Global Business Cultural Challenges in Global Business
Lesson Plan
Performance Objective The student will be able to identify and explain the various roles and challenges of cultural diversity in global business. Specific Objectives  Explain the role of culture in global business.  Identify various elements of culture. Terms  Culture – The accepted behaviors, customs, and values of a society or a system of learned, shared, unifying, and interrelated beliefs, values, and assumptions.  Subculture – A subset or part of a larger culture.  Cultural Baggage – The idea that you carry your beliefs, values, and assumptions with you at all times.  Class System – A means of dividing the members of a cultural group into various levels.  Nonverbal Communication – Communication that does not involve the use of words.  Body Language – A type of nonverbal communication where meaning is conveyed by facial expressions, upper and lower body movements, and gestures.  Contexting – The level of how direct or indirect communication is.  Ethnocentrism – The belief that one’s culture is better than other cultures.  Collectivism – The belief that the group is more important than the individual.  Individualism – The belief in the individual and his or her ability to function relatively independently. Time When taught as written, this lesson should take approximately four to five class periods to teach. Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Global Business  130.118 (c) Knowledge and Skills (8) The student researches the business elements of cultural challenges and diversity. The student is expected to: (a) explain the role of culture in global business; and (b) identify various elements of culture. Copyright © Texas Education Agency, 2014. All rights reserved.
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Interdisciplinary Correlations English‐English 1  110.31(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.31(b)(11) Reading/Comprehension of informational text/procedural texts. Students understand how to glean and use information in procedural texts and documents.  110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Business Intelligence Analysts O*Net Number: 15‐1199.08 Reported Job Titles: Director of Global Intelligence; Commercial Intelligence Manager; Director of Enterprise Strategy; Business Intelligence Manager Tasks 
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Communicate with customers, competitors, suppliers, professional organizations, or others to stay abreast of industry and business needs. Analyze competitive market strategies through analysis of related product, market, or share trends. Synthesize current business intelligence or trend data to support recommendations for action. Soft Skills: Critical Thinking, Active Listening, Judgment and Decision Making, Speaking Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, any and all website links, and any resource materials required.  Have materials and websites ready prior to the start of the lesson. References  International Business (3E), Dlababy & Scott, Thompson Southwestern  https://www.cia.gov/library/publications/the‐world‐factbook/  http://rubistar.4teachers.org/ Instructional Aids  Lesson 1.8 Cultural Challenges in Global Business Presentation  Instructor Computer/Projection Unit Copyright © Texas Education Agency, 2014. All rights reserved.
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Student access to computers Outline
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Introduction (Day One) A. Objectives B. Vocabulary C. Culture Discussion II. Discovery Activity (Day One) A. Partner Activity B. Research and Create Chart C. Share Out D. Act Out Body Language III. Instruction (Day Two) A. Elements of Culture in Business Notes B. Discuss Examples/Challenges IV. Formal Assessment (Day Two‐Four) A. Business Culture Project B. Present Projects C. Review Key Terms and Elements of Culture in Business in Presentations D. Extension Activities for Early Finishers Students can create a vocabulary presentation or put the words, definitions, and images/examples in an electronic notebook if computer access is available. Discussion notes are in presentation. Students will work with a partner to research body language in other cultures and will discuss the impact it could have on business. If there is time, students can act out body language during a mock business meeting and have the class guess the countries the business people are representing. Students will take notes in the format of teacher’s preference. Examples are provided, and the instructor should encourage students to provide more examples and make connections with cultural elements and the challenges of doing business in a global environment. Students will choose a country to research and create a presentation to share the elements of culture with the class. This can be an individual project so students are exposed to a greater number of cultures. Copyright © Texas Education Agency, 2014. All rights reserved.
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Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Introduction
The main purposes of this lesson are to help students understand the following concepts:  the role of culture in global business; and  various elements of culture. Ask o Has anyone traveled to a foreign country to visit? What were some of the challenges you had as a visitor? Say o Even if you have not traveled to another country, we have all had experiences where we were introduced to other cultures. Ask o When are times and where are some places we are exposed to cultures different from our own in our own country? Say o For the next couple of classes, we will discuss different elements of culture and the challenges this poses to doing business on a global level. Application
Introduction  Identify the objectives for this lesson  Build Business Vocabulary  Discuss Culture and Connect to Experience Discovery Activity Students search the Internet to find examples of body language elements in different cultures:  Eye Contact  Hand Shake Copyright © Texas Education Agency, 2014. All rights reserved.
