Train the Trainer 2015

Surviving and
Thriving
at
Jacobs University
A Training in Diversity and
Transition Management
The Trainer’s Manual

2 -
Table of Contents
Surviving and Thriving at Jacobs University ................................................................. 1
A Training in Diversity and Transition Management ............................................................... 1
The Trainer’s Manual ...................................................................................................................... 1
Table of Contents ................................................................................................................... 2
Preface ............................................................................................................................................... 4
Basic Outline ................................................................................................................................ 6
Trainer Tips ...................................................................................................................................... 8
Personalizing Your Training .................................................................................................... 10
Recommended Structure .......................................................................................................... 11
Time-‐‑Crunch Structure ............................................................................................................. 12
Activity: Trainer Nightmare .................................................................................................... 13
Activity: Trainee Trouble ......................................................................................................... 14
Getting Feedback ....................................................................................................................... 16
Part One Dive into Diversity ............................................................................................ 19
Chapter 1: Introduction ............................................................................................................... 20
Dive Into Diversity Introduction ............................................................................................. 21
Name Game ................................................................................................................................ 22
Workshop Overview ................................................................................................................. 23
Expectations for the Day .......................................................................................................... 25
Chapter 2 : Know Thyself ............................................................................................................ 26
Ice-‐‑Breaker: Me too! .................................................................................................................. 27
What is Important to Me? ......................................................................................................... 29
Circles of My Multicultural Self .............................................................................................. 31
Chapter 3 : What is Culture? ....................................................................................................... 32
Iceberg Model of Culture ......................................................................................................... 33
Black and White Movie ............................................................................................................. 35
Read: Cultural Glasses – A Fairy Tale .................................................................................... 37
Read: Interculturality-‐‑ the Jacobs Experience ....................................................................... 38
Mini-‐‑Lecture: Intercultural Competence ............................................................................... 40
Chapter 4 : Experience of Culture : Construction of Reality .............................................. 41
Albatross Island ......................................................................................................................... 42
Chapter 5 : Cultural Conflict ...................................................................................................... 45
Seeing Stereotypes ..................................................................................................................... 46
Culture Dimensions .................................................................................................................. 47
Round of Anti-‐‑Stereotypes ....................................................................................................... 49
Chapter 6 : Adaptation ................................................................................................................. 50
The U-‐‑Curve ............................................................................................................................... 51
Beat the Shock Brainstorm ....................................................................................................... 53
Read: The Prophet and the Long Spoon ................................................................................ 55
Chapter 7: Models of Integration ............................................................................................... 57
Fruit Models of Integration ...................................................................................................... 58
Chapter 8: Conclusion of Part-‐‑One ............................................................................................ 60
Conclusion of Part One ............................................................................................................. 61
Part Two Thriving@Jacobs ................................................................................................ 63
Chapter 9 : Introduction of Part-‐‑Two ........................................................................................ 64
Ice-‐‑Breaker: One Duck .............................................................................................................. 65

3 -
Workshop Overview ................................................................................................................. 66
Chapter 10 : Interpersonal Challenges at Jacobs .................................................................... 68
The Silent Painter ....................................................................................................................... 69
4 Ears Model-‐‑ Range of Communicative Technique ............................................................ 72
Language Discrimination at Jacobs ........................................................................................ 76
Chapter 11: Academic Challenges at Jacobs ............................................................................ 77
Classroom Culture .................................................................................................................... 81
Classroom Culture at Jacobs .................................................................................................... 84
Chapter 12 : Looking Forward .................................................................................................... 87
The Simmering Soup ................................................................................................................. 88
The Time Line ............................................................................................................................ 89
Letter to Myself .......................................................................................................................... 91
Chapter 13 : Conclusion of Part-‐‑Two ........................................................................................ 92
Conclusion .................................................................................................................................. 93
Kolb’s Full Circle ....................................................................................................................... 93
Useful Definitions ........................................................................................................................ 95
References ...................................................................................................................................... 97

4 -
Preface
Thank you for volunteering to become a trainer for Surviving and Thriving at
Jacobs!
History
Having Intercultural trainings at Jacobs is as old as Jacobs itself. It was believed that
every staff and faculty member as well as every incoming student should receive such a
training. Initially, intercultural communication workshops were conducted for students of
psychology courses by Professors Kappas and Kühnen and received feedback that these
workshops were fun, insightful and that everybody at Jacobs should receive one.
In 2005, the Counseling Center staff and involved students conceptualized and put
together the first trainer’s manual. The first workshops were a great success, with around
30 trainers, and 1/3 of the incoming students attending. Participants all gave great and
valuable feedback. In 2006, the workshops were included as part of the O-Week schedule.
Then, in 2007 the workshops were completely incorporating feedback and adapting
to new campus phenomena. Graduate student workshops were introduced.
This 2015 handbook has been revised according to workshop literature to provide
standard structure and accessible guidelines to classic and experimental activities which will
make Intercultural Training easy and exciting for both the Trainers and our Trainees.
Names of Contributers (in alphabetical order):
Ana Dragici, Frank Haber, Anja Jungermann, Ulrich Kühnen, , Larissa Kühler, Anne Leiser,
Konstantin M. Mihov, Mackenzie Nelson, Amina Özelsel, Jessica Ana Maria Price, Priyanka
Rao, Alexis Rossi, Angelika von Rohden, Zeynep Tufekcioglu
How to Use this Handbook
This Handbook is part of your Train the Trainer Kit, which also includes
Printed Materials
• Trainer Nightmare Slips
• Trainee Trouble Poster
• Circles of Multicultural
Self Worksheet
• Kolb Cycle Worksheet
• 4 Ear Worksheet
Digital Materials
• B&W Movie File
• Language
Discrimination Video:
Classroom Interaction
• Language
Discrimination Video:
Servery Interaction
• Stereotype Song Video
• Calm/Nature Music
File: Albatross Island
Participant Tools
• Flipcharts: Overview of Workshop
• Flipcharts: Fruit Models (3)
• Blank Cards/Slips to write on:
Expectations for the Day
• Blank Cards/Slips to write on:
Simmering Soup
• Blank Paper Sheets: Silent painter
• Blank Paper Sheets: Letter to
Myself
• Envelopes
• Pens/Pencils
Presentation Tools
• Speakers
• Powerpoint
• Tape
• Markers
(Whiteboard/Flipchart)
• Whiteboard
Miscellaneous
• 3 Scarves
• Bowl/plate
• Pot
• Ladle
• Nuts
• Rubber Duck
Suggested
• Snacks
• Timer/Table Clock
• Bell/Small Drum to get participants’
attention!
Return all unused materials to help us for next year’s training! We are also open
to new materials/digital media you found useful and would like us to offer future Trainers.

5 -
The handbook contains detailed instructions for activities for 13 different chapters
presented in the recommended order. The activities have a variety of approaches to appeal
to students with different learning styles, ie: theory and experiential exercises, icebreakers,
indoor and outdoor activities, reflective exercises, videos etc.
However, the most effective training will be adjusted to your own style as a Trainer.
Select activities for each chapter which you prefer conducting, and even change the order of
the chapters as needed. We are happy to receive your recommendations!
Intercultural Training is an adventure for us every year, as we strive to make Jacobs and
healthy and thriving community. Thanks for being an important part of this year’s
intercultural workshops – without you, this project would not be happening!

6 -
Basic Outline
Brainstorm: what are the basic steps to a training?
Prep Time
Objectives
Activity
Debrief
Why?
Adult Learning Process- the Kolb Learning Cycle
In Activities
Prep Time: A well-prepared activity saves time, keeps training exciting and allows Trainers
to focus on the actual group during training.
Explain Objectives: provide clear instructions, and give them orientation for their own
learning. You do your part- it is up to them to take home good lessons.
Activity: create a concrete experience. The activity will only be as good as you make it.
Participants will only take it as seriously and openly as you do yourself.
Debrief: Help them reflect and come to their OWN conclusions. Offer your conclusions
as an observer with your own experiences- not a teacher.
In Debrief
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Sources
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and
development. Pearson Education.
Image from: http://www.simplypsychology.org/learning-kolb.html
Animated explanation:
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/kolb_flash.htm

7 -
Conceptualiza-on:/I/concluded/
that…/
Ac-ve/experiencing:/
I/did…/I/tried…/
Planning:/So/I/plan/to/do…/
Observa-on:/I/realized/what/
happened…/
1.Iateagreenappleoffthetree
outsideKrupp.ItwasverysourandI
feltsicklater.
2.IrealizedthattheGermanstudents
wereonlyeatingtheredapplesfrom
thetree
3.Greenapplesarenotediblein
Germany.
InGermany,youmustwaituntilthe
applesturnredbeforeeatingthem.
4.IwilltryeatingRedapplesandsee
iftheytastebetter.
Iwillobservewhichfruitsmy
Germanfriendspickbeforetrying
wildfruits.

