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Incorporating Language in STSA programs

Target Language Incorporating Language in STSA programs Presented by: Lynne Gerber and María Elena Rodríguez Target Language Global Business Project If “English is the Language of Business…”

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Incorporating Language in STSA programs

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  1. Target Language Incorporating Language in STSA programs Presented by: Lynne Gerber and María Elena Rodríguez

  2. Target Language Global Business Project

  3. If “English is the Language of Business…” …why worry about having project teams that speak the language and know something about the culture?

  4. BEST PRACTICES FOR CUSTOMER-CENTRIC ORGANIZATIONS To ensure that you make the sale, or to spur growth • Speak your customers' language Emmy Favilla in CMR Magazine, November 2004

  5. Global Business Project • Gives students on teams opportunity to: • Increase global business and language competency • Assist a real company with a real business issue, in the language of the destination country

  6. Applications - Companies Derive benefit from having a globally diverse team with language and cultural understanding of the country where the client is located or the region in which the company wishes to do, or improve, business company application

  7. Applications - Students Describe their expertise and interest in a GBP country and the target language as well As describe their background and study in Industries and functional areas student application

  8. Experienced in country Well versed in language and culture Knowledge of industry Functional mix Functional expertise Business language expertise MatchingStudents Advisors

  9. Sample projects for 2007-08 • China 1 Manufacturer of hardwood lumber located in NC – team to develop and begin implementation of an export/sales & marketing strategy for China • Japan 2 An association of 15 - 20 businesses in high-end leather bag business: team to develop a strategy for new business models that can revitalize the businesses. • Brazil 3

  10. Expectations • Quality of project enhanced by collective knowledge of language and culture • Quality of learning by team members enhanced by other team members, by individual goals, and authentic in- country experience

  11. Sample projects for 2007-08 • Brazil 3 The largest privately - held US manufacturer of petroleum products, chemicals, fertilizers, and building products, is experiencing the effects of the increasing demand of ethanol. The company has engaged a team to thoroughly investigate the Brazilian ethanol value chain and identify the most profitable segment.

  12. 2007-2008 • China 1 – 2 native, 2 heritage, 1 novice • Japan 2 – 2 adv, 1 inter, 1adv novice, 1 novice • Brazil 3 - 1 native, 1 adv., 1 inter-high, 1 novice

  13. China 1’ Project Scope • In Phase One of the project, team will investigate alternative export strategies and recommend the one team members believe is the best option for the client. In Phase Two, following strategy approval by the client, the team will identify potential clients/partners and will set up visits for team and client's VP for Phase Three, the in-country portion of the project. At the end of Phase Three, the team will recommend next steps to the client and outline an implementation strategy, timeline, and sales projections/benchmarks.

  14. China 1 Project Timeline Phase I Phase II Phase III Final Report Strategy Implementation Workshop Kickoff Meeting/ Generic Research On-the-Ground Project Plan On-the-Ground Work Identification Review Capabilities & Assess SW Explore & Identify Options Establish communication methods Conclude project & identify plans Assess Markets for Imports & Exports Identify potential clients to contact Client visits & info gathering Assess client’s opportunities overseas Initiate contacts & plan visits On-the-ground assessment Identify Opportunities Discuss logistics for on-site visits Reports on finding and update assessment

  15. Example – China 1 – The Team • a GWU MBA from Taiwan, with marketing and manufacturing experience; native Mandarin speaker • A GWU exec MBA, experienced in international trade with China in paper, steel and semiconductor industries • A U Pitt MBA, raised by Chinese parents in Thailand, with experience in market penetration in China while working for a Thai bank • A UNC MBA, first-generation Chinese American, with background in finance and project mgmt • A Temple MBA from China, familiar with work practices and risk mgmt issues in China

  16. Example – China 1 Where culture and language comes in • pre-departure work (Phases 1 and 2) • In country • As a benefit to client • As a benefit to team members

  17. Who does what? • GWU MBA from Taiwan, with marketing and manufacturing experience; native Mandarin speaker • GWU exec MBA, experienced in international trade with China in paper, steel and semiconductor industries • Pitt MBA, raised by Chinese parents in Thailand, with experience in market penetration in China while working for a Thai bank • UNC MBA, first-generation Chinese American, with background in finance and project mgmt • Temple MBA from China, familiar with work practices and risk mgmt issues in China

