Although much research in the 1960s and 1970s was devoted to crosscultural issues such as expatriate employment, researchers moved away from doing cross-cultural research in order to direct their efforts toward the hot topics of the time. However, the past few decades have seen an exponential increase in the globalization of our economy, and this ever-increasing globalization has made the need for cross-cultural research salient once again. In the past decade alone, there has been an explosion of research examining the components and effectiveness of cross-cultural training (CCT) for expatriate preparation. Thus, the ultimate purpose of this literature review is to present the past 25 years of CCT research relevant to expatriate preparation by examining the following: the need for CCT research, the deficiencies in past research, typical training components, training delivery, theory pertaining to CCT, potential moderators of the relationship between CCT and expatriate performance, the effectiveness of CCT in enhancing expatriate performance, suggestions for future research, and strategies for improving CCT implementation and research. After reviewing the past 25 years of CCT research, it is evident that CCT is effective in facilitating success on expatriate assignments. However, additional empirical research is needed on moderators, expatriate selection, training program at FLORIDA INTERNATIONAL UNIV on June 18, 2015 hrd.sagepub.com Downloaded from

ConclusionThe SS‐B appears to be a promising measure of five modes of available supportive behavior: emotional support, socializing, practical assistance, financial assistance, and advice/guidance. The measure was designed to assess supportive behavior available from family and from friends. For specific purposes the measure might be modified to tap enacted supportive behavior, as was done in Study 4, or might focus on different sources (cf. Tardy, 1985). Further evidence of the divergence of mode‐specific scales would be valuable and might be demonstrated by comparing samples with mode‐specific deficits, by comparing support received for different problem types (in a more sophisticated fashion than was done here), and by showing differentiated associations between modes of support and various outcome variables. The reliable and valid assessment of specific modes of supportive behavior is an important agenda item in social support research: Such a measure would allow more elaborate theories to be tested, and will undoubtedly prove essential in a complete understanding of social support processes.

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This report describes the development and assessment of Web-based training in critical thinking (CT) for Army personnel. The primary product of this research program was easily distributed and accessible training in CT. The development of the training was supported by preliminary research that reviewed the research literature in critical thinking, developed a model of critical thinking, identified high impact CTS for Army personnel, and developed a prototype training system for two critical thinking skills (Fischer, Spiker, & Riedel, 2008 a,b,c). This report documents the development and evaluation of an expanded version of the training which provides training for eight critical thinking skills. A user-centered design process, which included four formative evaluations, was used to ensure that the resulting training and assessment products were usable, useful, and well accepted by potential training populations. The effectiveness of the resulting training system was evaluated in two additional investigations. The results of both evaluations indicated that the training improved participants' skills on the two critical thinking skills that were evaluated. 15. SUBJECT TERMS Critical thinking, computer-based training, web-based training, critical thinking skill SECURITY CLASSIFICATION OF 19. LIMITATION OF ABSTRACT 20. NUMBER OF PAGES

A multifaceted approach to evaluating expert systems is overviewed. This approach has three facets: a technical facet, for “looking inside the black box”; an empirical facet, for assessing the system’s impact on performance; and a subjective facet, for obtaining users’ judgments about the system. Such an approach is required to test the system against the different types of criteria of interest to sponsors and users and is consistent with evolving lifecycle paradigms. Moreover, such an approach leads to the application of different evaluation methods to answer different types of evaluation questions. Different evaluation methods for each facet are overviewed.

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This report is the second of three volumes describing a multi-year research program to develop and evaluate web based training in critical thinking for Army officers. The first volume presents an overview of the research effort that developed and validated a theoretical model for the training, selected and validated eight high impact critical thinking skills for Army officers, and developed and evaluated the training course. This volume describes the results of a literature review on critical thinking, a model of critical thinking that forms the theoretical basis for the training, and investigations that were conducted to validate the model. Volume Three describes a web-based prototype training system that trains two critical thinking skills. Included in Volume Three are a description of the functional requirements, pedagogical principles, course content, and evaluation of the training. A fourth report (Fischer, Spiker, & Riedel, 2008) describes an expanded version of the training system that provides training for eight critical thinking skills for Army officers.

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