INTERCULTURAL NONVERBAL COMMUNICATIONS AN EXPERIENTIAL EXERCISE Developments in Business Simulation & Experiential Exercises, Volume 11, 1984 221 INTERCULTURAL NONVERBAL COMMUNICATIONS AN EXPERIENTIAL EXERCISE Gita Govahi & Sid Ward ABSTRACT This paper describes an experiential exercise that is used in Business courses to teach and emphasize the importance of intercultural nonverbal communication cues in today’s international business environment. With the dramatic growth in international business activity during the last ten years, it is important for educators to explore some of the areas that would give us a better understanding of some of these intercultural issues. It is obvious that our lack of knowledge about other cultures is losing us business abroad. [3] And this trend is to continue until educators raise students’ sensitivity to intercultural issues and give them proper training in the areas of language, nonverbal behavior, values, and decision making process. It is obvious that some of the issues mentioned above, such as teaching a new language, will require a considerable amount of time and effort on the learner’s part. Some of the other concerns may not require as much time, but they definitely require extensive sensitivity training. INTRODUCTION Clearly, a significant feature of intercultural communication relates to the “silent” language of nonverbal communication. The effects of gestures, postures, body movement, eye contact highlight the intriguing role of kinesics. [1] Dimensions of space are especially important, as cultural members structure their interpersonal body space according to cultural norms. In reality, nonverbal communication operates under incredibly complex rules. So all this exercise can hope to accomplish is to introduce and sensitize participants to different communication cues. Purpose of the Exercise This exercise was designed to a) sensitize participants to different communication cues, used in intercultural encounters, b) examine one’s reactions to various communication cues, c) explore the implications of different communication cues in the business setting. Administration Introduce the exercise by letting the participants know that they will be participating in a role play. It is very important that participants feel very comfortable with their assigned roles, so spend as much time as is necessary to create the right environment. Divide the class into three groups. This can be done randomly (A,B,C,A ). Then all the participants who have been assigned letter “A” act as the seller. Letter “Bs” are the buyers and “Cs” act as observers. To start the exercise you need one of each letter, or a buyer, a seller, and an observer. It is important that the role players do not reveal their roles to the other group members. Distribute the participants’ guides. Give the participants enough time to learn and practice their roles. The task in this exercise is to negotiate for a better price and make a deal. However, one of the role players (the buyer) will have the responsibility of displaying or acting out one of four major communication cues. These are: Haptics - which is defined as where, how, and how often people touch each other while conversing. Proxemics - which is defined as the use of interpersonal space. Oculesics - which is defined as eye-to-eye contact or avoidance. Chronemics - which is defined as the timing of verbal exchanges during conversation. It is obvious that the above mentioned cues can be used in many different ways and combinations. For the purpose of this exercise I have found it less confusing to use only one cue per role player. Research has shown that compared to most other cultures Americans need more interpersonal space, like to make eye contact, like to get to the point, and are very quick in responding to questions. [2] So it is very natural to use the opposing view to make the point. (E.g., have the role player avoid eye contact, or touch the other person or move closer to the other party as they continue on). The role of the observer is very critical. He/she is the only source of feedback if video tape recording is not used. The observer must be briefed on techniques of observing without being judgmental. This can be done while the role players are preparing for the role play. The actual role play can take anywhere from 20 minutes to 40 minutes. When the triads are finished, give them 15-20 minutes to discuss the process that just took place with the observer. This will prepare them for the general discussion. During the general discussion you as a facilitator are trying to make participants focus on certain nonverbal behaviors. Here are some questions that could be used as a guideline. -Did you feel uncomfortable at any point during the course of the exercise? -What were the nonverbal cues used in this