  18. Expectations • Quality of project enhanced by collective knowledge of language and culture • Quality of learning by team members enhanced by other team members, by individual goals, and authentic in- country experience

  19. How you could do a mini GBP • Use school connections to find project (s) • Screen students for ideal team (s) • Establish an independent study • Oversee pre-departure work • Have in-country portion in one city and/or one company

  20. Target Language Working Spanish Immersions

  21. In-Country Immersion Homestays Language - daily instruction Special activities workshops: cooking, dancing, singing Community service activities Mission Im-possible Activities Cultural tour visits Company visits

  22. Homestays Working Spanish Application Form Return to: Profesora María Elena Rodríguez by ... Immersion Program location: Heredia, Costa Rica May 2 - 11, 2008 Name:_________________________________ Address: City:________________________ State:_________ ZIP:_______________ Country: Home Phone:____________ Work or cell Phone:__________ Fax: ___ E-mail Address: _____ Birth date:_____/_____/_____ Sex: Male/Female School you attend: You are currently a(n): MBA / Professional   Do you have a specialty/or particular area of interest? State your expectations (ex. improve business vocabulary, learn about another culture, etc): Nationality:________________ Passport No.:__N/A__ Emergency contact (name & telephone): Spanish Level: Beginner/Intermediate/Advanced - Low/Middle/High Spanish Level Comments: Any knowledge of other languages?: Traveling with a spouse?:Yes/No Spouse's name:________________

  23. Homestays Working Spanish Application Form (cont.) Rank Host Family Requests Please note that we do our best with homestay requests but we can’t guarantee anything. Please rank your requests in the order of importance. ChildrenYes No Either Smokers  Yes No Either Special Dietary Needs: Yes No Comments: Allergies: Yes No Comments: Anything Else : PLEASE READ Terms & Conditions on page 2 of this application I have read and agree with all the Terms and Conditions on this application. Signature:_____________________________________ Date: __________________

  24. Giving and Receiving Directions - Tico Style

  25. In-country language instruction • Three – four hours of daily instruction • Small groups (2 – 3 students) • Oral proficiency interview • Review verbs tenses, grammar, vocabulary, while covering general cultural and social topics.

  26. Special Activities Workshops Salsa Classes Making Empanadas

  27. Community Service Activities Canción Especial para la Piñata Dale, Dale, Dale No pierdas el tino Sigue la distancia Que hay en el camino Ya le diste una Ya le diste dos Ya le diste tres Y tu tiempo se acabó

  28. Mission Im-possible Activities ¿Cuál es el plato favorito de tu familia tica? ¿Cómo se prepara? • ¿Quién es el Tio Conejo? Cuéntanos una de sus • historias. • Pide que te cuenten cinco chistes, y prepárate para contarnos uno o dos. • ¿Quiénes son los equipos rivales del fútbol de CR? ¿Cuál • fue el marcador en el último juego? • Visita dos sitios públicos (discoteca, iglesia, parque, cine, • museo, mercado etc.) observa por un momento el ambiente y a las personas. Explícanos algunas diferencias significativas que observaste entre tu cultura y la de los Costarricenses.

  29. Mission Im-possible • Ve al mercado y pregunta por el nombre de 5 frutas • que no encuentres en tu ciudad. ¿cuánto cuesta el kilo? • Ve a la panadería y ordena un pastel para 35 personas. Pide que • este listo para el día de la fiesta del orfanato. 8. ¿Qué tipo de variedad de café se siembra en CR? ¿Por qué se siembran dos plantas juntas?

  30. Mission Im-possible • Ve a un salón de belleza y pide un corte de pelo o quetearreglenlasuñas. • Llama porteléfono a tufamilia, informalesque no irás a cenarestanoche con ellosporque vas a salir con el grupo.

  31. Cultural Visits Canopy Tours

  32. Company Visits

  33. Working Languages To offer our Working Spanish, Working Mandarin, or Working Portuguese course at your university or community college please contact: María Elena Rodríguez Director of Working Languages Center for International Business Education and Research Kenan-Flagler Business School The University of North Carolina at Chapel Hill CB # 3440, The Kenan Center Chapel Hill, NC 27599-3440 USA Phone:  919.962.6822 rodrigum@kenan-flagler.unc.edu www.ciber.unc.edu

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