8 -
Trainer Tips
You are an instructor and a host. Take care of your guests, make them feel comfortable,
welcome and ready to learn; their egos, their physical needs, their attention span, and their
ability to understand are in your hands.
Set up the room - Take away the tables and form a circle with chairs. Give students
paper and markers with which to write nametags.
Videos - Test videos, and audio connections before you start the session. In rooms with
loudspeakers, you can use the audio cables in your room; if your room does not have
loudspeakers, you may want to bring a little loudspeaker set of your own.
Give out positive vibes!
Be clear and precise – Present the learning objectives clearly before each activity.
Be Socrates - Allow participants to come to their own conclusions as the Take-Home
Message.
Start on time - Different cultures have different perceptions of time. Show them yours by
sticking to the schedule. This way you won’t have to repeat everything 3 times!
Assign tasks to your participants - Make life easier for yourself by letting your
participants assist you. E.g., if you are doing a brainstorming exercise, let a participant (e.g.,
one that looks tired or bored) gather the answers at the whiteboard for you (then you
don’t have to turn your back to the audience, lose your flow and the overview – and one of
your participants can get some exercise). If you have something that has to be read out
loud, let a participant read it for you – this change of pace/ speaker will be refreshing for the
entire group.
Individual sharing techniques:
You can either simply go around the room in some order or have people randomly stand
up and read their statements.
Or you can have the speaker hold a rubber duck and then throw the duck to the next
participant that should speak.
Reject the first-hand-up, first-called-on approach - Allow several seconds to pass
before you call on someone. Give sufficient time between asking questions and wanting
responses. Give everybody enough time to gather his or her thoughts and speak.
Remember that not everyone will have had a lot of practice with English and might need
more time to think of how to say something.
Speak clearly - Try to speak clearly and enunciate your words. This will help even those
who aren’t used to English keep up with you.
Listen actively - Listen to content, voice, and body language. Explore answers and probe
by asking open-ended questions. Demonstrate a sincere interest in listening. Reflect and
summarize: Restate comments to convey understanding and always try to capture the
essence of what has been shared.
Make sure that participants are respectful and listening actively, as individuals are making
themselves vulnerable by participating.

9 -
Deal with controversial subjects - It helps to break into small groups of three, even if
your group is not that big. This is a safer environment for truth telling since the smaller
groups come back with group reports, avoiding individual exposure.
Respect boundaries -Never ask participants to share something that they are unwilling to
share.
Self-disclose -Make yourself vulnerable and be a model by sharing first on activities
whenever possible. Be a model: self-critique and self-examination by sharing first when
possible. Your personal experiences at Jacobs and how you dealt with them will probably be
the information your participants will find most helpful, interesting and memorable.
Do not pretend to have the answer to every question -When possible, bounce
questions back to the whole group before you answer them yourself, even if they're
directed to you from a participant. If you do not know the answer to a question, tell
participants who they can turn to for this information (e.g., Student Records, Counseling
Center, Academic Advisors, Resident Mentors, etc.).
Get group attention - Meetings can become unruly, especially when they get overheated
and several people talk at once. It requires a louder voice than theirs to be heard. Use it.
“Okay,” “Time out!”, “O.K. guys” - informal, relaxed, but firm. Resist getting heavy-handed
or “bossy” but don’t be afraid to get their attention.
Cut people off, if necessary - Cutting people off requires that you always save face for
them before the members of your group. Employ graceful outs, use some humour. E.g., you
can tell them that this is a very important point, but that you will move on now, as there
are still some interesting exercises you want to conduct with them. Or you can suggest that
this is an interesting point that should be discussed at another time, perhaps later in the
workshop if there is time, afterwards or on their own with friends.
Get feedback from your participants and your fellow co-trainer -This is a great
exercise in honing your group leadership skills. Incorporate suggestions, criticisms and ideas
into your approach.
Have fun!!!!

10 -
Personalizing Your Training
Make it your own
The training materials have been developed by several authors with unique instruction styles
– which may or may not be your own. Mock conduct each unit in private beforehand to
make sure the provided materials fit your instruction style (e.g., the animation of the
PowerPoint slides). Identify your strengths as a trainer and build your plans around them. If
you feel uncomfortable with a particular exercise or unit, you can:
• ask your co-trainer (if you have one) to conduct it
• approach one of your trainers who conducted the train-the-trainer
• substitute it for another activity or skip it entirely (please let us know whenever this
happens, to ever improve the training).
Target group & setting
• Who is the target group?
• What are they expecting?
• What do they want to know?
• What are their fears and concerns?
Flow of your training
In the time you are given you should at least include:
• Words of introduction to frame the exercise
• The exercise itself
• Intensive debriefing- explore student experiences
Helpful Hints
• What would be a good group size for this exercise?
• What do you need to take into account when you do this exercise with an
intercultural group?
• Are there instruction or content that should be visualized?
• Think about a good room set up which can be created quickly and think about which
atmosphere you want to create.
• Make sure you everything prepared and have all materials needed at hand.
• Think about possible adaptations for our purpose during this training: Is the topic
adequate or do you need to shift the topic, find a different story etc.?
• Include as many participants as possible in the debriefing.
• You are in charge for your time management so you might want to do a trial run.
• If you have questions please don’t hesitate to ask us!
Taken from InterCultur.

11 -
Recommended Structure
Part One Dive into Diversity
Chapter 1: Introduction 30 Min à 20 Min
Dive Into Diversity Introduction 5 min
Name Game 10 min
Workshop Overview 5 min
Expectations for the Day 10 min
Chapter 2 : Know Thyself 35 Min à25 Min
Ice-Breaker: Me too! 10 min
What is Important to Me? OR Circles of My Multicultural Self 15 min
Chapter 3 : What is Culture? 55 Minà45 Min
Iceberg Model of Culture 15 min
Black and White Movie 15 min
Read: Cultural Glasses – A Fairy Tale OR Interculturality Article 10 min
Mini-Lecture: Intercultural Competence 5 min
Chapter 4 : Experience of Culture 40 Min
Albatross Island 40 min
Chapter 5 : Cultural Conflict 35 Min à 30 Min
Seeing Stereotypes 10 min
Culture Dimensions (Only Simple Version) 15 min, 10 min
Round of Anti-Stereotypes 10 min
Chapter 6 : Adaptation 35 Minà 30 Min
The U-Curve 5 min
Beat the Shock Brainstorm 15 min
Read: The Prophet and the Long Spoon (Cut discussion) 10min, 5 min
Chapter 7: Models of Integration 15 Min
Fruit Models of Integration 15 min
Chapter 8: Conclusion of Part-One 5 Min
Conclusion of Part One 5 min
Break: 10 min
Part Two Thriving@Jacobs
Chapter 9 : Introduction of Part-Two 10 Min
Ice-Breaker: One Duck 5min
Chapter 10 : Interpersonal Challenges at Jacobs 75 Minà 60 Min
The Silent Painter (Cut Discussion Off) 30 min,15 min
4 Ears Model 35 min
Language Discrimination at Jacobs (Show one Video) 10 min
Chapter 11: Academic Challenges at Jacobs 20 Min
Classroom Culture 10 min
Presentation: Classroom Culture at Jacobs 10min
Chapter 12 : Looking Forward 50 Minà35 Min
Exercise: The Simmering Soup 20 min
The Time Line OR Letter to Myself 15 min
Chapter 13 : Conclusion of Part-Two 10 Min
Conclusion 5 min
Kolb’s Full Circle 5 min

12 -
Time-Crunch Structure
Part One Dive into Diversity
Chapter 1: Introduction 30 Min à 20 Min
Dive Into Diversity Introduction 5 min
Name Game 10 min
Expectations for the Day 10 min
Chapter 2 : Know Thyself 35 Min à25 Min
Ice-Breaker: Me too! 10 min
What is Important to Me? OR Circles of My Multicultural Self 15 min
Chapter 3 : What is Culture? 55 Minà40 Min
Iceberg Model of Culture 15 min
Black and White Movie 15 min
Read: Cultural Glasses – A Fairy Tale OR Interculturality Article 10 min
Mini-Lecture: Intercultural Competence 5 min
Chapter 4 : Experience of Culture 40 Min
Albatross Island 40 min
Chapter 5 : Cultural Conflict 35 Min à 20 Min
Seeing Stereotypes (Cut out Video, only define Stereotypes) 10 min, 5 min
Culture Dimensions (Only Simple Version/Presentation) 15 min, 5 min
Round of Anti-Stereotypes 10 min
Chapter 6 : Adaptation 35 Minà25 Min
The U-Curve (Cut activity, only define U-Curve) 10 min, 5 min
Beat the Shock Brainstorm (Cut activity, Show Symptoms Slides) 15 min, 5 min
Read: The Prophet and the Long Spoon (Cut discussion) 10min
Chapter 7: Models of Integration 15 Minà 10 Min
Fruit Models of Integration (Only show slides and Discuss) 15 min, 10 min
Chapter 8: Conclusion of Part-One 5 Min
Conclusion of Part One 5 min
Break: 10 min
Part Two Thriving@Jacobs
Chapter 9 : Introduction of Part-Two 10 Min
Ice-Breaker: One Duck 5min
Chapter 10 : Interpersonal Challenges at Jacobs 75 Minà 45 Min
Exercise: The Silent Painter OR 4 Ears Model 35 min
Language Discrimination at Jacobs (Show one Video) 10 min
Chapter 11: Academic Challenges at Jacobs 20 Min
Classroom Culture 10 min
Presentation: Classroom Culture at Jacobs 10min, 5 min
Chapter 12 : Looking Forward 50 Minà35 Min
Exercise: The Simmering Soup 20 min
The Time Line OR Letter to Myself 15 min
Chapter 13 : Conclusion of Part-Two 10 Minà 5 Min
Conclusion 5 min
Kolb’s Full Circle 5 min

