CHAPTER 2

Communication, Culture and Work

Chapter Objectives and Integrator Guide

The opening page of each chapter in Communicating at Work lists desired learning outcomes.
The Integrator Guide will assist you in locating activities and resources relevant to each
objective.

Integrated Objectives Resources

Identify the cultures and cocultures in a specific In the text:
organization, field, or community, and describe Page references: 39-57
how their norms and values shape communication Activities: 1-3,5,6
in the workplace. Career Tips:
. Getting a Job Overseas
Communicating across Generations
Key terms: culture, coculture, collectivist culture,
high-context culture, individualistic culture, long- Instructor's Manual online:
term orientation, low-context culture, monochronic Discussion Launchers: 1-10
time orientation, polychronic time orientation, Classroom Activities: 1-11
power distance, short-term orientation, social Video Activities: 1,2
orientation, task orientation, uncertainty avoidance

Use the guidelines on pages 57-62 to describe the In the text:

ways you and others can communicate most Page references: 57-62
effectively in a diverse work environment. Self-Assessment:
Diagnosing Your Cultural Intelligence
Key terms: ethnocentrism
Instructor's Manual online:
Personal Reflection for Journaling
Discussion Launchers: 11
Classroom Activities: 12

Student Online Learning Center:

Internet Exercise #1 from Chapter 4
Describe the culture in a specific concern In the text:
organization or field, and explain how you can Page references: 62-68
communicate most effectively within this culture. Activities: 4,7
Ethical Challenge:
Key terms: organizational culture, Theory X, Corporate Culture Supports Ethical Behavior
Theory Y On Your Feet
Describing Organizational Cultures

Instructor's Manual online:

Discussion Launchers: 12-14

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 Classroom Activities: 13,14
Video Activities: 3

Student Online Learning Center:

Internet Exercises 1, 2
Other Resources found on the Online Learning Center:
Student online center
Glossary
Key Term Flashcards
Key Term Crosswords
Self-Quizzes
Instructor online center
PowerPoint Files

About Chapter 2

Chapter 2 expands the Chapter 1 idea of contextcultural context. Culture has both national
and international dimensions, and each workplace, whatever its national setting, has a unique
organizational culture. Understanding the various dimensions of cultures and cocultures in a
diverse society can enhance career success.

This chapter presents new information that reinforces ideas introduced in Chapter 1. The
cultural differences discussed here are easily associated with psychological noise that, in any
communication, can prevent effective encoding or decoding. Because certain channelstime,
silence, and language among othersare used and perceived differently in different cultures,
Chapter 2 revisits the notion of selecting channels carefully. Inherent in the discussion of cultural
differences is the fact that communication can be unintentional. Some behaviors that may
"mean" nothing in one culture take on great meaning in another. Nonverbal factors such as eye
contact, expectations of silence, time, dress, and the nature of gifts provide examples of how one
may unintentionally communicate. Cultural examples effectively demonstrate unintentional
nonverbal affronts and the importance of understanding various cultural norms.

Since it is impossible to know everything about a particular culture, it is wise to minimally

understand broad categories of differences in order to be a more astute observer of other cultures.
It is imperative to understand high- and low-context cultures, individualist and collectivist
cultures, power distances, taboo subjects, differing attitudes toward uncertainty, varying levels of
comfort with conflict and disclosure, and different attitudes about time. This knowledge assists
persons in business environments to monitor and adapt their behaviors more effectively in
various cultural contexts. Students are challenged to examine their own intercultural attitudes
and competence with a discussion of ethical dilemmas encountered in multicultural
communication and a self-assessment of their cultural intelligence.

Chapter 2 concludes by introducing notions about organizational culture, identifying what it

is and what kind of impact it has on communication in the workplace. Since the cultures of
organizations vary tremendously and since the organizational culture has such a strong impact on

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communication and satisfaction at work, it is important to investigate an organization's culture
before being hired. Just as communication is dynamic and ever-changing, so are cultures,
including organizational cultures.

Personal Reflection for Individual Journaling Assignment

Describe an experience in which you interacted with a person from a culture or coculture
that differs from yours. What types of "noise" (which you read about in Chapter 1) were
present in the communication process? Explain how you were or were not able to
communicate. Apply the guidelines presented in this chapter for communicating across
diversity to suggest ways for improving future communication with people from different
cultural contexts.

Discussion Launchers

1. Identify the benefits various cultures bring to the workplace. Give specific examples.

2. Explain benefits that could result from a more varied workforce.

3. What experiences have you had interacting with people of varied cultural backgrounds?
What opportunities did you find? What challenges did you encounter? What strategies
did you use to manage those challenges?

