University of Portland
Pilot Scholars
Communication Studies Undergraduate
Publications, Presentations and Projects
Communication Studies
2009
Training for Cross‐Cultural Interactions with
Children
Julianne Opra
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Part of the Communication Commons
Citation: Pilot Scholars Version (Modified MLA Style)
Opra, Julianne, "Training for Cross‐Cultural Interactions with Children" (2009). Communication Studies Undergraduate Publications,
Presentations and Projects. Paper 29.
http://pilotscholars.up.edu/cst_studpubs/29
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CrossCulturalCommunicationTraining1
RunningHeading:CrossͲCulturalCommunicationTraining
TrainingforCrossͲCulturalInteractionswithChildren
JulianneOpra
12/14/09
CST431–InterculturalCommunication
CapstoneFinalPaper
“IunderstandthatintheinterestofsharedscholarshiptheUniversityofPortlandanditsagentshave
thenonͲexclusivelicensetoarchiveandmakeaccessiblemyworkhereinwholeorinpartinallformsof
mediainperpetuity.Further,Iunderstandthatmywork,inadditiontoitsbibliographicrecordand
abstract,maybeavailabletoawidercommunityofscholarsandresearchersthroughelectronicaccess.”
CrossCulturalCommunicationTraining2
Abstract
Inthispaper,atrainingprogramfornewvolunteersattheRegenceBoysandGirlsClub
organizationisproposed.Thistrainingprogramwillreduceuncertaintyofvolunteersand
createamoreculturallycompetentindividualwhoisbetterpreparedtoworkinanintercultural
environment.Itwillemphasizethreemainobjectivesthatshouldbeaccomplishedincluding:
motivation,knowledge,andskillschanges.AccordingtoTingͲToomey(2007),ifanindividual
developsthesethreeobjectives,asuccessfultrainingprogramwillexist.Withinthesethree
objectives,specificskillsarehighlightedinthetrainingprogramswhichhavebeennotedwithin
previousresearch.Understandingnonverbalcommunication,identifyingandutilizing
backchannelcues,andgainingoverallbackgroundknowledgeonspecificculturesarethemain
skillsthatwillbetaughtinthenewtrainingprogram.Thissupplementaltrainingsession
shouldbenefittheorganizationbyhelpingminimizeconflictbetweenpeopleofdifferent
cultures,aswellasbyeducatingaboutculturalcommunicationstylesandtechniques.
CrossCulturalCommunicationTraining3
TrainingforInterculturalInteractionswithChildren
Introduction
AsavolunteerfortheRegenceBoysandGirlsClub,Ihadtheopportunitytoworkwith
childrenfromvariouscultures,differentfrommyown,andparticipateinnumerousactivities
thatallowedmetogettoknowthechildrenonanintimatelevel.TheBoysandGirlsClub
providesapositiveenvironmentwherechildrenareabletofindloveandsupportfromthe
adultstaffandvolunteerswhoworkthere.Theirmissionistoenableallyoungpeople,
especiallythosewhoneedthemmost,toreachtheirfullpotentialasproductive,caring,
responsiblecitizens.Theydothisbyprovidingasafeenvironmenttolearnandgrowwithin
ongoingrelationshipswithcaring,adultprofessionals,lifeͲenhancingprogramsandcharacter
developmentexperiences,andfinallybyprovidinghopeandopportunity.WithouttheBoys
andGirlsClub,somechildrenhavenorealplacetocall“home”.TheRegenceBoysandGirls
Club,locatedintheNewColumbiadistrictinNorthPortland,hostsupto300kidseach
afternoonfromabout2:00Ͳ7:00pm.Thereareonlyabout10fullͲtimestaffmemberswhowork
atthislocation,sovolunteersalsoplayahugeroleininteractingwiththekidsonadailybasis.
Volunteersarealwayswelcomeandencouragedtocomeandworkwiththekidsintheclub
doingvariousactivitiessuchashomeworkhelp,managingactivities,coachingsportsteams,etc.
