Download - INTERCULTURAL COMPETENCE MODEL€¦ · 16. Intercultural Competence in Business Leading Global Projects: Bridging the Cultural and Functional Divide Robert T. Moran, William E. Youngdahl,

INTERCULTURAL COMPETENCE MODEL From “The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States”

by Dr. Darla K. Deardorff in Journal of Studies in International Education, Fall 2006, 10, p. 241-266 and in The SAGE Handbook of Intercultural Competence, 2009 (Thousand Oaks: Sage).

Pyramid Model of Intercultural Competence (Deardorff, 2006. 2009):

DESIRED EXTERNAL OUTCOME:

Behaving and communicating effectively and appropriately (based on one’s intercultural knowledge, skills, and attitudes) to achieve one’s goals to some degree

DESIRED INTERNAL OUTCOME:

Informed frame of reference/filter shift: Adaptability (to different communication styles & behaviors; adjustment to new cultural environments); Flexibility (selecting and using appropriate communication styles and behaviors; cognitive flexibility); Ethnorelative view; Empathy

Knowledge & Comprehension: Cultural self-awareness; Deep understanding and knowledge of culture (including contexts, role and impact of culture & others’ world views); Culture-specific information; Sociolinguistic awareness

Skills: To listen, observe, and interpret To analyze, evaluate, and relate

Requisite Attitudes: Respect (valuing other cultures, cultural diversity) Openness (to intercultural learning and to people from other cultures, withholding judgment) Curiosity and discovery (tolerating ambiguity and uncertainty)

NOTES:

• Move from personal level (attitude) to interpersonal/interactive level (outcomes) • Degree of intercultural competence depends on acquired degree of underlying elements

Copyright 2006 by D.K. Deardorff

INTERCULTURAL COMPETENCE MODEL From “The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States”

by Dr. Darla K. Deardorff Deardorff in Journal of Studies in International Education, Fall 2006, 10, p. 241-266 and in The SAGE Handbook of Intercultural Competence, 2009 (Thousand Oaks: Sage)

Process Model of Intercultural Competence (Deardorff, 2006, 2009):

Notes:

• Begin with attitudes; Move from individual level (attitudes) to interaction level (outcomes) • Degree of intercultural competence depends on acquired degree of attitudes,

knowledge/comprehension, and skills Copyright 2006 by D.K. Deardorff

Attitudes: Respect (valuing other

cultures); Openness (withholding

judgment); Curiosity & discovery (tolerating ambiguity)

Desired External Outcome:

Effective and appropriate

communication & behavior in an

intercultural situation

Desired Internal Outcome:

Informed Frame of

Reference Shift (adaptability, flexibility,

ethnorelative view, empathy)

Knowledge & Comprehension:

Cultural self-awareness, deep cultural knowledge, sociolinguistic awareness

SKILLS: To listen,

observe & evaluate; To analyze, interpret & relate

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The SAGE Handbook of Intercultural Competence

Edited by

Darla K. DeardorffDuke University

The SAGE Handbook of Intercultural Competence brings together in one volume the leading experts and scholars from a variety of fields (e.g., education, communication, psychology, social work, health care, conflict studies, etc.) and from aroundthe world who do work in intercultural competence (defined as appropriate and effective communication, as well as behavior, in intercultural situations). Given the current and future focus on global workforce development, and on globalization in general, this Handbook examines the skills, attitudes, and knowledge needed in our ever diverse world.

This Handbook is a vital compendium that any scholar, instructor, administrator, or student can pick up and use for a number of different topics related to intercultural competence:

Part 1--Concepts and Theory of Intercultural Competence (history; definitions; theories; models; methodologies) Part 2--Intercultural Competence Development in Specific Fields (such as social work, engineering, education, business, health care, and training) Part 3--Assessment and Research of Intercultural Competence (providing frameworks, self-report tools, methods, and case studies)

“This much needed Handbook provides the latest scholarship and work on intercultural competence, which is so vitally necessary in pursuit of mutual understanding and peace in today's world." - Desmond Tutu, recipient of the 1984 Nobel Peace Prize

