Research, Report, Reflect: Cultural & Global Competence

Click here to download the task to Word. 


Work-Based Learning: Career Practicum


 90 minutes


Research, Report, Reflect: Cultural & Global Competence

Task Description


In this activity, students will:

  • read through two articles about cultural and global competence, as well as the Civil Rights Act of 1964 (Title VII, 42 U.S.C. § 2000e);
  • discuss:
    • the difference between cultural and global competence,
    • the Civil Rights Act of 1964, and
    • how cultural and global competence ensure equal opportunities in the workplace; and
  • compose a self-reflection about lessons learned and how they will apply cultural and global competence in their lives


Standard 13: Demonstrate interpersonal and social skills using cultural/global competence: Demonstrate effective and respectful interactions with coworkers, supervisors, and customers. Respect cultural differences at a worksite or project, and work effectively with people from diverse social and cultural backgrounds. Exhibit appropriate interpersonal behaviors regarding workplace hierarchy, use of time/punctuality, dress, food, holidays, and etiquette.

 Content Understandings

Extending Understandings

Upon successful completion of these tasks students will demonstrate the ability to:

  • Define terms related to equal opportunity employment;


  • Differentiate between cultural and global competence;


  • Formulate strategies about how to learn from and respect cultural differences in and out of the workplace; and


  • Reflect upon their understanding of cultural and global competence


To move students towards deeper understanding, they should be given opportunities to:

  • Review other students’ reflections and provide feedback on their work;


  • Engage in roundtable discussion about specific cultural differences of engagement the workplace (i.e. eye contact in American vs. Asian cultures, facial expressions in Latin American vs. Asian cultures);


  • Create an instructional video about how to manage cultural differences in the workplace and everyday life.



Support Strategies

If students are struggling to access this task, additional supports and strategies could be employed as students are engaging with the task.

Key Terms

Sentence Frames

Scaffolded Questions
















Hiring exclusively male job applicants to work on a construction site is a ______________ hiring practice.




The Civil Rights Act prohibits employers from making decisions on the basis of sex and other associated ________________, such as pregnancy, childbirth, and other related conditions.



Responses to different factors or speech, or _____________, varies greatly in different cultures.

What type of trends in employment data can help identify discriminatory practices? How can employers ensure their hiring decisions are completely merit-based?



How can employers identify opportunities to eliminate barriers to entry and increase equitable access to potential customers?





How might an increase or decrease in one’s volume be interpreted in American Culture? Is this consistent in Asian, Indian, and European cultures?


Additional Resources

Videos and Articles

Drucker, P. F. (2017, Mar 28). 7 cultural differences in nonverbal communication. Point Park University.

Vander Ark, T., & Liebtag, E. (2017, Sep 5). Educating for global competence: 6 reasons, 7 competencies, 8 strategies, 9 innovations. Getting Smart.

The Civil Rights Act of 1964, Publ. L. No. 88-352 Stat. 42 (1964).

Ross, D. (2019, Jan 2). The key differences between teaching global competence and cultural competence. Getting Smart.

Participate Learning. (2017, Mar 27). What is global competence?. [Video].