Integrating Educational Technology into Teaching 6/E solutions manual and test bank by Doering & Roblyer INSTRUCTOR RESOURCE MANUAL with tb
Instructor’s Resource Manual and Test Bank
for
Roblyer and Doering
Integrating Educational Technology
into Teaching
Sixth Edition
prepared by
Nova Southeastern University
Donna Phillips
Educational Research and Program Evaluation
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Instructors of classes using Roblyer/Doering’s Integrating Educational Technology into Teaching, Sixth Edition may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom use.
ISBN-13: 978-0-13-282018-9
Contents
Introduction...................................................................................................................... 1
Structure and Contents of This Resource Manual .............................................. 1
Course Philosophy .............................................................................................. 2
Overview of Textbook Features............................................................................ 4
Recommended Preparation for Teaching the Course or Workshop ................... 5
Suggested Syllabus for an 8-week course .......................................................... 6
Suggested Syllabus for a 16-week course ............................................................ 7
References............................................................................................................. 8
Part 1 Introduction and Background on Integrating Technology in Education.......... 9
Chapter 1 ... Educational Technology in Context: The Big Picture............................... 10
Chapter 1 Overview .......................................................................................... 10
Chapter 1 Concepts to Emphasize .................................................................... 10
Suggested Instructional Strategies .................................................................... 11
Professional Portfolio Development ................................................................ 13
Rubric for Guiding and Assessing Online Conference Participation .............. 14
Group Work Accountability Sheet ................................................................... 15
Test Bank............................................................................................................... 16
Chapter 2 ... Theory into Practice: Foundations for
...................... Effective Technology Integration …....................................................... 21
Chapter 2 Overview .......................................................................................... 21
Chapter 2 Concepts to Emphasize .................................................................... 21
Suggested Instructional Strategies .................................................................... 22
Professional Portfolio Development ................................................................ 25
Test Bank............................................................................................................... 26
Part 2 Technology Tools for 21st Century Teaching..................................................... 31
Chapter 3 ... Instructional Software for 21st Century Teaching................................... .32
Chapter 3 Overview .......................................................................................... 32
Chapter 3 Concepts to Emphasize .................................................................... 32
Suggested Instructional Strategies .................................................................... 33
Professional Portfolio Development ................................................................ 35
Written Lesson Plan Rubric .............................................................................. 36
Test Bank............................................................................................................... 37
Chapter 4 ... Technology Tools for 21st Century Teaching: The Basic Suite............... 41
Chapter 4 Overview .......................................................................................... 41
Chapter 4 Concepts to Emphasize .................................................................... 41
Suggested Instructional Strategies .................................................................... 42
Professional Portfolio Development ................................................................ 46
Lesson Plan Example ........................................................................................ 47
Test Bank............................................................................................................... 49
Chapter 5 ... Technology Tools for 21st Century Teaching: Beyond the Basics.......... 53
Chapter 5 Overview .......................................................................................... 53
Chapter 5 Concepts to Emphasize .................................................................... 53
Suggested Instructional Strategies .................................................................... 54
Professional Portfolio Development ................................................................ 57
Test Bank............................................................................................................... 58
Chapter 6 ... Hypermedia Tools for 21st Century Teaching............................................ 62
Chapter 6 Overview .......................................................................................... 62
Chapter 6 Concepts to Emphasize .................................................................... 62
Suggested Instructional Strategies .................................................................... 63
Professional Portfolio Development ................................................................ 66
Test Bank............................................................................................................... 67
Part 3 Linking to Learn: Technology Tools and Strategies......................................... 71
Chapter 7 ... Distance Teaching and Learning and the Role of the Internet................ 72
Chapter 7 Overview .......................................................................................... 72
Chapter 7 Concepts to Emphasize .................................................................... 72
Suggested Instructional Strategies .................................................................... 73
Professional Portfolio Development ................................................................ 76
Internet Use Rationale Worksheet .................................................................... 78
Test Bank............................................................................................................... 79
Chapter 8 ... Developing and Using Web-based Learning Activities.......................... 83
Chapter 8 Overview .......................................................................................... 83
Chapter 8 Concepts to Emphasize .................................................................... 83
Suggested Instructional Strategies .................................................................... 84
Professional Portfolio Development ................................................................ 87
WWW Cyberguide Ratings for Content Evaluation ........................................ 90
Test Bank............................................................................................................... 91
Part 4 Integrating Technology Across the Curriculum................................................. 95
Suggested Instructional Approaches for Chapters 9-15 ................................... 96
Individualized Student Learning Activities ...................................................... 96
Assignment Sheet for Part 4 Group Work ........................................................ 97
Chapter 9 ... Teaching and Learning with Technology
in English and Language Arts Instruction................................................ 98
Chapter 9 Overview .......................................................................................... 98
Chapter 9 Concepts to Emphasize .................................................................... 98
Suggested Group Strategies .............................................................................. 98
Professional Portfolio Development ................................................................ 99
Test Bank............................................................................................................. 102
Chapter 10 . Teaching and Learning with Technology in
Foreign and Second Language Instruction............................................... 106
Chapter 10 Overview ...................................................................................... 106
Chapter 10 Concepts to Emphasize ................................................................ 106
Suggested Group Strategies ............................................................................ 108
Professional Portfolio Development .............................................................. 110
Test Bank............................................................................................................. 110
Chapter 11 . Teaching and Learning with Technology in
Mathematics and Science Instruction.................................................... 115
Chapter 11 Overview ...................................................................................... 115
Chapter 11 Concepts to Emphasize ................................................................ 115
Suggested Group Strategies ............................................................................ 116
Professional Portfolio Development .............................................................. 117
Test Bank............................................................................................................. 119
Chapter 12 . Teaching and Learning with Technology in
Social Studies Instruction....................................................................... 124
Chapter 12 Overview ...................................................................................... 124
Chapter 12 Concepts to Emphasize ................................................................ 124
Suggested Group Strategies ............................................................................ 124
Professional Portfolio Development .............................................................. 125
Test Bank............................................................................................................. 128
Chapter 13 . Teaching and Learning with Technology in
Music and Art Instruction...................................................................... 133
Chapter 13 Overview ...................................................................................... 133
Chapter 13 Concepts to Emphasize ................................................................ 133
Suggested Group Strategies ............................................................................ 133
Professional Portfolio Development ................................................................ 135
Chapter 14 . Teaching and Learning with Technology in
Physical Education and Health Education............................................. 141
Chapter 14 Overview ...................................................................................... 141
Chapter 14 Concepts to Emphasize ................................................................ 141
Suggested Group Strategies ............................................................................ 141
Professional Portfolio Development .............................................................. 144
Test Bank............................................................................................................. 146
Chapter 15 . Teaching and Learning with Technology in Special Education............ 151
Chapter 15 Overview ...................................................................................... 151
Chapter 15 Concepts to Emphasize ................................................................ 151
Suggested Group Strategies ............................................................................ 151
Professional Portfolio Development .............................................................. 153
Test Bank............................................................................................................. 155
Integrating Educational
Technology into Teaching
Sixth Edition
Introduction
Integrating Educational Technology into Teaching is a textbook based on both a need and a vision. When technology courses for teachers were first offered many years ago, the emphasis was primarily on learning “computer fundamentals”—what a computer is, its historical development, how to operate it, and how to operate its software tools. Many textbooks for use in these courses still focus on these topics. The goal of this text is to offer guidance as educational technology theory is translated into practical applications for student learning.