"I was delighted to review this book for SAGE in its earlier rendition and am thrilled to see this volume come to fruition. Each of the three parts (Conceptualizing, Applying, and Assessment and Research) provides a fresh and comprehensive examination of this incredibly important concept. Praises to SAGE, Darla Deardorff and the contributors for including in Part 1, Conceptualizing Intercultural Competence, numerous chapters that invite us to understand this phenomenon from multiple cultural perspectives. This Handbook is a must have for practitioners and educators dedicated to the development of intercultural competency." - Barbara Kappler Mikk, University of Minnesota, co-author of Communication Highwire: Leveraging The Power Of Diverse Communication Styles and of Maximizing Study Abroad

Hardcover: $125.00 Sale Price: $100.00ISBN: 978-1-4129-6045-8 ©2010, 496 pages

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Foreword – Derek Bok

PART I. CONCEPTUALIZING INTERCULTURAL COMPETENCE

1. Conceptualizing Intercultural Competence Brian H. Spitzberg & Gabrielle Changnon

2. The Identity Factor in Intercultural Competence Young Yun Kim

3. The Interculturally Competent Leader Margaret D. Pusch

4. The Moral Circle in Intercultural Competence: Trust Across Cultures Gert Jan Hofstede

5. Intercultural Conflict Competence as a Facet of Intercultural Competence Development: Multiple Conceptual Approaches Stella Ting-Toomey

6. Cultivating Intercultural Competence: A Process Perspective Janet M. Bennett

7. Developing Globally Competent Citizens: The Contrasting Cases of the United States and Vietnam Mark A. Ashwill & Duong Thi Hoàng Oanh

8. Understanding Africans’ Conceptualizations of Intercultural Competence Peter Nwosu

9. An Associative Approach to Intercultural Communication Competence in the Arab World R.S. Zaharna

10. A Chinese Model of Intercultural Leadership Competence Guo-ming Chen & Ran An

11. Intercultural Competence in German Discourse Alois Moosmüller & Michael Schönhuth

12. India: A Cross-cultural Overview of Intercultural Competence Ranjini Manian & Shobha Naidu

13. Interculturality versus Intercultural Competence in Latin America Adriana Medina-López-Portillo & John Sinnigen

14. Synthesizing Conceptualizations of Intercultural Competence: A Summary and Emerging Themes Darla K. Deardorff

PART II. APPLYING INTERCULTURAL COMPETENCE

15. Intercultural Competence in Human Resources Passing It On: Intercultural Competence in the Training Arena Craig Storti

16. Intercultural Competence in Business Leading Global Projects: Bridging the Cultural and Functional Divide Robert T. Moran, William E. Youngdahl, Sarah V. Moran

17. Intercultural Competence in Teacher Education Developing the Intercultural Competence of Educators and their Students Kenneth Cushner & Jennifer Mahon

18. Intercultural Competence in Foreign Languages The Intercultural Speaker and the Pedagogy of Foreign Language Education Michael Byram

19. Intercultural Competence in International Education Administration Cultural Mentoring R. Michael Paige & Matthew L. Goode

20. Intercultural Competence in Social Work Culturally Competent Practice in Social Work Rowena Fong

21. Intercultural Competence in Engineering Global Competence for Engineers John M. Grandin & Norbert Hedderich

22. Intercultural Competence in Religious Organizations Neither Jew nor Gentile: Lessons about Intercultural Competence in Religious Organizations George Yancey

23. Intercultural Competence in Healthcare Developing Skills for Interculturally Competent Care Rohini Anand & Indra Lahiri

PART III. ASSESSMENT AND RESEARCH IN INTERCULTURAL COMPETENCE

24. Methodological Issues in Researching Intercultural Competence Fons J. R. van de Vijver & Kwok Leung

25. Applying Theory & Research: The Evolution of Intercultural Competence in U.S. Study Abroad Michael Vande Berg & R. Michael Paige

26. Research Application: Towards a General Framework of Competence for Today’s Global Village Fons Trompenaars & Peter Woolliams

27. Assessing Intercultural Competence: Issues and Tools Alvino E. Fantini

28. Implementing Intercultural Competence Assessment Darla K. Deardorff

29. The Real Cost of Intercultural Incompetence: An Epilogue Joseph E. Trimble, Paul B. Pedersen, Eduardo S. Rodela

Table of Contents

N090920

Deardorff: The SAGE Handbook of Intercultural CompetenceSale Price: $100.00ISBN: 978-1-4129-6045-8

Darla Deardorff, Duke University, USA Catherine Montgomery, Northumbria University, UK

Albertine Zanting, Maastricht University, The Netherlands

Exploring successful intercultural classrooms: preparation for the global citizen

overview of session

• Discussion: what makes an the ideal intercultural classroom?