4. When you hear the word "diversity," what thoughts, feelings, words, and images come to
mind? Where do these ideas come from? How do these ideas affect our communication
with people from other cultures and cocultures?

5. Why does your text use the word coculture instead of subculture? Is this an
important distinction? Why or why not?

6. Discuss the authors claim that cultures are invisible to the people who are used to
inhabiting them. Do you agree or disagree with this statement? Provide specific
examples to support your point.

7. Have you ever experienced what its like to be part of a non-dominant culture? Which
norms from the dominant culture did you notice? Which norms affected you most?

8. Besides the suggestions in the text, what additional attitudes and behaviors are useful for
effective communication in the workplace between persons with and without disabilities?

9. In your own words, compare high-context versus low-context cultures. Think of other
phrases you could use to describe this contrast. Identify examples within mainstream
U.S. culture that illustrate low-context behaviors. Then, identify some examples of high-
context behaviors. Which set of examples was easier to think of? Why?

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 10. Deborah Tannen wrote, "Communication is always a matter of balancing conflicting
needs for involvement and independence." Discuss that statement with regard to high-
and low-context cultures and two other dimensions of cultural diversity that you choose.

11. If a friend asked you for advice about interacting with people of diverse backgrounds in
the workplace, what would you tell her? Base your answer on the guidelines for
Communicating across Diversity found in Chapter 2 of your text.

12. What values of other cultures might enhance organizational cultures? Customer service?
Sales and marketing? Health care? [Consider, for instance, how increased numbers of
women in the workforce have changed some organizational culturesjob sharing,
flexible hours, family leave, childcare on site.] Provide specific examples to support your
suggestions, and explain how these values would enhance organizational culture.

13. What else would you like to know about effective intercultural communication and/or
doing business internationally that you don't see in the text? Use the end-of-chapter Web
and print references in the text and the Integrator Guide to answer your questions.

14. Predict ways that organizations react to greater diversity within their own organizations.
How do differing reactions affect each organization's culture?

Classroom Activities

1. Understanding Benefits of Cultural Diversity

Objective: This activity should increase students understanding of the benefits of cultural
diversity and common attitudinal barriers toward recognizing the benefits of diversity.

Procedure: Allow students a few moments to review the opening section of Chapter 2.
Then, assign students to groups of four or five. Ask each group to identify at least five
reasons why diversity is sometimes considered to be unwelcome in the workplace.
Encourage students to consider international cultures and cocultures, such as persons with
handicaps and persons with various sexual orientations. Next, ask students to identify at least
five potential benefits of cultural diversity, integrating material from the text, their own
experiences, and other classes they have taken. Finally, ask students to suggest ways to
overcome unreceptive attitudes toward cultural diversity.

Class Discussion: For each of the three topics, use a round-robin procedure to allow groups
to share the concepts they identified. After hearing from each group, invite the class to
respond as a whole.

2. The Meaning of Diversity

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 Objective: After completing this activity, students should be able to better understand the
various dimensions of diversity and to distinguish among many of the cocultures and groups
that enhance the diversity of a culture.

Procedure: Use the following list of terms to point out the difference between national
origins (grandparents were from Country X) and nationality (born and raised and have
citizenship in Country X). Ethnicity can refer to groups such as Serbs and Croatians or to
Jewish people around the world who share ethnic identity but not nationality. Many people
who are deaf consider themselves to be members of a deaf culture that transcends ethnic or
national culture. Cajuns and the Amish are distinct cocultural groups, as are some national
regions. [See Garreatu, J. L., 1981, The nine nations of North America. Annotation in this
manual.] Generation Xers (AKA baby busters) and baby boomers are diverse enough to be
taken into account. See the additional resources at the end of this section and in the text.

NATIONAL HERITAGE

NATIONALITY

RACE

RELIGION

AGE

REGION OF COUNTRY

SOCIOECONOMIC STATUS

ABLEBODINESS

ETHNICITY

SEXUAL ORIENTATION

GENDER

Class Discussion: Class discussion could focus on the students interpretation of the word
"diversity."
How would you define "diversity"? Why?
What is the difference between nationality and race? How do individuals often perceive
the differences between these two terms?
How can diversity hinder the communication process? How can it foster it?
How are stereotypes different for each of the above diversity types? Why is this so?

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3. Nonverbal Behaviors in Various Cultures

Objective: This activity will reinforce students awareness of nonverbal differences in

intercultural communication.

Procedure: Ask students to explain (or demonstrate, if appropriate) examples of nonverbal

communication behaviors from various cultures and cocultures. If your students have had
limited exposure to various cultures, you may need to be prepared with your own examples
(consult the Web Resources section below). For each behavior, identify several possible
meanings.

