Working across cultures: Selecting and Training people for international assignments Psyc338 Ron Fischer

Overview Selecting & Training Intercultural Sensitivity Training methods –University Model –Behavioural Modification Training –Assimilators

Intercultural Sensitivity Sensitivity to the importance of cultural differences and to the points of view of people in other cultures (Bhawuk & Brislin, 1992) Ability to recognise multiple perspectives of an event or behaviour, the ability to take into account norms and values that differ from one’s own, and the ability to empathise with people from a different culture (Van der Zee & Brinkmann, 2002)

Developmental Model of Intercultural Sensitivity Ethnocentric Stages –Denial –Defence –Minimization Ethnorelative Stages –Acceptance –Adaptation –Integration

How can we get people to those higher stages? And how can we give them the skills to work well in a different culture?

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 Method 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)

ExcelL Designed to give participants sociocultural competency Intercultural communication (verbal and non- verbal) Awareness-raising and role-based learning in groups Cultural Maps –Clear and simple description of effective and appropriate ways of behaving in specific situations, and why these behaviours are preferred (reference to cultural values)

Cultural maps Behaviours are precise and specific and can be broken into sequential steps Each step is described in precise, behavioural terms which can be practised by participants Cultural explanations for the behaviours are given by the trainers and compared with participants’ understanding of the behaviours. Alternate behaviours and words are suggested.

Break down social interactions Focus on particular competency ABCD –Attending Phase –Bridging Phase –Commenting Phase –Developing/Closing Phase

Critical components What is the competency? Why is the competency important to you? –Challenges, difficulties, expected outcomes How is this … normally done in your country? Analyse the similarities and differences in behaviours and values between the countries (why) Use a scenario for practicing the competency Demonstrations Construct cultural map (based on observations; reflect on behaviours & values) Practice

Example: Seeking information

Steps in teaching a sociocultural competency Build alliance and assess Develop cultural map Demonstrate/Practice/Coach Feedback & Encourage Participants to set goals and contract Participants to transfer learning to actual setting

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

Pedagogy Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence

Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence Lay Person Novice Expert Advanced Expert A B C D E E C D Cognitive Stage Associative Stage Autonomous Stage Stages of Learning LEGEND A. Culture-Specific training; B: Culture general training; C: Behavior Modification training; D: Cross- Cultural Experience; E. Theory Based Training A Model of Cross-Cultural Expertise Development (Bhawuk, 1998)