13 -
Activity: Trainer Nightmare
615 min !all "
Objectives
To become confident on taking the trainer stage
To become aware of the behaviors which detract from the training
To acknowledge our own strengths and weaknesses
To consider how common issues can be avoided
Procedure
Prepare ~7 slips with a description of a Trainer Flaw
Each trainee selects one slip containing a description of a Trainer Flaw:
• Going to fast
• Going to slow/quiet
• Not prepared materials
• Too bossy
• Over-enthusiastic
• Apathetic ‘don’t care’ attitude
• Distracted by phone/etc
• Sleepy
• Unclear instructions
• Too friendly
In turns each Trainee performs the role of the assigned slip, on a given topic; eg.
Participation in sport activities.
The rest of the group attempts to guess the flaw of the trainer. (Acting may also be done in
pairs, one slip each)
Once the role is guessed, it’s the next trainees turn.
Continue for about 5-10 rounds.
Debrief
Are these actually negative behaviors?
In which situations are they helpful behaviors?
What is your own weakness? What is your strength?
How can we improve?
As a trainer, how can one avoid these mistakes?
Explore your strengths, accept your weaknesses!
Get feedback to explore your weaknesses and work on them.
Utilize your own resources.
~8 Trainer
Nightmare Slips

14 -
Activity: Trainee Trouble
620 min !all "
Objectives
Recognize participant perspectives
Empathize with they concerns
Capitalize on the skills each offers to the group
Be inclusive and aware of group dynamics
In any group, you are bound to have a mixture of the eager “Pick me!” types, the “I’ll talk if I
have something to say” folks and the “I can’t think of anything worse than speaking aloud in
a group” bunch. You may be required to explore creative ways to encourage all types of
students to fully immerse themselves into the group process.
Procedure
In a quick call-out round Trainers name common “difficult darlings” they are concerned
about in Training. The responses are labeled onto each of 8 prepared flipcharts for each
type of “Difficult Darling”.
In pairs or groups trainees fill out each chart answer the questions
• What do they feel?
• What do they think?
• What do they say?
• What do they give (to the training)?
Saying…(Thinking…(
Feeling…(
(
(
(
Giving…(
(
(
(The(_____________________________(
~7 Trainee
Trouble Posters

15 -
Possible profiles:
The Mover/ The Eager or “Pick Me!” Type
These are students who usually initiate action, give ideas and provide the energy to back
them up. They are “natural leaders”, often seen as strong, sure-footed, self-confident. They
enjoy power and being in charge, but also need and want approval and agreement.
Suggestions when dealing with this “difficult darling”: The value of this type of participant in
groups is obvious. The challenge to the group leader is to harness the mover to pull ahead
and be creative, affirming his/ her contribution, but also to leave room for others in the
group to catch up or to vary the ideas s/he initiates.
The Opposer/Complainer
These students are reactors and counter movers. Opposers get their attention and
consequent sense of importance by the very act of taking a contrasting stance. They often
say they do not care about overt approval; they care about the “facts” and the “truth”. In
this process they can also hurt feelings and make enemies. Because they are perceived as
interrupters, not only of one person but of forward progress, groups can often resent
opposers.
Suggestions when dealing with this “difficult darling”: Although this type sounds like a
negative contributor, and the tendency can develop to want to ignore them or put their
objections down, opposers actually serve some very useful functions. By taking the useful
critique from their seemingly negative message, opposers can also, if well directed by the
leader of the group, redirect and even stimulate more ideas or improvements on the
original suggestions.
The Follower
This person is familiar figure in any group: s/he is the one who “goes along.” The follower’s
role is to support someone, they “sign on” to someone else’s idea, and as long as they stay
in this position, they seldom initiate any ideas of their own. Followers are not necessarily
uncreative people. They may simply have greater needs to play it safe, to keep a lower
profile, or to wait until they see the general tenor of the group as a whole before they take
a stance in the open.
Suggestions when dealing with this “difficult darling”: For the leader in the group, the
message would be to allow some time for the follower to find her/his own level of comfort
and to not put him/her on the spot too early. With time, encourage the follower to make
his/her contribution by beginning discussion rounds with him/her.
The Bystander
These students stay quiet but are quite different from the follower. Whereas the follower
can be heard agreeing and “Me, too”ing, the bystander stays out of direct action altogether.
S/he watches, witnesses, and keeps opinions to her/himself. This makes for uneasiness on
the part of the group because no one knows what s/he’s thinking. Bystanders don’t express
a clear position. Rather, they go for abstractions and cerebral descriptions about something
rather than emotional commitments to something.
Suggestions when dealing with this “difficult darling”: As a group leader, know that
bystanders don’t all do so voluntarily. Some people become bystanders because they are
given neither encouragement or confidence, nor training to try any other role. In order to
puncture the vacuum they surround themselves with, try giving them a specific role or job,

16 -
not waiting for them to volunteer. Another way to activate the silent types is to focus
people on a specific aspect you want to talk about: “Peter, what does X look like in your
culture?” You might also try talking to them during a break to find out what they are
thinking. Then you can tell them how valuable you find this idea and that you’d like them to
share it with the group when you reconvene.
In addition to these individual differences among participants, keep in mind that culture plays
a significant role in group dynamics as well! For more information on this, see section on
Classroom Culture.
Source: Adapted from Hamlin, S., “How to Talk So People Listen”, 1988, Harper & Row, New York, N.Y., USA
Debrief
Do these profiles make sense?
How can they be recognized?
How can we help participants to feel comfortable and included?
Getting Feedback
Train the Trainer is the opportune time to explore your strengths and weakness.
Take 5 minutes during training to get answers from your co-trainers/mock participants:
My Strengths in Training
Feedback for: __________________
1. How I establish contact to people:
2. Which positive emotions I invoke in others and how:
3. How I encourage involvement:
The next 2 pages are Feedback Sheets to give a wide range of constructive tips for trainers.
You can use it however you find useful.

19 -
Part One
Dive into Diversity
“A fish will not discover the water.”

21 -
Dive Into Diversity Introduction
6 5 min !all "PowerPoint
Objectives
• ‘Sell the training’: Provide clear reasons for, and need for the training
• Inspire participation to reach the benefits of a successful training
• Allow participants to form learning expectations
Instructions
Present the following in your own style: words, presentation, flipchart etc.
State the goals of training
• This workshop helps you to survive and thrive at Jacobs!
• We help you sensitize yourself to the challenges and benefits of intercultural
communication
• We share theory, tips and tricks that made our transition to Jacobs easier.
• Together, we create a community that is supportive, respectful and excels in the
international sphere.
Present the facts
Here is your chance to say why you think these kinds of trainings are important.
• Jacobs is a highly diverse community hosting over 110 different nationalities
• Intercultural communication is an art that can be learned and developed - and Jacobs
is an ideal place to do so.
• Intercultural Trainings are a high-value experience in today’s world. In polls with
managers of Fortune 500 companies, intercultural competence was rated as one of
most sought after skills in recruitment.
• Intercultural Training builds the basis for your interactions in the next three years.
How they can benefit from training
• Adjust to the transition process of joining Jacobs: leaving one’s friends, family, and
familiar environment; adapting to a new culture, climate and cuisine; being faced with
a new social role and life style.
• Enable a deeper and better experience at Jacobs
• Make friends with people from other cultures, and to clarify possible questions and
misunderstandings in a friendly and productive way.
• Become aware of your own assumptions, viewpoints, and values!
Set the ground rules
• We offer experiences and tools, not solutions. It is up to the incoming students to
make the best of the knowledge we offer during the training.
• Everyone has their own challenges and ways of coping in an international learning
environment. Respect each other by listening, sharing your individual experiences.
• Ask the Trainer your questions and concerns.
• Everyone has come to learn, but Training is what we make it. Respect our time
together by participating to have an awesome day of training!
Debrief
Questions that arise here will be addressed in the activity Expectations for the Day.

22 -
Name Game
6 10 min !all "
Objectives
Make a personal connection with each participant
Help participants know each other
Create an atmosphere of trust and respect
Instructions
Preparation: Pass around a roll of Masking Tape and a Marker. Ask each participant to use it to
make their own name tag and put it on as you have shown.
Name Game
10 minutes Each person introduces themselves by answering the following 4/5 questions.
What is your name?
What does it mean?
Who gave it to you and why?
Nicknames?
Debrief
Thank you for sharing
Listening to each other will make this training the most useful.
• Tape
• Markers

23 -
Workshop Overview
6 5 min !all "Flipchart, Markers
Objectives
Prepare participants for the day, including break and mealtimes
Allow them to set their own learning objectives
Instructions
Give a brief overview in your own words about the contents of the workshop. It is helpful
to prepare a flipchart with an overview of the workshop contents that one can refer to
while presenting and summing up.
Part One: Dive into Diversity
‘A fish will not discover the water.’
During the first part, we will focus on general issues connected to culture and have a first
look at how they affect life and studies at Jacobs University.
As the fish in this Chinese proverb, no one discovers culture by staying at home. If it
weren’t for the existence of more than one culture we would not think about culture at all.
It so intimately shapes our lives that we only become aware of it when we encounter
differences. The more profound the difference encountered in another culture, the deeper
the perspective one can gain on one’s own culture.
However, most people inside the “fishbowl“ never think of how the “water”, (i.e.,
the culture they were raised in) looks like and how it influences their way of acting and
perceiving the world. Here at Jacobs you will have many occasions to reflect on your own
cultural assumptions and begin to see through the eyes of someone from a foreign culture.
This is intercultural learning.
• So in the first segment this morning, we will have a number of exercises that will
focus on getting to know ourselves better, and finding out about our own values,
and priorities, as well as how they are similar or different from others.
• Next, explore what culture is, how it influences our perception of daily life and of
other people. We have a simulation exercise and experience how our own culture
sensitizes us and how this affects our perception, attitudes and behavior.
• In the third segment, we invite participants to consider conflicts arising from cultural
difference, such as stereotypes. Where do they come from and what their
advantages and disadvantages?
• Then we look at how to apply theory to help adapt and cope with intercultural
challenges.

