LEA 3

LMA5Y2
COURSE BOOKLET

CIVILISATION
TUTORIALS

Part 1: The World of Work

Fall Semester 2021

Contributors: Audrey Brousseau, Sophie Koppe, Noëmie Leduc et Lisa

Veroni-Paccher
GUIDELINES/ LIST OF DOCUMENTS

GUIDELINES/ LIST OF DOCUMENTS ............................................................................................... 2

ASSESSMENT ................................................................................................................................. 3

E-CAMPUS: ASSESSED EXERCISES CLOSING DATES ......................................................................... 3

ORAL PRESENTATION .................................................................................................................... 3

GRAPH ANALYSIS .......................................................................................................................... 5

POSTER ANALYSIS ......................................................................................................................... 8

TD1: INTRODUCTION – THE PANDEMIC AND THE CHANGING WORLD OF WORK ......................... 11

TD2: WORK-LIFE BALANCE .......................................................................................................... 13

TD3: WOMEN AND WORK ........................................................................................................... 15

TD4: BAME EMPLOYMENT AND THE PANDEMIC ......................................................................... 17

TD5: BUSINESS STRUCTURES, BUSINESS MODELS AND LABOUR RELATIONS – MCDONALD’S

GLOBAL STRATEGY ...................................................................................................................... 19

TD6: INTERCULTURAL RELATIONS ............................................................................................... 21

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ASSESSMENT
Online e-campus quizzes + Written Exam + Oral Presentation

E-CAMPUS: ASSESSED EXERCISES CLOSING DATES

Don’t forget to complete the practice quizzes to access the assessed quizzes.

Topic Type Opening Date Closing Date

Assessed Quiz 24/09/2021 04/10/2021

Quiz
Week 1-Week 3 at midnight at 4pm

Assessed Quiz 15/10/2021 25/10/2021

Quiz
Week 4-Week 6 at midnight at 4pm

Mock Exam
Graph Analysis 1. submission 22/10/2021 at midnight 08/11/2021 at 4pm
2. assessment 08/11/2018 at 4pm 15/11/2021 at 4pm

Assessed Quiz 12/11/2021 22/11/2021

Quiz
Week 7-Week 9 at midnight at 4pm

Assessed Quiz 03/12/2021 13/12/2021

Quiz
Week 10-Week 12 at midnight at 4pm

ORAL PRESENTATION
1. Check the assignment criteria
2. Brainstorm your topic
3. Think carefully about what you want to achieve
4. Organize
5. Practice and time your presentation
6. Perform
1. CHECK THE ASSIGNMENT CRITERIA CAREFULLY; BE CLEAR ON WHAT YOU ARE EXPECTED TO DO:
• You have about 20 minutes to perform
• You are presenting your assignment as part of a team
• You do need to allow time for questions and answers
• You are expected to use visual aids
• You have to address a set topic
2. BRAINSTORM YOUR TOPIC: WHAT DO YOU KNOW? WHAT DO YOU NEED TO FIND OUT?
You need to get very familiar with the set of documents at hand. You need to use what you learned in the lecture to show that you can
contextualize each document well. You can use external resources, but don’t get carried away – remember you will only be able to cover a
limited amount of material in the time you have. You are expected to describe, analyze and interpret the three documents separately AND
together. It would be nice if you could come up with a thesis question or statement in your introduction.
3. THINK CAREFULLY ABOUT WHAT YOU WANT TO ACHIEVE:
Your aim should be to educate, to inform, to explain and perhaps to persuade your audience

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 4. ORGANIZE YOUR MATERIALS INTO A SIMPLE, LOGICAL ORDER THAT WILL MAKE SENSE TO YOUR AUDIENCE.
Once you have a good idea of what you intend to talk about, start to transpose your materials into a form that will assist you in remembering
what you want to say.
Think of the presentation as a story. There is a logical flow—a clear beginning, middle, and an end. You set the stage (beginning), you tell the
story (middle), and you have a big finish (the end) where the take-home message is clearly understood.
As with an essay, your presentation should thus consist of an introduction, main body and conclusion.

1. INTRODUCTION
Introduces you and your topic
Explains what your presentation is about
Explains what your main points will be
Explains what you will conclude
Hello / Hi everybody, welcome to our presentation
or Good morning (afternoon / evening) ladies and gentlemen, and thanks for coming
As you may know, my name is Bob and these are my friends
(classmates / colleagues / partners) Tom, Dick and Harry.
We are all 3rd year Applied Languages students at Michel de Montaigne University in Bordeaux
or We are currently completing a degree in Applied Languages at Michel de Montaigne University in Bordeaux
We’d like to / We’re here today to talk about the burning issue of ...
or The topic we’ve decided to / chosen to discuss today is how ...
or This presentation will focus on / will be centered on a well (≠ little) known aspect of ...
We’ve divided our presentation into three parts: or Our presentation will be divided into three parts: First, we will tell you about / show you /
outline the history / background / origin of
Then we will describe / give you an overview of / present the current situation / state of affairs / circumstances / position
Finally, we will discuss / explain / detail future prospects / likely outcome / further schemes
2. MAIN BODY
Structured in a manner appropriate for the material, generally moving from the simple to the complex
Emphasizes/reiterates important information
Uses visual aids to illustrate/inform the talk
Let me begin by ... or First of all, let’s have a look at ... or To start off with, ...
Now I’d like to turn to ... or Moving on to the second part now... or It’s now time to consider ... Let’s now talk about ... or Finally, I’d like to
focus on ... or This brings us to my last point,
3. CONCLUSION
Restates the main points
Provides a summative conclusion (i.e., answers the main question you have addressed)
Thanks audience
Invites any questions
We have now finished our presentation or This is the end of our presentation
or We have now come to the end of this presentation on ....
Let me recap the main points or I’d like to go over the essential points.
First, we have told you about / shown you / outlined the history / background / origin of
Then we have described / given you an overview of / presented the current situation / state of affairs / circumstances / position
Finally, we have discussed / explained / detailed future prospects / likely outcome / further schemes Thanks for listening to this presentation.
or I hope you enjoyed this presentation
or Thank you for your attention
I’d be happy to answer your questions, or If there are any questions, feel free to ask,

