Lesson correlates with National Business Education Association National Standards for Business Education, 1995, Reston, Virginia.
Standard II. International Business Communications... Achievement Standard: Apply communication strategies necessary and appropriate for effective and profitable international business relations.
  B. Non Verbal
Level 3 (Secondary) - Performance Expectations: State examples of non-verbal communications affecting international business relationships and negotiations.

Comparing Business Cards
TIME REQUIRED:
Two 50-minute class periods
 
RECOMMENDED GRADE:
Grades 9-12


 
MAJOR CONCEPTS:
 Comparing the style of business cards and formality of their use can avoid embarrassing and costly mistakes in future business associations.  Writing to people in various countries can create opportunities for creating appropriate letters for cross-cultural readers.
INSTRUCTIONAL OBJECTIVES:
 To appreciate the value that many cultures place on business cards

To appreciate differences in style and format of business cards for use in other countries

To create and send persuasive letters to people of different cultures

Key Terms:
Business Card
Formality
Slang
Cliché
 
 
MATERIALS:
Internationally Yours, Writing and Communicating Success .fully in Today s Global Marketplace, by Mary A. DeVries, Houghton, Nfifflin Company, Boston, 1994

Kiss, Bow, or Shake Hands by Terri Morrison, Wayne A. Conaway, and George A.
Borden, PhD., published by Bob Adams, Inc., Massachusetts, 1994

The Thunderbird Guide to International Business Resources on the World Wide Web by Candace Deans and Shaun Dakin, John Wiley & Sons, Inc., New York, 1997

Internet searches to identify names of American businesses involved in international business and names and addresses of international businesses and associations
 
 
RATIONALE:
 · Understanding that different cultures react to giving and receiving business cards differently may help students avoid inappropriate behavior in future business relationships
 
· Knowing something about size, style, and color of business cards may help students order business cards for giving to international associates
 
· Writing to people of different cultures will give students an opportunity to refine their writing skills for international readers
 
 
PROCEDURE:
1. Discuss a collection of several business cards used by local and national businesses, which are used when doing business in America.
 
2. Identify names of people or companies to write to for information about preparation and use of business cards in a variety of countries.  Request samples of actual business cards.  Sources could be obtained by conducting Internet searches of international airlines and other businesses (both American and foreign) who are involved in international business, obtaining contacts in countries outside of the United States (ISBE members, associations such as chambers of commerce, embassies, businesses and people involved in international business, etc.), and conducting library searches of books and periodicals, which may reveal names and addresses.
 
3. Read and discuss how writing internationally can create problems, which may not occur when writing nationally.  For example, one response was delayed because the female writer did not indicate which courtesy title she would prefer (Ms., Miss, or Mrs.). The foreign writer did not want to write back to her without knowing which title to use in an effort not to offend her.  Using slang or clichés may be confusing to a foreign reader.  Many of these problems to avoid as well as international writing that works are discussed by DeVries.
 
4. DeVries relates writing to the international reader and discusses different worlds, formats, forms of address, style, international English, taboos, simplification, punctuation, respect, and information from various countries around the world in addition to providing information about mail, telephone, time differences, and other information sources.
 
5. DeVries also includes a short section on business cards.  Morrison, Conaway, and Borden include brief information about business cards in several countries around the world.  Outside resources should be able to provide a lot of insights and actual examples of business cards once students have written by e-mail or mail requesting information and sample business cards.
 
6. Students will profit from learning how culture relates to giving and receiving business cards.  Business people in the United States probably would not be insulted if someone writes notes on their business card.  However, Japanese business people look at the business card as an extension of themselves.  They present and receive the business card in a special way.  If the receiver wrote on the card or put the card in a pocket, wallet, or purse, the Japanese presenter would be insulted.
 
 
EVALUATION: Evaluation should be designed to be flexible.  Finding names and addresses of contacts, writing letters and/or e-mail, and producing a report including a display of business cards could all be used in evaluation.  However, sufficient time for receiving overseas mail and sample business cards will need to be allowed.  Since some students may not receive responses, the final report could be a group project.  Groups which include students who received correspondence, information, and sample business cards and students who did not receive answers could be formed to plan their presentation.
 
AUTHOR:
 : Dr. Dorothy Wiese, Elgin Community College, Hampshire, IL.
 
EDITORS:
Les Dlabay, Lake Forrest College, Wildwood, IL.
Robert Ristau, Eastern Michigan University (ret.), Ypsilanti, MI.

 
 
 
 
 

Click here to download Microsoft Word version of the plan including handouts.