As the field of educational technology evolved so, too, did the needs of classroom teachers and those who help prepare them to use technology. This textbook reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software as well as on how to integrate these resources into daily classroom activities. In addition, this discussion of technology integration strategies is linked to both learning theories and effective classroom practice.
Integrating Educational Technology into Teaching focuses on this “theory-based integration” perspective. The purpose of this Instructor's Resource Manual is to describe how to make most effective use of this textbook and its support resources in teaching a technology integration course or workshop for both pre-service and current educators.
Structure and Contents of this Manual
This Instructor’s Resource Manual offers several kinds of resource materials and information to help Instructors use Integrating Educational Technology into Teaching, Sixth Edition in a course or workshop. These include: an introduction to teaching a course, teaching and assessment resources for each chapter, and leveraging the use of the online resources available with this textbook.
An Introduction to Teaching the Course
The Introduction to this Resource Manual offers a course philosophy, a sequence for teaching the course that makes best use of media, a guide to teaching and assessment/evaluation materials and strategies, and recommended preparation for teaching the course or workshop. These are all based on the approaches the authors have used in their own courses for pre-service teachers. However, these strategies and materials can be adapted as needed to teach workshops or units of in-service training.
Teaching and Assessment Resources for Each Chapter
For each of the 15 chapters of the textbook, this Resource Manual contains the following:
· Chapter Overview – A brief overview of each chapter.
· Concepts to Emphasize – A list of the primary concepts covered in each chapter.
· Suggested Instructional Strategies – Multiple levels of activities and assignments allow instructors to custom-tailor the course for their particular setting and student level. The categorized sections include the following sub-categories of methods to optimize learning for your students:
¾ Student Assignments – Suggestions for discussions, demonstrations, and individual/group work to help teach each chapter are provided for each specific chapter.
¾ Presentation Assets – PowerPoint presentations are provided for each chapter individually.
¾ Class Activities – Ideas for engaging the class in activities that provide opportunities for student performance-feedback-revision.
¾ Assessment Strategies – Recommended materials and strategies to help assess students' progress and grade their products throughout a course or workshop.
· Professional Portfolio Development – Students are encouraged to continually update their individual portfolios during this course.
Course Philosophy
The textbook and the instructional activities described in this Resource Manual support an effective approach to teaching teachers about technology. The following characterize this approach.
Model What You Teach
Research confirms the old adage that students teach as they are taught. Talking or reading about using technology in the classroom – or even just demonstrating how it works – will make little impression on students unless instructors themselves use technology to teach. This means using technologies for class presentations, demonstrating concepts graphically, showing visual examples, keeping grades, preparing handouts, giving practice, and supporting group learning.
Emphasize Cooperative Skills
Learners typically are not fond of group work, but it is important that they learn to work well in cooperative groups as students and how teachers assign and facilitate group work. Cooperative learning presents unique planning and logistical issues, as well as unique learning opportunities. Prentice Hall’s textbook Reflective Planning, Teaching, and Evaluation: K-12 (Eby, Herrell, & Hicks, 2002) gives valuable advice on planning for and implementing cooperative learning activities. They give the following guidelines for arranging the classroom for cooperative learning, reminding us that “cooperative groups can degenerate to chaotic groups if they do not meet certain conditions” (p. 227):
· State clearly the goals and expectations of each group task, and provide them with a written or web-based copy.
· Make sure students know the value of the activity; they need to see that doing it is worth their time and effort.
· Group size of 3-5 is optimal; the shorter the time available, the smaller the groups should be.
· Assign task-oriented and non-task-oriented students to the same group so peer pressure might play a role.
· Make sure groups have a comfortable space to work where members may have eye contact; give groups separate space.
· Encourage interdependence among members by assigning only one task or product, giving only one set of materials to a group, and assigning “complementary and interconnected roles.” Make sure they know each member will be held accountable for the product. Each should submit a statement identifying what they contributed.
Provide for Hands-on Practice
The assignments given in the textbook and in this Resource Manual acknowledge that learners must have opportunities to use technology resources, as well as read about and study them. This means providing the resources and learning activities required for hands-on experiences. Assignments also require learners to use terms and descriptions that will allow them to communicate effectively with other technology users.
Create Scaffolds for Learning
Flexibility is essential where teaching teachers about technology is concerned. Because technology is so pervasive in our society, most students bring a good deal of background experiences to a technology course. You will have different expectations for students who have limited prior experience or are fearful and worried about their ability to use electronic technologies than you will for more experienced, self-confident learners.
Find out where each student is in developing an effective philosophy and approach to using technology, and help each one build or “scaffold” from wherever they are in their continuing evolution as technology-using teachers. Encourage them by trying to address all of their concerns—emotional and cognitive—and by setting high, but realistic, expectations for their achievement. Use of cooperative group work will aid this scaffolding process, as students share their knowledge and concerns and teach each other.
An Overview of Textbook Features and
Online Supporting Tools
A wealth of features and ancillary materials is available to support learning the concepts in the textbook. Some of these are in the textbook chapters; others are at the following locations:
- MEL Website (http://www.myeducationlab.com) – The materials located on the myeducationlab.com site, or MEL, include an index of multimedia, topical areas with assignments, activities, and applications. A number of tools, tutorials, templates, and other online resources are available and searchable by topic area.
- Instructor Resources (http://www.pearsoned.com) – Items included at the Instructor resource site include the following:
¾ Instructor’s Resource Manual: a resource for instructors that suggests concepts to emphasize, class activities, student assignments, and assessment options.
¾ Grade Tracker and Class Manager: tools to manage and communicate student grades and assignment completions.
¾ TestGen Computerized Test Bank: includes multiple-choice, true-false, short answer, and essay items for each chapter. Multiple test forms may also be generated.
¾ PowerPoint Presentations: are prepared to introduce chapter concepts and guide instructional process.
The following general sequence is recommended to make best use of these resources in teaching a face-to-face course or workshop. An online course will follow the same general sequence, but guiding questions, discussions, and answers will be in the course space.
Pre-class Activities
- Students read the chapter and review Key Terms and summary concepts – Students can review the Key Terms and the summary of main points in each chapter to reinforce comprehension and to help them participate fully in class discussions. The Outcomes listed at the beginning of each chapter may be used as a scaffold for organizing chapter information.
