The document discusses cultural differences that can impact negotiations between British and European negotiators. Some key points include:
- The British have a tendency to "hint" rather than state things directly, which can make their positions and needs unclear to counterparts from more direct cultures.
- British conversational style involves speaking quickly in a soft tone of voice and avoiding generalizations, which contrasts with styles in other European countries.
- British negotiators may seem individualistic and unpredictable compared to counterparts from cultures with stronger rules around relationships.
- British negotiators focus heavily on quantitative details and accounting perspectives due to an emphasis on business pragmatism.
- There are differing views between the British and other Europeans
How to improve your grammar and punctuation 2003Doli Patumona
The document discusses how language and meaning can vary across cultures. Individual words may have different meanings to people from different backgrounds based on their experiences and cultural values. Punctuation and writing direction also vary between languages and cultures. Additionally, responses like "yes" and "no" can mean different things depending on whether a question is positive or negative, and indirect or vague language may be preferred in some Asian cultures to avoid embarrassment. Overall, language carries subtle meanings that can easily be misunderstood between cultures.
1. Learning a foreign language provides many practical benefits such as being able to communicate while traveling abroad, integrating into a new community if emigrating to another country, and increasing career opportunities.
2. Understanding another language allows you to learn about new cultures through their literature, music, and conversations with native speakers. It also expands your worldview by giving you access to information published in that language.
3. Motivations for language learning include family connections, intellectual curiosity about the language and culture, and a personal interest or skill in languages. Learning opens doors to new experiences and ways of thinking.
01. Negotiating Presentation For The Seminar Generic 2009 September Beta Rele...Pozzolini
This document discusses the concepts of otium (leisure) and negotium (work) in Latin culture. It provides etymologies and definitions for the words "negotiation" and "to negotiate". It also contains quotes about negotiation from historical figures and discusses qualities of effective negotiators. The document examines different types and areas of negotiation, and challenges the notion that all negotiations result in everyone winning.
This document discusses language codes and accents. It introduces the concept of a language code as the expected way of speaking for a particular group. Regional accents and dialects are given as examples of language codes that vary within a country. Received Pronunciation, also known as the Queen's English or BBC English, is identified as having the highest status pronunciation in the UK due to its association with the South-East of England and middle classes. The document questions whether Received Pronunciation is still considered high status and if using it gives one more power. Finally, it notes that speech and language codes contribute to social identity and influence how others perceive us, with potential consequences like affecting employment decisions.
1) English has become the most widely spoken language around the world and is important for work, travel, and entertainment. Learning English provides benefits like increased career opportunities, ability to travel globally, and access to English media, literature and art.
2) Mastering English allows one to better integrate into a new community if emigrating to an English-speaking country, and improves communication and understanding between immigrants and employers. It also helps develop important life and learning skills.
3) Studying a foreign language like English has cognitive benefits and can improve performance in other subjects. It also expands one's social network through international relationships and opportunities for study abroad programs. English proficiency looks good on university applications and may be required for
Varieties and Registers of Spoken and Written LanguageRyanBuer
This document discusses language varieties and registers. It defines varieties as variants of a language that can be distinguished based on social, historical, spatial or combined factors. Some varieties discussed include pidgins, creoles, regional dialects, minority dialects, and indigenized varieties. Registers refer to how language use varies based on social context, purpose, and audience. Five registers are defined - frozen, formal, consultative, casual, and intimate. Formal and informal language registers are then classified and rules or characteristics of each are provided.
Presentation on slang, jargon & tabbo words used in Bangla languageZia Islam
This document summarizes a presentation on slang, jargon, and taboo words used in the Bangla language. It defines each term and provides examples. It then describes a research study conducted with students to understand why youth use these types of words. Interviews were conducted with one male and one female student. The findings showed that youth adopt such words consciously to fit in and express themselves to peers. While criticized, they enjoy using new words picked up from friends and media. In conclusion, Bangladeshi youth speech is becoming more varied as this style spreads, changing the standard language.
This document discusses strategies for effective oral communication and language use. It addresses differences between oral and written language and provides tips for public speaking. Some key points covered include using familiar words and repetition to aid comprehension, being concise yet using transitions to link ideas, and avoiding jargon. The document also discusses using unbiased, non-stereotypical language and concrete words to enhance meaning. Rhetorical devices like imagery, similes, metaphors and analogies are presented as ways to make ideas more vivid and memorable.
How to improve your grammar and punctuation 2003Doli Patumona
The document discusses how language and meaning can vary across cultures. Individual words may have different meanings to people from different backgrounds based on their experiences and cultural values. Punctuation and writing direction also vary between languages and cultures. Additionally, responses like "yes" and "no" can mean different things depending on whether a question is positive or negative, and indirect or vague language may be preferred in some Asian cultures to avoid embarrassment. Overall, language carries subtle meanings that can easily be misunderstood between cultures.
1. Learning a foreign language provides many practical benefits such as being able to communicate while traveling abroad, integrating into a new community if emigrating to another country, and increasing career opportunities.
2. Understanding another language allows you to learn about new cultures through their literature, music, and conversations with native speakers. It also expands your worldview by giving you access to information published in that language.
3. Motivations for language learning include family connections, intellectual curiosity about the language and culture, and a personal interest or skill in languages. Learning opens doors to new experiences and ways of thinking.
01. Negotiating Presentation For The Seminar Generic 2009 September Beta Rele...Pozzolini
This document discusses the concepts of otium (leisure) and negotium (work) in Latin culture. It provides etymologies and definitions for the words "negotiation" and "to negotiate". It also contains quotes about negotiation from historical figures and discusses qualities of effective negotiators. The document examines different types and areas of negotiation, and challenges the notion that all negotiations result in everyone winning.
This document discusses language codes and accents. It introduces the concept of a language code as the expected way of speaking for a particular group. Regional accents and dialects are given as examples of language codes that vary within a country. Received Pronunciation, also known as the Queen's English or BBC English, is identified as having the highest status pronunciation in the UK due to its association with the South-East of England and middle classes. The document questions whether Received Pronunciation is still considered high status and if using it gives one more power. Finally, it notes that speech and language codes contribute to social identity and influence how others perceive us, with potential consequences like affecting employment decisions.
1) English has become the most widely spoken language around the world and is important for work, travel, and entertainment. Learning English provides benefits like increased career opportunities, ability to travel globally, and access to English media, literature and art.
2) Mastering English allows one to better integrate into a new community if emigrating to an English-speaking country, and improves communication and understanding between immigrants and employers. It also helps develop important life and learning skills.
3) Studying a foreign language like English has cognitive benefits and can improve performance in other subjects. It also expands one's social network through international relationships and opportunities for study abroad programs. English proficiency looks good on university applications and may be required for
Varieties and Registers of Spoken and Written LanguageRyanBuer
This document discusses language varieties and registers. It defines varieties as variants of a language that can be distinguished based on social, historical, spatial or combined factors. Some varieties discussed include pidgins, creoles, regional dialects, minority dialects, and indigenized varieties. Registers refer to how language use varies based on social context, purpose, and audience. Five registers are defined - frozen, formal, consultative, casual, and intimate. Formal and informal language registers are then classified and rules or characteristics of each are provided.