Presentations should be entertaining, but do not overdo it and do know your limits. If you are not humorous by nature, do not try and be
humorous. If you are not good at telling anecdotes, do not try and tell anecdotes, and so on.
Presenters have different styles of presenting. Some can captivate the audience with no visuals (rare); others require visual cues and in
addition, depending on the material, may not be able to present a particular topic well without the appropriate visuals such as graphs and
charts. Do not overload the visual. Make the points few and clear.
A good rule of thumb would seem to be that if you ask a member of the audience a week later about your presentation, they should be able
to remember three points. If these are the key points you were trying to get across, you have done a good job. If they can remember any
three points, but not the key points, then your emphasis was wrong. It is obvious what it means if they cannot recall three points!
5. PRACTICE AND TIME YOUR PRESENTATION
Practice is essential if you’re going to give an effective oral presentation. Practice helps you to:
• Become more familiar and confident with the material
• Get the timing of your presentation correct
• Identify difficult or complicated parts that are difficult to put into words • Identify parts that you don’t fully understand

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• Get used to speaking and hearing your own voice
• Get used to coordinating your visual aids with your monologue
If possible, make the presentation in advance (a dress rehearsal) to a friend or colleague, and ask them for feedback on your clarity,
audibility, speed of delivery, presentation style, body language, eye contact, engagement, enthusiasm, use of gestures, use of visual aids,
etc.
6. PERFORM
Unless the room and audience are very small, you’ll probably need to speak more loudly than you’re used to. There’s nothing more
frustrating for an audience than trying to listen to a speaker who’s barely audible; mumble or speak too softly and you will quickly lose their
interest and attention.
Speak at an appropriate pace; nervousness (and the desire to get it over with) can make you speed up. Make an effort to slow down and to
be clear and measured.
Speak to the audience, not your feet or your notes or the projector screen.
Maintain eye contact; gauge the audience’s reaction to what you’re saying; if their faces look blank, you might need to slow down, speak up,
explain more carefully, or give an example; if you lose your audience and don’t get them back, you’re wasting their time and yours.
Slow down to emphasize key points; use short pauses to allow the audience to absorb important information, and for you to collect your
thoughts.
Monitor your time carefully; make sure you finish within your allocated slot.

Adapted from www.kent.ac.uk/learning, from Marc Carmona’s Guidelines for oral presentation and from Bourne PE. Ten Simple Rules for
Making Good Oral Presentations. PLoS Computational Biology. 2007;3(4):e77. doi:10.1371/journal.pcbi.0030077.

GRAPH ANALYSIS
GENERAL GUIDELINES
Your essay should be divided into two parts:
• The description which includes:
o the introduction (What type of graph ? When was it published? By whom? Rephrase the title)
o the identification of 3 main trends. Do NOT mention precise figures; show you have understood the graph
(upward/downward movement; large majority/very small number).
• The analysis: you explain those trends using logical reasoning, personal knowledge as well as elements from your lectures and
tutorials.

TYPES OF GRAPHS
Source: https://www150.statcan.gc.ca
LINE GRAPHS
Multiple line graph.
4000
Cell phone use in anytown, 2010-2016

2000 Men
Women
0 Total
2010 2011 2012 2013 2014 2015 2016

Area graph
Area graphs show the magnitude of change and draw attention to the total value across a trend. An area chart also underlines the
relationship of parts to a whole, by displaying the sum of the plotted values.

Cell phone use in anytown, 2010-2016

4000

Women
2000
Men
0
2010 2011 2012 2013 2014 2015 2016

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 BAR GRAPHS
A bar graph may be either horizontal or vertical. The important point to note about bar graphs is their bar length or height—the greater their
length or height, the greater their value.
Vertical Bar Graph
100
police officers
Number of

Number of police officers in Crimeville, 2009 to 2017

0
2009 2010 2011 2012 2013 2014 2015 2016 2017
Horizontal Bar Graph
The example given here is a double or group horizontal bar graph.
Drug use by 19-year-old students in Belair University, by gender
solvents
Boys
LSD
Heroin
Marijuana
Cocaine
Amphetamines
0 5 10 15 20
% 25 30 35 40

Stacked bar graph

A stacked bar chart stacks bars that represent different groups on top of each other. The height of the resulting bar shows the combined
result of the groups.
A 100% stacked column chart (below) shows values that are stacked to represent 100%.

Campbell High Triathlon, percentage of time spent on each even, by

competitor
100%

Running
50%
Biking
0% Swimming
Averi Mercedes Jessa Rosalyn Tiiu

PIE CHARTS
A circle graph/pie chart is a way of summarizing a set of categorical data or displaying the different values of a given variable (e.g.,
percentage distribution). This type of chart is a circle divided into a series of segments. Each segment represents a particular category. The
area of each segment is the same proportion of a circle as the category is of the total data set.
Smoking Frequency of 19-year-olds on the Belair University track and field Team

Every day
21% at least once a week but
not every day
5%
never less than once a week
68% 6%

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USEFUL VOCABULARY
INTRODUCTION
Starting Presentation Type Verb Description
The given pie chart shows the comparison of ...
the supplied bar graph represents the differences ...
the presented stacked bar graph illustrates the number of ...
the shown line graph provides information on ...
the provided area graph compares data on ...
outlines the proportion of...
DESCRIBING LINE GRAPHS:
Source : http://www.ielts-mentor.com

With line graphs, you will mainly talk about changes.

Verbs
increase to rise / to increase / to go up / to climb / to soar/to surge/ to skyrocket/to grow
decrease to fall/to decrease/to decline/to dip/to dive/ to drop/ to plummet
steadiness to level out/ to plateau
other changes to peak/to fluctuate/to vary
Nouns
increase a rise/ an increase/ a surge/ growth/ an upward trend/an upward trend / an upward tendency
decrease a fall / a decrease / a reduction / a downward trend/ /a downward tendency / a decline/ a drop
steadiness steadiness/ plateau / stability/
other changes a peak / a trough/ a fluctuation a variation
Adverbs
rapid change dramatically /sharply / hurriedly / swiftly/ abruptly/suddenly/ considerably / markedly / massively / pronouncedly
Moderate change moderately / gradually / progressively / sequentially/ steadily
Slight change lightly / slowly / mildly
Ajectives
rapid change dramatic / rapid / sharp / quick / hurried / speedy / swift/considerable/ marked /substantial/ pronounced
Moderate change moderate / gradual / progressive / sequential
Slight change slight / slow / mild/ gentle
Phrasesto show an upward trend
to show a downward trend to fluctuate wildly to reach a plateau the second highest
to hit the highest point to remain stable to level off the third highest
to hit the lowest point to remain static to flatten out compared to
to reach a peak to remain unchanged the highest compared with
to show some fluctuation to stay constant the lowest relative to
DESCRIBING BAR GRAPHS:
With bar charts, you’ll focus on comparing and contrasting information
likewise, similarly, just as, equally…
nevertheless, however, in contrast, on the contrary, conversely, at the same time, still, although, even though, despite, in spite of…

