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Cross-Cultural Business Communication: Differences In Communication |
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When communicating with people of another culture, it is important to be aware of the person’s level of active participation in a conversation. In some cultures, highly active participation is the norm, while other cultures dictate a more passive involvement.
The exchange between people engaged in communication demonstrates conversational involvement. In any culture, a message must have both a sender and a receiver. In cultures with high conversational involvement, the receiver would send verbal and nonverbal cues, such as eye contact, nodding, and interjections, such as "I’m listening" or "Tell me more." In cultures with low conversational involvement, receivers would adopt a passive posture, perhaps staring at the ground with hunched shoulders, and would simply absorb the message without offering cues on whether they are listening or not.
In this course you will learn to: identify the differences in verbal communication across cultures, and improve your nonverbal communication skills by understanding the differences in gestures and expressions that vary across cultures. |
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Cross-Cultural Business Communication: Differences In Communication (Instructor Guide) |
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When communicating with people of another culture, it is important to be aware of the person’s level of active participation in a conversation. In some cultures, highly active participation is the norm, while other cultures dictate a more passive involvement.
The exchange between people engaged in communication demonstrates conversational involvement. In any culture, a message must have both a sender and a receiver. In cultures with high conversational involvement, the receiver would send verbal and nonverbal cues, such as eye contact, nodding, and interjections, such as "I’m listening" or "Tell me more." In cultures with low conversational involvement, receivers would adopt a passive posture, perhaps staring at the ground with hunched shoulders, and would simply absorb the message without offering cues on whether they are listening or not.
In this course you will learn to: identify the differences in verbal communication across cultures, and improve your nonverbal communication skills by understanding the differences in gestures and expressions that vary across cultures.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Cross-Cultural Business Communication: Addressing Cross-Cultural Issues (Instructor Guide) |
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When communicating with coworkers, it is very important to respect other cultures. You should refrain from using humor that might offend people from other cultures, and avoid stereotypes that might affect how you treat your coworkers.
Before communicating with employees who belong to a different culture, it is important to research their cultures and understand clearly what is expected from your communication. You should determine what types of communication are most appropriate in specific situations. For example, you should investigate the most appropriate method for communicating a behavioral problem to an employee. Some cultures prefer profuse praise to cushion the constructive feedback, while others prefer a more direct approach. The most important thing to communicate to employees of different cultures is respect. By approaching them in accordance with their cultural standards and expectations, you’ll show respect for their cultures and your communication will be enhanced.
In this course you will learn to: identify gestures used in different cultures and build a cross-cultural team, and discuss guidelines for writing cross-cultural documents and assembling a translation team.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Cross-Cultural Business Communication: Addressing Cross-Cultural Issues |
1.00 |
When communicating with coworkers, it is very important to respect other cultures. You should refrain from using humor that might offend people from other cultures, and avoid stereotypes that might affect how you treat your coworkers.
Before communicating with employees who belong to a different culture, it is important to research their cultures and understand clearly what is expected from your communication. You should determine what types of communication are most appropriate in specific situations. For example, you should investigate the most appropriate method for communicating a behavioral problem to an employee. Some cultures prefer profuse praise to cushion the constructive feedback, while others prefer a more direct approach. The most important thing to communicate to employees of different cultures is respect. By approaching them in accordance with their cultural standards and expectations, you’ll show respect for their cultures and your communication will be enhanced.
In this course you will learn to: identify gestures used in different cultures and build a cross-cultural team, and discuss guidelines for writing cross-cultural documents and assembling a translation team. |
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Cross-Cultural Business Communication: Communicating Across Cultures |
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When communicating across cultures, you could come across a number of barriers. In addition to language barriers, there might be more subtle obstacles, such as cultural biases and conflicting communication styles. Building relationships with people of other cultures will provide you with the incentive to work through those barriers and achieve effective communication.
In this course you will learn to: establish rapport and build trust, and listen well and provide positive and constructive feedback. |
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Cross-Cultural Business Communication: Communicating Across Cultures (Instructor Guide) |
1.00 |
When communicating across cultures, you could come across a number of barriers. In addition to language barriers, there might be more subtle obstacles, such as cultural biases and conflicting communication styles. Building relationships with people of other cultures will provide you with the incentive to work through those barriers and achieve effective communication.
In this course you will learn to: establish rapport and build trust, and listen well and provide positive and constructive feedback.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Conducting Conservation Projects in the Field: Education, Culture & Ethics |
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What makes a successful conservation project? Is it enough to have thorough scientific understanding of the ecological and biological threats facing a species or habitat or do we need to devote significant focus to the human dimension of conservation? Over what time frame should we consider a project successful? What goes into defining a project as being sustainable over the long run so that the perpetuation of the species is guaranteed? How does human economic well-being relate to conservation 1:We improve our conservation strategies by integrating traditional knowledge and practices into the project, and thereby make the project more appropriate for the area and local culture. By cultivating informed, supportive, and involved local communities, the root cause of some of our most pressing conservation problems can be addressed by many more people. With more people involved in the struggle to save endangered species, our projects are more likely to be successful and sustainable. |
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GED: Introduction to the GED |
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Welcome! If you're here, you've decided to work toward earning your high school equivalency diploma. It's a great decision to have made! Let's go over what the GED covers, what we'll cover together, and what you can do to best prepare yourself along the way. To register for the GED, please visit https://ged.com/ |
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GED: Math - Unit 9: Statistics and Probability |
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Welcome to Unit 9: Statistics and Probability. Statistics is a broad field that allows us to collect, analyze, and interpret all kinds of data. It's used by people in all professions and all walks of life, even if they may never realize they're using it.