24 -
• Tying all these things together, we consider how we would like to live together at
Jacobs University.
Part Two: Thriving@Jacobs
The second part of the workshop, then, will be under the motto:
Leaving the water can be exciting….
But it may involve challenges!
The second part of this workshop we will take a look in intercultural life at Jacobs.
• We will discuss the particular academic and Interpersonal challenges of
Jacobs students.
• We will recognize, understand, learn to face issues common issues that arise
in the international learning environment.
• We will explore all the resources offered whenever we need help.
Debrief
Ask each person to mention one thing they expect from the day.
Trainers should also participate.
Does everyone agree to the goals of the day?
Part
One:
Dive
into
Diversity

• Introduction

• Know
Thyself!

• What
is
Culture?

• Constructions
of
Reality

• Stereotypes

• Adaptation

• Models
of
Integration

Part
Two:
Thriving@Jacobs

• Interpersonal
Challenges

• Academic
Challenges

• Looking
Forward

25 -
Expectations for the Day
6 10 min !all "Cards, Tape Rings, Flipchart
Objectives
Check-in with participant needs
Agree on common goals for the day
Clarify your own Trainer expectations from the participants
Answer questions regarding the training
Allow participants to form their own learning goals
Instructions
• Provide constructions cards and markers in the centre of the room.
• Allow participants 5 minutes to write down something they expect (to learn) from
the day. (One item per card, but participants may write more than one card).
• The Trainers should also participate.
• As they finish, they are invited to come stick their responses on to the prepared
flipchart of Expectations.
• This flipchart should be kept up in the room somewhere. Refer back to this poster
to check in on learning goals with participants and assure learning through out the
day.
Debrief
After collecting the responses (~1 per person), quickly read the responses back to the
group.
Ask them what items mean if they are not clear for everyone.
Items can be groups/rearranged if they are the same.
Does everyone agree with the items on the board?
Is there anything missing? If so, add the addition to the flipchart.
Refer back to this chart throughout the day.

27 -
Ice-Breaker: Me too!
6 10 min !all "Chairs
Objectives
To recognize our similarities and differences
To recognize how those similarities and differences affect our feelings and behavior towards
others.
To realize that some similarities and differences are harder to see than others.
To value each individual for their whole self.
Instructions
Part 1:
• Form a circle in chairs. Ask each person to think of some personal fact, hobby or
characteristic that is special about them.
• One of the facilitators starts by calling out what his or her unique feature is, for
example “I have been to Turkey more than once”. If nobody shares this
characteristic the next person calls out his or her unique characteristic.
• If somebody else shares that characteristic they must jump up, shout “Me too” and sit
on the floor in front of the caller. If several people share the same characteristic
they all jump up and sit down on the floor in front of the caller.
• Everybody remains there and the caller must again try to come up with a
characteristic, which is unique to him or her. When he or she manages, and, thus,
nobody sits on the floor in front of the caller, it’s the turn of the next person round
the circle to be the caller.
• The first round ends when everybody has called out something that differentiates
him or her from the others.
Part 2:
• Now start part 2. Explain that this part involves searching for characteristics, which
are shared by everybody else in the group.
• Take away one chair and tell the caller to stand in the middle of the circle. They
must think of something that they share with the rest of the group. Ask them to
call out what it is, for example "I like music". All those who share this characteristic,
have to stand up and move to another chair while they shout out: «Me too». The
person who stood in the middle also tries to find a chair, so someone else will be
left in the middle to be the next caller.
• Hint: there can be different strategies for this part, e.g., calling something that one
knows that many will have in common (e.g., “I study at Jacobs”) -> Most people will
have to jump up and lots of chairs will become available; or to choose something
that one knows only certain people in the group will have in common (e.g., “I wear
glasses”), then one knows who will be getting up and can move quickly to that
person’s chair.
• Continue as long as the energy seems high and then announce the last round and
thank the participants.

28 -
Debrief
This energizer addresses the foundations of intercultural communication: similarities and
differences between others and ourselves.
• What was easier, finding things, which differentiate us from the others, or
things we share?
• In real life when do we like or appreciate feeling unique and different and when do
we like to feel similar to others?
• The things, which were common to many people in this group, would they be
common to everyone in the world?
We are all unique and irreplaceable human beings, sometimes our uniqueness makes us
feel proud, sometimes shy or ashamed. Nonetheless, we all share the fact that we are
human beings and this makes us feel closer to each other.
Who and what we are is shaped by our experience of life. Common experiences may
influence people differently.
During your time at Jacobs University, you will most likely be in for a number of
surprises when it comes to similarities and differences between you and others.
It can be an exciting journey discovering similarities and differences with people at
various levels.

29 -
What is Important to Me?
6 10 min !all "Statements list
Objectives
To reflect upon their own values and what is important to them.
To recognize that not everybody sets the same priorities.
To recognize that the same person may sometimes share and sometimes not share your
opinions.
Instructions
• Participants sit down in a circle. The trainer stands up and reads out one statement
at a time from the list provided (following page).
• Whoever agrees with the sentence should jump up once, say “YES” and then remain
standing in front of his chair.
• Whoever disagrees, touch the ground and say “NO”, and then stay seated.
• You do not have to use all the statements. Only choose the ones that seem to be
most controversial to you.
Possible Problems/Difficulties/Comments
• Start out with some general statements that almost all people can agree on, like “It
is important to have a good start at Jacobs University”, or that everybody will
disagree on like “It is important to forget about your friends and family at home”, so
that there is a lot of movement and dynamic in the room.
• Inform participants that with some statements they will probably want to say “It
depends on the situation or the interaction partner”. This is certainly true; however,
for the sake of the experience of the exercise, they should just respond with
whatever answer might matches their attitude best IN GENERAL. Emphasize that
there are no right or wrong answers and that it’s ok if people have different views
on these issues.
Debrief
How difficult or easy was it to agree/disagree with the statements?
On which statements did most people agree, where was the most disagreement? Why?
Were there any statements that only people from a particular nationality agreed on?
Was there anything that particularly surprised you?
The statements reflect different values that are predominant in different societies.
What are these values are and where do they come from?
Participants should realize that their own way of interpreting/judging behavior is not the
only one that exists and that other ways of acting can also be justified and appropriate.
Source: adapted from Triandis, H.C. (1994), “Sorting Values”, in Stringer, D.M. and Cassiday, P.A. (2003), 52
Activities for Exploring Values Differences, Intercultural Press, Boston, MA, pp.113-116.

30 -
Value Statements
General Statements to Start With:
It is important to have a good start at Jacobs University.
It is important to have nice weather at the Welcome BBQ.
It is important to forget about your friends and family at home.
It is important to be successful in your studies.
Controversial Value Statements:
Making a decision and later changing it (e.g., a major) is a sign of weakness.
It is important to show respect to people who are older than you.
It is important to take care of the environment.
It is important to be compassionate and to forgive others.
It is important that a man opens the door for a woman.
It is important to be patriotic.
It is important to go to church regularly.
It is important to value the past through traditions or rituals.
It is important to keep one’s room and clothes in order.
It is important to be punctual.
It is important to be self-reliant and independent.
It is important to accept others sexual orientation.
It is important to be obedient and respectful towards older people.
It is important to save water and energy.
It is important to be happy.
It is important to always be polite.
It is important to be close with your family.
It is important to follow the Code of Academic Integrity.
It is important to have a high income so you can do what you want.
It is important to meet your commitments, to be reliable.
It is important to take care of one’s exterior appearance (e.g. clothes with brand names,
make-up).
It is important to acknowledge other people’s status and treat them according to their rank
in the hierarchy.
It is important to be flexible, to change when things aren’t working.
It is important to discuss conflicts directly, the sooner the better.
It is important for family members to stick together and support each other.
It is important to directly voice any criticism you have.

31 -
Circles of My Multicultural Self
6 15 min !all "Hand-outs, pens
Objectives
To identify what we consider to be the most important dimensions of our identity.
To examine the stereotypes associated with that identity,
To recognize how we feel about those characteristics: proud or painful?
To have one's own perceptions challenged through others' stories
To make a conscious effort to think more deeply about personality rather than stereotypes
Instructions
• Show participants the Circles worksheet and fill it out with your own examples.
Give them several examples of dimensions that might fit into the satellite circles:
female, athlete, Romanian, musician, student, African, brother, middle class, etc.
• Write their names in the centre circle. They should then fill in each satellite circle
with a dimension of their identity they consider to be among the most important in
defining themselves. They should do so silently and as spontaneously as they can.
• Ask participants to pair up with somebody they do not know very well or divide the
group up in pairs the way that you feel is best. Distribute one handout per pair.
• Next, find a comfortable spot and take turns to share two stories with each other: i)
a story when they felt proud to be associated with one of the characteristics. ii) a
story when it was rather painful to be associated with one of the chosen identifiers.
• Announce when pairs should switch speaker/listener
Debrief
In the bigger group ask individuals to share:
Did you like this activity?
Did you enjoy sharing your identity? Was it difficult?
Did you learn something new about your partner?
Can someone begin by sharing something interesting they learned about their partner?
Allow time at the end for participants to talk more about whatever characteristic they
shared.
How do the dimensions of your identity that you chose as important differ from the
dimensions other people use to make judgments about you?
As with most activities, if you are willing to share your own experiences, participants are
more likely to feel open to share their own.
Source: Adapted from Multicultural Pavilion, Awareness Activities,
http://www.mhhe.com/socscience/education/multi/activities/circlesofself.html

32 -
Chapter 3 :
What is Culture?

