Chevrier, Sylvie

Enklaar, Arnold H.

Schumacher, Svenja

Wiegand, Anna

English

University of Twente Research Information

IACCM 2023Oct 25th – 28th, 2023, Naples, ItalySvenja Schumacher, Anna Wiegand, Sylvie Chevrier, & Arnold EnklaarCAPIREDevelopment of a digital culture simulator training tool to foster intercultural competence in Europe2Fostering cross-cultural relations within the EU through intercultural competence developmentThe training of IC in (higher) educationand professional training (e.g., teams,leaders, expatriates) needs reliable,easy-to-use, digital and enjoyabletools that are accessible for a widerange of people regardless of time andspace3, 4.People within the EU benefit from acommon market and freedom ofmovement, where interculturalcompetence (IC) plays a crucial rolein navigating the cultural diversitywithin the EU1, 2.Culture simulators (or cultural assimilators5) train IC by presenting intercultural situations, possible solutions and explanations that participants can work through6. Traditionally, paper-based7, there are only few digital tools available today8. 1 Beacco et al. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. 2 Rai et al. (2023). Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning. 3 Schumacher et al. (2023). Interkulturelle Trainings – digital: Online- und Blended-Learning-Formate erfolgreich gestalten. 4 Chang & Gomes (2022). Why the Digitalization of International Education Matters.5 Fiedler, Mitchell, & Triandis (1971). The culture assimilator: An approach to cross-cultural training.6 Fowler & Blohm (2004). An analysis of methods for intercultural training.7 Thomas, A. (Ed.) (since 2001): “Beruflich in…”8 e.g., George Simons International (n.d.). Diversophy. https://www.diversophy.com; Nipporica Associate (n.d.): Cultural Detective. https://www.culturaldetective.com; Vatter & Schepers, 1997: http://www.andreas.de/ca3MenuWhat is a Culture Simulator or Cultural Assimilator?A culture simulator is based on the following structure5: Case Story 1QuestionInterpretationAInterpretationBInterpretationCInterpretationDBroader explanation 20Case Story 2QuestionBroader explanation 1Comment onAComment onBComment onCComment onDScore5 Fiedler, Mitchell, & Triandis (1971). The culture assimilator: An approach to cross-cultural training.4Aim of the CAPIRE projectThe CAPIRE project aims to:foster cross-cultural understanding within the EU by developing a digital, freely accessible culturesimulator tool to train intercultural competence and knowledgeabout the German, Dutch, Polish, Italian, and French cultures.5The CAPIRE Culture Simulator will provide many benefitsContent• Simulations of cultural interactions based on real situations of expatriates in the workplace that are an aggregation of similar experiences of multiple expatriates• 80 critical incidents for each country set (mostly) in the workplace developed through interviews with expatriates• Focus on experiences of interviewed expatriates regarding most frequent frictions/surprises between host culture and expatriates’ culture as a starting point for developing the cases (instead of transporting etiquette, rules or trivia etc.)• Users are trained to recognise cultural behavioural patterns, decipher and understand the cultural logic behind behaviors (e.g., values, ideals)Application• Digital tool aimed at a high user experience (regarding usability and pleasure)• For free (EU funded)• Available for five countries (i.e., Germany, France, Italy, Poland, Netherlands)• Available in 6 languages (i.e., German, French, Italian, Polish, Dutch, English)• Flexible setting: For individual training or classroom use in diverse target groups (e.g., schools, higher education, leadership training, expatriation preparation)6Who we are – Our research teamDr. Arnold Enklaar (PL)Nienke SmitFaculty of Behavioural, Management and Social Sciences |Organizational Behavior, Change Management & Consultancy (OBCC)| IEBISProf. Dr. Karsten MuellerDr. Svenja SchumacherAnna WiegandInstitute of Psychology | Department of Work- and Organizational Psychology – Emphasis Cross-Cultural Business PsychologyProf. Dr. Sylvie ChevrierHelen EveSarah DhaibyDepartment of ManagementInstitut de Recherche en GestionESIEE ParisDr. Lia TirabeniDr. Simone PulcherDepartment of Sociology and Social ResearchProf. Dr. Aldona Glinska-NewesDr. Pawel BrzustewiczKasia PawlonkaDepartment of Organisational Behaviour and Marketing7Gathering critical incidents from expatriatesInterviewing expatriates from 5 countries for: (Netherlands, Germany, Italy, Poland, France)• Target: 80 critical incidents per country• Critical incidents based on recurring real-life work situations experienced by various expatriates in the respective host country• Recruiting expatriates from a range of industries, professions, and regions within the respective host countryThe Polish project partner interviews...16 Polish expatsin the Netherlands16 Polish expatsin France16 Polish expatsin Italy16 Polish expatsin Germany= 64 interviews with   Polish expatsExample: Poland101114164716160611520512001100 2 4 6 8 10 12 14 16Polish expats in FRPolish expats in ITPolish expats in GERPolish expats in NLFrench expats in PLFrench expats in ITFrench expats in GERFrench expats in NLItalian expats in PLItalian expats in FRItalian expats in GERItalian expats in