Becausevolunteersarefullyengagedwiththekids,whocomefromlowincomefamilies
andaremostlyblackandHispanic,Ifeelthatapropertrainingprogramshouldbeimplemented
intothe“hiring”processinorderforvolunteerstogainknowledgeandskillabouthowto
interactwithchildrenfromothercultures.Itisveryimportantthatvolunteers,suchasme,
whocomefromadifferentculturethanmostofthekids,learnhowtocommunicateskillfully
CrossCulturalCommunicationTraining4
withtheminordertomanageemotionalfrustrationsandinteractivestruggles(TingͲToomey,
50).Thispaperproposesatrainingprogramtoimplementinordertoestablishafullersense
ofcomfortforvolunteersthanIexperiencedduringmytimeattheRegenceBoysandGirls
Club.ImplementingthesesuggestionsmayhelptheBoysandGirlsClubvolunteersbecome
andfeelmorecompetentwhencommunicatingwithchildrenoradultsfromothercultures.
Theyshouldbeabletorelateandinteractinmoreappropriateandeffectivewaysbecauseof
theknowledgetheyreceiveduringthetrainingprogram.
Background
ThemainproblemthattheRegenceBoysandGirlsClubholdsisthatthetrainingor
orientationprogram,asitwasforme,wasnotsufficientenoughtoprepareavolunteertowork
withchildrenfromdifferentculturalbackgroundsandcultures.Interactingandcommunicating
withthesevulnerablechildrenareimportantskillsthatneedtobedevelopedinordertobea
goodrolemodelandinfluenceinthechild’slife.Becausemanyofthesekidscomefrombroken
familiesorunstablelivingenvironments,theyoftenrequiremoreattentionandsupportfrom
theadultfigurestheymeetattheBoysandGirlsClub.Likeme,volunteerswhooffertheirtime
tospendattheclubmaynothavepreviousexperienceworkingwithpeoplefromother
cultures.TheymaynothavehadpreviouscrossͲculturalrelationshipsthatwouldbenefittheir
communicationcompetenceinthissituation.Iamoneofthemanypeoplewhohashadlittle
experiencewithinterculturalcommunication,whichiswhyIfeelstronglythattheBoysand
GirlsClubcouldsupplementtheirorientationwithatrainingprogramthatincludesgainingthe
appropriatecommunicationskillsneededtointeractwiththesechildren.
CrossCulturalCommunicationTraining5
AsIhavementionedabove,Ifeelthatthetrainingprogramwouldbenefitfromamore
crossͲculturalsubstanceandvaluableinformationforitsvolunteersinorderforthemto
communicateeffectively.ThetrainingprogramIreceivedwasapproximately15minutesin
lengthandthemajorityoftheorientationwasatourofthebuilding.Whenwetouredthrough
eachroom,thevolunteerscoordinatordidgiveusabriefbackgroundonwhatgoesonineach
roomandhowitbenefitsthechildren;howeverthemainfocusoftheorientationwastotellus
howtheclubworksasopposedtohowtodealwiththechildren.Though,wewereabletoask
questionsattheendaboutanythingwemightneedtoknow,therewasnotenoughtimeto
engageinconversationthatwouldhelpmetobetterunderstandthetypesofchildrenthat
attendtheBoysandGirlsclubandwhatcommunicationstylestheyuse.Theorientation
providedbeforemyvolunteerworkexperienceactuallybegandidnotfullypreparemetodeal
withtheissuesandconflictsthatcomeuponadailybasisbetweenbothkidsandstaff
membersofdifferentcultures.
Thisnewimplementationtotheorientationprogramwouldfirstbenefitthevolunteers.
Theywillreceiveknowledge–thatwillbediscussedlaterintheproposal–thatwillnotonly
benefitthemwhilevolunteeringattheRegenceBoysandGirlsClub,butwillalsoallowthemto
developabroadersetofcommunicationskillstouseelsewhere.Becauseofthelackof
knowledgepresentedbythevolunteersabouthowtohandlecrossͲculturalrelationships,a
hugegapinthecommunicationbetweentheinterculturaldyadneedstobefilled.The
communicationgapprovidesconfusionandfrustrationtobothmembersofthepairthatcould
easilybeavoidedduetoeducationonhowtoavoidthosetypesofsituationsbyusingthe
propercommunicationmethods(TingͲToomey,50).
