955421 Cross Cultural Management

Hugh Fox III

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TABLE OF CONTENTS
TOPIC

PAGE

Introduction

3-4

Gung Ho (Movie): American versus Japanese Culture

Cross-Cultural Analysis of Advertising Project

6-8

Cross-Cultural Analysis of Advertising Techniques

Advertising Techniques Classified by Modes of Persuasion

10

Hofstede Individualism versus Collectivism

11-12

Hofstede Power Distance Exercise

13-14

The Gods Must Be Crazy Management Exercise

15-16

American versus Thai Culture

17

Outsourced Discussion Questions

18-19

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Introduction

My philosophy of second language teaching is to combine a high interest message + high

touch media + high tech media! For media I combine high touch and high technology.
Motivation is extremely important in the second language learning and the appropriate choice
of message and media can help motivate students.
The high touch media part of my lessons includes the use of props and video. I use props and
costumes to engage all the senses including the kinesic sense. Teaching with multiple
modalities accommodates different perceptual learning styles. The use of costumes is a fun
activity that lowers anxiety, boredom and doubt and lowers the affective filter. According to
Krashens Input Hypothesis, a lowered affective filter should enhance second language
learning. I also use video as the common classroom experience of a Language Experience
Approach (LEA) lesson in order to engage all the senses of the students prior to discussion.
The high tech media part of my lessons includes both hypermedia and student centered
technology projects. I use my blog to provide a hypermedia mode of instruction and this
increases teacher control over lesson content. The use of online hypermedia content means
the instructor can more readily control the difficulty level of text presented in the classroom
for lecture and/or discussion purposes. The instructor can easily share lecture and/or
discussion notes by sending links to the notes via social media. The students can access
information that was not presented in class through hyperlinks in the online lesson. The
hyperlinks are designed as extensions for remediation or enrichment.
When appropriate the students in my classes do technology based communication projects.
Second language learners may be unsure of their English skills but still have a strong interest
in technology that motivates them to try to communicate to their fellow students via
technology based communication projects. The infusion of technology as a communication
tool in the second language classroom also improves the technological competence of the
students. Finally, the best way to teach second language learners how to talk about
technology is through technology projects.

If the main second language objective of the class is the development of Basic Interpersonal
Communication Skills (BICS) then I pick topics from pop culture. I also use more high touch
media rather than a high tech media when BICS are the main goal.
If the main second language objective of the class is the development of Cognitive Academic
Language Proficiency (CALP) then I use authentic academic materials. I also rely more on
hypermedia to communicate complex material in a fun and interesting way in which the pace
of comprehensible input is tightly controlled. I am also more likely to put an emphasis on
technology based communication projects.
In either case, I use prior research that I have done on what EFL students find interesting in
order to guide my lesson content decisions. In Fox (2004) the focus was just on student
interests. The follow up article Fox and Miller (2007) compared student interests with
textbook content and found there was a poor match. This packet is an attempt to provide
research based high interest topics that is superior to that of most textbooks. In my opinion,
effective second language teaching is the masterful synergy of message and media to create
optimal conditions for learning!
In all my lesson plans there will be both a BICS and CALP activity but I vary the ratio of
time spent on the BICS versus CALP objective depending on the level. The table below is an
approximation of the ratio of time this instructor will spend on BICS versus CALP activities
depending on the ESL level.

If the level of the students is very low then I might focus on the BICS activity and forego the
CALP activity altogether. On the other hand, even with a very high level class, I would never
neglect the BICS activity altogether. The BICS activity acts as a natural motivational warm
up activity that introduces the CALP activity even in the case of very high level ESL learners.
References
Fox, H. & Miller, A. (2007). What EFL Topics do Students find Interesting? Hwa Kang
Journal, 13, 99-110
Fox, H. (2004). A Study of ESL Teachers and Their Attitudes About Computer-Assisted
Language Learning Usage, Hwa Kang Journal of TEFL, 10. 37-56

Gung Ho (Movie): American versus Japanese Culture

http://foxhugh.com/multicultural/gung-ho-movie-american-versus-japanese-culture/
1.0) What does the title of the film gung- ho mean?

