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International Business Customs, Culture, and Etiquette Team Presentation
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Activity Description
Honing their 21st Century Skills of global awareness and teamwork, students work in teams, role-playing international business consultants. Their job is to create a presentation for a group of American business people relocating to another country (students’ native country or a country assigned to them) about business customs and etiquette in that country, especially as they differ from that of the USA.
Preparation
- Make sure that the websites are not blocked at your school before having students use them to gather information.
- Print the example document: international Business Customs Project(above).
- Prepare conversation questions or find a reading about business customs and etiquette in the United States in order to make students aware of them or to gauge their knowledge.
- Create a sample visual aide/slideshow about a particular country's customs and etiquette to show students as an example, such as this Google Slideshow Sample.
- Decide which presentation software (PowerPoint, Prezi, or Google Docs presentation) you want students to use and make sure that you are comfortable enough with the program to show students how to use it and that it is installed on the computers students will use.
- Alternatively, you could have students print out images from the Internet and create poster presentations. You may want to make a sample presentation, based on the example provided.
How-To
Use the websites to become familiar with them. Make a sample presentation for students to see a model and understand expectations for the assignment.
Teacher Tips
- In order get students to the Web site(s), you can make it a Favorite or Bookmark the site on each computer browser, e-mail them the link(s), e-mail a word processing document with the link(s) in it, or post the link(s) on your class Web page or LMS.
- The Web sites have a lot of information, so you may need to demonstrate to students how to choose just a few of the most important, relevant tips.
- If you have a small class, you may want to have students make individual presentations. If you have many students from the same country, you could assign (or allow them to choose) a country other than their native country and include an interview component in which they ask questions about business customs and etiquette to a person whose native country is their assigned country.
- If you have students work on teams, consider how you will assign students to teams (randomly, by English ability, mixed ability, by native country, or other).
- If you decide to have students use Microsoft PowerPoint, it may be helpful for students who are not familiar with the program to use a template you create and have available to them for download or ready on the computer Desktops that students will use. That way, students need only to type in key information and insert images.
- Many sites, like this these, have advertising. Teach your students what it looks like and how to avoid selecting them since sometimes they contain malware that they will not want on their computers, at school or at home. It is a very important and necessary skill for them to know.
More Ways
Students could be assigned to write comparison/contrast paragraphs or essays about similiarities and differences between countries' ways of doing business, customs, and etiquette.
Program Areas
- ABE: Adult Basic Education
- ESL: English as a Second Language
Levels
- Intermediate
- High
- Intermediate High
- Advanced
Lesson Plan
Begin the lesson by asking students to share their experiences with cross-cultural communication in the workplace or in other professional settings. Encourage them to discuss any challenges they've encountered and how they overcame them. Talk about your own experiences and/or mistakes, as possible.
Find images, news stories, or a video about times when cross-cultural misunderstandings or miscommunication occurred and the results. Ask students to identify why the problems may have occurred and what could have been done to avoid them.
Ask students why it's important to know about the cultures, customs, and etiquette of other countries, whether here in the United States or in international business.
As a class, brainstorm a list of features of etiquette, customs, and culture that may be different in various countries. Get students started with the following:
- communication styles
- greetings
- business attire
- gift-giving practices
- dining etiquette
After the list has been exhausted, ask students to explain the common expectations and norms for these aspects of life in the United States. Fill gaps in students' knowledge and understanding.
Tell students: In this lesson, we're going to be exploring the fascinating world of international business customs and etiquette. As our world becomes more interconnected, it's essential to understand the norms and expectations of different cultures in order to succeed in global business."
Ask: Have you ever traveled to a foreign country - when you moved to the United States -- and felt completely lost when it came to local customs and etiquette?
Say: When working with colleagues and partners from different countries, understanding their customs and etiquette can help you build stronger relationships and avoid miscommunication. Here in California, where one in four people were born in another country, it is important than ever to understand the cultural differences that can impact communication and work relationships.
Tell students that they will research and make an oral presentation with a visual aid about important cultural customs and etiquette for foreigners working or visiting a country they choose.
Let students discuss the United States and other countries' norms in small group conversation:
Customs Conversation Questions:
In your home country:
- How close do people stand when they are talking?
- How do people greet each other (handshake, bow, kiss, hug, etc.)?
- How does a listener show respect?
- How does a listener show that he or she is listening?
- Do people like to argue?
- What do people like to talk about?
- Are there any conversation tips you could give to someone who is visiting your home country?
- Are there any colors in your culture that have special meaning?
- Are there any numbers that are considered good luck? Bad luck?
- How do people address each other in school or in the workplace? (titles such as President, Sir, Mr., Mrs., or first names, last names, or both)
- How do you say “hello” in your first language? How do you say “goodbye”? How do you say “excuse me”? Is there an expression in your language to say when someone sneezes (“God Bless You” in English)? Is there an expression equivalent to “cheers” when making a toast?
- How do you start a conversation in your country?
- Are people in your country direct when giving their opinions? For example, is it acceptable or rude to say “no” or to say that you don’t like something?
- Is gift-giving common in the workplace? For example, do people in your country give presidents to business associates, co-workers, and bosses? If so, what is a typical gift?
- Do co-workers socialize outside the workplace?
- In your country, should a person arrive early, on time, or late to the following: a business meeting, a doctor's appointment, a class, an interview, or a party?
- If you are invited to dinner at someone’s house in your country, do you usually bring something? If so, what?
- What is the most difficult thing about talking to Americans? What good ideas can you share about how to talk to Americans?
- How can you start a conversation in English?
- Tell about an experience (good or bad) that you have had when talking in English.
- Tell about a cultural mistake you have made in the United States, with someone from another country, or in any other country you have visited.
After the conversation, have a debrief. What is something new students learned or major differences between countries they heard about?
Then explain the task to students, using the assignment prompt. Share with students your own anecdotal examples of how business customs and etiquette differ based on your experiences in the workplace, or through international travel.
Ask students to identify the country they are interested in speaking about. If there are many students in the class from one country or choosing one country, they can discuss one city or region. Pair or group students based on the country they have chosen.
Have students make preliminary choices about which three - five topics (dos and don’ts) they will cover. (See the Example Document for the various categories of dos and don'ts)
Demonstrate how to use the following websites to gather information and take notes:
- Cyborlink
- Culture Crossing Guide
- or just Wikipedia
Allow students time to gather information. Then show students a sample presentation.
Using their notes on the information they gathered, students prepare a presentation using a presentation software program such as Microsoft PowerPoint with the following organization:
- Introduce team members
- State purpose and identify the country using a map
- Tell the tips using visual aids (pictures, drawings, charts, diagrams, objects, body movement, demonstration, PowerPoint, brochure/pamphlet, poster, etc.)
- Use a conclusion
- Take questions from the audience
Have students practice their presentations, giving feedback on content and speaking quality.
Students deliver their presentations with Q&A at the end. Using a checklist or rubric to give students feedback on their work. The points you evaluate will depend on the purpose and outcomes of your course.
You may want to include a short quiz on all pertinent information from all students' presentations.
After having carried out this short research project, delivered an oral presentation, and heard about other countries' practices in their classmates' presentations, students will have a better understanding of the reasons for cross-cultural misunderstandings in the future and will be able to apply the knowledge they gain about different cultures, customs, norms, and expectations in their day-to-day lives as members of their communities, parents, employees, and students.
Documents
- International Business Customs Project.docx - International Business Customs Project
Standards
- Reading Foundational Skills
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Writing
- CCR Anchor 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCR Anchor 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.