Cross Culture

OTHER PROGRAMS CROSS CULTURE I LESSON 1 Report an error / Make a suggestion Last revision: 02/15/2021
1
KNOWING THE BARRIERS TO CULTURAL UNDERSTANDING
SKYPE GREETING BIZ TIP Many people don’t realize that misunderstandings in global business are more likely to occur
due to cultural differences rather than language. You can overcome these barriers by
Hi, I’m ____. I was looking forward to seeing you.
understanding:
 What these barriers are
 Why they occur
 How they can be removed
1. Introduce the goal of the lesson.
• Today we will do Lesson 1: Knowing the barriers to cultural understanding
2. Ask these pre-reading questions. SEE Ken is talking to his mentor, Ron, about preparing for his upcoming assignment.
• Do you know the meaning of stereotyping? Ken: I need to improve my vocabulary to communicate with my foreign colleagues.
• What is your image of a typical American person?
• Do you think this description is accurate? Ron: I’m glad you’re learning English before your overseas assignment, but language is only
one factor that leads to misunderstandings in global business.
3. Have the student read the Biz Tip and briefly discuss it.
Ken: Really?
SEE 4. Read the dialogue with the student and ask the questions below. The student is Ken. Ron: Oh yes, two common barriers are stereotyping and believing that your way is the only
Focus on pronunciation, intonation, and fluency while the student is reading. way.
• What are the two common cultural barriers according to Ron?
• Why do people do these things according to Ron? Ken: But I don’t stereotype people, and I’m not a nationalist.
• What can we do to remove them? Ron: I know you’re not, but it’s human nature to stereotype and to view our own culture as
TRY 5. Have the student go through the activity. the best. We all do it sometimes.
• Ask follow-up questions to make the discussion more engaging Ken: Why?
• Share your own views and experiences to make the discussion more interesting
Ron: Well, culture has a big impact on how we think and act, and these differences may seem
ACT 6. Complete the final activity. very strange and illogical to outsiders.
• Have the student read the instructions and set up the activity Ken: So what can I do?
• Give support when needed
• Give feedback by REFINING the student's English Ron: Being aware that these barriers exist is a good first step. Also, it’s important to make an
effort to learn about cross-cultural differences. Lastly, always keep an open mind.
7. Give the student feedback.
▼▼▼
• Point out key points of the lesson
• Give student feedback/study tips
• Tell the student there will be a review in the next lesson TRY Discuss these questions with your trainer.
• Paste "Thank you" message in the chat box after ending the call
1. What are some stereotypes that you might have toward other cultures?
2. What are some stereotypes that other cultures might have toward your culture?
3. What are some things that people in your country are generally proud of? (advances in technology,
safety, equality, personality traits, global achievements, etc.)
4. Do you think people from other cultures would agree?
5. To better understand your own values, answer these questions and compare them with your
trainer’s answers:
SKYPE CLOSING
a. What was the happiest moment in your life?
Thank you for studying at Bizmates. (bow)
b. What are you most proud of with yourself?
▼▼▼
ACT Explain the barriers to cultural understanding and give some examples of your experiences.
Other Programs Level 2&3 - Cross Culture - Lesson 1 – Knowing the barriers to cultural understanding
2
KNOWING THE MYTHS IN INTERCULTURAL COMMUNICATION
SKYPE GREETING BIZ TIP One big step to understanding cultural differences is to accept that we are different. You can
increase your chances of being accepted by:
 Understanding the myths in intercultural communication
 Accepting that there are differences in how people think and do things
 Showing understanding and respect for these differences

• Today we will do Lesson 2: Knowing the myths in intercultural communication
2. Test the student by saying: SEE Ken: I know that culture is important, but in general, I think we’re all the same. We’re all
• Let’s do a short test. Knowing the barriers to cultural understanding. humans.
Have the student explain the barriers to cultural understanding and give some examples of his/her experiences.
Ron: That’s one of the most common myths in intercultural communication.
3. Ask these pre-reading questions. Ken: Myth? What do you mean?
• Do you really think culture has a big impact on us? In what way?
Ron: I mean it’s a mistake to think that we are the same. Our culture has a big impact on how
• Do you think someone with a good personality can get along with anyone from different cultures?
• Do you expect foreigners in Japan to think and act like you? we see the world.
Ken: But isn’t personality the most important thing? If you have a good personality, you can
work with anyone.
SEE 5. Read the dialogue with the student and ask the questions below. The student is Ken. Ron: That’s another common myth. A good personality won’t prevent misunderstandings.
Focus on pronunciation, intonation, and fluency while the student is reading.
Ken: So, are you saying that I need to be like them to be accepted?
• What 3 myths in intercultural communication did Ron mention?
• Do you agree with Ron that these 3 are really myths? Ron: Absolutely not. That again is another myth. No one expects you to think and act exactly
• Can you think of other myths in intercultural communication? like others in a different culture. However, they will expect you to show understanding
TRY 6. Have the student go through the activity. and respect for their culture, and accepting that there are other ways to see the world is
• Ask follow-up questions to make the discussion more engaging the first step to showing understanding and respect.
ACT 7. Complete the final activity. ▼▼▼

• Have the student read the instructions and set up the activity
• Give feedback by REFINING the student's English TRY Discuss with your trainer why these statements may be myths in intercultural communication.
1. We’re all human beings, so we can’t be that different from each other.
• Review key points of the lesson 2. If you have a good personality, you get along with anyone from any culture.
• Give student feedback/study tips 3. You need to become like others to be accepted.
• Tell the student there will be a review in the next lesson
4. Learning the country’s business manners is enough to succeed in that culture.
5. Learning another people’s language will guarantee cultural understanding.
▼▼▼
ACT Explain the myths in intercultural communication and their reasons to your junior colleague.
SKYPE CLOSING
Other Programs Level 2&3 - Cross Culture - Lesson 2 – Knowing the myths in intercultural communication
3
DEFINING YOUR OWN CULTURE FIRST
SKYPE GREETING BIZ TIP Before you even begin to learn about other cultures, have a good understanding of your own.
You can do this by:
 Knowing what’s typical of your own culture
 Knowing how your views compare to other cultures
 Thinking about why your views are different from others

• Today we will do Lesson 3: Defining your own culture first
2. Test the student by saying: SEE Ron: So Ken, you must be excited about your one-year assignment overseas.
• Let’s do a short test. Knowing the myths in intercultural communication. Ken: Oh yes. I took your advice and now I’m reading about the country’s culture and customs.
Have the student explain the myths in intercultural communication and the reasons to a junior colleague.
Ron: Good for you. I recommend that you study your own culture, too.
3. Ask these pre-reading questions. Ken: But I already know my culture. I live it every day.
• Are you familiar with your own country’s culture?
Ron: Of course you do, but we all live in our own culture without really thinking about it, and
• What are some typical characteristics of Japanese people?
• Do you think non-Japanese see Japanese in the same way? this prevents us from fully understanding our own culture.
Ken: Really? But I’m aware of our traditions, customs, and celebrations.
Ron: I don’t mean things like that. I mean things like how your culture views rules and laws,
SEE 5. Read the dialogue with the student and ask the questions below. The student is Ken. whether personal achievement is more or less important than team success in your
• Why was Ken surprised when Ron told him that he should study his own culture? culture, or how openly people in your culture express emotions, and so on.
• What examples did Ron give Ken about understanding his own culture? Ken: Oh, I’ve never really thought of things like that.
• Based on what Ron said, do you feel you are familiar with your own country’s culture?
TRY 6. Have the student go through the activity. ▼▼▼

