ‘Aunti Ji’s house’, On first meeting, Aunti Ji
starts asking very personal questions that Americans who have just met would never
ask. Explain your answer with definitions, details and examples taken from the course
material and case study. [Refer to Chapter 2]
a. What are 2 types of questions are best to avoid when meeting someone for the first
time from a different culture?
b. What element of culture is this?

________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

52
________________________________________________________________________________________________

________________________________________________________________________________________________

7. During his conversation with Aunti Ji, Todd makes two big mistakes. Explain your
answer with definitions, details and examples taken from the course material and case
study. [Refer to chapter 1]
a. What are they?
b. Name two things that you would suggest to someone not to do when visiting your
country?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

8. In the office Tod is talking about accents. Explain your answer with definitions, details
and examples taken from the course material and case study. Explain your answer with
definitions, details and examples taken from the course material and case study. [Refer
to chapter 4]
a. Why do Tod and Ashia disagree on what is a "native" English speaker?
b. Do you agree with Todd or Ashia?
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

53
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

9. What is Todd's reaction. Explain your answer with definitions, details and examples
taken from the course material and case study. [Refer to chapter 5]
a. "You need to learn about India"?
b. What stage of culture shock might it represent?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

10. Todd calls home several times. Explain your answer with definitions, details and
examples taken from the course material and case study. [Refer to chapter 5]
a. What stage of culture shock might make him do this?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

54
________________________________________________________________________________________________

________________________________________________________________________________________________

11. When Todd develops the incentive system, he has begun to do things in an India way.
a. How does he show this when implementing an incentive? Explain your answer with
definitions, details and examples taken from the course material and case study.
[Refer to chapter 1]

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

12. Explain 2 ways Todd has shown he has adapted to India culture? Explain your answer
with definitions, details and examples taken from the course material and case study.
[Refer to chapter 1]
a. What stage of culture shock is this?

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

55
________________________________________________________________________________________________

________________________________________________________________________________________________

13. When Todd's boss comes to India, he explains to Todd that Todd must leave. Explain
your answer with definitions, details and examples taken from the course material and
case study.
a. What is Todd’s reaction?
b. Explain his reaction.

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________

14. When Todd returns home to the US, there are several signs that his Indian experience
has influenced/changed him. What are three changes he made. Explain your answer
with definitions, details and examples taken from the course material and case study.

_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________

56
 _______________________________________________________________________________________________

_______________________________________________________________________________________________

15. Reflection. If your job was to prepare a work colleague/s for an assignment overseas,
what information would you give them. List the top 5 most important points.

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________

Answer key to activity1 and activity 12.

Activity 1 [Iceberg] Activity 12 [Facial expressions]

1. A 14. B 1. d
2. B 15. A 2. b
3. A 16. B 3. b
4. B 17. A 4. a
5. A 18. A
6. B 19. B
7. B 20. B
8. B 21. B
9. B 22. B
10. A 23. B
11. A 24. B
12. B 25. A
13. A

57
Backmatter.
This workbook is for the use of students who are studying Effective Global Communication in
the class with A. Nicola.

This workbook is NOT to be copied or altered without permission from the author.
Contact nicola@go.buu.ac.th

Additional material will be added by the instructor, for extra information and learning activities.

58