CrossCulturalCommunicationTraining6
Althoughthefocusofthisaddedtrainingprogramistoaffectvolunteersinapositive
wayandhelpthemtransitionintomanagingcrossͲculturalinteractionsmoresmoothly,the
childrenandstaffareaffectedbyitaswell.Thechildrenareinneedofpositivefiguresintheir
lifethattheycanrelyonforadviceandhelpinallaspectsoftheirlife.Frommyfirstcoupleof
visitstotheclub,Ihavealreadynoticedthatthesechildrendependonvolunteersforsupport
andlovetheydonotreceiveathome.SomeofthechildrenmentionedthattheBoysandGirls
Clubwastheirfavoriteplacetogobecauseallofthestaffareso“cool”and“nicetous”.
BecauseoftheseinteractionsIhad,Ifeelthatitisespeciallyimportanttotakethetimetolearn
howourcommunicationaffectsthechildrenandwhatwecandotomakeforabetter
interaction.Childrenfromdifferentculturesofferadifferentwayofcommunicatingboth
verballyandnonverbally.Ifvolunteersspendtimelearningthesecommunicationpatternsand
directingtheircommunicationmethodstowardthesepatternsthekidsprovide,thenthekids
willbegreatlybenefitedbecausetherewillbelessconfusionandfrustrationwithinthe
interaction.Therewillbemoreofamutualunderstandingaboutwhatisbeingcommunicated
byeachperson.
OneofthemaingoalsoftheBoysandGirlsClubistoenablechildrenaplaceofsafety
withgoodrolemodelsandinfluencesthathelpprovidesupportandlovetothosewhoneedit.
Iwanttomakesurethatthismissionisaccomplishedtoitsfullpotentialbyprovidingthese
childrenwiththemosteducatedandknowledgeablestaffandvolunteers.Becauseof
incompletetrainingcurrentlyprovidedforvolunteers,theBoysandGirlsClubmaybefalling
shortoftheirgoals.AsElfenbienmentionsinherarticleentitled,“Learninginemotion
judgments:TrainingandthecrossͲculturalunderstandingoffacialexpressions”,focusingonall
CrossCulturalCommunicationTraining7
typesofcommunicationespeciallynonverbalcommunicationiskeytounderstandinganother
person’scultureandcommunicationapproach.Alltypesofcommunicationneedtobelearned
inordertoimprovetheoverallcommunicationprocessandtoachievethegoalthattheBoys
andGirlsClubpresentsofprovidingtheseexcellentstaffandvolunteermembers.Afteradding
thisnewprogramtothealreadyexistingorientationthattakesplace,astronger,more
developedvolunteerwillbeproducedwhocanworkeffectivelyincrossculturalͲrelationships.
ProposedApproachandWorkPlan
ImportanceofInterculturalConflictTraining
AsidentifiedintheIntroductionandBackgroundsectionsofthisproposal,Iwilloffer
hereanadditionaltrainingprogramfortheRegenceBoysandGirlsClubtoenhancethe
performanceofthevolunteersandtohelpthemfeelmorecomfortableandcompetentwhen
workingwithstudentsandstaffofdifferentcultures.Over18%ofAmericansspeakadifferent
languageintheirhousehold,whichprovestrueinthisdiverseBoysandGirlsClubandiswhya
trainingprogramissoimportant(Osterling,2004).AccordingtoTingͲToomey(2007)
interculturalconflicttrainingisacompetenceͲbasedtrainingofindividualsinordertomanage
emotionalfrustrationsandinteractivestrugglesconstructivelyduetoculturalgroup
membershipdifferences.Hertrainingprogramisaprimaryreferenceindevelopingmyown
planforthisorganization.TingͲToomeyhasexploredherdefinitionofcrossͲculturalconflict
trainingthroughavarietyofcommunicationtheoriesthatshowaneedforintercultural
communicationtrainingincertainsituations.Inasituationwhereconflictmaybepresent
throughconfusionordifferencesinlanguageorculture;interculturaltrainingisencouraged
CrossCulturalCommunicationTraining8
accordingtoTingͲToomey.Becauseofthelargeculturedifferencesamongvolunteers,
students,andstaffwithintheBoysandGirlsClub,manytrainingproceduresshouldtakeplace
tohelpblendtheculturestogetherandcreatemutualunderstandingsandculturallycompetent
individuals.