- Students take MEL Practice Test – The MEL Practice Tests are a great way for students to review the material in the chapter to make sure they have read and remembered important background information.
In-class Activities
· Introduce the chapter topics with PowerPoint Slides – Use the slides as a way to introduce the topics in class, review main ideas, and clarify questions students have from their readings. This sets the stage for the discussions and hands-on work in the class.
- Review the chapter-opener Technology Integration in Action– Approach this activity in different ways depending on the background of the students:
¾ For undergraduate students or those with less technology experience, a brief discussion of the example may be followed by in-class, instructor-assisted sessions (individual for basic tools, small group for advanced ones) to work on a tutorial product.
¾ For graduate students or those with more technology experience, a brief discussion of the example may be followed by whole-class discussions.
- Review and discuss textbook features – The text is rich with features such as Top Ten, Issues for Collaborative Discussion and Reflection, Technology Integration Workshop, Technology Integration Examples, Open Source Options, Adapting for Special Needs, and Hot Topic Debate.
- Select class activities – Depending on the needs of the students and available class time, the Instructor may choose from a variety of class discussions and activities.
Post-class Activities
Depending on the needs of the students, the Instructor may choose from a variety of after-class learning and reinforcement activities.
Teacher Assessment Activities
Two kinds of activities can be useful for final assessments: tests generated from the TestGen Computerized Test Bank and the Professional Portfolio activities. Instructors may choose to do these at the end of Parts or at the end of each chapter, if time allows. The Test Bank items in this manual are found at the conclusion of each of the four Parts.
Recommended Preparation for
Teaching the Course or Workshop
Teaching technology courses successfully requires more planning and preparation than other courses. In addition to the usual planning for how to teach each topic well, the instructor must plan how groups will work together, how students will get access to the equipment and software they need, and how they will have sufficient time on the technology resources to complete the tasks assigned to them. All this is in addition to making sure equipment and software are working properly and are maintained throughout the course. To help make sure things go as smoothly as possible, planning tasks for teaching this course should include the following:
· Obtaining required resources – Plan for sufficient learning stations to allow the required group and individual work on software, online media, and other online resources. This approach ensures relevance and familiarity with the content and how it best relates to the topic.
· Preparing the classroom environment – If at all possible, have a projection system or large monitor so students can see demonstrations on the computer clearly. Before each demonstration, make sure equipment is working properly. Ensure that appropriate plug-ins have been downloaded to the instructor computer station or the student stations.
· Preparing for group work – Use the Group Work Accountability Sheet at the end of Chapter 1 in this manual to document students that are in each group. You may encounter group conflicts. This is a normal part of learning how to work together cooperatively.
Suggested Syllabus for an 8-Week Course
| Week # | Chapters | Purpose |
| 1 | 1 and 2 | Overview of course; review of the history of educational technology; learning theory foundations, the TIP Model, essential conditions for technology integration |
| 2 | 3 | Instructional software functions and roles |
| 3 | 4 | Word processing, spreadsheets, and presentation software |
| 4 | 5 | Review of software and media tools and their functions |
| 5 | 6 | Hypermedia design and development; virtual environments |
| 6 | 7 | Evolving and effective use of internet in distance teaching and learning |
| 7 | 8 | Evaluating and implementing web-based activities into the classroom |
| 8 | 9-15 | Choose a subject area for in-depth study; assessment activities |
Suggested Syllabus for a 16-Week Course
| Week # | Chapters | Focuses |
| 1 | 1 – Educational Technology in Context: The Big Picture | Overview of course; review of the history of educational technology; and current issues shaping the future |
| 2 | 2 – Theory and Practice: Foundations of Effective Technology Integration | Learning theory foundations, the TIP Model, essential conditions for technology integration |
| 3 | 3 – Instructional Software for 21st Century Teaching | Instructional software functions and roles |
| 4 | 4 – Technology Tools for 21st Century Teaching: The Basic Suite | Word processing, spreadsheets, and presentation software |
| 5 | 4 – continued | (continued) |
| 6 | 5 – Technology Tools for 21st Century Teaching: Beyond the Basics | Review of software and media tools and their functions |
| 7 | 6 – Hypermedia Tools for 21st Century Teaching | Hypermedia design and development; virtual environments |
| 8 | 6 – continued | (continued) |
| 9 | 6 – continued | (continued) |
| 10 | 7 –Distance Teaching and Learning and the Role of the Internet | Evolving and effective use of Internet in distance teaching and learning |
| 11 | 7 – continued | (continued) |
| 12 | 8 – Developing and Using Web-based Learning Activities | Evaluating and implementing web-based activities into the classroom |
| 13 | 8 – continued | (continued) |
| 14 | 9-15 – Integrating Technology Across the Curriculum | Choose a subject area for in-depth study |
| 15 | 9-15 – continued | Final group presentations |
| 16 | Assessment activities | Portfolio presentations; testing |
References
Eby, E., Herrell, A., & Hicks, J. (2002). Reflective planning, teaching, and evaluation: K-12. Upper Saddle River, NJ: Prentice Hall Merrill.
Johnson, D. (2005). Technology skills self-assessment rubrics. Available at: http://www.doug-johnson.com/dougwri/rubrics2002.html#int
Kent School District. (2005). Brochure rubric. Available at: http://www.kent.k12.wa.us/curriculum/tech/K6/3/puget_sound/brochure_rubric.htm
Pilgrim, J. (1995). Rubric for evaluation of older learners’ web pages. Available at http://www.edtech.sandi.net/rubric
Prentice Hall. (2005). Cooperative group work rubrics. Available at:
http://www.phschool.com/professional_development/assessment/rub_coop_process.html and http://www.phschool.com/professional_development/assessment/rub_coop_product.html
Prentice Hall. (2005). Portfolio rubric. Available at: http://www.phschool.com/professional_development/assessment/rub_electronic_portfolio.html
Roblyer, M. D. (2005). Checklist for assessing multimedia products. (On MEL MATERIALS and MEL MATERIALS)
San Diego City Schools. (2005). Web page rubric for older learners. Available at: http://edtech.sandi.net/rubric/
University of Wisconsin-Stout. (2005). PowerPoint rubric. Available at: http://www.uwstout.edu/soe/profdev/pptrubric.html
University of Wisconsin-Stout. (2005). Video rubric. Available at: http://www.uwstout.edu/soe/profdev/videorubric.html
Part 1:
Introduction and Background on
Integrating Technology in Education
Instructors can use Part 1 chapters to lay the foundation for teaching about technology integration:
· Chapter 1: Educational Technology in Context: The Big Picture – Provides a “Big Picture” overview of technology resources in use in today's education and reviews the current environment for technology use.
· Chapter 2: Theory into Practice: Foundations for Effective Technology Integration – Describes the learning theories that shape various approaches to technology integration, introduces the Technology Integration Planning (TIP) Model, and reviews essential conditions for effective technology use.