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 DESCRIBING PIE CHARTS:
Remember: you need to avoid giving precise figures, think of using fractions instead.
% Fraction % Fraction % Fraction
80% four-fifths 55% more than half 25% a quarter
75% three-quarters 45% more than two fifths 20% one fifth
70% seven in ten 40% two-fifths 15% less than a/one fifth
65% two-thirds 35% more than a third 10% one in ten
60% three-fifths 30% less than a third 5% one in twenty

Percentage qualifier
77% just over three quarters / approximately three quarters
49% just under a half / nearly a half
32% almost a third

Percentage - majority/minority
75%-85% a very large majority 10-15% a minority
65%-75% a significant proportion 5% a very small number

ANALYSING RESULTS
Source : https://www.eapfoundation.com
Below are some common cause and effect link words. X is used to indicate a cause, while Y is used to indicate the effect.
Cause
• The first cause of (Y) is (X) • because/since/as (X) • Owing to (X), (Y)
• The next reason is (X) • to result from (X) • (Y) is the effect of (X)
• As a result of (X), (Y) • (X) results in (Y) • (Y) is the consequence of (X)
• As a consequence of (X), (Y) • (Y) is due to (X)
Examples
• Worsening pollution levels in cities are due to the increased use of cars.
• Because of the increased use of cars, pollution levels in cities are worsening.
• As a result of the increased use of cars, pollution levels in cities are worsening.
• The effect of the increased use of cars is a worsening of pollution levels in cities.
Effect
• The first effect of (X) is (Y) • Therefore, (Y) • (X) affects (Y)
• Another result of (X) is (Y) • Thus (Y) • (X) is one of the causes of (Y)
• As a result, (Y) • Hence (Y) • (X) is the reason for Y)
• As a consequence, (Y) • (X) results in (Y)
• Consequently (Y) • (X) has an effect on (Y)

Examples
• Cars are used increasingly for urban transport. As a consequence, pollution levels in cities are worsening.
• Increased use of cars for urban transport adversely affects pollution levels in cities.
• Increased use of cars for urban transport is one of the causes of worsening pollution levels in cities.

POSTER ANALYSIS
GENERAL GUIDELINES
I/ INTRODUCTION (IDENTIFICATION)
This is an advertising campaign for...
General topic (briefly)
Origin of the document : magazine, newspaper etc. / country /author /time/Mention target audience : age, sex, occupation, social class
II/ CONTEXT
Link picture to historical or social context – use lecture and tutorial content. Explain why poster was published.

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 III/ INTERPRETATION AND ANALYSIS
Describe techniques used to convey message

Analyse
1. catch phrase and slogan: size, words, grammatical structure, tone.
2. emotions of different characters
3. choice of shot
4. colour scheme

IV/ CONCLUSION
What impact on reader? Has the campaign reached its goal?

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USEFUL VOCABULARY
KEY ELEMENTS : (https://www.utdallas.edu ):
Headline Visual Signature
Subhead Caption Slogan
Copy or Body copy Trademark

Types of shots
Close up shows a character's face and shoulders. It is close enough to show subtle facial expressions clearly.
Extreme Close Up shows only a part of a character's face. It fills the screen with the details of a subject.
Medium Shot shows a character's upper-body, arms, and head.
Medium wide shot (American shot) shows a character usually cut off across the legs above or below the knees. It is wide enough to show
the physical setting in which the action is taking place, yet it is close enough to show facial expression.
Wide Shot (full shot) shows an entire character from head to toe.
Extreme Wide Shot (long shot) shows a broad view of the surroundings around the character and coveys scale, distance, and geographic
location.
Types of Angles
Low Angle The camera is placed below eye level, looking upward. A low angle shot (upshot) can make a character look bigger, stronger, or
nobler. It also gives the impression of height.
Eye Level Most commonly used.
High Angle The camera is placed above eye level, looking downward. A high angle shot (downshot) can make a character look smaller,
younger, weak, confused, or more childlike.
COMPOSITION
in the foreground/ middleground/ background
in the top right-hand corner / top left-hand corner / bottom right-hand corner / bottom left-hand corner
at the top / bottom
on the right/left side / right-hand side / left-hand
PERSUASIVE TECHNIQUES
Source: AdBusters
Technique How It Is Used Intended Effect
Bandwagon Uses the argument that a person should believe or do People agree because they want to fit in. • People assume
something because “everybody else” does that if others do it, it must be a good idea.
Celebrity Uses a celebrity or famous person to endorse a People transfer admiration or respect for the celebrity to the
Spokesperson product topic of the campaign.
Emotional Appeals Make viewers feel certain emotions, such as Audience transfers that feeling to the topic of the campaign.
excitement, sadness, or fear
Glittering Emphasizes highly valued beliefs, such as patriotism, People accept this information, often without enough real
Generalities peace, or freedom evidence to support the claim.
Humor Used to make audiences laugh, but provides little People remember the ad and associate positive feelings
information about the product or service with the topic of the campaign.
Individuality Appeals to people’s desire to be different from People rebel against what others are doing. •
everyone else; the opposite of the bandwagon appeal
Loaded Language Uses words with positive or negative connotations to The words appeal to people’s emotions, rather than their
describe an idea or that of the competitor/opponent reason.
Name-calling Attacks people or groups to discredit their ideas People focus on the attack rather than the issues.
Plain Folk Shows ordinary people using or supporting an idea or People trust the campaign because it’s good enough for
candidate regular “folks.”
VERBS
to inform, to persuade, to convince, to promote, to entertain, to amuse, to influence people's attitudes and behaviour, to pass on a message,
to shock, to surprise, to criticise the competition, to show, to prove, to make somebody aware, to represent, to imply, to involve, to convey, to
emphasize, to highlight, to symbolize etc.
ADJECTIVES
attention-grabbing, eye-catching, catchy, shocking, effective, persuasive, witty, dull, original/creative, misleading
EXPRESSIONS
This campaign appeals to our emotions / our intellect / our senses / our sense of humour / our desire to be in good health / our love for nature
or animals etc.

