EL MUNDO hOy. GESTIÃN DE LA DIVERSIDAD. UN IMPERATIVO ...

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The Assessment of Intercultural Training Efficacy... two comparison groups (1) Trainees or future expatriates participating in Intercultural Brazilian Portuguese, (2) Trainees who got no training, but were participating in either language or courses of training, enrolled in language and conversation classes of Brazilian Portuguese, (2) Portuguese. Trainees who got any training, but were participating in either language or conversation courses of Brazilian Portuguese. Table 3. Solomon Protocol Pre-Test Table 3: Solomon Training Protocol Post-Test Trained Group X X X Pre-Test Training Post-Test Control Group X --- X Trained Group X X X Both groups Control completed Group X the NEO --- FFI again approximately X six months after pre-test NEO. The members of the trained group, already expatriates, submitted the completed forms from Brazil via e-mail. See time line bellow. All two groups completed the NEO FFI again approximately six months after pre-test Both trained group and control group completed the questionnaires NEO. The members of the trained group, already expatriates, submitted the completed in paper and pencil form and these were inputted for us onto an on-line forms from Brazil via e-mail. See time line bellow. program. Participants were not informed about the on-line version of NEO Both trained FFI, in group order and to control avoid group any completed kind of the manipulation questionnaires in concerning paper and pencil the results form and provided these were on-line inputted at the for end us into of the on-line completed program. Participants questionnaire. were We not sent informed the feedback about the to on-line each version participant of NEO only FFI, one in order month to avoid after any we kind got of all questionnaires manipulation concerning back and the inputted results provided them by on-line ourselves. at the end The of feedback the completed contained questionnaire. an explanation We sent the about feedbacks each to of each the participant five dimensions, only one month their after individual we got all scores related to pre and post test and a graphic representation of them questionnaires back and inputted them by ourselves. The feedback contained an (cf. graphic figures 5.1). explanation about each of the five dimensions, their individual scores related to pre and post test and a graphic representation of them (cf. graphic figures 5.1). 9 211
INTERNAcionaLIZACIÓN Y CAPITAL HUMANO 4.4. Intercultural training Using grounded and constructivist theory, intercultural training is based on the premise that «as one’s experience of cultural difference becomes more complex and sophisticated, one’s potential competence in intercultural relations increases» (Hammer et al., 2003). From a constructivist perspective, mere exposure to difference is not enough, rather it is how one perceives and conceptualizes those events that determine developmental cultural competence. Constructivism implies that we are active participants in creating our own knowing and meaning. Learning is an active process and knowledge is socially constructed, primarily from experience (Murphy, 1997). Social Constructivism takes this concept further in that social constructs such as race, gender and sexuality are considered more products of social influence than of biology or individual psychology. 4.4.1. Assignments (two days cultural immersion) Thomas (1990) defines intercultural training as an instrument composed of all means that offer the possibility of intercultural learning and contribute to the achievement of intercultural competence. Classroom strategies included self exploration and community building activities such as the utilization of the BARNGA game (Thiagarajan, 2000). Activities aimed at understanding and minimizing the clashes among cultures and through decategorization strategies included a cultural activity which is called «culture assimilator». Other activities aimed at facilitating understanding of social construction perspective (i.e.) soft skills, business etiquette, formal communication, etc. Current news, media, telephoning meeting simulation, on-line activities and movies were also utilized as part of intercultural training. In addition, guided reflections through the facilitation of classroom discussion were a regular and ongoing course component. 5. Results 5.1. Overview An analysis of variances with repeated measures was conducted for each of the NEO Five Factor Inventory (FFI) dimensions in the form 212
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Internacionalización y capital hum
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Marta Muñiz Ferrer Jesús Labrador
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ÍNDICE Prólogo ..................
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PRÓLOGO Matías Delgado-Ureña VP
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PRESENTACIÓN Dra. Marta Muñiz Fer
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PRESENTACIÓN internacionalización
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PRESENTACIÓN Internacionalización
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PRESENTACIÓN En cuanto a los retos
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PRESENTACIÓN ras internacionales.
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PRESENTACIÓN de la gestión de la
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BLOQUE I GLOBALIZACIÓN E INTERNACI
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INTERNAcionaLIZACIÓN Y CAPITAL HUM
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EL mundo hoy. Gestión de la divers
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los años ochenta, Iberoamérica co
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es que la crisis financiera está c
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BLOQUE II MOVILIDAD DE LOS RECURSOS
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The SucceSSful AdapTATion of ExpATr
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The Successful Adaptation of Expatr
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¿Internacionalización o no? Influ
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LA GESTIÓN DE LA DIVERSIDAD DEMOGR
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externos, requiere que la gestión
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GESTIÓN DE LA DIVERSIDAD EN L’OR
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Cuadro 6: Cuadro Impatriados 6. Imp
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objetivo: facilitar el acceso de lo
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La discriminación en los procesos
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