Chapter 1 Teaching Notes
Educational Technology in Context:
The Big Picture
Chapter 1 Overview
This chapter emphasizes that educational technology is a complex topic that reflects the complexity of modern education and society. Technology uses are defined and shaped by the perspectives of various education groups, by past and current applications of its resources, and by many issues. Teachers must be prepared to learn about a field characterized by conflicting opinions and perspectives on best practices.
Chapter 1 Concepts to Emphasize
1. Definitions – Describe current views for the term "educational technology" derived from differing philosophies among educational professional organizations.
2. Lessons learned – The history of computer technologies can be described in four eras: pre-microcomputer, microcomputer, Internet and mobile technologies. Lessons from our past inform our future.
3. Categories of educational technology resources – Electronic technologies may be categorized as hardware (microcomputer, handheld, display, imaging, peripheral, or external storage) or software (instructional, productivity, and administrative).
4. Current issues shaping technology integration – Many societal, educational, cultural/equity, and legal/ethical issues impact the development and implementation of technology.
5. Required technology skills – ISTE National Educational Technology Standards (NETS) define technology skills that students, teachers, and administrators will need to be prepared for work and study in an Information Age.
6. Technology use rationale – Research results alone offer insufficient guidance on how to use technology effectively; each teacher must develop a personal rationale for using technology in the classroom, based upon findings from research and practice on the contributions of technology to teaching and learning.
7. Trends in emerging technologies – New technologies will continue to impact the way teaching and learning happens.
Chapter 1 Suggested Instructional Strategies
Pre-class: Establishing learning goals and structure
Before the class meeting (or in the case of online courses, before completing other posted activities), ask students to do the following:
Student Assignments - Select assignments to use based on your particular class setting and student level.
· Review the Chapter 1 Outcomes and use them as a scaffold for organizing the information you read in the chapter.
· Review Chapter 1 Key Terms.
· Read Chapter 1 – Educational Technology in Context: The Big Picture.
· Students may complete the Chapter 1 self-test located on the MEL site.
In-class or Online: Providing stimulus and engaging performance
Presentation Assets
· PowerPoint Presentations - The PowerPoint slide presentation may be used in class as a vehicle to guide instruction and classroom discussion.
Class Activities- Select activities to use based on your particular class setting and student level.
· Perspectives on Educational Technology – Use whole-class or small-group discussion to do the following: (1) Students share definitions of educational technology that they had prior to reading the chapter. (2) They compare their current perspectives on educational technology with those listed in in Table 1.1. Ask: How has your definition of educational technology evolved? Which of the perspectives listed in Table 1.1 is closest to your current view? (Concept connection: #1)
· History of Educational Technology – Use whole-class or small-group discussion to reflect on the major changes that have occurred in digital technologies over time. Address the question: Does the failure to pause and reflect on lessons learned in the past lead to repeated errors in the future of educational technology? (Concept connection: #1 and #2)
· Educational Technology Issues Today – Use whole-class or small group discussion to explore educational technology issues teachers and students now face. Review the Chapter 1 Top Ten feature, Issues Shaping Today’s Technology Uses in Education. Use Table 1.3 in the text to envision how issues may differ in elementary, secondary, and post-secondary classrooms. Ask: Which have you experienced? (Concept connection: #4)
· Educational Technology Standards Activity – Use the International Society for Technology in Education website listed in Table 1.4 in the text to review and reflect on the National Educational Technology Standards (NETS) for students, teachers, and administrators. Have students identify their personal areas of strength and areas where growth is needed. (Concept connection: #5)
· Educational Technology Use Rationale – Use whole-group or small-group discussion to share responses to Richard Clark’s claim that technology is to education what a delivery truck is to a grocery store. (See Issue #7 in Issues for Collaborative Discussion segment, end of the chapter.) Ask: How does Clark’s statement impact your personal rationale for using technology in education? (Concept connection: #6)
· Emerging Trends in Educational Technology – Use whole-group or small-group discussion to address the Chapter 1 Hot Topic Debate for Class Discussion: Social networking as distraction? featured in chapter 1 of the text. Post a summary of the discussion to the professional portfolio (Concept connection: #7)
· Portfolio Discussion – Have students review program portfolio requirements. Use the Preparing a Portfolio segment on My Education Lab (MEL) www.myeducationlab.com to guide discussion about the characteristics and purposes of a portfolio. Suggestions for assignments that may be included in the portfolio are included in the Portfolio Development section of this manual.
Post-class: Tuning skills and reinforcing comprehension
Student Assignments- Select assignments to use based on your particular class setting and student level.
· Group Research – Using Table 1.3, assign information sources for each group to read and summarize in a paragraph for each issue. Provide an electronic site such as a blog or discussion board for students to share the summaries with the class. Students should post all of the following: the area (social, educational, cultural/equity, or legal/ethical); the specific description of the assigned issue(s); the information sources being summarized; and the brief summaries. (Use the Group Accountability Worksheet at the end of this chapter to track group efforts.)
· Personal Rationale for Technology Use in Education - Based on Chapter 1 of the text and other sources from research and practice, ask students: Formulate a personal statement that reflects your individual views on how technology can be used in ways that are educationally meaningful. The length of this assignment can be adjusted to accommodate the educational level of the participants. Students save this assignment to place in their portfolios.
· Educational Technology Standards Online Discussion- Provide a site for students to participate in an asynchronous electronic discussion. This online discussion builds on the in-class (or previous online) discussions about Educational Technology Issues and NETS. Students will answer the following question: How is student readiness to meet educational technology standards impacted by the four areas of educational technology issues (social, educational, cultural/equity, or legal/ethical)?
· Reviewing Assistive Technologies – Students should review the Adapting for Special Needs segment in Chapter 1. They may become more familiar with how technology may be used in the classroom at the website listed in the text- (http://www.at-video-tutorials.com) .
Assessment Strategies
· TestGen Computerized Test Bank – Create a test from the Chapter 1 test bank items. Administer the test on paper or online. Review test results in class and answer questions students may have.
· Electronic Discussion Evaluation – Evaluate electronic discussions throughout the course using the rubric at the end of Chapter 1.
· Group Work Accountability Sheet – Use the worksheet provided at the end of Chapter 1 to track individual participation in group activities.
Professional Portfolio Development:
Designing and Using a Portfolio
Individual Portfolio Activities
· Introduction to Portfolio Development – Have students review Preparing a Portfolio and its associated links on My Education Lab (MEL). www.myeducationlab.com
· Personal Rationale for Technology Use in Education – Students should place this assignment in their portfolios.
· Hot Topic Debate for Class Discussion Summary – Students should place a summary of the group discussion about social networking as a distraction in their portfolios.