33 -
Iceberg Model of Culture
6 15 min !all "
Objectives
To explore what culture means and represents
To understand the complexity and structure of culture
To start participants thinking of their own examples of culture and interaction
To share their own experiences
To learn how Intercultural communication can be at different levels of complexity
To see how discussion and exchange can promote deeper understanding
Instructions
Start with a brainstorming exercise:
What are your associations with “culture“?
Important: The co-trainer writes down the answers on the flipchart (whiteboard); however,
s/he does not do so in a randomized manner, instead, s/he draws a subtle ”waterline“,
representing the division of the 2 categories of the iceberg model and arranges the answers
that the participants provide accordingly (for this, please familiarize yourself with the
iceberg model explained below).
Present the Iceberg Model of culture
Use the results of the brainstorming in order to explain this model. If the participants came
up with less than 4 items per category, add some additional items from the model below.
• Flipchart/Board
• PowerPoint
• Marker

34 -
Mini-Lecture: The Iceberg Model of Culture
This is one of the most well-known models of culture. The idea behind this model is that
culture can be pictured as an iceberg: only a very small portion can be seen above the water
line. The tip of the iceberg is supported by the much larger part of the iceberg which is
underneath the waterline, which is invisible.
Similarly, in culture, there are visible parts (visible here represents the degree of awareness
that people have about these parts), for example, architecture, art, cuisine, music, language,
etc. These aspects of a culture are easy to spot and describe. Often – to no surprise, then –
these are the parts of culture that are portrayed at international fairs and shows.
However, the foundations of culture are more difficult to grasp: the history of the group of
people that held the culture, their norms and values, their basic assumptions about space,
nature, and time, just to name a few.
The Iceberg Model shows that the visible parts of culture are just expressions of its invisible
foundations. When we meet people from other cultural backgrounds, we may notice the
visible parts of their „iceberg“, but we cannot immediately see what the foundations of
these noticeable fragments are. This may lead to misunderstandings and intercultural
tensions.
Intercultural Learning then means to firstly become aware of the lower part of one’s own
iceberg, and to be able to talk about it with others in order to understand each other
better and explore common grounds and differences.
Give a Definition of Culture
“Culture refers to the learned and shared values, beliefs, and behaviors of a group of
interacting people. (Bennett, 1992)
In general culture is perceived as something man-made. Culture has been referred to as the
software which people use in daily life.
Being influenced so strongly by our own culture, it is impossible to observe or evaluate
situations in an objective way. In order to hone our intercultural skills we need to be aware
of our own culture, values, norms and rituals. It is not necessary, in fact, it is not possible, to
be free of our cultural norms and behaviors. Nevertheless, if we are aware of them, then it
is easier to understand norms and behaviors of other cultures.
Debrief
Now return to the Iceburg model. Select 4/5 items from the board one by one (ie.
Clothing, Dating norms, cleanliness standards, timeliness etc). For each, ask the participants:
• How do you think this aspect affects interactions? Share your own Jacobs
experiences of how these topics have affected your daily life.
• What topics are easier to approach?
• How have you learned about people and built relationships both “above” and
“underneath” the “water level”?
Note. Debrief should be the longest segment of this activity. Give participants time to
answer, reflect, and share many of your own experiences from living on campus.

35 -
Black and White Movie
6 15 min !all "
Objectives
To recognizing our own blind spots when scanning our environment
To see that everyone has a different perception
To know that people at Jacobs may act differently because they have different goals that you
Preparation
Make sure the movie is working. Have it ready on the desktop, so that you can just start it.
If you are using the powerpoint version, click on the video in order to start it.
Split the group half. You can do this in a variety of ways, by having participants count out
loud, making all those wearing jeans into one group, handing out candy, etc. Sometimes
creative ways of dividing the group is refreshing.
Instructions
• Tell the group you are about to show them a short video. On the video they will see
two teams; one team is wearing white t-shirts and the other team is wearing black t-
shirts. The members of each team are passing the ball to each other.
• One half of your group can count the number of passes the white team makes, and
the other half should count the number of ball passes that the black team makes (a
ball pass is defined as one team member throwing the ball to another team
member).
• State clearly that the exercise requires silence and concentration and that they
will receive a chocolate if they as a group can determine the exact number of ball
passes of the team they have been assigned to (this cover story makes the focus
more on the ball and heightens suspense). If you have seen the video before, people
let the others guess, do not participate.
• Show the movie to the whole group.
• How many passes did each team count? Did anyone see anything unusual? If the
black-team participants say “I saw a gorilla” you might still want to tease them and
ask whether they saw a UFO, too. Ask the white-team participants whether they
have also seen the gorilla (some will, but if they didn’t know the video before, most
won’t have seen it).
• Let the group briefly discuss about the issue, then show the movie again to the
whole group, this time without focusing on anything in particular: Everybody will see
the gorilla.
Debrief
Why did this happen?
What does this have to do with intercultural interaction?
Both groups have seen the same movie, but each has experienced and interpreted a
different reality, based on its own values, behavioral codes and cultural experiences. If
Black & White Movie
(file), speakers,
laptop/projector

36 -
perception can change based on such a small thing, (being told to look at one group)
imagine how much your perceptions are altered based on being in a particular culture all
day, every day.
During your time at Jacobs University you will come across many “gorillas”. Some will be
very obvious to you and you might be surprised that others just don’t see them or “just
don’t get it”.
At other times, your fellow students will see “gorillas” that are invisible to you, as you were
brought up to focus on different things.
During the discussion after first showing the movie, it might happen that the people focusing
on the people in black treat the other group as stupid or ignorant (“Come on, are you
blind? You really haven’t seen it?”).
Make clear that everybody judges against the background of ones’ own perception: we see
the world as we want to see it and construct our own reality upon which we are able to
judge things and people around us. Others miss what is obvious to you because they are
focused on seeing things which you cannot see.

37 -
Read: Cultural Glasses – A Fairy Tale
6 10 min !all "
Objectives
To become aware that we all bring our cultural background with us
To see how intercultural adaptation can be very complex
To see there is no right or wrong way
To review lessons of the section
Instructions
Read out the following fairy tale, or ask a participant who will read in a loud clear voice.
“Once upon a time there was a princess. Her name was Sunny and she lived in a kingdom
called Sunalia. The special thing about the people of Sunalia was that they were all born with glasses
on their noses – glasses with yellow lenses. And you could not take off these glasses. Hence,
whenever they looked at the world, they would see everything immersed in a warm and bright
yellow.
Then came the time when Sunny was old enough to get married. She chose the love of her
life, Azul, the Prince of Azuro, and moved with him to his kingdom. All the people in Azuro also
were born with glasses on their nose, but theirs were blue. When Sunny first came to Azuro, she
saw everything in a different way than the Azurians, not blue, but yellow. They could not understand
each other.
However, Sunny knew how to help herself. She went to see the old wise man who lived at
her husband’s court and asked him to build her some blue glasses. In this way, she gradually learned
to take on the Azurian way of looking at the world - but only partly, since, when she put on the blue
glasses above her yellow ones, she suddenly saw everything in green!
It was not possible to take off her new glasses either. But now, Sunny had a better
understanding for the Azurian point of view – although not a complete one – as well as of her own
Sunalian culture.”
Debrief
• How does this story relate to one’s time at Jacobs University?
• What implication do the “green glasses” have for being at Jacobs? What implication
do the “green glasses” have for returning to one’s home country (e.g., re-entry
shock, not fitting in anymore, alienation)?
• What skills should one possess, in order to see a foreign culture through the “right
glasses”?
• If participants could construct their ideal pair of glasses, what might they look like?
(e.g., magic glasses that can change the lenses depending where one is)
Certain values only apply for specific cultures, and that their own culture should not be the
benchmark to evaluate and judge the other culture. It is not enough only to look through
your own glasses to know a foreign culture.
Jacobs University is a great play-ground and to practice one’s intercultural skills and to try
out “new lenses”. There are no right or wrong lenses.
Sources: AFS VB-Handbuch
Copy of the
Fairy Tale

38 -
Read: Interculturality- the Jacobs
Experience
610 min !all "
Objectives
To get a detailed picture of Jacobs intercultural exchange
To reflect on the relation of theory to the Jacobs reality
Instructions
Read the following article or have a student read it.
Interculturality – the Jacobs University
experience
5th
April 2007 12:36am by Author (German Student)
Every now and then everybody here at Jacobs
University tells us that we are living in such a distinct
intercultural environment: Be this Professor Welzel during
the Civic Networks class, President Treusch at the opening
lecture to the “Global Challenges” USC or even I myself.
We all seem to think that this environment must give us
students a tremendous amount of soft skills in coping with people from different cultures.
What is intercultural togetherness really about? Do you encounter it when sitting in
class? Do you hear about it when you talk to your friends about your work load at the
OtherSide on Friday night? Do we meet it when we tell our parents about how stressful the
midterm period is? We do! Haven’t you noticed? Let me awaken your awareness. We
always encounter tiny little parts of intercultural education in everyday life, mostly
unconsciously.
In Professor Welzel’s seminar last week, we drifted away from our original
discussion topic as usual and somehow ended up debating about whether Jacobs University
is spoon-feeding us or we are allowed a substantial degree of freedom. I think to myself,
‘what an unnecessary question.’ To me, it is quite clear that Jacobs University offers an
excellent education, but apart from that, I don’t think it is really helping students grow;
meals in the server three times a day, one doesn’t even have to know how to turn on an
oven, beginning-to-end structured syllabi in every course, you only have to decide at what
time of the day you want to do what reading, weekly multiple-choice quizzes and
assignments.
A German student fuelled the discussion adding that at his German high school
everything was at least as free as it is here but without the time pressure: a similar amount
of exams, these mostly essay or open-ended questions and never multiple choice ones.
Lesser time pressure, so that digging deeper into an interesting topic did not leave you
behind the syllabus for weeks, and also homework on a daily basis. Additionally, at home
many Germans experience a very free youth, being allowed to consume alcohol at the age
of 16, to elect their secondary school classes freely. Though since many of their parents
work, they have to cook their own lunch. This is exactly the way I grew up too. From the
German student’s and my point of vie, life here on campus is rather spoon-feeding and at
the minimum equally free compared to what we have had before.
Copy of the
Article

