The Link in the Lesson

2011 ◽  
pp. 20-38 ◽  
Author(s):  
Anthony Fee ◽  
Amanda E.K. Budde-Sung
Keyword(s):  
Cultural Intelligence ◽  
Teaching Method ◽  
Cross Cultural ◽  
Cultural Training ◽  
Didactic Teaching ◽  
Cross Cultural Training

Video is generally seen as a passive, primarily didactic teaching method; an approach at odds with contemporary cross-cultural training which tends to emphasize highly interactive ”experiential” methods. In this chapter we draw on contemporary theories of learning to argue that video-based cross-cultural training is, in fact, more flexible than it is given credit for, and can play an important role in developing learners’ cultural intelligence. In doing this, we outline several practical and creative ways in which video can be used to develop cultural intelligence.

Developing cultural intelligence: learning together with reciprocal mentoring

2018 ◽  
Vol 26 (3) ◽  
pp. 38-40
Author(s):  
Sheetal Desai ◽  
Srinivasa A. Rao ◽  
Shazi Shah Jabeen
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Cross Cultural ◽  
Third Party ◽  
Research Experience ◽  
Cultural Backgrounds ◽  
Cultural Training ◽  
Content Type ◽  
Cross Cultural Training

Purpose This paper aims to focus on how reciprocal mentoring can be used to make employees culturally intelligent. Design/methodology/approach The authors conceptualize and present this framework based on their own experience in the industry and research experience in cross-cultural competence. Findings Workplaces today are characterized by high levels of multiculturalism. In such environments, being able to navigate this cultural diversity can be a challenge to many employees. Investing in cross-cultural training can be costly and time consuming. In such a situation, what better way to learn and appreciate cultural diversity than by bringing together two individuals from different cultural backgrounds. Reciprocal mentoring for developing cultural intelligence can be an effective practice that organizations can follow to develop intercultural competence amongst its employees. Practical implications The concept presented in the paper can help organizations use their own existing resources to develop cultural intelligence company-wide, rather than choosing third-party interventions/training. Originality/value This paper provides executives with a quick glimpse into the concept of cultural intelligence and its development through reciprocal mentoring.

Meta-analysis of the impact of cross-cultural training on adjustment, cultural intelligence, and job performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Li Chenyang
Keyword(s):  
Job Performance ◽  
Cultural Intelligence ◽  
Meta Analysis ◽  
Cross Cultural ◽  
Training Effectiveness ◽  
Training Method ◽  
Cultural Training ◽  
Content Type ◽  
Cross Cultural Training ◽  
The Impact

PurposeThis research aims to provide an updated meta-analysis of cross-cultural training effectiveness through quantitatively reviewing the links between cross-cultural training and three outcomes: adjustment, cultural intelligence and job performance.Design/methodology/approachDrawing from 37 independent samples from 1991 through August 2021 involving a total of 7,040 trainees, the author adopt random-effects meta-analyses method to assess the relationships between cross-cultural training and three outcomes and examine potential moderators (i.e. training phase, training method and rating source) that influence these relationships.FindingsThe meta-analytical results mainly support our hypotheses. Cross-cultural training -adjustment exhibits a medium and significant positive effect, whereas cross-cultural training is positive significantly related to job performance and cultural intelligence of small effect sizes. Training method and data source significantly moderate the cross-cultural training's impact on cultural intelligence and performance correspondingly.Originality/valueThis study considers longitudinal statistics for measuring cross-cultural training effectiveness, breaking down the inadequacy of cross-sectional measurement and covers sub-dimensions of cross-cultural training outcomes to provide more comprehensive and advanced evidence of cross-cultural training effectiveness for the latest 30 years.

scholarly journals Cultural Intelligence and Creativity: The Experience of Trainees Abroad

2017 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Silvia Zanazzi
Keyword(s):  
Critical Thinking ◽  
Cultural Intelligence ◽  
Divergent Thinking ◽  
Well Being ◽  
Cultural Adjustment ◽  
Cross Cultural ◽  
Cultural Training ◽  
Cross Cultural Training ◽  
Recent Developments ◽  
Experience Education

Cultural intelligence (CQ), defined as ‘an individual’s ability to be effective in situations characterized by cultural diversity’ (Ang, Van Dyne, 2008), can be developed and strengthened through experience, education and training. For a number of years, research on cultural intelligence has found important and recurring results for individuals with higher levels of CQ: better cross-cultural adjustment, improved job performance and enhanced personal well-being. More recent works have focused on the relation between cultural intelligence, creativity and innovation, opening new horizons for studies in the field. In light of these recent developments, the paper explores the link between cultural intelligence and creativity in a specific context: a program for American college students doing their traineeship in Rome, Italy. The research is based on the analysis of field journals written by trainees. While reading and coding them, we looked for ‘proofs’ of divergent and critical thinking, assuming, based on a literature review, that they are important components of the creative process. Results show that divergent and critical thinking are consistently present in the journals written by trainees who have been positively assessed by their academic tutors and placement supervisors. Critical and divergent thinking, and subsequently creativity, are likely to be higher among individuals who demonstrate interest and openness to the new culture they encounter and are capable not only to describe it, but also to compare it with their own. This re-confirms the importance of cross cultural training to enhance the learning outcomes of a traineeship abroad.

scholarly journals International Educational Trends in Cross-Cultural Training

2018 ◽  
Vol 8 (2) ◽  
pp. 148-152
Author(s):  
Lilia Baranova
Keyword(s):  
Cultural Values ◽  
Corporate Culture ◽  
Cultural Intelligence ◽  
Professional Training ◽  
Cross Cultural ◽  
Professional Activity ◽  
Cognitive Differences ◽  
Intellectual Activity ◽  
Cultural Training ◽  
Cross Cultural Training

AbstractThe importance of forming intercultural competences and various aspects of the development of an employee’s intellectual activity in today’s multicultural society has been stressed. Urgent problems of cross-cultural training of employees, such as the formation of intercultural (cross-cultural) competence of future employees in the process of their professional training, the necessity of compiling a complete list of intercultural competences, determining the levels of requirements for the competences of bachelors and masters, development of cultural intelligence, improvement and the introduction of methods for the development of cultural intelligence have been analyzed. It has been defined that as the most important part of culture, education is intended to ensure the entry of a man into culture through their acquisition of cultural values. The main approaches to the study of cultural diversity in educational systems have been analyzed. The necessity of training specialists with advanced cultural intelligence that will carry out professional activity in the intercultural educational space has been revealed. Four principles, the implementation of which within the framework of corporate culture allows building “the third culture”, have been highlighted: unity in diversity; integration; cognitive variety; communicative diversity. Three main competencies that reflect the essence of cross-cultural training have been characterized. They are: awareness of social constructiveness of “cultural differences” and the ability to prevent their influence; skills to identify and evaluate cognitive differences which are hidden behind differences of identities; the ability to find and create a “functional interaction” between cognitive differences of employees, which can contribute to the stability of self-regulating integrative organizational systems.

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