2.0) Who are the characters in the movie?

2.1) Hunt: Michael Keaton

2.2) Kazihiro: Gedde Watanabe

2.3) Kazihiro is a Salaryman

2.4) Adam and Joe go Tokyo: Salaryman night out

2.5) Japanese Bar Etiquette - The ABC's

2.6) Compare and contrast the lifestyle of a Japanese salaryman with that of a white collar
worker in Thailand.
3.0) What is the basic plot of the movie?

4.0) How do the differences between individualism and collectivism affect the working
relationships between the Japanese and the Americans?
5.0) How do the Japanese and the Americans in the movie differ in terms of high and low
context styles?
6.0) What are the differences between the Americans and Japanese in terms of high and
low power distance styles?
7.0) How do Hunt and Kazihiro adopt parts of one another's culture by the end of the
movie?
8.0) How does this cross-cultural communication affect each of their groups?

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Cross-Cultural Analysis of Advertising Project
http://foxhugh.com/multicultural/cross-cultural-analysis-of-advertising-project/
1.0) Objectives
1.1) The student will be able to discuss types of cross-cultural messages typically found in
cross-cultural ads. Cross-cultural ads are ads that make a connection between at least two
different cultures.
1.2) The student will be able to apply knowledge about types of persuasion to the analysis
of a particular cross-cultural ad using Prezi to explain their analysis.
1.3) The student will be able to apply knowledge about cross-cultural messages to the
analysis of a particular cross-cultural ad using Prezi to explain their analysis.
2.0) What is visible versus hidden culture?
2.1) Hofstede deals with hidden culture!
2.2) Ads are visible expressions of culture.
2.3) Ads use ethos, logos and/or pathos in order to persuade their audience.

3.0) Common Cross-Cultural Ad Messages

3.1) Our company brings our national culture to the world.

3.2) Our company is a cross-cultural facilitator.
3.3) Our company embraces diversity among our customers and/or employees.
3.4) Our company is helping to create a global village.
3.5) Our business has a global reach and/or global scale.
3.6) The ad highlights the fact that the universal human condition transcends narrow
national culture.

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4.0) Alternative Project: Company Localization of Ads.
5.0) Project Guidelines
5.1) The ad must be cross-cultural i.e. show two different cultures either in a montage
and/or in an interaction. This guideline will be waived in the case of the Alternative
Project option.
5.2) The ad must be on YouTube.
5.3) If the ad is not in English then the ad must have English subtitles!
5.4) There should be five parts to your Prezi presentation including:
(1) A section that briefly introduces the audience to the company.
(2) The embedded YouTube advertisement being analyzed.
(3) Identification of the type(s) of persuasion used.
(4) Identification of the type of cross-cultural message.
(5) Identification of advertising technique(s) used.
5.5) Each student should analyze different ad(s). The instructor will assign a student to act
as a manager to make sure every student analyzes different ad(s).
5.6) The failure to follow any of the above guidelines may lead to a deduction of points.

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Cross-Cultural Analysis of Advertising Techniques
http://foxhugh.com/multicultural/cross-cultural-analysis-of-advertising-techniques/
1.0) Racism and Sexism in Ads
2.0) What are some advertising techniques?
3.0) What do ads tell us about national culture?
4.0) What persuasive strategies do different countries use more (pathos, logos, ethos)?
5.0) What advertising techniques do different countries use?
6.0) Are some ads from some countries more racist and sexist?
7.0) Australian Ads
8.0) British Ads
8.1) Which collection of ads (Australian versus British) uses more negative emotions?
8.2) What is the difference between the ad techniques of (10) Emotional appeal and (42)
Sensory Appeal? Which collection of ads (Australian versus British) uses more sensory
appeal?
8.3) Which collection of ads (Australian versus British) uses more close ups.
9.0) Canadian Ads
10.0) Chinese Ads
11.0) Italian Ads
12.0) Japanese Ads
13.0) South Korean Ads
14.0) Thai Ads
14.1) What emotions do the Thai ads elicit?
14.2) What is the narrative structure of the Thai ads?
14.3) How does the topic of the ad tie in to the service and/or product?
14.4) What cultural values do the ads exemplify?
15.0) US Ads

