Social Science Communicating Across Borders Assignment

Social Science Communicating Across Borders Assignment

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Type	Essay
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Description/Paper Instructions

Social Science Communicating Across Borders Assignment

COMMUNICATING ACROSS 1

Running head: International Communication

“Communicating across Borders”

MGM316-1402A-01

Quesadra D. Goodrum

International Business Communications

Phase 4 Individual Project

Colorado Technical University

Re-used/Re-purposed

Professor: Edmund Winters

05/01/2014

Abstract

The company has recently made the decision to expand “Burger Joint.” The planned expansion will encompass the following 4 countries: United Arab Emirates, Israel, Mexico, and China. We have invited all of the representatives from our overseas expansion team to our center of operations here in the United States for a meeting. This meeting will explain in detail the expansion project and gives everyone a chance get to know one another. In this meeting, we will be discussing in detail how to overcome ethorelativism by promoting intercultural communications and interactions. We will also discuss model behavior this is just to name a few topics that we will cover.

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Communicating Across Borders

In communicating across borders, we will familiarize ourselves in Cultural awareness. Cultural Awareness will help us build a foundation of communication amongst the group. It will involve the ability of standing back from our-selves and doing a self-evaluation, looking in the mirror per say and becoming aware of our cultural values, beliefs and perceptions. This process will in turn helps us understand and become more aware of exactly how and why we do things, how do we see the world, and why do we react in that particular way?

Cultural awareness will become the central part of this joint meeting and Burger Joint as a whole. I will give you the tools here to train workers in your perspective segments. So when we have to interact with people from other cultures we can relate to our self-perception through another cultures eye. People see, interpret and evaluate things in a different ways within our own country and even more so in another’s. We must learn that what is an appropriate behavior in one culture is frequently inappropriate in another one. Misunderstandings often will arise when you or I use our own meanings to make sense of our reality (Cantatore, 2007).

Overcoming Ethnorelativism

What is Ethnorelativism

“Ethnorelativism is an acquired ability to see many values and behaviors as cultural rather than universal (Martin & Chaney, Intercultural Business Communication, Sixth Edition).” “It is the tendency to accept other groups, societies, or cultures without judgment (The Sisters of St. Francis of Philadelphia, 2014).”

Ethnorelativism

Ethnorelativism is going to be at the core of all of our future business dealings. So I want you to take in all of what is about to be said. From this day, forth it will become our motto. Ethnorelativism is the belief that all groups, cultures, and or subcultures are equal. It’s based on a deep heart felt respect for all other cultures. It is the affirmative belief that other cultures from your own are neither more or less important, but as equally valid with respects to their different complexities and worldviews (Cantatore, 2007). Your individual cultures will be experienced in the context of all other cultures present and no one culture will be seen superior to the others.

Three stages of Ethnorelativism

Enthnorelativism is divided up into three stages. These stages are divided as follows: acceptance, adaptation, and integration. Now we will cover these three stages in depth.

Acceptance

• Grasping the importance of cultural differences
• A new way of seeing the world
• One’s own culture is experienced as one of a number of equally complex worldviews
• People accept the existence of other cultural contexts
• They think and behave this way because they have a more tolerant and sympathetic attitudes towards differences (USA Gov, 2012)

Adaptation

• A new way of acting
• Encourages intensive exploration and research
• One expands one’s own worldviews to accurately understand other cultures and behave in a variety of culturally acceptable and appropriate ways.
• People can consciously alter their behavior to communicate more effectively in another culture
• They think and behave this way because they understand the frame of reference of other cultures and are capable of acting accordingly (USA Gov, 2012)

Integration

• A new way of being
• Anything that favors the development of empathy with the other cultures as well as the ability to communicate inter-culturally
• Ones experience of self is expanded to include the movement in and out different cultural worldviews
• Certain aspects of other culture or cultures become a part of their identity
• They think and behave this way because they are interested in all kinds of intercultural activities (USA Gov, 2012)

Promoting intercultural communications and interactions

When working in multinational organizations everyone both managers and staff need to understand the importance of functioning effectively in their environment. Because the Burger Joint is going international, we require all employees to adapt to the complexity of other cultures. This will entail understanding, accepting, and responding to all differences, that culture produces (Ibad, 2010). Burger Joint international contains a diverse mix of cultural backgrounds and work experiences. Because of the large-scale international diversification, we are now dealing with we require our Managers to know what the other cultures within the company are all about (Ibad, 2010).

Today I want you all to focus on the personality of the person from another culture within our group here. I want you to learn their cultural behavior patterns, as well as the types of conflict producing situations that result thereof. This will enable you with the ability to lead competent communication, which will aid you in decision-making and problem solving in such environments. Keep in mind that is an attempt to gauge the intercultural communication competence level each of you as managers in multicultural organizations since this will affect your team’s performance when in a culturally diverse setting (Ibad, 2010).

Model Behavior

Intercultural Awareness

We will develop Intercultural awareness through language teaching and learning. We will encourage one another through social interaction. Each cultural will stand at the head of their peers and teach us a little about their culture. Through theses’ cultural introduction, we as a group will develop an awareness and appreciation of the different perspectives of people from other cultures. You can in turn take the exercise back with you to your perspective companies and develop your staff employees’ on awareness. As well as telling them of the relationships, you and your fellow staff members developed between the languages and cultures with which you familiarized yourself with (Byram, 1997). The process is in place for you to become more aware of and develop a better understanding of one’s own culture and other cultures around you. The aim is to develop intercultural learning and increase the company’s’ international and cross-cultural tolerance and understanding (Byram, 1997).

Why do we need Intercultural Awareness?

With all of the different number of cultures interacting, communication will always be a problem that will naturally occur. Intercultural awareness therefore is of a top necessity for this company. Therefore, you may ask why we need Intercultural awareness. We need intercultural awareness within the organization because we want to ensure communication between the staff, personnel, and management, as well will be clearly understood. With clear lines of intercultural communication established, companies face fewer problems and see greater productivity (Kwinessential, 2013).

Social Science Communicating Across Borders Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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