• Ask follow-up questions to make the discussion more engaging TRY Answer these questions and compare your answer with your trainer’s. Discuss the differences
and similarities. (1 = not at all, 2 = a little bit, 3 = quite a bit, 4 = very much so)
ACT 7. Complete the final activity.
• Have the student read the instructions and set up the activity 1 2 3 4
• Give feedback by REFINING the student's English 1. Is it important to follow the law and rules in your culture? (jaywalking, taking bribes,
avoiding taxes, etc.)
8. Give the student feedback. 2. Are individual needs more important than your group’s needs in your culture? (individual
• Review key points of the lesson performance vs team performance, your needs vs family needs, loyalty to your company, etc.
• Give student feedback/study tips 3. Are you free to express your emotions in front of others? (strongly express your opinions in
• Tell the student there will be a review in the next lesson meetings, raise your voice, banging on the table at work, etc.)
• Paste "Thank you" message in the chat box after ending the call 4. Are one’s personal life and business life closely linked in your culture? (your boss is your boss
outside of work, your seniors will always be your seniors, etc.)
5. Is background an important factor in your culture? (age, gender, family background,

education, title, company name, etc.)
6. Is time very important in your culture? (meeting deadlines, starting and finishing meetings on
time, etc.
7. Do people believe that they have complete control of your destiny in your culture? (you are
accountable for everything that happens to you)
SKYPE CLOSING
Thank you for studying at Bizmates. (bow) ▼▼▼
ACT Explain what you’ve learned about your culture and how it might differ from others to a junior
colleague.
Other Programs Level 2&3 - Cross Culture - Lesson 3 – Defining your own culture first
4
RAISING CULTURAL AWARENESS
SKYPE GREETING BIZ TIP As we become more aware of our own culture and the culture of others, we begin to
understand clear differences in the way people think and act. This is a sign of an improvement
in cultural awareness. However, we can further our understanding by:
 Knowing the degrees of cultural awareness
 Accepting how culturally aware you are
 Committing to achieving the highest level of cultural awareness
• Today we will do Lesson 4: Raising cultural awareness
2. Test the student by saying: SEE Ken: I’m beginning to understand how important culture is in effective communication.
• Let’s do a short test. Defining your own culture first. Ron: It sounds like your cultural awareness is increasing.
Have the student explain what he/she has learned about his/her culture and how it might differ from others.
Ken: Yes, but I want to further my understanding.
3. Ask these pre-reading questions. Ron: That’s great. Well, let me tell you about the degrees of cultural awareness. You see, at
• What do you think cultural awareness means?
the first stage, people think that their way is the only way of doing things.
• Do you think your cultural awareness is high or low?
Ken: Oh, I don’t think that. I know there are many ways.
Ron: Right. At the second stage, people understand there are different ways, but they still
feel that their way is the best.
SEE 5. Read the dialogue with the student and ask the questions below. The student is Ken. Ken: I have grown past that way of thinking. I know sometimes other cultures have a better
• According to Ron, how many stages are there in cultural awareness? way of approaching certain issues.
• What stage is Ken at? Ron: Good, but that’s still just the third stage. At the fourth and final stage, we are willing to
• How can we raise cultural awareness?
create new ways of doing things that work best for our particular situation.
TRY 6. Have the student go through the activity. Ken: I see. But what can I do to get to this fourth stage?
• Ask follow-up questions to make the discussion more engaging Ron: Good question. We need to understand that global business is a complex process and that
there is no one way to approach a problem. Just by accepting this, you’ve opened up the
ACT 7. Complete the final activity. possibility of creating the best solution for your unique situation.
• Give feedback by REFINING the student's English ▼▼▼

• Review key points of the lesson TRY Discuss these questions with your trainer.
• Give student feedback/study tips 1. Describe the four degrees of cultural awareness and give examples of each.
• Paste "Thank you" message in the chat box after ending the call 2. At what stage of cultural awareness are you at? Why do you think so?
3. Are you committed to achieving the highest level of cultural awareness?
4. What can you do to achieve this?
▼▼▼
ACT Explain to a junior colleague the concept of the four stages of cultural awareness. Try to give
SKYPE CLOSING some examples of your own personal experience.
Other Programs Level 2&3 - Cross Culture - Lesson 4 – Raising cultural awareness
5
ACCEPTING CULTURE SHOCK
SKYPE GREETING BIZ TIP Culture shock is something that many of us experience when traveling or working overseas. By
understanding what culture shock is, the easier it will be for you to adjust. You can do this by:
 Understanding the four basic stages of culture shock
 Accepting that it happens to most of us
 Knowing that you will eventually adjust and accept it

• Today we will do Lesson 5: Accepting culture shock
2. Test the student by saying: SEE Ken: I just got an e-mail from a colleague who got transferred overseas a couple of months
• Let’s do a short test. Raising cultural awareness. ago. He says he hates living there and wants to come back home.
Have the student explain the concept of the four stages of cultural awareness and give some examples based on
personal experience. Ron: It sounds like he’s experiencing culture shock.
Ken: Yeah, I hope I don’t experience it.
3. Ask these pre-reading questions.
• What is culture shock? Ron: Just about everyone experiences it.
• Can you share a situation where you experienced culture shock? Ken: Really? But I’m so excited about my overseas assignment.
• How did you overcome the experience?
Ron: Sure. Most people are. You see, culture shock isn’t just one event. It has four basic
4. Have the student read the Biz Tip and briefly discuss it. stages: the Honeymoon, Frustration, Adjustment, and Acceptance stages.
Ken: So, in the HONEYMOON stage, we’re excited about the new culture, food, and so on.
SEE 5. Read the dialogue with the student and ask the questions below. The student is Ken.
Focus on pronunciation, intonation, and fluency while the student is reading. Ron: Right. However, eventually we experience misunderstandings and become FRUSTRATED,
• What are the four basic stages of culture shock according to Ron? like your colleague now.
• How did he explain each stage?
Ken: But later, do we begin to ADJUST to the new environment and become more
• What did Ken realize about culture shock toward the end of the dialogue?
comfortable?
TRY 6. Have the student go through the activity. Ron: Exactly. And we finally ACCEPT the differences in the new culture and remove all
• Ask follow-up questions to make the discussion more engaging
• Share your own views and experiences to make the discussion more interesting negative feelings.
Ken: I see. So, I shouldn’t be afraid of culture shock. I should understand it and accept it.
• Give support when needed ▼▼▼
• Give feedback by REFINING the student's English
8. Give the student feedback. TRY Discuss these questions with your trainer.
• Review key points of the lesson 1. Describe a time when you moved to a new environment (for example, when you changed schools,
• Tell the student there will be a review in the next lesson companies, cities, marriage, etc.).
• Paste "Thank you" message in the chat box after ending the call 2. Did you go through the Honeymoon stage? Give some examples.
3. Did you go through the Frustration stage? Give some examples.
4. Did you go through the Adjustment Stage? Give some examples.
5. Did you go through the Acceptance Stage? Give some examples.
▼▼▼
SKYPE CLOSING
ACT Explain the four stages of culture shock and give examples of each stage to a junior colleague.
Other Programs Level 2&3 - Cross Culture - Lesson 5 – Accepting culture shock
6
KNOWING WHAT LEADS TO SUCCESS
SKYPE GREETING BIZ TIP Cultural training and support can increase success of expats working overseas. However, you
can improve your chances of success by:
 Understanding the traits that lead to success
 Knowing that you can change your personality
 Avoiding bad habits