Class Discussion: Review the characteristics of nonverbal communication and the two levels
of communication described in Chapter 1. Next, match the various meanings of each
behavior with the culture they represent. Emphasize that even within one culture, nonverbals
can often have various meanings. Discuss how students can respond when they witness
nonverbal behaviors that appear rude or confusing.

4. Communicating with Persons with Disabilities

Objective: This exercise helps students apply guidelines for communicating appropriately
with persons who have disabilities.

Procedure: Divide students into several small groups. Assign each group one or two of the
guidelines from the text for interacting with people who have disabilities. Instruct each
group to develop two role plays for each guideline: one that illustrates appropriate
communication and one that illustrates inappropriate communication. Instruct students to
prepare to present their role plays in front of the class and then to explain to the class the
essence of the guideline they have illustrated. As an additional resource you could give
students information from the URL http://www.sacto.org/adaweb/learning_about_disabilities.htm

Class Discussion: Have groups perform their role plays in front of the class. Next, have the
class identify which guideline was illustrated and which example illustrates appropriate
interaction. Allow the class to question the presenting group about the guidelines.

5. Learning to Communicate with Persons from Unfamiliar Cultures*

Objective: This exercise sensitizes students to how it might feel to become immersed in a
culture theyre not familiar with. It is difficult to communicate because we may
not understand the language, the customs, and the norms of that particular culture. We do not

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 understand much of what is going on in that culture, yet we must learn how to communicate
effectively.

Procedure: Prepare students for this activity through the following steps:
Divide students into groups of 6 to 10 students. If possible, groups should be equal in
number.
Prepare a small slip of paper for each student with a number on it (the numbers used
should be 1 through the number of students in the group).
Give each student one number. Their assignment is to put themselves in number order
without talking and without sharing the exact number nonverbally (e.g., looking at the
numbers, writing out the numbers, holding up an appropriate number of fingers, or
tapping the appropriate number of times). To accomplish this, students will need to be
open to new, alternative ways of communicating.
When students are sure they have placed themselves in the correct order, they should
let you know. You can then check to see if they succeeded.

Class Discussion: This exercise usually takes about 10 minutes to complete. As soon as
most groups have assembled themselves in order, reassemble the class and discuss what
students learned from this assignment. Focus on ways that students communicated with one
another. Which methods seemed most successful at engendering mutual understanding?
Why? Which attitudes were most helpful? Why? You can extend this conversation so
students reflect on strategies persons from various cultures and cocultures (including
disability cultures) might use to communicate with one another.
*This activity was contributed by Tamra Phillips, Salt Lake Community College.

6. Awareness of Other Cultures

Objective: The purpose of this activity is to increase student awareness of other cultures and
to classify general information into categories described in this chapter.

Procedure: Obtain a set of descriptions of various cultural groups. Possible sources are
http://www.culturgrams.com/, http://www.bliss.army.mil/services/eo/eor.htm, and print
resources described at the end of the chapter. Divide the class into groups, and give each
group a description of cultural norms typical to one culture.

Class Discussion: Class discussion could focus on the students ability to identify indicators for
the various cultural factors.
What are the indicators about directness or indirectness, collectivist or individualist,
high- or low-power distance across different cultures?
How do these indicators affect the way individuals communicate?
In what way does egocentrism affect the ways we respond to these various indicators?

7. Understanding Fundamental Dimensions of Cultural Diversity

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 Objective: The purpose of this activity is to reinforce students' knowledge of characteristics
of various dimensions of cultural diversity and identify countries that represent each
dimension.

Procedure: Distribute three 3" x 3" post-it notes to each student. While completing the first
part of this exercise, students should refer to the section from Chapter 2 titled "Fundamental
Dimensions of Cultural Diversity." Ask students to select any two dimensions of diversity.
Instruct them to print one distinguishing characteristic for each dimension on one side of their
first two post-it notes. On the third sticky note they will print the name of one of the countries
from Table 2-3. While students are preparing their post-its, write the names of the following
dimensions on the board: high-context, low-context, individualistic, collectivist, high-power
distance, low-power distance, avoid uncertainty, tolerate uncertainty, task orientation, social
orientation, short-term orientation, long-term orientation.

When students are ready, ask them to exchange their post-its with other students. Each
student will then walk to the board and post her or his note under the appropriate category.
Students will remain standing next to one of the dimensions (2-3 students will represent each
dimension). Ask the representatives of each dimension to read aloud the post-it notes. If the
note has been placed in the wrong category, they will move it to the correct category. If
classmates disagree with the placement, have them explain where they would place the note.
Work your way around the room until all notes have been correctly placed. (You can increase
the effectiveness of this activity by assigning each student during the prior class one
dimension to become an "expert" about.)

