01 - p910-cd-lp

7/28/2019 01 - P910-CD-LP

1/19

US ARMY COMMAND AND GENERAL STAFF COLLEGE

International Military Student Preparatory Course

Lesson Plan for Lesson P910

Cultural Differences

Course Author: Mr. Mike Brettmann

Lesson Author: Ms. Tammy Reyes

Date prepared: 20March 8, 2005

1. SCOPE

The outcome of this lesson is for students to acknowledge and to appropriately respond to the cultural

differences that exist between his/her country and the United States. The lesson introduces students to

some of the differences among cultures that are less obvious than those of language, religions,

ethnicity, and government. It highlights such topics as low and high-context cultures, personal

demeanor, eye contact and several other important concepts. Additionally, the material covers someof the nuances that are so important to living in and amongst individuals from a different culture. It

does this in order to help the student understand why different cultures behave the way they do.

Furthermore, in order to understand and acknowledge these differences students are required to bring

in two newspaper clippings that demonstrate some very obvious cultural differences between their

country and the United States. Doing this and working his/her way through the material in the lesson

students will challenge their own biases while developing new ideas, Leader Behavior 2.5.1.

Additionally, the practical exercise which entails 5 case studies, all of which relate to individual

rights, will provide the student with the opportunity to view problems from several perspectives,

Leader Behavior 2.4.3, and to understand situations, find causes, arrive at justifiable conclusions,

make good judgments, learn from experience, be adaptable, Leader Behavior 2.4.2.

2. LEARNING OBJECTIVES

TLO B

Action: Develop awareness of societal/cultural differences and standards.

Condition: As a CGSOC Student International Military Student and member of a staff group; living

within the US military, local, national, and IMS communities; given concrete experiences; the

community cultural and social environment; handouts; references and readings; practical exercises,

group dialogues, and discussions.

Standard: Development must include

1. Acknowledgement of societal/cultural differences.

2. Relating to protection of human rights.

3. Providing honorable representation for home country.

4. Demonstrating awareness of historical development and current structure of US Armed Forces.5. Understanding of US political system.

6. Demonstrate an understanding of sustainment of the US officer corps.

7. Acknowledgement of American public and social welfare system.

Learning Level: Affective: Responding.

JPME I Learning Areas Supported:None

ELO B.01

Action: Acknowledge societal/cultural differences.

P910-CD-LP-1

7/28/2019 01 - P910-CD-LP

2/19

Condition: As a CGSOC Student International Officer and member of a staff group; living within the

US military, local, national, and IO communities; given the community cultural and social

environment; handouts; references and readings; practical exercises, group dialogues, and

discussions; computer assisted research and instruction.

Standard: Acknowledgement will include:

1. Recognition of cultural differences and how they are associated with student performance in

CGSOC.2. Recognition of differences between home country and the US Army.

3. Adjustment of conduct to sustain performance in the new environment.

Learning Level: Affective: Responding

JPME I Learning Areas Supported:None

ELO B.02

Action: Relate to protection of human rights.

Condition: As a CGSOC Student International Officer and member of a staff group; living within the

US military, local, national, and IMS communities; given the community cultural and social

environment; handouts; references and readings; practical exercises, group dialogues, and

discussions.

Standard: Relating includes:1. Recognition of the facets of protection of human rights.

2. Recognition of how human rights is associated with student performance in CGSOC.

3. Recognition of human rights relationship as an expression of US foreign policy.


JPME I Learning Areas Supported:None.

TLO C

Action: Apply CGSOC skills.

Condition: Individually or within a group; as an officer working on preparation of country and

government briefings; given concrete experiences, class discussions; reading assignments; timed

requirements, and references; and computer assisted instruction and research.

Standard: Application includes:1. Applying briefing techniques, IAW ST 22-2.

2. Individual/group research techniques.

3. Recording events, IAW ST 22-2.

4. Participating in class IAW staff group and lesson requirements.

5. Understand group development.

6. Applying Microsoft Office and CGSOC related internet computer skills.7. Effective written communication.

8. Complying with laws/rules/regulations to include use of government assets.

9. Honorable representation of home country.

Learning Level: Cognitive: Application

JMPE Learning Areas Supported: None.

ELO C.04

Action: Participate in class.

