Intercultural Training

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Intercultural Training
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Objectives

• To learn both content and skills that will
  facilitate effective cross-cultural interaction
  by reducing misunderstandings and inappropriate
  behaviour.
• Intercultural learning effective interaction
  with colleagues, superiors, employees, customers
  from other cultures to achieve good results and a
  positive, successful co-operation
• Cognitive learning goals
• Affective learning goals
• Behavioural learning goals

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Intercultural Knowledge Steps
Unconscious Competence
Conscious Competence
Conscious Incompetence
Unconscious Incompetence
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Intercultural Learning Curve
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Cross-cultural Training Approaches
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Kolbs Learning Cycle
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Training Methods
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University Model

• Lecture methods
• Simple, flexible, inexpensive
• Passive learning
• Problem-solving activities with well-defined
  problems
• Emphasis on rationality and emotional detachment
• Study material and produce analytical reports
  (paper orientation)
• Focus on written (rather than verbal) information

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Contrast-American Model

• Stewart (1966)
• Helps people to recognize their own cultural
  values
• Analyse the contrasts with other cultures
• Apply insights to intercultural interaction
• No learning specific to host cultures

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Behaviour Modification Training

• Based on social learning theory (Bandura, 1977)
• Attention
• Retention
• Reproduction
• Incentive
• ExcelL Intercultural Skills Program (Excellence
  in Cultural Experiential Learning and Leadership)

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Cultural Assimilators

• Number or real-life scenarios describing puzzling
  cross-cultural interactions and explanations for
  avoiding the resulting misunderstandings
• Critical incidents
• Culture-specific
• Culture-general
• Introduction of themes and knowledge areas
• Theory-driven
• Based on a model of intercultural expertise
  development

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A Cultural Assimilator

• The Welcomed Visitor
• It had taken some getting used to the transition
  to living on a small Pacific island and to top it
  off, Dave was the only European with whom the
  locals had any experience (except for the
  occasional tour boat, which would drop eager
  spenders ashore for a few hours at a time).
• At first everything had seemed special. Wherever
  Dave went, people would rush about making certain
  he was comfortable. The best welcome mats were
  put out when he came near, the best food was made
  available to him, and everyone seemed to clean
  their homes whenever he was expected. The
  villagers seemed so attuned to his needs that he
  was usually the only one given a chair to sit
  upon.
• But now, 6 months later, things were different.
  He was not showered with the attention to which
  he had grown accustomed. People seemed almost
  indifferent toward him, as if he were hardly
  there. He became moodier and often entertained
  the idea of returning home and forgetting the
  development work he had set out to do. He had to
  make a decision.

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Possible Explanations

• Which of the following explanations would help
  Dave analyze what has happened?
• The villagers had obviously grown tired of Daves
  presence. They attempted to ignore him in hopes
  that he would just go away.
• Six months is a long time for Dave to be in such
  a different environment. He was probably lonely
  and experiencing some culture shock, and was
  undoubtedly due for a change.
• The villagers were resentful of outside aid in
  the form of self-help programs. Once they had
  realized that Dave had no handouts for them, they
  decided they did not need him.
• The villagers were showing their acceptance of
  Dave by not treating him any differently than
  they would treat their own. He was finally one of
  the locals after 6 months of residence.

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Taxonomy of Training Methods
Culture Didactic Experience
General LecturesInformation, factsDiscussionsVideosGroup workCultural assimilators Communication exercisesGamesInteractions (here and now)Model learningObservational learningExperimental learningWorkshopsSelf assessmentsCulture general simulationsRole plays
Specific Culture specific textsCulture specific informationVideosLanguageCritical incidentsCultural assimilatorsCase studies Role plays with target cultureBicultural workshops(interactions and communication exercises)Culture specific simulationsRole playsBusiness simulationsField simulationsField trips
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How to Do Training?

• Consider cultural context
• Earley (1994)
• Effects of training on efficacy and performance
  greater if in congruence with cultural context
• Focus on individuals in more individualistic
  countries
• Focus on groups in more collectivistic cultures
• ? Consider cultural specific learning styles!

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Design of Intercultural Trainings

• Preparation objectives, target group, resources
• OrganisationSetting, timing, frequency, length,
  number, composition and experience of
  participants, content, trainer
• Structure
• Evaluationpost-training, follow-up
• Conditions

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Review on Training Effectiveness
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Training Evaluation
Percentage of Training Participants Percentage of Non-training Participants
Good (1. third) 48 0
Average (2. third) 40 50
Low (3. third) 12 50
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Perception Category German NP German P American NP American P
Other Culture Stereotypes 0.8 0.4 1.8 0.7
Empathy 4.2 5 4.3 5
Knowledge 2.9 3.2 2.5 4.1
Own Culture Stereotypes 1.4 0.9 0.3 0.2
Empathy 4.1 5.5 4.3 4.9
Knowledge 2 3.1 2.8 3.8
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Conclusions

• Information oriented cultural and intercultural
  knowledge
• Culture oriented awareness and sensitivity
• Interaction oriented experience and behaviour
• Attribution oriented
• Learning and teaching styles are culture
  specific!
• Design and structure