Class Discussion: After completing the activity, conduct a brief follow-up discussion. Ask
whether any of the categories still seem confusing. You can also elicit examples to illustrate
each dimension.

8. High and Low Context

Objective: The purpose of this activity is to increase student understanding of the differences
in high- and low-context cultures.

Procedure: Use the transparency at the end of this section titled High and Low Context to
give more examples to help students understand high- and low-context cultures. For example,
there are differences in the amount of talk preferred within various cultures. While research
shows that men talk more than women in mixed-sex dyads, women may want to talk about a
relationship more than men do. In terms of direct and indirect speech, there are regional
differences within the U.S., with New Yorkers being noted for more directness and
Minnesotans for more indirectness. For additional examples, point out how indirect someone
offering a bribe or checking out whether someone might consider dating would be compared
to how verbal and direct a lawyer spelling out a contract would be. Many Americans find
silence while eating dinner unbearable and uncomfortable, and they expend much effort trying
to minimize the silence. Other cultures appreciate and desire silence at dinner.

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 Class Discussion: To help students identify with the appreciation of silence, you might ask
them to point out the times when they desire silence.
In what way has context affected the type of interaction you have had already today?
Identify times that you desire silence and times when you find it uncomfortable.
How difficult is it to enhance our comfort level when faced with these situations?
Do we force individuals from other cultures to accept our context levels? Why or why
not?

9. Directness/Indirectness

Objective: The purpose of this activity is to encourage students to identify specific and
concrete ways in which persons communicate directly or indirectly in a variety of contexts.
While the text does an effective job of providing students with a number of examples of the
types of communication used from each of these perspectives, this exercise helps to facilitate
class discussion around diversity contexts within an organizational setting. In addition, this
activity allows students to discuss options that each individual has along a continuum of
directness or indirectness and to assess reasons for choosing more or less directness.

Procedure: Using the handout at the end of this section titled "What Would You Do?" have
the students read the situations listed and check the behavior that comes closest to what they
believe they would do in the particular situation. After everyone is finished, have the students
get into their groups and discuss their responses. As a group, have them tally their responses
to come up with a group average.

Class Discussion: Point out to the students that more A responses indicate more indirectness
and more B responses indicate more directness. The following questions could be used to
initiate a class discussion:
When do you consider directness to be a virtue?
When is politeness more important than directness?
When is directness more important than polite indirectness?
Is politeness a societal judgment? Does politeness ever constitute lying?
Can you be direct and polite at the same time?
Are you more or less direct with your boss than with your coworkers? Why?
Are you most direct in downward, horizontal, or upward communication? Why?

10. Case studies of gender and racial discrimination

Objective: This activity provides students an opportunity to put into practice the guidelines
for ethical and intercultural communication theyve read about in the text.

Procedure: Refer to the document titled Racism and Sexism available at

http://www.bliss.army.mil/services/eo/eor.htm. Point out to students the various factors that
lead to racist and sexist attitudes, behaviors that demonstrate racism and sexism, and social

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 problems created by racism and sexism. Then, emphasize strategies for combating racism
and sexism, linking these strategies to the guidelines in the text.

Next, divide the class into groups, and assign each group a case study to consider. The group
should diagnose the problem and suggest solutions.

Class Discussion: Have each group briefly explain their case study to the class and
recommend strategies to improve the communication of the characters in the case. As time
allows, elicit questions, comments, and additional suggestions from the class.

11. Diversity and Ethical Issues

Objective: After completing this activity, students should be able to.

Procedure: Divide the class into six teams. Assign each team one of the categories of
attitudes and behaviors found in Table 2-6. The task of each team is to produce a three- to
five-minute workshop in which they will describe their assigned concept to the class, provide
examples and illustrations, and explain the significance of the concept to intercultural
communication.

12. Assumptions that Promote or Block Constructive Intercultural Relations

Objective: After completing this activity, students should be able to identify attitudes and
behaviors that are constructive or destructive in promoting effective intercultural
communication.

Procedure: Divide the class into six teams. Assign each team one of the categories of
attitudes or behaviors found in Table 2-6. The task of each team is to produce a three- to
five-minute workshop in which they will describe their assigned concept to the class, provide
examples and illustrations, and explain the significance of the concept to intercultural
communication. After each group presents, you may need to fill in information they have
missed or clarify information that wasn't presented clearly.

Class Discussion: Wrap up the workshop session by asking the class questions such as the
following:
Which of these behaviors or attitudes have you observed in school or the
workplace?
Which attitudes or behaviors do you find to be most helpful?
Which do they find hardest to change in yourself?