Presentation on slang, jargon & tabbo words used in Bangla languageZia Islam
This document summarizes a presentation on slang, jargon, and taboo words used in the Bangla language. It defines each term and provides examples. It then describes a research study conducted with students to understand why youth use these types of words. Interviews were conducted with one male and one female student. The findings showed that youth adopt such words consciously to fit in and express themselves to peers. While criticized, they enjoy using new words picked up from friends and media. In conclusion, Bangladeshi youth speech is becoming more varied as this style spreads, changing the standard language.
This document discusses strategies for effective oral communication and language use. It addresses differences between oral and written language and provides tips for public speaking. Some key points covered include using familiar words and repetition to aid comprehension, being concise yet using transitions to link ideas, and avoiding jargon. The document also discusses using unbiased, non-stereotypical language and concrete words to enhance meaning. Rhetorical devices like imagery, similes, metaphors and analogies are presented as ways to make ideas more vivid and memorable.
This document provides details about a 4-week summer seminar for school teachers on World War I in British culture, to be held in England, France, and Belgium. The seminar will examine British art, museums, monuments, poetry, and memoirs related to WWI to understand its continuing impact on British culture and memory. Week 1-2 will be in London exploring archives and sites. Week 3 will be spent on the Western Front visiting battlefields, memorials, and museums. Week 4 returns to London to discuss the postwar period. Participants will develop a classroom project on how the experience has changed their understanding of WWI.
The document provides information on the test design and framework for the English assessment. It describes the two tests that make up the assessment, including the content areas covered, number of questions, and percentage of the total test score derived from each section. It also provides more detailed frameworks and objectives for the content areas of comprehension of literary and informational texts, reading skills and strategies, writing conventions and processes, writing for various purposes, and oral and visual communications.
This book contains essays that examine various aspects of British culture and society in the 1970s. It is divided into sections on politics and art, media and social change, youth cultures, film production contexts, and social spaces. The essays explore cultural interventions, social experiments, and developments from this transformative decade, seeking to present a more nuanced understanding of the 1970s as a period of cultural exuberance rather than just kitsch and decline.
The document summarizes cultural issues that arose after the merger of German company Daimler and American company Chrysler. Germans preferred structured, detailed processes for decision making, while Americans liked more flexible, creative processes. Germans were frustrated by the lack of protocols in American meetings, while Americans found Germans too rigid and formal. These differences in management style and communication led to conflicts and misunderstandings. DaimlerChrysler later invested in cultural training to help employees from both countries understand and adapt to each other's working styles.
The document provides an overview of developments in British theatre from the 1940s to present day. It discusses the rise of social realism in the 1940s-1950s influenced by Samuel Beckett and Bertolt Brecht. The 1960s-1970s saw "shock tactics" and the growth of alternative theatre. The 1980s-1990s explored the impact of Margaret Thatcher's government. Significant playwrights mentioned include Harold Pinter, Caryl Churchill, Tom Stoppard, Alan Bennett, and Willy Russell. The summary also highlights theatre in Scotland, for women, and from ethnic minority groups.
The document is a student workbook for a class on music in film. It includes a class syllabus, unit guides on various aspects of film scoring, and viewing guides for specific films. The syllabus outlines grading, assignments, and a schedule that covers the history of film music from the 1930s to modern times. It also lists composers and films that will be studied throughout the course. The unit guides provide examples of how music can intensify or relax the pace of a film, create atmosphere, hit the action, and provide insight. Specific film scenes are referenced as examples.
This chapter discusses the increasing diversity in the US population and the need for intercultural communication. It notes that technological changes have made the world smaller and increased interactions between diverse groups. However, without effective communication, differences can lead to conflict as seen in ethnic conflicts around the world. The chapter then outlines several benefits of intercultural communication, including healthier communities, increased commerce, reduced conflict, and personal growth. It also discusses the growing racial and ethnic diversity in the US according to census data, with the Hispanic population increasing most significantly. The chapter emphasizes that competence in intercultural communication is necessary to manage diversity and global interactions.
goingglobal-session-2-1225-thursday-elt-roger-hawkey-paperJen W
This document summarizes a study conducted by Cambridge ESOL Examinations on the impacts of the IELTS exam. The study explored the effects of the exam on candidates, preparation courses, and receiving institutions. It utilized questionnaires for candidates and teachers, lesson observations, and material reviews to understand test anxiety, motivation, preparation methods and satisfaction. Over 500 candidates from major test-taking regions completed questionnaires providing insights into their experiences, strategies, and attitudes towards IELTS.
This document discusses cultural translation and intercultural communication. It defines cultural translation as the process anthropologists and ethnographers use to interpret and translate the language, culture, and way of life of an indigenous group into the researcher's own language and from the perspective of their academic culture. Cultural translation involves comprehending the "other" through the lens of the researcher's professional training, personal motivations, and the prevailing cultural views of the society they live in. More broadly, cultural translation is the interpretation and appropriation of another culture according to one's own cultural knowledge and values.
The speaker discusses his experience living between different cultures as someone who is half-English and half-Italian living in Norway. He talks about how people are often judged based on their accents and communication styles when in cross-cultural situations. Even small cultural differences like queueing etiquette can vary significantly between cultures and be misperceived. The key to overcoming these differences is developing curiosity to learn about other cultures rather than making assumptions, as what is accepted behavior differs in every culture.
Cross cultural communication and managementPlaytestix
This document discusses strategies for effective cross-cultural communication. It advises learning about the history, culture, and social norms of other societies to understand different perspectives. When interacting with people from other cultures, it is important to be polite, listen actively, avoid sensitive topics like politics and religion, and find common ground. Language barriers can lead to misunderstandings, so speaking clearly and avoiding slang or idioms is recommended. With experience, practice, and awareness of cultural differences, intercultural communication is possible.
1) Culture is collectively programmed and influences how we view the world through "cultural glasses".
2) Managers must understand cultural differences to avoid misunderstandings when implementing strategies in new contexts.
3) What seems normal or important in one culture may not translate to another, so managers must adapt their processes to the local culture.
Umberto Eco gave a lecture in English at an Italian university when some locals demanded to know why. Eco discovered that English was the only common language most people in the audience understood, so he continued in English. Speaking in a second language requires keeping messages simple, avoiding humor/metaphors that may not translate, using short sentences and words, and leveraging gestures to connect with the audience despite language barriers. Being bilingual provides cognitive benefits like improved problem-solving and attention skills.
The document discusses communication in multicultural settings. It provides tips for both native and non-native English speakers to improve communication. Tips for native English speakers include avoiding confusing questions, slowing speech, and facing those speaking. Tips for non-native speakers include participating in discussions, using dictionaries, and having documents proofread. The document also discusses challenges like differing interpretations of body language and approaches to conflict between cultures.
This document provides tips and information for effective multicultural communication. It discusses how language and nonverbal behaviors vary across cultures and can lead to miscommunication if not properly understood. Specific examples of linguistic preferences and nonverbal gestures in different countries are given. The document also provides 11 tips for successful multicultural communication, such as simplifying messages, defining technical terms, being patient, and clarifying intentions across cultural differences.
Verbal communication plays an important role in exchanging ideas through language and culture. However, there are several potential obstacles in cross-cultural verbal communication, including cultural barriers where people think differently based on their culture, encoding and decoding issues in translating thoughts to language, and one-way communication without feedback. Some strategies to overcome these obstacles include speaking slowly and clearly, frequently checking for understanding, avoiding idioms and jargon, and being patient and specific.
