Evaluating Learning in the CILPre-departure Courses

Department of Foreign Affairsand International Trade

Ministère des Affaires étrangèreset du Commerce international

Centre for Intercultural LearningCanadian Foreign Service Institute

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Introduction

Every year, Canadian government departments and organizations prepare and send thousands ofCanadians abroad to work in a wide range of capacities in both developing and developed countries. In this context, it becomes critical for all involved that an appreciation and respect for the many subtle but important differences between cultures be an integral component of such exchanges.

Through the Centre for Intercultural Learning (CIL), the Canadian Department of Foreign Affairs andInternational Trade provides a variety of Pre-departure and Intercultural Effectiveness Courses to assistCanadians acquire the necessary knowledge, skills and attitudes to perform effectively while on overseasassignment, and to make the experience a positive and rewarding one for all concerned. These coursesare tailored to the specific needs of different client groups, and include a range of short duration coursesconducted either in-house or off-site or some combination of both. Courses typically last from betweenone to five days. Clients are also offered the option of day attendance or residential. Most courses arefacilitated by an instructor in a group setting, while others also involve an individual, self-administered on-line learning component in addition to the training provided in the facilitated, group learning environment.Course content is based on the latest theory and research in the field, as well as components designed toaddress the specific learning needs of the particular client group.

The Centre is internationally renowned for both its work in intercultural effectiveness training, as well as itssignificant contributions to ongoing research and theory development in the field. The research reportedhere builds on the earlier work of CIL researchers (e.g. Vulpe et al, 2001)

1and represents a systematic

evaluation of Participant learning in its three and five day Pre-departure and Intercultural Effectivenessprograms. This report also describes the overall evaluation approach being developed by the Centre, and highlights the initial findings of the evaluation research conducted over the past two years.

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Evaluation Strategy: Theoretical Underpinnings

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The evaluation research conducted at the Centre uses an approach proposed by Kirkpatrick (1994)2for

evaluating training programs. This model provides a useful conceptual framework for delineating the logicof any evaluation, and for determining which measures should be employed in the assessment of outputsand impacts at different points in time.

The Kirkpatrick model defines four fundamental levels of evaluation through which we can understand the processes of learning, skill acquisition and attitude awareness and to ascertain whether these haveoccurred as a result of training. Kirkpatrick's four levels of learning are:

1 Reaction Level

2 Learning Level

3 Transfer of Learning/Behaviour Level and

4 Impacts/Results Level

In assessing whether learning has occurred at each of these levels, Kirkpatrick has proposed fouressential research questions to guide any formal evaluation exercise. These are:

1 Were the Participants pleased with the training experience? (Reaction Level)

2 Has there been a change in Participants' knowledge, skills and attitudes as a result of training? (Learning Level)

3 Has the Learning that has occurred become manifest at the behavioural level? Has the performance or effectiveness of Participants improved has a result of training? (Transfer/Behaviour Level)

4 Have the learning and behavioural changes which have occurred as a result of training translated into positive impacts on the sponsor organization? (Impacts/Results Level)

The evaluation research reported here addresses the second question and level of learning identified inthe Kirkpatrick model—i.e. Learning Level—and assesses changes in Respondents' knowledge, skills and attitudes following participation in the Centre's short duration pre-departure training courses. That is:

Has there been a change in Participants' knowledge, skills and attitudes as a result of training received through the Centre's Pre-departure programs?

Kirkpatrick Model

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Later levels of evaluation described by Kirkpatrick, including Transfer and Impact Levels, were notaddressed at this phase of the research strategy, but will be examined in later research designed toassess longer-term impacts.

The second major theoretical platform used to inform the development of the Centre's evaluation strategyis Vulpe et al.'s research on the knowledge, skills and attitudes said to be characteristic of the interculturallyeffective person. This model proposes nine essential competencies thought to be critical to interculturaleffectiveness, including:

1 Adaptation Skills

2 An Attitude of Modesty and Respect

3 Understanding the Concept of Culture

4 Knowledge of Host Country and Culture

5 Relationship Building

6 Knowledge of Self

7 Intercultural Communication

8 Organizational Skills

9 Personal and Professional Commitment

These competencies are described in detail in the 2001 publication, "A Profile of the InterculturallyEffective Person" referenced earlier. At the Centre for Intercultural Learning, the specific learning pointsfor all pre-departure courses are linked directly to these nine core competencies and proposeddeterminants of intercultural effectiveness.

Profile of the Interculturally Effectiveness Person

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This research was also informed by models of learning that propose that behaviour change occurs inpredictable stages, with different learning outcomes and intervention strategies being associated witheach stage. One model that has been used extensively in this regard is the Transtheoretical Model ofBehaviour Change (TTM) developed by Prochaska and DiClemente.

3Originally developed to better

understand long term change in health-related behaviours, it is now generally regarded as a usefulintegrative model by which to understand many forms of behaviour change, including at the individual,community and organizational levels.

The model proposes that behaviour change is an ongoing cyclical process, which involves movementthrough a series of stages, including

1 Precontemplation—a stage in which people have no intention of changing their behaviour in the foreseeable future, often because of an inability to recognize that aspects of their behaviour may be inappropriate or problematic.

2 Contemplation—characterized by an awareness and recognition that there is a need to change one's behaviour to either avoid negative consequences or to derive some benefit.

3 Preparation—during this stage individuals engage in some initial preparations for behaviour change (for example, acquiring information, talking with advisors, signing up for a course on the subject).

4 Maintenance—successful behaviour change is said to have occurred when the personal has learned a new, more appropriate set of responses and behaviours, and this behaviour change has been sustained for a minimum of six months.

In the transtheoretical model, the change process is seen as cyclical, involving periodic relapse andmovement back and forth between stages until longer-term behaviour change is eventually achieved.The model also makes use of Bandura's social learning theory and in particular, Bandura's concept of"self-efficacy", defined as the belief that one has the knowledge and skills (or the ability to acquire thenecessary knowledge and skills) to respond effectively to the specific challenges and demands of a givensituation. (Bandura, 1977; 1982).

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Stage-based approaches to learning and behaviour change

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Research has provided strong support for both the transtheoretical model and the concept of self-efficacy,and has also confirmed the temporal and sequential nature of learning and behaviour change. Stage-basedmodels are now used routinely to inform the design and implementation of a wide range of behaviour changestrategies, learning programs and other behavioural interventions, including intercultural interventions(e.g. Bennett, 1993).

5Such thinking is also consistent with the Kirkpatrick model of learning and evaluation

of training, and the Vulpe et al. model of the development of intercultural effectiveness. A stage-basedapproach was therefore adopted in the assessment of the impacts of the CIL courses on Respondents'learning, including in the design and development of the questionnaire and item scales.

A pre-test, post-test single group design was employed in this study. A matched control group would havebeen preferred in this initial phase of the evaluation strategy: However, it was not possible to incorporatea true control group at this point in the strategy because of ethical and practical considerations. To do sowould have involved denying access to training to a significant number of Participants slated for overseasassignment and this was not acceptable.

However, the design of the evaluation strategy does allow for group comparisons to be made over thelonger term, in that it provides for a future in-field assessment of intercultural and interpersonal effective-ness, job satisfaction and performance and Respondents' overall enjoyment of their overseas assignmentand experience. Predictions about the relative success of those who performed well in the initial assessmentof learning during the short duration pre-departure courses compared to those who did not perform wellwill then be able to be assessed statistically.

In future research, a time-series design in which Participants serve as their own controls is also beingcontemplated, with a view to developing an additional control condition. Such an approach would involvebaseline measures being collected over a period of weeks and months prior to training. For this initialstudy, however, a single group, pre-test, post-test design was utilised.

The Evaluation StudyStudy Design

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In the present study, two pre-departure courses were selected for study, including the three-day and five-day pre-departure courses, conducted either in-house or off-site in a residential setting, or a combinationof both. The three-day course included learning points associated with the nine core IE competenciesonly, while the five-day course included both the nine core learning components as well as 10 additionallearning points which addressed more specific learning objectives of the client, which in this case wasCUSO, a Canadian organization which supports alliances for global social justice.

In developing the evaluation instrument, and in accordance with stage-based approaches to learning, it was first necessary to identify over what time period each of the desired learning outcomes could beexpected to occur—that is, which components of the nine core competencies are expected to occur atearlier stages of learning and skill acquisition, and which components are predicted to occur at laterstages in the development of intercultural effectiveness. This was done to ensure that all items included in the Stage 2: Learning Level evaluation instrument not only related directly to the IE learning points andcompetencies that are targeted in the CIL pre-departure courses, but also that they accurately reflectedthe specific time lags thought to be associated with the development of each competency.

The expected time lags associated with successful learning and transfer of IE competencies are outlinedin the logical framework presented in Table 1 which was used in the development of the Learning Levelevaluation instrument, including the framing of individual questionnaire items.

Pre-departure CoursesSummary Description

Evaluation InstrumentLogical Framework

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The form, content and wording the evaluation instrument questions was determined following a series of in-depth consultations with the Centre's Learning Specialists and the major client group (in this case,CUSO); a comprehensive review of all materials and resources used in the course and the theoreticalliterature on which the courses were based; and a review of earlier questionnaires and/or measurementinstruments used to measure change in areas similar to those being assessed in the present study(including both in-house questionnaires as well as those developed externally).

In addition, steps were taken to ensure that all questionnaire items were consistent with the logicalframework described above, and worded in accordance with guidelines for the development ofquestionnaires so that, insofar as possible, they were free of unnecessary bias, they were not leading,double-barrelled, unnecessarily wordy, unclear, used double negatives, and minimized unwanted effectssuch as social desirability, among other considerations.

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Table 1: Model for Development of Questionnaire Items

Development of Questionnaire Content

9 Core Competencies ReactionLearning

1. Adaptation Skills Sub-component1.1

Sub-component1.2

... Sub-component1.3

2. Attitude of Modesty and Respect Sub-component2.1

Sub-component2.2

...

... ...

Sub-component2.3

3. Understanding of Concept ofCulture

Sub-component3.1

Sub-component3.2

......4. Knowledge of Host Country Sub-components4.1 and 4.2

Sub-component4.3

and so on . . .

Pre-Test / Post-Test 6 months 3 months 12 months

LearningTransfer

LearningTransferImpact

LearningTransferImpact

Anticipated Training Outcomes3-5 day Pre-DepartureCourse

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The final draft of the questionnaire was then submitted to the Research Director of CIL and to representa-tives of the major client organization (CUSO) for substantive review and comment.

Once the questionnaire had been fully reviewed and the content and format finalized, it was translatedinto French, and the translated versions were double-checked for accuracy and meaning before beingformatted and produced in graphic form for the course.

Taken together, these measures contributed significantly to ensuring the quality of the evaluation instrumentwhich was used in the study. The English version of the instrument is included in Appendix 1.

Learning in this study was defined as measurable change in Participants' knowledge, skills and attitudesover a three- or five-day training courses, assessed by calculating differences between Participants'responses to a parallel set of questions asked immediately prior to the course (the Pre-test) and againimmediately following the course (Post-test). If there was a substantive change in Participants' responsesin the desired direction, learning was said to have occurred.

In addition to the primary evaluation instrument used for assessing learning, Participants completed abrief questionnaire which collected demographic information such as age, gender, occupation, maritalstatus, prior experience on overseas assignment, and so on. This information allows for future comparativeanalysis to be done in the ongoing, larger evaluation effort. An English copy of this questionnaire isincluded in Appendix 2.

Assessing Learning

Other Measures

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An initial pilot study was conducted to test the feasibility of the study protocol and the content of theevaluation instrument. Subjects were eleven CUSO Cooperants or their spouses (including seven menand four women) who participated in a five-day residential program held at Econiche, Québec, in October2003, with an additional sixth day on public engagement held in Ottawa. Average age of Participants was37 years and ages ranged from 25 to 60 years. Languages spoken included German, English, French,Spanish, Kiswahili and Kinyarwanda. Results were then analysed and any necessary revisions to thequestionnaire and/or protocol incorporated into the final version of the questionnaire.

