In a world characterized by migration, demographic change and increasing globalization, societies are faced with personal diversity. In recent years, the Arab region has increasingly become the focus of German companies. This is not only related to geographical location, but also to mineral resources such as black gold. The United Arab Emirates, in particular, has huge development potential. For example, in less than half a century, modern Dubai has grown from a pearling center to the most important trading center in the Arab world. Growing economic strength and investment capacity mean that German companies are interested in long-term business relationships.
Intercultural competence as a key qualification in the field of intercultural movement (including Lüsebrink 2008, Bolten 2005) refers to the capability to adequately handle, communicate and understand people from a foreign culture, i.e. suit their value system and communication style. Comprehension, a dimension of intercultural competence, refers to the ability to read, understand, and interpret the values and symbolic codes of other cultures. As an interpretive process, intercultural understanding has cognitive, knowledge-based (knowledge of foreign languages, knowledge of a specific culture) and affective (patterns of emotional responses to foreignness) dimensions (cf. Lüsebrink 2008).
In cases where the culture of the target countries, where employees are deployed, diverges significantly from Western European culture, "intercultural awareness" becomes instrumental in preventing premature termination of assignments. This safeguards against disruptions in communication with business partners in the Arab region.
Another crucial aspect of intercultural training for Arab countries is the unbiased presentation of the Islamic religion, particularly the cross-religious values, norms, and cultural standards that have shaped public and private life throughout the region.
When conveying information about cultural specifics in seminars, there should be elements of traditional cultural studies, including history, economics, political institutions, legal systems, religions, geography, and minorities (Volkmann/Stierstorfer/Gehring 2002).
Table of Contents
1- Introduction
2- Preliminary Considerations for the Seminar
2.1 Target Audience
2.2 Seminar Objective
2.3 Seminar Preparations
2.4 Seminar Methods
2.5 Media in the Seminar
3- Seminar Concept
3.1 Introduction to the Seminar and Training
3.2 Initial Orientation Phase "Culture and Stereotypes"
3.2.1 Exercise "iceberg"
3.3 Perception of Others: "Stereotypes and Prejudices"
3.3.1 Moderation exercise to develop "stereotypes"
3.3.2 Facilitation Exercise: Analysis of "Role Models and Values"
3.4 Information Phase: Religion "Learning Path"
3.5 Deepening Phase "Cultural Standards"
3.5.1 Facilitation Exercise: Development of Cultural Standards
3.5.2 Case Analysis "Arab Hierarchy in the Workplace"
3.6 Role Plays and Simulations in Intercultural Seminars
3.6.1 Role play "Greeting"
3.6.2 Simulation game "Maintaining distance"
3.7 Intercultural Acculturation: "Culture Shock"
3.8 Result of integration and final phase
4- Conclusion
Objectives and Topics
The primary objective of this work is to develop a structured methodology and didactic framework for conducting effective one- to two-day intercultural training and coaching seminars tailored for professionals working in Arab countries.
- Development of intercultural competence to navigate complex value systems and communication styles.
- Application of active learning methods, including role plays and simulations, to bridge cultural distance.
- Integration of cultural sensitivity training to mitigate culture shock and support successful long-term business relationships.
- Analysis of Arab-specific cultural standards, hierarchy structures, and social norms in professional environments.
Excerpt from the Book
3.6.2 Simulation game “Maintaining distance”
Duration: 10-15 minutes, Goals: develop a sense of closeness and distance, Raising awareness of boundaries, Materials: None. This activity is well-suited for participants who are not acquainted personally, potentially maintaining a higher level of distance. Participants form two rows facing each other, creating pairs with approximately 2 meters of distance.
Members of one row are instructed to approach the opposite row as closely as they find comfortable. They explore their personal boundaries with their partners and later discuss the experience -whether the proximity was comfortable and how it felt. Roles are then reversed, allowing the other row to move towards their partners.
As a conclusion, participants are encouraged to approach each other simultaneously, sensing when the shared comfort limit is reached. Reflection involves considering how long they felt comfortable, when discomfort arose, and their physical, mental, and emotional responses. This introspection extends to understanding how they typically navigate uncomfortable situations in their daily lives.
Summary of Chapters
1- Introduction: Defines intercultural competence and the necessity for training in the context of the Middle East, emphasizing the need to understand foreign value systems to support successful business engagements.
2- Preliminary Considerations for the Seminar: Outlines the structural requirements, including target audience analysis, definition of seminar objectives, and the selection of appropriate methodological approaches.
3- Seminar Concept: Provides a detailed, phase-based structure for a seminar, covering everything from initial orientation and stereotype management to deep-dive sessions on cultural standards and interactive simulation games.
4- Conclusion: Reflects on the synthesis of didactic approaches in intercultural training, highlighting the need for quality assurance and the role of the mediator in fostering long-term cultural adaptation.
Keywords
Intercultural competence, Arab culture, Seminar didactics, Culture shock, Cultural standards, Role play, Simulation, Business professionals, Expatriate preparation, Communication styles, Hierarchy, Stereotypes, Prejudice, Soft Skills, Learning methodology
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the didactics and methodological preparation of intercultural seminars specifically tailored for business professionals interacting with cultures in the Arab world.
What are the central themes of the training?
Central themes include navigating high-power distance hierarchies, understanding religious influences on social norms, managing stereotypes, and developing behavioral strategies for cross-cultural communication.
What is the ultimate goal of the training?
The goal is to provide participants with the necessary tools to minimize cross-cultural irritations, avoid premature project failures, and foster meaningful professional relationships through enhanced intercultural sensitivity.
Which didactic approach is favored?
The paper promotes an active learning approach, favoring interactive methods like role plays, case analyses, and simulations over passive lecturing to ensure the direct transfer of skills to daily professional lives.
What does the main part of the document cover?
The main part offers a step-by-step seminar curriculum, beginning with preliminary preparations, moving through orientation phases like the "Iceberg Model," and concluding with deep-dive sessions on cultural standards and acculturation.
Which keywords classify this work?
Key concepts include intercultural competence, Arab cultural standards, seminar didactics, culture shock mitigation, and soft skill development for global business.
How is the "Iceberg Model" used in the training?
It is used as a visual tool to help participants distinguish between visible surface culture (e.g., clothing, language) and hidden depths of culture (e.g., values, norms, philosophy) that influence behavior.
Why are simulations like "Maintaining distance" important?
Such simulations highlight physical proximity norms in Arab cultures versus Western cultures, teaching participants to navigate these differences without discomfort or misunderstanding.
- Citar trabajo
- Anonym (Autor), 2024, Intercultural Training and Coaching for Intercultural Competence in Arab Countries, Múnich, GRIN Verlag, https://www.grin.com/document/1463555