ProposedCrossͲCulturalTrainingProgram
ThenewtrainingprogramattheRegenceBoysandGirlsClubwillincorporatemany
importantinterculturalcommunicationaspectsfoundthroughpreviousresearchstudies.The
mostimportantskillsforthevolunteertodevelopthroughthetrainingarepracticingand
understandingnonverbalcommunication,usingappropriatebackchannelresponses,and
learningabouttheculturebeforebeingimmersedfullyintoit.Theseskillsaswellasbeingan
activelistener,learninghowtosavefaceinanuncomfortablesituation,andlearningspecific
communicationstylesofthecultureyouareinteractingwithwillbenefitthevolunteersand
givethemabroadertoolkittoworkfromwhenconfusedoruncomfortableinanewsituation.
TingͲToomeyproposesamodelinherarticleentitled,“InterculturalConflictTraining:
TheoryͲPracticeApproachesandResearchChallenges”,thatreiteratestheneedfor
interculturaltraining.Thistheoryhelpssculpthowtoproperlytrainculturallycompetent
individuals.TheA.E.I.O.U.modelisthekeytesttoknowingwhetherthetrainershaveindeed
masteredsomethingconcreteintheirtrainingworkshopandthatthetraineeshaveactuallygot
theconceptsimprintedintheirminds.Withthismodel,TingͲToomeybelievesthatallconflict
resolutions’problemsshouldadoptacrossͲculturalperspective.Shefeelsthatalltraining
programsshouldalsoreflectakeencrossͲculturalsensibility.A.E.I.O.U.standsfor“attack,
CrossCulturalCommunicationTraining9
evade,inform,open,unite,andwithanadded“y”tosymbolizeyes”(TingͲToomey,2007).
Oncetheindividualacquiresalloftheseactionsthatallowthemtoaccomplishthethree
objectives:knowledgeobjectives,skillsobjectives,andattitudesobjectives,thantheindividual
haspassedthetestandisindeedaculturallycompetentindividual.Thismodel,provedby
TingͲToomey,willbeakeyelementinthenewtrainingprogramthatshouldbeimplemented.
Theseobjectiveswillbethebasisofthetrainingprogramandwillprovidetheframeworkfor
whichtheprogramisorganized.
BecausetheBoysandGirlsClubstaffmaybeunawareofwhoisculturallycompetentor
notbasedonafirstimpressionofthenewvolunteer,thetrainingprogramshouldbeusedwith
eachvolunteerwhocommitstotheBoysandGirlsClub.Thenewvolunteerprogramwilllast
forafullday(8hours)andtakeplacepriortothevolunteer’sfirstexperienceintheclub.Each
volunteerwhohasbeenthroughtherequiredbackgroundcheckwillberequiredtoattendthis
training.ThetrainingisbasedonthemodeldevelopedbyColemanandRaider(2006),involving
theA.E.I.O.U.modelmentionedabove.ColemanandRaider(2006)haveshownthatitis
importanttoaccomplishthreeobjectiveswithinaninterculturalconflicttrainingprogram.The
threeobjectivesareknowledge,skill,andattitudechanges.Becausethishasseemedtobe
effectiveinpreviousresearch,Iwillrelatethesetrainingactivitiestoenhancingthesethree
objectivesofeachvolunteer.
