Landis / Brislin Handbook of Intercultural Training

Issues in Training Methodology
1. Auflage 2013
ISBN: 978-1-4831-5824-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 384 Seiten, Web PDF

Handbook of Intercultural Training, Volume II: Issues in Training Methodology is a major attempt to describe, critique, and summarize the major known ways to provide cross-cultural training. The collection of essays discusses the stresses of intercultural encounter, as well as how to reduce these. This volume is divided in two parts. The first part discusses context factors, including stress factors in intercultural relations and aspects of organization effectiveness. A cross-cultural experience from the perspective of a program manager is presented, as well as a situational analysis and designing a translator-based training program where alternative designs are forwarded for trainers to use effectively in multicultural and multilingual environments. The second part presents different methods of training. Learning from sojourners and from individuals from various cultures results in different frameworks for interpreting cross-cultural interactions. Consultants, advisors, and experts may find themselves performing outside and beyond their home ground and social groups, so training programs pertaining to their particular situation need to be addressed more profoundly. The training program in race relations by the U.S. Department of Defense is reviewed, and the effects of stereotyping people are discussed and considered as other factors in the preparation of training programs. English is then examined as a tool for intercultural communication, where aspects of intercultural training should be integrated. This book is suitable for overseas workers, foreign students, foreign technical advisers, diplomats, immigrants, and many others who are going to live and work and be exposed to other cultures.

Autoren/Hrsg.

Landis, Dan

Brislin, Richard W.