Comparative Environmental Frameworks
Chapter Two
The Cultural Environments Facing Business
Objectives
• Understand methods for learning about cultural environments
• Grasp the major causes of cultural difference and change
• Discuss behavioral factors influencing countries’ business practices
Recognize the complexities of cross cultural information differences, especially communications
• Analyze guidelines for cultural adjustment
Grasp the diverse ways that national cultures may evolve
Chapter Overview
When companies source, manufacture, and/or market products in foreign countries, they encounter fascinating and often challenging cultural environments. Chapter Two examines the dynamics of culture and its effect upon international business operations and strategy. Culture and business practices are ever changing and these shifting trends are incorporated in the cases and examples. While exploring the causes of cultural differences, rigidities, and changes, it focuses upon the impact of cultural traditions on business activities, as well as the mutually satisfactory reconciliation of cultural differences. The chapter concludes with a discussion of the ways in which firms can potentially maximize their effectiveness while operating in a world of complex and dynamic cultural diversities.
Chapter Outline
OPENING CASE: SAUDI ARABIA’S DYNAMIC CULTURE: The Java Lounge—Adjusting to Saudi Arabian Culture [See Map 2.1.]
This case provides a striking example of the challenges presented to foreign firms by a pervasive, theocratic, national culture. It shows why companies have had mixed success in Saudi Arabia, a modern yet ancient society grounded in Islamic law, religious convictions, and behavioral traditions. In particular, the case highlights the example of the Java Lounge, a new, up-scale Jeddah restaurant that serves an affluent niche of Saudi consumers. Further, it describes ways in which a variety of foreign firms have adjusted their products, facilities, and operating strategies in order to meet government requirements and yet satisfy the Saudi consumer. It points out numerous paradoxes one may encounter regarding Saudi legal sanctions, purchasing patterns, and attitudes toward work. A key point to make when discussing the case is that even in this very rigid culture, things are changing. For example, a 2008 royal decree allows men and women to mix in the workplace. Although this has not had a dramatic impact in practices, it is the beginning of a potentially more open environment. The case concludes by noting some of the opportunities that exist in Saudi Arabia—either because of or in spite of the contrasts and contradictions found there.
Questions
2.1 Assume you are a manager in a multinational company that needs to send a team of three to five people to Saudi Arabia for about two weeks to investigate the feasibility of selling your products there. What advice would you give them to help assure that cultural problems do not impede their success in this task?
Saudi Arabia is a high context culture; information resides in context, with emphasis on background and basic values. In Saudi Arabia there is less emphasis on legal paperwork and greater focus on personal negotiation. Saudis will not take well to pressure tactics that place them in an uncomfortable position. Confrontation and conflict are to be avoided.
Finally, understanding Islam, which governs every aspect of a Muslim’s life, enhances how and why Saudi business people act or behave in a certain manner. (LO: 1, Learning Outcome: Understanding the methods for learning about cultural environments, AACSB: Multicultural Diversity and Understanding)
2.2 Assume your company is from North America or Europe and considering the establishment of an office in Saudi Arabia. What additional operating costs might it have to assume because of the Saudi culture?
Because Muslim men are called to prayer five times a day, business will normally cease operation during those periods. (LO: 2, Learning Outcome: Grasp the major causes of cultural differences and change, AACSB: Multicultural and Diversity Understanding)
Teaching Tips: Carefully review the PowerPoint slides for Chapter Two. An additional source of information on Saudi culture, as well as other cultures, can be found at www.executiveplanet.com.
I. INTRODUCTION
Culture refers to learned norms based on the values, attitudes, and beliefs of a group of people. Often, people simultaneously belong to different groups representing different cultures and/or subcultures. Further, every business function is subject to cultural influences. Cultural diversity means bringing together people of different backgrounds, perspectives, and experience. Thus, major problems of cultural collision are likely to occur if a firm implements practices that are less effective than intended and/or employees are unable to accept or adjust to foreign customs. Thus, it is vital that firms determine which business practices vary in a foreign country and what adjustments, if any, are necessary. At the same time, cultural diversity can be a source of competitive advantage for global firms. [See Fig. 2.1.]
II. CULTURAL AWARENESS
Although people agree that cross-cultural differences do exist, they often disagree on their impact. Are they widespread or exceptional? Are they deep-seated or superficial? Are they easily discerned or difficult to perceive? It is vital that managers develop an acute awareness of all those cultures in which they operate. Cultural variables include daily routines and rules, codes of social relations, language, emotive expression, and concepts of luck. In addition, not only are there differences that distinguish various cultures, there is also a good deal of variation found within cultures. Another caution should be sounded when relying on cultural studies. These studies are only available for less than half the world’s countries. Finally, because cultures are dynamic, current attitudes and behaviors may well change in the future. There are some concerns with the existing research for a number of reasons. First, comparing countries based upon what people say may be risky. Second, a focus on differences in terms of averages may overlook specific variations within countries. Third, current cultural attitudes may change in the future.
III. THE IDEA OF A “NATION”: DELINEATING CULTURES
The idea of a “nation” provides a workable definition of a “culture” because the basic similarities among people are often both cause and effect of national boundaries. While nations are a useful but imperfect reference for international business, language and religion often serve as stabilizing influences on culture.
A. The Nation as a Point of Reference
The nation provides a workable definition of a culture because the basic similarity among people within countries (e.g., values, language, and race) is both a cause and an effect of national boundaries; in addition, laws apply primarily along national lines. National identity is perpetuated through the rites and symbols of a country and a common perception of history. At the same time, various subcultures and ethnic groups may transcend national boundaries. In many instances, non-national similarities (such as management vs. labor) may link groups from different nations more closely than certain groups within a nation. While nations usually include various subcultures, ethnic groups, races, and classes, the nation legitimizes itself by mediating the different interests. Nations that fail in this role often dissolve.
B. How Culture Forms and Changes
Culture is transmitted in a variety of ways, but psychologists believe that children have their basic value systems firmly in place. Nonetheless, individual and societal values and customs constantly evolve in response to changing economic and social realities. Cultural change can be brought about by choice or imposition; change that is brought about by imposition is known as cultural imperialism. The introduction of certain elements of an outside culture may be referred to as creolization, or cultural diffusion.
C. Language as Both a Diffuser and Stabilizer of Culture
While a common language within a country serves as a unifying force, language diversity may undermine a firm’s ability to conduct business, to integrate workforces, and to market products on a national level. Isolation from other groups, especially because of language, tends to stabilize cultures. Because some countries see language as such an integral part of their cultures, they may regulate the inclusion of foreign words and/or mandate the use of the country’s official language for business purposes. [See Map 2.2 and Fig. 2.2.]
D. Religion as a Cultural Stabilizer
Religion can be a strong shaper of values and beliefs and is a major source of both cultural imperatives and taboos. Buddhism, Christianity, Hinduism, Islam, and Judaism represent just some of the religions whose specific beliefs may affect business practices. Still in all, not all nations that practice the same basic religion place identical constraints on business. In addition, violence among religious groups can damage property and disrupt business activities for both home and host country firms. [See Map 2.3.]