Thefirstsetofactivitieswillhelptoenhancetheattitudeobjective,whichisdefinedasa
shiftinthetrainees’attitudeinwaysthattheywillcommittothelargergoalofincreasingthe
useofcollaborativeconflictnegotiationskillsatalllevelstocreateamorejustsociety,andalso
todevelopanappreciationofculturaldifferenceasasourceofrichnessratherthanaliability
CrossCulturalCommunicationTraining10
(ColemanandRaider,2006).Inordertoimprovetheseskills,thetrainerswilleducatethe
volunteersonthestudentswhoattendtheBoysandGirlsClubonadailybasis.Theywilllearn
abouttheculturaldifferencesandhowimportantitistointeractwiththem.Trainerswilluse
positiveandinspiringwaystocommunicatethesedifferenceswiththevolunteerswhoshould
thenbeabletoappreciateotherculturesandhaveadesiretointeractwiththem.Thisfirst
partofthetrainingshouldthenmotivateandinspirethetrainee’stowantlearntheknowledge
andskillrequiredtoimplementthesemethods.
Next,theknowledgeobjectivewillcomeintoplay.Withinthisobjective,thevolunteers
shouldbeabletobecomemoreawareofkeywaysinwhichworldviewsdifferandhowthatcan
manifestintoconflict(ColemanandRaider,2006).Thisiswherethetrainerwillelicitspecific
waysinwhichcommunicationisdifferent,specificallyinthewaynonverbalandbackchannel
cuesareusedbytheculturesthatattendtheBoysandGirlsClub.Thetrainerswillhave
researchedthedifferencesbeforehandandprovidevaluableinformationandapplicationsfor
thevolunteerstolearn.Nonverbalcommunicationandrespondingtobackchannelcueshave
showntobeanimportantaspectinvolvedininterculturalinteractions.
Nonverbalcommunicationisnecessaryinunderstandingandconnectingwithaperson
fromadifferentculture.HillaryElfenbeinstrivestoimproveinterculturaltrainingprocessesby
understandingtheeffectsofnonverbalbehaviorsinacrossculturalcommunicationencounter
inherarticle,“Learninginemotionjudgments:TrainingandthecrossͲculturalunderstandingof
facialexpressions”(Elfenbein,2006).Inordertounderstandthefullmeaningofanindividual’s
message,allaspectsofthecommunicationmustbedetermined,includingfacialexpressions
andnonverbalcuesthathintatwhatthepersonreallymeans.TheElfenbeinarticlepresentsa
CrossCulturalCommunicationTraining11
trainingprogramthatisstudiedasawaytoimprovetheaccuracyofjudgingfacialexpressions
ofemotion,acorecompetentofemotionalintelligence(Elfenbein,2006).Resultsofthisstudy
showthattherewasimprovementinunderstandingfacialexpressionsofsomeonefrom
anothercultureafterlearninghowtodoso.Theseresultssuggestthattrainingviafeedbackin
nonverbalcommunicationcanimproveemotionperceptionskill.Thus,thecurrentstudyalso
providessuggestiveevidenceforculturallearninginemotion.Thetrainingprogramwilloffer
numerouswaystoallowvolunteerstobetterunderstandtheemotionalintelligenceofthat
personandthemselveswhichwillinturnhelpthemtoknowhowtowiththechildandknow
whattypeofcommunicationstrategyworksbestwiththem.Theywillbeabletoknowhowto
reacttocertaincuesthatachildorastaffmembermightofferthroughnonverbal
communicationandknowexactlyhowtorespondinaparticularsituationthatwouldbe
appropriateintheirculture.