The final questionnaire consisted of 67 items, 35 of which assess change in knowledge skills and attitudes(learning) on competencies associated with intercultural effectiveness, and 32 related to learning oncompetencies related more specifically to the CUSO mandate and mission. A variety of scales were usedto assess change, including seven and ten point rating scales, binary (true false) scales, and four-pointscales that assessed stage-based aspects of learning. This final version of the evaluation instrumentwas used in all subsequent data collections, with only minor modifications.

A total of 247 subjects participated in the Learning Level evaluation, including 114 men and 133 women.Ages ranged from 16 to 74 with an average age of 40.5 years (sd=8.0 years). Detailed information aboutParticipants and the timing and scope of specific data collections are summarized in Table 2.

Methods

Pilot Study

Pre- and Post-test Questionnaire

Respondents

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Table 2: Schedule and details of data collection for CIL Learning Level Evaluation

October 2003 CUSO Pre-departure PilotStudy

11 (7 EN, 4 FR) Pilot results analysed and questionnairerevised slightly

Date Event Participants Comments

January 2004 3-day Pre-departure 25 (EN) Revised (no CUSO questions)

February 2004 3-day Pre-departure 4 (EN) Same as January's version

February 2004

March 2004 CUSO pre-departure course 11 (9 EN, 2 FR) Revised from pilot

March 2004 3-day Pre-departure 13 (9 EN, 4 FR) Same as January questionnaire

April 2004 3-day Pre-departure 10 (EN) Same as January questionnaire

May 2004 3-day Pre-departure 10 (EN) Added questions 30 and 31

June 2004 3-day Pre-departure 23 (12 EN, 11 FR) Same as May 2004

July 2004 3-day Pre-departure 26 (18 EN, 8 FR) Same as May 2004

July 2004 CUSO pre-departure course 9 (8 EN, 1 FR) Revised with q 30 and 31

August 2004 3-day Pre-departure 11 (FR) Same as May 2004

October 2004 CUSO pre-departure course 21 (14 EN, 7 FR) Same as July 2004

December 2004 3-day Pre-departure 21 (8 EN, 13 FR) Same as May 2004

January 2005 3-day Pre-departure 7 (EN) Same as May 2004

February 2005 3-day Pre-departure 9 (FR) Same as May 2004

March 2005 3-day Pre-departure 13 (9 EN, 4 FR) Same as May 2004

March 2005 CUSO pre-departure course 11 (10 EN, 1 FR) Same as July 2004

April 2005 3-day Pre-departure 10 (EN) Same as May 2004

TOTAL 247 (171 EN, 76 FR)

Consultation and presentation of CUSO data to CUSO, CUSO questions revised slightly based onfeedback and changes to CUSO's learning content

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At the beginning of each course, the Facilitator provided Participants with a brief introduction and descriptionof the evaluation study, and the importance of this research to ongoing course development. The Facilitatorthen administered the Pre-test questionnaire and the one-page demographic questionnaire to Participantsimmediately prior to the beginning of the training session. Immediately following the three (or five) daytraining, the Facilitator administered the Post-test questionnaire, and thanked Participants for their timeand assistance in the overall evaluation effort. The questionnaire took between 22 and 45 min. to complete.Given that the pre- and post-test questionnaires were administered immediately prior to and after eachcourse, the response rate was very high, and in most cases, was at or close to 100 percent.

After input, all data files were examined and cleaned by two analysts to remove any inadvertent errorsand to ensure accuracy of the results. Data cleaning procedures include the following:

Questionnaires from the different sessions were randomly selected and raw data compared to entries in the master data file to ensure accuracy of data input.

Descriptive statistics, including range, means, medians and standard deviations, were calculated for each variable to identify any miscoded, mis-keyed values, outliers, unlikely values etc., in the data set. All necessary corrections were made by manual reference to the original raw data and questionnaires,and verified by both analysts.

Logic checks for unlikely values and/or results were conducted and all necessary corrections made.

The structure of the data file was examined closely in order to identify any systematic structural errors,such as inadvertent column shift, deletions, skips etc. and all necessary corrections were made.

Data for the different sessions were initially analyzed separately using SPSS (Statistical package for theSocial Sciences). Because the same pattern of results was observed across all data collections, data from multiple data collections were then combined and analyzed together and the results reported hererepresent findings from that combined data set.

Study Procedures

Data Analysis Strategy

Data Cleaning

Data Analysis

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The component of the CIL pre-departure courses developed specifically to address InterculturalEffectiveness was designed around five core learning points focused on developing:

1 A Better Understanding Concept of Culture

. Ability to understand describe links between visible and invisible portion of culture

. Ability to identify elements of one's own culture

. Ability to make links between main cultural behaviours and the main parameters that render these logical and consistent

. Better appreciation of values the validity and logic of any culture

2 Knowledge of Host Country and Culture

. Increasing knowledge of cultural norms and values in host country and culture

. Increasing knowledge of historical, political and economic factors in host country and culture

3 Adaptation Skills, Self Knowledge and Intercultural Skills

. Ability to compare symptoms of culture shock in foreign assignments with one's own way of reacting to stress

. Personal strategies for managing their own adaptation

4 Enhancing Intercultural Communication

. Greater understanding of other person's reasons and referents in relation to one's own reasons and referents

. Ability to describe different modes of communication in native and host country

5 Stakeholder and Mission Statement

. Values the importance of developing professional networks with local, national and international partners

. Personal mission statement for the assignment

Thirty-five questions were used to assess changes from pre-test to post-test on each of these areas of learning. A detailed description of how the different Learning Points in the CIL courses are related to the nine IE competencies specified in the Vulpe et al. model is included in Appendix 3.

Learning Points: Intercultural Effectiveness

Results and Discussion

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The first three questions on the questionnaire assessed Participants' knowledge and learning of the"unwritten rules of social behaviour" of their own and the host culture. Results indicated that the largemajority (87 percent) of Respondents reported a high level of knowledge about the unwritten social rulesof in their own country and culture prior to the course (Figure 1) and, given this relatively high level of initialself-reported knowledge, the improvement from pre- to post- test was marginal (89 percent at post test).

Results relating to Participants' knowledge of the unwritten social rules of the host country and culturewere quite different and showed a marked improvement from pre-test to post-test (Figure 2). Prior to thecourse more than 80 percent of Respondents indicated they either had "no knowledge" (45 percent) oronly "some" knowledge (36 percent) of the unwritten social rules in the host country and culture. By theend of the pre-departure course, however, the situation had reversed, with 76 percent of Participants'reporting at post-test that they had a "moderate" (44 percent) or a high level (32 percent) of knowledgeabout the unwritten rules of social behaviour in the host country and culture.

Respondents were also asked about their awareness of potential fundamental differences in themotivations and desires of people from different cultures (Figure 3). Results showed a 10 percentimprovement in Participants' awareness from pre-test to post test, with just under 70 percent ofRespondents after the course showing an awareness that such differences exist.

1 Understanding Concept of Culture

Figure 1 : Knowledge of unwritten social rules in own country

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Figure 2 : Knowledge of unwritten social rules in host country and

culture

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Similarly, as shown in Figure 4, awareness among Respondents of the cultural rules and values that governtheir own behaviour rose by 10 percent from pre-test to post-test (64 percent to 74 percent). In addition,after the course over 85 percent of Respondents reported they could readily list ten values that aredirectly influenced by their culture, compared to just 61 percent prior to course participation (Figure 5).

After completion of the course, and consistent with the course objectives, Respondents were also lessinclined to believe that the Canadian way of life was inherently "better" than those of other cultures(Figure 6) with only 15 percent reportedly believing this after the course, compared to 22 percent prior to participation. As shown in Figure 7, they were also more willing to acknowledge that people in othercultures may well find their behaviour offensive at times (73 post-test, compared to 66 percent pre-test).

Figure 3 : Aware of cultural differences in motivations and

desires

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Figure 4 : Aware of the cultural rules and values that govern their

behaviour

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Figure 5 : Able to list 10 values directly influenced by their culture

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In addition, Respondents were more ready to acknowledge that aspects of culture which are not logical in one culture, for example, differences or inequities in gender roles (Figure 8), may make sense withinanother culture (69 percent post-test vs. 56 percent pre-test).

The next five questions focused on assessing learning in that part of the course which aims to increaseParticipants' awareness and understanding of the difference between main cultural behaviours and theunderlying cultural parameters that render these behaviours logical and consistent.

Figure 8 : Understanding logic of gender roles in other cultures

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Figure 6 : Canadian way of life not inherently "better"

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Figure 7 : Own behaviour may offend

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Results showed that after the course, the majority of Participants were able to correctly identify a numberof cultural characteristics that differentiate between cultures, including perceptions of power and authority(98 percent), concerns for formal and informal protocols (95 percent), degree of individualism vs. collectivism(95 percent). However, in some areas (e.g. perceptions of power and authority; degree of individualismvs. collectivism) the change from pre-test to post test was not great, with Participants' showing a relativelyhigh initial awareness and grasp of certain characteristics that differentiate between cultures. This is perhapsnot surprising, given that public awareness of some of these differentiating characteristics has increasedsubstantially in past years (e.g. individualism vs. collectivism). As well, a significant percentage of Participantshad had some overseas experience prior to coming to the course, and this pre-existing knowledge of atleast some of the differentiating characteristics is likely reflected in the results.

At the same time, results also revealed a number of important gaps in Participants' knowledge and aware-ness, with certain aspects of Participants' knowledge and beliefs seemingly quite resistant to learning andchange. For the most part, these areas were those which touched on fundamental values and core beliefsspecific to Participants' own culture, and in particular, areas which challenged Participants' notions of whatwas considered, for example to be fundamentally "right" and "wrong" or "good" and "bad" in their culture.

For example, contrary to the model presented in pre-departure courses, after the course 75 percent, orthree-quarter of all Respondents still incorrectly reported that "commitment to democracy" was a primarycultural characteristic that differentiated between cultures—virtually unchanged since pre-test—and overone half viewed "expertise in modern technologies" in this way—again, incorrectly, and unchanged sincepre-test. (Table 3) Similarly, 95 percent continued to (incorrectly) view "inequity in gender roles" as adistinguishing cultural characteristic.

Similarly, while most participants were able to correctly identity what are not considered universal aspectsof culture (e.g. dropping of formalities in social situations; evasiveness during a conversation being a signof distrust), far fewer were able to correctly identify what are considered to be universal aspects of culture,including "caring for young and old" and "sharing a need for social contact".

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Likewise, while 70 percent of Participants recognized both prior to and after taking the course that culturalvalues will affect workplace behaviour, almost a third of Participants were not able to correctly make thelink between workplace behaviour and cultural values (Figure 9).

Table 3: Correctly identify aspects of culture

Able to identify cultural characteristics which differentiate between cultures

Perceptions of power and authority (Yes) 98.492.2

People from all cultures care for their young and old (Yes) 34.335.5

Among close personal friends, formalities are dropped in social situations (No) 84.181.3

In all cultures, evasiveness during conversation is considered a sign of distrust (No) 88.281.5

People from all cultures share a need for social contact (Yes) 75.581.8

Concerns for formal vs. Informal protocols (yes) 94.781.6

Inequity in gender roles (No) 5.38.6

Degree of individualism vs. Collectivism (yes) 94.788.6

Expertise in modern technologies (No) 43.140.4

Commitment to democracy (No)

Able to identify universal aspects of "culture"

24.831.1

% correct

Pre-test% correct

Post-test

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In addition, and perhaps related to the above, results suggest an enduring belief on the part of manyParticipants that despite outward appearances and overt cultural differences, there is a universal set offundamental values to which people from all cultures subscribe. In other words, a tendency to think thatwhile we may look and act differently, underneath it all we are all much the same. These results areconsistent with a model of intercultural sensitivity forwarded by Milton Bennett

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early stages of the development of intercultural sensitivity, people tend to minimize differences betweenthemselves and persons from different cultures, perhaps as a coping strategy.