Condition: As a CGSOC International Military Student and member of a staff group; given the

community cultural and social environment; given concrete experiences; handouts; references and

readings

Standard: Application will include:

1. Development of a group focus (vision).

2. Development of individual and group goals.

P910-CD-LP-2

7/28/2019 01 - P910-CD-LP

3/19

3. Development of individual and group objectives.

4. Development of individual and group expectations.

5. Provision of individual ideas or opinions.

Learning Level: Cognitive: Application


3. LEADER BEHAVIORS:

a) Understand situations, find causes, arrive at justifiable conclusions, make good judgments, learn

from experience, be adaptable.

b) View problems from several perspectives.

c) Challenges bias of self and subordinates while developing new ideas and approaches.

4. ASSIGNED STUDENT READINGS: See Lesson P910-CD Advance Sheet.

5. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL:

Review ST 20-2, Chapter 4 and Chapter 5

2 Social/Cultural Articles (Instructor chooses these.)The Values Americans Live By

6. TRAINING AIDS

Appendix A: Assessment Plan

Appendix B: Slides

Appendix C: Case Studies

Smartboard

Projector

Dry erase markers

Butcher block paper

EaselMarkers for paper

7. CONDUCT OF LESSON

a. Introduction: (5 minutes).

(1) Slide 1, Cultural Differences. This class is entitled Cultural Differences.

(2) Slide 2, Lesson Objective. The overall lesson objective for this class is for the student toacknowledge societal/cultural differences that exist between their home country and the US. This

will be accomplished by having the students examine newspaper or internet articles that highlightthe aforementioned differences and then participate in reading, examining, and discussing five

different case studies.

Instructor Note:Introduce students to the lesson objectives and then outline for students what they will

be learning and doing over the next two hours.

b. Lesson Timeline:

P910-CD-LP-3

7/28/2019 01 - P910-CD-LP

4/19

5 minutes Introduction: Cultural Differences

5 minutes Concrete Experience

10 minutes Publish and Process

20 minutes GNI

10 minutes Break 10 minutes Develop

20 minutes Practical Exercise: Discuss Case Studies and Develop Briefings20 minutes Practical Exercise: Present Briefings

c. Concrete Experience: (10 minutes).

(3) Slide 3, Newspaper Clippings. At this time the students are to take out the newspaper

clippings or articles they found that identify items that are culturally different from those in their

own country.

Instructor Note:Ask for a student volunteer to help annotate the students comments on the board. The

column will be labeled differences. Next, ask students for the differences that they noted while readingtheir articles. The volunteer annotates those differences on the board. Once there are a significant

number of differences jotted down, the student volunteer is released to sit down. Next ask the students the

various process questions.

d. Publish and Process: (10 minutes).

How do these differences make you feel?

Instructor Note: For some individuals the cultural differences may make them feel uncomfortable or even

intimidated by their current cultural immersion experience. Other students may be excited at the prospect

of experiencing such cultural differences.

What do you find fascinating about these differences?

What preconceived notions did you harbor about this other culture that you felt were supported by the

articles you read? Which notions were dispelled by the articles?

What if anything about the articles surprised you?

Instructor Note:Now that students have identified the various cultural differences the instructor may

wish to ask them the following question as a reflection question. Finally, use this question to bridge from

the concrete experience to the GNI.

Did the articles you read accurately portray life in American?

e. Generalize New Information: (20 minutes).

(4) Slide 4, Media. In todays society we often believe that we fully understand another

society and its culture despite the fact that we have not personally experienced it. This illusion of

knowledge is often reinforced by popular media and information gleaned from the internet.

P910-CD-LP-4

7/28/2019 01 - P910-CD-LP

5/19

Living in and amongst people from another country provides an individual with the opportunity

to really learn about and to develop a true sense of another culture and the differences that exits

between cultures. The type of cultural immersion experience that studying in another country

affords the individual goes well beyond that which any form of media can provide.

Does reality play into the media or does the media, create our reality?

Can you believe everything youve read in a newspaper or article or everything youve seen in the

media concerning another culture? Explain your answer.

(5) Slide 5, Differences. There are many cultural differences that exist from one country to

another. There are those obvious differences such as language, ethnicity, religion and form of

government. Often these are the easiest differences to understand. Other differences may be sosubtle that they are not apparent to the common observer. These types of differences may include

such things as the level of assertiveness that is acceptable by one culture versus another, concepts

of individualism versus collectivism, and the concept of time and punctuality. In the United

States it is considered rude to arrive late for a business or a social event. Another cultural

difference relates to the concept of personal space.

What exactly is personal space?