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TD1: INTRODUCTION – THE PANDEMIC AND THE CHANGING WORLD OF WORK
QUESTIONS:
1. Present each document, summarize their content and show how they relate to each other. Use your own words.
2. Is the digital nomad “lifestyle” ideal?
3. In what other ways has the pandemic changed the way we work? Pick two countries (France/Ireland/the UK/the
US/Canada/Australia/New Zealand) and compare.

DOCUMENT 1: ARTICLE – IS THE GREAT DIGITAL-NOMAD WORKFORCE ACTUALLY COMING?

By Bryan Lufkin, BBC, 15th June 2021

Are we actually on the brink of remote workers scattering across the globe en masse – or are predictions of the new, great digital-nomad
movement overblown?
The words “digital nomad” generally conjure the image of a millennial expat in Costa Rica, peppering Instagram with selfies in a hammock, a
computer in one hand and piña colada in the other. The caption: office for the day.
Now, however, with vaccines rolling out and workers beginning to make decisions in a post-pandemic reality, an increasing number of people
may be embracing the digital-nomad lifestyle – and not just young workers posing under palm trees. Globally, the rise of a large, new group
of travelling, remote workers is one of the prevailing narratives about a Covid-19-reformed work world.
The remote-work genie is out of the bottle: workers desire room to roam more than ever, and have more resources to do so than before.
However, some experts say that we shouldn’t expect everyone we know to pick up and go: only some groups of workers at specific types of
jobs will really be able to embrace a digitally nomadic lifestyle, leaving others behind. It’s also unclear how many people will actually take the
jump if afforded the opportunity.
Throughout the pandemic, many ‘conventional’ workers have already begun to move towards digitally nomadic set-ups. 'Quarantine
apartments' and 'social distancing retreats' lured remote workers from miles away seeking more space for a few weeks – or a few months. In
the first quarter of 2021, Airbnb reported the amount of long-term stays (at least 28 nights) nearly doubled year-on-year.
Data on worker desires chimes with this increased interest in digitally nomadic lifestyles. Surveys around the world have shown that most
workers want to continue to work remotely in some way – be that at home, at a seaside cottage, at a ranch house in a far less pricy suburb
than the city they were living in before or in a different country altogether.
But, although interest is skyrocketing, and some workers are actually trying on nomadism, some experts are sceptical that the workforce will
suddenly be filled with permanent digital nomads, as daily life in many countries starts to stabilise.
“This idea that people are going to be long-term nomads is very unrealistic,” says Erin Kelly, professor of work and organisation studies at the
Massachusetts Institute of Technology. “I think most people want to have homes and know their neighbours, and be based in a certain
place.”
Even if there is a mass shift towards digital nomadism, however, the move won’t be demographically equal. The opportunity and ability to slip
into an on-the-go working lifestyle simply isn’t available to everyone.
“To be a digital nomad, you need to have tremendous freedom – you need to have a good passport, you can’t have a criminal record, you
can’t have too much debt,” says Beverly Yuen Thompson, associate professor of sociology at Siena College, New York, who studies digital
nomads. She says this has been the case for traditional digital nomads all along, even if they don’t make much money, or moved abroad
because they couldn't afford their home country.
Thompson also points out that most digital nomads are white. That tracks with new research from the Economic Policy Institute, which shows
that in the US, one in four white workers are able to work from home – that's compared to one in five black workers, and one in six Hispanic
workers. The organisation found disparity across education levels, too: one in three workers with a bachelor's degree were able to work from
home during the pandemic, compared to about one in 20 workers with only a secondary-school education.
Still, digital nomadism aside, Lund says that based on McKinsey research, “60-70% of the workforce has zero opportunity” to work remotely
at all. Most people are “cutting hair, they're caring for patients, they're in a manufacturing setting where you're working machinery or in a
laboratory working with specialised equipment”.
"Definitely, there is an issue of equity," says Lund. "It is college-educated, office-based, white-collar workers predominately that can do this."

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DOCUMENT 2 : GRAPH- PREFERRED REMOTE WORK STATUS BY SELECT OCCUPATIONS
Gallup Poll, 2021
Question :
Once restrictions on businesses and school closures are lifted, if your employer left it up to you, would you prefer to: 1) Return to working at
your office or workplace as much as you previously did; 2) Work remotely as much as possible? [If work remotely: Which of the following is
the main reason you would prefer to work remotely? 1) You prefer working from home; 2) You are concerned about the coronavirus?]
Remote Work Status by Occupation
Healthcare
Sales
Education, Training, Library
Community or Social services Would continue to work
Clerical or Office remotely because prefer it
Architecture, Engineering
Would continue to work
Legal remotely because of
Financial, Insurance, Real estate, Consulting coronavirus
Life, Physical or Social sciences Would return to working in
office
Arts, Design, Entertainment, Media
Computer, Mathematical
Total
0% 20% 40% 60% 80% 100%
Gallup Panel, October 2020-April 2021 / Based on full-time employees who work for an employer – United States

DOCUMENT 3 : POSTER- BOOK COVER - DIGITAL NOMADS: IN SEARCH OF MEANINGFUL WORK IN

THE NEW ECONOMY
By Rachel Woldoff & Robert Litchfield, 2021

DOCUMENT 4 : VIDEO - BLAIR WANG: DIGITAL NOMADISM & THE DIGITAL FUTURE(S) OF POST-
COVID-19 KNOWLEDGE WORK
What the future of knowledge work could look like is explored by Prof. Cecez-Kecmanovic and Wang (a current PhD candidate) and others in
a recent paper: Beyond the Factory Paradigm: Digital Nomadism and the Digital Future(s) of Knowledge Work Post-COVID-19. Wang also
won second place in the UNSW’s most recent 3 Minute Thesis heats, for his presentation on the paper’s research topic.
Watch his presentation
https://www.youtube.com/watch?v=wM6r92vfhB0

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TD2: WORK-LIFE BALANCE
QUESTIONS:
4. Present each document, summarize their content and show how they relate to each other. Use your own words.
5. What is the American philosophy on time off and commitment at work? To what extent does the new generation fit into a global
trend?
6. Focus on document 3:
Unlimited vacation policies…. Explain the process and the companies’ interests in it. On what condition is this possible?
What surprising consequence does it have for employees?
Explain what the « Recession mentality » is and what effects it has on employees.
How do companies feel about this situation? Netflix is mentioned. Why is that?
Working while on vacation. Is that a common situation? Give details. Explain some reasons why most Americans skip their vacations
7. How is the impact of Covid-19 on the characterization of the US as a no-vacation nation envisioned?