Chapter 9. Communicating with Confidence and Cultural Sensitivity in a Second...Greg Cash
The document discusses the author's experience attending the French Language Village Lac du Bois in Minnesota as a child, which provided total immersion in French language and culture. This included 10 years of instruction, exchange programs, and study abroad experiences that developed fluency in French and German. The author was then able to work internationally for Medtronic, conducting meetings and business in French, German, and Italian due to the confidence gained from language immersion at a young age. The document contrasts high- and low-context communication styles between northern and southern European cultures and the importance of cultural sensitivity.
The document discusses intercultural communication and provides definitions from various sources. It describes intercultural communication as the study of how people from different cultures communicate and perceive the world. Intercultural communication examines influences from fields like anthropology, psychology and communication studies. It also looks at how researchers have defined and applied intercultural communication concepts to areas such as business, education and healthcare. Barriers to effective intercultural communication include anxiety, assumptions, language differences, stereotypes and a tendency to evaluate other cultures. Ways to improve intercultural skills involve learning about other cultures, being respectful, avoiding slang, and increasing self and other awareness.
This document discusses potential reasons for cross-cultural misunderstandings in communication and ways to prevent them from escalating into conflicts. The three main reasons are language differences, different communication styles, and non-verbal misinterpretation between cultures. To address these issues, the document recommends using translation, learning foreign languages, accurately interpreting messages and discussing cultural norms, and understanding cultural differences in non-verbal gestures. Preventing misunderstandings requires being open-minded, listening carefully, and respecting other cultures.
This document discusses cultural differences that can lead to miscommunication in international business contexts. It provides examples of unintentional verbal and nonverbal gaffes made by people from different cultures. Effective cross-cultural communication requires understanding how factors like social norms, thought processes, nonverbal cues, context, and perceptions of time vary between cultures. Misinterpreting gestures, violating personal space norms, or failing to understand different communication styles can all introduce "noise" that undermines clear transmission of meaning between parties from diverse backgrounds. Managers must do their "cultural homework" to communicate appropriately when interacting with those from other cultures.
- Germans value careful planning, consideration, consultation and consensus when doing business which emphasizes organization, detail, facts and statistics to reduce uncertainty and risk.
- Communication styles in Germany are direct, short and to the point with an emphasis on formality and avoiding unnecessary content. Emotions are not part of business conversations.
- When meeting with Germans for business, punctuality is essential, meetings are planned well in advance and stick strictly to the agenda, and decisions are made slowly based on concrete facts rather than charm.
This document provides details about a 4-week summer seminar for school teachers on World War I in British culture, to be held in England, France, and Belgium. The seminar will examine British art, museums, monuments, poetry, and memoirs related to WWI to understand its continuing impact on British culture and memory. Week 1-2 will be in London exploring archives and sites. Week 3 will be spent on the Western Front visiting battlefields, memorials, and museums. Week 4 returns to London to discuss the postwar period. Participants will develop a classroom project on how the experience has changed their understanding of WWI.
The document provides information on the test design and framework for the English assessment. It describes the two tests that make up the assessment, including the content areas covered, number of questions, and percentage of the total test score derived from each section. It also provides more detailed frameworks and objectives for the content areas of comprehension of literary and informational texts, reading skills and strategies, writing conventions and processes, writing for various purposes, and oral and visual communications.
This book contains essays that examine various aspects of British culture and society in the 1970s. It is divided into sections on politics and art, media and social change, youth cultures, film production contexts, and social spaces. The essays explore cultural interventions, social experiments, and developments from this transformative decade, seeking to present a more nuanced understanding of the 1970s as a period of cultural exuberance rather than just kitsch and decline.
The document summarizes cultural issues that arose after the merger of German company Daimler and American company Chrysler. Germans preferred structured, detailed processes for decision making, while Americans liked more flexible, creative processes. Germans were frustrated by the lack of protocols in American meetings, while Americans found Germans too rigid and formal. These differences in management style and communication led to conflicts and misunderstandings. DaimlerChrysler later invested in cultural training to help employees from both countries understand and adapt to each other's working styles.
The document provides an overview of developments in British theatre from the 1940s to present day. It discusses the rise of social realism in the 1940s-1950s influenced by Samuel Beckett and Bertolt Brecht. The 1960s-1970s saw "shock tactics" and the growth of alternative theatre. The 1980s-1990s explored the impact of Margaret Thatcher's government. Significant playwrights mentioned include Harold Pinter, Caryl Churchill, Tom Stoppard, Alan Bennett, and Willy Russell. The summary also highlights theatre in Scotland, for women, and from ethnic minority groups.
The document is a student workbook for a class on music in film. It includes a class syllabus, unit guides on various aspects of film scoring, and viewing guides for specific films. The syllabus outlines grading, assignments, and a schedule that covers the history of film music from the 1930s to modern times. It also lists composers and films that will be studied throughout the course. The unit guides provide examples of how music can intensify or relax the pace of a film, create atmosphere, hit the action, and provide insight. Specific film scenes are referenced as examples.
This chapter discusses the increasing diversity in the US population and the need for intercultural communication. It notes that technological changes have made the world smaller and increased interactions between diverse groups. However, without effective communication, differences can lead to conflict as seen in ethnic conflicts around the world. The chapter then outlines several benefits of intercultural communication, including healthier communities, increased commerce, reduced conflict, and personal growth. It also discusses the growing racial and ethnic diversity in the US according to census data, with the Hispanic population increasing most significantly. The chapter emphasizes that competence in intercultural communication is necessary to manage diversity and global interactions.
goingglobal-session-2-1225-thursday-elt-roger-hawkey-paperJen W
This document summarizes a study conducted by Cambridge ESOL Examinations on the impacts of the IELTS exam. The study explored the effects of the exam on candidates, preparation courses, and receiving institutions. It utilized questionnaires for candidates and teachers, lesson observations, and material reviews to understand test anxiety, motivation, preparation methods and satisfaction. Over 500 candidates from major test-taking regions completed questionnaires providing insights into their experiences, strategies, and attitudes towards IELTS.
This document discusses cultural translation and intercultural communication. It defines cultural translation as the process anthropologists and ethnographers use to interpret and translate the language, culture, and way of life of an indigenous group into the researcher's own language and from the perspective of their academic culture. Cultural translation involves comprehending the "other" through the lens of the researcher's professional training, personal motivations, and the prevailing cultural views of the society they live in. More broadly, cultural translation is the interpretation and appropriation of another culture according to one's own cultural knowledge and values.
The speaker discusses his experience living between different cultures as someone who is half-English and half-Italian living in Norway. He talks about how people are often judged based on their accents and communication styles when in cross-cultural situations. Even small cultural differences like queueing etiquette can vary significantly between cultures and be misperceived. The key to overcoming these differences is developing curiosity to learn about other cultures rather than making assumptions, as what is accepted behavior differs in every culture.
Cross cultural communication and managementPlaytestix
This document discusses strategies for effective cross-cultural communication. It advises learning about the history, culture, and social norms of other societies to understand different perspectives. When interacting with people from other cultures, it is important to be polite, listen actively, avoid sensitive topics like politics and religion, and find common ground. Language barriers can lead to misunderstandings, so speaking clearly and avoiding slang or idioms is recommended. With experience, practice, and awareness of cultural differences, intercultural communication is possible.
