East Meets West: Etiquette for International Business

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): International Business

  Course Title: International Business Systems

  Course Number: 8216110

  Career Cluster: Business Management & Administration

  CIP Number: 0552110110

  Course Type: CTE Course

  CTE Standard(s) or benchmarks

  CTE-BUS.912.8216110.11.1 - Demonstrate knowledge of multi-cultural environments.

  CTE-BUS.912.8216110.11.2 - Identify distinctive social and cultural factors affecting business protocol.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “East Meets West: Essential Business Etiquette for U.S.-Japan Relations.” See CPALMS resource ID#215874.

• Career Connection

  
  

  Having cultural intelligence is crucial for anyone pursuing a career in international business. Successfully navigating cross-cultural interactions can open doors to global opportunities and partnerships. Students can develop skills that are essential for effective communication and collaboration in a diverse business environment. Enhanced cultural intelligence can lead to better business outcomes.

• Learning Objectives

  
  

  Students will be able to:

  • Develop strategies and apply the concept of cultural intelligence and its significance in international business.
  • Identify specific cultural faux pas presented in the case study.
  • Discuss how cultural faux pas can impact business interactions and outcomes.
  • Present information about international business etiquette and avoiding cultural faux pas.

• Prior Knowledge

  
  

  Students should be able to/be familiar with:

  • Basic understanding of core business principles such as marketing, finance, and operations.
  • The concept of cultural diversity and its importance in various aspects of life, especially in international business.
  • Basic verbal and non-verbal communication skills.
  • Conduct research using various sources and working as part of a team to compile their findings.

• Guiding Questions

  
  
  • What is cultural intelligence? How can cultural intelligence impact the success or failure of international business ventures?
  • What are some common cultural faux pas that can occur in cross-cultural settings?
  • What are some practical approaches to avoid faux pas in business interactions?

• Procedure

  
  
  1. Briefly discuss the importance of cultural intelligence in international business. Ask students what they think cultural intelligence is. Create a working definition with students. Teachers can choose to display the attached Japan PPT to use a guide throughout the lesson.
  2. Define faux pas for students before reading the case study. Share some examples and non-examples of faux pas for students. Be sure that they are not the same as those in the case study.
  3. Distribute a copy of the case study, “East Meets West: Essential Business Etiquette for US-Japan Relations” (See CPALMS resource ID# 215874) and introduce Greg Miyashiro and the Aloha Fusion Kitchen case study. Ask students to think about the following questions and make notes on the case study as they read:
     • How did Greg’s team’s missteps in Japan affect their business relationships, and what should they have done differently?
     • How can the lessons learned from Greg’s team’s experiences be applied to doing business in other countries like South Korea, Germany, and Brazil?
  4. Have students number the five (5) scenarios where Greg’s team committed cultural faux pas: Business Card Etiquette, Meal Etiquette, Cell Phone Etiquette, Informal Dress, and Overly Informal Language. Ask students to share their initial thoughts on the faux pas.
  5. Discuss each scenario, asking students to identify what went wrong and why. Facilitate a class discussion to ensure the class understood the scenarios.
     • Business Cards: What mistake did Greg’s team make? Why do you think the proper exchange of business cards in Japan is so important?
     • Meal Etiquette: How did the mishandling of chopsticks during the meal offend the Tanaka executives? Is it a problem if you don’t know how to use chopsticks?
     • Cell Phone Etiquette: What mistake did Tom make with his cell phone? What should he do differently next time?
     • Informal Dress: What cultural norms did Kevin overlook with his choice of attire, and what guidelines should they follow in the future to show respect in such professional settings?
     • Informal Language: Why would the use of informal language by Greg create misunderstandings or possibly insult their hosts? What are key differences between formal and informal languages, and when should they be used?
  6. Divide the students into groups of 4-5 students. The team roles listed below are recommended to maximize equity of work. Inform students that they will be sharing their findings with the class.
     • Project Manager/CEO – Ensures project is completed properly.
     • Artist – draws a 2-scene sketch of the faux pas (1 effective or appropriately handled scenario, 1 inappropriate scenario that lacks cultural intelligence).
     • Data Scientist/Researcher – Researchers the key questions and helps answer them.
     • Scribe – Writes the answers on the paper with the Researcher.
     • Reporter - Oraganizes the information and prepares for the presentation.
  7. Assign each group one of the five faux pas to investigate.
     • • Business Card Etiquette
       • Meal Etiquette
       • Cell Phone Etiquette
       • Informal Dress
       • Overly Informal Language
     • Each group will answer the following questions (see attached student notes graphic organizer):
       • What was the faux pas?
       • Why was it a cultural misstep?
       • What impact could this faux pas have on establishing rapport in business?
       • What could Greg and his team have done differently to avoid the faux pas?
  8. Have each group to present their findings to the class as a presentation. All students should contribute to the presentation, providing a clear, logically organized presentation that is supported with evidence. During presentations, students will take notes on the student notes graphic organizer (see attached) on the information for the other faux pax.
  9. Ask students to summarize key points from the presentations and reinforce the importance of cultural intelligence in international business. Ask students to share how they can apply cultural intelligence to their communication with others.
  10. To close the lesson, students will answer the guiding questions as an exit pass.
      • What is cultural intelligence? How can cultural intelligence impact the success or failure of international business ventures?
      • What are some common cultural faux pas that can occur in cross-cultural business interactions, and how can they be avoided?
      • What are some practical approaches to avoid faux pas in business interactions?

• Teacher Notes

  
  
  • See the attached supplemental documentation on Florida's international business.
  • Extension Activity (Optional-See attached)
    • Students will research business etiquette and cultural norms in a country of their choice. They will create a brief presentation on how to avoid potential faux pas and succeed in business interactions within that country’s cultural context.
      • Assign students to individually or in pairs choose a country not covered in the class activity.
      • Have them research the country's business etiquette, cultural norms, and potential pitfalls for foreign businesspeople.
      • Students should create a report or presentation that includes:
        • Key cultural differences and how they impact business.
        • Specific examples of business etiquette (e.g., greetings, meetings, negotiations).
        • Strategies to avoid common cultural faux pas.
        • Insights on how to successfully navigate business interactions in that country.
        • Present their findings in the next class or submit them as a detailed report.