Introductory description

This module will help you to turn what you have learned from all the core modules into a practical context for intercultural training purposes. Specifically, you will learn how theory informs ICT goals, content and training methods through performing needs analyses. To gain insights into the real practitioner world, you will also have a session with an ICT consultant. In so doing, you will have the opportunity to design and pilot intercultural training materials in teams and to evaluate their effectiveness for coaching and development. The principles and practical skills you will acquire during this module will help you to become an effective intercultural coach or trainer.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• Introduction to the market and the steps of a needs analyses
• Intercultural competence models and theories in ICT
• Understanding learning and teaching
• Evaluating ICT and practical exercise
• Insights from an IC Trainer on needs analyses, learning and teaching
• Practical exercise and how to start your career as an IC Trainer

Learning outcomes

By the end of the module, students should be able to:

• By the end of the module the student should be able to demonstrate in-depth knowledge and understanding of the principles and constructs underlying effective intercultural coaching and development, and to show a critical understanding of the range and scope of different intercultural coaching/development contexts.The student will also:- Relate theoretical concepts to cultural and interactional contexts.- Analyse and assess coaching and development needs- Reflect critically on personal experience and professional practice and relate to relevant theory- Conduct analyses of intercultural coaching/development needs & present findings in report form- Develop appropriate training materials for intercultural coaching/development in different contexts- Run an effective intercultural coaching/development session

Indicative reading list

Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing Intercultural Competence in Practice. Clevedon: Multilingual Matters.
Corbett, J. (2010) Intercultural Language Activities. Cambridge: CUP.
Feng, A., Byram, M., & Fleming, M. (eds) (2009) Becoming Interculturally Competent through Education and Training. Clevedon: Multilingual Matters.
Fowler, S.M. & Yamaguchi, M. (2020). An Analysis of Methods for Intercultural Training. In D. Landis & D.P.S. Bhawuk (eds.), The Cambridge Handbook of Intercultural Training (4th edition), Cambridge: CUP.
Gill, S. & Cankova, M. (2002) Intercultural Activities. Oxford: OUP.
Hammer, M.R., Bennett, M.J. & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27: 421–443.
Hofstede, G.J., Pedersen, P.B. & Hofstede, G. (2007) Exploring Culture: Exercises, Stories and Synthetic Cultures. Yarmouth, ME: Intercultural Press.
Landis, D., Bennett, J. M., & Bennett, M. J. (Eds.). (2004). Handbook of Intercultural Training. Third Edition. Thousand Oaks: Sage.
Landis, D. & Bhawuk, D.P.S. (Eds.), (2020). The Cambridge Handbook of Intercultural Training (4th edition), Cambridge: CUP.
Lenartowicz, T., Johnson, J. P. & Konopaske, R. (2014). The application of learning theories to improve cross-cultural training programs in MNCs. The International Journal of Human Resource Management, 25, 1697-1719.
Olbertz-Siitonen, M. (2021). Practical applications of naturalistic inquiry in intercultural education. Journal of Praxis in Higher Education, 3(2), 52-78.
Rost-Roth, M. (2009) Intercultural training. In: H. Kotthoff and H. Spencer-Oatey (eds) Handbook of Intercultural Communication. Berlin: Mouton de Gruyter, pp.491-517.
Spencer-Oatey, H. & Franklin, P. (2009) Intercultural Interaction. A Multidisciplinary Approach to Intercultural Communication. Basingstoke: Palgrave. Chapter 9: Developing competence in intercultural interaction.
Stringer, D.M. & Cassiday, P.A. (2007) Fifty-Two Activities for Exploring Values Differences. Yarmouth, ME: Intercultural Press.
Utley, D. (2004). Intercultural Resource Pack. Intercultural Communication Resources for Language Teachers. Cambridge: CUP.
Van Dyne, L., Ang, S. & Tan, M.L. (2019). Cultural Intelligence. Oxford Bibliographies (Management). Oxford: OUP.

Interdisciplinary

This is an interdisciplinary module, engaging with intercultural training and coaching from a variety of theoretical perspectives, including cross-cultural psychology, linguistics and critical intercultural communication studies. It also encompasses a pedagogical element, prompting students to consider which practical and pedagogical approaches best suit the theoretical perspectives they are employing.

International

The module will discuss how intercultural competence theories and teaching practices can be used in intercultural competence training. Thus, the main essence of the module is about how to enhance positive attitudes and identification with members of other cultural backgrounds. Lastly, students will work in teams in class exercises. Given the cultural diversity of the cohort, students get an opportunity for intercultural relationship building in these exercises.

Subject specific skills

-Conduct analyses of intercultural coaching/development needs & present findings in report form
-Develop appropriate training materials for intercultural coaching/development in different contexts
-Run an effective intercultural coaching/development session

Transferable skills

-Communicate clearly and contribute effectively in discussions.
-Give presentations, using appropriate media and styles of communication.
-Work collaboratively in teams.
-Communicate ideas effectively in writing, using appropriate wording and structure.
-Plan and manage time and workload to meet deadlines.