Tailoring Cross‐Cultural Competence Training

Abstract

This study tests a new framework for capturing the different training needs required to become interculturally competent. Indications for the need for specialized training methods differentiated by target segments are provided. Many researchers have suggested that an overgeneralization of cultural differences within a proposed framework can lead to a gap between the skills being learned and the application of these skills in organizational practices. It has been also suggested that a “one‐size‐fits‐all” approach might not be effective, as various aspects of the training need to be tailored in order to fit the culture and the specific organization. Comparing the short‐term and long‐term benefits of various training options, a problem arises when an individual has learned to be competent within a particular cultural setting but, in fact, she or he is not able to transfer that knowledge and use it appropriately in another cultural setting. We used a questionnaire to test not only the dimension of intercultural competence but also the level of emotional intelligence, communication styles, and character traits and the degree of correlation of these concepts. We also compare low‐context and high‐context cultures as an attempt to distinguish different subcategories of different cultural trends and needs. © 2013 Wiley Periodicals, Inc.

“Stepping out of the ordinary”: exploring cross-cultural challenges of expatriates in the Kingdom of Saudi Arabia

“…This initiative could improve their motivation and retention to work in an environment with distinctive cultural differences. In addition, the study also supports the findings by Kaufmann et al (2014), which suggested that a tailored-based cross-cultural training is required for individual employees to become interculturally competent. A "one-size-fits-all" approach is seen as not effective, as various features of the training need to be tailored to fit the culture and the needs of the particular organization.…”

“…Our study makes two significant contributions. With regard to the theoretical contribution, it enhances our understanding on the influence of national culture and customs to expatriates' adaptability as well as the need for an extensive training program catered to unique working conditions (Shannon-Baker, 2015;Tahir and Ismail, 2007;Kaufmann et al, 2014). Consistent with the rationale of cross-cultural management theory (Bartol and Martin, 1998), this study highlights challenges faced by western expatriates exposed to the unique customs and culture of working directly with Saudis, noting in particular that the lack of pre-departure training will lead to adjustment difficulties and "culture shock" among expatriates.…”

Developing Students’ Cultural Intelligence Through an Experiential Learning Activity

“…Brislin and Yoshida (1994) identified five approaches to intercultural training: cognitive, attributional, experiential, self-awareness, and behavioral. The most commonly used methodologies are teaching country-specific knowledge (Earley & Mosakowski, 2004; Earley & Peterson, 2004; Kaufman, Englezou, & Garcia-Gallego, 2013) and making students aware of the differences in cultural norms and values based on the works of distinguished cross-cultural psychologists (Bhawuk & Brislin, 1992; Hofstede, 1980; Triandis, 2001) through traditional forms of instruction such as lectures, video illustrations, assigned readings, and case discussions (Earley & Peterson, 2004). Even though it is undeniably beneficial for students to acquire country-specific knowledge and to become aware of cultural values, this approach has serious limitations.…”

Business Cultural Intelligence Quotient: A Five‐Country Study

“…Training should be tailored to fit the culture in each firm (Kaufmann, Englezou, & García‐Gallego, ). The context where training and learning take place affects their outcomes (Argote, ) and is itself shaped by learning and training.…”