• Today we will do Lesson 6: Knowing what leads to success
2. Test the student by saying: SEE Ken: I have some bad news. My colleague now decided to give up on his overseas assignment
• Let’s do a short test. Accepting culture shock. after only two months.
Have the student explain the four stages of culture shock and give examples of each stage.
Ron: That’s terrible, but failure on an overseas assignment is actually very common.
3. Ask these pre-reading questions. Ken: Really? Why’s that?
• Do you think your personality has an impact on your success overseas? How so?
Ron: There’re many reasons, such as lack of cultural training, lack of support, and even
• Name some good qualities that could help you achieve success overseas.
• Name some bad qualities or habits that could hinder you from achieving it. sending the wrong person.
Ken: How do I know I’m the right person?
Ron: Well, let’s look at some good traits that often lead to success. Being extroverted, multi-
SEE 5. Read the dialogue with the student and ask the questions below. The student is Ken. culturally minded and sensible is important.
• According to Ron, why do some people fail on overseas assignments? Ken: I’m quite shy. Maybe I’m not the right person.
• What good traits did he mention that often lead to success? What about the worst habit? Ron: Don’t worry. Many people change their personality when speaking another language.
• What advice did he give Ken toward the end of the dialogue?
Ken: Yes, I’m more outgoing when I speak English. Are there any bad habits I should avoid?
TRY 6. Have the student go through the activity. Ron: The worst habit is trying to live and work the same way as in your home country. It’s a
• Ask follow-up questions to make the discussion more engaging different world with different rules. So interact with the locals. Eat their food. Learn
their culture. Experience their life. Only then will you truly understand and appreciate
ACT 7. Complete the final activity. their culture.

• Give student feedback/study tips 1. Are you an introvert or an extrovert? Are you extroverted with people from different cultures?
• Paste "Thank you" message in the chat box after ending the call 2. Are you mono-culturally or multi-culturally oriented? Why?
3. Do you feel more comfortable staying with people from your own culture?
4. Do you consider yourself to be argumentative or collaborative?
▼▼▼
ACT Explain the habits and traits that could lead to success when doing business overseas and give
SKYPE CLOSING examples to a junior colleague.
Other Programs Level 2&3 - Cross Culture - Lesson 6 – Knowing what leads to success
7
KNOWING YOUR OBJECTIVES
SKYPE GREETING BIZ TIP By focusing too much on our short-term goals, we run the risk of missing out on our goals for the
long term. Long-term goals include:
 Building relationships with key people
 Not only sharing but also gaining new knowledge
 Developing your global leadership skills

• Today we will do Lesson 7: Knowing your objectives
2. Test the student by saying: SEE Ron: So what exactly is this assignment?
• Let’s do a short test. Knowing what leads to success. Ken: I’m leading a global team to implement a new database system.
Have the student explain the habits and traits that could lead to success when doing business overseas and give some
examples to a junior colleague. Ron: I see. So you need to manage the workflow of your team, meet deadlines, and stay
within budget.
Ken: That’s right.
• When did you last go on a business trip? How long was your visit?
• What was your purpose for your business trip? Ron: What about your objectives for the long term?
• Did you make any close contacts overseas? Ken: Long term? What do you mean? I’ll be there for only one year.
4. Have the student read the Biz Tip and briefly discuss it. Ron: I mean things like making connections with key people.
Ken: Oh yes. Of course I’ll do that, too.
Focus on pronunciation, intonation, and fluency while the student is reading. Ron: That’s good. The reason I mention this is many expats focus so much on their immediate
• What were Ken’s short-term goals in his assignment? goals, and miss out on the objectives that could have a much bigger impact on the
• According to Ron, what happens when expats focus too much on immediate goals?
company.
• What long-term objectives did Ron highlight in the end?
Ken: Like what?
TRY 6. Have the student go through the activity. Ron: Like building relationships with key people, exchanging information with local staff, and
• Share your own views and experiences to make the discussion more interesting developing global leadership skills. By acknowledging the importance of these goals while
aiming to achieve your project goals, you’re more likely to have a valuable experience.
• Tell the student there will be a review in the next lesson 1. What are your immediate goals for working overseas? How will your performance be measured?
• Paste "Thank you" message in the chat box after ending the call 2. What are some goals that could have a positive, long-term effect on your career?
3. What could you do to build relationships during your assignment?
4. What could you do to develop your global leadership skills?
▼▼▼
ACT Explain both your immediate goals and your goals that are likely to have a long-term effect on
SKYPE CLOSING you and your company.
Other Programs Level 2&3 - Cross Culture - Lesson 7 – Knowing your objectives
8
UNDERSTANDING INDIVIDUAL CULTURAL IDENTITY
SKYPE GREETING BIZ TIP Culture has a tremendous impact on how we think and behave. However, we also mustn’t
forget that each person is unique, and how one thinks and acts are influenced by many other
factors. “Individual cultural identity” is who each of us really is. To understand this concept:
 Understand the factors that affect individual cultural identity
 Know how these factors affect you
 Refrain from judging someone just based on his or her national culture
• Today we will do Lesson 8: Understanding individual cultural identity
2. Test the student by saying: SEE Ken: I’ve just been told that I’ll have a Brazilian person working on my team when I get
• Let’s do a short test. Knowing your objectives. transferred overseas.
Have the student explain both his/her immediate goals and goals that are likely to have a long-term effect on him/her
and his/her company. Ron: Sounds exciting.
Ken: What’s the best way to approach a Brazilian man?
Ron: Well, is he younger or older than you? Which part of Brazil did he grow up in? Did he go to
• Do you think culture influences who we are as people?
• What are some other factors that affect who we are? a top university? Did he grow up in a poor family?
• Do you think you’ve changed as a person over the years? Ken: I, I don’t know. I don’t think I can ask him those questions.
4. Have the student read the Biz Tip and briefly discuss it. Ron: My point is that we mustn’t forget that each person has a unique cultural background, or
individual cultural identity.
Focus on pronunciation, intonation, and fluency while the student is reading. Ken: So do you mean studying about culture is unnecessary?
• Why did Ron ask so many questions about the Brazilian man? Ron: No, it’s absolutely necessary. National culture has a big impact on how we think and act.
• According to Ron, is studying about culture necessary?
However, there are many other factors that affect us. Age, your hometown, education,
• According to Ron, what are the factors that affect our own cultural identity?
wealth, parents, experiences, and so on, all have an impact, and they’re constantly
TRY 6. Have the student go through the activity. developing. Think about how these have affected you as a person.
• Share your own views and experiences to make the discussion more interesting Ken: Yes, that’s true. I’ve changed so much after my 6-month study-abroad program in the US.

