General Discussion Of Intercultural Training Programmes

“In our daily lives, we don’t interact with cultures, we interact with people” (Mackenzie, 2014). Intercultural communication exists in order to improve interactions and to predict the cultural dynamics that impact them. Cross cultural training offers a variety of concepts and skills designed to assist in the process of building and maintaining relationships across cultures. Cultural awareness is not a new concept in the military, initially the Marine Corps did not have a formal program providing cultural awareness training to its forces until recently. For instance, Marines in 2001 through 2003 did not receive formal cultural awareness training. Most units deploying to Afghanistan or Iraq prior to 2004 conducted their own cultural awareness

With an increase in student mobility around the world, there are many positive outcomes related to learning a different set of education from their home country and obtaining intercultural experiences with a global mindset. On the other hand, students may struggle with different challenges, which they may have unexpected to encounter.

intercultural awareness (Bennett, 1986, 1998). In our study, we will focus on cultural intelligence and cross-cultural awareness. Cultural intelligence(CQ), an individual’s capability to function and manage effectively in culturally diverse situations and settings. Cultural awareness is the ability and willingness to objectively examine the values, beliefs, traditions and perceptions within our own and other cultures. This research project examines the intercultural competence of the students of Maastricht University sojourn in The Netherlands different from the one’s country in which they grew up. The thesis is organized as follows: start with the brief introduction of the topic, the next section contains an overview of previous studies and their respective findings on the cultural intelligence of Maastricht University students. At the end of

Through intercultural learning and experiences, we can begin to see ourselves and the others around us not by our race, ethnicity, religion, or nationality but by the fact that at the end of the day, we are all human and only have one chance in this life.

Educators in an intercultural classroom need to support and allow the other children in the class to explore these cultural routines. It creates feelings of pride and cultural identity to young children after sharing important aspects of their home with their friends and teachers at school.

This paper focuses on a specific aspect of police training which is called cultural diversity training or sensitivity training. This type of training focuses on teaching law enforcement officials a basic level of understanding when it comes the many diverse cultures present within society. Cultural diversity training includes many aspects all of which are geared towards improving the relationship between the public and law enforcement officials. There are multiple organizations that offer this type of training, one of which is called ADL or the Anti-Defamation League. The specific program they offer is called anti-bias training which is centered on these key components of sensitivity training. The outcome of this program and other programs

Merryfield examines what is global and international education. She states that educators most work to promote cultural pluralism, interconnections, and international competition. This article is important because it discusses how global education should be presented in a content specific manner in order to maximize its

Since each national market has its own set of values and beliefs, that one has to appreciate in order to pursue a future in said globalized-world, it is no wonder we observe a constant rise in the demand for intercultural and cross-cultural trainings.

Lastra-Anadon, Carlos Xabel, and Paul E. Peterson. “The International Experience.” Education Next 12.1 (2012): 52-9. ProQuest. 11 Sept 2013.

The measurement of an individual’s intercultural competence is a complex challenge. The literature references numerous assessment tools that have emerged over time but it would be difficult to identify any one particular tool as the best and there seems to be little agreement on what dimensions of intercultural learning should be tested (Deardorff, 2011; El Ganzoury, 2012; Godwin-Jones, 2013). Griffith et al. (2016), compiled a thorough

Martin, J. N., & Nakayama, T. K. (2011). Experiencing intercultural communication. (4th ed., pp. 226-227). New York, NY: McGraw-Hill Companies, Inc.

In order to gain cultural competence and up-to-date economic comprehension, one can be enrolled in student exchange program. Students, raised under divergent social and economic conditions, introduce a distinctive cultural benefaction to hosting country, diversifying and ameliorating its societal awareness. To be globalized in economy, culture and knowledge means to obtain multicultural skills in order to promote worldwide collaboration.

Intercultural communication competence refers to the ability of an individual to adapt and communicate appropriately and effectively across a wide array of cultural contexts. That is to say, for an individual to be considered an intercultural communicator they must understand other’s cultures as well as they understand their own, and apply this understanding to communication (Chen 1-2). With the increasing diversity at the workplace, school and other social settings, it has become increasingly important to learn how to communicate with people from a diverse array of cultures. More importantly, adapting to a more effective intercultural communication competence model provides us with learning opportunities occasioned by the interaction with people from other backgrounds. The intercultural communication competence model comes with some key components including tolerance for uncertainty, self-knowledge, and motivation. The greatest and most important of these aspects is motivation. An individual must be willing to foster relationships with people from a different cultural background. If an individual lacks the willingness to promote intercultural relationships, then other aspects of the intercultural communication model become moot.

Intercultural education is generally recognized as a pillar of human resource development, while Japanese universities are also becoming aware of the primary importance of intercultural education. Thus, it is important for Japanese universities to develop realistic strategies and to implement them to enhance intercultural development among their community including both Japanese and

They must consider language differences especially whilst preparing training material. Some individuals may also require an interpreter to get messages across clearly (Noe, Raymond, 2002, p333). If an interpreter is used, it is important to conduct a practice session with the interpreter to evaluate pacing of the session and whether the amount of topics and material is appropriate (Noe, Raymond, 2002, p333). A needs assessment or analysis would be helpful for trainers to evaluate cultural dimensions and the characteristics of their employees whether it be language barriers, cultural status (Noe, Raymond, 2002, p334). By identifying the needs of cultural and ethnic minorities, trainers will be able to properly train and develop this minority to group to not only suit the individual themself but also the company.