DOES GEOGRAPHY MATTER?
Birds of a Feather Flock Together
The more isolated people are, the less likely they will influence and be influenced by other cultures. Although transportation and communications systems have rendered many natural barriers less formidable, they still play a role. Natural conditions affect people’s preferred physical culture, as well as the words used to describe it. Proximity also speeds cultural diffusion—people generally have more contact with others nearby than those far away. However, certain notable exceptions, including the appearance of subcultures, have been caused by colonization and immigration.
IV. BEHAVIORAL PRACTICES AFFECTING BUSINESS
Cultural attitudes and values affect business practices – everything from decisions about what products to sell to decisions about organizing, financing, managing, and controlling operations. Some of the more important aspects of culture are mentioned below.
A. Issues in Social Stratification
Every culture in some way values some people more than others.
1. Ascribed and Acquired Membership
People fall into social stratification systems according to group memberships that, in turn, determine a person’s degree of access to economic resources, prestige, employment, social relations, and power. Ascribed group memberships are defined at birth and are based on characteristics such as gender, family, age, caste, and ethnic, racial, or national origin. Acquired group memberships are based on one’s choice of affiliations, such as political party, religion, and professional organizations. Social stratification affects both business strategy and operational practices.
2. Open and Closed Societies
The more egalitarian, or “open,” a society, the less the importance of ascribed membership in determining rewards. In some cases, ascribed group membership may deny certain groups opportunities, while promoting the interests of other groups. Opposition to certain groups may come from other workers, customers, local stockholders, or government officials.
3. Gender-Based Groups. Strong country-specific differences exist in attitudes toward the roles of males and females in society and the workplace, as well as the types of jobs regarded as “male” or “female.” However, in some parts of the world, barriers to employment based on gender are easing. In addition, as the composition of jobs becomes less physical and more creative and/or technical, the relative demand for female employees is also increasing.
4. Age-Based Groups. Many cultures assume that age and wisdom are correlated; thus, they often have a seniority-based system of advancement. In others, there is an emphasis on youth, particularly in the realm of marketing. Often there is a mandatory retirement age in business, but not in politics. Clearly, firms must consider reference groups when deciding whom to hire and how best to promote their products.
5. Family-Based Groups. In some societies, family membership is more important than individual achievement. Where there is low trust outside the family, such as in China and southern Italy, small family-run companies are generally quite successful, but they often have difficulty expanding beyond the family. In addition, such allegiances may impede the economic development of anation if large-scale operations are necessary to compete globally.
B. Work Motivation
Employees who are motivated to work long and hard are generally more productive than those who are not. On an aggregate basis, this will have a positive effect on economic development and national competitiveness.
1. Materialism and Motivation. Countries differ in their degree of materialism. In some societies, such as Japan and the United States, people desire less leisure time than others, such as much of Europe. Sociologist Max Weber claimed that predominantly Protestant Western economies were the most economically developed because of their emphasis on hard work and investment. This view of work as a path to salvation (an outgrowth of the Reformation) is known as the “Protestant ethic.” In rural India, however, where minimal material achievement is a desirable end in itself, any added productivity will likely be taken in the form of leisure, rather than income. In still other countries, leaders stress the need for a culture that combines material comforts with spirituality. An interesting OECD study of the trade-off between productivity and leisure points out the disparity even among high-income countries. Even with this disparity, most people in most countries see economic advancement as an important life goal.
2. Productivity/Leisure Trade-Off. Some cultures place less value on leisure time. This can impact many social and employment aspects, such as vacations, holidays, and the amount of money spent on leisure activities.
3. Expectation of Success and Reward. Although the same tasks performed in different countries will have different probabilities of success, different rewards for success, and different consequences for failure, people will usually work harder at any task when the reward for success is greater than the consequence of failure. The greatest enthusiasm for work exists when high uncertainty of success is combined with the likelihood of a very positive reward for success and little or none for failure.
4. Performance and Achievement: The Masculinity-Femininity Index. Hofstede’s study of managers from more than fifty countries defines a person who ranks high on the masculinity-femininity index as someone who admires the successful achiever, has little sympathy for the unfortunate, and prefers to be better than others. Such a person believes that that it is better “to live to work” than “to work to live.” However, those attitudes, as well as a preference for growth and profitability over quality of life and environment, are not shared by all. Further, countries also differ in the degree to which individuals are assertive, confrontational, and aggressive in their relationships with others. Thus, country managers will be motivated in a variety of different ways.
5. Hierarchies of Needs. Maslow’s hierarchy of needs states that people will try to fulfill lower-order physiological needs before satisfying (in order) their security, affiliation, esteem, and self-actualization needs. This theory can be especially helpful for differentiating the reward preferences of employees in different countries, who may likely rank some of their higher-order needs differently. An example of these differences can be discussed using the ethnographic study comparing the U.S, the Dominican Republic, and Barbados.
C. Relationship Preferences
Within social stratification systems, not every member of a reference group is necessarily equal. In addition, there may be strong or weak pressures for group conformity. Such national differences in norms influence both effective management styles and marketing behavior.
1. Power Distance. Power distance describes the relationship between superiors and subordinates. Hoftsede’s study states that when power distance is high, the management style is generally distant, i.e., autocratic or paternalistic. When power distance is low, managers tend to interact with and consult their subordinates during the decision-making process.
2. Individualism versus Collectivism. Hoftsede’s study defines individualism as a person’s desire for personal freedom, time, and challenge. His/her dependence on the organization is low, and self-actualization is a prime motivator. On the other hand, collectivism indicates a person’s dependence on and allegiance to the organization, as well as his/her desire for training, collaboration, and shared rewards. A prime motivator is a safe physical and emotional environment. (Examples of countries ranking high on individualism are Australia, Britain, and the United States; those ranking high on collectivism are China, Mexico, and Japan.) It should also be noted that in many instances, an individual’s preference for individualism vs. collectivism will be more important than the national norm relating to the same preferences. The concept of family may also impact cultural analysis, as the definition and concept of the nuclear family, including vertical and horizontal extended family, may vary between cultures.
D. Risk-Taking Behavior
Nationalities differ in their attitudes toward risk-taking, i.e., how willingly people accept things the way they are and how great their need for control of their destinies.
1. Uncertainty Avoidance. Hofstede’s study describes uncertainty avoidance as one’s tolerance of risk. When the score is high, workers need precise directions and the prospect of long-term employment, while consumers are wary about trying new products. When the score is low, workers are willing to be creative and to move to new jobs, while consumers accept the risk of being the first to try new products. (Examples of countries ranking high on uncertainty avoidance are Belgium and Portugal; those ranking low are Britain and Denmark.)