▼▼▼
• Give feedback by REFINING the student's English TRY Discuss these questions with your trainer.
8. Give the student feedback. 1. What did your parents teach you that you still stand by today?
• Review key points of the lesson 2. Did the culture of the school you attended have an effect on how you think or act?
• Tell the student there will be a review in the next lesson 3. What great successes or failures have you experienced that have changed you?
• Paste "Thank you" message in the chat box after ending the call 4. Do your friends influence how you feel, think, or act?
5. Do you have a role model who has influenced you in any way?
6. How have your experiences overseas or interactions with non-Japanese affected you?
7. How have the ways you feel, think, and act changed with age?
▼▼▼
SKYPE CLOSING ACT Explain to a junior colleague what individual cultural identity is and give examples of how
Thank you for studying at Bizmates. (bow) different factors influenced yours.
Other Programs Level 2&3 - Cross Culture - Lesson 8 – Understanding individual cultural identity
9
APPRECIATING CULTURAL DIVERSITY
SKYPE GREETING BIZ TIP Differences in culture can cause frustration and confusion. However, it’s these differences that
make culture such a fascinating topic to learn. Appreciate culture by:
 Learning it
 Experiencing it
 Understanding it

• Today we will do Lesson 9: Appreciating cultural diversity
2. Test the student by saying: SEE Ken: I’ve learned so much about cross-cultural understanding.
• Let’s do a short test. Understanding individual cultural identity. Ron: I’m glad to hear that, Ken.
Have the student explain what individual cultural identity is and give examples of how different factors influenced
his/hers. Ken: Do you have any advice for me before I leave for my assignment overseas?
Ron: You’ll be fine. You already know so much about cultural understanding. However, to
really appreciate a new culture, I suggest three things: learn, experience, and
• Is your company made up of diverse cultures?
• Do you enjoy working with people from different cultural backgrounds? understand.
• Do you like learning more about other people’s culture? Ken: You mean I should always have an open mind and try to LEARN as much as I can about the
4. Have the student read the Biz Tip and briefly discuss it. new culture and its people?
Ron: That’s right. Read about the culture. Ask questions about the culture. Learn its history,
Focus on pronunciation, intonation, and fluency while the student is reading. its religion, its food, etc.
• How can we appreciate a new culture according to Ron? Ken: And of course, I should not only learn it but actually try it.
• What does Ron mean by each of the steps to appreciating culture?
Ron: Exactly. Get to know the local people and EXPERIENCE their culture firsthand. There will
• What did Ron tell Ken NOT to do?
be some things you like and some you dislike. But that experience will give you a new
TRY 6. Have the student go through the activity. insight into their culture.
• Share your own views and experiences to make the discussion more interesting Ken: And then, I’ll be able to really UNDERSTAND the culture.
Ron: That’s right. So many people who go overseas end up coming back without really learning,
experiencing, or understanding the new culture. So don’t be one of them.
• Tell the student there will be a review in the next lesson 1. What can you do to really learn about another culture?
• Paste "Thank you" message in the chat box after ending the call 2. What did you experience firsthand when you traveled or worked abroad?
3. What are some things about other cultures that you feel you can now understand because you’ve
learned them and experienced them firsthand?
▼▼▼
ACT Explain to a junior colleague how to really appreciate cultural diversity and give some examples
SKYPE CLOSING of your own experience.
Other Programs Level 2&3 - Cross Culture - Lesson 9 – Appreciating cultural diversity
10
REVIEW
SKYPE GREETING
1. Introduce the goal of the lesson. Review the topics from Lessons 1-9 by answering the questions below.
• Today we will do Lesson 10: Review
• Tell the student “We are going to review what you learned from Lessons 1 to 9.”
1. Explain the barriers to cultural understanding and give some examples of your experiences.
2. Have the student go through each point and ask some follow-up questions after each one.
Answer Key:
2. Explain one common myth in intercultural communication.
1. Stereotyping and believing that your way is the only way
2. Myth 1: We’re all human beings, so we can’t be that different from each other. Myth 2: If you
have a good personality, you get along with anyone from any culture. Myth 3: You need to become 3. Explain some characteristics of your own culture.
like others to be accepted. Myth 4: Learning the country’s business manners is enough to succeed
in that culture. Myth 5: Learning another people’s language will guarantee cultural understanding.
3. (Student should explain his/her culture in terms of Following the law and rules, Individual needs 4. Explain the concept of the four stages of cultural awareness.
versus group’s needs, Expressing emotions, Personal life and business life, Importance of
background, Importance of time, Complete control of destiny.
4. Stage 1: Our way is the only way; Stage 2: There are other ways, but our way is the best; Stage 3: 5. Explain the four stages of culture shock.
Knowing other ways may be better; Stage 4: Creating your original way
5. Stage 1: The Honeymoon, Stage 2: Frustration; Stage 3: Adjustment; Stage 4: Acceptance
6. Being extroverted, multi-culturally minded, sensible 6. Explain the habits and traits that could lead to success when doing business overseas.
7. Building relationships with key people, sharing and gaining knowledge, developing global
leadership skills
8. Each person has a unique cultural background which is influenced by many factors such as age, 7. Explain goals when working overseas that are likely to have a long-term effect on you and your
your hometown, parents, etc. company.
9. Learning it, Experiencing it, and Understanding it
3. Give the student feedback. 8. Explain the concept of individual cultural identity.
• If the student passes the REVIEW, congratulate him/her and tell him/her that he/she may go onto
Lesson 11 next time 9. Explain what it means to appreciate cultural diversity.
• If the student fails the REVIEW, tell the student which lessons he/she needs to redo, and make note
of it for the next trainer
SKYPE CLOSING
Other Programs Level 2&3 - Cross Culture - Lesson 10 - Review

