ERIC Number: EJ840340
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0897-5930
EISSN: N/A
Revisiting a Theory-Supported Approach to Teaching Cross-Cultural Management Skills
Sizoo, Steve; Serrie, Hendrick; Shapero, Morris
Journal of Teaching in International Business, v18 n2-3 p83-99 2007
Cross-cultural skills are a major criterion for success in the global business environment. For American managers in multinational organizations, this means learning to manage cultural difference at three levels: self, interpersonal, and organizational. Since literature indicates that training programs based on cross-cultural and learning theories are more effective, this paper examines a training program that Serrie first reported in a 1992 issue of JTIB. The five related and synergistic activities discussed in the paper give participants experience in dealing with and solving real-world problems in cross-cultural management at all three levels. The process is reassessed in terms of recent theory, and to confirm the efficacy of this approach, a pretest-posttest experiment was conducted with a treatment group and control groups. Results show that the treatment group was the only one to show a significant (at p less than 0.05) increase in intercultural expertise--a measure of cross-cultural skill. Limitations and implications are discussed. (Contains 7 tables.)
Descriptors: Theories, Control Groups, Cultural Differences, Teaching Methods, Business Administration Education, International Trade, Global Approach, Cross Cultural Training, Experimental Groups, Instructional Effectiveness, Pretests Posttests, Skill Development
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A