2. Trust. Trust represents one’s belief in the reliability and honesty of another. Where trust is high, there tends to be a lower cost of doing business because managers devote less time to investigation and oversight and more to innovation and investment. (While Norwegians tend to exhibit a high degree of trust, Brazilians tend to be skeptical.)
3. Future Orientation. Individuals who tend to live for the present as opposed to for the future see risks in delaying gratification and investing for the future. Where future orientation is higher, workers will more likely be motivated by types of delayed compensation, such as retirement programs. (While a future orientation tends to be higher in Canada, the Netherlands, and Switzerland, it tends to be lower in Italy, Poland, and Russia.)
4. Fatalism. Fatalism represents the belief that life is predestined, that every event is inevitable, that occurrences represent “the will of God.” Unlike those who believe strongly in self-determination and basic cause-and-effect relationships, fatalists
are not likely to plan for contingencies or take responsibility for performance. Thus they are less swayed by persuasive logic than by personal relationships.
E. Information and Task Processing
People from different cultures obtain, perceive, and process information in different ways; thus, they may also reach different conclusions.
1. Perception of Cues. People perceive cues selectively. They identify things by means of their senses (sight, smell, touch, taste, and sound) and in various ways within each sense. The particular cues used will vary both for physiological and cultural reasons (e.g., differences in eye pigmentation enable some to distinguish colors better than others; the richer and more precise a language, the better one’s ability to express subtleties).
2. Obtaining Information: Low-Context versus High-Context Cultures. Language represents a culture’s primary means of communication. In a low-context culture, people rely on explicit, first-hand information that bears directly on a decision or situation; people say what they mean and mean what they say. In a high-context culture, people rely on implicit, peripheral information and infer meaning from things communicated indirectly; relationships are very important; (e.g., while the United States and most of northern Europe are considered to be low-context cultures, most countries in southern Europe are considered to be high-context cultures).
3. Information Processing. All cultures categorize, plan, and quantify, but the ordering and classification systems used often vary. In monochronic cultures (e.g., northern Europeans) people prefer to work sequentially, but in polychronic cultures (e.g., southern Europeans) people are more comfortable working on multiple tasks at one time. Likewise, in some cultures people focus first on the whole and then on the parts; similarly, some cultures will determine principles before they try to resolve small issues (idealism), whereas other cultures will focus more on details rather than principles (pragmatism).
F. Communications
Communication problems may arise when moving from one country to another, even though both countries share the same official language. Of course, problems also arise when moving from one language to another.
1. Spoken and Written Language. Translating one language into another can be very difficult because (a) some words do not have a precise translation, (b) the common meaning of words is constantly evolving, (c) words may mean different things in different contexts, and (d) a slight misuse of vocabulary or word placement may change meanings substantially. Further, while jokes and laughter have universal appeal, much humor does not. Therefore, words must be chosen very carefully, because poor translations may have tragic consequences. [See Table 2.1.]
2. Silent Language. Silent language incorporates the wide variety of nonverbal cues through which messages are sent—intentionally or unintentionally. Color associations, the distance between people during conversations, the perception of time and punctuality, a person’s perceived prestige, and kinesics or body language are all very significant. Misunderstandings in any of these areas can be serious.
V. DEALING WITH CULTURAL DIFFERENCES
Once a company identifies cultural differences in the foreign countries in which it operates, must it alter its customary practices? Can individuals overcome adjustment problems when working abroad?
A. Host Society Acceptance
If products and operations do not run counter to deep-seated attitudes, or if the host country is willing to accept foreign customs as a trade-off for other advantages, significant adjustments may not be required.
B. Degree of Cultural Differences
Cultural distance represents the degree of similarity between two societies. Countries may be relatively similar to one another because they share the same language, religion, geographical location, ethnicity, and/or level of economic development. Generally, a firm should have to make fewer adjustments when moving within a culturally similar cluster than when it moves from one distinct cultural cluster to another. Nonetheless, a manager must not assume that seemingly similar countries are more alike than they really are and be lulled into a complacency that overlooks critical subtleties. [See Map 2.4.] This caution against assumptions can be seen in specific business interactions. Cultural friction can be explained using the Disney example.
C. Ability to Adjust: Culture Shock
Culture shock represents the trauma one experiences in a new and different culture because of having to learn to cope with a vast array of new cues and expectations. Reverse culture shock occurs when people return home, having accepted the culture encountered abroad and discovering that things at home have changed during their absence.
D. Company and Management Orientations
Whether and to what extent a firm and its managers adapt to foreign cultures depends not only on the conditions within those cultures but also on the policies of the company and the attitudes of its managers.
1. Polycentrism. Polycentrism represents a managerial approach in which foreign operations are granted a significant degree of autonomy, in order to be responsive to the uniqueness of local cultures and other conditions.
2. Ethnocentrism. Ethnocentrism represents a belief that one’s own culture is superior to others, and that what works at home should work abroad. Excessive ethnocentrism may lead to costly business failures.
3. Geocentrism. Geocentrism represents a managerial approach in which foreign operations are based on an informed knowledge of both home and host country needs, capabilities, and constraints.
POINT—COUNTERPOINT:
Does International Business Lead to Cultural Imperialism?
POINT: Modern cultural imperialism has come about because of the technical, political, military, and economic supremacy of the developed countries in relation to the less developed countries of the world. Exposure to news and entertainment media, extensive advertising, mass distribution, and Western tourists leads periphery peoples to believe that Western lifestyles are glamorous, exciting, and desirable. As international firms take advantage of this newly created demand, they uncaringly employ practices and attitudes that further upset the local culture and self-identity that helps stabilize a nation. While rich countries may be able to prohibit investment in culturally sensitive industries, restrict the use of foreign languages, limit the screening of foreign films, etc., periphery countries lack the resources to do so.
COUNTERPOINT: Although people in many countries have adopted everything from jeans to Coca-Cola, they pick and choose products based on personal interpretations of their needs in relation to the realities of the cultures in which they live. While trade-offs are often involved, globalization provides options that otherwise would not exist. Further, evidence does not indicate that the adoption of foreign products necessarily causes a change in a country’s culture. With contact, cultural diffusion spreads in two directions. Cultures have always evolved, and what is occurring is the development of hybrid cultures, not cultural imperialism. Finally, foreign firms must adhere sufficiently to local culture lest they fail—and local competition may not be local at all.
E. Strategies for Instituting Change
Companies may need to transfer new products and/or operating methods from one country to another in order to gain a competitive advantage. To maximize the potential benefits of their foreign presence, they need to treat learning as a two-way process and transfer knowledge from home countries abroad and from host countries back home.
1. Value systems. The more that change upsets important values, the more resistance it will encounter. Accommodation is much more likely when changes do not interfere with deep-seated customs.
2. Cost Benefit Analysis of Change. Some adjustments to foreign cultures are costly to undertake, but their benefits are only marginal. The expected cost-benefit of any change must be carefully considered.