39 -
Obviously not all the people in the world went to a German high school or grew up
in Germany. I learned a lot by asking. A student from Nepal tells me he is experiencing the
freest time ever here in Bremen. School in his home country was much more structured,
without the possibility to compose one’s schedule, life was without parties, he had to be
home by 7pm and he did not know how to use a washing machine until he came here
because his mother takes care of all the housework. A student from India nods in
agreement: “It was similar for me growing up.” Seen from this viewpoint, life in Bremen
offers a lot of freedom compared to life in their home countries and Jacobs is in no way
spoon-feeding.
If the students from India and Nepal hadn’t shared their views with me, I would still
think that everybody here sees college life the way I see it, when their actually happen to be
many different opinions about this. One must consider what experiences people have had
before passing judgements on their opinion. I now know this, and will next time certainly
ask more about the manner of things elsewhere, before wondering about why people from
other cultures think the way they do.
If you also encounter little instances of ‘interculturality,’ do write me about it so that
we can together explore what living in an intercultural community is really all about.
Debrief
Why did the German student have this perspective?
Do you agree with the student?
Does asking always work to clarify our questions? Why not?

40 -
Mini-Lecture: Intercultural
Competence
65 min !all "PowerPoint
After introducing Intercultural Competence, the concept can be revisited at the conclusion
of the Workshop (before the Kolb Learning Cycle ativity).
Ability to communicate effectively and appropriately in intercultural situations based on one’s
intercultural knowledge, skills, and attitudes.
Intercultural competence requires that one is willing and able to:
• Acknowledge that one’s own cultural values, beliefs, norms, priorities, etc. do not
necessarily match with those embraced by people from other cultures
• Acknowledge that cultural differences have an impact of how people feel, think, act,
learn, relate, communicate, etc.
• Open-up towards intercultural learning and to engage with people from other
cultures
• Identify which own and other behaviors might be guided by culture
• Take multiple perspectives and understand how others might view the world
• Listen, observe and use different channels of communication to achieve goals
• Tolerate ambiguity and uncertainty
• Cope effectively with acculturation stress
• Adapt one’s behavior appropriately and effectively to a new cultural context
It might be helpful for participants, if facilitators fill these points with life with own
experiences. What are typical examples of when they learned to display some of these
intercultural skills?
At what times was it difficult for them to live up to these standards?
Source: Deardorff, D.K. (2004), The Identification and Assessment of Intercultural Competence
as a Student Outcome of Internationalization at Institutions of Higher Education in the United
States, Dissertation at the Graduate Faculty of North Carolina State University, Raleigh, NC.

41 -
Chapter 4 :
Experience of Culture :
Construction of Reality

42 -
Albatross Island
6 40 min !3,4 "
Objectives
To experience your preconceptions first hand
To cope with new explanations and perspectives that you did not see before
To be observant
To question or beliefs and find alternative explanations
Preparation
• Create a group of four people, three girls and one guy. Depending on the gender of
both you and your partner trainer, try to balance out the group, by asking
volunteers for the gender members that you are missing.
• Inside the room put a chair in the middle of the empty area within the circle of
participants.
• Put the cup of food (snacks provided) next to the chair.
• Play from your computer the natural sounds music (track will be provided)
• Ask the remaining students in the classroom to wait for a few minutes. The trainer
that remains with the group can explain that we will be taking a cruise to Albatross
Island in a few moments
• Take the group outside and explain the instructions to them. Everything will be
explained after the activity is over
Instructions
• The female students should put the given scarfs wrapped around their heads.
• Enter the classroom, with the male student coming in the room first and the female
students following him in a lined order behind.
• The male student should start tapping with his feet on the floor as he walks. He
should also start humming and clapping silently with his palms. The female students
should follow the same pattern of movements and sounds once the male student
starts.
• Walk by the line of the semi-circle and make one turn. Once the male student stops
with any movement or sound, the female students should follow.
• The male student should sit on the chair, with his feet placed on the sheet of paper
in front of the chair. The female students afterward should sit around him, with their
knees on the floor.
• The male student says a sentence, in humming sounds, and the female students
repeat it after him, bowing their heads closer to the floor.
• Then the male student touches the head of one of the female students, holds his
hand on her head as she leans towards the surface of the floor, almost touching it.
Then she sits back in an upright position. He repeats the same movements with one
of the other female students of the group.
• One of the female students from the group gets the bowl with food and eats from it.
She then hands it in the hands of the male student, who after taking the bowl eats
from the food himself.
Pencils, Scarfs,
Bowl, Nuts,
Music, PowerPoint

43 -
• The male student gets up from the chair, and the female students follow him. He
walks around in a circle again while tapping with his feet, humming and clapping with
the inner sides of his palms. The female students repeat his movements. The group
leaves the classroom.
• After this, you come back in the classroom, you ask the volunteer students to take
their seats. You stop playing the natural sounds music and you put on the
PowerPoint slides.
Debrief
First ask the volunteers for their feelings. Then ask the whole group for their impressions.
What do you think you just saw?
Do you think the dress code has any meaning?
Did you notice anything particular about the relation between the two genders?
How do you perceive Albatrossians culture?
Would you want to live there?
Ideally participants have the following perception:
• Quiet, primitive people that communicate in an unidentifiable language. The different
signs ie – humming, tapping with their feet and clapping with their hands, may
represent traditions of the culture.
• The dress code, or more specifically the scarfs on the female students’ heads, leads
to a discussion of religion, namely the Muslim religion and the resemblance.
• The relation between the two genders is unequal, namely that the man is being
followed by the women, the women speak only after he has spoken. The women sit
on the ground while the man is on the chair, showing some sort of hierarchy. The
women try the food first (maybe to see if it is poisonous?) and only after the man
eats from the same food.
Note. These opinions will be stated quite stereotypically in the perception of the culture.
If other interesting opinions are given, take them into consideration while being careful
that the actual message will NOT be revealed.
Explanation:
After this, present the explanation PowerPoint slides and let the students read them
themselves.
In short the real story about Albatross Island is:
They are peaceful people, they hum when they are content.
Their most important deity is Mother Earth and it is a great privilege to be close to Earth. A
man can only make contact to the Earth Goddess through a woman. Thus they touch the
head of a woman to get a closer connection to the Earth Goddess. If a man wants to send a
message to the Earth Goddess they first say the words to a woman and she transfers the
message closer to the ground.
The food in the bowl is an example of food that grows from the soil, therefore it is sacred.
That is why the women eat the food first and only then the men can try it.
The men have to protect the women, thus why they always walk in front of them.
The women wear the scarfs to block the Sun from their heads, so that more sunlight would
fall on the soil.

44 -
At Jacobs, you will encounter people from many nations, races, and religions. You
will work with them on projects for your classes, you will sit next to them during your daily
meals and many of them will become your close associates, friends, and maybe more than
just friends.
Noticing their different cultural traditions, habits and behaviors may fall into some of
your preconceived stereotypical views. These stereotypes may lead you to wrong
assumptions and conclusions, and misunderstandings can easily follow.
• Try to understand the person’s culture as much as you can, and just put
yourself in their position
• Imagine how you would feel if you would be stigmatized and misunderstood.
• Nurture your relations and friendships by developing a deeper understanding
of your surroundings and broaden your own cultural views.
• Grasp the opportunity to represent your own culture.
• Do not judge a book by its cover!
Source: Adapted from Beyond Experience: An Experiential Approach to Cross-
Cultural Education; Intercultural Press

45 -
Chapter 5 :
Cultural Conflict

46 -
Seeing Stereotypes
6 10 min !all "
Objectives
Open a non-judgemental dialogue about existing stereotypes
Introduce the psychological concept of a stereotype
Address the benefits and harm that can be caused by stereotypes
Consider constructive methods to address stereotypes
Clarify that discrimination is not accepted on campus
Instructions
• Introduce the Stereotype Song video, and clarify that we will simply observe.
• Warn that somethings may be offensive and ensure that anyone feeling
uncomfortable is free to object or given the chance to leave the room.
• Show the video.
Define Stereotypes.
A stereotype is a rigid generalization, sometimes called hardening of the categories (Bennett,
1996). Stereotypes are direct expressions of beliefs and values.
~Stereotypes are “mental cookie cutters”— they force a simple pattern upon a complex
mass and assign a limited number of characteristics to all members of a group.
“Cultural stereotype” refers to the application of a previously held generalization to
every person in a cultural group or generalizing from only a few people in a group.
~It is a normal reaction of every human being to defend their own culture and the values of
the group. That is why it is easy to give labels to the rest of the world.
We often find people stereotyped around characteristics of:
age (“All teenagers love pop music”),
sex (“All men only want one thing from women,” “All women are hysterical”),
race ( “All Asians look alike”),
nationality (“All Germans like Sauerkraut”)
Debrief
Can stereotypes be: negative ( “women are poor drivers“)? And positive ( “women are
social“)?
Whether stereotypes are positive or negative can also change depending on the person. For
example “women are social” may also be taken as a negative thing by some people or in certain
situations.
They are also useful in understanding how beliefs and values associated with specific groups
may change over time e.g: American attitude towards Russians:
• WW II („Fur-hat wearing vodka drinking comrades-in-arms“)
• Cold War („Godless communists in an evil Empire“)
• Break-up of the Soviet-Union („Poor, hungry victims of a disorganized and self-
defeating socialist system“)
Power Point,
Video, Speakers