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Hofstede Individualism versus Collectivism
http://foxhugh.com/multicultural/hofstede-individualism-exercise/

China (20), Thailand (20), US (91), Japan (46), World Average (43)
Individualistic versus Collectivist
1) China is more ________ than Thailand.
2) The US is more _______ than China.
3) Thailand is more ______ than Japan.
4) Thailand is more ______ that the World Average.
5) China is less ________ than Thailand.
6) The US is less_______ than China.
7) Thailand is less ______ than Japan.
8) Thailand is less______ that the World Average.
Judge the relative importance of group membership for each of the types of groups listed in
below:

Members of an individualistic society are more likely to offer opinions during a meeting.

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Members of a collectivist society are less likely to offer opinions during a meeting.
How can you get feedback from members of a collectivist society?
Use Post-it Notes!
The students will write answers to the following questions on Post-it Notes. Please keep
your answers short! Keep your answers under five words if possible.
1) Should our college use laptops or tablets for e-learning and why? The instructor will use a
two column table.
2) How can our college motivate students? The instructor will use an affinity diagram.
3) How can our college be improved in one year, three years and five years? The instructor
will use three columns.
4) How can our college reduce, recycle and reuse in order to make the college greener? The
instructor will use a three column table.

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Hofstede Power Distance Exercise
http://foxhugh.com/multicultural/hofstede-power-distance-exercise/

Compare the relative power distance in the social relationships listed below:

China (80), Thailand (64), US (40), Japan (54), World Average (55)
Egalitarian vs. Hierarchical
1) China is more ________ than Thailand.
2) The US is more _______ than China.
3) Thailand is more ______ than Japan.
4) Thailand is more ______ that the World Average.
5) China is less ________ than Thailand.
6) The US is less_______ than China.
7) Thailand is less ______ than Japan.
8) Thailand is less______ that the World Average.
Discussion Questions
1) How does delegation affect power distance between boss and employee?
2) How does digital democracy affect power distance between governed and government?

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3) How does being a Tiger Mom affect power distance?
4) How does a student centered classroom affect power distance between teacher and
student?
5) How does gender equality affect power distance between men and women?
6) Does income inequality always lead to high power distance?
7) What is the relationship between Individualism and Power Distance?
8) What is the relationship between GDP and Power Distance?
9) What is the relationship between GDP and Individualism?

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The Gods Must Be Crazy Management Exercise
http://foxhugh.com/tv-series-esl-discussion-questions/the-gods-must-be-crazy-managementexercise/
Case Study
Global warming means that the home of the Ju/hoansi Bushmen, the Kalahari Desert will be
inhabitable due to a lack of water. Your management team must come up with a strategy to
integrate the Bushmen into modern society.
1) What sort of industry and/or service can the tribe provide in order to make money that they
will need as members of a modern society?
Cultural Tourism vs. Indigenous Handicrafts
2) The items of the table are ranked alphabetically. Rank the items on the basis of
importance from least important to most important. Are there any items in the table that can
be safely ignored?
3) Fill out the table provided and come up with an overall management strategy to handle the
social integration of the tribe.
Key Concepts
Animism, Bushmen, Barter economy, Hunter-gatherer, Kinship System

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American versus Thai Culture
http://foxhugh.com/multicultural/american-versus-thai-communication/
Category
American
Thai
Low
High
1) Context

2) Directness

Direct

Indirect

3) Efficiency

Time

Relationship

4) Emotional Expression

Negative message generally

accompanied by negative
emotional expression.