11
BEING SENSITIVE WHEN ASKING ABOUT CULTURE
SKYPE GREETING BIZ TIP Culture can be a sensitive topic to ask or talk about. People often openly say bad things about
their own culture. However, when an outsider makes the same comments, they might get
offended. So avoid offending others by:
 Being sensitive with your comments and questions on culture
 Not questioning their culture, but showing interest
 Carefully selecting the words you use in your questions
• Today we will do Lesson 11: Being sensitive when asking about culture
2. Ask these pre-reading questions. SEE Ken is having a teleconference with his mentor, Ron, after a week since arriving overseas.
• Is there anything that you don’t like about your country’s culture? Ron: Hi, Ken. How’s everything so far?
• How would you feel if someone from another culture complained about your culture?
Ken: I’ve been having some communication problems. Just the other day, my foreign
• Have you ever experienced that before?
colleague seemed to get offended by my question.
3. Have the student read the Biz Tip and briefly discuss it. Ron: Hmm… What exactly did you ask him?
SEE 4. Read the dialogue with the student and ask the questions below. The student is Ken. Ken: Well, I just asked why people in their culture always come late to meetings.
Focus on pronunciation, intonation, and fluency while the student is reading. Ron: I see. Culture is a very sensitive topic. So we need to carefully select the words we use
• What did Ken ask that offended his foreign colleague?
• What did Ron say about it? when asking about one’s culture.
• How did Ron rephrase Ken’s question? Ken: Was my question offensive?
Ron: Kind of. “Why… always… late” – these three words together can sound like you are
TRY 5. Have the student go through the activity.
• Ask follow-up questions to make the discussion more engaging questioning their culture rather than asking about it. Maybe you could say something like
• Refine the student’s questions if necessary this, “I noticed that our meetings usually start a few minutes late. Is this typical?”
ACT 6. Complete the final activity. Ken: Yes, that sounds better.
• Have the student read the instructions and set up the activity Ron: There are several approaches like this to ask about culture.
▼▼▼
• Review key points of the lesson
• Give student feedback/study tips TRY Use the different approaches below to ask your trainer about his or her culture.
• Tell the student there will be a review Approach 1: COMPLIMENT and then ASK.
EXAMPLE: I just love the design of this shirt. When is it worn?
Approach 2: Explain a SITUATION or ISSUE and then ASK.

EXAMPLE: I want to make a proposal to the president. Is it best to speak to my boss about it first?
Approach 3: Show INTEREST and then ASK.

EXAMPLE: I find this custom really interesting. What is the purpose for doing this?
SKYPE CLOSING
Thank you for studying at Bizmates. (bow) ▼▼▼
ACT Imagine that you are having a friendly conversation with your foreign colleague. Try to learn
more about his or her culture by carefully selecting the words you use in your comments and
questions about culture.
Other Programs Level 2&3 - Cross Culture – Lesson 11 – Being sensitive when asking about culture
12
ASKING FOR CLARIFICATION
SKYPE GREETING BIZ TIP One of the easiest communication techniques to avoid misunderstandings is asking for
clarification. However, overdoing it could annoy people in certain cultures. So the secret is to
be tactful. Ask for clarification by:
 Getting the other person to understand your level of English
 Clarifying the key points
 Confirming with a different medium
• Today we will do Lesson 12: Asking for clarification
2. Test the student by saying: SEE Ken is having a teleconference with his mentor, Ron.
• Let’s do a short test. Being sensitive when asking about culture. Ken: Ron, everyone speaks so fast here. I’ve had so many misunderstandings with my team.
The student should be able to learn more about your culture by carefully selecting the words in his/her comments and
questions about your culture. Trainer can start with “I’m afraid some of our attendees will be late for the meeting.” Ron: It’ll take a while, but I’m sure you’ll get used to it. However, you should make an effort
to let them know how much you can and can’t understand.
Ken: What do you mean?
• Do you sometimes find it difficult to understand someone who speaks too quickly?
• What do you usually do when this happens? Ron: Let them know they are speaking too fast or they are using words you don’t know. You
• Is it necessary to ask them to slow down and adjust to your level of English communication? can say, “I’m sorry; can you speak more slowly for me?” or “I don’t quite understand.”
4. Have the student read the Biz Tip and briefly discuss it. “Can you say it in a more simple way?”
Ken: But I don’t want to stop the conversation.
Focus on pronunciation, intonation, and fluency while the student is reading. Ron: I understand. But the first step is get them to understand your English level. And then,
• What was Ken having trouble with? they will adjust to you.
• What expressions did Ron advise him to say next time?
Ken: I see.
• Can you think of other similar phrases or expressions?
Ron: And be sure to clarify the key points so you are able to follow what they are saying. You
TRY 6. Have the student go through the activity. can say, “So just to confirm…” or “So what you’re saying is…”
• Give other phrases that the student can use.
• Refine the student’s questions if necessary Ken: Right. That way, I’ll be sure to not have any misunderstandings.
Ron: Well, to be extra sure, I would confirm either by e-mail, phone, or in person afterwards,
especially if it’s an important matter.
• Speak quickly at first until the student gets you to slow down. Here are the key points you want to
communicate to the student: Ken: That’s a lot of clarifying.
You want to schedule an important meeting either next Tue or Fri to discuss the following:
• Objective of a new project
• Decide members for the project ▼▼▼
• Schedule and deadline
• Budget
• Give support when needed TRY Answer the following questions to prepare for the ACT part.
• Give feedback by REFINING the student's English 1. What can you say to get the other person to speak more slowly?
2. What can you say if you don’t understand what the other person said?
• Review key points of the lesson 3. What can you say to clarify something?
• Tell the student there will be a review
• Paste "Thank you" message in the chat box after ending the call ▼▼▼
ACT Imagine that your foreign colleague wants to schedule an important meeting with you. Get your
colleague to understand your English level, clarify the key points, and finally write an e-mail to
SKYPE CLOSING confirm your understanding.
Other Programs Level 2&3 - Cross Culture – Lesson 12 – Asking for clarification
13
SWITCHING STYLES
SKYPE GREETING BIZ TIP One practical technique in dealing with cultural differences is to “do as the Romans do” - or
style switching. It means adjusting your style to meet theirs. Switch styles by:
 Finding out how the locals do it
 Confirming your understanding of it
 Knowing that you don’t need to change who you are as an individual

• Today we will do Lesson 13: Switching styles
• Let’s do a short test. Asking for clarification. Ken: Ron, it’s been two weeks since I arrived here, and I’m noticing a lot of differences in the
Schedule an important meeting by speaking quickly at first. The student should be able to ask you to slow down and
clarify the key points. way things are done. Some things are so inefficient compared to Japan.
Ron: Yes, cultural understanding has a steep learning curve. However, adapting to their style
can make things a lot easier.
• Have you noticed how some cultures work differently from your culture?
• Have you ever tried to adjust your workstyle to theirs? Ken: You mean just copying their style?
• Do you or would you feel uncomfortably adjusting to their style? Ron: Well, there’s more to it than that. This technique is called style switching. First, you
4. Have the student read the Biz Tip and briefly discuss it. should find out how things are done in that culture and why. You can just ask, “I’ve
noticed that people tend to … Why is that?”
Focus on pronunciation, intonation, and fluency while the student is reading. Ken: I see. So I can just learn and copy.
• According to Ron, is style switching just copying the other person’s style? Ron: Before you switch styles, you should confirm if you understand it. So you can give an
• According to Ron, what steps should Ken take before switching styles?
example by saying, “So if I wanted to…, would it be appropriate to…?”
• According to Ron, why shouldn’t Ken feel uncomfortable about losing his identity when switching styles?
Ken: OK, I understand the concept of style switching, but I don’t want to lose my own identity.
TRY 6. Have the student go through the activity. Ron: It’s not necessary to switch styles for everything. And when you do switch styles, just
• Refine the student’s questions if necessary imagine that you have a little button on your shoulder that you push that allows you to
change styles for that moment.
Ken: I think I get it. Thanks, Ron.
• Review key points of the lesson TRY Answer the following questions to prepare for the ACT part.
• Tell the student there will be a review 1. What are some customs that you find odd in other cultures?
• Paste "Thank you" message in the chat box after ending the call 2. What are some questions that you could ask to learn more about them?
3. What examples could you give to confirm your understanding of these customs?
▼▼▼
ACT Imagine that you are with a foreign colleague. Ask your colleague some questions about how
things are done in his or her culture and confirm your understanding by giving an example.
SKYPE CLOSING
Other Programs Level 2&3 - Cross Culture – Lesson 13 – Switching styles