(6) Slide 6, Personal Space.Normally, when individuals are talking to each other they stand

a specific distance from the other individual. These individuals have an area around them which

other people are not allowed to intrude upon; this is known as personal space. Often if someone

moves into this space it makes the other individual very uncomfortable and often they will step

back in order to increase that space. Interestingly enough this personal space differs from country

to country. In the United States personal space equates to approximately 24 inches.

What is considered an acceptable amount of personal space in your culture?

(7) Slide 7, Contact. Cultures also differ in what they consider to be acceptable physical

contact and behavior. For example there are certain behaviors that communicate warmth,

closeness, and availability for communication. These behaviors include smiling, touching,

making eye contact, locating oneself closer to another individual, and talking in a more animated

fashion. In certain cultures known as contact cultures people automatically touch more and thesebehaviors more readily. Considerable research has shown that high contact cultures are found in

most Arab countries, the Mediterranean region, the Middle East, Eastern Europe, Russian, and

most of Latin America.

(8) Slide 8, Handshake. Low-contact countries are primarily found in most of Northern

Europe, Asian, and North America. In low-contact cultures, touching is a bit too intimate for

casual acquaintances. When American men greet one another they traditionally avoid bodycontact such as hugging and kissing. On the other side, shaking hands when you initially meet or

depart, is perfectly acceptable, as long as the handshake is firm and is only a momentary act.

What do you believe is an appropriate level of physical contact when discussing issues with students

from other countries?

How does this differ from the level of physical contact you have with other individuals from your own

P910-CD-LP-5

7/28/2019 01 - P910-CD-LP

6/19

culture?

(9) Slide 9, High and Low-Context Cultures. Research has identified low context cultures

as cultures that are highly verbal and preoccupied with specifics and details. The lowest-context

cultures are found in Switzerland, Germany, Canada, and the United States. On the other hand,

the highest-context cultures are found in Asia, Japan, and Korea. These cultures place a high

value on silence, on less emotional expression, and on unspoken, nonverbal cues.

(10) Slide 10, Demeanor. Many individuals from the aforementioned low-context countriesare also much more assertive than their cultural counterparts from high-context societies. With

this thought in mind, when visiting or living in a low-context country such as the United States it

is important for the individual to understand that it is not considered rude to make ones thoughts,

opinions, and wishes know as long as the individual addresses those issues in a respectful

manner.

(11) Slide 11, Speak Up. In the United States, this thought is best expressed by the following

idiom, The squeaky wheel gets the grease or If you dont toot your own horn who will?

Additionally, the student should, remember that individuals from the US are very direct in their

approach to a subject. Often this individual will begin a conversation with a minimum ofpleasantries and move right on to the purpose of the conversation. Once the goal of the

conversation has been met and the necessary facts have been obtained, then if there is time the

individual will make small talk. Discussions of this nature often start with concrete facts and then

proceed to abstract concepts and the small talk centers around family, sports, and work.

(12) Slide 12, Eye Contact. Eye contact is also very important in this type of culture. Of

course this is quite different from high-context cultures such as those found in Asia where this

may be seen as a sign of disrespect depending on the circumstances and the status of the otherindividual with whom one is talking. In this type of culture eye contact is seen as a sign of

openness, honesty, and enthusiasm. The key is for the person to always keep in mind whom they

are talking with and what their culture deems acceptable and not acceptable behavior.

What are the acceptable standards for making eye contact in your culture? In other words, when do

you make eye contact and when dont you?

(13) Slide 13, Individualism and Collectivism. Another fundamental difference between

cultures is the degree of individualism versus collectivism. The cultures of Europe, Australia, and

North America north of the Rio Grande tend to be more individualistic; whereas, the cultures of

Latin America, Africa, Asia, and the Pacific Islands are more collectivist in nature.

(14) Slide 14, Individualism: American Style. The United States is an individualistic

country. In fact the quote seen here by R.N. Bellah one of the authors of the book entitledHabits

of the Heart: Individualism and Commitment in American Life sums up most Americans attitude

toward individualism. This having been said lets not paint with too broad of a paint brush,

though individualism has been argued to be the very backbone of democracy there are, in the US,

many ethnic groups and thus many cultural groups that place great emphasis on group andrelational unity. The United States is a melting pot where the views and values of many different

cultures are represented.