DOCUMENT 1: ARTICLE A – LIFE IN A NO-VACATION NATION

Mark Johanson, www.bbc.com, November 7, 2014.
The United States is the only developed nation that treats paid time off as a perk rather than a right. While countries like Austria, Germany,
Italy and Spain each offer their citizens more than 30 days off a year in annual leave and paid holidays, the United States offers… zero.
Americans can thank the Fair Labor Standards Act for that. This relic from 1938 regulates maximum weekly working hours, overtime,
minimum wage and child labour, but fails to mention paid time off. That means that decisions about payment for vacation, sick leave and
federal holidays are up for negotiation between employer and employee.
Though many American companies gift their workers between five and 15 salaried days off per year, a recent study from the US-based
Center for Economic and Policy Research found that nearly one in four private-sector workers doesn’t receive any paid vacation time.
Bartender Carrie Stevens is one of them. The 31-year-old works between 38 and 45 hours a week at a brewing company in Charlottesville,
Virginia, but said she doesn’t get a single paid sick day or holiday.
“Even if I did get paid vacation or sick days, if that pay was based on hourly wage, it would be minimal,” she said. Stevens recently got a
raise from $2.13 an hour to $3.50, but makes the vast majority of her money in tips. (Minimum wage in the US is $7.25 per hour, but workers
who earn tips can be paid less per hour, by law.)
In the six years she’s worked for the brewery, she figures she’s taken about five days off each year for vacations. She must ask months in
advance for the time off, which she usually uses for short trips that she pays for with her savings.
“I can definitely feel it when I need a vacation because my patience and tolerance for our guests runs thin,” said the career bartender.
A culture of fear
Even for those Americans who do receive paid time off, actually taking it can prove to be a Herculean task. The overall culture of the
American workplace is one where people often feel that if they dare to request vacation days, they will be stigmatised as lazy or disloyal.
Many leave their earned time off on the table each year. Experts say this serves to create an imbalance in the work-life equation, rarely seen
in other advanced economies.
An eye-opening survey released by careers website Glassdoor.com in April found that the average American employee who received paid
time off last year had used only half of it.
Some 28% of workers told Glassdoor they feared falling behind in their work, while 17% feared losing their job. Another 19% said they didn’t
take long vacations because they wanted to have an edge over the competition for a promotion.
“It’s clear the word ‘vacation’ among employers and employees doesn’t mean what it did in the past,” noted Rusty Rueff, a career and
workplace expert at Glassdoor.

DOCUMENT 2: GRAPH

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DOCUMENT 3: VIDEO – WORK VS. VACATION: FROM UNLIMITED TIME TO NO TIME OFF
From CBS This Morning: Saturday, June 20 2015
https://www.youtube.com/watch?v=RV4hPjmZVyA

DOCUMENT 4: ARTICLE B – WILL THE PANDEMIC MAKE THE U.S. MORE OF A VACATION NATION?
Meghan McCarthy Carino, www.marketpace.org, June 11, 2021

Americans are not known for taking a lot of vacation. But after more than a year of being cooped up and burnt out in the pandemic, the
prospect of getting out of the house — now office/school/day care — may be particularly appealing this summer.
It has some tourism and labor experts wondering if Americans might finally change their minds about the value of taking time off. But the
forces that have made us a “no-vacation nation” run deep.
Nicole Wong just returned from a long-awaited “real” vacation with her husband and 4-year old son. Last summer, since her family couldn’t
travel, she created a Hawaiian-themed staycation in the backyard of her San Jose, California home. They made Hawaiian food, did hula
dancing and went snorkeling (in the hot tub, that is).
But this summer, with both parents vaccinated, they were able to travel away from home to Monterey Bay.
“We stayed in a hotel, and we got delicious food from restaurants cooked by other people, and explored new areas and relaxed in a large
swimming pool,” Wong said. “Oh my goodness, it was a lot more rejuvenating than I thought it would be.”
Wong was pretty ready to hit the pool after the last year, but her employer sweetened the deal. She’s a training director for business service
firm PwC, which is offering employees a $250 cash incentive for every week of vacation they take, up to four weeks.
Workers banked so much extra vacation time during the pandemic the company is literally paying them to use it. That’s how hard it can be to
get Americans to take a break.
“For the last 35 or 40 years, we’ve developed a kind of cultural ethos that devotion to work is also devotion to the self,” said Jamie McCallum,
a sociologist at Middlebury College and author of “Worked Over: How Round-the-Clock Work Is Killing the American Dream.”
McCallum said before the pandemic, more than half of workers in the U.S. didn’t use all their paid vacation, wasting more than 700 million
days a year.
“Long hours and overcommitment and loyalty sort of trump everything else,” he said. “And therefore, asking for time off is seen as a cultural
no-no.”
Not to mention, almost a quarter of workers in the U.S. don’t get paid vacation, according to analysis from the Center for Economic and
Policy Research.
“It’s very different when this is just part of normal work life — people get paid time off,” said Eileen Appelbaum, co-director of CEPR.
The European Union, for example, mandates at least four weeks of vacation, and many member countries go beyond that. The U.S is the
only wealthy country that doesn’t guarantee some paid time off, so even when workers get it, “people feel that it’s a gift from their employer,”
Appelbaum said. “And you don’t want to overuse it.”
American workers also have economic incentives to value work over play, said Dora Gicheva, an economist at the University of North
Carolina at Greensboro. Because salaries vary so widely in the U.S., there’s a bigger perceived payoff for working hard to climb the career
ladder.
“So it’s this rat race type of story where everybody else around you is not taking vacation and working long hours,” she said. “And so you’re
going to do it too, because the promotion comes with a big pay raise.”
The pandemic has widened economic inequality and left some workers feeling more precarious than ever. But it’s also built support for
worker benefits, like paid sick time and family leave.
And sociologist McCallum said it’s profoundly changed how Americans think about work and life.
“The ability to experience a different kind of work-life balance, or a different kind of role for the home and family might displace some of that
love for job.”
Perhaps Americans might even take a vacation without getting paid to do it.

14
TD3: WOMEN AND WORK
QUESTIONS:
1. Present each document, summarize their content and show how they relate to each other. Use your own words.
2. How would you nuance women's advancement within a few years in leadership positions? What challenges will they face in the
years to come?
3. What stereotypes are fought against and what arguments and communication strategies are used to move the lines? Are they
convincing enough? What do you think should be put forward to speed up the process?