14
SETTING GROUND RULES
SKYPE GREETING BIZ TIP When a team is made up of a mix of different cultures, communication can be extremely
difficult. However, a solution to this is to create your own team rules. You can do this by:
 Acknowledging to the team that there are the different ways of doing things
 Agreeing on some rules for everyone to follow
 Always referring to the rules when needed

• Today we will do Lesson 14: Setting ground rules
• Let’s do a short test. Switching styles. Ken: Ron, my first meeting with my team was a nightmare. Two members were late. One
Have the student ask you some questions about how things are done in your culture. He/she needs to confirm his/her
understanding by giving an example. spoke for the whole meeting. One didn’t say anything. I didn’t have any control.
Ron: Woah, sounds like you have a mix of cultures on your team.
Ken: Yes, we do. So it’s impossible to control.
• Do you sometimes have meetings with people from other cultures?
• Do you notice any differences in the way they behave compared to people from your culture? Ron: Well, the solution is to set your own rules.
• What are some things that you can do to run a smooth meeting with people from other cultures? Ken: You mean we should follow the Japanese style for meetings?
4. Have the student read the Biz Tip and briefly discuss it. Ron: No, not your rules. I mean create new rules for your team. First, acknowledge the
differences. So you can say, “Hi, everyone. As we may have different meeting styles, can
Focus on pronunciation, intonation, and fluency while the student is reading. we agree on rules for our meetings...?”
• What happened in Ken’s previous meeting with his team? Ken: That makes sense.
• What solution did Ron suggest?
Ron: And then, suggest some rules. You can say, “Can we start our meetings on time even if
• What expressions did he say that Ken could use next time?
everyone is not here?” “Let’s take turns taking the minutes and send them to all
TRY 6. Have the student go through the activity. members by the next day,” and, “Are there other rules you’d like to add?”
• Refine the student’s questions if necessary Ken: Yes, those are good rules.
Ron: And if anyone breaks a rule, you can refer back to it, like this. “I think we agreed to…”
“Can you please…?”
• Give support when needed Ken: So I’m just enforcing the rule and not pushing my own culture on them.
8. Give the student feedback. ▼▼▼

• Tell the student there will be a review TRY Practice setting the following ground rules in a meeting by following the Biz Tips.
• Paste "Thank you" message in the chat box after ending the call Ground Rules:
• Start meetings on time even if everyone is not here.
• Take turns taking the minutes and send them out to all members by the next day.
• Have a maximum of 3 minutes per person to express opinions.
• One person summarizes the key points at the end of the meeting.
▼▼▼
SKYPE CLOSING
Thank you for studying at Bizmates. (bow) ACT Imagine that you are holding a meeting with your multi-cultural team. Set some ground rules.
Other Programs Level 2&3 - Cross Culture – Lesson 14 – Setting ground rules
15
ADJUSTING YOUR TONE
SKYPE GREETING BIZ TIP Depending on the culture you are dealing with, you may need to adjust the tone of your
message to make it more or less direct. You can do this by:
 Understanding the communication style of the person you are communicating with
 Using upgraders to make your message more direct
 Using downgraders to make your message less direct

• Today we will do Lesson 15: Adjusting your tone
• Let’s do a short test. Setting ground rules. Ken: Ron, some project members are very sensitive, so I have to be very indirect. With others,
Have the student imagine that he/she is holding a meeting with a multi-cultural team. The student should be able to
set some ground rules. however, I have to explain clearly.
Ron: Yes, that’s normal. Different cultures have different communication styles. Some want a
clear message while others prefer a softer tone.
• Would you say that people in your culture are very direct or indirect with their opinions?
• What’s an example of indirect communication in your culture? Ken: How do I control my tone?
• Do you think someone from another culture would be able to understand an indirect message? Ron: Good question. First, you need to adjust your tone depending on the person. Your tone of
4. Have the student read the Biz Tip and briefly discuss it. voice, gestures, and facial reaction all have some effect. However, your word choice is
important, too.
Focus on pronunciation, intonation, and fluency while the student is reading. Ken: But my vocabulary is very small.
• What should we keep in mind when adjusting our tone? (adjust our tone depending on the person) Ron: That’s OK. You can simply use upgraders to make your message sound more direct. For
• What are upgraders? Downgraders?
example, instead of saying, “I need it by Monday”, you can say, “I ABSOLUTELY need it
• What phrases did Ron give for each technique?
by Monday.” Instead of, “It might be difficult for me to attend,” you can say, “There’s
TRY 6. Have the student go through the activity. NO WAY I can attend.”
Answer key:
1. I’m having trouble understanding this. Can you explain it again? Ken: How do I make my message less direct?
2. I prefer you didn’t do that.
3. I can’t finish it by Monday. But I’ll have it ready by Wednesday. Ron: You can use downgraders. So instead of saying, “You must change it,” you can say,
4. I absolutely need you to join the meeting. “MAYBE it’s best to change it.” Instead of, “That’s a bad idea,” you can say, “It MIGHT
• Refine the student’s questions if necessary BE DIFFICULT to...”
Ken: This is very useful. Thank you.
• Give support when needed ▼▼▼
•
TRY Practice using upgraders and downgraders to adjust the tone of the following comments:
8. Give the student feedback. 1. That makes no sense. (downgrade it)
• Give student feedback/study tips 2. You can’t do that. (downgrade it)
• Tell the student there will be a review 3. I don’t think I can finish it by Monday. (upgrade it)
4. I hope you can come to the meeting. (upgrade it)
▼▼▼
SKYPE CLOSING ACT Imagine you are scheduling a meeting with your colleague. Only use downgraders.
Thank you for studying at Bizmates. (bow) Then, have the conversation again, but only use upgraders. Then, reflect on the differences.
Other Programs Level 2&3 - Cross Culture – Lesson 15 – Adjusting your tone
16
GIVING AN OVERVIEW OF THE PROCESS FIRST
SKYPE GREETING BIZ TIP Processes and rules for common tasks in other cultures may be different from our own and
therefore may be the cause of great stress. Avoid this stress by:
 Learning how things are done in that culture when possible
 Giving an overview of the process
 Asking if it’s OK