NLGerman expats in PLGerman expats in FRGerman expats in ITGerman expats in NLDutch expats in PLDutch expats in FRDutch expats in ITDutch expats in GERCurrent Status of InterviewsNumber of Interviews completed8Developing cases based on recurring themes from interviews Writing the cases based on the interviews• The cases and interpretations are aggregated from recurring themes from the critical incidents told by expatriates and summarized by the project partners whose cultures are involved to include both perspectives.The Polish project partner interviews...16 Polish expatsin the Netherlands16 Polish expatsin France16 Polish expatsin Italy16 Polish expatsin Germany= 64 interviews with   Polish expatsExample: Poland& Netherlandswriting 20 caseswriting 20 caseswriting 20 caseswriting 20 caseswriting 4 interpretations for each case= 80 cases of   Polish expatsTogether with Dutch partnerTogether with Dutch partnerTesting the cases & interpretations with participantsCriteria:ü Meeting the model and frameworkü Being clear and characteristic of the culture involvedü Sound interpretation, based on relevant literature9Developing an online tool with a positive user experienceAdaptable for different application contextsResponsive Freely accessible1Change of priADutch-Polishcouple living in theNetherlands isbuilding a newhouse. The Polishwife convinced herhusband to havethe windows madeby a PolishC) He had set aprice and feltcheated becausethe PolishndC) He had set aprice and feltcheated becausethe PolishndC) He had set aprice and feltcheated becausethe PolishndC) He had set aprice and feltcheated becausethe Polishnd10Sneak Preview: CAPIRE tool (Mock-up by Julien Bosnjak, Nadine Belinga, Adrien Houee, & Heyu Feng – Université Gustave Eiffel)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressum11Sneak Preview: CAPIRE tool (Mock-up by Julien Bosnjak, Nadine Belinga, Adrien Houee, & Heyu Feng – Université Gustave Eiffel)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressumStartCulture Simulator: NetherlandsThe Culture Simulator will offer you twenty situations from the Netherlands that might be puzzling to foreigners. You are challenged to solve these puzzles by choosing the right answer from four alternative interpretations. Don’t worry, if you do not get it right the first time. Just try again! When you have solved a case, you will receive some more information on the Dutch cultural logic involved. You will receive a score after finishing all twenty cases. You can earn more points for getting it right on your first try. Good luck!12Sneak Preview: Case example in CAPIRE tool (mock-up – work in progress)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressumWorking slowlyKarol is collaborating with Dutch colleagues in laying fiber-optic cables. What strikes him is that they proceed in a slow pace, every so often sit down for a chat or smoking a cigarette. At fixed times, they also take a break to drink coffee or have lunch. This irritates Karol, because he wants to finish the work as quickly as possible so that they can possibly go home early. However, the Dutch colleagues do not seem to be in a hurry. It seems to Karol that they do not take the work very seriously and unnecessarily prolong the working day.Why are the Dutch colleagues not keen on finishing the work as quickly as possible?They are afraid thatthe workload willincrease in the future,if they rush to finalizethe project as quicklyas possible.AThey like to create anice atmosphere atwork including breaksand chats to be mostproductive.BThey aim to proceedwith their work in astructured way, takingthe time to do theirwork carefully. Havingregular breaks helpsthem to stay focused.CThey put a strongemphasis on work,which plays a greatpart in their lives.Thus, relationships atwork are cherished.D13Sneak Preview: Case example in CAPIRE tool (mock-up – work in progress)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressumThey are afraid thatthe workload willincrease in the future,if they rush to finalizethe project as quicklyas possible.AThey like to create anice atmosphere atwork including breaksand chats to be mostproductive.BThey aim to proceedwith their work in astructured way, takingthe time to do theirwork carefully. Havingregular breaks helpsthem to stay focused.CThey put a strongemphasis on work,which plays a greatpart in their lives.Thus, relationships atwork are cherished.DThe Dutch colleagues perform best when there is an amiable atmosphere at work and in the team, and chatting and making jokes during breaks contributes to this. Although this interpretation is partly true, it does not explain why they work at – according to Karol, the Polish colleague – a slower pace. So, there is another interpretation which explains the situation better.Try again!14Sneak Preview: Case example in CAPIRE tool (mock-up – work in progress)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressumWorking slowlyKarol is collaborating with Dutch colleagues in laying fiber-optic cables. What strikes him is that they proceed in a slow pace, every so often sit down for a chat or smoking a cigarette. At fixed times, they also take a break to drink coffee or have lunch. This irritates Karol, because he wants to finish the work as quickly as possible so that they can possibly go home early. However, the Dutch