knowledge. For instance, the Chinese expatriate’s learning of US culture will
be enhanced if his/her prior accumulated cultural knowledge contains an
understanding of all the general dimensions on which most cultures differ like
Kluckhohn and Strodtbeck’s six dimensions that describe the cultural orienta-
tions of societies (1961). In sum, Tarique’s notion of CCAC explains theoreti-
cally why training contents need to be sequenced at different training periods.
In practice, Caligiuri and Associates, a strategic global HR consulting firm, pro-
vide an example of a CCT program that follows the sequential approach. Their CCT
program consists of three sessions: predeparture, post-arrival session 1,and post-
arrival session 2. During the predeparture phase all participants take the Self-
Assessment for Global Endeavors test (the SAGE) online and participate in a SAGE
debriefing session. The SAGE is a decision-making tool for employees who are con-
templating whether or not to pursue a global assignment (for details visit
http://www.caligiuri.com)..) This session helps participants identify key areas of concern
and customizes the focus of the CCT sessions. Predeparture materials are sent to
participants to provide information on the host culture. The first post-arrival CCT
session takes place three to four weeks after arrival in the new country. Since the
participants have had some time to overcome logistical difficulties and experience
some degree of cultural interaction, the training relevance of session 1 is extremely
high. After the first CCT session, the trainer maintains a degree of e-support with
the participants to help coach on developing cultural issues. Approximately one
month after the first session of CCT, the second post-arrival CCT session is admin-
istered. This session is much more contextual and provides participants with a
sophisticated way of applying cultural learning. Again, e-support is maintained
after the second session of CCT for up to five months.
6 PHASE 5 – EVALUATE CROSS-CULTURAL TRAINING
After CCT has been delivered, it should be evaluated against the stated goals for
effectiveness. Results from the CCT evaluation should help the organization
decide whether CCT should be continued in its current form or modified.
Cross-cultural training evaluation refers to the systematic process of gathering
information necessary to determine the effectiveness of CCT. Cross-cultural
training effectiveness is generally defined in terms of the benefits the expatri-
ates receive from CCT and is determined by the extent to which expatriates
have changed as a result of participating in CCT.
The evaluation process involves establishing measures of effectiveness
(criteria), and developing research designs to determine what changes (e.g.
cognitive, affective, and behavioral) have occurred during the training. Criteria
must be established for both evaluation of short-term, and long-term goals.
The appropriate evaluation criteria should also be assessed prior to the delivery
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