DOCUMENT 1: ARTICLE A – NUMBER OF FTSE 100 FEMALE DIRECTORS RISES BY 50% IN FIVE
YEARS
Adapted from www.theguardian.com, Joanna Partridge, February 23, 2021.

The number of female directors at FTSE-100 firms has increased by 50% in the last five years, and women now hold more than a third of
roles in the boardrooms of Britain’s top 350 companies, according to the final report of a review into female representation at the top of
business. Although men still dominate the top ranks of business, the government-backed Hampton-Alexander review has achieved its target
of 33% of board positions at FTSE 100 and FTSE 250 firms being held by women by the end of 2020.
The number of women on the boards of those companies has risen from 682 to 1,026 during the five years of the Hampton-Alexander review,
named after the two business people appointed to lead the inquiry at the time of its launch – Sir Philip Hampton, a former chairman of the
Royal Bank of Scotland and GlaxoSmithKline, and the late Dame Helen Alexander, a former chief executive of the Economist.
A number of firms have exceeded gender equality targets, including drinks company Diageo, maker of Guinness and Smirnoff, and water
company Severn Trent. Both firms have more women represented on their board than men, a first for the leading FTSE 100 index, with 60%
female representation at Diageo, and 55.6% at Severn Trent. However, there are still 16 companies out of 350 which only have one woman
on their board, so-called “one and done” businesses, although this is a vast improvement on the 116 companies which only had one female
board member in October 2015.
Sir Philip Hampton, chair of the review, hailed the “excellent progress for women leaders in business” over the last decade, but he warned
that businesses need to recruit and promote women to top executive roles “to sustain the changes made”. There is a “full to overflowing”
supply of capable and experienced women, said Denise Wilson, chief executive of the review. “It is now for business to fully utilise a talent
pool of educated, experienced women, to their own benefit and that of the UK economy,” Wilson said.

DOCUMENT 2: ARTICLE B – FEMALE DIRECTORS STILL BEING PAID A SMALL FRACTION OF THEIR
MALE COUNTERPARTS
Adapted from www.theguardian.com, Zoe Wood, August 23, 2021.
Female directors at the UK’s biggest companies are still being paid a fraction of the amount their male counterparts receive, new research
shows, underlining the pay gap that still exists between men and women in Britain’s boardrooms. The average pay for FTSE 100 female
directors stands at just £237,000 which is only slightly more than a quarter of the £875,900 paid to their male counterparts, according to
research by New Street Consulting Group.
With female directors paid 73% less, the figures show the gender pay gap at blue-chip companies is far worse than the overall population,
with women paid 15.5% less than men in the broader jobs market, based on official data. The large pay gap at board level is mainly due to
the majority of female directors at FTSE 100 companies holding non-executive jobs which attract lower salaries than executive ones. The
number of female directors at FTSE 100 firms has increased sharply in the last five years, said New Street Consulting Group director Claire
Carter, but the research showed there is “much more to do”. “Focusing solely on the percentages of directors that are women is not enough
when trying to approach equality,” she said.
In this year’s final update on the government-backed Hampton-Alexander review, which looked at female representation at the top of
business, its target of 33% of board positions at FTSE 100 and FTSE 250 firms being held by women by 2020 had been achieved. Sir Philip
Hampton, who chaired the review, hailed the progress but said businesses needed to recruit and promote women to top executive roles “to
sustain the changes made”.
Carter said most businesses wanted to end the “old boys club that exists at the top”. “The key to doing that will be ensuring that women have
more executive responsibilities and are trained and prepared properly for taking on that responsibility. It will be a case of their examining
whether there are any barriers that are preventing females from reaching the very top at their organisation.”
Female non-executive directors at FTSE 100 firms receive an average pay of £104,800, compared with £170,400 for men, according to the
New Street Consulting Group research. The pay gap between executive directors is even more apparent, with women getting an average of
£1.5m, in comparison to £2.5m for male peers. Studies show that having females on boards has been associated with better future financial
performance, including higher profits and stock market returns.
For a definition of FTSE, see https://www.investopedia.com/terms/f/ftse.asp

15
DOCUMENT 3: POSTER – 'GIRL BOSS' ADVERT BANNED FOR GENDER STEREOTYPING
From www.bbc.com, January 8, 2020.

PeoplePerHour connects clients to expert freelancers who are available to hire by the hour or project.
SEO (Search Engine Optimization) = the process of taking steps to help a website or piece of content rank higher on Google.

DOCUMENT 4: VIDEO – DO YOU KNOW WHAT GENDER INEQUALITY AT WORK LOOKS LIKE?
Mayors Office London, May 14, 2018.
https://www.youtube.com/watch?v=byq-EH9cR00

16
 ce TD4: BAME EMPLOYMENT AND THE PANDEMIC
doc
QUESTIONS:
1. Present each document, summarize their content and show how they relate to each other. Use your own words.
2. What have the main employment inequalities been for BAME people in the UK over the last few years?
3. How are the pandemic and socio-economic factors like employment interrelated? Are there possible solutions to the problem?

DOCUMENT 1: ARTICLE – COVID JOB LOSSES SHOW STRUCTURAL RACISM OF UK LABOUR

MARKET, SAYS TUC
Adapted from www.theguardian.com, Nazia Parveen, February 28, 2021

