Best Practices – week 10

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  • Review Table 10.3 on pages 283-284 of your textbook. Rank the best practices provided in order of importance, based on their priority within a global organization. Give a brief explanation as to why you ranked them that way.Your response should be at least one paragraph (3 or more sentences) Please remember to reference your work and include both in-text citations (also known as parenthetical citations) and a full reference using the APA style.The APA Guide is located in the Student Center tab under the Additional Resources.

Table 10.3. Best Practices for Intercultural Competence Training.

Best Practice Suggestions for Implementation

1.Start with a needs

assessment, and pay

special attention to

culturally unique

aspects of the job.

Assess the task, organization, and per-

son needs for intercultural competence

training.

Focus specifically on culturally unique

aspects of the task, organization, and

person.

Consider spousal and family needs for

expatriate trainees.

2.Cognitive learning

outcomes are

necessary, but not

sufficient… develop

skill-based and

affective outcomes

too.

Use experiential training to develop

the cognitive, affective, and behavioral

aspects of intercultural competence

simultaneously.

Use role-playing exercises to simulate the

emotions and behaviors that accompany

intercultural interaction.

3.Use culture-generic

training, especially if

trainees could

potentially be

interacting in

multiple cultures.

Focus on developing transferable com-

petencies such as adaptability or social

problem-solving.

Provide opportunities for trainees to prac-

tice these competencies across a variety of

settings.

4.When using

culture-specific

training, match the

design of training and

learning outcomes to

the work situation.

Focus on the work-related aspects of a cul-

ture such as cultural business customs.

Tailor the training to reflect the cultural

toughness of a given culture.

5.Use longer, more

complex training for

longer, more complex

assignments.

Match the length of the training

components to the length of the transfer

assignment.

Avoid wasting resources on extensive

training for short-term assignments.

6.Don’t waste

time … individualize

training to the

trainee (if possible).

Consider the acculturation profile of the

trainee when choosing what training com-

ponents to implement.

Prioritize various components of the train-

ing based on the acculturation profile in

order to minimize effort.

7.Provide trainees with

an advanced

organizer… use a

guiding theoretical

framework.

Give the trainees an advanced organizer

early in the training to help guide the

process.

Use a clear theoretical framework to

develop the advanced organizer.

8.Get the best of both

worlds … use an

integrated training

approach.

Do not limit intercultural competence

training to any one particular training

approach.

Choose the intercultural competence

training components based on the needs

of the trainees and the transfer situation.

9.Make sure learning

occurs during

training… provide

developmental

feedback on

intercultural

competence

throughout.

Provide clear, descriptive feedback

that provides the trainees with

explanation regarding the “why” of

their performance.

Provide feedback at multiple times

throughout the training process.

10.Evaluation of

intercultural

competence training

should go beyond

smile sheets … assess

multiple outcomes

with multiple

methods.

Assess changes in trainee cognitions, skills,

and attitudes, not just reactions.

Use multiple methods to capture as much

relevant outcome information as possible.

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