1) Culture is collectively programmed and influences how we view the world through "cultural glasses".
2) Managers must understand cultural differences to avoid misunderstandings when implementing strategies in new contexts.
3) What seems normal or important in one culture may not translate to another, so managers must adapt their processes to the local culture.
Umberto Eco gave a lecture in English at an Italian university when some locals demanded to know why. Eco discovered that English was the only common language most people in the audience understood, so he continued in English. Speaking in a second language requires keeping messages simple, avoiding humor/metaphors that may not translate, using short sentences and words, and leveraging gestures to connect with the audience despite language barriers. Being bilingual provides cognitive benefits like improved problem-solving and attention skills.
The document discusses communication in multicultural settings. It provides tips for both native and non-native English speakers to improve communication. Tips for native English speakers include avoiding confusing questions, slowing speech, and facing those speaking. Tips for non-native speakers include participating in discussions, using dictionaries, and having documents proofread. The document also discusses challenges like differing interpretations of body language and approaches to conflict between cultures.
This document provides tips and information for effective multicultural communication. It discusses how language and nonverbal behaviors vary across cultures and can lead to miscommunication if not properly understood. Specific examples of linguistic preferences and nonverbal gestures in different countries are given. The document also provides 11 tips for successful multicultural communication, such as simplifying messages, defining technical terms, being patient, and clarifying intentions across cultural differences.
Verbal communication plays an important role in exchanging ideas through language and culture. However, there are several potential obstacles in cross-cultural verbal communication, including cultural barriers where people think differently based on their culture, encoding and decoding issues in translating thoughts to language, and one-way communication without feedback. Some strategies to overcome these obstacles include speaking slowly and clearly, frequently checking for understanding, avoiding idioms and jargon, and being patient and specific.
Chapter 9. Communicating with Confidence and Cultural Sensitivity in a Second...Greg Cash
The document discusses the author's experience attending the French Language Village Lac du Bois in Minnesota as a child, which provided total immersion in French language and culture. This included 10 years of instruction, exchange programs, and study abroad experiences that developed fluency in French and German. The author was then able to work internationally for Medtronic, conducting meetings and business in French, German, and Italian due to the confidence gained from language immersion at a young age. The document contrasts high- and low-context communication styles between northern and southern European cultures and the importance of cultural sensitivity.
The document discusses intercultural communication and provides definitions from various sources. It describes intercultural communication as the study of how people from different cultures communicate and perceive the world. Intercultural communication examines influences from fields like anthropology, psychology and communication studies. It also looks at how researchers have defined and applied intercultural communication concepts to areas such as business, education and healthcare. Barriers to effective intercultural communication include anxiety, assumptions, language differences, stereotypes and a tendency to evaluate other cultures. Ways to improve intercultural skills involve learning about other cultures, being respectful, avoiding slang, and increasing self and other awareness.
This document discusses potential reasons for cross-cultural misunderstandings in communication and ways to prevent them from escalating into conflicts. The three main reasons are language differences, different communication styles, and non-verbal misinterpretation between cultures. To address these issues, the document recommends using translation, learning foreign languages, accurately interpreting messages and discussing cultural norms, and understanding cultural differences in non-verbal gestures. Preventing misunderstandings requires being open-minded, listening carefully, and respecting other cultures.
This document discusses cultural differences that can lead to miscommunication in international business contexts. It provides examples of unintentional verbal and nonverbal gaffes made by people from different cultures. Effective cross-cultural communication requires understanding how factors like social norms, thought processes, nonverbal cues, context, and perceptions of time vary between cultures. Misinterpreting gestures, violating personal space norms, or failing to understand different communication styles can all introduce "noise" that undermines clear transmission of meaning between parties from diverse backgrounds. Managers must do their "cultural homework" to communicate appropriately when interacting with those from other cultures.
- Germans value careful planning, consideration, consultation and consensus when doing business which emphasizes organization, detail, facts and statistics to reduce uncertainty and risk.
- Communication styles in Germany are direct, short and to the point with an emphasis on formality and avoiding unnecessary content. Emotions are not part of business conversations.
- When meeting with Germans for business, punctuality is essential, meetings are planned well in advance and stick strictly to the agenda, and decisions are made slowly based on concrete facts rather than charm.
Assignment submitted by students of 5EEE of batch 2012-16,Amity University. A thought provoking and interesting journey in the work of George Bernard Shaw.
Members:
Hanshal Nautiyal - A2324612004
Devavrat Mathur - A2324612036
Gaurav Sinha - A2324612057
' ̂
Gwyneth Olofsson
International Communication
and Language
Gwyneth Olofsson owns Communico, an international framing and consulting firm based in
Sweden.
English has become the lingua franca of the business world, and people from
Amsterdam to Zanzibar use it every day as a "tool of the trade." They also
spend a lot of time and money trying to eliminate their language mistakes, not
realizing that the fewer they make the more dangerous the errors are likely to
[become, because people aren't expecting them. Furthermore, just because
jSomeone has mastered the grammar and vocabulary of a language and pro-
SGounces it better than some native speakers does not mean he or she uses it in
pie same way.
Communication is not only about what the words mean in the dictionary, it's
Bso about how you string them together. There is, after all, a certain difference
Between "Do that job tomorrow," "I'd appreciate it if you did that job tomor-
ipw," and "Do that job tomorrow or I'll have your guts for garters," even if all
•iree phrases are designed to achieve the same end. Those of us who are native
Bnglish speakers have a responsibility not to use expressions that are likely to
•Infuse non-native speakers (e.g., "Have you cottoned on, or do I have to spell
kt out to your"). We also have to ensure that when "born" English speakers
•counter a communication style that seems brusque, unfriendly, or arrogant in
taieone whose native language is not English, they will not assume that this is a
lie reflection of this person's personality or intention. It may well be that the
•taker hasn't mastered the many nuances of words and body language that a
Rtive speaker interprets without even thinking about it. So in an unfamiliar cul-
Ire, newcomers may find themselves wondering if the downcast eyes that accom-
Inv a statement are a sit^n of modesty or dishonesty.
90 PART TWO
Recently I ran an intereultural simulation, one part of which involved a
group of ten British participants "learning" to be members of a fictitious en]
ture. This made-up culture valued touch, and as part of the exercise participants
were encouraged to touch each other at every opportunity, especially when
communicating with each other. The simulation was a nightmare for everyone
involved. The older male members of the group in particular found it extremely
difficult to touch their colleagues at all. It wasn't surprising. Their physical con
tact with non-family members over the last forty years had been limited to a
handshake with customers and a quick elbow in the ribs from strangers on a
crowded subway, so to learn to communicate with colleagues in a tactile way
that is the norm for millions of people in Latin America or Africa was just too
much of a challenge.
Communication is about your facial expression, gestures, and actions. This
was brought home to me a few years ago when a young family moved in to the
next farm. My Swedish husband was born and brought up on a farm located on
an is ...