To illustrate, while there was some modest improvement in responses, around half of all Respondentsincorrectly agreed both prior to and after taking the course that "while outwardly we all have differenttraditions and customs, people from all cultures share common fundamental values and rules which guide their behaviour" (54 percent and 45 percent respectively: Figure 10). Another six percent remaineduncertain. Similarly, while just under 70 percent of Respondents recognized by post-test that there arecultural differences in motivations underlying behaviour at post-test, one in four still incorrectly believedthat "regardless of where we come from, we are all driven by the same motivations and desires", onlyslightly down from the 36 percent who believed this prior to completing the course. These results indicatethat despite the repeated emphasis placed throughout the pre-departure courses on the relativity ofdifferent cultural values and belief systems, many Participants seemed unable to relinquish the notion of a fundamental and universal belief system that overrides cultural differences, a "universal" beliefsystem which, in many cases is seen as synonymous with their own.

Figure 9 : Workplace behaviour is affected by cultural values

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The strength and persistent nature of Participants' beliefs in this regard warrants further attention in ongoingcourse development and in future research. The topic is a complex and a difficult one to teach, and it maybe useful to assess the effectiveness of a range of resources and teaching methods to determine whichare most effective in developing Participants understanding and working knowledge of these importantconcepts. The wording of some the questions may also have affected results. For example, had the term"gender roles" been used instead of "gender inequities" in one of the questions, results may have differed.

More work needs to be done to examine these questions, and to determine the most appropriate methodof helping Participants better understand their own value system and its affect on their behaviour, and tobetter differentiate between cultural values and the behavioural expression of those values in both theirown and other cultures. Overall, however, these results suggest that the courses appear to be very effec-tive in increasing Participant's understanding of the concept of culture and providing important context foradditional learning to be gained through experience in the field.

Five questions were used to assess learning in this part of the course. Results suggest that the CIL coursesare highly successful in increasing Participants' working knowledge of key aspects of the host country, withalmost three quarters of Participants reporting they knew either a moderate amount (61 percent) or a lot(10 percent) about the social conventions of the host country after their course, in stark contrast to the 78 percent who reported they knew nothing (19 percent) or only a little (59 percent) prior to the course(Figure 12). Similarly, three-quarters of Respondents reported they knew either a moderate amount (34 percent), or a lot (40 percent) about the historical, political and economic characteristics of the hostcountry after their course, compared to two thirds who reported they knew either nothing (23 percent) or only a little (41 percent) prior to the course.

22 Knowledge of Host Country and Culture

Figure 10 : All cultures share common fundamental values and rules (false)

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Figure 11 : Regardless of the culture, we're all driven by the same

motivations and desires

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Participants' knowledge of the host country and culture was likely enhanced by both the course contentand the opportunity to meet at some length with a representative from the host country during the CILpre-departure courses. The latter element is considered an essential component of the pre-departuretraining at the Centre. For a large number of Participants in the evaluation study (almost three-quarters, or 71 percent), this was the first time they had had an opportunity to meet with a representative from thehost country.

The value of these meetings was strongly reflected in Participants' responses to the evaluation questionnaire.After the course, almost all Participants (over 95 percent) reported they had met with a representativefrom the host country during the pre-departure course. Of these, virtually all (96 percent) reported theyfound this exchange "very useful". Interestingly, of the 29 percent of Respondents who had had anopportunity to meet with a representative from the host country prior to their participation in the CILcourse, just 78 percent reported they found this earlier experience useful—20 percent less than thenumber of Respondents who rated the CIL learning experience as "very useful". This suggests that the structure and context of the CIL courses provides considerable "added value" in these importantintercultural exchanges.

Figure 12 : Stage of knowledge of social conventions in host country

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Figure 13 : Knowledge of historical, political & economic factors in host country

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To assist CIL clients in identifying areas in which course Participants might need more specific or additionaltraining, Respondents were also asked to report on their need for information in nine key areas related totheir project, and/or their pre-departure preparation. Participants' responses on all nine areas indicatedsubstantial acquisition of knowledge during the CIL courses (Table 4), and also highlighted importantareas for more targeted information or training.

Table 4: Profile of areas for additional information and/or training

"In which areas do you haveadequate information?"

Need a lotmore info

General information about thecountry

104

4524

3753

720

Need a littlemore

Have enoughinfo

Have morethan enough

PrePost

Specific information and resourcesabout the project

5237

3037

1320

45

PrePost

Information about the workenvironment

5129

3244

1424

12

PrePost

Strategies for involving stakeholdersin your project

5423

3139

835

23

PrePost

Skills for interacting with localpeople

3810

4740

1144

36

PrePost

Figure 14 : Opportunity to meet with representative

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Perhaps of greater significance and interest to the specific goals of the CIL courses, however, wereParticipants' responses to a series of questions which asked about their feelings of efficacy andpreparedness in dealing with nine key challenges common to intercultural assignments. Results showedsubstantial increases in Participants' readiness and preparedness to deal with intercultural challengesacross all nine areas that were probed (Table 5). These results suggest that the CIL courses areachieving their goal of building Participants' self-efficacy for dealing with the challenges they will face in their future international assignments.

Strategies for engaging local people 5014

3751

830

24

PrePost

Information about practical matterslike health, education etc.

208

5132

2544

314

PrePost

Strategies for adaptation 211

5421

2165

312

PrePost

Information to help you get startedon your project

4119

3940

1533

36

PrePost

Table 5: Participants' self-efficacy for dealing with intercultural challenges

"How well prepared are you to deal with the followingchallenges?"

Not at all

Learn about the country 20

2811

4746

2038

Somewhat Moderately Very well

PrePost

Obtain adequate information andresources about the project

115

4025

3546

1323

PrePost

Obtain adequate information aboutthe work environment

2010

4330

2843

816

PrePost

Strategies for involving stakeholdersin your project

306

4225

2350

418

PrePost

45

Totally

11

12

11

23

Finally, of interest in this context is the finding that Participants' collective confidence in their own knowledgeof the cultural norms and values within their country of assignment increased substantially from pre-test to post-test (Figure 15). That is, almost two-thirds (61 percent) of Participants reported a high level ofconfidence in their ability to correctly identify core norms and values in the host culture after the course,compared to slightly less than a quarter (24 percent) prior to taking the course. While on one hand, suchincreases are desirable and consistent with the course objectives, results reported earlier show residualgaps in Participants' deeper knowledge and understanding of some of the more subtle aspects of inter-cultural exchanges: in particular, their understanding and appreciation of the links between culturally-specific behaviours and the underlying parameters and values that render these logical and consistent.For this reason, it is recommended that this issue be raised and addressed in more detail in future CILcourses to foster a healthy and accurate awareness among Participants of both the extent and the limitsof their growing intercultural knowledge and skills.

Skills for interacting with localpeople

171

4123

2746

1329

PrePost

Strategies for engaging local people 274

4628

1843

823

PrePost

Information about practical matters,like health, education etc

112

3217

3941

1634

PrePost

22

12

Strategies for adaptation 130

4114

2945

1437

PrePost

25

Information to help you get startedon your project

184

3734

3236

1224

PrePost

12

26

Figure 15 : Confident can describe core values in host country and culture

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The first set of questions in this section of the evaluation questionnaire assessed Participants' ability tocorrectly identify common symptoms of culture shock. Results showed that more Participants' were ableto correctly identify symptoms of culture shock after participation in a CIL pre-departure course than wereable to do so prior to the course (Table 6). Specifically, at post-test, between 77 percent and 92 percent of Respondents correctly identified seven symptoms of culture shock, and about half correctly identifiedthe remaining two. The two behaviours that were less readily recognized by Respondents as possiblesymptoms of culture shock were "talking excessively" (48 percent at post-test) and "hyperactivity" (55percent at post test). However, results for both these "symptoms" showed substantial increases in thenumber of correct responses from pre-test to post test (respectively, 33 percent and 44 percent at pre-test). Only one "symptom" showed a decline in the overall number of correct responses over the durationof the course (i.e. "shoplifting", generally not considered to be symptomatic of culture shock) although the number of correct responses was still relatively high at post-test (77 percent correct compared to 89 percent at pre-test). It is also worth noting that in some of the published literature on this subject,behaviours like "shoplifting" may be considered indicative of culture shock in some instances. Suchbehaviours, while uncommon, are not absolutely ruled out.

33 Adaptation Skills; Self Knowledge; Intercultural Communications

Table 6: Common symptoms of culture shock

Indicate which of the following you consider to be symptoms of culture shock

Alcohol and/or drug abuse (T) 8438

Withdrawal from social activities (T) 9278

Feeling physically ill without apparent cause (T) 8667

Talking excessively (T) 4833

Depression (T) 9274

Shoplifting (F) 7789

Irritability (T) 8277

Hyperactivity (T) 5544

Changes in eating habits (T) 7966

% correct

Pre-test% correct

Post-test

25

A second set of questions related to cultural adaptation assessed Respondents' knowledge of the typicalstages and timing of cultural adjustment. Results showed that Participants' knowledge of the stages ofcultural adjustment improved substantially from pre-test to post-test, with 94 percent of Respondents ableto correctly identify the four stages of cultural adaptation after their course compared to fewer than half(48 percent) prior to the course (Figure 16). Similarly, there was a marked increase from pre-test to post-test (58 percent to 76 percent) in the percentage of Respondents who correctly answered a questionrelating to the initial stage of cultural adaptation (Figure 17).

With regard to the typical timing of culture shock, Participants' responses indicated some confusion as to what to expect, with just half (51 percent) recognizing at post-test that the most severe form of cultureshock does not usually occur within the first few weeks of arrival, with 39 percent incorrectly believing thatit did (Figure 18). An additional 10 percent reported they were uncertain.

Figure 16 : Identify four stages of cultural adaptation and adjustment

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Figure 18 : Expect most severe culture shock in the first few weeks

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Figure 17 : Depression is the first stage in cultural adaptation (false)

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Consistent with the CIL course objectives, results also showed that Participants' confidence in their abilityto develop effective strategies for managing their own adaptation and for dealing with intercultural challen-ges in their country of assignment increased following their participation in the course, with the majority(85 percent) reporting by the end of their course that they had either started developing or had finisheddeveloping a set of strategies to manage their adaptation, compared to just 53 percent prior to the course(Figure 19).

CIL's overarching objectives for this part of the course are that: Participants' recognize that culture shockis a common occurrence in international placements; and culture shock may be manifested in a variety of unexpected ways; and that Participants develop a set of strategies for managing their own adaptation.In this regard, Participants' overall knowledge and understanding increased substantially from pre-test topost-test, as did their awareness of the typical stages in cultural adaptation. Similarly, by the end of thecourse, the majority of Respondents (85 percent) had taken active steps to develop a strategy to managetheir own adaptation.

1While this course segment may benefit from some more detailed explanation and

discussion of what a specific behaviours are and are not typically regarded as symptoms of culture shock,together the results suggest that the courses are effective in developing Participants' knowledge, skillsand attitudes around successful cultural adaptation.

1 Two additional questions were included in this section of the evaluation instrument, but results are not reported here as their primary

purpose was to provide baseline measures for a follow-up study designed to examine two question of theoretical and practical interest to CIL: 1) Whether persons who are more able to tolerate uncertainty and ambiguity are better able to adapt in the field and 2) The extent to which it is either possible or desirable for those on overseas assignment to feel compelled to "compromise" or "change" their fundamentalvalues and principles in order to adapt.

Figure 19 : Stage of development of personal adaptation strategy

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Results also showed marked improvement in Participants' awareness of key factors affecting the qualityof intercultural communication following participation in the CIL courses. Specifically, after the courses, the large majority of Participants (91 percent) reported they were able to describe the differences betweendirect and indirect modes of communication compared to just 69 percent prior to the course (Figure 20).An additional two-thirds (66 percent) were able to correctly decode an ambiguous intercultural communica-tion after completing the course, compared to just half (51 percent) prior to the course (Figure 21).

Again, however, Participants' understanding and interpretation of communication styles and modes appearedto be affected by a persistent belief in a universal value system that overrode their appreciation of culturaldifferences. For example, despite emphasis in the pre-departure courses on fundamental differences incultural values and parameters through which all behaviour is situated and understood, half (50 percent)of all Respondents still agreed after the course that "while people may differ from culture to culture, a smileis a smile no matter where you come from"—virtually unchanged from the 52 percent of Participants whoresponded this way prior to undertaking the course (Figure 22).