exercise? -How/what did you feel when you were touched? -Did the nonverbal cues used by your partner affect your ability to listen, understand, and comprehend the content? -Were there any cues that helped/hindered your communication process? -What nonverbal cues were most/least threatening? Why? Developments in Business Simulation & Experiential Exercises, Volume 11, 1984 222 -What other nonverbal cues from other cultures do you know of or have you experienced? -In what countries/cultures would you find the nonverbal cues used in this exercise? -What are the implications of the various nonverbal cultural cues in relation to business transactions? I have found it useful to video tape the role play and play it back during the discussion. Lowering the volume will help the participants to focus on the nonverbal behaviors and reduces the distraction of verbal exchange. Variation of Activity -Other nonverbal cues can be examined. -Use only one nonverbal cue to measure individual rather than cultural reaction to the same communication cue. Conclusion If we are to succeed in today’s international business world, we must make an investment in the education and training of our potential business leaders. The very first step in this process is to sensitize them to cultural differences to get them in touch with their feelings, and reactions. This exercise is only a tool to make participants aware of some of the basic nonverbal communication cues. There is a lot to be said about other major intercultural issues such as problem solving, decision making and other forms of communicating. SELLER’S ROLE For the purpose of the exercise, assume that you are the sales representative of the Alpha corporation. Your company specializes in making micro computers. Recently, your computers have gained world-wide recognition and popularity. This is due to their low price and simplicity. Your company has started to negotiate with buyers from other countries. You are one of the representatives who is assigned to the international division. Your company has furnished you with the following information: (All costs/price figures are per unit) Production Cost Selling Price Profit Your Commission $3,000 $3,500 $500 $50 $3,000 $3,750 $750 $75 $3,000 $4,000 $1,000 $100 $3,000 $4,250 $1,250 $150 $3,000 $4,500 $1,500 $250 $3,000 $4,750 $1,750 $400 Your company intends to keep the selling price below $5,000/U even though sales have increased 50% over last year. This is your first client since you have been transferred and you are eager to make a deal. BUYER’ S ROLE For the purpose of the exercise, assume that you are the representative of the Beta corporation. You have been sent abroad to negotiate a deal with the Alpha corporation. Alpha corporation specializes in making microcomputers, and the demand for their product has increased considerably over the past few months. Your company would like to take advantage of this situation and initially purchase 90 units of their new computers if the price is right. You purchase the computers and resell them in your country. Based on your cost and the sale price, it is possible for you to make a big profit. Here is the information your company has furnished you with: (All per unit figures) Target Purchase Price Selling Price Profit Your Commission $3,500 $5,000 $1,500 $150 $3,750 $5,000 $1,250 $125 $4,000 $5,000 $1,000 $100 $4,250 $5,000 $750 $75 $4,500 $5,000 $500 $50 $4,750 $5,000 $250 $25 According to your company’s forecast, in less than 6 months, the demand for this type of computer will go down. (This is due to increased supply). In order to maximize your profit you need to make a deal now. OBSERVER’S ROLE You are to observe the interaction process between person “A” and person “B”. Then you are to record person “A”s reaction to person “B”, using the chart below. You will be working with one nonverbal cue. The nonverbal cue is Oculesics, which is eye-to-eye contact or avoidance. Person “B” will try to avoid direct eye contact as he/she converses with person “A”. You are to closely watch person “A”s reactions. Feelings Oculesics Excitement 1 2 3 Pressure 1 2 3 Embarrassed 1 2 3 Overwhelmed 1 2 3 Irritated 1 2 3 Frustrated 1 2 3 Angry 1 2 3 Hostile 1 2 3 Close 1 2 3 Relieved 1 2 3 Bored 1 2 3 Defensive 1 2 3 The numbers indicate the degree of feelings which person “A” is experiencing. (1-low & 3=high). More than one number in each category may be marked (e.g., using circle for the first reaction and cross for the later ones). Developments in Business Simulation & Experiential Exercises, Volume 11, 1984 223 REFERENCES [1] Dodd, C. H. “Dynamics of Intercultural Communication,” 1982. [2] Graham, J. L. “Business Negotiations, John Wayne Style,” International Business Education and Research Program, University of Southern California. [3] Graham, J. L. “A Hidden