• Today we will do Lesson 16: Giving an overview of the process first
• Let’s do a short test. Adjusting your tone. Ken: Ron, I’ve got a problem. One of my project members asked for some feedback on his
Have the student scheduling a meeting with you using only downgraders. Then, have the conversation again using only
upgraders. Then, reflect on the differences. performance. So I explained to him that he needs to work more efficiently.
Ron: How did he react?
Ken: He kept saying, “What do you mean?” and “I don’t understand.”
• Have you ever given instructions in English?
• Are you concerned that he/she may not understand the process? Ron: I see. Well, maybe he wanted more specific feedback.
• What can you do to make it easier for a foreigner to understand the whole process? Ken: But he should try to figure it out for himself before asking me for specific feedback.
4. Have the student read the Biz Tip and briefly discuss it. Ron: Right. But I don’t think that’s how it’s done in his culture.
Ken: But I don’t know his culture.
Focus on pronunciation, intonation, and fluency while the student is reading. Ron: Right. But if you want him to understand you, you need to be clearer about your purpose.
• What problem did Ken bring up? Ken: How?
• What solution did Ron advise him to do?
Ron: Well, give him an overview first. Tell him what you are going to do and why. Once he
• What steps did he outline?
understands, then make sure he’s OK with the process. For example, you can say
TRY 6. Have the student go through the activity. something like, “I’m going to be very general with my feedback because I want you to
• Refine the student’s questions if necessary create your own action plan.” “After you’ve created your action plan, I’d be happy to
review it.” “Are you OK with this?”
Ken: I see. This way, he can understand my motive.
•
8. Give the student feedback. TRY Answer the following questions to prepare for the Act part:
• Give student feedback/study tips 1. What overview would you give when explaining how to use an electronic device?
• Tell the student there will be a review 2. What overview would you give when assigning a task?
3. What overview would you give when giving feedback on performance?
▼▼▼
ACT Imagine that you are doing one of the following with your foreign colleague.
Situation 1: Explaining how to use an electronic device (copier, phone, laminator, etc.)
SKYPE CLOSING Situation 2: Giving instructions to do something
Thank you for studying at Bizmates. (bow) Situation 3: Giving feedback on performance
Other Programs Level 2&3 - Cross Culture – Lesson 16 – Giving an overview of the process first
17
PLAYING DEVIL’S ADVOCATE
SKYPE GREETING BIZ TIP Disagreeing with someone is a difficult thing to do especially in another culture. However, you
can do this without offending the other person by:
 Acknowledging the other person’s views
 Stating that you are just playing devil’s advocate
 Challenging the other person’s views

• Today we will do Lesson 17: Playing devil’s advocate
• Let’s do a short test. Giving an overview of the process first. Ken: Ron, I find it so difficult to disagree with my colleagues’ opinions during meetings. One
Have the student explain how to use an electronic device (copier, phone, laminator, etc.).
time, I asked some difficult questions about my colleague’s idea, and he became very
3. Ask these pre-reading questions. defensive. Now, I find it difficult to disagree with anyone.
• Are you comfortable disagreeing with people’s ideas?
Ron: OK, disagreeing with someone from another culture is tricky.
• Are some people sensitive about other people disagreeing with them?
• How would you feel if someone disagree with your opinion in a meeting? Ken: What can I do?
Ron: First, you should acknowledge the other person’s opinion. You can do this by saying, “Let
me see if I understand you correctly.” “Your idea is to…” “Is that right?”
SEE 5. Read the dialogue with the student and ask the questions below. The student is Ken. Ken: I see. And then, I can disagree with him, right?
Ron: No. You don’t need to disagree with him. Instead, you can just play devil’s advocate.
• Why did Ken’s colleague become very defensive in one of their meetings?
• According to Ron, what steps should Ken take to prevent this from happening next time? Ken: What’s that?
• Have you ever tried this approach when disagreeing with a colleague’s idea? Ron: It means purposely challenging the other person’s idea in order to test it.
TRY 6. Have the student go through the activity. Ken: So I should tell my colleague that I will purposely challenge his idea?
• Ask follow-up questions to make the discussion more engaging Ron: That’s right. So you can say, “I’m just playing devil’s advocate, but wouldn’t it be better
• Refine the student’s questions if necessary
to…?” So you’re just testing his idea instead of disagreeing with it.
ACT 7. Complete the final activity. Ken: I see. OK, I’ll try that.

• Review key points of the lesson TRY For each of the following opinions, follow the three steps of playing devil’s advocate.
• Give student feedback/study tips Opinion 1: All meetings should be less than an hour long.
• Tell the student there will be a review
Opinion 2: All communication in our company should be in English.
Opinion 3: Our president should spend more time meeting with our ground staff.
▼▼▼
ACT Imagine that you are discussing workplace problems at your company with your foreign
colleague. Play devil’s advocate when your colleague suggests a solution.
SKYPE CLOSING
Other Programs Level 2&3 - Cross Culture – Lesson 17 – Playing devil’s advocate
18
AGREEING ON A PROCESS
SKYPE GREETING BIZ TIP Different cultures have different processes for making decisions. Some require a group
consensus, while others leave it up to the boss to decide. However, when managing a global
team, it helps to decide the process before making a decision. You can do this by:
 Deciding on who has decision-making authority
 Deciding how decisions will be made
 Deciding how much flexibility there is for changing decisions
• Today we will do Lesson 18: Agreeing on a process
• Let’s do a short test. Playing devil’s advocate. Ken: Ron, I had a really unusual experience with my team the other day. You see, we had all
Discuss a common workplace problem with the student. He/she should be able to play devil’s advocate whenever you
suggest a solution. decided to go in a certain direction with our project. However, the following week, two
of my team members completely changed their minds.
Ron: Hmm. It sounds pretty normal to me.
• How are decisions made in your team?
• Who usually has the final say? Ken: But we had made the decision a week before. We all agreed.
• Are decisions usually flexible or are they always final after each meeting? Ron: Was it a final decision or a tentative decision?
4. Have the student read the Biz Tip and briefly discuss it. Ken: Every decision in a meeting is final.
Ron: Well, in some cultures, no decision is final. To avoid this, you need to agree on a
Focus on pronunciation, intonation, and fluency while the student is reading. decision-making process for your team first. So who are the decision makers?
• What was Ken’s unusual experience about decision-making with his team? Ken: Well, all of us.
• What advice did Ron give on their decision-making process?
Ron: OK, does everyone have to agree or is a majority OK?
• Have you been in a similar situation as Ken? How did you handle it?
Ken: I think a majority is OK.
TRY 6. Have the student go through the activity. Ron: OK, will this be an anonymous vote or a raise of hands?
• Refine the student’s questions if necessary Ken: I think a raise of hands is fine.
Ron: And once a decision is made, is it final or will you have flexibility to change a decision?
Ken: We can be flexible, but we should vote again in that case.
• Give support when needed Ron: Now, you have your process. You still need to get everyone to agree to the process.
8. Give the student feedback. ▼▼▼

• Tell the student there will be a review TRY Answer the following questions to prepare for the ACT part.
• Paste "Thank you" message in the chat box after ending the call 1. Who would be the decision maker if you were to lead a global team?
2. What would the process be for making a decision?
3. How much flexibility would you have for changing a decision?
▼▼▼
ACT Imagine that you are having a meeting with your foreign project member to agree on a decision-
SKYPE CLOSING making process. Be sure to get agreement from your project member rather than just pushing for
Thank you for studying at Bizmates. (bow) your suggestion.
Other Programs Level 2&3 - Cross Culture – Lesson 18 – Agreeing on A process