13. Organizational Culture at Your College

Objective: After completing this activity, students should be able to identify characteristics
of organizational culture in an organization students are familiar with and part of.

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 Procedure: Have students form small groups to compile a description of the organizational
culture at their university or college. Instruct them to focus on the dimensions of
organizational culture described in the textbook. For each dimension, they should create a
list of examples and explain the meanings the examples hold for organizational members.
After their lists are completed, have the group members compare their lists.

Note: You can stimulate a great deal of discussion by providing videos or public relations
brochures produced by and about your school. These materials are rich sources of
information regarding how the organization views its culture.

Class Discussion: Class discussion could focus on the similarities in the group's descriptions
as well as differences.
How would you characterize the organizational culture?
Why is there agreement on certain items?
Why are there disagreements concerning the meanings of other items?
What do these results tell us about the complexity of organizational cultures?
What do they tell us about the source of the information?
How do these findings illustrate the model of communication?

14. Values in Organizational Cultures

Objective: This activity introduces students to the variety of values espoused by various
organizations and the degree to which organizations achieve their espoused values.
Procedure: Ask students to brainstorm a list of popular slogans from businesses and other
organizations. You might want to ask students to bring magazines (many slogans appear in
advertisements) and/or company brochures to class.

Class Discussion: You can encourage a comparison and critique of various slogans and
cultures by presenting some of the following questions:
What does each slogan suggest about its organizations culture?
Can you find any recurring themes among organizational values?
Which values would you be most comfortable working with?
If your students have had personal experiences with any of the organizations, ask
them whether the organization enacts the values it espouses at all levels. (Do top
management, middle management, low-level employees, customers, and suppliers all
experience the organizations values in the same way?)
Is it possible for organizational members at various levels to experience the
organizations culture in the same way? Why or why not? (Refer to the model of
communication in your explanations.)

Video Activities

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1. Cross-Cultural Communication between Members of Deaf Culture and Hearing Culture

Objective: You can use this video to help sensitize students to the challenges and potential
rewards of reaching out to communicate with someone from a different coculture.

Synopsis: The film depicts a teenage boy attempting to start a relationship with a hearing-
impaired teenage girl.

Class Discussion: Select any short clip from this film. Before showing the clip, have students
review the guidelines for communicating with people with disabilities. Ask students to mentally
assume the role of the hearing-impaired girl as they view the clip. Have them note several
communication behaviors of the boy and consider how the girl might have felt under the
circumstances. After the film, compare students observations, and discuss them in light of the
guidelines in the text.

2. Cultural Stereotypes in "The Cigar-Store Indian"

Objective: After watching and discussing this Seinfeld episode, students should understand a
number of concepts pertaining to culture within the organizational setting.

Procedure: In this Seinfeld episode, Jerry decides to buy Elaine a Cigar-Store Indian as a peace
offering, and as a way to impress Elaine's friend Wynona. Show the portion in which Jerry
arrives at Elaine's and unveils his gift, which ultimately insults Wynona, because she is a Native
American. In an attempt to apologize, Jerry offers to later take her out to dinner, but he is unsure
of where the good Chinese restaurant is in her neighborhood. He asks a mailman who is bent
over taking mail out of a mailbox. When he stands up, Jerry realizes that he is of Asian decent
and is insulted that Jerry would assume that he should know where the Chinese restaurant is.

Class Discussion: After viewing this episode of Seinfeld, class discussion could focus on the
numerous stereotypes that we have for different cultures and the way those stereotypes affect
how we interact with particular groups.
What are the various groups that are stereotyped throughout this episode of Seinfeld?
In what ways do stereotypes affect the way that we communicate within organizations?
What message does this send to people who promote political correctness in our society?
Have we become too politically correct in the way we deal with individuals from other
cultures?
What are the implications of such events occurring in an organizational context?

3. Discrimination in the Workplace

Objective: After viewing this clip from Philadelphia (1993, Columbia Tri Star Entertainment,
directed by Jonathan Demme), students should be able to identify a variety of discriminating
factors in organizational life and numerous ADA violations.

Procedure: Show the segment in which Andrew Becker (played by Tom Hanks) walks into Joe
Millers (played by Denzel Washington) law office. Andrew has been unlawfully terminated from

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his law firm because he has AIDS. The clip ends 12 minutes later during a conversation in which
the partners of the law firm attempt to cover up their actions. These multiple scenes provide a
number of descriptive examples of ADA violations in addition to the basic stereotyping that
occurs to a variety of cultural groups.