Cause of America’s Trade Deficit with Japan,” The Columbia Journal of World Business, Fall 1981. [4] Hall, E. T. “The Silent Language.” Table of Contents Volume 11, 1984 Simulation Gaming as a Means of Researching Substantive Issues: Another Look A Further Test of the Group Formation and its Impacts in a Simulated Business Environment Impact of Economic Patterns on Student Performance in Computer Business Simulation Games Majority Fallacy Game with Independent Student Simulation and a Case Introducing the Marketing Channel Laboratory A Comparative Evaluation of a Marketing Game A Study of Comparative Effectiveness of Problem-Solving Technologies The Impact of Hierarchical and Egalitarian Organization Structure on Group Decision Making and Attitudes Risk-Free Decision Making The EX-STRA Export Strategy Game Computer Education for Management Students Developing a Computer Game/Job Simulation to Teach Functional Literacy Skills Experiencing Socialization First Hand: An Experiential Exercise in Organizational Socialization Networking Distributive Versus Integrative Approaches to Negotiation: Experiential learning Through a Negotiation Simulation Managerial Education and the Real World: Foudations for Designing Educational Tools Diagnosing Group Climate to Improve Supervisory Effectiveness Student background as a Factor in Simulation Outcomes: The Collective bargaining Example The Use of Pre-Plays in Management Education Experiencing the Process Debrief: A Workshop ABSEL Megatrend Roots MEGATRENDS for Business Simulation and Experiential Learning The Effects and Consequences of the Megatrends on Simulation Gaming: One View Opportunities for the Future: ABSEL's Role Experiential Learning-Based Discussion vs. Lecture Based Discussion: A Comparative Analysis in a Classroom Setting An Evaluation of the Minitab Package in Teaching Business Statistics Concepts A Path Analytic Study of the Effects of Alternative Pedagogies Developing and Using Weighted Application Blanks: An Experiential Exercise Building Airplanes Individual vs. Group Grade: An Exercise in Decision making A Marketing Plan Exercise: Development of Interteam Cooperation Using a Coordinated Experiential Approach Using Student Experience as the Basis for a Consumer Behavior Learning Exercise Student Evaluations of Instructors: What do Students Believe? A Description of the SOFTCAT Computer Assisted Teaching System Comparisons of Practitioners' and Professors' Perceptions of Business Policy Content and Learning Methods The Perceived Relationship Between Pedagogies and Attaining Course Objectives in the Business Policy Course The Use of Simulation in the Teaching of Business Policy A Research Study on Strategic Decisions in a Business Simulation Strategic Management Decision Making Researched Via Simulation Gaming Using Simulation to Investigate Factors in Competitive Bidding Combining Experiential Learning and management Assistance A Model for Teaching Management Skills Putting Experience Back into Experiential Learning: A Demonstration The Teaching and Behavioral Measurement of Managerial/Organizational Competencies: Developing Experiential Exercises and Simulations A Simulation Game Model for Conglomerates QCLAB - A Microcomputer Laboratory in Quality Control CTSS: A Commodity Trading Simulation System Problem Solving: An Exercise on Learning, Coaching, and Operant Conditioning A Demonstration of the Effects of Feedback as a Category of Reinforcement The Assessment of Feedback and Disclosure in Interpersonal Relations: An Experiential Exercise A Study to Determine Whether the Teaching of Basic Grammar Skills in Business Communication Classes Improves Students' Business Letter Writing Corporate Maladies Through the Eyes of the Memo Writer: A Seldom Used Experiential Tool Executive Bailout at Shake & Spear, Inc. The H.E./L&P Merger Intercultural Nonverbal Communications: An Experiential Exercise The Evolving Business Policies Course - Is Management Gaming the Logical Pedagogy? The Use of Decision Simulations in Management Training Programs: Current Perspectives Humanizing the Business of Medicine: The Use of Simulated Patients to Train medical Students Systematic Integration of Simulation Methods in a Graduate Management Curriculum Modeling Non-Price Factors in the Demand Functions of Computerized Business Using Spacial Relationships to Estimate Demand in Business Simulations Two Algorithms For Redistribution Of Stockouts In Computerized Business Simulations Leadership And Strategic Behavior A Comparison Of Two Business Strategy Simulations For Microcomputers Incorporating Decision Support Systems Into Management Simulation Games: A Model And Methodology Using Micro-Computers To Support The Analysis Of Complex Cases: It's As Easy As 1-2-3 Strategic Formulation Consistent With Pims: A Micro-Computer Application