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Contad UMI directly to order. 8811 & H~llInformation and Learning 300 North Zeeb Road, Ann Arbor, MI 48106-1 346 USA 800-521-0600 A QUALITATWE EVALUATION OF A CROSS CULTURAL TRAINING PROGRAM FOR INDIVIDUALS TRAVELLING ABROAD by Giselle Kovary A Thesis Submitted to the Faculty of Graduate Studies and Research through the Department of Communication Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts at the University of Windsor Windsor, Ontario, Canada 1998 0 1998 Giselle Kovary National Library Bibliothiique nationale 1+1 of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON KIA ON4 OnawsON K1AON4 Canada CaMda The author has granted a non- L'auteur a accorde me licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, prster, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic fonnats. la forme de rnicrofiche/film, de reproduction sur papier ou sur format electronique. The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts fkom it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent &re imprimes reproduced without the author's ou autrement reproduits sans son permission. autorisation. ABSTRACT Cross-cultural interactions are rapidly increasing. Globalization and culturally diverse communities are lending themselves to daily intercultural exchanges. With greater diversity, we require greater open-mindedness, tolerance and sensitivity. Those in direct contact with out-groups and culturally different members are in greater need of such skills, and often require training to become cross- culturally effective. Cross-cultural training program for individual going abroad, address such issues and prepare participants to work and live overseas. This thesis consists of a qualitative evaluation of a pre- departure training program for Canadian youth traveling abroad. It analyzes to extent to which the chosen program adheres to the academic literature concerning cross-cultural communication theories, cross-cultural training models and adult learning theories. A thorough analysis of all stakeholders' program gods and objectives is included in order to assess the program's "success" in meeting both orginizational and participant gods. Finally, program design recommendation are suggested for the design and content of future cross-cultural training programs. DEDICATION This thesis is dedicated to all those friends and family who have believed in me and my abilities throughout my academic career. Without your constant suppon, encouragement and understanding this road would have been much more difficult. In particular I would like to thank my parents, Andy and Germaine Kovary, for their unwavering belief in me and love throughout the years. Your deep belief in the value of education for education's sake, has given me the ground work fiom which to build a life dedicated to the pursuit of academic knowledge and understanding. Thank you. To my sister Andrea, I thank you for always understanding and tolerating me during my "moods". And especially to my Bo, without whom this thesis would surely have never been completed, thank you. Your ability to simplify my problems and help put them into perspective has guided me throughout my university career and prepared me well for the challenges of this project. Your support, encouragement and belief in me has always been felt, even 500 kilometers away. Finally, I would also like to thank those people who doubted me and who attempted to discourase my choices. It was this cynicism and skepticism that fueled my fire and continued to pushed me forward. This thesis is a testament to the fact that my achievements are limited only by my desires, and my desires alone! The best has yet to come- ACKNOWLEDGEMENTS I would thank my readers, Kai Hildebrandt and Julian Cattaneo for their guidance, support and accessibility throughout this process. Their encouragement and interest in this subject were crucial in the completion of this project. Special thanks to Dr. Lewis for his pep talks, late night phone calls and for always keeping me focused. Your enthusiasm is contagious, your excitement is invigorating and your kindness is greatly appreciated. Thank you. To Sandy and Ann, thank you for your help with all the small but crucial tasks, your friendly voices on the other line always calmed my nerves. And to ail the grad students (and roommates) who made my time in Windsor a memorable one, thanks a million. Without Wednesday night TV, Sam's and long talks.. usually not about our theses, the two years would not have flown by as quickly. I will miss you all. TABLE OF CONTENTS ABSTRACT DEDICATION ACKNOWLEDGEMENTS CHAPTER 1: INTRODUCTION Problem Statement Description of Research Signifhnce Thesis Statement Discussion of Problem CHAPTER 2:LlTERATURE REVIEW Section 1 Research Mdhodologv Section 2 Theoretical Framm wrk Cross4tural Communication Theories Mi ndfid ness Uncertainty Anxiety Attribution Culture Shock Skills Needed to Live and Work Abroad Crosscultural Training Models Culture GeneraUSpccific Model Orher Cross-cultural Training Models The Behavioral and Interaction Approaclles integrated Approach Issues that should be covered in a Cross-cultural Training Program Interpersonal Communication Skills Effects of Cross-cultural Training Skills Needed to Work and Live Abroad The Selection Process The Content of a Crosscultural Training Program Adult Learning nleories The Establishment of a Climate Conducive to Adult Learning The Diagnosis of Needs for Lcarning The Development of a Design of Activities The Re-Diagnosis of Needs for Learning (Evaluation) Section 3 Previous Research The Overseas Senice Bureau's Pre-Departure Briefing Program The Evaluation of the Prc-Departure Briefing Program Research Findings CHAPTER 3: METHODOLOGY Research Participants Research Design The Researcher's Role Sampling Delimitations Data ColIection Key Concepts Dcfrni tions Reliabili~and Validity Dependability Credibility Transferability Confirmability Limitations Data Analvsis Procedures Ethics Significance CHAPTER 4: PROGRAM DESCRIPTION Gcneral Ovenview Program Description Day 1 Day 2 Day 3 Day J Day 5 CHAPTER 5: RESULTS Section 1 Standard-Based Evaluation How the Program Used CrosscuItural Communication Theories Mindfulness Uncertainty Ansiety Attribution Culture Shock vii Skills Needed to Live and Work Abroad How the Program Used Crosscultural Training Models Culture-General / Culture-Specific Approaches Area Training Model Self Awareness Model Cul turd Awareness Model Perspective, Interaction, Contexq-Smc (PIC) Approach Albert's (1 986) Fundamental Characteristics for Cross-cultural Training Programs Kealey's (1 979) Communication Skills Brislin's (1 989) Program Recommendations How the Program Used Adult Learning Theories The Establishment of a Climate Conducive to Adult Learning The Diagnosis of Needs for Learning The Development of a Design of Activities The Re-Diagnosis of Needs for Learning (Evaluation) Selrnan and Darnpier's (1991) Four Program Elements Scction 2 Outcome-Based Evaluation In~erculturalEffectiveness Goals Intercultural Communication Skills Intercultural Effectiveness Culture Shock Coping with the Overseas Espcricncc Team Building Understanding the social. economic and cul tun1 aspects of the host nation Developing Participatory Research Skills Non-verbal Communication Gender Issucs Sta!-ing Heal thy Goals and Analysis for WUSC Instructional Effectiveness Expxkntial Learning and Adulr Learning Learning Can be Exciting Necds Assessrncnt Design Methodology Preparation for Emplojment Transition from Education to the Work Place Dcvelopmcnt of Professional SkilIs Uncertainty about Job and Going Overseas Other AgenqYParticipant E.upectations General Agency Espcctations Increased Awareness of International Development Issues Identif!? the Roles and Espcctations of Partners Other Panici pant Program Espcctations Conciusion Section 3 Orher Futdings Length When the