This document discusses communication styles across cultures. It provides examples of how communication norms can differ greatly between cultures and lead to misunderstandings. Specifically, it discusses how communication in Sweden, Germany, China, France and other cultures varies regarding asking for help, asking personal questions, hierarchical communication structures, and tolerance of silence. The key message is that people must be aware of cultural differences in communication in order to avoid offense and have clear and effective intercultural interactions.
' ̂
Gwyneth Olofsson
International Communication
and Language
Gwyneth Olofsson owns Communico, an international framing and consulting firm based in
Sweden.
English has become the lingua franca of the business world, and people from
Amsterdam to Zanzibar use it every day as a "tool of the trade." They also
spend a lot of time and money trying to eliminate their language mistakes, not
realizing that the fewer they make the more dangerous the errors are likely to
[become, because people aren't expecting them. Furthermore, just because
jSomeone has mastered the grammar and vocabulary of a language and pro-
SGounces it better than some native speakers does not mean he or she uses it in
pie same way.
Communication is not only about what the words mean in the dictionary, it's
Bso about how you string them together. There is, after all, a certain difference
Between "Do that job tomorrow," "I'd appreciate it if you did that job tomor-
ipw," and "Do that job tomorrow or I'll have your guts for garters," even if all
•iree phrases are designed to achieve the same end. Those of us who are native
Bnglish speakers have a responsibility not to use expressions that are likely to
•Infuse non-native speakers (e.g., "Have you cottoned on, or do I have to spell
kt out to your"). We also have to ensure that when "born" English speakers
•counter a communication style that seems brusque, unfriendly, or arrogant in
taieone whose native language is not English, they will not assume that this is a
lie reflection of this person's personality or intention. It may well be that the
•taker hasn't mastered the many nuances of words and body language that a
Rtive speaker interprets without even thinking about it. So in an unfamiliar cul-
Ire, newcomers may find themselves wondering if the downcast eyes that accom-
Inv a statement are a sit^n of modesty or dishonesty.
90 PART TWO
Recently I ran an intereultural simulation, one part of which involved a
group of ten British participants "learning" to be members of a fictitious en]
ture. This made-up culture valued touch, and as part of the exercise participants
were encouraged to touch each other at every opportunity, especially when
communicating with each other. The simulation was a nightmare for everyone
involved. The older male members of the group in particular found it extremely
difficult to touch their colleagues at all. It wasn't surprising. Their physical con
tact with non-family members over the last forty years had been limited to a
handshake with customers and a quick elbow in the ribs from strangers on a
crowded subway, so to learn to communicate with colleagues in a tactile way
that is the norm for millions of people in Latin America or Africa was just too
much of a challenge.
Communication is about your facial expression, gestures, and actions. This
was brought home to me a few years ago when a young family moved in to the
next farm. My Swedish husband was born and brought up on a farm located on
an is ...
Here are the steps to solve this logic puzzle:
1. Albert knows the word immediately because he must have a unique letter - c, o, h, s, x, or i - that only appears in one word.
2. Bernard thinks for a moment, so he doesn't have a unique letter, but can eliminate words based on the unique letters Albert can't have.
3. Cheryl also thinks for a moment, so she doesn't have a unique letter either, but can determine the word with the process of elimination.
4. The only word left that is consistent with Albert, Bernard, and Cheryl's letters is "dog".
Therefore, the word they all knew is "dog
Culture and Identity through English as a Lingua Franca.pdfseijibrown2
Here are 3 discussion questions to spark further conversation:
1. How has your sense of cultural identity evolved over time? What factors have influenced its development?
2. In what ways does language use shape and reflect cultural identity? Can you think of examples from your own experience?
3. With increasing globalization and exposure to diverse cultures, how might notions of cultural identity continue to change in the future? What opportunities and challenges might this present?
Culture and Identity through English as a Lingua Franca (1).pdfseijibrown2
Here are 3 discussion questions to spark further conversation:
1. How has your sense of cultural identity evolved over time? What factors have influenced its development?
2. In what ways does language influence how we see ourselves and relate to others? Can you think of examples from your own experiences?
3. With increasing globalization and exposure to diverse cultures, how might notions of cultural identity continue to change in the future? What opportunities and challenges might this present?
5 taoism and ethnics- usefulness of the uselessJen W
The document discusses concepts from Eastern philosophy and quantum physics that relate to seeing beyond rigid dualities and embracing paradox. It references Niels Bohr's symbolism of yin and yang, and explores Zhuangzi's idea of "staying at the pivot" to see an entity as both "this" and "that" rather than adhering to one view. Seeing from this perspective allows one to understand the transformations and interconnectedness of all things according to their nature.
This document provides information about an international business communication course titled "Intercultural Communication in Business" taught in the fall of 2006. The course aims to help students develop intercultural competence through developing awareness of cultural influences on business. Students will analyze case studies of different cultures and develop communication skills for international business contexts. The course will use lectures, discussions, simulations and presentations. Students will be evaluated based on attendance, presentations, exams and a group project analyzing cultural influences on business communication.
This course explores intercultural communication through examining verbal and nonverbal communication patterns in Great Britain. The course objectives are to increase awareness of British communication practices and enhance understanding of intercultural communication concepts. Students will spend more time on field trips than in classrooms, including trips to the House of Commons, markets, parks, and outside London. Assignments include journal entries, a final exam, and a 10-20 page research paper. A tentative course schedule outlines topics, activities, and locations for each day in London and Edinburgh.
This document provides a detailed overview of youth culture and popular spaces in South Korea since the early 1990s. It focuses on two areas in particular - "the Hongik University Area" and Apgujungdong in Seoul. It describes how these areas emerged as hubs for youth culture, with cafes, clubs, and shops catering to young people. It discusses how youth expressed themselves through fashion, music, and socializing in these spaces. While some criticized these areas as superficial or capitalist, the document argues they also provided spaces for progressive self-expression as youth explored new identities outside of traditional Korean norms. The document uses these areas as a lens to examine the transformations in Korean popular and youth culture over recent decades.
This chapter discusses intercultural communication in organizations. It aims to help students understand how cultural contexts, environmental contexts, and perceptual contexts affect business across cultures. Some key points covered include how dimensions of culture like individualism/collectivism, power distance, and uncertainty avoidance influence organizational values and practices. The chapter also compares managerial styles and manager-subordinate relationships in Japan, Germany, and Arab countries.
The document provides information about the Summer Institute for Intercultural Communication hosted by the Intercultural Communication Institute in 2010. It includes a letter of invitation welcoming participants, the schedule of the 3-5 day workshops on various intercultural topics being offered, and a sample of one-day workshops also being offered. The workshops are aimed at providing professional development for people working in intercultural fields and issues.
This document provides definitions for key terms used in Stuart Hall's essay "Encoding/Decoding" including articulation, ideology, sign, code, language, and polysemy. It explains that articulation refers to connections, ideology refers to beliefs that characterize a society, and signs, codes, and language are related terms from semiotics referring to things that represent other things according to conventions. Polysemy means a sign can have different meanings. The document asks questions about Hall's arguments against the standard communication model, how encoding and decoding are organized by codes, why the moments of encoding and decoding are important, and how production and reception are related.
This document provides an overview of the Tokugawa period in Japan from 1603 to 1868. It summarizes that early histories described the Tokugawa system as oppressive feudal rule, but newer scholarship finds it was a time of significant social and economic growth. The Tokugawa shogunate established a centralized bureaucratic system and balanced authority with autonomy for daimyo lords. During this period, Japan experienced rapid economic growth through increased agricultural production, development of trade and markets, and urbanization. This growth benefited merchants and peasants more than the samurai class.
