Intercultural Training

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

Intercultural Knowledge Steps

Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Intercultural Learning Curve

Cross-cultural Training Approaches

Kolb’s Learning Cycle

Training Methods

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

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

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)

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

A Cultural AssimilatorThe 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.

Possible ExplanationsWhich of the following explanations would help Dave analyze

what has happened?

1. The villagers had obviously grown tired of Dave’s presence. They attempted to ignore him in hopes that he would just go away.

2. 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.

3. 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.

4. 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.

Taxonomy of Training MethodsCulture 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

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!

Design of Intercultural Trainings

• Preparation: objectives, target group, resources

• Organisation:Setting, timing, frequency, length, number, composition and experience of participants, content, trainer

• Structure

• Evaluation:post-training, follow-up

• Conditions

Review on Training Effectiveness

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 %

Perception Category German NP

GermanP

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

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