Professional Documents
Culture Documents
JoAnne Stein
IPC 491
The primary purpose of this essay is to explore the significant issues pertaining to
intercultural communication training, outlining current issues in this area of study, and
whereby individuals from two (or more) different cultural communities negotiate shared
takes place between people from different cultures. However, such a definition leads to
the need to define what a culture is. The aforementioned definition states that individuals
“negotiate shared meanings.” This implies that what separates cultures are the different
provides a definition of culture that supports this by stating that it is “a learned system of
meanings—a value-laden meaning system that helps you to ‘make sense’ of and explain
This definition as well indicates the importance of symbols and various meanings when
individuals from different cultures is that the symbols used to communicate have
Although a single definition of culture has not been agreed upon by all the
different meanings that are culturally constructed and complicate the communication
process.
people for more effective interpersonal relations when they interact with individuals from
cultures other than their own” (p. 2). Another goal is to “encourage constructive and
1976, p. 2). Ting-Toomey (1999) states that the goal is “to create shared meanings
All of these goals seem to express a similar idea, maintaining that the primary
goal is to facilitate effective communication. These goals also support the idea expressed
in the definition that indicates the importance of symbols, acknowledges the different
symbols present in various cultures, and the need to understand these symbols in order to
designed to facilitate effective interactions between culturally different persons” (p. 153).
Another view states that a good training program should have the following four
goals: “enjoyment and benefit”, “attitudes of hosts toward sojourners”, “people’s own
Enjoyment and benefit refers to the idea that a training program should strive to
be pleasant, perhaps even fun, and benefit its participants. The attitude of hosts towards
positive and healthy interpersonal relationship between participants “allows skills transfer
to take place” (Brislin & Yoshida, 1994, p. 8). A good training program also shows an
awareness of people’s own goals and “provides information that will help people achieve
their goals” (Brislin & Yoshida, 1994, p. 9). This will also ease the conveyance of
information to the audience. If participants feel they are benefiting from the program and
learning something that will benefit them personally, the training program will be more
effective due to a more receptive audience. Finally, stress reduction is a very important
As a goal, stress reduction wisely notes that “the goal should be its reduction
rather than its elimination” (Brislin & Yoshida, 1994, p. 10). This is important to realize
because no matter how much one studies another culture, no matter how many hours are
spent in training, one can never be fully prepared to enter another culture. It is nearly
impossible to fully prevent culture shock, and having a realistic expectation for a training
training: to minimize culture shock. York (1994) explains that culture shock is a feeling
of anxiety that one gets when one loses “all familiar signs and symbols of social
intercourse” because it is “these signs or cues” that determine the “ways we orient
ourselves to the situation of daily life” (p. 177). This definition of culture shock
communication.
know which elements of cultural meaning must be known in order to facilitate effective
intercultural communication, almost all scholars agree upon a set of cultural dimensions
that categorize cultures throughout the world. These dimensions are: individualism vs.
collectivism, content specific vs. content diffuse, sequential time vs. synchronic time,
short-term time vs. long-term time, universalism vs. particularism, neutral vs. affective,
achievement vs. ascription, internal vs. external, large power distance vs. small power
distance, uncertainty avoidance, and masculinity vs. femininity (Kim, 1999, p. 14-47). It
(Ting-Toomey, 1999, p. 3). Dimensions such as these influence how someone from a
certain culture communicates. By understanding these dimensions and how they impact
While there have been numerous volumes written on each dimension, I will
example, emphasize “the importance of individual identity over group identity, individual
rights over group rights, and individual needs over group needs” while collectivistic
cultures emphasize “the importance of the ‘we’ identity over the ‘I’ identity, group rights
over individual rights, and in-group-oriented needs over individual wants and desires”
Second, the power distance dimension illustrates “the extent to which the less
Third, the uncertainty avoidance dimension tells “the extent to which the
members of a culture feel threatened by uncertain or unknown situations and the extent to
Lastly, a “masculine” culture means that “gender roles are clearly distinct” while
a “feminine” culture means that “social gender roles overlap” (Ting-Toomey, 1999, p.
73).
In addition to the different cultural dimensions listed, there are other barriers to
from others,” and the high levels of “anxiety that shrouds cross-cultural communication”
due to the fact that communicating interculturally is a highly unfamiliar experience for
Overall, this is only a brief outline of all the differences that are culturally
constructed and that affect how one communicates. Such cultural differences influence
how an individual thinks about themselves, others, and the world around them. They also
attach different meanings to different things. If this meaning is not known to the person
differences and determine those necessary to study in order to understand how culturally
Interestingly enough, the field of training is also a relatively new area of study.