• Presentation 1: what is intercultural competence and what does it mean for faculty?

• Presentation 2: how can curriculum design influence intercultural interaction?

• Presentation 3: what happens in the intercultural classroom?

• Further discussion

Title of session/workshop

Intercultural Competence Intercultural Competence in the Classroom in the Classroom

Dr. Darla K. DeardorffDr. Darla K. Deardorff

Duke UniversityDuke University

[email protected]@duke.edu

DK Deardorff, EAIE 2010DK Deardorff, EAIE 2010

OverviewOverview

•• Brief context from a US perspectiveBrief context from a US perspective

•• Discuss several cultural differences Discuss several cultural differences impacting the classroom impacting the classroom

•• Ways to address cultural differencesWays to address cultural differences

•• Working toward intercultural competenceWorking toward intercultural competence


Context from US PerspectiveContext from US Perspective

-- ““MulticulturalMulticultural”” EducationEducation

-- International students at postInternational students at post-- secondary levelsecondary level

-- Issues: teacher/faculty training, Issues: teacher/faculty training, integration of intintegration of int’’l/domestic studentsl/domestic students


Some examplesSome examples……whatwhat’’s s happening?happening?

•• A student doesnA student doesn’’t make eye contact with t make eye contact with the teacherthe teacher

•• A student always calls the teacher A student always calls the teacher ““ProfessorProfessor””

•• Some students donSome students don’’t participate much in t participate much in the classthe class

•• A student makes comments that donA student makes comments that don’’t t seem relevant to the class topicseem relevant to the class topic


Cultural DifferencesCultural Differences in the Classroomin the Classroom

1) Role/expectations of teacher and 1) Role/expectations of teacher and studentsstudents

2) Relations between students (native 2) Relations between students (native speaker and nonspeaker and non--native speaker)native speaker)

3) Motivation differences 3) Motivation differences –– collaboration collaboration versus competitionversus competition


Cultural Differences Cultural Differences in the Classroomin the Classroom

4) Learning styles4) Learning styles

5) Writing styles5) Writing styles

6) Issues of academic dishonesty6) Issues of academic dishonesty


Addressing Cultural Addressing Cultural Differences in the ClassroomDifferences in the Classroom

1) Listen & observe!1) Listen & observe!

2) Awareness/training of teacher2) Awareness/training of teacher

3) Classroom environment 3) Classroom environment –– setting ground setting ground rules/expectationsrules/expectations

4) Build relationships and community4) Build relationships and communityDK Deardorff, EAIE 2010DK Deardorff, EAIE 2010


5) Build awareness of cultural issues5) Build awareness of cultural issues

6) Be aware of cultural references in 6) Be aware of cultural references in materials and assignmentsmaterials and assignments

7) Utilize students as resources (cultural 7) Utilize students as resources (cultural informants)informants)

8) Use flexible teaching strategies8) Use flexible teaching strategies

9) Self9) Self--reflectreflectDK Deardorff, EAIE 2010DK Deardorff, EAIE 2010


10) Developing intercultural competence 10) Developing intercultural competence in teachers and studentsin teachers and students……....

•• What is intercultural competence?What is intercultural competence?


What is ICC according What is ICC according to ICC experts?to ICC experts?

Highest rated definition (3.8/4.0):Highest rated definition (3.8/4.0):

““Ability to communicate effectively and Ability to communicate effectively and appropriately in intercultural situations appropriately in intercultural situations based on onebased on one’’s intercultural s intercultural knowledge, skills, and attitudes.knowledge, skills, and attitudes.””


What is intercultural What is intercultural competence?competence?

Specific components according to ICC Specific components according to ICC experts:experts:

Attitudes, Knowledge, SkillsAttitudes, Knowledge, Skills

Lead toLead to

Internal and External OutcomesInternal and External OutcomesDK Deardorff, EAIE 2010DK Deardorff, EAIE 2010

What is ICC according What is ICC according to ICC experts?to ICC experts?

Highest rated definition (3.8/4.0):Highest rated definition (3.8/4.0):

““Ability to communicate effectively and Ability to communicate effectively and appropriately in intercultural situations appropriately in intercultural situations based on onebased on one’’s intercultural s intercultural knowledge, skills, and attitudes.knowledge, skills, and attitudes.””