Probability is a related field that helps us figure out how likely something is to happen. We use that in everyday life as well.
The measures of central tendency include several different tools that help us analyze and interpret data.
You'll need to know how to use these tools not just on the math test, but on the social studies and science tests as well.
In this lesson, we'll learn about mean, median, mode, and range. |
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GED: Reasoning Through Language Arts - Unit 8: Post-Test |
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Welcome to Unit 8: Post-Test. This post-test covers reading comprehension, writing, and editing. At the end of this post-test is a table that matches each question to the content it covers. Use it to review any content that you haven't mastered. |
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GED: Math - Unit 8: Linear Inequalities in One Variable |
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Welcome to Unit 8: Linear Inequalities in One Variable. In Unit 3 of this course, we learned about expressions and equations. In Unit 5, we learned about graphing lines. In this unit, we'll learn about inequalities: how to set them up, how to solve them, and how to graph them. |
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GED: Reasoning Through Language Arts - Unit 7: The Extended Response |
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Welcome to Unit 7: The Extended Response. The last part of the RLA section is the Extended Response, or essay. Here's how it works. You'll be given something to read - a source text or texts - and asked to write an essay in response to a prompt related to the reading. In this unit, we'll learn about two types of essays and take a look at an example of each one. |
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GED: Math - Unit 7: Rules of Exponents |
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Welcome to Unit 7: Rules of Exponents. We first learned about exponents, or powers, in Unit 2, when we first learned about basic operations. In this unit, we'll learn about the rules of exponents. We use them to help us simplify expressions that have exponents in them. |
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GED: Reasoning Through Language Arts - Unit 6: The Writing Process |
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Welcome to Unit 6: The Writing Process. Now that you're familiar with the skills and strategies required for reading comprehension, let's turn to writing. This section of the RLA will ask you to edit sentences and paragraphs to correct errors in grammar, punctuation, and style. In this unit, we'll cover the rules of the road when it comes to grammar and punctuation. |
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GED: Math - Unit 6: Polynomials |
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Welcome to Unit 6: Polynomials. We first learned about polynomials in Unit 3 when we learned how to simplify expressions. We'll work with them again in this unit, where we'll learn how to perform more complex operations with them. |
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GED: Reasoning Through Language Arts - Unit 5: Purpose and Tone |
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Welcome to Unit 5: Purpose and Tone. Now that we've talked about how authors organize their writing, let's talk about purpose and tone. In this unit, we'll explore different kids of writing, and identify ways to determine the effectiveness of an author's argument. |
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GED: Science - Unit 5: Post-Test |
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Welcome to Unit 5: Post-Test. This post-test covers life science, physical science, and earth and space science. At the end of this post-test is a table that matches each test question to the content it covers. Use it to review any content you haven't mastered. |
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GED: Social Studies - Unit 5: Post-Test |
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Welcome to Unit 5: Post-Test. This post-test covers civics and government, US history, economics, and world geography. At the end of this post-test is a table that matches each test question to the content it covers. Use it to review and content you haven't mastered. |
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GED: Math - Unit 5: Coordinate Plane |
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Welcome to Unit 5: Coordinate Plane. If you've ever graphed points, or read a graph, you've worked with the coordinate plane. In this unit, we'll learn about points, the lines that connect them, and the equations used to create them. |
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GED: Reasoning Through Language Arts - Unit 4: Patterns of Organization |
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Welcome to Unit 4: Patterns of Organization. Now that we've talked about the difference between an author's main idea and the details the author uses to support it, along with how we can make inferences based on those details, let's talk about how authors organize their writing. We'll start this unit by learning how to differentiate between facts and opinion. Then we'll talk about how writing can be used to show cause and effect, to compare and contrast, and to describe information. |
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GED: Math - Unit 4: Introduction to Geometry |
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Welcome to Unit 4: Introduction to Geometry. Geometry is an important part of math. It's also an important job skill. Carpenters, builders, and construction workers all use geometry, as do architects and landscape engineers. Even diamond cutters and jewelers use it.
In this unit, we'll explore lines, angles, and shapes like triangles, circles, and quadrilaterals. We'll also learn about perimeter, area, volume, and surface area. |
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GED: Science - Unit 4: Earth and Space Science |
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Welcome to Unit 4: Earth and Space Science. About 20% of the questions on the science test relate to Earth and space systems. In this unit, we'll learn about our planet, and its place in the solar system. We'll also learn about stars and galaxies. |
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GED: Social Studies - Unit 4: Geography and the World |
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Welcome to Unit 4 - Geography and the World! World Geography accounts for about 15% of the questions you'll see on the test. There are five basic themes in geography - location, place, human-environment interaction, movement, and region. This Unit, we'll cover the basics of each one. We'll also learn about some of the maps geographers use to study the world. |
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GED: Reasoning Through Language Arts - Unit 3: Reading Comprehension Skills |
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Welcome to Unit 3: Reading Comprehension Skills. Now that we've talked about some of the strategies associated with reading comprehension, let's talk about some of the skills you'll need to make sense of the readings you encounter. In this unit, we'll talk about main ideas, details, and inferences. |
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GED: Science - Unit 3: Physical Science |
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Welcome to Unit 3: Physical Science. About 35% of the questions you'll see on the science test will cover Physical Science. In this unit, we'll explore some of the basic principles of physics and chemistry. |