47 -
Culture Dimensions
6 15 min !all "PowerPoint
Objectives
To gain research-based knowledge about cultural differences
To gain tools that replace stereotypical thinking
Instructions
• Create an interactive brainstorm with the participants. Unless using the slides, this is
a good outdoor activity.
• Introduce Hofstede:
Hofstede’s Culture Dimensions
The common beliefs we hold as stereotypes (positively or negatively formulated) seemed to
have a kernel of truth. In 1986 Geert Hofstede surveyed IBM employees in 70 different
countries and discovered 5 dimensions across which the employees actually consistently
differed. . These dimensions have been scientifically researched and show some truth behind
stereotypes, however, culture dimensions are formulated neutrally, without evaluating other
people.
• Divide the class into two teams (A and B here).
• Simple version:
o Present/read out your choice of 1-3 of the following pairs (slides/handbook).
o Let Team A attempt to describe one orientation (eg. Monochronic) and
Team B describe the other (eg. Polychronic). See if the two explanations line
up with each other.
o Then, clarify the meaning as explained here, and give an example from
your time at Jacobs.
• Fun version: Role play.
o Have a volunteer, “Johann” (co-trainer or someone that doesn’t want to
participate) sit in the center with a lot of ‘paperwork’.
Johann has proposed a Fundraiser Concert to raise money for the company trip to
Ethiopia. Now he is busy trying to organize this event by the 15th
of September.
o For your choice of 1-3 of the dimension pairs, Team A and Team B each
send a “Boss” to give Johann a message, from their assigned Orientation (eg.
Traditional versus Innovative).
o Clarify any confusions that arise and make the dimensions clear.

48 -
Culture A
Collectivistic Individualistic
Emphasizing collective effort and group identity versus highlighting individual rights and
achievements
Formal Informal
Valuing formal rules versus casual intimacy with others
Structured Flexible
Valuing order, planning and organization versus (re-) adjusting to the needs/mood of the
moment
Collaboration Competition
Valuing sharing and teamwork versus promoting excellence through constant competition
Tradition Innovation
Maintaining historical roots and values versus supporting new and different ideas
Monochronic Polychronic
Focusing and one task at a time, scheduling versus multi-tasking, socializing and readjusting
plans
Hierarchy Equity
Respecting status and rank versus maintaining equal value of all people regardless of age,
class etc.
Long-term Short-term
Plan and persevere with consistency versus immediate gratification from work and
relationships.
Note. Culture dimensions only reflect a predominant tendency within a culture. This does
NOT mean that every individual in that culture will think or behave in that manner. The
cultural dimension only represents the mean, the peak of a normal distribution. There are
considerable differences among the people within one culture.
That is why two individuals from two different cultures, who are on the margins of their
respective culture might have more similarities than two people with the same cultural
background.
Example: Monochronic and Polychronic cultures
Punctual Time-Flexible Punctual Time-Flexible
People will typically tend to see other groups as more homogeneous and their own as more
heterogeneous (e.g., Europeans will distinguish between Western Europeans, Eastern
Europeans, Southern Europeans, etc. but refer to “Africans”, “Asians”, etc. in general. One
reason for this is that people always have more information on and familiarity with their
own group than with out-groups.
Sources: adapted from Executive Diversity Services (1999), “Your Values Meet the
Team’s Values”, in Stringer, D.M. and Cassiday, P.A. (2003), 52 Activities for Exploring
Values Differences, Intercultural Press, Boston, MA, pp.157-159.
Itim International (2012). Cultural Dimensions. Retrieved August 15, 2015, from
http://geert-hofstede.com/cultural-dimensions.html
Culture A Culture B

49 -
Round of Anti-Stereotypes
610 min !all "
Objectives
• To examine one's own identity and the stereotypes associated with that identity
• Practice voicing against stereotypes
• To understand that stereotypes are useful but should be flexible and not relied
upon.
• Practice mental flexibility to hear others personal stories
• Respect individual differences
• Open dialogue by asking questions
Instructions
• Ask participants to once again take their sheets with the “Circles of Multicultural
Self”
• Inform them that there will now be a “Round of Anti-Stereotypes”
• Ask them to share a stereotype they have heard about one dimension of their
identity that fails to describe them accurately.
• Find a way to give everyone a turn.
• Start by reading your own statement. Stand up, one at a time, and to complete the
sentence "I am (a/an) ____________ but I am NOT (a/an) _____________."
Provide your own example, such as "I am a psychologist, but I am NOT a crazy." Or “I
am a Bulgarian but I don’t drink alcohol”
• Make sure that participants are respectful and listening actively for this step, as
individuals are making themselves vulnerable by participating. Introduce it
energetically and allow for silent moments and the activity can be extremely
powerful.
Debrief
• How did it feel to express the anti-stereotype?
• Are stereotypes ever true?
• How can we find out without offending people?
• Stereotypes may have a cornel of truth to them or represent a general tendency.
However, stereotypes will often be wrong when applied to a single individual.
• We all use stereotypes: they are a mental short cut that often save us time. When
you catch yourself stereotyping at Jacobs University – and you will – take a moment
whenever you can to reflect where your stereotype comes from, whether it truly
applies to the given person, and whether it is helpful to use it in the given situation.
Note. There is usually some laughter when somebody shares common stereotypes such as
"I may be Arab, but I am not a terrorist" or "I may be a German, but my room is always a
mess.” Ask the group to comment on why they laughed.
When participants are sharing their stereotypes, to allow for silences. People will be
hesitant to share initially, but once the ball starts rolling, the activity carries a lot of energy.
Worksheet: Circles of
my Multicultural Self

51 -
The U-Curve
610 min !all "
Objectives
To reflect upon Culture Shock, its characteristics, causes, signs
To actively consider shock management techniques, ways of dealing with it.
Instructions
• As a trainer, approach the whiteboard, and draw a line across, label it Time.
• Now ask participants to show a range of ‘thumbs up’ to ‘thumbs down’ at certain
times.
• Ask them questions for each phase. You may use some of the sample questions
provided:
Honeymoon
How did you feel the day you arrived at Jacobs? How was your energy level?
How do you feel to meet your roommate?
To get a city tour?
To meet your host family and go out together?
At the initiation ceremony in your college?
Crisis
How will you feel after speaking to your family on Skype?
How will you feel while trying to sign up for 6-7 classes for the semester?
When the weather gets rainy and darker than home?
When you need to finish the visa paperwork?
If you don’t get to speak your own language for a week?
How will you feel during midterms?
Recovery
After a weekend trip to Amsterdam?
After the Jacobs celebration of your national holiday?
When you successfully finish all you midterms?
Adjustment
To go around downtown and know the best restaurants/clubs?
When your German is good enough to manage your own online banking?
You know how to select all the classes you will enjoy next semester?
Honeymoon at Home
Going home for Christmas?
Second Wave Crisis
Coming back to class in February in the cold?
It is time to choose whether or not to stay in Germany for the summer?
Power Point,
Whiteboard, Marker

52 -
When the second year courses become more demanding?
When your third year friends graduate and leave?
• For each response (based on the general answer of the group), mark the energy
level high or low above the line. Can add as many mini-questions as needed to get a
positive/negative response.
• Finally, after several responses, draw a rough curve passing through the marked
curve.
• Introduce the Culture Shock Curve, and describe how every little thing affects our
adaptation process. The line is not a straight U-curve, but may have constant
fluctuation.
• Make clear that the culture shock curve will look different for every individual –
some might feel it a lot, others not at all, some might experience it late, others early.
• Show the Culture Shock Curve slide and give a brief explanation of it.
• Stress especially, that ups and downs are normal in an acculturation process, and
that after every crisis there will be a recovery.
• Reveal the Definition slide, ask what people feel about it.
Definition of Culture Shock
Impact of moving from a familiar to an unfamiliar cultural environment
Becoming separated from important people
Involves certain stressors and a variety of responses
Culture shock in no way only happens abroad, but can also happen once you get back
home, since you and your perceptions, but also your relatives and friends might have
changed and you first have to get used to each other again.
Debrief
This activity will be debriefed by the following activity Beat the Shock, by addressing how
we can cope with culture shock.

53 -
Beat the Shock Brainstorm
615 min !all " Whiteboard, Marker
Objectives
To recognize culture shock its characteristics, causes, signs,
To actively consider shock management techniques
Instructions
Ask the following questions and collect the responses on a Flipchart.
Brainstorm by having participants call out/go around naming answers for each question in
turn. Collect they responses on a Flipchart
o What are the causes of culture shock?
o What are some signs or symptoms of culture shock?
o What are some ways to cope with culture shock?
o
After collecting and clarifying all their responses, add what you think is missing from the
information provided here:
Causes of Culture Shock
Changes in climate
Changes in relationships
Inability to communicate
Changes in routine
Emotional disorientation
Disorientation of values
Signs of Culture Shock
Irritation over the local way of life
Homesickness
Boredom and loneliness
Overall feeling of dissatisfaction
Rising stress, distrust, and depression
Physical illness, especially chronic
headaches, hypertension
Coping Strategies
Challenge: Maintaining a
Healthy Work-Life-Balance
Challenge: Develop Rewarding
Social Relationships
Challenge: Coping with
Academia
Make sure you sleep and eat
enough!
Get out of your apartment!
Pursue a hobby; join clubs,
student committees, etc. - but
don’t overdo it, your time is
limited!
Combine academic with social
life!
Don‘t stick on campus all the
time!
Take your time – it takes a while
until things fall into place!
Make it an explicit aim to meet
students from different origins!
Ask questions to understand their
values, customs, etc.!
Seek fellow nationals whenever you
feel the need - but avoid sticking
with them exclusively!
Remember that we all are the
constructors of our own reality -
treat the views of reality of others
with respect!
Different cultures have different
rules of making friends – just be
aware!
Don’t be surprised if you
don’t rank at the top
anymore - Jacobs is highly
selective!
Drop courses, if necessary
(pay attention to the
deadlines)!
Don‘t procrastinate!
Schedule your time!
Utilize all Jacobs’ resources!
Study alone and in groups!