44 Enhancing Intercultural Communication

Figure 20 : Able to describe difference between direct and indirect modes of

communication

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Figure 21 : Able to decode ambiguous intercultural communication

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28

Similarly, more than one-third of Respondents continued to believe after the course that ignoring someoneduring conversation was "considered rude" in all cultures (Figure 23), and one in five thought that " whenintroduced to local people, it is important to communicate respect and sincerity by looking them straight in the eye"—the same number of Respondents who held this belief prior to taking the course (Figure 24).

Participants' responses again suggest that they were better able to recognise and respect interculturaldifferences at a factual, or declarative level after their participation in the pre-departure courses. However,they were not able to fully appreciate the underlying differences in intercultural values and motives at amore fundamental (meta-cognitive) level. Given the short duration of the pre-departure courses includedin this evaluation, this is perhaps not surprising. It does, however, highlight the need for additional follow-up and reinforcement of the initial learning that occurs in the initial pre-departure training to maximise thesuccessful transfer of that learning to interculturally effective behaviours in the field.

Figure 22 : "A smile is a smile no matter where you come from" (false)

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Figure 23 : Ignoring someone during conversation is universally rude: (false)

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Figure 24 : "Important to always look people straight in the eye" (false)

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29

The CIL courses appear very effective in helping Participants articulate a clear vision for their overseasmission and in assisting them develop a tool and associated set of strategies for engaging stakeholders in the project. Eighty-six percent Respondents reported after their course that they now had a tool to help in the analysis of relevant stakeholders for their assignment, up from 36 percent prior to the course(Figure 25), and 78 percent reported they were confident they would be able to identify all key stakeholders,compared to just 61 percent prior to course participation (Figure 26).

Of some concern is the finding that just 54 percent of Respondents at post-test recognized that not allstakeholders would share their vision and goals for the project, an increase of just four percent from post-test (Figure 27). Twenty-six percent continued to believe (incorrectly) that all stakeholders would sharetheir vision and goals, while an additional one-fifth of Participants reported that they did not know whetherthis would be the case. It could be argued that not knowing whether stakeholders will share theorganization's goals and vision for the project might also be regarded as an appropriate response, as itreflects an openness on the part of the Respondent to consider and address differences in stakeholderperspectives. It would be useful to explore this issue in future data collections. For example, a minorwording change to the question (e.g. "I believe that all relevant stakeholders may not share our projectvision and goals") may yield different results.

55 Stakeholder Engagement and Personal Mission Statement

Figure 25 : Have a tool to use in stakeholder analysis

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Figure 26 : Confidence in ability to identify key stakeholders

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The final questions in this section assessed the extent to which Respondents had a clear vision and mandatefor their assignment abroad. In this regard results were very encouraging, with substantial positive changesoccurring from pre-test to post-test. Specifically, three-quarters (74 percent) of all Respondents reportedthey had developed a clear vision of what they wanted to accomplish on their assignment by the end ofthe course, compared to just over a half (55 percent) prior to the course (Figure 28). Similarly, over 70percent of Participants reported they had given a substantial amount of thought to their personal mandatefor the mission and had either made notes or written out their personal mandate after the course, comparedto just 37 percent prior to the course (Figure 29). These results are significant when it is considered that asubstantial number of Participants in the courses were spouses who were accompanying their partners ontheir mission. The data therefore suggest that the training is effectively meeting the learning objectives forthis part of the course.

Figure 27 : Recognize that not all stakeholders share project vision and

goals

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Figure 28 : Clear vision of personal and professional goals for assignment

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Figure 29 : Stage of development of personal mandate for the mission

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Taken together, results indicate that overall, the courses appear very effective in enhancing Participants'knowledge, skills and attitudes with respect to key aspects of culture and cultural theory. Furthermore, it appears that the CIL courses have significant merit, not only for developing Participant's declarativeknowledge of key facts about the host country and culture, but also for developing a deeper appreciationof more subtle, underlying differences in core cultural values. As such, Participants in the courses appearto be gaining important insights into the deeper nature of intercultural exchanges and work experiences,increased knowledge of key cultural characteristics of their host country, and a far greater understandingof factors that may potentially impair or impede effective interaction between persons from different cultures.

These findings also support a stage-based approach to intercultural learning and behaviour change, withParticipants' responses showing observable movement towards greater intercultural awareness throughoutthe course as well as an increased readiness and preparedness to take on the challenges of their overseasmission. Significantly, and consistent with the course objectives, Participants' self-efficacy for facing differentintercultural challenges also increased during the course.

The component of the CIL pre-departure courses developed specifically to address CUSO learningobjectives were developed around 10 key learning points related to:

1 Introduction to CUSO

. Improving knowledge of CUSO, including the organization and their role within it

2 Overseas Programming Cooperant Role

. Enhancing understanding of the context for CUSO's global work in international development and the Cooperant's role with that

3 CUSO and Development

. Improving knowledge of development history and issues, and where and why CUSO fits within that historical and geographical context

. Improving understanding of the concept of an "Integrated Cooperant" within CUSO, and the role of a CUSO Cooperant as a linkage builder

Conclusions: IE Competencies

Learning Points: CUSO

4

5

6

7

8

9

10

32

4 Power and Privilege

. Enhancing awareness and critical reflection of their own relative power and privilege in a global environment, and on the dynamics of discrimination

. Gaining a better understanding of how their own power and privilege will impact the way they work with and engage others while overseas

5 CUSO Policy and Procedures

. Increasing knowledge of the roles and relationships between the Cooperant, the partner agency and CUSO

6 Health Insurance

. Increasing knowledge of the benefits and procedures pertaining to the Cooperant Insurance Policy

7 Staying Healthy Overseas

. Increasing awareness and ability to assume appropriate responsibility for their own health and safety and identify ways to prevent and deal with health problems

8 Communications and CUSO

. Recognizing of the importance of: sharing their experience with Canadians before, during, and after placement

. Recognizing the various fundraising tools available for public outreach

. Recognizing the importance of protocol in fundraising and communications activities

9 Fundraising

. Increasing capacity to assist CUSO and Partner Organizations to raise funds

10 Results Based Management

. Increasing knowledge of Results based Management concepts and tools and their application at the placement level

. Increasing understanding of CUSO's program planning and reporting system and their role within this system

33

The CUSO portion of the CIL courses appears to be very effective in increasing Participants' fundamentalknowledge of CUSO mission, and evolution of the organization in over the past few decades. Prior to thecourse, only 57 percent of Participants reported that they were either moderately or very confident theycould explain CUSO's mission, compared to 97 percent after the course (Figure 30). Similarly, prior to thecourse, fewer than one in five (19 percent) reported they were confident they could explain the evolutionof CUSO in recent decades, while after the course, over three-quarters (76 percent) of Participantsreported they were confident they could do so (Figure 31).

This learning point focused on increasing Participants' understanding of the broader context for CUSO'swork in international development, and the Participant's role within this context. Participants were askedto rate their confidence in their ability to describe CUSO's plan for the region in which they would beworking, as well as their ability to identify the particular themes that were relevant to their own work and role within the organization. This was an area in which there was significant change in Participants'responses from pre-test to post-test. Prior to the course, just 14 percent reported confidence in theirunderstanding of CUSO's plan within the broader region, whereas after the course, over three-quarters(76 percent) reported they were confident they could describe this plan (Figure 32). Similarly, while 59percent of Participants felt confident they could identify which of CUSO's themes were most relevant totheir own work prior to the course, this rose to 93 percent, or almost all Participants, after completion ofthe course (Figure 33).

11 Introduction to CUSO

22 Overseas Programming Cooperant Role

Figure 30: Confidence in ability to explain CUSO's mission

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Figure 31: Confidence in ablility to explain CUSO in recent

decades

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34

Respondents' knowledge of the history of international development and the role CUSO had played withinthis history also appears to have improved substantially after participation in the course. Before the course,fewer than half (46 percent) of Participants reported they were confident they could explain the role CUSOhas played in the history of development (Figure 34). This rose to over 87 percent after completion of thecourse. Similarly, prior to the course, just one-third (33 percent) reported an understanding of the impactof CUSO's historical development had on their own role as a Cooperant, whereas after the course, thishad increased to over three-quarters (more than 75 percent) (Figure 35).

33 CUSO and Development

Figure 32: Confident to describe CUSO's plan in region of

assignment

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Figure 33: Confident to identify CUSO's themes relevant to

assignment

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Figure 34: Confident to explain role of CUSO in history of

development

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Figure 35: Confident to describe impact of CUSO's history on

Cooperant's role

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35

Another objective of this learning point focused on improving Participants' understanding of the concept of an "Integrated Cooperant" within CUSO, and as a linkage builder. There was significant improvement in the level of Respondents' confidence in their ability to describe what is meant by the term "IntegratedCooperant" (Figure 36) with 63 percent of respondents reporting after the course that they were eithermoderately confident (51 percent) or very confident (12 per cent) in their ability to do so, compared to 15 percent prior to the course (including 13 percent moderately confident and 2 percent very confident).While this represents a significant increase in Participants' confidence in this regard, it is important to note that over one third remained unsure about this concept.

Participants were also presented with a scenario that described a challenging situation that is oftenencountered in the field, and then asked to report their confidence in their own ability to develop astrategy for effectively addressing the situation. Prior to the course, fewer than half (48 percent) reported moderate confidence in their ability to deal with the situation and only one on ten (13 percent)reported high confidence. In contrast, after the course 80 percent of Respondents indicated they wereeither moderately confident (57 percent) or very confident (23 percent) in their ability to deal effectivelywith this challenging situation while on assignment, an increase of almost 20 percent from pre- to post-test (Figure 37). These results suggest that the course is assisting Participants to identify and developproblem-solving strategies to address challenging situations commonly encountered in the field, and isbuilding their confidence in their ability to deal with these kinds of situations while on assignment.

Figure 36: Condident to explain concept 'integrated placement'

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Figure 37: Confident to respond to problem scenario (description

provided)

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36

This learning point focused on developing Participants' awareness of their position of relative power andprivilege in a global context, and how systemic racism evolves, is manifested, and is reinforced.Participants' responses on all four evaluation questions indicated Participants' knowledge and awarenessof these issues was greatly enhanced form pre-test to post-test. For example, after the course threequarters (74 percent) of Participants recognized that they were a product of a racist society, compared to59 percent prior to the course (Figure 38) and 89 percent reported they were confident they coulddescribe ways in which systemic racism is produced, 13 percent more than at pre-test. (Figure 39).

Similarly, the majority of Participants (90 percent) reported after the course that they believed that mostCooperants carry with them characteristics of a dominant, powerful and privileged group, compared to 65 percent before training (Figure 40) and 82 percent were either moderately (57 percent) or veryconfident (25 percent) they could describe ways in which systemic racism is reinforced (Figure 41),compared to 44 percent at pre-test (including 32 percent moderately and 11 percent very confident).Together these results suggest that this learning module is effectively meeting the learning objectivesoutlined for this course component.

44 Power and Privilege

Figure 38: Belief that one is a product of a racist society

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Figure 39: Confident to describe the ways in which systemic racism is

produced

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Assessment of learning in this part of the course included the presentation of two common scenarios inintercultural work experiences to which Participants were asked to respond. Results suggest that whenParticipants are asked about issues that are clearly outlined in the CUSO policy manual, it appearslearning is greater. For example, when provided with a scenario describing a Cooperant falling in lovewith a person from the host country and wanting to return to Canada with her new partner, virtually all (95 percent) of course Participants' reported post-training that they were very confident they knew whereto find the policy on this issue in the CUSO policy manual, compared to just half (51 percent) at pre-test(Figure 42).

Similarly, when asked about a scenario describing difficulties related to differing job expectations andrealities in the field, three-quarters (72 percent) responded after the training that they knew not to contact the CUSO Ottawa office to resolve the situation, more than double the number who reported they understoodthis prior to taking the course (Figure 43). It is important to note, however, that one quarter of Respondentsstill remained uncertain about the procedures in this regard, and that this point may require additionalreinforcement in future CUSO courses.

55 CUSO Policy and Procedures

Figure 40: Believe most Cdn Cooperants have characteristics of a dominant, powerful & privileged group

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Figure 41: Confident to describe ways systemic racism is reinforced

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Finally, when asked if they expected that a CUSO officer in the field would intervene if they found themselvesin difficulty or conflict, the number of correct responses (i.e. those who agreed) increased from 55 percentprior to the training to 77 percent after training (Figure 44), again suggesting an increased understandingof correct CUSO protocol following participation in the course.