Stuart Hall argued that the British press framed street crime as a "race" issue to distract from the country's economic crisis. Within Marxist theory, there are two models of racism - the relative autonomy model views racism and class as interconnected but separate phenomena, while the autonomy model sees racism as arising independently from class relations. Later theorists attempted to unify these perspectives by arguing racism is part of societal structures but must be analyzed historically in different contexts.
This document outlines a proposed 6-week Indian culture unit for high school students. The unit will begin with lectures on Indian history and culture. Students will then watch and analyze two films, Gandhi and Lagaan, to learn about India. The next part of the unit focuses on reading, including the novel Nectar in a Sieve. Various activities are designed to improve reading comprehension. The overall goals are to help students learn about other cultures and increase cultural acceptance and interest in foreign topics.
This document discusses the history of teaching culture in the foreign language classroom. It covers how culture was traditionally taught through a focus on literature and facts about the target culture. More recently, approaches have emphasized understanding cultural values and behaviors. The document examines different frameworks for conceptualizing and teaching culture over time, from the 1960s to present. It argues that effectively teaching culture involves understanding behaviors and mindsets below the surface level of awareness.
The document discusses how Jesuits acted as knowledge brokers between Europe and China from 1582 to 1773, shaping European views of China. It argues that while scholars largely attribute the shift from European admiration to disdain for China to endogenous changes in Europe, the Jesuits also contributed through how they transmitted information. As the sole intermediaries between the cultures, Jesuits' personal motivations and barriers to cross-cultural understanding impacted the one-dimensional image of China conveyed to Europe. This image contributed to later Orientalist views by reducing China and using it to define European identity.
Dewar-Li-Davis - photographic images in tourism advertising - 24 June 06Jen W
This document summarizes a study that used Q methodology to examine how Canadian university students, Chinese university students, and Chinese students acculturated through study in Canada perceive photographic images related to tourism and travel destinations. The study found that cultural background strongly influences how individuals interpret and view travel-related photographs. Chinese students viewed images differently than Chinese students exposed to North American culture through study in Canada, and both Chinese student groups viewed images differently than Canadian students. The study demonstrates that cultural lenses shape expectations and experiences with travel photography, and that marketers need to carefully select images that will be interpreted appropriately by different cultural audiences.
This document provides a guide to British culture for visitors to the UK. It begins with an introduction that gives some key facts about the UK population and diversity. It then covers various aspects of British culture such as religion, families, relationships, communication styles, socializing habits, and body language norms. Throughout it includes observations and anecdotes from both British people and foreign visitors. The overall goal is to help visitors adapt more quickly to the local cultural context.
This document discusses emotions and their role in intercultural communication. It argues that the ability to regulate emotions is key to effective intercultural communication and adjustment. It describes how culture influences verbal language, nonverbal behavior, and the communication process. Intercultural communication is defined as involving interactants from different cultures and inherent uncertainty and ambiguity. Conflict and misunderstandings are inevitable in intercultural encounters due to cultural differences in communication norms and decoding of behaviors. The ability to regulate emotions allows for successful resolution of conflicts arising in intercultural interactions and leads to more effective long-term intercultural communication.
This document is a dissertation submitted by William P. Lipscomb III to the Graduate Faculty of Louisiana State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Communication Studies. The dissertation analyzes the relationship between professional wrestling as performance and its fans. It examines professional wrestling through four cultural sites - the historical archive, live events, televised events, and the internet - focusing on how components define wrestling, how they operate, and their purpose. Drawing on theories of performance and culture, the dissertation investigates whether wrestling functions with an "operational aesthetic" that exposes rather than veils its operations to viewers.
This document is the introduction to Teresa Mastalerz's diploma thesis on incorporating elements of British culture into teaching English to secondary school students in Poland. It provides sample lesson plans on selected British saints.
The introduction summarizes the theoretical background covered in the first three chapters on the concept of culture, the relationship between culture and language, and incorporating culture into English language teaching. It then justifies the choice of focusing on British patron saints in the sample lesson plans. The plans aim to find similarities between cultures and stimulate further learning.
The introduction concludes by stating that the lesson plans follow the concept that culture is an inherent part of teaching a foreign language and that learning culture and language should be integrated.
This course explores British popular culture through a cultural studies framework. It examines how identity, class, gender, race and sexuality are represented in popular forms like film, television and advertising. Students will analyze theoretical debates, apply theory to visual texts, and engage with British cultural sites through field trips and film screenings. Key topics include the study of popular culture, gender representation, class and taste, and analyzing local Brighton culture.
This document provides information about the JCOM 368 Intercultural Communication course taught at The Ohio State University in Fall Quarter 2001. The course objectives focus on applying theory and research to increase understanding of culture and communication across cultures. Students will examine cultural similarities and differences, the role of nonverbal communication in intercultural relationships, barriers to effective intercultural communication, and skills to improve intercultural competence. Coursework includes lectures, discussions, activities and a final group project applying course concepts to develop an intercultural training packet and presentation. Grades are based on exams, papers, projects, presentations and class participation.
This document provides an overview of the perception of Indonesia's history and culture by Western scholars. It notes that Indonesia has over 300 ethnic groups and widespread religious diversity, including Islam, Hinduism, Buddhism, and Christianity. It discusses how the New Order government suppressed some ethnic and religious conflicts but also exacerbated tensions between groups. It argues that Indonesia has a long history of integrating different cultures and achieving a high degree of interethnic tolerance, and that the country has experienced both democratic developments and authoritarian rule. It examines some specific topics like the 19th century Padris Islamic revival movement in Sumatra and the Arab minority population in Indonesia.
1. Medius Training
Negotiating with the British :
From across the waters.
Discussing culture is always a bit tricky because there is no sit-
ting on the fence; either one belongs to one culture or to
Andrew Gottschalk another. As Lawrence once put it, no one can choose to adopt a
•
culture other than his own; all that he can do is lose his native
• Andrew has consulted on negotia-
culture, without quite gaining the new one. The problem is that
tion problems for many major compa-
nies and organisations in four conti-
belonging to a culture can make objectivity difficult. We tend to
nents. He negotiates, consults on caricature and judge. To enable us, as British negotiators, to see
negotiating problems and has run ourselves as our European partners see us, we decided to use
negotiating skill development pro-
sketches drawn by our clients from across Europe of their experi-
grammes for numerous executives
from both the public and the private ence of negotiating with the Brits. Because we
sectors. immediately react with the classic “they don’t under-stand”
whenever a foreigner attempts describes us, we have
A psychologist, who is bilingual in
endeavoured to temper these sketches with British insights into
English and German, Andrew has
written extensively on negotiation. He our own culture. We have tried to draw a picture that could make sense both from an insular as
has been a visiting professor at IN-
well as a continental point of view. To begin with, we asked some of our European clients to
SEAD and at Japan’s Institute for
International Studies.
express the one thing to watch out for when negotiating with the British. We shall summarise the
comments we gathered and identify the underlying cultural issues.
“We did, we did.... we didn’t think it was a good idea!”
