What are the two major components of a CCT, what do they look like, and how do they help prepare an expatriate for their new assignment?
What will be an ideal response?
CCT usually includes several components. The first is awareness or orientation--helping trainees to become aware of their own cultural values, frameworks, and customs. A second is behavioral--providing opportunities for trainees to learn and practice behaviors that are appropriate to the culture in question (Brislin & Bhawuk, 1999; Landis & Bhagat, 1996; Thomas & Fitzsimmons, 2008). Within this framework, the cross-cultural assimilator method has emerged as one of the most valid tools for CCT (Triandis, 1994).
The cultural assimilator is a programmed learning technique that was developed by Fiedler, Mitchell, and Triandis (1971). It uses 35–100 critical incidents that focus on cultural differences. Trainees are then presented with alternative behavioral options, and they must select one of them. Depending on the response chosen, the text directs trainees to a specific page and provides an explanation of why the choice was correct or incorrect. If their response was incorrect, trainees must reread the material and choose again. Computer-assisted applications of cultural assimilators are growing in popularity (Reiche et al., 2015).
Harrison (1992) compared the effectiveness of a Japanese culture assimilator, behavior-modeling training, a combination of the two methods, and no training at all in a field experiment involving 65 U.S. government employees. Participants receiving the combination of methods displayed significantly higher performance on a role-play task (evaluated in terms of behavior) than the no-training control group and significantly higher gains in learning than either those who received a single method or those in the no-training control group. These results suggest the need for both a cognitive- and an experiential-based program in cross-cultural management training (see also Reiche et al., 2015), although it would be valuable to replicate them using a larger sample of trainees.
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What do you strengthen when you engage in the process of cite checking sources or inserting the authority into the document?
A) comprehension of legal terminology B) persuasive writing skills C) analytical skills D) comprehension of procedural rules
?A third-party incidental beneficiary does not have a right to receive something from one of the parties prior to the creation of the contract.
Answer the following statement true (T) or false (F)
Use the Learned Hand formula to assess the reasonableness of a manufacturer who fails to supply aspirin in tamper-proof containers.
What will be an ideal response?
Documents of title are?
A. negotiable. B. nonnegotiable. C. all of the above. D. none of the above.