Taken together, the results for this learning point are encouraging, although they also suggest that thecourses may benefit from some additional emphasis on different aspects of CUSO procedures, so that all Participants achieve a clear understanding of the protocols across a broader range of situations andcircumstances encountered in the field.

Figure 42: Confident to find specific policy in CUSO policy manual

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Figure 43: Lines of communication w ith CUSO in Ottawa

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Figure 44: Expect Program Officer w ill intervene in case of conflict or

difficulty

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Results indicate high levels of learning among Participants from pre-test to post-test regarding the proceduresrelating to the Cooperant Insurance Policy. By the end of the course, 100 percent of Respondents reportedthey could correctly fill out CUSO's medical insurance claim forms, compared to just over half who felt theycould do so prior to training (Figure 45). Similarly, after the course 93 percent of Respondents correctlyanswered a question about the appropriate body to contact for the reinstatement of their health insuranceupon their return to Canada, compared to 77 percent before the course—a substantial improvement(Figure 46).

Also, after the course, 80 percent correctly identified the maximum amount of time CUSO's health insurancecoverage extended after the end of their posting and prior to their return to Canada, compared to just 37percent before the course (Figure 47). Respondents' self-reported knowledge of the full range of benefitsand procedures included in the Cooperant's insurance policy also increased from 43 percent at pre-test to85 percent post-training (Figure 48).

66 Health Insurance

Figure 45: Able to correctly complete CUSO's medical insurance claim

form

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Figure 46: Whom to contact to reinstate health coverage

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Figure 47: Knowledge of CUSO health policy travel extension

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Figure 48: Have detailed knowledge of Cooperant's insurance policy

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Participants' responses on the questions assessing their knowledge of preventive measures needed toensure health indicated, for the most part, a relatively high level of knowledge prior to the course. With theexception of two of the seven questions that probed their knowledge of precautions to prevent malaria, forexample, over 90 percent of all Participants responded correctly at pre-test. For the remaining two questions,61 percent and 87 percent answered these questions correctly at pre-test (Table 7).

Given that knowledge was generally relatively high prior to participation in the course, it is not surprising thatlittle change was observed in Participants' responses to these seven questions from pre-test to post-test.

When asked about their broader knowledge of all the precautions needed to stay healthy during theirassignment, results suggest that the training is having a positive impact on the Participants' level ofconfidence vis à vis their knowledge of preventive health measures. That is, prior to training, just 14percent of Respondents felt very confident and 51 percent felt moderately confident that they could list all of the precautions needed in order to stay healthy during their assignment overseas, for a total of 65percent. This increased to 43 percent who reported they were very confident and 51 percent who weremoderately confident (for a total of 94 percent), after the course (Figure 49).

77 Staying Healthy Overseas

Table 7: Participants' knowledge of preventive health measures

Can correctly identify precautions that can help protect them against malaria

a. Wearing long sleeved shirts at dusk. (T) 96.793.7

b. Boiling water (F) 86.988.9

c. Taking recommended anti-malarial drugs (T) 98.495.2

d. Sleeping with mosquito nets (T) 96.798.4

e. Allowing a few bites to build up an immunity (F) 96.7100

f. Citronella candles (F) 60.760.7

g. Repellant with DEET (T) 96.793.7

% correct

Pre-test% correct

Post-test

41

Questions for this learning point assessed Participants' commitment and readiness to engage the publicin CUSO public outreach activities. Responses indicated that Participants were quite committed to carryingout public engagement activities on CUSO's behalf, both before and after training. Prior to the course,already 81 percent were committed to becoming involved in public engagement activities on CUSO'sbehalf (Figure 50). This increased to 95 percent after the training. In addition, while just over half of thegroup (68 percent) reported prior to the course that they had begun to develop ideas of how they wouldmore actively engage the public in development awareness, 90 percent of Respondents had furtherdeveloped their ideas by the end of course (Figure 51).

88 Communications and CUSO

Figure 49: Confident to list health precautions

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Figure 50: Commitment regarding public engagement activities

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Figure 51: Have developed ideas regarding public engagement

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Participants also appeared to gain significant clarity around the tools and approaches used in publicengagement and media activities at CUSO during the training course. While prior to the course just over one-quarter (18 percent) were confident they could explain tools and procedures such as how to use the photo bank, almost all (93 percent) were confident they could do so after the course (Figure 52).

In addition, before the training only 11 percent and 2 percent had moderate and well-developed knowledgerespectively regarding CUSO's protocols when dealing with the media. After the course, 57 percent ratedtheir knowledge level as moderate and 30 percent as well-developed (Figure 53), for a total of 87 percent.

Participants also appear to gain a better understanding and working knowledge of what is expected ofthem by CUSO regarding public engagement activities. When asked prior to the course to rate their levelof confidence in their ability to distinguish when they need to contact CUSO and when they need toresolve an issue themselves, only one third of the group (33 percent) were moderately confident and onlyfour percent reported they were very confident they could make this distinction. Post-test results showeda marked improvement in this area, with the percentage of Participants who were moderately confidentthey knew when and whom they should contact at head office rising to 71 percent, and an additional 27percent reporting they were very confident they had this knowledge (Figure 54).

Figure 52: Confident to use photobank

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Figure 53: Knowledge of CUSO's media protocols

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43

Participants' responses suggest that while they are amenable to becoming involved in public engagementactivities, there was a certain reticence on their part when it came to fundraising. Specifically, just 28percent indicated prior to the training that they were moderately committed to fundraising activities, andonly 17 percent reported they were very committed. Post-training results showed an increase of 24percent in the number of Respondents moderately committed to undertaking fundraising (to 52 percent),but the percentage of Participants who reported they were very committed remained low (19 percent)(Figure 55).

Another question asked about CUSO's policy regarding assisting partner organizations in fundraisingactivities while overseas. Prior to the pre-departure course, 30 percent answered this question correctly.Again, while this increased to 73 percent post-test, over one-quarter remained unclear after the course asto how they should proceed (Figure 56).

99 Fundraising

Figure 55: Commitment to fundraising for CUSO

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Figure 56: Assisting partner organizations in fundraising

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Figure 54: Confidence to distinguish when it is necessary and appropriate

to contact CUSO

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There also seems to be some lingering confusion among Participants about specific protocols and proceduresrelated to fundraising. Prior to the course only one-quarter (27 percent) of Respondents reported theyknew which funders to contact for project proposals (Figure 57). This increased by post-test, but only to38 percent. When asked if they could clearly explain the procedures to take when fundraising for CUSO,while 67 percent indicated they could do so after the training—a marked improvement from the 15 percentwho answered positively prior to training—still one third of Participants remained uncertain (Figure 58).

Given the importance of fundraising to CUSO's mission and mandate, these results suggest that someadditional attention needs to be directed to identifying potential concerns among Participants' aboutfundraising generally, as well as to fostering their willingness and ability to do so effectively.

Over half of Respondents (56 percent) began the training with some knowledge of Results BasedManagement (RBM). By the end of the training, 88 percent of Respondents reported they could clearlydescribe what is meant by the term Results Based Management, resulting in a substantial improvement(Figure 59).

Participants self-reported ability to clearly explain the link between the RBM approach and the reportingsystem at CUSO also increased significantly from pre-test to post-test, with 92 percent of Respondentsreporting they could do so after completion of their course, compared to just 27 percent prior to thecourse—an increase of 65 percent (Figure 60).

1010 Results Based Management

Figure 57: Know who to contact for project proposals

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Figure 58: Able to explain fundraising procedures

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Results strongly suggest that substantial learning occurred across all ten CUSO learning points over theduration of the five day pre-departure course. Learning appeared greatest in those areas related to raisingawareness around issues such as power and privilege, the acquisition of factual knowledge related CUSOpolicies, and CUSO's historical role in international development and its linkages within the broader inter-national community and development environment.

While agreeing that fundraising is important, there appears to be some hesitancy and/or reluctance on thepart of some Participants about becoming actively engaged in fundraising activities on behalf of CUSOand/or partner organisations. The reasons for this may be many, and include an uncertainty amongParticipants about their own role or competence in this area of activity. The volunteer population fromwhich CUSO Cooperants typically are drawn may also be slightly more averse to fundraising activitiesthan other segments of the population, and may therefore not see this as part of their primary mandateand role.

Whatever the reasons, it is apparent that additional thought needs to be directed toward this portion of thecourse, in order to maximise Cooperants' understanding and appreciation of CUSO fundraising activitiesas well as their competencies in this area.

With regard to health and safety issues, some Participants already demonstrated a considerable knowledgein certain areas, particularly those related to measures to prevent diseases such as malaria (e.g. the needto boil water, precautions re: malaria). However, their confidence in their own knowledge of the appropriatehealth precautions to take in the host country improved substantially over the course of the training.

Conclusions: CUSO Competencies

Figure 59: Knowledge of RBM

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Figure 60: Link between RBM and reporting

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46

The findings of the Learning Level evaluation study provide strong initial support for the effectiveness ofthe CIL pre-departure courses, and important direction for the CIL course developers and Learning Specialists,CUSO, and other major client groups of the CIL. They also contribute to the ongoing development ofintercultural theory and knowledge in this important and developing field.

Results indicate that significant learning occurred among this group of Participants for both the learningpoints associated with the IE competencies as well as the learning points related to the specific mandateand activities of CUSO. At the same time, results suggested that certain areas of learning were moreamenable to change over a three- to five-day training intervention than were others.

Specifically, results demonstrated that substantial learning occurred across all ten CUSO learning pointsover the duration of the five day pre-departure course, particularly in those areas related to raising aware-ness around issues such as power and privilege, the acquisition of factual knowledge related CUSO policies,and CUSO's historical role in international development and its linkages within the broader internationalcommunity and development environment. They also highlighted areas for increased emphasis in thecourse and/or additional follow-up training (e.g. fundraising).

With regard to learning on the IE learning points, Participants showed a consistently higher ability tocorrectly identify key facts about the history, culture, political and economic characteristics of the hostcountry after the Pre-departure courses than they did prior to the course. After the course, they were alsobetter able to: identify symptoms of culture shock; recognise the stages of cultural adjustment; use a toolto identify key stakeholders in their project; articulate a vision for their overseas mission; describe thedifferences between direct and indirect modes of communication, and; identify certain aspects of culturalcharacteristics that differentiate between cultures, including perceptions of power and authority, concernsfor formal and informal protocols, degree of individualism vs. collectivism, than they were able to prior toundertaking the course. As such, the courses appear to be very effective in imparting considerableknowledge of these key aspects of culture and intercultural theory.

As well, Participants' confidence in their knowledge and understanding of the host country and culturealso consistently increased following their participation in the course, as did their perceived ability todevelop effective strategies for managing their own adaptation and for dealing with the challenges theywould likely encounter in their country of assignment.

Conclusions

47

In examining those areas that appeared more resistant to learning and change, these for the most partrelated to questions and issues that touched on fundamental values and core beliefs specific to Participants'own culture. Perhaps the most enduring of these "change resistant" areas seems to be a persistent beliefon the part of many Participants that despite outward appearances and overt cultural differences, there isa universal set of fundamental values to which people from all cultures subscribe: In other words, a beliefthat, while we may look and act differently, underneath we are all much the same. In short, despite therepeated emphasis placed throughout the pre-departure course on the relativity of different cultural valuesand belief systems, many Participants seemed unable to relinquish the notion of a universal belief systemthat overrides cultural differences.

The ability to make essential links between underlying cultural values and the behavioural expression ofthose values in different cultures requires a sophisticated level of understanding, knowledge and experience.Arguably, it is likely unrealistic to expect that higher levels of meta-cognitive knowledge such as this canbe attained in courses of only a few days duration. However, such courses play an extremely importantand useful role in providing an initial framework and context for continued follow-up and possible interventionin the field, as well as in the design of complementary learning experiences which aim to increaseParticipants' effectiveness in intercultural exchanges over the longer term. The Transfer Level evaluationnow being implemented by the Centre will address some of these essential questions and provide criticaldirection to the ongoing work of the CIL, and to the broader development of research and theory in thefield of intercultural effectiveness.