(15) Slide 15, Declaration of Independence. It is not only important for students tounderstand cultural differences that may exist between their countrymen and Americans, but it is

P910-CD-LP-6

7/28/2019 01 - P910-CD-LP

7/19

also crucial that they understand the American concept of human rights. This concept is not new

to Americans; the Declaration of Independence highlights certain basic human rights that are to

be afforded to all individuals.

(16) Slide 16, US Constitution and the Bill of Rights. The Bill of Rights further expoundson this concept.

Instructor Note: Refer toST 20-2, Chapter 5 for information on theBill of Rights.

(17) Slide 17, Rights. Other rights are a bit more ambiguous. These rights involve treatment

of adults, children, and animals. At this point the students should be asked the following

questions which will be further investigated during the conduct of the practical exercise.

What rights are afforded to individuals residing in the United States?

According to US law, do children have rights and if so what are they?

What rights or protection do we afford animals?

Instructor Note:Emphasize how the students will use the information they just learned to take a fresh look

at the news articles they collected the night prior.

(18) Slide 16, Summary Review. During the first period of the lesson various cultural

differences were addressed. The focus of the lesson was not on the obvious cultural differences

such as language, religion, ethnicity, or form of government. The lesson focused on the things

seen here.

f. Develop: (10 minutes).

Instructor Note:Ask students a series of developmental questions to see how they might apply their new

found knowledge or how the knowledge has changed their way of thinking. Display Slide 15 and ask the

students to take a few moments to jot down their answer after which he/she will ask them to share their

responses with the group as a whole.

(4) Slide 17, Impact? This Slide highlights the development questions the student is

required to answer.

P910-CD-LP-7

7/28/2019 01 - P910-CD-LP

8/19

What was the reason for studying this subject?

As an International Officer living for one year in the United States, how can you use this?

How will this help you in CGSOC?

How will this help you during your stay in the United States?

How will this help you when you return to your country?

g. Apply: (40# minutes).

Instructor Note: At this point in the lesson the students will participate in a practical exercise. The

instructor will break the students into groups of 4. Next he/she should hand out the five case studies

located atAppendix C. Each group will be given 20 minutes to read through their particular case study,

discuss it, and prepare a short informal discussion concerning their reaction to the topics located on

Slide 18. Practical exercise. The students will than be given an additional 20 minutes for all of the

groups to lead a brief informal discussion concerning their reactions to the aforementioned topics and toengage other students in the conversation.(The students can use chart paper or a white board to address

these topics.) During this discussion the instructor will play the role of facilitator and highlight the rights

of adults, children, and animals all of which are the central themes for these case studies.

(18) Slide 18, Practical Exercise. The students will form into groups of four and for 20

minutes discuss one of five case studies. In their discussion they will address their reaction to the

topics on this Slide which are the situation/case study, the focus their small group discussiontook, how they would solve the situation, what highlights they experienced in working through

the case study, and finally, what they learned while discussing the case study. They will then

annotate their reactions on chart paper or on a white board. The students will then prepare to lead

a classroom discussion on the case study during the next 20 minutes, remembering that they must

share the 20 minutes with the other groups.

Instructor Note:The practical exercise provides the student with the opportunity to view problems from

several perspectives, Leader Behavior 2.4.3, and to understand situations, find causes, arrive at

justifiable conclusions, make good judgments, learn from experience, and be adaptable, Leader Behavior

2.4.2.

Instructor Note: Once the students have completed the exercise and answered the questions on slide 18

the instructor should ask them the following questions:

What was your focus?

What assumptions did you make?

How did you handle differences in opinion?

What are some of the things you learned while working in your case study small group?

How can you apply this experience to your career or your life?

P910-CD-LP-8

7/28/2019 01 - P910-CD-LP

9/19

(19) Slide 19, Conclusion. The student should have mastered ELO B.01 Action:

Acknowledge societal/cultural differences.

Assessment Plan: (See Appendix A).

8. ENVIRONMENTAL IMPACT STATEMENT:None.

9. RISK ASSESSMENT/RISK CONTROL MEASURES:None.

P910-CD-LP-9

7/28/2019 01 - P910-CD-LP

10/19


Intermediate Military Student Preparatory Course



Appendix AAssessment Plan

1. Part of student performance for the completing the International Military Student Preparatory Course

is assessed in this lesson through the following:

Class Participation 100%

Daily AAR & Journal P/F

2. Class participation standards and guidelines:

A Exceeded Standard. Consistent participation during class discussions, class practical

exercises, and briefings which are thought provoking, relevant, clear, logical, and is a major

contributor to student and group learning.B Meets Standard. Participation is appropriate, relevant, clear, accurate, logical, and

contributes to class learning.