What is intercultural What is intercultural competence?competence?

Specific components according to ICC Specific components according to ICC experts:experts:

Attitudes, Knowledge, SkillsAttitudes, Knowledge, Skills

Lead toLead to

Internal and External OutcomesInternal and External OutcomesDK Deardorff, EAIE 2010DK Deardorff, EAIE 2010

AttitudesAttitudes

•• Respect Respect (valuing other cultures, cultural diversity)(valuing other cultures, cultural diversity)

•• Openness Openness (to intercultural learning and to people (to intercultural learning and to people from other cultures, withholding judgment)from other cultures, withholding judgment)

•• Curiosity and discovery Curiosity and discovery (tolerating ambiguity and (tolerating ambiguity and uncertainty)uncertainty)


Knowledge and SkillsKnowledge and Skills

Knowledge & Knowledge & Comprehension:Comprehension:

•• Cultural selfCultural self--awarenessawareness

•• Deep understanding and Deep understanding and knowledge of culture (inc. knowledge of culture (inc. worldviews)worldviews)

•• CultureCulture--specific informationspecific information

•• Sociolinguistic awarenessSociolinguistic awareness


ICC Knowledge and SkillsICC Knowledge and Skills

Knowledge & Knowledge & Comprehension:Comprehension:

•• Cultural selfCultural self--awarenessawareness

•• CultureCulture--specific informationspecific information

•• Sociolinguistic awarenessSociolinguistic awareness

•• Deep understanding and Deep understanding and knowledge of culture (inc. knowledge of culture (inc. other world views)other world views)

Skills:Skills:

•• To listen, observe, and To listen, observe, and interpretinterpret

•• To analyze, evaluate, To analyze, evaluate, and relateand relate

DK Deardorff, Hessen presentation, 2010DK Deardorff, Hessen presentation, 2010

ICC DESIRED INTERNAL OUTCOMEICC DESIRED INTERNAL OUTCOME

Informed frame of reference/filter shiftInformed frame of reference/filter shift::

•• Adaptability Adaptability (to different communication styles & behaviors; (to different communication styles & behaviors; adjustment to new cultural environments)adjustment to new cultural environments)

•• Flexibility Flexibility (selecting and using appropriate communication (selecting and using appropriate communication styles and behaviors; cognitive flexibility)styles and behaviors; cognitive flexibility)

•• Ethnorelative viewEthnorelative view

»»EmpathyEmpathy

DK Deardorff, Hessen presentation, 2010DK Deardorff, Hessen presentation, 2010

DESIRED DESIRED EXTERNAL OUTCOMEEXTERNAL OUTCOME

Behaving and communicating effectively and Behaving and communicating effectively and appropriately (based on oneappropriately (based on one’’s intercultural s intercultural knowledge, skills, and attitudes)knowledge, skills, and attitudes)


Intercultural Competence (ICC) Intercultural Competence (ICC) ModelsModels

•• 2 models of intercultural competence 2 models of intercultural competence developed by the researcher based on the developed by the researcher based on the research findings research findings

(see handouts)(see handouts)


ImplicationsImplications

•• ICC is an ongoing, lifelong ICC is an ongoing, lifelong processprocess

•• ICC development needs to address variety of ICC development needs to address variety of elements elements –– especially other world views! especially other world views! –– using using a variety of teaching methodsa variety of teaching methods

•• ICC development must be intentional, cohesive, ICC development must be intentional, cohesive, coordinatedcoordinated


Practical Implications of ICC Practical Implications of ICC modelmodel

•• Need for adequate teacher Need for adequate teacher preparation/training re: ICCpreparation/training re: ICC

•• Role of reflectionRole of reflection

•• Facilitation of meaningful intercultural Facilitation of meaningful intercultural interactionsinteractions


For further informationFor further information……..

Brown, S.C. & Kysikla, M. L. (2002). Brown, S.C. & Kysikla, M. L. (2002). Applying Multicultural and Global Concepts in the Applying Multicultural and Global Concepts in the Classroom and BeyondClassroom and Beyond. (Allyn & Bacon).. (Allyn & Bacon).