The Learning Level evaluation identified a number of important areas for further study and investigation in the implementation of the ongoing data collection on Learning Level outcomes, as well as the laterTransfer and Impact level evaluations recommended by the Kirkpatrick model. These include, but are not limited to, questions such as the following:

To what extent do aspects of the course environment (e.g. the design and location of the venue) play arole in facilitating or impeding learning? For example, do residential and in-house learning environmentsdifferentially affect factors like group cohesion, group dynamics, and openness to Learning amongParticipants?

Are there significant differences in the learning styles and needs of people at different life-stages, or ofdifferent genders, that need to be taken into account? If so, how might these be assessed and the CILcourses adapted to better accommodate these differences?

Recommendations

Learning Level Evaluation›

48

What is the effect of Facilitator style on the acquisition of knowledge, skills and interculturally appropriateattitudes among Participants?

Are there significant differences in the learning styles and needs of people from different occupationalgroupings and sectors (e.g. members of the RCMP; volunteer sector organizations; private sectororganizations)? If so, how might these be assessed and the CIL courses adapted to better accommodatethese differences?

How can the evaluation template be adapted to accommodate the assessment of Learning in courses ofdiffering lengths, including both shorter and longer duration courses?

What factors identified in the Learning Level evaluation predict successful Transfer of knowledge,skillsand attitudes in the field? For example, do those participants who in the Learning Level evaluationdemonstrated a greater ability to appreciate and recognize the underlying logic of differing culturalparameters, and make to the links between these parameters and specific cultural behaviours within that culture, also demonstrate a greater effectiveness and adaptability in the field? Are those who in the Learning Level evaluation demonstrated higher abilities in other areas also less likely to return earlyfrom their assignment than those who showed lower abilities? What kinds of factors are most important to the successful development of high-level meta-cognitive intercultural knowledge and skills?

The planned Transfer level evaluation will provide an excellent opportunity to pursue some of theseimportant questions.

In addressing these questions and others that are currently being developed as part of CIL's plannedTransfer Level evaluation, it is recommended that the CIL provide an opportunity in the coming weeks and months for stakeholders to hear, discuss and assess the implications of the findings of the LearningLevel evaluation for future research efforts and ongoing course development at CIL.

The Learning Level evaluation was characterized by a participatory approach which involved the fullengagement of CIL clients, Learning Specialists, and Facilitators in the development of the evaluationstrategy and instrumentation, and in the data collection. This approach proved to be very successful inensuring the quality of the overall strategy and questionnaire content, and in integrating the evaluationinto existing course structures. The CIL intends to continue this participatory approach as it movesforward with both the Learning Level evaluation, as well as the upcoming Transfer Level evaluation. The current research has identified a number of areas for consideration in further integrating therespective roles of Learning Specialists, Clients, Facilitators, and Research and Evaluation Specialists in the implementation of future phases of the overall strategy.

›

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49

There is a need to build and maintain consistency and standardization of terminology and conceptualframeworks used in the development of different courses. It is therefore recommended that a mechanismbe developed to provide all Learning Specialists with a standardized protocol and appropriate resourcesand tools (e.g. an item bank of parallel questions formally linked to a standardized set of Learning Pointsthat can be "mixed and matched" to suit the particular needs of a particular course). This mechanismwould allow the necessary flexibility in the development of different courses, yet at the same time provideconsistency with the requirements of the theoretical model used at the CIL (which underpins the designof all courses), and permit direct comparisons of Learning Level data collected on different occasions, in different courses, and across different venues.

Related to the above, it is recommended that a formal database and pool of items linked to specific LearningPoints be developed in order to: assist Learning Specialists in the ongoing design and development ofCIL courses and program; streamline the evaluation process; avoid duplication of effort, and, to ensurethat all items used to assess Learning on the various Learning points are consistent across courses andtherefore directly comparable (statistically) across different data collections. To ensure this consistency, it is recommended that any proposed changes to the wording of individual questionnaire items or to theway in which these items are logically linked to specific Learning Points be coordinated through a singlebody with designated responsibility for this function.

Similarly, to ensure the integrity of the data collection, data storage, and data analysis, it is recommendedthat primary responsibility for coordinating data collection, data management and data analysis rest with asingle coordinating body within the CIL with the appropriate level of expertise and knowledge in researchdesign, data collection, data management and statistical analysis methods. (More specific recommendationsregarding these methodological issues can be found in Appendix 4).

Given the integral role and place accorded evaluation in all CIL activities, it is recommended that LearningSpecialists be provided with basic training in questionnaire development and the logic and design ofevaluation research more generally. Similarly, it is recommended that all Learning Specialists andFacilitators be made aware of the role and purpose of the CIL's evaluation strategy and provided with instruction and training as to how the evaluation is to be implemented in CIL courses.

It is recommended that mechanisms be developed that would allow for ongoing feedback and input fromLearning Specialists, Clients, Facilitators and Course Participants to be continually integrated into theprotocols, procedures and instruments used in future evaluation efforts.

50

The CIL evaluation strategy includes provision for a Transfer Level evaluation. The transfer level evalua-tion is considered by Kirkpatrick to be an important and necessary step in any overall evaluation strategy.From the perspective of the CIL, the Transfer Level evaluation is necessary to establish the links betweenlearning gained by course Participants and later adaptation and interculturally effective performance in thefield. In moving forward with the transfer Level phase of the strategy, it is therefore essential to ensurethat the design of the Transfer Level evaluation is consistent with the tenets of the underlying theoreticalmodels used in the larger evaluation strategy, as well as the specific measures and instruments used in the Transfer Level evaluation. This will be necessary to enable the causal links between ParticipantLearning and later Transfer of Knowledge, skills and attitudes in the field to be assessed statistically.Baseline measures collected during the Learning Level evaluation for this specific purpose will play an important role in this regard.

The CIL recognizes that Kirkpatrick's model requires a final Impact Level evaluation to assess the longerterm outcomes and impacts of the initial intervention. While the CIL strategy makes a longer term provisionfor an Impact Level evaluation, resources are not yet available that will allow for this to be addressed inthe present evaluation plan. Currently, there is little research available on Impact Level outcomes in thebroader fields of intercultural effectiveness and cultural adaptation, largely because of the resources andlonger term commitment required in the conduct this kind of research. Yet it is widely recognized that thiskind of information is essential to the work of policy makers, and program developers working internationally.Given the importance of this type of research to both the work of CIL and its major Clients as well as tothe field more generally, it is therefore recommended that attention be directed over the coming yeartowards securing sufficient resources to permit at least a preliminary evaluation of the impact of the CILpre-departure courses on longer term outcomes such as retention and attrition rates.

Transfer Level Evaluation

Impact Level Evaluation

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51

1Vulpe, T., Kealey, D. Protheroe, D, & MacDonald, D. (2001) A Profile of the Interculturally Effective Person. Centre for Intercultural Learning, Ottawa, Canada.

2Kirkpatrick, D.L. (1994).Evaluating Training Programs: The Four Levels. San Francisco, CA: Berrett-Koehler.

3Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390-395; Prochaska, J.O., DiClemente, C.C., Velicer, W.F., Ginpil, S., & Norcross, J.C. (l985). Predicting change in status for self-changers. Addictive Behaviors, l0, 395-406; Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behavior. American Psychologist, 47, 1102-1114.

4Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.Bandura, A. (1982). Self-efficacy mechanisms in human agency. American Psychologist, 37,122-147.

5Bennett, Milton J. (1993). Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity. In R.M. Paige (Ed.), Education for the Intercultural Experience. Yarmouth,ME: Intercultural Press.

6See L. J. Cronbach, Essentials of Psychological Testing (4th ed. 1984); M. Sokal, Psychological Testing and American Society, 1890-1930 (1987); A. Anastasi, Psychological Testing (6th ed. 1988) for a detailed discussion of considerations involved in questionnaire development.

References

Appendix: Questionnaires1

Pre-post Questionnaire: 3-day Pre-Departure Course

www.intercultures.gc.ca Toll-free|Sans frais (Canada) 1.800.852.9211

Centre for Intercultural LearningCanadian Foreign Service Institute

Centre d'apprentissage interculturelInstitut canadien du service extérieur

Name:

How much would you say you currently know about the unwritten rules of social behaviour in yournative country?

Scale key1 = know nothing at all

10 = know everything there is to know

How much would you say you currently know about the unwritten rules of social behaviour in the countryyou are going to?

Regardless of where one comes from, we are all driven by the same motivations and desires.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Yes No

I could readily list ten values I hold which are directly influenced by my culture.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

While in the country of assignment, I believe that at times, local people will find my behaviour offensive.

know nothing know everything at all there is to know

1 2 3 4 5 6 7 8 9 10

know nothing know everything at all there is to know

1 2 3 4 5 6 7 8 9 10

Please indicate your agreement or disagreement with the following statements.

1|

2|

3|

4|

5|

2

Gender inequities we see in other cultures can make sense.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

How people behave in the workplace is quite separate from their cultural values.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Which of the following cultural characteristics serve to differentiate between cultures?(check any that apply)

Check which of the following you consider to be universal aspects of culture. (i.e. common to all cultures)

perceptions of power and authority

concerns for formal vs. informal protocols

inequity in gender roles

degree of individualism vs. collectivism

levels of expertise in modern technologies

commitment to democracy

True False

a. ignoring someone during conversation isconsidered rude wherever you go

b. people from all cultures care for their young and old

c. among close personal friends and family,formalities are dropped in social situations

d. in all cultures, evasiveness during conversationis considered a sign of distrust

e. people from all cultures share a need for social contact

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3

I find it difficult to function effectively when I am not quite sure what is going on in a situation.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

While outwardly we all have different traditions and customs, people from all cultures share commonfundamental values and rules which guide their behaviour.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I am fully aware of the cultural rules and values that govern my behaviour.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

All cultures share the same fundamental values (for example, about what is fundamentally right and what is fundamentally wrong , etc.).

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

One outcome of living in another culture is that one appreciates just how much better the Canadianway of life is.

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4

I have a clear vision of what I want to accomplish on my overseas assignment.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Which of the following statements most applies to you? (choose one only)

I have a tool that I plan to use in the analysis of relevant stakeholders for this assignment.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I believe that all relevant stakeholders in this project share our project vision and goals.

I am confident I will be able to identify all key stakeholders who have an interest in this project (or issue) during my assignment/once on assignment.

I have not yet had an opportunity to give much thought to what my personal mandate will be for this assignment.

I have been able to give some thought to what my personal mandate will be for this assignment.

I have been able to give a considerable amount of thought to what my personal mandate will be for this assignment and I have made some notes.

I have been able to give a lot of thought about what my personal mandate will be for this mission and I have written it out.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

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5

LC will definitely come into work on Saturday

LC might come into work on Saturday

LC probably will not come into work on Saturday

LC will definitely not come into work on Saturday

I don't know

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

When being introduced to local people anywhere in the world, it is important to communicate your respectand sincerity by looking them straight in the eye.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I could correctly describe the difference between direct and indirect modes of communication.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

While people appear different from culture to culture, a smile is a smile no matter where you come from.

Please consider the following dialogue and then answer the questions (TA=Technical Advisor; LC=Local Colleague):

Dialogue:

TA: It looks like we're going to have to come in on Saturday to finish this work. Can you come?LC: Yes, I think so.TA: That'll be a great help.LC: Yes. Saturday's a special day, did you know?TA: How do you mean?LC: It's my son's birthday.TA: How nice. I hope you all enjoy it very much.LC: Thank you.

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6

The first stage in adaptation to a new culture is most often depression.

The four stages of cultural adjustment are...(choose one option only)

Which statement most accurately describes you? (check one only)

Which of the following do you consider to be symptoms of culture shock? (check any that apply)

Excitement, Crisis, Enculturation, Adjustment

Honeymoon, Culture Shock, Recovery, Adjustment

Rational, Affective, Integration, Adjustment

Culture Shock, Orientation, Integration, Adjustment

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

1) I have not developed a set of strategies for how I will manage my adaptation in my host country - I am just going to play it by ear.

2) I have not developed a set of strategies for how I will manage my adaptation in my host country but I intend to before I leave.