C Below Standard. Borderline participation which is appropriate, rarely relevant, often

unclear, often inaccurate, illogical, and contributes very little to group learning.

U Unsatisfactory. Participation which is clearly inappropriate, irrelevant, unclear, inaccurate,

and often inhibits student and group learning.

Class Participation (Individual) Class participation in this lesson will constitute 100% of the

students grade for the lesson and a part of the overall 75%class participation grade for IMSPC.

Instructors assess the students demonstrated understanding of the course material and his/her ability

to develop and deliver cogent arguments or relevant insights from course material in a clear and

concise fashion. The student must demonstrate his/her knowledge, skill, and ability through thequality and focus of his/her discussion, comments and questions, preparation for class, ability to

reason critically and to think creatively, performance during practical exercises and case studies, and

contributions to group work. Class participation is assessed during this 1-hour block of instruction.

Specifically for this lesson, instructors focus on one leader behavior. The student will be expected to

demonstrate proficiency in: 2.4.2 Understand situations, find causes, arrive at justifiable conclusions,

make good judgments, learn from experience, be adaptable. See CGSC Form 1009C.

P910-ILE-AA-1

7/28/2019 01 - P910-CD-LP

11/19

ASSESSING CLASSROOM PARTICIPATION

CGSC STANDARD: Balances the attainment of individual and group goals.

GRADE: (CGSOC) GRADE: (CAS3)

A

O

B

E

C

S

U

NI

NMI

INSTRUCTOR COMMENTS:

Leader Behavior

2.4.2 Understand situations, find causes, arrive at justifiable conclusions, make good judgments, learn

from experiences, be adaptable.

P910-CD-AA-2

PARTICIPANT: DATE:

Assessment of

(check one):

ASSIGNMENT/COURSE TITLE:

Classroom Participation/P910 Cultural Differences

Single

activity

Course

or

multiple

activitie

s

INSTRUCTOR/DEPARTMENT:

7/28/2019 01 - P910-CD-LP

12/19

STUDENT COMMENTS:

Assignment

ELO B.01

Action: Acknowledge societal/cultural differences.

Condition: As a CGSOC Student International Officer and member of a staff group; living within the US military, loca

national, and IO communities; given the community cultural and social environment; handouts; references and reading

practical exercises, group dialogues, and discussions; computer assisted research and instruction.

Standard: Acknowledgement will include:

4. Recognition of cultural differences and how they are associated with student performance in CGSOC.

5. Recognition of differences between home country and the US Army.

6. Adjustment of conduct to sustain performance in the new environment.



Quantitative Assessment (Activity)

low high

Qualitative Assessment (Results)

Your behavior:

P910-CD-AB-3

7/28/2019 01 - P910-CD-LP

13/19

Elements of Reasoning and Intellectual Standards adapted from Richard Paul, Center for Critical Thinking.

Performance = Activity + Results

P910-CD-AB-3

reserved assertive

competitive collaborative

Your reasoning:

Elements of

Reasoning

5

4

3

2

1

high

low

Purpose

Question

PointofView

Assumptions

Information

Concepts

Conclusions

Consequences

IntellectualStandards

5

43

2

1

high

low

Clarit

y

Accura

cy

Precision

Relevance

Depth

Bread

th

Logic

Significa

nce

COGNITIVE LEVEL ATTAINED

(Higher levels include

characteristics of lower levels.)

EVALUATION (Judging o

weighing by building andusing criteria and standards.

SYNTHESIS (Integrating

parts into a new whole.)

ANALYSIS (Breaking

material down into

component parts to

determine structures and

relationships.)

APPLICATION (Use of

knowledge to solve

problems.)

COMPREHENSION

(Understanding of the

material.)

KNOWLEDGE (Recall of

specific information.)