Class Discussion: After viewing this clip, you can use the following questions to foster class
discussion.
Which groups do you believe were stereotyped during this short clip?
Has this law firm violated Mr. Beckers rights? Why or why not?
Which ADA regulation(s) has the law firm violated?
Would you consider Mr. Beckers illness to be a disability? Why or why not?

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 What Would You Do?
For each situation below, circle the letter of the response that comes closest to what you think
you would do or prefer.

1. If I ask someone to do me a favor and he cant, I would prefer that

A. He at least say hell try or hell check; then later let me know if he cant.
B. He say "no" right away instead of saying he'll check his schedule and let me know.

2. If people come to my office to talk and I don't have time, I would

A. Talk to them anyway and hint at the fact that I had work to do.
B. Not offer them a chair. I'd say, I can't talk now; I have to get this work done."

3. If someone said she was inviting a few people from the office over for dinner and
asked you to come, and you really didnt want to socialize with people from work,
would you say,
A. Sorry, but I already have some plans for that night; Ill see what I can do.
B. I prefer to keep my work and personal life separate. Thanks for the invitation, but I
dont want to.

4. If your car was in the shop and you wanted a ride home with someone, would you
A. Hint at the fact that you needed a ride?
B. Come right out and ask people if they could give you a ride home?

5. A coworker asks your opinion on a project that you think is poorly done. Would you
say
A. I can see you worked hard on this; it must have been a lot of work?
B. It looks as though you still need to work on the formatting and the conclusions?

6. You are upset about the way your coworker, with whom you share a locked office,
runs out for coffee and leaves the door unlocked. Would you
A. Not say anything and just hope she remembers to lock it, and make a point of locking
it when you step out?
B. Address the issue with her promptly by saying you feel uneasy when you find the
office unlocked with no one around?

7. You and your coworker Sue worked together and contributed equally on a project.
At a staff meeting, your boss publicly commends Sue for her work on the project.
Would you
A. Not say anything; knowing that in time you may get recognition?
B. Immediately write a memo or talk to your boss to let her know that the project was a
joint one?

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 High & Low Context

Low High
Context Context

More Talk Less Talk

Direct Speech Indirect Speech

More Clues More Clues

Verbally Nonverbally and
Environmentally

Expectation - Expectation - You

Anything Will Observe and
Important Will Be Learn
Talked About

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Additional Resources
Print
Acuff, F. L. (1993). How to negotiate anything with anyone anywhere around the world. New
York: AMACOM [American Management Association].
Includes general information on negotiations and typical American styles. Differences and
common problems associated with global negotiations are covered. Seven of 14 chapters analyze
specific world regions, and within each region the requisite considerations for negotiating in
specific countries are discussed.

Andersen, P. A., et al. Regional patterns of communication in the U.S. Communication

Monographs, 54, 128144. ]

Axtell, R. E et al. (1993). Dos and taboos around the world. New York: John Wiley & Sons.
Despite the intriguing title, reviewers of this book note that some of the advice is inaccurate, out-
of-date, and contradictory. Axtell has published various titles on international dos and taboos
such as Gestures: The dos and taboos of body language around the world and Do's and taboos
around the world for women in business.

Bailyn, L. (1994). Breaking the mold: women, men, and time in the new corporate world.
New York: The Free Press.
This book addresses the issues of corporate culture, communities, and families. The author
challenges corporations to find solutions to the separation of personal and professional lives,
career, and family demands.

Bell, A. H. (1992). Communication for intercultural business. In Business communication:

Toward 2000 (pp. 450478). Cincinnati, OH: South-Western Publishing Co.

Highlights of the chapter include essential areas of cultural sensitivity that may interfere with
effective business communication. It also provides an excellent overview of the importance of
cultural misconceptions and suggestions for dealing with common cultural misunderstandings.

Bosrock, M. M. (1995). Put your best foot forward: Europe: A fearless guide to international
communication and behavior. International Education Systems.

Bosrock bases the information in this easy-to-use book on her own extensive travels as well as
consultations with embassy officials. Bosrock has published similar guides to communication in
Asia, South America, Mexico, Canada, and Russia.

Bradford, L. J., & Raines, C. Twenty-something. (1992). Dunnmore, PA: MasterMedia Limited.
Everything (well, almost) you wanted to know about Generation X, including techniques for
working with the baby bust generation.

Culturgram for the '90's. Brigham Young University, David M. Kennedy Center for International
Studies, Publication Services, 280 HRCB, Provo, Utah 84602. 801-378-6528.
Culturgrams are available for more than a hundred countries. Each one gives information about
greetings, visiting, eating, gestures, the people, lifestyle, and the nation. Excellent introductory
information for cultural awareness.