Kohls (1995) explains that “while learning and education have been with us for a very
long time, training is a relatively new activity” and “has only been considered a field
since about 1965” (p. 3). Briefly, training is a “field of expertise in and of itself, divorced
from the content of any particular training program” (Kohls, 1995, p. 3). In other words,
the field of training studies how to best transfer knowledge about a topic to an audience.
In addition, an effective trainer does not need to be an expert in a certain field in order to
this up by stating, “training is the master discipline which makes it possible to transfer
A more in depth analysis reveals that the field of training is very broad and there
are many topics to be considered. For example, there is a debate between whether a
trainer should take the role of an experiential trainer or a traditional trainer. The
experiential trainer “focuses on the process of learning—learning how to learn” while the
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5).
outlined several events that have contributed to the popularity and newfound need for
intercultural communication training programs. York (1994) cites three main stages in
the development of training. First, there was a transfer of technology between the United
States and their global allies after World War II (York, 1994, p. 59). A second stage
involved the “drive to transfer American life abroad” during the 1960s when the Peace
Corps “was formed to help initiate cultural change abroad” and to “help unfortunates” (p.
59). Programs like the Peace Corps meant Americans had to enter new cultures and it
was gradually realized that there was a need to understand the host culture in order to be
effective in ones mission. Initially, programs like the Peace Corps “were based on the
assumptions that certain cultural outcomes and styles were inadequate for survival in the
modern world and that these outcomes could be remedied by the infusion of middle-class,
white, American culture” (York, 1994, p. 59). However, the third stage was the
realization that the emphasis should not be on “exporting American culture, or adapting
to the local culture, but on finding a ‘match’ between cultures” (York, 1994, p. 60).
In addition to the stages mentioned, there is also the question of globalization and
people from various cultures are interacting with people from various other cultures on a
more frequent basis. While one can easily argue over the existence of globalization or
the need for intercultural communication training, the point of this essay is not to debate
Intercultural training as a specific field of training has its own issues and debates.
To illustrate this point, anyone studying this field will come across the argument for
depth of this field exist but are too numerous to outline in an introductory survey of the
topic.
that make up an effective training program and indicate the qualifications necessary in a
trainer. Several topics include the characteristics, the structure and content, the
York (1994) states that “all cross-cultural training is united by five core
characteristics” no matter what the content is” (p. 66). First, the training that takes place
“occurs within a limited time” (York, 1994, p. 67). Second, “the goals and outcomes of
training are tied to events people find distressing and confusing in a new culture;” third,
“training is trainee-centered;” fourth, the motivations of trainees and “their intentions for
success” vary from program to program; and fifth, the training may be culture-general or
program based on them. After analyzing the various characteristics, one can determine
the best approach for the program based on the needs of the participants.
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The debate over how training programs should be structured is also a factor to be
considered when designing a program. So far, six different types of training have been
identified. These are (1) information-oriented training, (2) attribution training, (3)
cultural awareness training, (4) cognitive-behavioral training, (5) interactive training, and
There have been countless works that address the issue of types of training and
which is the most effective. The six types mentioned are the most commonly referenced
one but there are more in existence. The pros and cons of each are numerous and can be
reviewed along with the individual needs of the program participants to determine which
approach is best.
The prerequisite context for training programs is often some sort of conflict,
whether past, present, or anticipated in the future. Fowler & Blohm (2004) state that
some kind are the motivating factors for many training programs” and that, consequently,
the training “should be framed as a safe haven” (Fowler & Blohm, 2004, p. 41).
design an effective program. A trainer should know the history of a problem if one exists
and then approach the situation with care. If the goal of the program is to prevent future
effectively facilitate a training session. One training guide lists several areas of
competence. These are: “area knowledge of the target country,” “living experience in the
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target country,” “a positive attitude toward the country and its people,” “the experience of
having lived through culture shock,” “a fundamental knowledge of basic American values
and implicit cultural assumptions and how to articulate them,” “experience as a trainer,”
and “interest in training for content as well as process” (Kohls, 1995, p. 19).
The evaluation of training programs can almost be considered another field in and
of itself. After one has spent so much time analyzing the needs of the participants, what
the best training program is, what content to include, and how to communicate the
content, there still remains the question of whether the training was successful.
program evaluation is a very important aspect of the training process. Success can be
assured through needs assessment and analysis of the specific needs and desired
a complex process and involves many different methods not to be discussed at this time.
analysis of cultural differences that affect communication. The training aspect involves
numerous aspects that contribute to the overall success of a training program and has just
as many aspects available to measure effectiveness. After reviewing the various elements
of intercultural communication training, one can now begin to analyze each aspect in
depth and acquire more detailed information. While this essay does not include an
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overview on all aspects of the field, it provides a brief overview of some of the main
Works Cited
Kohls, L. R. (1995). Training Know-How for Cross Cultural and Diversity Trainers.
Press.
Garvey.