Inanyinteractionbackchannelcommunicationisemittedbythelistenerwhileengaging
inconversation.InherarticleintheJournalofInterculturalCommunicationResearch,LiHan
definesbackchannelcommunicationastheshortutterancessuchasum,hm,uh,huh,okay
thatoccurinthebackchannelbythenonͲprimaryspeakerorlistenerwhenthefrontchannelis
occupiedbytheprimaryspeaker(Han,2006).Withinthisarticle,Hansuggeststhatthese
backchannelcuesareimportantinlettingthelistenerknowthattheyunderstandwhatthe
speakerissaying.Withinthisstudy,themainresearchquestionthatisconsideredis:Didback
channelresponsesfacilitateorhinderinformationcommunication?(Han,2006)Astudywas
conductedwith40dyadsofcoupleswhowerepairedcrossͲculturally.Theirconversations
wererecordedandanalyzedbasedonthebackchannelcommunicationpresentwithinthe
CrossCulturalCommunicationTraining12
dialogue.ThemainfindingswithinthestudyprovethatpairsinintraͲculturalinteractions
wherepeoplewerefamiliarwiththeotherpersonscultureandwayofcommunicationused
morebackchannelcommunicationwhichallowedforamoreconciseandproductive
conversation(Han,2006).IntheinterͲculturalinteractionswheretheindividualswere
unfamiliarwiththeirpartner’swayofcommunicationandculturethebackchannelresponses
werenotaspresentbecausethelistenerwasnotascomfortableinthesituation.Theresultsof
thisstudysupportedtheCommunicationAccommodationTheory,whichstatesthat
interlocutorshaveatendencytoconvergeordivergetheirownlinguisticcodesinconversation
(Han,2006).Thisisanimportantaspectofconversationthatisignored,especiallyin
interculturalinteractions.Thisskillshouldbeimplementedtothetrainingprograminaneffort
toimproveinterculturalrelationships.Ifvolunteersareabletogivefeedbackwithinthe
conversationtoletthekidsknowthattheyarelistening,thekidswillbemoreinclinedto
disclosemoreinformationwhichcanbenefittherelationship.
AccordingtoArdishRaoinhisarticleentitled,“CrossͲCulturalConflictandExpatriate
ManagerExploratoryStudy”,anindividualshouldhavesomepreviousknowledgeonthe
languageandcultureofwhotheywillinteractwithbeforetheactualinteractiontakesplace.
Someindividuals,suchasmyself,gointouncomfortablesituationswithnopreviousknowledge
ofhowpeoplefromotherculturesactandthecommunicationstylestheyusesimplybecause
theydonotknowtodosointhefirstplace.Implementingthisaspectintothissectionofthe
trainingprogramwouldbebeneficialtotheindividualaccordingtoRaobecauseitwould
providesimplebackgroundknowledgeonewouldneedinordertoactmoreappropriateinthe
situation.
CrossCulturalCommunicationTraining13
Therewillbemultipledifferentwaystodistributingthisinformationintheknowledge
sectionofthetrainingprogram:handouts,powerpointpresentations,videos,etc…According
toColemanandRaider(2006),thesetoolsshouldestablishanabundanceofknowledgeinthe
volunteersthatwillleadthemintoactuallypracticingtheselearnedskillsintheireveryday
interactions.
Thelastobjectivethatthisnewtrainingplanwillaccomplishisdirectedtowardsthe
volunteer’sskills.Thiswillbethepartofthetrainingthatthetrainersspendthemosttimeon
becauseitisthemostimportantinmakingsureinterculturalconflictiseliminated.Coleman
andRaider(2006)refertotheskillsobjectiveasawaytolearntolistenwhenone’sown
identitygroupisunderattackandbeabletoavoidethnocentricoridentifybasedͲresponses,
andalsocreateacollaborativeclimatethroughtheuseofinforming,opening,anduniting
behaviors(ColemanandRaider,2006).ThismodelisalsoreferredtoasA.E.I.O.Uandwillbe
implementedintoimprovingskills.Thetrainerswilladdresseachoftheseactionsandhowan
interculturallycompetentindividualshouldrespond.Theywilllearnhowtoavoidputtingthe
otherpersonunderattackbynotusingcertainphrasesthatmaybeharmfulinconversation.
Theywilllearnnottoevadeinconversationswhenitisnotappropriatebyavoidingtopicsor
ignoringasubjectbroughtup.Informing,opening,andunitingbehaviorswillbelearnedby
understandinghowtoaskopenͲendedandappropriatequestionsinagivensituation.One
shouldfeelmorecomfortableandknowledgeableaboutwhattypesofquestionstoaskafter
thetraininginaninterculturalinteractionandlearntobemoreopentounitetwodifferent
culturestogether.
CrossCulturalCommunicationTraining14
Nonverbalskillsneedtobelearnedtoimprovetheskillsobjectiveaswell.As
mentionedabove,researchhasshownthattrainingprogramswhohaveemphasizednonverbal
behaviorincrossͲculturalinteractionshasbenefittedtherelationship.Exercisesthathelp
identifynonverbalbehaviorwillbepracticedduringthispartofthetrainingtogainacomplete
toolkitofskillsnecessaryforvolunteeringattheBoysandGirlsClub.Activitiessuchas
identifyingandpracticingcommonfacialexpressionsthemwillbeimplemented.These
exerciseswillmaketheindividualmorecompetentoverallandallowthemtoenhancetheir
communicationskills.