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 Deal, T.E., & Kennedy, A.A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
The authors identify four basic types of organizational cultures and give examples of each. This
book was popular with organizational consultants in the 1980s.

Dickson, M. B. (1993). Supervising employees with disabilities: Beyond ADA compliance. A

Fifty-minute series Book. (Menlo Park, CA: Crisp Publications, Inc.
A workbook with background information, self-tests, and case studies that clarify issues and
sensitize readers to concerns of persons with disabilities.

Dresser, N. (1996). Multicultural manners: New rules of etiquette for a changing society. New
York: John Wiley & Sons.
This book, written by an experienced college ESL instructor, emphasizes the impact of prejudice
and cultural assumptions on communication. The author provides suggestions on how we can
interact without offending people from various cultural backgrounds. She discusses verbal and
nonverbal communication in various cultures in practices such as food selection, childrearing,
classroom behavior, male-female relations, and health practices.

Garreatu, J. L. (1981). The nine nations of North America. Boston: Houghton Mifflin.
This book discusses North American regions: New England, Quebec, The Foundry (Detroit),
Dixie, The Islands (Miami), Breadbasket (Kansas City), Mexamerica (LA is capital), Empty
Quarter (Denver up to the Arctic Ocean), and Ecotopia (San Francisco and northern coast).

Gudykunst, W. B., Ting-Toomey, S., Sudweeks, S., & Stewart, L. P. (1995). Building bridges:
Interpersonal skills for a changing world. Boston: Houghton Mifflin.
What makes this interpersonal communication text remarkable is its attention to cultural and
ethnic differences in interpersonal communication. Throughout the text there are self-assessments
such as "Assessing Your Individualistic and Collectivistic Tendencies,"
"Assessing . . . Your Cultural Identity, . . . Your Ethnocentrism, . . . Your Ageism," and more.

Jamestown Area Labor Management Committee. Managing diversity.

A monthly publication with "information, ideas, and tips for people managing a diverse
workforce," this newsletter defines the issues and helps managers and employees who want to
understand how to function more effectively in a diverse environment and help themselves and
others reach their potential.

Kennedy, D. (1997). Culturgrams: The nations around us (Vols. I & II). Ferguson Publishing.

Lay, M. M. (1994, January). The value of gender studies to professional communication. Journal
of Business & Technical Communication, 8(1), 5891.
This article is a great instructor-prep article; it reviews gender scholarship that informs
professional communication. Topics include gender and writing, reading, speaking, language
choice, visual communication, collaboration, content analysis, management, history, and case
studies.

Morrison, T. (1996). Dun and Bradstreets guide to doing business around the world. Prentice
Hall Press.

Presents information about natural resources, government systems, economic climates, socio-
religious influences, and passport requirements in addition to cultural tips about language, time
treatment, holidays, and customs.

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 Morrison, T. (1995). Kiss, bow, and shake hands: How to do business in sixty countries. Adams
Media Corporation. [JK: Location of publisher?]
Includes background information for each country on values, demographics, cognitive styles,
negotiating practices, forms of address, gifts, gestures, and more. Explains how these differences
make international interaction a delicate process.

Pacanowsy, M.E., & ODonnell-Trujillo, N. (1992). Communication and organizational cultures.

Western Journal of Speech Communication, 46, 115-130.
Rather than taking a prescriptive stance and predicting which types of cultures will produce
successful businesses, these authors describe processes through which communication of
organizational members shapes and sustains an organizations culture.

Peters, T.J., & Waterman, R.H. (1982). In search of excellence. New York: Harper and Row.
Identifies characteristics of productive organizational cultures.

Sabath, A. M. (2002). Business etiquette: 101 ways to conduct business with charm and savvy.
Career Press.

Offers concise solutions to common business etiquette dilemmas. Some international readers,
however, take issue with some of her overly generalized advice.

Seelye, H. N. (1996). Experiential activities for intercultural learning. Intercultural Press.

This book provides a wealth of insightful case studies, role plays, critical incidents, and group
and individual exercises designed to develop intercultural sensitivity in workplace and
educational contexts.

Thomas, R. R., Jr. Beyond race and gender: Unleashing the power of your total work force by
managing diversity. AMACOM
Written by one of the best-known proponents of managing diversity, this book addresses current
concerns about managing diversity.

Yeomans, W. N. (1996). 7 survival skills for a reengineered world. E P Dutton.