Clayton, J. B. (2003). Clayton, J. B. (2003). One Classroom, Many WorldsOne Classroom, Many Worlds (Heinemann)(Heinemann)

Deardorff, DK (2006) Identification and Assessment of IntercultuDeardorff, DK (2006) Identification and Assessment of Intercultural Competence in ral Competence in Journal of Studies in International EducationJournal of Studies in International Education (Fall 2006).(Fall 2006).

Deardorff, DK (2006). A Model of Intercultural Competence and IDeardorff, DK (2006). A Model of Intercultural Competence and Its Implications for the ts Implications for the Foreign Language CurriculumForeign Language Curriculum in S. Wilkinson (Ed.) in S. Wilkinson (Ed.) AAUSC 3006 Insights from Study AAUSC 3006 Insights from Study Abroad for Language ProgramsAbroad for Language Programs (Thomson)(Thomson)

Deardorff, DK (2009). Deardorff, DK (2009). The SAGE Handbook of Intercultural CompetenceThe SAGE Handbook of Intercultural Competence, (Sage)., (Sage).

For additional articles on these topics, please contact For additional articles on these topics, please contact

Darla K. Deardorff at Darla K. Deardorff at [email protected]@duke.edu

mailto:[email protected]

…….. .. MERCI! THANK YOU!MERCI! THANK YOU!


What sorts of curriculum can make intercultural classrooms work?

• Research into intercultural interaction at university appears contradictory:

• Students do not want to work in multicultural groups and hold stereotypical views of other groups (until they have experienced it) (Volet and Ang, 1998).

• Students have negative perceptions of intercultural interaction and believe that working in multicultural groups has a negative effect on their grades (Carroll and Li, 2008).

• Students value intercultural interaction and see the experience gained as an important part of learning to live and work in a globalised world (Montgomery, 2009).

Need to look at the curriculum context in which these perceptions are generated

Curriculum context 1: negative perceptions

• Students engaged in multi-cultural group work for assessment purposes

• High stakes environment – marks attached

• Marks based on final product produced by group

• Students had no experience of working together and little previous experience of group work

• Task was prescribed and no opportunity for flexibility in roles or activities

(Carroll and Li, 2008)

Curriculum context 2: positive perceptions

• authentic, enquiry‐based activity in complex and challenging learning environments:

extended and supported opportunities for interaction

• two specific teaching projects in Design: ‘the Guildhall Community’

project and ‘Motorola’

live project• 47 students: UG: 19 UK and 7 international;

MA: 17 international

a deeper look: curriculum and the student view

• The following slides draw out some aspects of the curriculum integral to context 2 that could promote positive intercultural interaction

• The student perspective is presented using data from 12 informal, situated focus groups with semi-structured interview (further details Montgomery (2009)).

Open curricula: a different social atmosphere?

‘The whole idea of working with people from different nationalities was quite appealing actually.’

(Indian PG Design student)

‘It’s interesting [working in mixed nationality groups]. Like I would ask questions all the time

because I’m really interested in other people’s cultures and we talk about religion and

everything…

and clothes and that in Sri Lanka. It just makes it more fun.’

(UK UG student)

Task and roles are flexible

• ‘It’s been more about sharing ideas so it’s going to be loose group work in a way. It’s not

going to be quite the same end so in that sense it’s probably been dead easy [to

communicate]’

(UG UK student).

Complex curricula: different ‘ways of thinking’

• ‘In my team every member can speak Mandarin so it’s easier for my team to communicate. But since we were still from

different countries [Taiwan and Mainland China] so it’s another different problem that

we have different kinds of thinking and that makes a problem when we communicate’

(PG

Chinese student)

Authentic and challenging

• ‘It was the first time I had something ‘real’

to do at university’

(UG UK student).

• ‘It’s just to do with laziness. If you have an easier way why would you want to take the

harder way?’

(UG UK student)

Low‐stakes and informal learning spaces

• ‘On this course it’s easier maybe to talk to other people because of the way it works, sat

around tables. It’s more about group conversation’

(UG UK student).

Prior experience and practice built into curriculum

• We’ve known each other for three years now so it’s a continuation of a general

conversation (UG UK student

The influence of the teaching, learning and assessment environment

• The design of the teaching, learning and assessment environment could have a

significant impact on student perceptions of intercultural learning

references

• Carroll, J. & Li, R. (2008) Assessed group work in culturally diverse groups: is normative guidance useful and/or appropriate in addressing students’ worries about grades?, Paper presented at the Higher Education Assessment Conference, University of Cumbria , 9 July 2008 .