7/28/2019 01 - P910-CD-LP

14/19





Appendix B

Slides

Slide Number Description/Title

Slide 1 Cultural Differences

Slide 2 Lesson Objective

Slide 3 Newspaper Clippings

Slide 4 Media

Slide 5 Differences

Slide 6 Personal Space

Slide 7 Contact

Slide 8 Handshake

Slide 9 High and Low-Context Cultures

Slide 10 Demeanor

Slide 11 Speak Up

Slide 12 Eye Contact

Slide 13 Individualism and Collectivism

Slide 14 Individualism: American Style

Slide 15 Declaration of Independence

Slide 16 Us Constitution and The Bill of Rights

Slide 17 Rights

Slide 18 Summary Review

Slide 19 ImpactSlide 20 Practical Exercise

Slide 21 Conclusion

P910-CD-AB-3

7/28/2019 01 - P910-CD-LP

15/19





Appendix CCase Studies

Case Study 1

One summer morning Mr. Smith and his two-year-old son drove to the local grocery store to get a few

food items. Ad Mr. Smith and his son entered the store parking lot, it began to rain. Mr. Smith decided he

would leave his son buckled in the child car seat and would just lock the car doors and open the windows

a bit. Mr. Smith quickly made his way through the grocery store to wait in line. It took him longer than he

thought it would. As he exited the store, he heard his son crying and saw two ladies outside the car talking

to the little boy. When he reached the car, the women told Mr. Smith that he was neglecting his son and

that he should have never left a child unattended in a car. As the women stepped back, the young boy

continued to cry. Mr. Smith opened the door and slapped his son. When he turned around, a policemanwho had been called to the scene greeted him.

P910-CD-AC-2

7/28/2019 01 - P910-CD-LP

16/19

Case Study 2

Major Jones had just left a party where she had consumed some appetizers and some alcohol. After

driving a few blocks, she saw that there was a checkpoint ahead which would require her to stop. The

policeman asked her a few questions and then ordered her to pull off to the side of the road. Thepoliceman then told Major Jones to step outside the car. The policeman said that because Major Jones

smelled as if she had been drinking, he would ask her to take a breathalyzer test. Major Jones refused.

P910-CD-AC-2

7/28/2019 01 - P910-CD-LP

17/19

Case Study 3

Mr. Evans had worked for the battery company for five years. Although his salary would be classified as

a lower middle class income, Mr. Evans liked his job. He and his wife managed to make ends meet for

their four children aged 4, 6, 10 and 15 years old. Lately, money wasnt going very far because the familycar broke down, two of the children needed eyeglasses and Mrs. Evans was requiring expensive dental

work. Still, Mr. Evans remained optimistic until one Friday afternoon. That Friday, the boss told Mr.Evans that the company no longer needed Mr. Evans because the company was to become more

automated/computerized and would need fewer personnel. Mr. Evans pleaded for some other type of

position, but the boss explained that he had no other job to offer Mr. Evans since he lacked computer

training and/or education. Two months have passed and Mr. Evans is still out of work.

P910-CD-AC-2

7/28/2019 01 - P910-CD-LP

18/19

Case Study 4

It was a hot Kansas summer day. The Brook family was ready to go to the lake for the day. Mr. Brook

went into the back yard and followed his usual procedure of securing the family dog to a chain and filling

a bowl full of water for the animal. The neighbors had already told Mr. and Mrs. Brook that it wasdangerous to leave their dog tied up in the yard when they go away for many hours. The weather is too

hot and oftentimes the dog knocks over the water bowl and the intense, sun causes the water to dry up.Additionally, when something or someone annoys the dog, it begins barking and running around tipping

over the water bowl. Sometimes the dog gets so excited it gets twisted in the chain. This day turned out

no differently. The very next morning the police had come with a formal complaint from the neighbors

which charged the Brooks with cruelty to their dog.

P910-CD-AC-2

7/28/2019 01 - P910-CD-LP

19/19

Case Study 5

Sally works at a car dealership in Kansas City. Although most salespeople employed at this dealership are

male, Sally felt that she could get along with her coworkers and does well selling automobiles. After only

one week on the job, Sally had sold five automobiles. She was very happy about her success and the factthat she would make a commission on her sales and that her coworkers would feel she was competent. At

the weekly meeting the sales manager praised Sally for her good work. After the meeting, one of her malecoworkers told her that the only reason she sold that many cars is because she wears short skirts and tight

sweaters. Sally ignored his comments. At the end of the day, the same coworker asked her what kind of

favors she offered potential customers! Sally told him that he should not speak to her anymore. He

continued to make comments about her sexuality and her ability to sell cars. Sally decided to report these

incidences to the sales manager. Within a few days Sally was shunned by all the salespeople. Sally was

not given her due turn to approach potential customers who came to the dealership. Sally went to the sales

manager and told him what was happening on the sales floor. The sales manager told Sally since she was

so unhappy and that she was the only person complaining that she should consider looking for another

job.

P910 CD AC 2

01 - p910-cd-lp

Documents