William N. Yeomans, best-selling author of 1000 things you never learned in business school,
provides insights into the changing (i.e., reengineered) U.S. corporate cultures that everyone from
CEO to newest hire would do well to know. He offers advice for surviving and even thriving in
this new world. With quizzes, humor, and graphs, Yeomans suggests practical skills for tough and
uncertain times, including methods for dealing with stress, management fads, unexpected change,
listening, talking with your boss, teamwork, and win-win strategies. Many of the topics of the text
are found here. In addition, the author's website is at http://www.erols.com/wyeoman/index.htm

Video
Americans with Disabilities Act: New Access to the Workplace. 40 min.

Bridging Cultural Barriers: Managing Ethnic Diversity in the Workplace. Barr Films.
Based on Sondra Thiederman's Bridging Cultural Barriers for Corporate Success: How to Manage
the Multicultural Workforce. The film looks at diversity by illustrating how a company can benefit by
capitalizing on the values and skills a Mexican and a Thai employee bring to the corporation. It shows

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 managers how to work with and value diversity.

Disability Awareness. 19 min. Learning Seed Video.

This video frames disabilities as a common facet of life, and it shows students how to
communicate more effectively with persons with disabilities.

Face To Face: A Common-Sense Approach to Developing Effective Business Communication Skills.

Vol. IV., Part 2: "Global Communication." 30 min. The Educational Video Group.

Face To Face: A Common-Sense Approach to Developing Effective Business Communication Skills.

Vol. IV., Part 1: "Ethnic and Gender Considerations." 30 min. The Educational Video Group.

Im Normal; Youre Weird. 23 min. Learning Seed Videos.

This video uses the theme of aliens on a spaceship to introduce the concept that much of what we
consider "normal" behavior is not necessarily normal to persons from other cultures. It contrasts
collectivistic and individualistic cultures.

Making Diversity Work. Questar. 1994. 23 min. NTSC format.

Valuing Diversity: Multicultural Communication. 19 min. Learning Seed Videos.

This video focuses on attitudes and actions we can use to overcome communication barriers when
we are interacting with persons of different cultures, generations, or physical abilities.

Web
American Deaf Culture
http://www.signmedia.com/info/adc.htm
This site describes American Deaf Culture and provides links to American Sign Language
tutorials and other educational materials.

Center for Global Ethics

http://astro.temple.edu/~dialogue/geth.htm
Provides dialogue aimed toward building a global ethic.

Culturgrams
http://www.culturgrams.com
Designed as introductory guides for people interacting with individuals from other
cultures, they are available for more than a hundred different countries and regions. If
you get a classroom set, choose countries from each of the continents so you have a
variety. Each Culturgram has specific information on greetings, social customs, family,
etc.

Dilbert Comic Archives

http://www.unitedmedia.com/comics/dilbert
For everyones favorite read on corporate culture, see daily Dilbert comics as well as a newsletter
(and some commercial attempts).

Disability Etiquette
http://www.sacto.org/adaweb/learning_about_disabilities.htm

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 The City of Sacramento has prepared this page to help its employees observe appropriate
etiquette when interacting with people with (dis)abilities.

Intercultural Communication-Related Websites

http://www2.soc.hawaii.edu/css/dept/com/resources/Intercultural/Websites.html
This site provides links to the following: academic sites, commercial sites, organizations,
journals, study abroad, online chat, and area studies. Each link offers a wealth of intercultural
information. The URL for each site is listed in addition to the hot link.

Intercultural Email Classroom Connection

http://www.stolaf.edu/network/iecc/
To set up classroom email exchanges with foreign students, IECC-HE is for teachers seeking
other teachers for international and intercultural classroom email partnerships in Higher
Education. More information is at URL: http://www.stolaf.edu/network/iecc/

Kwintessential Language and Culture Specialists

http://www.kwintessential.co.uk/cross-cultural/cross-cultural-awareness.html
This site offers a multitude of free articles, cultural awareness texts, country profiles, and more.

Pew Hispanic Center

http://www.pewhispanic.org/index.jsp
The mission of the Pew Hispanic Center, sponsored by the Annenberg School of Communication,
is to improve understanding of the diverse Hispanic population of the United States.

U.S. Army, Fort Bliss, intercultural information pages

http://www.bliss.army.mil/services/eo/eor.htm
This site contains information, exercises, handouts, and case studies about a variety of
interpersonal and small-group communication processes. Scroll to the bottom of the page for a
variety of MS Word documents on various cultures.

U.S. Small Business Administration

http://www.sbaonline.sba.gov/financing/special/minorities.html
This site provides resources to help women and minorities in developing their own businesses.

Winters, Elaine
http://www.bena.com/ewinters/xculture.html.
This site provides useful information concerning cultural issues in business communication and
international relations. It includes a tutorial with suggestions for exploring similarities and
differences across cultures.

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