Inhaltsverzeichnis

1;Front Cover;1
2;Issues in Training Methodology;4
3;Copyright Page;5
4;Dedication;6
5;Table of Contents;8
6;Foreword;10
7;Preface;12
8;Chapter;8
9;Chapter 1. Specific Methodology and Approaches, Organization Context, and Theory Development in Cross-cultural Training;14
9.1;REFERENCES;27
10;Part I: Context Factors;30
11;Chapter 2. The Stress Factor in Intercultural Relations;32
11.1;ANXIETY, STRESS, AND CULTURE SHOCK;33
11.2;THE CULTURE-SHOCK POPULATION;34
11.3;COMPONENTS OF STRESS;34
11.4;PROGRESSION OF STRESS RESEARCH;38
11.5;RELATIONSHIP OF STRESS AND ANXIETY;39
11.6;ROLE OF THE INDIVIDUAL;41
11.7;CULTURE SHOCK AS A STRESS REACTION;42
11.8;COPING MECHANISMS;46
11.9;APPLICATION OF STRESS RESEARCH TO SOJOURNERS;52
11.10;SUMMARY;55
11.11;REFERENCES;56
12;Chapter 3. Intercultural Aspects of Organizational Effectiveness;63
12.1;ORGANIZATION AS CULTURE;64
12.2;INTERCULTURAL ORGANIZATIONAL ASSESSMENT;76
12.3;SUMMARY AND CONCLUSIONS;89
12.4;REFERENCES;90
13;Chapter 4. The Cross-Cultural Experience: The Program Manager's Perspective;95
13.1;PURPOSE;95
13.2;DEFINITIONS OF TERMS;96
13.3;SOURCE OF THE DATA;96
13.4;THE IMPORTANCE OF CROSS-CULTURAL PROGRAMS;97
13.5;THE MANAGERIAL PERSPECTIVE;98
13.6;ORGANIZATIONAL FACTORS: STICKY WICKETS;107
13.7;CONCLUSION;111
13.8;REFERENCES;111
14;Chapter 5. Situational Analysis;113
14.1;PREDICTING BEHAVIOR;113
14.2;SITUATIONAL FACTORS;117
14.3;SITUATIONAL ANALYSIS;118
14.4;DESCRIPTOR ANALYSIS OF SITUATIONS;126
14.5;INTERCULTURAL ADJUSTMENT AND TRAINING:SITUATIONAL DESCRIPTOR INSIGHTS;132
14.6;REFERENCES;135
15;Chapter 6. Awareness at the Crossroad: Designing Translator-based Training Programs;137
15.1;INTERNATIONAL TRAINING;137
15.2;LINGUISTIC TRANSLATION DESIGNS;146
15.3;CULTURALLY TRANSLATED DESIGNS;148
15.4;SUMMARY AND DISCUSSION;158
15.5;REFERENCES;158
16;Part II: Methods of Training;164
17;Chapter 7. Learning from Sojourners;166
17.1;ASSUMPTIONS ABOUT LEARNING FROM SOJOURNERS;167
17.2;REVERSING ROLES: AMERICANS LEARNING FROM FOREIGNSTUDENTS—THE NEED FOR THE PROGRAM;170
17.3;LEARNING WITH FOREIGN STUDENTS;174
17.4;PROBLEMS OF IMPLEMENTATION I.PERCEPTIONS OF STUDENTS AND FACULTY;176
17.5;PROBLEMS OF IMPLEMENTATION II.DEFINING LEARNING OUTCOMES AND EVALUATING THEM;179
17.6;SOCIAL PSYCHOLOGY OF THE PROGRAM:FOREIGN STUDENTS AS NONCONFORMISTS;182
17.7;SOURCES OF FOREIGN-STUDENT INFLUENCE;185
17.8;CONCLUSION;193
17.9;REFERENCES;195
18;Chapter 8. The Intercultural Sensitizer or Culture Assimilator: A Cognitive Approach;199
18.1;THEORETICAL UNDERPINNINGS;199
18.2;SUBJECTIVE CULTURE AND ATTRIBUTIONS;200
18.3;THE CULTURE ASSIMILATOR: AN INTERCULTURAL SENSITIZER;201
18.4;CONSTRUCTION OF AN ASSIMILATOR OR SENSITIZER;203
18.5;AVAILABLE INTERCULTURAL SENSITIZERS OR ASSIMILATORS;209
18.6;THE ASSIMILATOR AND OTHERCULTURE-TRAINING APPROACHES;212
18.7;A CRITICAL LOOK AT THE INTERCULTURAL SENSITIZER;213
18.8;DIRECTIONS FOR FUTURE CONCEPTUALAND EMPIRICAL WORK;223
18.9;CONCLUDING REMARKS;225
18.10;REFERENCES;226
18.11;APPENDIXAVAILABLE ICSs;228
19;Chapter 9. Consultants and Competence in the Development of Cross-Cultural Programs;231
19.1;DEFINITIONS AND TYPES OF CONSULTANTS;231
19.2;DEFINITION AND TYPES OF COMPETENCE;233
19.3;ACEs IN CROSS-CULTURAL SITUATIONS;234
19.4;PROBLEMS IN PARTNERSHIP;236
19.5;ACEs AND THE BUREAUCRACY;237
19.6;ACES IN A REVOLUTION: AN EXAMPLE;240
19.7;ETHNICITY, DISINTEGRATION, AND DEVELOPMENT;243
19.8;STEREOTYPES AND SEMANTICS;245
19.9;SOME THEORETICAL ISSUES ON ETHNICITY;246
19.10;SOME IMPLICATIONS AND CONCLUSIONS;250
19.11;REFERENCES;251
20;Chapter 10. Race Relations Training in the U.S. Military;254
20.1;GENERAL BACKGROUND;255
20.2;ORGANIZATIONAL STRUCTURE AND GOALSOF THE DOD PROGRAM AND THE COMPONENTSDEVELOPED BY EACH BRANCH;259
20.3;TRAINING CONTENT AND EDUCATIONAL TECHNIQUES USED;265
20.4;EVALUATIONS OF RR/EO TRAINING PROGRAMS;270
20.5;PROSPECTS FOR THE FUTURE:IS THE GRAND EXPERIMENT OVER?;300
20.6;REFERENCES;300
21;Chapter 11. English for Intercultural Competence: An Approach to Intercultural Communication Training;303
21.1;ENGLISH LANGUAGE TEACHING AND INTERCULTURALTRAINING: STRANGERS OR FRIENDS?;303
21.2;COMMUNICATIVE COMPETENCE;308
21.3;A COMMUNICATIVE APPROACH;312
21.4;PROBLEMS WITH COMMUNICATIVE COMPETENCE;313
21.5;ENGLISH AS AN INTERNATIONAL LANGUAGE;317
21.6;INTERCULTURAL COMMUNICATIVE COMPETENCE;319
21.7;ENGLISH FOR INTERCULTURAL COMMUNICATION: A NAPPROACH TO INTERCULTURAL COMMUNICATION TRAINING;325
21.8;QUESTIONS;332
21.9;REFERENCES;333
22;Chapter 12. Intercultural Training of Mental-Health Providers;338
22.1;THE NEED FOR TRAINING;338
22.2;DEFINITIONS OF CULTURE;339
22.3;DEFINITIONS OF COUNSELING;341
22.4;THE CULTURAL BIAS IN TRAINING;342
22.5;SELECTION OF TRAINERS;344
22.6;THE OBJECTIVES OF TRAINING;346
22.7;ALTERNATIVE TRAINING MODELS;347
22.8;THE TRIAD MODEL;349
22.9;CROSS-CULTURAL SKILL AREAS;356
22.10;CROSS-CULTURAL MENTAL-HEALTH TRAINING PROJECTS;358
22.11;CONCLUSION;361
22.12;REFERENCES;362
23;Name Index;366
24;Subject Index;376
25;About the Contributors;381