colleagues do not seem to be in a hurry. It seems to Karol that they do not take the work very seriously and unnecessarily prolong the working day.Why are the Dutch colleagues not keen on finishing the work as quickly as possible?They are afraid thatthe workload willincrease in the future,if they rush to finalizethe project as quicklyas possible.AThey like to create anice atmosphere atwork including breaksand chats to be mostproductive.BThey aim to proceedwith their work in astructured way, takingthe time to do theirwork carefully. Havingregular breaks helpsthem to stay focused.CThey put a strongemphasis on work,which plays a greatpart in their lives.Thus, relationships atwork are cherished.D15Sneak Preview: Case example in CAPIRE tool (mock-up – work in progress)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressumThey are afraid thatthe workload willincrease in the future,if they rush to finalizethe project as quicklyas possible.AThey like to create anice atmosphere atwork including breaksand chats to be mostproductive.BThey aim to proceedwith their work in astructured way, takingthe time to do theirwork carefully. Havingregular breaks helpsthem to stay focused.CThey put a strongemphasis on work,which plays a greatpart in their lives.Thus, relationships atwork are cherished.DInstead of finalizing the work as quickly as possible, the Dutch colleagues prefer to work steadily and diligently to avoid mistakes. In this situation, a plan has probably been made in advance, so the workers know how many meters of fibre optic cable they should lay per day to meet the deadline. They could probably not maintain working at a higher pace throughout the day and errors might occur. This interpretation explains best why the Dutch colleagues in this story are not keen to finish the work as quick as possible.Next questionTell me more!16Sneak Preview: Case example in CAPIRE tool (mock-up)About Countries TopicsPrivacyTerms of UseFAQSupportContactLog InImpressumThe Dutch value a highly structured environment. They think that society needs a clear order, neatness andrules, because this creates a predictable and safe world to live in. When nobody sticks to the rules, it becomesa mess and things might get out of hand, so that one loses control.Above all order is maintained in time management. The life of most Dutch people is reigned by the clock. Mostactivities are tied to a fixed time of the day, such as times for eating, sleeping, working that most Dutch peoplestick to. Life is arranged precisely according to a fixed schedule. Appointments and commitments are recorded.Forgetting appointments or being late is considered very annoying, as it is creating disorder and damaging thetight schedule of others.Both at work and in private life, planning ahead is important. Once you know at what date a task should beachieved, you can split the work up in small parts and can check everyday day, whether you are on track orspeed up. If you have to rush to meet a deadline or even miss it, this means that either you have too muchwork or you are a bad organizer, a disordered person.okay!17How you can get involvedConnect us with expatriates for the interviewing phaseTake part in events for intercultural educators/trainers hosted by project partnersTest the tool with your students/participantsHelp evaluate the tool by giving feedback on your user experience18For more information contact us here:THANK YOU!19References1 Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe Publishing. https://rm.coe.int/16806ae6212 Rai, L., Deng, C., Lin, S., & Fan, L. (2023). Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning. Front. Psychol. 14:1219478. https://doi.org/10.3389/fpsyg.2023.12194783 Schumacher, S., Kempen, R., Hollands, L., Engel, A. M. (2023). Interkulturelle Trainings – digital: Onlin- und Blended-Learning-Formate erfolgreich gestalten. Hogrefe. https://doi.org/10.1026/03164-0004 Chang, S., & Gomes, C. (2022). Why the Digitalization of International Education Matters. Journal of Studies in International Education, 26(2), 119-127. https://doi.org/10.1177/102831532210951635 Fiedler, F. E., Mitchell, T., & Triandis, H. C. (1971). The culture assimilator: An approach to cross-cultural training. Journal of Applied Psychology, 55(2), 95–102. https://doi.org/10.1037/h00307046 Fowler, S. M. & Blohm, J. M. (2004). An analysis of methods for intercultural training. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of Intercultural Training (pp. 37-84). Sage.7 Thomas, A. (Ed.) (since 2001): Series „Handlungskompetenz im Ausland“, 36 Volumes, together with additional authors, under the title: “Beruflich in…”, Göttingen. 8 e.g., George Simons International (n.d.). Diversophy. Retrieved Sep, 18, 2023, from https://www.diversophy.com; Nipporica Associate (n.d.): Cultural Detective. Retrieved Sep, 18, 2023, from https://www.culturaldetective.com; Vatter, C., & Schepers, A. (1997). Culture Assimilator: Ein Tutorium. Retrieved Sep, 18, 2023, from  http://www.andreas.de/ca

CAPIRE:Development of a digital culture simulator training tool to foster intercultural competence in Europe

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CAPIRE:Development of a digital culture simulator training tool to foster intercultural competence in Europe

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