Globalization, migration into urban centers, and cross-cultural training

Landis, Dan

doi:10.1016/j.ijintrel.2008.04.003

Cited by 58 publications

(13 citation statements)

References 43 publications

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“…This experience can provide individuals with an initial positive interaction that can help develop future successful relationships, enhancing their other-orientation. While cross-cultural scholars have started to integrate theories, there is still more work to be done (Landis, 2008). Perceptual skills can be helped by CCT that includes information about how others view the world (e.g., in culture assimilator training) and draw attention to appropriate models of behavior.…”

Section: Social Learning Theorymentioning

confidence: 99%

“…Through the 1990s, there was an intense interest in CCT, which was increased through expatriate assignments. Other reviews and discussions of cross-cultural research have also defined CCT in a similar manner (e.g., Landis, 2008; Landis and Brislin, 1996;Morris and Robie, 2001). As organizations continue to become increasingly global with people from various cultures working together, it is important to consider factors that influence successful communication and collaboration between diverse groups of people.…”

mentioning

confidence: 99%

“…Early training programs were often referred to as "cross-cultural or intercultural orientation programs" (Bhawuk and Brislin, 2000: p. 162). Other reviews and discussions of cross-cultural research have also defined CCT in a similar manner (e.g., Landis, 2008; Landis and Brislin, 1996;Morris and Robie, 2001). In a review of the literature through the early 2000s, Littrell et al (2006) defined CCT as the "educative process used to improve intercultural learning via the development of the cognitive, affective, and behavioral competencies needed for successful interactions in diverse cultures" (p. 356).…”

mentioning

confidence: 99%

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Cross-Cultural Training in Industrial and Organizational Psychology

Lelchook

Luque²

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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Section: Social Learning Theorymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Cross-Cultural Training in Industrial and Organizational Psychology

Lelchook

Luque²

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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“…In their words, responsibility also contains an emancipatory aspect that develops from the exercise of intercultural ethics framed within the concept of global ethics, an approach that seeks to reconcile and balance universalistic and relativistic perspectives. This process happens through an ontological shift, a process of discovery and awareness that causes a change in being, transforming the individual into an "intercultural mobile being" (Guilherme, 2010) or an 'intercultural personhood' (Kim Yun, 2008). As a result of this critical cycle that causes the ontological transformation, difference is not only perceived in the cultural other, but it is also recognised within intra-cultural contexts and within the individual.…”

Section: Introductionmentioning

confidence: 99%

Ethical communication and intercultural responsibility: a philosophical perspective

Ferri

2014

Language and Intercultural Communication

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The ethical dimension of dialogue represents a major concern in the context of current research in intercultural responsibility. In this paper, I discuss the modalities in which the notion of competence is used to conceptualise responsibility and the relationship between self and other in intercultural research, in order to critique the Cartesian presuppositions of intercultural communication theory. I argue that models of competence and responsibility that are employed to design intercultural training operate within the paradigm of the autonomous rational agent that informs Kantian ethical thinking. I contrast the model of the competent intercultural speaker that emerges in intercultural research with the distinction proposed by Levinas between the saying and the said (le dire and le dit, meaning the event of speech and the content of speech), to suggest two scenarios of intercultural interaction that show two different approaches to responsibility, one operating in the dimension of the said and the other in the dimension of the saying. Thus, in this paper, I discuss the implications of Levinas's reflection on the nature of language for the development of an ethical framework that addresses the limitations of current conceptualisations in intercultural communication theory of competence and responsibility.La dimensione etica del dialogo rappresenta una delle preoccupazioni maggiori nell'ambito della ricerca sulla responsabilità interculturale. In questo articolo analizzo in maniera critica le modalità in cui la nozione di competenza è usata per concettualizzare il concetto di responsabilitá e la relazione con l'altro nel contesto della teoria della comunicazione interculturale, in modo da discuterne le presupposizioni Cartesiane. I modelli di competenza e responsabilità che sono utilizzati nel training interculturale operano all'interno del paradigma dell'agente autonomo razionale della tradizione etica kantiana. Ho intenzione di contrastare il modello del "competent intercultural speaker" che emerge dalla ricerca interculturale con la distinzione creata da Levinas tra il dire e il detto (le dire e le dit, l'evento della parola e il contenuto della lingua), per suggerire due scenari di interazione interculturale che mostrano due approcci alla responsabilitá, uno nella dimensione del dire e l'altro nella dimensione del detto. Quindi, in questo articolo discuto le implicazioni delle riflessioni di Levinas sulla natura del linguaggio per lo sviluppo di una comprensione etica che riconosce i limiti delle concettualizzazioni delle nozioni di competenza e responsabilità nella teoria della comunicazione interculturale.

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“…Training materials rapidly become out of date. Information is often presented without taking into account the user skill level and cultural background [Landis 2008]. In addition, as a result of the considerable number of product variants and their relatively short life cycle, there is a continuous need for more and more modifications and reconfigurations of the production machines and the associated training materials [Setchi and Lagos, 2008].…”

Section: Introductionmentioning

confidence: 99%

Modern technical documents for global users - usability vs. efficient production

Siltanen

Tenhunen

Setchi

et al. 2009

2009 IEEE International Technology Management Conference (ICE)

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Globally used technical documents need to be understood by users who have different cultural and educational backgrounds. Documents should preferably be visual, but such documents are difficult to produce and maintain.In this article visualisations of technical information are categorised according to taxonomy of visual representation elements, which is then evaluated against cultural dependency, language dependency and required professional knowledge. Based on the categorisation, we propose how visual documents with less cultural dependencies can be produced so that they can be reconfigured if the product changes by applying single sourcing methods used in text document production.

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Globalization, migration into urban centers, and cross-cultural training

Cited by 58 publications

References 43 publications

Cross-Cultural Training in Industrial and Organizational Psychology

Cross-Cultural Training in Industrial and Organizational Psychology

Ethical communication and intercultural responsibility: a philosophical perspective

Modern technical documents for global users - usability vs. efficient production

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