3) I have started developing a set strategies for how I will manage my adaptation in my host country and I am still working on it.

4) I have developed a set of strategies for how will manage my adaptation in my host country.

a) alcohol &/or drug abuseb) withdrawal from social activitiesc) feeling physically ill, without apparent caused) talking excessivelye) depressionf) shopliftingg) irritabilityh) hyperactivityi) changes in eating habits

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25|

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7

While on assignment, I believe that I may at times behave differently from my fundamental values andprinciples would normally dictate.

The most severe form of "culture shock" usually occurs very soon after arrival.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I believe that one should never compromise his/her principles and values even when living in different cultures and circumstances.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

In the past, I have at times behaved differently from what my fundamental values and principles wouldnormally dictate.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

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29|

30|

31|

8

Using the scale below, please indicate your current knowledge of your host country.

know nothing know everything at all about my host country about my host country

1 2 3 4 5 6 7 8 9 10

I know nothing about the socializing "dos"and "don'ts'" of the host culture

I know a little about the socializing "dos"and "don'ts" of the host culture

I know a moderate amount about the socializing "dos" and "don'ts" of the host culture

I know a lot about the socializing "dos"and "don'ts'" of the host culture

Which statement best describes your current knowledge of social conventions in the host country?Check one only

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I am confident I could correctly describe the core values with respect to gender, class, authority, religion, arts,etc. within my host culture.

32|

33|

34|

9

In which areas do you think you have adequate information to get you started on your overseas assignment, and in which areas do you think you need more information and resources?

- general information about the country(history, geography etc)

- specific information and resources about the project

- information about the work environment

- strategies for involving stakeholders in your project

- skills for interacting with local people

- strategies for engaging local people

- information on practical matters, like health, education of children etc.

- strategies for adaptation

- information to help you get started on your project

- other (please specify)_________________________

- other (please specify)__________________________

Need Need Have Have Donta lot a little adequate more Knowmore more information than

information information adequateinformation

35|

10

Right now, how well-prepared do you feel to be able to deal with each of the following challenges instarting your new assignment?

a) I have had the opportunity to meet with a representative(s) from my host country in order to learn about my country of assignment.

Yes No

Not Somewhat Moderately very totallyAt all prepared prepared well preparedprepared prepared

- learning enough about the country (history,geography etc)

- obtaining adequate information and resources for the project

- obtaining adequate information about the work environment

- developing strategies for involving stakeholders in your project

- developing skills for interacting with local people

- developing strategies for engaging local people

- finding out about practical matters, like health, education of children etc.

- developing strategies for adaptation

- obtaining adequate information to help you get started on your project

- other (please specify) ___________________

- other (please specify) ____________________

b) If "yes", how useful was it to meet with representatives from the host country, in terms of your own knowledge development?

Not at all slightly moderately veryUseful useful useful useful

36|

37|

Questionnaire: CUSO Pre-departure Course

www.intercultures.gc.ca Toll-free|Sans frais (Canada) 1.800.852.9211

Centre for Intercultural LearningCanadian Foreign Service Institute

Centre d'apprentissage interculturelInstitut canadien du service extérieur

POST CIL 1-37Name:

How much would you say you currently know about the unwritten rules of social behaviour in your native country?

1|

2|

3|

4|

5|

Scale key1 = know nothing at all

10 = know everything there is to know

How much would you say you currently know about the unwritten rules of social behaviour in the countryyou are going to?

Regardless of where one comes from, we are all driven by the same motivations and desires.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Yes No

I could readily list ten values I hold which are directly influenced by my culture.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

While in the country of assignment, I believe that at times, local people will find my behaviour offensive.

know nothing know everything at all there is to know

1 2 3 4 5 6 7 8 9 10

Scale key1 = know nothing at all

10 = know everything there is to know

know nothing know everything at all there is to know

1 2 3 4 5 6 7 8 9 10

Please indicate your agreement or disagreement with the following statements.

2

Gender inequities we see in other cultures can make sense.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

How people behave in the workplace is quite separate from their cultural values.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Which of the following cultural characteristics serve to differentiate between cultures?(check any that apply)

Check which of the following you consider to be universal aspects of culture(i.e. common to all cultures).

perceptions of power and authority

concerns for formal vs. informal protocols

inequity in gender roles

degree of individualism vs. collectivism

levels of expertise in modern technologies

commitment to democracy

True False

a. ignoring someone during conversation isconsidered rude wherever you go

b. people from all cultures care for their young and old

c. among close personal friends and family,formalities are dropped in social situations

d. in all cultures, evasiveness during conversationis considered a sign of distrust

e. people from all cultures share a need for social contact

6|

7|

8|

9|

3

I find it difficult to function effectively when I am not quite sure what is going on a situation.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

While outwardly we all have different traditions and customs, people from all cultures share commonfundamental values and rules which guide their behaviour.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I am fully aware of the cultural rules and values that govern my behaviour.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

All cultures share the same fundamental values (for example, about what is fundamentally right and what is fundamentally wrong , etc.).

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

One outcome of living in another culture is that one appreciates just how much better theCanadian way of life is.

10|

11|

12|

13|

14|

4

I have a clear vision of what I want to accomplish on my overseas assignment.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Which of the following statements most applies to you? (choose one only)

I have a tool that I plan to use in the analysis of relevant stakeholders for this assignment.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I believe that all relevant stakeholders in this project share our project vision and goals.

I am confident I will be able to identify all key stakeholders who have an interest in this project (or issue) during my assignment/once on assignment.

I have not yet had an opportunity to give much thought to what my personal mandate will be for this assignment.

I have been able to give some thought to what my personal mandate will be for this assignment.

I have been able to give a considerable amount of thought to what my personal mandate will be for this assignment and I have made some notes.

I have been able to give a lot of thought about what my personal mandate will be for this mission and I have written it out.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

15|

16|

17|

18|

19|

5

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

When being introduced to people anywhere in the world, it is important to communicate your respectand sincerity by looking them straight in the eye.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I could correctly describe the difference between direct and indirect modes of communication.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

While people appear different from culture to culture, a smile is a smile no matter where you come from.

Please consider the following dialogue and then answer the questions:

(TA = Technical Advisor, and LC= Local Colleague).

Dialogue:

TA: It looks like we're going to have to come in on Saturday to finish this work. Can you come?LC: Yes, I think so.TA: That'll be a great help.LC: Yes. Saturday's a special day, did you know?TA: How do you mean?LC: It's my son's birthday.TA: How nice. I hope you all enjoy it very much.LC: Thank you.

LC will definitely come into work on Saturday

LC might come into work on Saturday

LC probably will not come into work on Saturday

LC will definitely not come into work on Saturday

I don't know

20|

21|

22|

23|

6

The first stage in adaptation to a new culture is most often depression.

The four stages of cultural adjustment are...(choose one option only)

Which statement most accurately describes you? (check one only)

Which of the following do you consider to be symptoms of culture shock? (check any that apply)

Excitement, Crisis, Enculturation, Adjustment

Honeymoon, Culture Shock, Recovery, Adjustment

Rational, Affective, Integration, Adjustment

Culture Shock, Orientation, Integration, Adjustment

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

1) I have not developed a set of strategies for how I will manage my adaptation in my host country - I am just going to play it by ear.

2) I have not developed a set of strategies for how I will manage my adaptation in my host country but I intend to before I leave.

3) I have started developing a set strategies for how I will manage my adaptation in my host country and I am still working on it.

4) I have developed a set of strategies for how will manage my adaptation in my host country.

a) alcohol &/or drug abuseb) withdrawal from social activitiesc) feeling physically ill, without apparent caused) talking excessivelye) depressionf) shopliftingg) irritabilityh) hyperactivityi) changes in eating habits

24|

25|

26|

27|

7

While on assignment, I believe that I may at times behare differently from what my fundamental valuesand principles would normally dictate.

The most severe form of "culture shock" usually occurs very soon after arrival.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I believe that one should never compromise his/her principles and values even when living in different cultures and circumstances.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

In the past, I have at times behaved differently from what my fundamental values and principles would nor-mally dictate.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

28|

29|

30|

31|

8

Using the scale below, please indicate your current knowledge of your host country.

know nothing know everything at all about my host country about my host country

1 2 3 4 5 6 7 8 9 10

I know nothing about the socializing "dos"and "don'ts'" of the host culture

I know a little about the socializing "dos"and "don'ts" of the host culture

I know a moderate amount about the socializing "dos" and "don'ts" of thehost culture

I know a lot about the socializing "dos"and "don'ts'" of the host culture

Which statement best describes your current knowledge of social conventions in the host country?(Check one only)

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I am confident I could correctly describe the core values with respect to gender, class, authority, religion, arts,etc. within my host culture.

32|

33|

34|

9

In which areas do you think you have adequate information to get you started on your overseasassignment, and in which areas do you think you need more information and resources?

- general information about the country(history, geography etc)

- specific information and resources about the project

- information about the work environment

- strategies for involving stakeholders in your project

- skills for interacting with local people

- strategies for engaging local people

- information on practical matters, like health, education of children etc.

- strategies for adaptation

- information to help you get started on your project

- other (please specify)_________________________

- other (please specify)__________________________

Need Need Have Have Donta lot a little adequate more Knowmore more information than

information information adequateinformation

35|

10

Right now, how well-prepared do you feel to be able to deal with each of the following challengesin starting your new assignment?

a) I have had the opportunity to meet with a representative(s) from my host country in order to learn about my country of assignment.

Yes No

Not Somewhat Moderately very totallyAt all prepared prepared well prepared prepared prepared

- learning enough about the country (history,geography etc)

- obtaining adequate information and resources for the project

- obtaining adequate information about the work environment

- developing strategies for involving stakeholders in your project

- developing skills for interacting with local people

- developing strategies for engaging local people

- finding out about practical matters, like health, education of children etc.

- developing strategies for adaptation

- obtaining adequate information to help you get started on your project

- other (please specify) ___________________

- other (please specify) ____________________

b) If "yes", how useful was it to meet with representatives from the host country, in terms of your own knowledge development?

Not at all slightly moderately veryUseful useful useful useful

36|

37|

Questionnaire: CUSO Pre-departure Course

www.intercultures.gc.ca Toll-free|Sans frais (Canada) 1.800.852.9211

Centre for Intercultural LearningCanadian Foreign Service Institute

Centre d'apprentissage interculturelInstitut canadien du service extérieur

POST CUSO 38-69Name:

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you could explain CUSO's mission?

Not Slightly Moderately Very Confident Confident Confident Confident

If asked, I am confident that I could explain the evolution of CUSO in recent decades.

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you could describe CUSO's plan for the region within which you will to be working?

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I am confident that I can identify which of CUSO's themes is relevant to my work.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I am confident that I could explain what role CUSO has played in the history of development.

38|

39|

40|

41|

42|

11

12

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you could describe what impact CUSO's history in development has on yourrole as a cooperant today?

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you can clearly describe what is meant by the concept "integrated placement"?

Not Slightly Moderately Very Confident Confident Confident Confident

Scenario: You have been in your posting for one year. You have become disillusioned and convincedthat your project does not support "good development." Money is being spent on infrastructure and inareas you consider non-priority. Nothing you have done seems to be making a difference. You have no real influence to make changes. How confident are you that you can develop a strategy to address this situation despite these challenges?

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I believe I am a product of a racist society.

43|

44|

45|

46|

13

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I am confident that I could describe the ways in which systemic racism is produced.

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you could describe the ways in which systemic racism is reinforced?

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Most Canadian cooperants and international development workers carry with them characteristics of adominant, powerful and privileged group.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Scenario: During the first month of your placement, it becomes clear that the job and the expectedoutcomes are very different from what you had anticipated. It is important that you communicateimmediately with the CUSO Head Office in Ottawa to let them know the situation.

Not Slightly Moderately Very Confident Confident Confident Confident

Scenario: A single co-operant has adjusted very well over an eight-month period - so well that she/hehas fallen in love and wants to marry a counterpart from the country of assignment. They plan to returnto Canada at the end of the contract. How confident do you feel that you know where to find CUSO'spolicy on such an issue in the policy manual?