5) Group Identity

Individualism
Rugged Individualism
Social Darwinism

Negative emotional
expression is rare regardless
of the message.
Land of Smiles (LOS)
Collectivism
Thai Sakdina System

6) Power Distance

Low

High

7) Status

Achieved

Ascribed

8) Values*

Just Do It

Mai Pen Rai

9) Management
Dichotomies

Theory X vs. Theory Y

Phradet vs. Phrakhun

10) Comparison Using

Facts and Figures

*Knutson, T. J. (1994). Comparison of Thai and US American cultural values: mai pen rai
versus just do it. ABAC Journal, 14, 138.

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Outsourced Discussion Questions
http://foxhugh.com/multicultural/outsourced-discussion-questions
Season 1, Episode 1, Pilot
When Todd Dempsy finishes management training for his job at Mid America Novelties, he
finds that his call center has been outsourced to Mumbai, India, and that in order to keep his
job; he must relocate to India and manage the call center there. He is picked up from the
corporate housing by Rajiv, his assistant manager, who is interested in replacing him, and
meets the rest of his employees. He also meets two other call center managers: Charlie, who
gives him advice over lunch, and later Tonya, who immediately shows an interest in him.
1.0) Describe Todds situation in one sentence.
1.1) Describe Asha.
1.2) Describe Charlie Davies.
1.3) Describe Gupta.
1.4) Describe Madhuri.
1.5) Describe Manmeet.
1.6) Describe Rajiv Gidwani.
1.7) Describe Todd Dempsy.
1.8) Describe Tonya.
1.9) What is outsourcing?
1.10) What causes outsourcing?
1.11) What is a call center?
1.12) What is a novelty product?
1.13) What does Todd find when he goes to the call center in the US?
1.14) What will Todd get if he goes to India?
1.15) What will Todds boss do if Todd does not go to India?
1.16) How much money is student loans does Todd owe?
1.17) How does the Hindu view of cows differ from the American view?
1.18) What is the name of Todds company?
1.19) What foods does Charlie import from America and why?
1.20) Charlie mentions an A team and B team what does that mean?
1.21) What can the A team do that the B team cannot?
1.22) Tonyas runs a call center for Koala Airlines. What is Tonya like?
1.23) What are some differences between Tonyas Australian English and Todds
American English?
1.24) What is a cheese head?
1.25) What is mistletoe and what are the customs associated with mistletoe?
1.26) Rajiv hired one worker with the plan to fire her to scare the other workers. Rajiv
thinks she should not work at the call center because she is of a lower caste. Do you agree
or disagree?
1.27) Is Rajiv on Todds side?
1.28) Do the call center workers from India need to understand American culture to do
their job?

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1.29) Do you understand Todds Bad News Bears reference?
1.30) Why did Amazon go into India?
Season 1, Episode 2, the Measure of a Manmeet
Management tasks Todd with evaluating his team. Todd must lay off an employee due to
low revenues. Gupta believes that he will be the one laid off as he incorrectly lip-reads Rajiv
and Todds conversation. Todd is invited by Manmeet to a hotel to eat steak and quickly
befriends him. Todd finds out that the reason why revenue is down is because Manmeet flirts
with his customers instead of selling products. He confronts Manmeet, who uses his
flirtatiousness to sell more novelties and increasing revenue, so no one needs to be laid off.
2.0) What are two day-to-day problems Todd faces in this episode?
2.1) What are sales numbers?
2.2) What is revenue?
2.3) What are employee evaluations?
2.4) What is a vegetarian?
2.5) Rajiv thinks fear and shame are the best motivators. Do you agree?
2.6) What is what Todd calls the head bobble thing?
2.7) What is a lentil hamburger?
2.8) Why does management in the US want Todd to fire someone?
2.9) Charlie has nicknamed his employees Frodo, Morpheus, Indiana Jones, and Roger
Ebert. Do you know any of these characters?
2.10) Why does Manmeet have the lowest sales numbers?
2.11) Why isnt Manmeet fired in the end?
2.12) Why does Gupta insult his coworkers?
2.13) How would you fire someone?
2.14) Would you do business in India? Why or why not?