Probably the most puzzling thing for foreigners - and why we are prone to frequent accusations of
“perfidy”- is the language of interaction. There are many particularities that have their roots in the
structure of the English language. It is, for example, the only European language that allows one to
change the meaning of the entire sentence whilst still pronouncing it. Compare it with a
language like German where, because the verb is placed at the end, the entire sentence has to be
constructed semantically before it is uttered, or French where the "ne" has to come before the verb.
The difference is profound. To continentals, we have this bewildering way of apparently changing
our mind, our position, even our values as the situation develops. What is even more distressing is
that this takes place through subtle, often hidden cues that are totally unintelligible to foreigners.
2. Page 2
Medius Training
Hinting, an art form
The British culture is deeply impregnated with “hinting”. The outcome of genetically diffident
people having practised for centuries “getting the message across” to each other without
ever directly “coming out with it”, is that we are very good at making and taking “hints”—
which most other Europeans miss completely. On a scale with “hinting” at one end and
“direct” at the other, we can place different national conversational styles. Hinting people
often prefer not to say exactly what they mean because they’re concerned with the effect
their ideas might have on those they’re talking to. Instead of coming straight to the point (“I
don’t think this will work” or “I want to conclude the meeting at 4 o’clock sharp”) hinting
people prefer to hint at what they’re trying to say, hoping that the other person will
understand without them having to be explicit.
The British art of “Politeness” is a classic form of indirectness. We have conventions of
politeness that try to make the other person comfortable by not imposing, by giving them a
way out, by being friendly etc. Other cultures have more direct styles and value the directness
of saying what you mean, (even quite brutally), assuming the other person will appreciate
their “honest” approach. When a British hinter and a direct Dutchman meet, negotiations
may be tense unless you have acquired the ability to adjust as a result of 40 years at Royal
Dutch Shell or Unilever!
Since the British are at the “hinting” end of the scale we can find other more direct
conversational styles aggressive, rude, or even obtuse. People from more direct cultures may
find the British wishy-washy, inconsistent or even misleading. Hinters can come across as
unclear and indecisive, whereas Direct people can come across as pushy, rude or insensitive.
Similarly, we can place national conversational styles along two other scales. Whereas the
words we use convey information, How we speak or deliver words can communicate more
than a simple exchange of facts. The mechanisms we use for conversation (speed, volume
and intonation etc.) can lead people to draw conclusions, not about conversational style but
about our negotiating style and position. One mechanism is volume. For example in
negotiations with people they don’t know very well, the British tend to talk quite softly and
modulate their tone of voice to what we assume to be a pleasant, non-threatening monotone.
However, people from cultures where the normal volume is greater (especially Southern
European cultures) can find this suspicious. Loud speakers think soft speakers are
withholding information, being secretive or lacking in confidence. They can also find it
difficult to take criticism or anger seriously if it is not shouted! Equally, at the other end of the
loud-soft scale, the British can definitely feel aggressed by loud speakers, giving rise to
comments such as “What have I done wrong, why are they shouting at me?” Pace is another
mechanism. Very often our European clients comment on the speed at which we Brits speak.
Even Americans complain, so imagine how difficult it must be for second-language English
speakers to keep up with us!
3. Page 3
Medius Training
To summarise these points on conversational style, we can say that the British tend to speak
fast, in a soft tone of voice, and prefer to hint to get their message across. In negotiating
terms, this can have several implications. Firstly, it is sometimes difficult for other parties to
know exactly what the Brits want. Especially if they’re in a weaker position, the Brits will not
come out directly with their needs if they are afraid of being refused outright. They will hint
and make allusions and hope that the other side will get the message. Similarly, when
making their opening position at the outset of the negotiations, the fast/soft/hinting delivery
can make it very difficult for second-language English speakers to get a clear handle on the
British position. We advise our friends across the waters to question for clarification at all
times, summarise for understanding on every major point, and try, try, try to pin them down!
Get it on paper - Read your own notes back to confirm understanding. This is vital when
concessions are being made. The “hinting” means that often the linkages between
concessions and conditions are not made explicit by the British. The Continental might have
understood what it is he is expected to concede, but it may still be unclear to him what he is
getting in return! Our advice to them is to clarify ruthlessly, force us to use “if” . “then”. “If
you’ll give us so and so, then we can change our delivery dates” (Put your conditions first!)
“Excellent, splendid, super, spiffing and all that”
One of our French associates loves to tell about the difficulties he encountered on arriving in
the UK to work in an all-Brit office. He was repeatedly made to feel socially incompetent,
making faux pas after faux pas and leaving awkward silences everywhere in his wake. What
could be happening?
Back at home, he was a reasonably popular fellow, and had established very good working
relationships with German, Belgian and Dutch partners before coming to our misty isles. Then
one day all became clear as he was dejectedly watching a re-run of the “Avengers” TV cult
series. John Steed, the main character, elegantly sailed his way through the entire
blood-thirsty episode without formulating anything more than “amazing” or “you don’t say”
and responding to life-threatening catastrophes with a heartfelt “oh dear”. This gave him an
important insight into British culture and the attitude of “British understatement”. By
contrast, foreign villains are portrayed with a propensity to sweeping statements and wild
generalisations. It seems that we Brits avoid generalisations. Since most continental verbal
interaction is based on exchanging generalisations to make conversation, the meeting
between British and other European negotiators can quickly become awkward. Consider how
we feel about German “ponderousness” or Italian “talkativeness” or French “arrogance!
Armed with this new insight, our French associate returned, determined to limit his
vocabulary to a few strategic utterances such as “excellent” or “I see what you mean,
absolutely !”, and finishing every one of his phrases with the strategic “Isn’t it?”. To his
astonishment (and relief), his problems disappeared overnight. He became “one of the lads”
and discovered that most of his working partners were more than willing to share their
thoughts and difficulties with him.
4. Page 4
Medius Training
This aspect of British culture can have a major impact on what happens at the negotiating
table. Our advice to other Europeans negotiating with the Brits is the “no generalisation” rule.
They need to know that points will not be reinforced by the statement of general rules, on the
contrary they will become suspect, and open to a full range of counter examples—if not direct
attack. We have seen many Continentals “set themselves up” with the British by trying to
argue a position through a set of general statements. As a result they encounter an
unexpected barrage of reactions ranging from flippant comments or snide remarks to incom-
prehensible jokes and anecdotal counter-examples. If they try to force the point, things will
only get worse. We Brits are likely to be embarrassed by this “scene” and will fall into an
awkward silence. To re-establish an effective working climate Continentals must develop
their own technique of the understatement i.e. threatening catastrophes with a heartfelt “oh
dear”. This gave him an important insight into British culture and the attitude of “British
understatement”. By contrast, foreign villains are portrayed with a propensity to sweeping
statements and wild generalisations. It seems that we Brits avoid generalisations. Since most
continental verbal interaction is based on exchanging generalisations to make conversation,
the meeting between British and other European negotiators can quickly become awkward.
Consider how we feel about German “ponderousness” or Italian “talkativeness” or French
“arrogance! Armed with this new insight, our French associate returned, determined to limit
his vocabulary to a few strategic utterances such as “excellent” or “I see what you mean,
absolutely!” and finishing every one of his phrases with the strategic “Isn’t it?”. To his
astonishment (and relief), his problems disappeared overnight. He became “one of the lads”
and discovered that most of his working partners were more than willing to share their
thoughts and difficulties with him.