Debrief
This is a tool to cope in the next few months.
Take a picture with your phone/camera, and offer to send it to them through the
counseling center.
Ask if there are any questions.
Share your personal experiences!

55 -
Read: The Prophet and the Long Spoon
6 10 min !all "Story
Objectives
Exemplify the power of cooperation and helping each other
Reflect on coping strategies
Instructions
Create a meditation setting and read out the Oriental Wisdom Tale or have it read out by a
participant who can read loudly and clearly.
The Prophet and the Long Spoon
A believer came to the prophet Elijah. He was motivated by the question of hell and
heaven, for naturally he wanted to live his life accordingly.
“Where is hell-where is heaven?”
Elijah did not answer him. Instead, he took the man by his hands and led him to a
large room crowded with many people, rich and poor, some wearing rags, some wearing
expensive jewels. In the middle of the room, a big pot of soup stood over an open fire. It
spread a wonderful aroma throughout the room. Around the pot, crowds of starving
people fought to get their share of the soup. The man who came along with Elijah was
amazed when he saw the spoons the people carried, for the spoons were as big as the
people themselves. The hungry people greedily poked around in the pot. Although each one
wanted his share, no one got it. It was hard to lift the heavy spoon out of the pot, and, since
the spoon was very long, even the strongest men could not get it to their mouths. The
more impatient people even burned their arms and faces, or spilled the soup on their
neighbors. Scolding one another, they fought and hit each other with the spoons that they
should have been using to quiet their hunger.
The prophet took his escort by the arm; They left the room and soon they were no
longer able to hear the cries behind them. After a long journey through dark passages they
entered a different room. Here, too, there were many people sitting around. In the middle
of the room there was again a pot of hot soup. Each of the persons had a gigantic spoon in
his hand, just like the one they had seen in hell. But here the people were well nourished.
There were always two people working together. One dipped the spoon in the pot and fed
his partner. If the spoon became too heavy for one person, two others helped so that
everyone was able to eat in peace. As soon as one person had had enough to eat, it was
another one’s turn.
The prophet Elijah said to the believer, “Now you have seen them both.”
Debrief
• Which was heaven and which was hell?
• What was the difference between the two?
• When is cooperation helpful?
• How can you get cooperation to happen?
• When is cooperation not helpful?
The story distinguishes between two opposite ways of coping - one helpful “heaven” and one
unhelpful, “hell”. “Hell” depicts a situation where people in a community respond to a demanding

56 -
situation in a very selfish, hostile and destructive manner. “Heaven” shows people who assist and
support each other and thus manage to cope without getting into such self-made troubles.

57 -
Chapter 7:
Models of Integration

58 -
Fruit Models of Integration
615 min !all "
Objectives
To learn theories of integration
To consider their implications in real life
To apply the concepts to the Jacobs context
Instructions
• Warm up: a quick fun round where everyone must say “If I were a fruit I would
be a…”
• Create three groups by having people count off in 1-2-3. Form the groups and sit
together.
• Show the three prepared posters/or the images on the slides, and ask them to
identify each one (details below):
o Fruit Platter
o Fruit Salad
o Fruit Sorbet
Give this brief explanation. Consider that these represented the Jacobs community.
Whenever people come together to a new environment, there are different models to organize their
daily interactions and living-together. If everyone at Jacobs were a different kind of fruit having to
live together on campus, what would be the benefits (+) and the drawbacks (-) of each type
of fruit arrangement?
• Now give one poster to each group (Sorbet, Salad, Platter) and ask each group to
list/write some + and – on their poster.
• After 10 minutes, collect and have each group shortly present their discoveries.
The Fruit Sorbet
In a fruit sorbet, different kinds of fruit are blended into each other, until they become one
unified mass. This model of integration assumes that cultural groups should blend into each
other and differences between people should disappear as much as possible. Typical
statements:
“The melting pot”
“We are all the same”
“We are all a big family living in a small village”
“If only we get to know each other, we will all live in peace”
They downplay differences and pay a lot of attention to “political correctness.”
Possible Advantages: More social peace, less inefficiencies
Possible Disadvantages: Less diversity, immigrants lose touch with their roots
PowerPoint,
3 Flipcharts,
Markers

59 -
The Fruit Plate
On a fruit plate, different kinds of fruit just exist next to each other. This model is of
different social groups living parallel to one another, interacting only on a superficial level,
but in fact developing each their own infrastructure and social rules; immigrant quarters of
large cities (e.g., Chinatown, Little Italy, Poles in Chicago, Turks in Berlin Kreuzberg).
Neighboring groups are at best tolerated, but often seen with suspicion, each group
secluding itself from the other groups.
Possible Advantages: Less culture shock for immigrants, less inefficiency within own
group, immigrants keep strong connection to their roots of origin
Possible Disadvantages: Little exchange, community doesn’t profit as much from existing
diversity; danger of ghettos and discrimination
The Fruit Salad
In a fruit salad you can clearly distinguish the different kinds of fruit; however, the
flavors and juice blend in with each other and create a taste that is different than each fruit
taste for itself. In this model, each group is proud of its own achievements and habits, but
appreciates the other groups. Besides in-group interaction, frequent and meaningful
interaction goes on between social groups; people are open others’ perspectives and
solutions. They do not have to take up, or like, everything the others are doing, nor do they
give up their own cultural identity. They respect and empathize with others.
Possible Advantages: Makes the most out of diversity; immigrants keep strong
connection to their roots of origin
Possible Disadvantages: To live this model takes time and energy – which are resources
that are sometimes scarce, also at Jacobs. It requires going the extra mile, to actively make
contact with those who are different form you.
Debrief
• Have you seen examples of any of this models: in your highschool? In foreign
countries?
• Which one do you prefer?
At Jacobs we support the Fruit Salad model. It is not necessarily the best; one has to be
aware that different models exist, and consciously adapt our own community.
• How might it be difficult to achieve the Fruit Salad model? (eg. sticking together in
national groups, English-language, etc).
• What are some skills and strategies to develop an international community? (eg.
participating in clubs, going to social events, presenting ones’ own customs, etc.)
• At different times, Jacobs students might adopt different models (e.g., Fruit Salad in
O-Week, but Fruit Plate when the midterm stress starts). We invite you to go
the extra mile to actively seek interactions with people from other cultures,
whenever time and energy resources or level of homesickness permit.
Note. These models of integration have been historically developed in multi-cultural
communities, In former times the “melting pot” or “Fruit Sorbet” model was popular, in
which immigrants are expected to assimilate to the dominant culture. In real life one will
often find the Fruit Plate model, with larger groups of immigrants establishing quarters in
town that are mainly inhabited by their fellow nationals (e.g., ghettos) – or with larger
student groups establishing their own floors in the Colleges. The Fruit Salad model is a
challenging ideal to realize.

60 -
Chapter 8:
Conclusion of Part-One

61 -
Conclusion of Part One
65 min !all "PowerPoint
Objectives
To reorient ourselves to the learning objectives
To pinpoint what lessons we have learnt so far
Instructions
• Show the summary slide listing the chapters so far.
• Ask one student to state what they learned for each chapter. Summarize the
learning objective (as suggested below) in your own words.
• After this, show the PART II slide. We will address these chapters after a break.
Session I: Dive Into Diversity
The part could be summarized by the Chinese proverb
A fish will not discover the water.
We looked over the edge of the fish bowl and find out more about our own culture and
how it influences our daily life.
Know Thyself
We explored our own values, priorities, and how they differ from others. It is impossible to
know all the cultures represented at Jacobs University. However, we can become experts
on our own culture and understand of how it shapes our thinking, feeling, and behavior.
This is the best possible basis for interacting productively with people from other cultures.
What is culture?
We tried to find out what culture is, how it influences our perception. We experienced
how our upbringing can lead us to evaluate the same circumstances at Jacobs very
differently.
Experience of Culture
We experienced how cultural preconceptions impact how we approach people, gather and
interpret information.
Cultural Conflict
We tried to discover more about what stereotypes are, where they come from and their
Part
One:
Dive
into
Diversity

• Know
Thyself!

• What
is
Culture?

• Experience
of
Culture

• Cultural
Conflict

• Adaptation

• Models
of
Integration

62 -
positive and negative aspects. We explored Cultural Dimensions as better tools to
understand difference.
Adaptation
We brainstormed strategies to help us successfully manage culture shock and conflict.
Models of Integration
We glimpsed what an ideal international community might look like, and how to achieve it.
Part Two: Thriving@Jacobs
The second part then, claims,
Leaving the water can be exciting… but it may involve challenges!
Debrief
• What is one lesson you especially took from Part One?
• What was your favorite activity?
• Is there anything you found unclear/unhelpful? Why is that?
Finally, ask for a short feedback of what participants liked and didn’t like so far, and what
their wishes and expectations are for the second workshop day
Part
Two:
Thriving@Jacobs

• Interpersonal
Challenges

• Academic
Challenges

• Looking
Forward

63 -
Part Two
Thriving@Jacobs
“Leaving the water can be exciting – but it may involve challenges“

64 -
Chapter 9 :
Introduction of Part-Two

Train the Trainer 2015

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