• Montgomery, C. (2009). A Decade of Internationalisation: has it influenced students’ views of cross-cultural group work at university? Journal of Studies in International Education, 13, (2), 256-270.

• Volet, S.E. & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for intercultural learning. Higher Education Research & Development, 17(1), 5- 23.

Cultural diversity in student teams

Its impact on the learning process in Problem Based Learning

Albertine Zanting Maastricht University

[email protected]

Presentation

• What is Problem Based Learning ?

• Starting points -> research question

• Findings

• centered on the student: their talents and learning process are taken as a starting point

• learn by working on concrete theoretical and practical problems

• tutorial groups (consisting of about 12 students) usually meet twice a week to discuss a specific problem

• academic staff joins the tutorial group and guides the learning process, but he/she does not teach

• skills training during the tutorials: presenting, debating, writing academic papers

What is Problem Based Learning (PBL):

Starting points for research:

• PBL: learning through exchange of information and intensive interaction

• concept PBL: diversity as source for learning

• as result of internationalisation and introduction Ba/Ma -> increasing diversity of students’ background

Research question:

What are the (positive and negative) effects of cultural diversity in a student population on the classroom interaction (as important element of the learning process in PBL) at a European higher education institution ?

Findings (1)

• Diversity can be beneficial: more information, unheard of experiences from workplace, unfamiliar customs in certain countries, innovative perspectives, etc.

• Diversity takes more time to arrive ‘on the same page’, for example:

– Accents, dialects

– Professional/educational backgrounds

– Experience with SCL

Findings (2)

• Diversity can also make the exchange of information more complicated:

– Different language uses and competences

– Different communication and behaviour styles (level of participation, interaction with teacher, non verbal communication)

• These differences can lead to misunderstandings, sometimes conflicts

Findings (3)

• Students and teachers differently interpret interactive situations, make generalisations, have prejudices

• Unawareness + overemphasis of the implication of culture

• Special role of the teacher:– As assessors: take culture into account or not ?

– Awareness of cultural differences

references

• Barmeyer, C. I. (2004), Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec, in: International Journal of Intercultural Relations, International Academy for Intercultural Research, 28 (2004) 577–594

• Chang, J. (2006), A Transcultural Wisdom Bank in the Classroom: Making Cultural Diversity a Key Resource in Teaching and Learning, in: Journal of Studies in International Education, Association for Studies in International Education, Vol. 10 No. 4 Winter 2006

• Gabb, D. (2006), Transcultural Dynamics in the Classroom, in: Journal of Studies in International Education, Association for Studies in International Education, Vol. 10 No. 4 Winter 2006

• Poglia, E., e.a. (2007), Le dialogue interculturel dans les institutions de formation supérieure en Europe, Université de la Suisse italienne, Lugano

• Teunissen, Emily, Van den Bossche, Piet & Gijselaers, Wim (2007) Mindful management of diversity. Universiteit Maastricht, Faculty of Economics and Business Administration, Maastricht

• Wächter, B. (2008), Seminar Report of the the Council of Europe Seminar on Intercultural Dialogue at University Campus, March 2008, Council of Europe

THANKS !

Questions to think aboutQuestions to think about……..

•• How can we create a healthy intercultural How can we create a healthy intercultural environment in our classrooms?environment in our classrooms?

•• How can we incorporate the How can we incorporate the process process of of intercultural competence development into our intercultural competence development into our classrooms?classrooms?

•• How can we be intentional about ICC How can we be intentional about ICC development and engage students more fully in development and engage students more fully in this?this?


Discussion results (1)

• Prepare students

• Use positive stories/success examples (during preparation)

• Focus on strengths of all students

• Use DIE: Describe, Interpret, Evaluate

• Build trust

• Allow time to integrate and develop process

Discussion results (2)

• Learning culture and community

• Conflict resolution skills

• Choose and use multiple approaches

• Respect (multiple expressions)

• Discuss and develop ground rules

• Addressing previous examples

• It is an ongoing process

Download - INTERCULTURAL COMPETENCE MODEL€¦ · 16. Intercultural Competence in Business Leading Global Projects: Bridging the Cultural and Functional Divide Robert T. Moran, William E. Youngdahl,

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