The coronavirus pandemic has held up a “mirror to the structural racism” in the UK’s labour market, the TUC has said, as a study reveals that
jobless rates among black, Asian and minority ethnic (BAME) groups are double the rate for white people.
There are 1.74 million people out of work across the UK, the highest level in five years, and business shutdowns are disproportionately
affecting women and ethnic minorities.
The TUC said analysis of official unemployment statistics showed one in 10 women of colour were out of work, and the overall BAME
unemployment rate had risen from 5.8% to 9.5% between the final quarter of 2019 and the same time last year.
Over the same period, the unemployment rate for white workers rose from 3.4% to 4.5%, according to the study.
The analysis comes after unions, charities and campaigners signed a joint statement calling on Boris Johnson to take action to end structural
racism and inequality.
The TUC general secretary, Frances O’Grady, said: “This pandemic has held up a mirror to the structural racism in our labour market and
wider society.” She said workers of colour had borne the brunt of the economic impact of Covid-19, losing their jobs twice as quickly as white
workers.
“When BME workers have held on to their jobs, we know that they are more likely to be working in low-paid, insecure jobs that put them at
greater risk from the virus. This is evidence of the structural discrimination which has led to a disproportionate BME death rate from
coronavirus,” O’Grady said.
“This crisis has to be a turning point. As we emerge from the pandemic, we can’t allow these inequalities in our workplaces and our society to
remain. Ministers must stop delaying and challenge the systemic racism and inequality that holds back BME people.”
Ahead of next week’s budget, research by the charitable trust Hope Not Hate also found that BAME communities had taken the hardest
economic hit during the pandemic.
A poll conducted by the charity found that one in five BAME people had lost their job, with a large proportion (22%) saying this was due to the
virus. In comparison, in a nationally representative poll carried out a short time earlier, 13% of white respondents polled said they had lost
their job.
Thirty-four per cent of BAME people said they had their hours reduced, compared with 23% of white respondents in the national poll. A
quarter of BAME people (25%) said they had applied for universal credit, and nearly one in five (19%) said they had to use a food bank.
The charity called on the chancellor to extend the furlough scheme to avoid a “cliff-edge fall” in employment. “The consistent racial inequity
that we have seen throughout the pandemic – across measures of health and education outcomes and, as our polling shows, employment,
financial security, housing and general wellbeing – are not random,” said Rosie Carter, the charity’s senior policy officer.
“It’s clear that more needs to be done to address systemic discrimination which underpins these growing gaps. The phrase ‘build back better’
has become the government mantra to getting the economy back on track, but there’s no way that building back can be ‘better’ unless it is
also fairer.”
A government spokesman said: “Before the pandemic we had made solid progress on lifting the employment rate to a record high for black,
Asian and ethnic minority people, and we remain committed to these efforts.
“Our Plan for Jobs will play an important part in giving people from all backgrounds a good start on their journey back to employment by
increasing work coaches to 27,000 and investing £2bn on the Kickstart scheme to create opportunities for young people as we build back
fairer.”

17
DOCUMENT 2: GRAPH – PERCENTAGE OF BAME EMPLOYEES BY SECTOR
Her Majesty's Revenue and Customs and Understanding Society, www.fca.org.uk, January 26, 2021

The chart above shows the percentage of BAME employees in each sector pre-crisis. Sectors have been ordered by the rank of furlough
rates during the pandemic, with the highest rates of furlough on the left.

DOCUMENT 3: POSTER – LIBERAL DEMOCRATS

By Isabelle Parasram, Jun 02, 2020
Liberal Democrats have written to the Prime Minister urging him to take immediate action to address the disproportionate impact COVID-19 is
having on BAME groups.
Safety at Work: People from BAME groups make up a significant percentage of those on the frontline. Their protection is paramount, yet the
shortfalls in personal protective equipment and access to testing during this crisis have, at times, been shocking.

DOCUMENT 4: VIDEO – COVID-19 | IMPACT ON ETHNIC MINORITIES

The Medical School Application Guide, February 21, 2021
https://www.youtube.com/watch?v=LX4RVQQsp2o

18
TD5: BUSINESS STRUCTURES, BUSINESS MODELS AND LABOUR RELATIONS –
MCDONALD’S GLOBAL STRATEGY
QUESTIONS:
1. Present each document, summarize their content and show how they relate to each other. Use your own words.
2. What challenges may companies face when expanding abroad? And when faced with a worldwide crisis?
3. How has McDonald’s been strengthening and/or adapting its global business model during the Covid-19 pandemic?

DOCUMENT 1: ARTICLE – ‘STRIKING BACK’: MCDONALD’S MARKETING HIRES POINT TO A BRAND

READY TO DOUBLE DOWN
Adapted from www.thedrum.com, Jennifer Faull, August 9, 2021

McDonald’s was not immune to the effects of Covid-19. Under the strain of global lockdown restrictions, it saw profits tumble 22% in 2020.
But in that time it turned to product innovation, overhauled its digital offering and invested in marketing – leading to a complete turnaround in
the first quarter of 2021 as profits soared almost 40% to $1.54bn (£1.1bn).
It needs to continue that growth trajectory and has made a series of top hires to its marketing team in recent weeks in preparation.
First up there was the promotion of Michelle Graham-Clare to chief marketing officer in the UK last week. It was a notable move after the
company previously scrapped the role when the former custodian Gareth Helm departed in 2020. Responsibility for the region was instead
given to a global marketing chief.
The decision to cull marketing leadership in the UK suggested McDonald’s felt it had all bases covered by the global position and could look
at cost savings as it rode the first wave of the pandemic. However, the U-turn to reintroduce the role was described by UK chief Paul Pomroy
as “critical”.
“Times have changed, and McDonald’s clearly recognizes where it needs to bolster its skills. This new role and the other senior marketing
appointments shows what McDonald’s is trying to achieve going forward,” says Rik Moore, head of insight, strategy and planning at The Kite
Factory.
“It recognizes it needs someone who understands the nuance and complexities of the UK market to enable it to drive growth. Michelle
Graham-Clare, being a promotion from within the organization, who even has experience of working in a McDonald’s before her career in
marketing, means they get someone who lives and breathes the brand and understands every facet of what makes it unique. This will be
crucial as it repels wave after wave of challenger brand incursions on its territory and forges its own way forward.”
And another vital role in forging this post-pandemic path is Manu Steijaert, who was named as the company’s first ever global chief customer
officer in the same week as Graham-Clare’s promotion.
Steijaert – who’s been at McDonald’s for two decades – has taken charge of a new customer experience team, which will manage the
brand’s data analytics, digital customer engagement, marketing, restaurant development and services including its drive-throughs.
“We have reached a pivotal moment when technology and data have begun to shape nearly every facet of the customer experience,”
Steijaert said in a statement.
In the face of lockdown restrictions during the pandemic, McDonald’s has massively shifted its focus on to digital and e-commerce. Digital
sales in the brand’s top markets reached $8bn in the first half of 2021– a 70% increase on the year prior.
Attention, then, has been squarely put on the MyMcDonald’s app, which has in excess of 22 million users, and the Rewards program
introduced last month in France and the US. It has been aggressively advertising the platform, with budget continuing to pour into its
promotion for the remainder of the year and into 2022 as it rolls out to other global markets.
Global chief executive Chris Kempczinski said Steijaert has been tasked with working out "what's next" to drive a new layer of sustained
growth for that digital system.
"For the past 18-months, our digital customer engagement, global marketing, data analytics, and restaurant solutions teams have worked to
standardize our infrastructure, and align the system against some common frameworks," he said.
"MyMcDonald's rewards are just the first example of how we will lead as a digital innovator, by leveraging our scale and engaging with our
customers in a truly integrated way. Manu is the ideal choice to integrate these teams and take their work to the next level, with an intense
focus on driving incomparable customer-centric innovation."
Moore says it clearly shows a recognition of the challenges they will face in the new world, where ensuring the experience of the McDonald’s
brand on a mobile and in delivery needs to match the point-of-sale experience they have greater control over in-store.
"Whereas the former unexpectedly came to dominate thanks to the pandemic, as restrictions relax, they need to work together,” adds Moore.
“These new appointments show McDonald’s is very aware of these challenges and is upskilling to face them head on.