3. Resistance to Too Much Change. Resistance to change may be reduced if only a few demands are made at one time; others may be phased in incrementally.
4. Participation. A proposed change should be discussed with stakeholders in advance in order to ease their fears of adverse consequences—and perhaps gain their support.
5. Reward Sharing. A company may choose to provide benefits for all the stakeholders affected by a proposed change in order to gain support for it.
6. Opinion Leadership. Characteristics of opinion leaders often vary by country. By discovering the local channels of influence, an international firm may seek the support of opinion leaders to help speed the acceptance of change.
7. Timing. Many good business changes fail because they are ill-timed. Attitudes and needs change slowly, but a crisis may stimulate the acceptance of change.
8. Learning Abroad. The essence for undertaking transnational practices is to capitalize on diverse capabilities by transferring learning among all the countries in which a firm operates.
LOOKING TO THE FUTURE: What Will Happen to National Cultures?
Although some tangibles have become more universal, the ways in which people cooperate, solve problems, and are motivated continue to differ. Many expect that as contact across cultures becomes more widespread and as people become more flexible citizens, hybrid cultures will develop. Others believe that national cultures will be more homogenized with respect to visible expressions of culture, but that basic values will not change. A third view is that national cultures will become stronger because of feelings of nationalism. Finally, some people feel that national borders as we know them today will change to accommodate ethnic groups and other subcultures.
CLOSING CASE: TESCO PLC: Leveraging Global Knowledge
Tesco PLC is a British multinational grocery and general merchandise retailer headquartered in the United Kingdom. It is the second largest retailer in the world measured by profits and the third largest retailer measured by revenues. It has stores in 14 countries across Asia, Europe, and North America and is the grocery market leader in the UK, Malaysia, the Republic of Iceland, and Thailand.
Tesco’s international expansion strategy has responded to the need to be sensitive to local expectations in other countries by entering into joint ventures with local partners, such as Samsung group in South Korea, also making sure to appoint significant portion of local personnel to management positions as part of their internationalization strategy, referred to as the TESCO Project.
Questions
2.3 The United States and France are more culturally similar to the UK than are Thailand and Korea, yet TESCO failed in the former two and has been highly successful in the latter two. How might you explain this difference?
Tesco realized that business strategies that were successful in the UK would only be successful if they were given a local flavor. The company learned that it was important to hire local staff. Also, in France, sophisticated and fashionable customers did not like the garments styled in a typically British manner. While in the United States, Tesco focused on ready meals that required higher spending as compared to ordering takeout or cooking from scratch. This was a habit in Europe, but not in the U.S. and unfortunately they attempted to introduce this concept during the recession, when many people had time and little money. (LO: 1, Learning Outcome: Understand methods for learning about cultural environments, AACSB: Multicultural and Diversity Understanding)
2.4 In the context of global retailing, describe what you think is meant by “utilizing the skill and scale of the group.”
Tesco realized that business strategies that were successful in the UK would only be successful if they were adapted to the local market. They realized that it was important to hire local staff in many of the management positions taking advantage of their expertise, and to also adapt product offering to local market tastes. (LO: 3, Learning Outcome: Discuss behavioral factors influencing countries’ business practices, AACSB: Multicultural and Diversity Understanding)
2.5 What is the role of global teams in sharing best practices across a firm’s global operations? What advice would you give to make the teams more effective?
As these teams came together, their diverse background, perspectives, and experiences enabled the business to gain a deeper knowledge of products and services and how to create and deliver them. Because many of these teams come from diverse cultures, it may be difficult for individuals to interact with each other. So, I might suggest a form of cultural awareness and sensitivity training to make these teams more effective. (LO: 2, Learning Outcome: Grasp the major causes of cultural difference and change, AACSB: Reflective Thinking)
2.6 What cultural skill sets are needed for individuals from multiple cultures to share best practices across the global group?
Companies are more global and employee groups more diverse than ever before. Being a good communicator is important. Learning a language may be a good start in improving cultural communication skills, but it is not enough. You also need to pick up on nonverbal skills because it is an important part of getting to know how other cultures convey messages. Also, gestures may mean completely different things in different countries. Cross-cultural competence also comes in to play in management styles. For example, participative management may not be the best solution to use in some settings. (LO: 4, Learning Outcome: Recognize the complexities of cross-cultural information differences, especially communications, AACSB: Multicultural and Diversity Understanding)
2.7 What are some things an MNE can do to facilitate knowledge sharing and global integration across its global business?
Actively managing organizational knowledge can stimulate cultural change and innovation by encouraging the free flow of ideas. In this complex global business environment, these programs should be designed to help managers embrace change and encourage ideas and insight, which will often lead to innovation. (LO: 2, Learning Outcome: Grasp the major causes of cultural difference and change, AACSB: Reflective Thinking)
2.8 Look at the TESCO web site. What actually are its businesses and what do you think this tells us about its internationalization trajectory?
Initially a UK-based grocery retailer, TESCO has increasingly diversified into areas such as book retailing, clothing, electronics, furniture, software, financial services, and Internet services. They view retail as local because cultures, tastes, climates, and regulations are all different, but they do feel that the core skills that they have learned in one place can be applied in others. (LO: 6, Learning Outcome: Grasp the diverse ways that national cultures may evolve, AACSB: Reflective Thinking)
Additional Exercises: Cultural Challenges
Exercise 2.1.Ask students to outline the reasons why the various elements of culture (social structures and control systems, language and aesthetics, religion and other belief systems, educational systems, etc.) might increase the cost of doing business in a country. Be sure that the students illustrate their ideas with concrete examples of both cultural elements and specific countries. (LO: 3, Learning Outcome: To discuss behavioral factors influencing countries’ business practices, AACSB: Analytical Skills)
Exercise 2.2.Choose two to five countries that are culturally diverse. Ask students to compare the cultures of those countries and to discuss the ways in which cultural differences will affect the cost of doing business in each. Conclude the discussion by examining the ways in which business practices and ethics vary across the cultures. (LO: 1, Learning Outcome: To understand methods for learning about cultural environments, AACSB: Analytical Skills)
Exercise 2.3 In many countries religion has a dramatic effect on people’s attitudes, customs, and behavior. Lead students in a comparative discussion of the potential effects of the basic beliefs of the world’s major religions upon international business opportunities and operations. (LO: 2, Learning Outcome: To analyze behavioral factors influencing countries’ business practices, AACSB: Dynamics of Global Economy)
Exercise 2.4. Pop culture can influence the development of global preferences in a number of ways. Lead students in a discussion of the ways in which movies can affect the cultural dimensions of a society. (Select particular movies, examine various values embedded in them, and discuss the nature of their impact upon the lifestyles of people around the world.) (LO: 4, Learning Outcome: To understand cultural guidelines for cultural adjustment, AACSB: Multicultural and Diversity Understanding)
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