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Personal Space Guided Practice  Guided questions and discussion  Notes and Examples Independent Practice Students can complete their own research about the elements of culture for a specific country. Summary
Review and Lesson Evaluation  Review key elements of culture in students’ presentations and identify challenges of doing business based on this information.  Review the lesson’s objectives at the end and have students reflect what they have learned. Evaluation/Review
Informal Assessment Any and all of the following can be used as informal assessments.  Check Vocabulary  Partner Body Language Activity Chart  Discussion and Participation Formal Assessment Use rubric provided to assess business culture project. Enrichment
Extension  Identify cultural baggage and create a poster that depicts symbols of your cultural baggage.  Research global companies like Disney World and McDonalds and find examples of how companies change products, names, marketing, etc. to adapt to the cultures of different countries where they conduct business. Copyright © Texas Education Agency, 2014. All rights reserved.
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Assignment for Lesson 1.8 Cultural Challenges in Global Business Business Culture Project Formal Assessment Objective: Research and identify elements of culture and explain the importance in conducting global business. Directions: Choose a country and research elements of the culture that would be important in conducting business there. Create a presentation to show your classmates. Each slide should include three facts and an image for each category below. On the final slide, write a paragraph explaining the role and importance of culture in conducting global business. Be sure to document your sources.  Government and Economy  Society’s Institutions  Communication  Business Practices/Etiquette  Explain the Role and Importance of Culture in Conducting Global Business Make sure you cite all websites and images used to create your presentation. Copyright © Texas Education Agency, 2014. All rights reserved.
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Research Report : Business Culture Project Student Name: ________________________________________ CATEGORY 20 Pts 15 Pts Amount of All topics are addressed All topics are Information with at least three facts addressed with at about each. least two facts about each. 10 Pts All topics are addressed with at least one fact about each. 0‐5 Pts One or more topics were not addressed. Limited facts under topics. Quality of Information Information clearly relates to the main topic. Summary provides specific examples to show understanding of information. Information clearly relates to the main topic. Summary is vague and does not show full understanding of the material. Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. There are at least two images in the presentation. All sources (information and graphics) are accurately documented, but many are not in the desired format. Student presents information in a clear or concise way and shows adequate understanding of the material and objectives. Information has little or nothing to do with the main topic. Summary is missing from the presentation. Diagrams & Illustrations Information clearly relates to the main topic. Summary provides adequate examples to show understanding of the information. Diagrams and illustrations Diagrams and are neat, accurate, and illustrations are add to the reader's accurate and add to understanding of the the reader's topic. There is at least one understanding of the image per slide. topic. There are at least three images in the presentation. Sources All sources (information and graphics) are accurately documented in the desired format. Presentation Student presents information in a clear and concise way and shows full understanding of the material and objectives. Total Points Earned ________/100 Pts. All sources (information and graphics) are accurately documented, but a few are not in the desired format. Student presents information in a somewhat clear and concise way and shows adequate understanding of the material and objectives. Copyright © Texas Education Agency, 2014. All rights reserved.
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Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. Images are missing from the presentations. Some sources are not accurately documented. Students does not present information. Student is not able to show understanding of the material and objectives. Research Report : Business Culture Project Student Name: ________________________________________ CATEGORY 20 Pts 15 Pts Amount of All topics are addressed All topics are Information with at least three facts addressed with at about each. least two facts about each. 10 Pts All topics are addressed with at least one fact about each. 0‐5 Pts One or more topics were not addressed. Limited facts under topics. Quality of Information Information clearly relates to the main topic. Summary provides specific examples to show understanding of information. Information clearly relates to the main topic. Summary is vague and does not show full understanding of the material. Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. There are at least two images in the presentation. All sources (information and graphics) are accurately documented, but many are not in the desired format. Student presents information in a clear or concise way and shows adequate understanding of the material and objectives. Information has little or nothing to do with the main topic. Summary is missing from the presentation. Diagrams & Illustrations Information clearly relates to the main topic. Summary provides adequate examples to show understanding of the information. Diagrams and illustrations Diagrams and are neat, accurate, and illustrations are add to the reader's accurate and add to understanding of the the reader's topic. There is at least one understanding of the image per slide. topic. There are at least three images in the presentation. Sources All sources (information and graphics) are accurately documented in the desired format. Presentation Student presents information in a clear and concise way and shows full understanding of the material and objectives. Total Points Earned ________/100 Pts. All sources (information and graphics) are accurately documented, but a few are not in the desired format. Student presents information in a somewhat clear and concise way and shows adequate understanding of the material and objectives. Copyright © Texas Education Agency, 2014. All rights reserved.
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Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. Images are missing from the presentations. Some sources are not accurately documented. Student does not present information. Student is not able to show understanding of the material and objectives.