19
DOCUMENT 2: GRAPH – MCDONALD’S TOTAL COMPANY-OPERATED SALES AND FRANCHISED
REVENUES
McDonald’s annual reports, 2020,2017,2015
https://corporate.mcdonalds.com/corpmcd/investors/financial-information.html
The Company's revenues consist of sales by Company-operated restaurants and fees from restaurants operated by franchisees,
developmental licensees and affiliates. Revenues from conventional franchised restaurants include rent and royalties based on a percent of
sales with minimum rent payments, and initial fees. Revenues from restaurants licensed to developmental licensees and affiliates include a
royalty based on a percent of sales, and generally include initial fees. The Company’s Other revenues are comprised of fees paid by
franchisees to recover a portion of costs incurred by the Company for various technology platforms, revenues from brand licensing
arrangements to market and sell consumer packaged goods using the McDonald’s brand, and third party revenues for the Dynamic Yield
business.
Franchised restaurants represented 93% of McDonald's restaurants worldwide at December 31, 2020. The Company's heavily franchised
business model is designed to generate stable and predictable revenue, which is largely a function of franchisee sales and resulting cash
flow streams. As most revenues are based on a percent of sales, the Company expects that government regulations as a result of COVID-19
resurgences will continue to have a negative impact on revenue in
the near term.
30000
Revenues (dollars in millions)
25000
20000
15000 US

10000 International

5000 Total

0
2013 2014 2015 2016 2017 2018 2019 2020

DOCUMENT 3: POSTER – MCBAGUETTETM

McDonald’s, November 2020

DOCUMENT 4: VIDEO – MCDONALD'S CEO CHRIS KEMPCZINSKI ON THE COMPANY'S CORONAVIRUS

STRATEGY
CNBC Television, November 10, 2020
https://www.youtube.com/watch?v=LsXy2e68KCw

20
TD6: INTERCULTURAL RELATIONS
QUESTIONS:
1. Present each document, summarize their content and show how they relate to each other. Use your own words.
2. What kind of intercultural relations strategies should companies put in place? What are the benefits? Do you have any other
suggestions to help build team cohesion?
3. What are the main barriers to communication when you don't understand the main cultural differences? How can they be
overcome in an effective and productive manner?

DOCUMENT 1: ARTICLE – HOW TO IMPROVE INTERCULTURAL RELATIONSHIPS AT WORK: 5 IDEAS

FOR LEADERS
Adapted from www.forbes.com, Jeremy Pollack, January 14, 2020.

Research on reducing intergroup prejudice and improving outgroup perceptions can inform organizations on how to build creative initiatives
toward inclusivity and better intercultural relationships. One key approach, spanning several fields of social science, is Contact Theory, which
suggests that meaningful contact with people of different groups can diminish prejudice and intergroup anxiety. What this suggests is that if
organizations seek to improve intercultural relationships, they must take the initiative, at an institutional level, to design, encourage, and
facilitate positive intergroup contact initiatives. And such initiatives must be spearheaded by company leadership. So, with contact theory in
mind, here are five program ideas for leaders to consider implementing in order to improve intercultural relationships in the workplace.
1) Small Team Lunches - Each departmental leader invites small, diverse groups of employees to lunch, and helps lead conversations that
encourage getting to know one another. The leader might have two or three main takeaways that he or she would like to get from each
individual, including meaningful information that sheds light on the person’s core values and desires.
2) Cultural Cookouts - Every Friday or the first Friday of the month, one individual brings in food for the entire team or department to share.
The food is relevant to that individual’s personal background, and before eating, they talk briefly about where they first ate this type of
food, who taught them to make it, a story about it from their family or culture, and what it means to them.
3) Story Forums - Ever hear stories from The Moth? It’s a popular non-profit organization that records and promotes everyday people telling
interesting stories about their lives. It is popular not only because the stories are entertaining and well-written but, perhaps even more so,
because listeners can relate to these experiences on a basic human level. An organization can do this with intercultural relationships in
mind. Once or twice a month, the organization holds an hour long story forum. Each forum allows space for five individuals to stand in
front of the team and tell a personal story, which lasts for no more than ten minutes. But here’s the twist: the story is written by one
individual and then read to the group by someone from a different cultural background.
4) Discovery Games - Gather small teams of individuals from different backgrounds and provide them with a couple of prompts. The first
prompt can list all things you do not know about a particular culture. The second prompt can be to go find out more about said culture.
Each individual then has to ask team members questions to learn what they do not know about the other’s culture. This can be made into
a game, with timed rounds and a reward system for individuals who discover the most.
5) Diversity-Based Team Building - The more often people from different backgrounds work together toward shared goals that are
supported by the institution, the better their relationships will become. So, come up with any tasks or projects that the company needs
doing, put together small teams of individuals from different backgrounds, and have them work together. Sharing common goals may
enhance the positive effects of intergroup contact because it helps individuals focus on what psychologists call superordinate groups or
shared group identities.
These are just a few ideas to consider. Leaders at organizations will have to decide which of these, or any other creative programs for
building intercultural relationships, are appropriate and reasonable to implement at their companies. Some of these may be most appropriate
to solely promote intercultural relationships and not interracial or interdemographic relationships, which might require different creative
programs. Whichever initiatives are undertaken, however, one important element to keep in mind is to allow anyone willing to participate to
volunteer. Mandating participation in such programs may result in deleterious effects instead of positive outcomes.

DOCUMENT 2: INFOGRAPHICS – THE GROWING MARKET FOR CROSS-CULTURAL TRAINING

Source: Businesswire

21
DOCUMENT 3: MIND MAP – INTERCULTURAL COMMUNICATION
From www.whatsthestory.middcreate.net

DOCUMENT 4: VIDEO – BUSINESS SPEAKER ERIN MEYER: HOW CULTURAL DIFFERENCES AFFECT
BUSINESS
https://www.youtube.com/watch?v=zQvqDv4vbEg

22