Thelastskillthatwillbepracticedwithinthispartofthetrainingisreadingand
respondingtobackchannelcommunicationcues.Similartononverbalcues,understanding
backchannelcommunicationcueshavebeenshowntoimprovecrossculturalinteractionsand
eliminateconflict.Phrasessuchasum,eh,uhhuh,andokaygivetheindividualfeedbackwhen
theyarespeakinginaconversation.Volunteerswillinteractduringthisportionofthetraining
withatrainerandgooverspecificwaystogivefeedbacktothecommunicatorwiththese
simplephrases.Ithasbeenproventokeeptheconversationgoinglongerandmakeboth
membersfeelmoreconfident(Han,2006).
Afteralloftheobjectivesarelearnedandpracticedthroughthetrainingsession,the
trainerswillfacilitateinteractionswiththechildrenobservinghowtheyinteractbasedonwhat
theyjustlearned.Oncethetrainerdeterminesthatthetraineehasmetandachievedallthe
objectiveswhencommunicatingwiththechildandfeelsthattheyunderstandallthathasbeen
taughtwithinthetrainingsession,theyareabletovolunteerfreelywiththestudents.They
shouldbeabletobemorecomfortableinanyinterculturalsituationthatispresentedtothem
CrossCulturalCommunicationTraining15
andknowhowtoappropriatelyhandlecrisisandmediateconversations.Afterthetrainingthe
volunteershouldgainskillsmoreknowledgeandhaveapositiveandencouragingattitudeof
thedifferentculturesofthechildrenthatattendtheclub.Volunteersshouldalsolearnhowto
readnonverbalcommunicationandfeelmorecomfortableusingbackchannelresponsesinan
interaction;interpersonalskillssuchasactivelisteningandlearninghowtosavefaceina
conversationwillalsobeacquiredthroughthisprogram.Thisnewtrainingprogramwillallow
morecrossͲculturalcompetentvolunteersthatwillbenefitnotonlythechildrenbuttheclubas
awhole.
Conclusion
ThisaddedtrainingprogramforcrossculturalinteractionsthatoccurattheBoysand
GirlsClubwilladdsubstantiallytothesolidorganizationitis.Thistrainingsessionwillhelp
volunteersbecomemoreculturallycompetentininterculturalconversationstheylikelywilldeal
withonadayͲtoͲdaybasiswithkidsfromthewiderrangeofculturespresentedattheclub.
Thistrainingprogramshouldgivevolunteerstheabilitytocommunicatemoreskillfullyand
comfortablywithpeoplefromculturesotherthanthevolunteer’s.Theprogramnotonlywill
benefitthevolunteers,butalsothechildrenwhoreceivetheirattention.WithamorecrossͲ
culturallyskilledvolunteersupportingandcaringforthemeveryday,theywillbeableto
engageinanintelligentconversationandperhapslearnsomethingvaluablefromthevolunteer.
Thistrainingsessionshouldbenefittheorganizationbyhelpingminimizeconflictbetween
peopleofdifferentcultures,aswellasbyeducatingaboutculturalcommunicationstylesand
technique.
CrossCulturalCommunicationTraining16
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culturalunderstandingoffacialexpressions,JournalofNonverbalBehavior,30,1.
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Li,Han.(2006).Backchannelresponsesasmisleadingfeedbackininterculturaldiscourse.
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Osterling,Jorge.(2004).ThePowerofperspectives:buildingacrossͲculturalcommunityof
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October28,2009fromEBSCOHost.
Rao,Ardish.(2005).CrossͲculturalconflictandextirpatemanagerexploratorystudy.Technical
Communication,52(1).RetrievedonOctober28,2009fromEBSCOHost.
TingͲToomey,Stella.(2007).InterculturalConflictTraining:TheoryͲPracticeApproachesand
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