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Elementary,Middle School,High School,College,University,PHD
Teaching Since: | Apr 2017 |
Last Sign in: | 8 Weeks Ago |
Questions Answered: | 7559 |
Tutorials Posted: | 7341 |
BS,MBA, PHD
Adelphi University/Devry
Apr-2000 - Mar-2005
HOD ,Professor
Adelphi University
Sep-2007 - Apr-2017
In this module, you have learned about the importance of prioritizing people, whether it be employees, the local community, or customers. In this assignment, you will explore important considerations for culturally competent business practices, which can help strengthen and maintain relationships.
You are a procurement manager working on training a new sourcing analyst. As part of their training, they will be traveling with you to meet with new and existing suppliers for specialized parts your company needs. This will allow your colleague first-hand experience and help them develop relationships with the business professionals they will be working with in the future.
You need to make sure that they are familiar with cultural business practices for the places you will be visiting so that existing business relationships remain strong and new relationships start off well. You have decided to create a brief guide that includes the cultural considerations they will need to be aware of while doing business.
Use the Module Two Assignment Template Word Document to create a guide that provides a brief overview of culturally considerate business practices for three countries of your choosing that are outside of the United States. Use course and external resources (such as the Shapiro Library) to gather information on your selected countries and their cultural business practices.
Specifically, you must address the following rubric criteria:
Submit the Module Two Assignment Template to complete this assignment. Use bullet points when completing the template. Sources should be cited according to APA style.
Criteria | Proficient (100%) | Needs Improvement (85%) | Not Evident (0%) | Value |
---|---|---|---|---|
Authority Figures | Describes how figures of authority are treated and shown respect in each selected country, as well as actions or communications that may cause unintended offense | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing further description or examples of acts of respect or communications that may cause unintended offense in each selected country | Does not attempt criterion | 17 |
Levels of Formality | Describes the level of formality that business professionals follow in each selected country | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include adding further description or examples of levels of formality used in language, dress, or etiquette | Does not attempt criterion | 17 |
Social Norms | Identifies common social norms that should be used in business in each selected country, as well as hand gestures and body language that should be avoided or that may cause unintended offense | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include adding further description or examples of appropriate and inappropriate hand gestures and body language | Does not attempt criterion | 17 |
Time and Scheduling | Describes how the concepts of time and scheduling are treated in each selected country, as well as considerations for business-meeting etiquette that should be considered to avoid causing unintended offense | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include adding further description or examples of how the concept of time and scheduling etiquette is treated in each selected country | Does not attempt criterion | 17 |
Business Practices | Describes general business practices that should be taken into consideration when conducting business in the selected countries | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include adding further description or examples of culturally competent business practices for each country | Does not attempt criterion | 17 |
Articulation of Response | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 10 |
Total:Â | 100% |
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