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 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.

Possible Explanations Which 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 Methods CultureDidacticExperience GeneralLectures Information, facts Discussions Videos Group work Cultural assimilators Communication exercises Games Interactions (here and now) Model learning Observational learning Experimental learning Workshops Self assessments Culture general simulations Role plays SpecificCulture specific texts Culture specific information Videos Language Critical incidents Cultural assimilators Case studies Role plays with target culture Bicultural workshops (interactions and communication exercises) Culture specific simulations Role plays Business simulations Field simulations Field 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 %

PerceptionCategory German NP German P American NP American P Other Culture Stereotypes Empathy Knowledge Own Culture Stereotypes Empathy Knowledge

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