19
BUILDING AFFECTIVE TRUST
SKYPE GREETING BIZ TIP There are two types of trust: cognitive trust and affective trust. Cognitive trust is confidence in
the other person’s work or skills. Affective trust is an emotional connection with the other
person. Affective trust is vital when dealing with other cultures. Build affective trust by:
 Getting to know your team on a personal level
 Localizing yourself
 Becoming a friend
• Today we will do Lesson 19: Building affective trust
• Let’s do a short test. Agreeing on A process. Ken: Ron, I’m beginning to understand how to communicate with my project members, but
Work out a decision-making process with the student (key decision-makers, voting, flexibility of decisions, etc.) The
student should be able to get agreement from you rather than just pushing for his/her suggestion. honestly, I still feel like an outsider.
Ron: Do you have anything in common with your foreign colleagues?
Ken: I don’t know. We only talk about work.
• Do you separate your business life from your personal life as much as possible?
• Do you think it’s important to connect with people on a personal level? Ron: Well, get to know your team. Their hobbies, their family, and so on. Start with small talk
• How do you connect with people in your culture? like, “So what did you do on the weekend?” If they mention doing something with their
4. Have the student read the Biz Tip and briefly discuss it. family, ask about them. You can say, “How old is your son?”
Ken: OK, I should get to know them on a personal level.
Focus on pronunciation, intonation, and fluency while the student is reading. Ron: Exactly. Also, localize. Try their food, listen to their music, watch their TV programs.
• Why do you think Ken still feels like an outsider? And then, you can say things like, “I had this local dish for lunch.” “It was so good.” “Can
• What was Ron’s advice in building affective trust?
you suggest other local dishes for me to try?”
• What have you noticed about the underlined phrases? (they’re all non-work-related)
Ken: Yes, I should do that more.
TRY 6. Have the student go through the activity. Ron: And finally, if you really want the relationship to continue after you come back to Japan,
• Refine the student’s questions if necessary you need to become friends. So treat them like friends. You can say, “Are you free
tonight?” “Do you want to go for drinks?”
Ken: I see your point. I will try that. Thanks.
• Review key points of the lesson TRY Answer the following questions to prepare for the ACT part.
• Tell the student lesson 20 will be a review lesson and to prepare 1. What questions could you ask to get to know your team members on a personal level?
• Paste "Thank you" message in the chat box after ending the call 2. What can you do to localize yourself with your team members?
3. What can you do to move from a business relationship to a friendship?
▼▼▼
ACT Imagine that you are with a foreign colleague. Get to know your colleague and build the
relationship.
SKYPE CLOSING
Other Programs Level 2&3 - Cross Culture – Lesson 19 – Building affective trust
20
REVIEW
SKYPE GREETING
1. Introduce the goal of the lesson. Review the topics from Lessons 11-19 by answering the questions below.
• Today we will do Lesson 20: Review
• Tell the student “We are going to review what you learned from Lessons 11 to 19.”
1. What are the three approaches that you can use to ask about another person’s culture? Give
2. Have the student summarize what he/she has learned and ask some follow-up questions after each examples of each.
one.
Answer Key:
1. Approach 1: COMPLIMENT and then ASK. EXAMPLE: I just love the design of this shirt. When is it 2. What are the three steps that you could take to ask for clarification? What phrases would you use for
worn? the first two steps?
Approach 2: Explain a SITUATION or ISSUE and then ASK. EXAMPLE: I want to make a proposal to the
president. Is it best to speak to my boss about it first?
Approach 3: Show INTEREST and then ASK. EXAMPLE: I find this custom really interesting. What is the 3. What advice would you give a junior colleague who is uncomfortable about using the style switching
purpose for doing this?
technique?
2. Getting the other person to understand your level of English; Clarifying the key points; Confirming
with a different medium
3. It’s not necessary to switch styles for everything. And when you do switch styles, just imagine that 4. What ground rules would you set if you were to chair your first global meeting? What phrases would
you have a little button on your shoulder that you push that allows you to change styles for that
moment. you use?
4. “Hi, everyone. As we may have different meeting styles, can we agree on rules for our meetings...?”
“Can we start our meetings on time?”
5. Downgrade the following sentence: “You can’t do that.”
5. You can’t do that. = I prefer you didn’t do that.
I don’t think I can finish by Monday = I can’t finish it by Monday, but I’ll finish it by Wednesday. Upgrade the following sentence: “I don’t think I can finish it by Monday.”
6. “I’m going to be very general with my feedback because I want you to create your own action plan.”
“After you’ve created your action plan, I’d be happy to review it.” “Are you OK with this?”
7. “Let me see if I understand you correctly.” “Your idea is to…” “Is that right?” 6. Give an overview of the process before giving feedback on performance to a foreign staff.
8. Who decision makers are; How decisions are made; How much flexibility there is for changing
decisions
9. Get to know your team on a personal level; Localize yourself; Become a friend 7. Imagine that your colleague makes the following comment: “All meetings should be less than an
hour long.” Follow the three steps to playing devil’s advocate.
• If the student passes the REVIEW, congratulate him/her and tell him/her that he/she has completed 8. Imagine that you are having a meeting with your foreign project member to agree on a decision-
the program successfully making process. Be sure to get agreement from your project member rather than just pushing for
• If the student fails the REVIEW, tell the student which lessons he/she needs to redo, and make note of
it for the next trainer your suggestion.
9. Imagine that you are with a foreign colleague. Get to know your colleague and build the relationship.
SKYPE CLOSING
Other Programs Level 2&3 - Cross Culture - Lesson 20 - Review

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OTHER PROGRAMS CROSS CULTURE I LESSON 1 Report an error / Make a suggestion Last revision: 02/15/2021

1. Introduce the goal of the lesson.

ACT 7. Complete the final activity. ▼▼▼

1. Introduce the goal of the lesson.

TRY 6. Have the student go through the activity. ▼▼▼

5. Is background an important factor in your culture? (age, gender, family background,

8. Give the student feedback.

SKYPE CLOSING some examples of your own personal experience.

Thank you for studying at Bizmates. (bow)

1. Introduce the goal of the lesson.

1. Introduce the goal of the lesson.

8. Give the student feedback.

SKYPE CLOSING examples to a junior colleague.

Thank you for studying at Bizmates. (bow)

1. Introduce the goal of the lesson.

ACT 7. Complete the final activity.

1. Introduce the goal of the lesson.

Other Programs Level 2&3 - Cross Culture - Lesson 10 - Review

Approach 2: Explain a SITUATION or ISSUE and then ASK.

Approach 3: Show INTEREST and then ASK.

SKYPE CLOSING confirm your understanding.

Thank you for studying at Bizmates. (bow)

1. Introduce the goal of the lesson.

Other Programs Level 2&3 - Cross Culture – Lesson 13 – Switching styles

1. Introduce the goal of the lesson.

8. Give the student feedback. ▼▼▼

1. Introduce the goal of the lesson.

1. Introduce the goal of the lesson.

1. Introduce the goal of the lesson.

8. Give the student feedback.

8. Give the student feedback. ▼▼▼

Other Programs Level 2&3 - Cross Culture – Lesson 18 – Agreeing on A process

Other Programs Level 2&3 - Cross Culture - Lesson 20 - Review

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