Tradition - The trap
In many ways, the British are slaves to tradition - we love it - anywhere, anyhow. But what
catches most foreigners by surprise is that as individuals we are not traditional at all. British
executives will embrace every new idea, technology and trend with reckless abandon. The
traditionalism evident in double-decked buses, red telephone booths, and garden gnomes is
only skin-deep. British culture has been changing very rapidly since the war and even more
so in the last two decades. Books on “dealing with the British” have previously focused
mainly upon the upper class. There is a gap between this and the reality of shopping at
Sainsbury’s on a Friday night!
No matter how “traditional” the British may appear, they are in fact fierce individualists which
might surprise foreigners. Behind the same exterior symbols; the same grey pin-striped suit,
the same Volvo Estate car and the same semi-detached house, they discover our very British
sense of individuality. In negotiating terms, this "trompe l’oeil " is often extremely awkward in
that it makes the relationship element of negotiating with us very unpredictable. The difficulty
is that, as with most things with the British, once past the first formal stages of a
relationship, there are no rules. To most Continentals with strong cultures where relation-
ships are regulated in detail until one reaches intimate friendship, this is quite disconcerting
and must be kept in mind.
5. Page 5
Medius Training
Whereas we have very formal and traditional rules of conduct and etiquette that apply to the
first “impersonal” stages of a relationship or more particularly to the opening stages of a
negotiation, once a more informal atmosphere has been established, there are no strict rules
of conduct. As a French Business Manager put it, “in France we are less formal than the
Brits at the start of a relationship, but over time, we don’t tend to become as informal as the
British will”. The British negotiator should therefore err on the side of formality for longer in
negotiating with a Continental partner.
“Terribly sorry, old chap”
Individualism may become downright stubbornness. Because we do not feel pressured to
conform to a general consensus, a Brit will have no trouble saying “No” to any point which
other European negotiators argue is for the “common good”. Insularity and the Island
Mentality contribute to our willingness to fight point by point to the last. Our European
partners may see this as a tough approach in multi party, multi cultural negotiations. Equally
we can be seen to be playing the role of the devil’s advocate.
Of course, the disadvantage of this “semi-detached” attitude is that we are often under-
achieve in longer-term joint venture projects. A perfect example of this is the high-speed rail
link between the channel tunnel and London. After 10 or more years of everybody throwing
their spanner in the works because it is impossible to satisfy everybody all of the time, the
Eurostar zips through France at 300 km per hour and crawls through the South East at half
the speed!
Watch out for the accountants or my heart weeps but my wallet
smiles
True of much of Europe, but especially the UK, is the emergence over the last 10 years of the
“accountant mentality”. The economic crisis of the late 80’s hit us in the UK earlier and
harder perhaps than elsewhere, and subsequent “downsizing” activities were brutally
numbers led. The balance of power has shifted within companies, and it is now a younger
force of finance directors with spreadsheets and profit centres that win the day. When other
Europeans negotiate a joint venture with us, we have to justify every proposal to our
accountants back home. The ghost at the negotiating table is the British accountant.
Continentals are learning that to lay the ghost we need spreadsheets and other quantitative
material far more than most Europeans. We are, as Napoleon observed, a nation of shop-
keepers. Money is not dirty, we enjoy talking about it, and “Bargain Hunting” is a national
past-time. There is nothing wrong with boasting about how little one has paid for something!
6. Page 6
Medius Training
Be strong on the spirit of the agreement
As negotiators, it is important to note another problem frequently mentioned by our European
clients. They often claim that the British team or company they have been working with has
been less than upfront or even dishonest and that we will change our minds at the last
minute. This is what the French call the “perfide albion” syndrome. We, the British, rightly get
very indignant about such comments! Why the misunderstanding? It comes from a
profoundly different perception of the notion of the contract. For us, a contract is contextual.
If the context should change, then the terms of agreement must surely be modified
accordingly....? Ah so....? say the Germans, Ah bon? say the French! If we look at the British
legal system, we can see that its unwritten laws accord a far greater place to jurisprudence
than to defined law, like for example French Napoleonic law. There is the notion of the
“spirit” of the law, as opposed to the “letter” of the law. This means that if the context of
agreement changes, especially if the changes are seen to be out of the control of all
concerned, then the British will be far more ready to modify an agreement in order to main-
tain the original “spirit” of the agreement. This pragmatic flexibility is often widely mis-
interpreted by other cultures.
Hints and Tips
In conclusion, we would like to emphasise the hints and tips we give to our Continental
clients on negotiating with the British. (Remember, this is advice to your European partners)
• Prepare in detail for the meetings.
• Avoid a fixed sequence - plan around issues
• Technical data should be solidly researched as the Brits are not known as realistic
pragmatists for nothing
• Prepare thorough costings and spreadsheets for the British accountants!
• Once the meeting has started, remember that the Brits can quickly become more
relaxed - try to do the same.
• Avoid taking abrupt or authoritative positions on points as this approach will an-
tagonise them, even if they agree with what you’re saying!
• If you are in the UK, do not expect to eat a proper lunch, sandwiches in the meet-
ing room are very common (unless, of course, they’re trying to impress you, in
which case you’ll be taken to the latest French restaurant in town!).
• During the discussions Listen Listen. Britain is a hinting culture, and you have to
learn to decode the messages. If you’re getting mixed messages or you don’t
understand something, question for clarification and summarise - your under-
standing of their position.
• If the Brits still look uncomfortable, then think hard, you’re missing something.
Start again.
In holding a mirror up to the
• Don’t be surprised if they come back at the last minute with changes, things could
British negotiator we in be happening back-stage.
Medius Training, hope you
• Last but not least, remember to dress smartly but conservatively. When in doubt,
will see yourself and find it err on the side of the dark grey suit, at least you can be sure it will match the
easier to conclude the weather and the boardroom carpet!!
agreement.
7. Medius has been involved in organising and running training
courses in business development for over ten years.
The company offers a comprehensive range of training
seminars and workshops covering all aspects of licensing and
business development.
These courses are run either in house for specific clients or on a
multiclient basis. Medius also provides interactive workshops for
some of the major conferences.
Our comprehensive range of programmes includes:
• benchmarking of deals
• co marketing and co promotion
• creative deal structures
• due diligence
• financial valuation and modeling
• negotiating and drafting optimum deals
• negotiation skills
Medius has provided in house training for many major
companies including Boehringer Ingelheim, Novo Nordisk, KPMG,
Boots International Healthcare, Kowa, Quintiles,
Mundipharma, Merial and Biogen. Training workshops are also
conducted for Cranfield, LES, PLG, Hawkesmere, Vision in Busi-
ness, IBC and IIR.
Medius deploys a core team of business development experts plus
a wide range of highly experienced associates to ensure that the
best skills and experience are available to each course.
An important and integral part of the training programmes are the
industry case studies which are employed to support the theoreti-
cal work. The case studies are based on our own project experi-
ences and are written specifically to suit the client’s needs
Medius Training
47 Upfield
Croydon
CR0 5DR
U.K.
Phone: +44 (0) 20 8654 6040
Fax: +44 (0) 20 8654 6046
Email: info@medius-training.com
www.medius-training.com