47|

48|

49|

50|

51|

14

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I expect that, if I am in difficulty or in conflict while I am in the field, the Program Officer in CUSO's officewhere I will be working will intervene.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I could correctly fill out CUSO's medical insurance claim form.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

Once in Canada after my CUSO contract, it is necessary to contact my provincial health insurance to havemy health insurance coverage reinstated.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

CUSO's health insurance policy covers a CUSO cooperant for a maximum of 45 days' travel extensionafter the end of their posting and only before re-entering Canada.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I have a detailed knowledge of the full range of benefits and procedures included in the cooperantsinsurance policy.

52|

53|

54|

55|

56|

15

The following precautions can help protect me against malaria(check any that apply)

Wearing long-sleeved shirts at dusk.Boiling waterTaking recommended anti-malarial drugsSleeping with mosquito netsAllowing a few bites so that I can build up my immunityCitronella candlesRepellant with DEET

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I have begun to develop ideas for how I will more actively engage the public in development awareness before, during and after my placement.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I am committed to participating in a minimum of one public engagement activity for CUSO (articles, photos, presentations).

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I am confident that I could explain how CUSO uses its photo databank.

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you could list all of the precautions needed in order to stay healthy during yourassignment overseas?

57|

58|

59|

60|

61|

16

Not Slightly Moderately Very Confident Confident Confident Confident

How confident are you that you can clearly distinguish between those situations where you should contact CUSO about a given issue or problem, and those situations where it is expected that you will resolvethe issue or problem yourself, without contacting CUSO?

Not Slightly Moderately Very Commited Commited Commited Commited

How committed are you to undertaking fundraising efforts on behalf of CUSO?

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If my colleagues in my partner organization overseas want me to assist them in fundraising, I must explain tothem that I am not permitted to do so.

What is your current knowledge of CUSO protocols regarding any dealings you might have with the media?(Choose one)

I have no knowledge of CUSO protocols regarding my dealings with the mediaI have a little knowledge of CUSO protocols regarding my dealings with the mediaI have moderate knowledge of CUSO protocols regarding my dealings with the mediaI have a well-developed knowledge of CUSO protocols regarding my dealings with the media

65|

64|

63|

62|

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I know which funders to contact for project proposals with CUSO and the local partners.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I could clearly explain the procedures to take when fundraising for CUSO.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

I can clearly describe what is meant by the term “Results Based Management”.

Strongly Moderately Slightly Neither agree Slightly Moderately StronglyDisagree Disagree Disagree or disagree agree agree agree

If asked, I could explain the link between a RBM approach and the reporting system at CUSO.

66|

67|

68|

69|

17

Appendix: Profile Sheet2

www.intercultures.gc.ca Toll-free|Sans frais (Canada) 1.800.852.9211

Centre for Intercultural LearningCanadian Foreign Service Institute

Centre d'apprentissage interculturelInstitut canadien du service extérieur

Your name? (Please print)_________________________________________________

Your age? ________________years

Your sex? Male Female

Are you in a long term relationship with a spouse or partner?

Will your spouse or partner be accompanying you on your overseas assignment?

No Yes

If yes, please state their age and sex below:

How many boys?_________ What are their ages? _____________________

How many girls? _________ What are their ages? _____________________

Do you have any children aged 18 years and younger living at home with you?

Do you have older, dependent parents or relatives living at home with you?

Date:______________ CD/PR:________________Office use only

No Yes

No Yes Not applicable

No Yes

If yes, please state their age and sex:

How many older male relatives?_________ What age(s)? ________________

How many older female relatives? _________ What age(s)? _____

1|

2|

3|

4|

Please state your current knowledge of English and French using the grid below.

If neither English nor French is your first language, what is the language you speak and understand best?

Current Occupation in Canada:

ENGLISH Not at all Slight Moderate Good Extremely good

Understand SpeakReadWrite

FRENCH Not at all Slight Moderate Good Extremely good

Understand SpeakReadWrite

Are there any other languages you speak and understand?

No Yes

If yes, please list these languages:

Your job/role while overseas:

At what stage of the project will you be working: inception, start-up, implementation or wrap-up?

5|

6|

7|

8|

9|

Have you had any previous experience with another culture?

Have you attended previous pre-departure or intercultural effectiveness programs:

No Yes

If yes, please specify when, the location and length of stay:

No Yes

If yes, please specify when and through which organization?

THANK YOU!

10|

11|

Appendix: Learning Points and Question Grid3

2 Aug 2005: Coded Learning Points, IEP codes and question numbers: CIL 3-Day Pre-Departure Course Questionnaire & CUSO 5-day Questionnaire

Understanding of the concept of

culture; IEPs: 3.1 have a conceptualunderstanding of how culture affectsall people and societies.3.2 understand the influence of theirown cultural conditioning and howsome values of their own culture maycause problems.

Self-knowledge; IEPs: 6.1 have anunderstanding of their own cultureand how it has shaped how theythink, feel, and react to people andevents.6.3 recognize and are able tomanage their own reactions toambiguity.

Intercultural Communication;

IEPs: 7.5 can empathize with, notjust understand intellectually, howthe locals see the world.

1. Appreciate that we allcarry invisible culturalrules which may differfrom those of others,resulting in judgments andbehaviours on both sidesthat inhibit understanding.

2. Use a model to decodeintercultural confusion.

1.1 PAX can describe links b'nvisible & invisible portions ofculture.

1.2. can identify elements ofone's own culture.

1.3. values validity & logic ofany culture.

1.4 can make links b'n maincultural behaviours & mainparameters that render theselogical & consistent.

7

53

40

14

28

1

21

47

34

8

pd1ru1

pd2run1

m2t40#11

t2v28#12

o2fp1#13

i2q21#13

w2k47#14

C2a34#14C2b34#14C2c34#14C2d34#14C2e34#14C2f34#14

pd3uni1pq9#2pq9#3pq9#4pq9#5

pd10ns2

d1ruh1

d2run1

mot40#11

tnv28#12

offp1#13

ineq21#13

wrk47#14

CCa34#14CCb34#14CCc34#14CCd34#14CCe34#14CCf34#14

d3uni1q9#2q9#3q9#4q9#5

d10uns2

1, new

2, new

(7 discarded)

(53 Correlatewith 11 3d G.V.)

3

(14 discarded)

4

5

6

7

8

(8 discarded)

9, new

10, new

1, new

2, new

3

4

5

6

7

8

9, new

10, new

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Personal and Professional

Commitment; IEPs: 9.2 have a clearand realistic awareness of their ownmotivations and expectationsregarding the assignment andpersonal life abroad.

Organizational Skills; IEPs: 8.4

maintain a focus on the task to beachieved while managing culturaland organizational resistance.

3. Formulate a focusedstatement of their intentfor their overseas missionthat will guide them asthey plan for theirdeparture and begin toform relationships withtheir overseas partners.

60

pd11sh1

pd12aw1

pd13rl

c2n60#13

pd15cl3

pd16mn3

d11shv1

d12awr1

d13rw1

can60#13

d15clv3

d16man3

11, new, revisedversion of 53

12, new

13, new

14

15, new

16, new

11

12, new

13, new

14

15, new

16, new

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Organizational Skills;

IEPs: 8.2 develop personal andprofessional networks of local,national and internationalstakeholders.8.4 maintain a focus on the task to beachieved while managing culturaland organizational resistance.8.5 possess a degree of politicalastuteness that allows them toassess realistically the balance ofcompeting forces in an organizationand its environment.

Relationship-building; IEPs: 5.2 helpto get people of diverse cultures towork together in a task functionalway.

4. Construct a map of allrelevant stakeholders andanalyze it to provide abasis for research nowand action on arrival.

pd17tl4

pd18rl4

pd19st4

d17tl4

d18rel4

d19stk4

17, new

18, new

19, new

17, new

18, new

19, new

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Understanding of the concept of

culture; IEPs: 3.2 understand theinfluence of their own culturalconditioning and how some values of their own culture may causeproblems.

Intercultural Communication;

IEPs: 7.1 are able to convey theirthoughts, opinions, andexpectations in a way that isunderstandable yet culturallysensitive.7.3 can establish shared meaningswith local people, so that foreignersand local people understand what issaid in the same way.

Relationship-building; IEPs: 5.2 helpto get people of diverse cultures towork together in a task functionalway.

5. Practise applyingfamiliar and newcommunication strategiesto intercultural scenarios.

4.1 Understanding the otherperson's reasons andreferents in relation to one'sown reasons and referents.

4.2 Describing different modesof communication in use in ourculture vs. host culture.

55

9

42

16

d2g55#21

s2le9#41

e2y42#42

c2m16#42

dlg55#21

smle9#41

eye42#42

com16#42

23 (35 discarded)

22

20

21

23

22

20

21

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Adaptation skills; IEPs: 1.1 are ableto cope with the stress of cultureshock and the ongoing challenges of living in another culture.1.2 Beyond coping, IEPs actuallyenjoy an enriching experience in the host culture.1.3 Without abandoning their ideals,behave in some ways differently inthe host culture than at home in orderto enhance acceptance in the newculture.

6. Construct a model ofadaptation, compare toone's own experience, andlist strategies for coping.

3.1 Able to compare usualsymptoms of culture shock inforeign assignments with one'sown ways of reacting to stress.

3.2 Develop personalstrategies for managing theiradaptation.

61

29

2

22

48

a2d61#31

pd25sg6

s2a29#31s2b29#31s2c29#31s2d29#31s2e29#31s2f29#31s2g29#31s2h29#31s2i29#31

c2hk2#31

c2p22#32

a2d48#14

q30post

q31post

adp61#31

d25stg6

sca29#31scb29#31scc29#31scd29#31sce29#31scf29#31scg29#31sch29#31sci29#31

cshk2#31

cmp22#32

adp48#14

q30pre

q31ore

24

25, new

27

28

29

26

30, new(June 04)

31, new(June 04)

24

25

27

28

29

26

30, new

31, new

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Knowledge of host country and

culture; IEPs: 4.1 demonstrate adesire to learn about the host culture.4.2 possess knowledge of the history,geography, social mores, customs,and socio-economic conditions etc.of the host country relevant to theassignment.4.3 possess knowledge of the localorganization in which they work, thepolitical processes of the country andorganization, and local managementpractices.

7. Practise interacting withand learning from arepresentative of the host culture.

2.1. Increase generalknowledge of host country,including cultural norms and values.

54

41

c2v54#21

v2a41#21

pd32kn7

pd33a7gpd33b7spd33c7wpd33d7npd33e7kpd33f7tpd33g7ppd33h7dpd33i7gpd33j7l

pd34a7lpd34b7rpd34c7npd34d7ipd34e7kpd34f7npd34g7dpd34h7apd34i7o

pd35a7ppd35b7u

cnv54#21

val41#21

d32knw7

d33a7gnd33b7spd33c7wkd33d7ind33e7skd33f7std33g7prd33h7add33i7gsd33j7lr

d34a7lrd34b7red34c7nvd34d7ind34e7skd34f7end34g7edd34h7add34i7ob

d35a7opd35b7us

32

33

34, new

35, new

36, new

37, new

32

33

34, new

35, new

36, new

37, new

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Introduction to CUSO

• Emphasize mission of CUSO and implications on their work.• Budget changes since 80s—changes and impact in the field

Overseas Programming Cooperant

Role

• Plan for the region (overseas) and how they will fit into it• Overview of staff in the region• Project proposal writing:contacts/ideas/who to go to.

Acquire further knowledge ofCUSO, the organization andtheir role within it

The context of CUSO's global work in internationaldevelopment and thecooperant's role within that.

10

56

17

33

mi2s10c7

ev2o56c7

p2n17c8

t2h33c11

miss10c7

evol56c7

pln17c8

thm33c11

38

39

40

41

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Development

• What is development?• Past decades and trends indevelopment—where did CUSO fit?• Case study: An integratedplacement• Gender and development• How to make your project more“integrated”?

Overview of the history ofdevelopment, providing acontext for CUSO's work.

CUSO's role in thedevelopment community

Explore participants'perspectives aboutdevelopment

Vision of CUSO's partnershipwork in Canada

How cooperants' placementsfit within CUSO's vision ofdevelopment

63

4

50

24

25

h2st63c9

h2s4c9

nw42c9p

s2e50c9

hist63c9

his4c9

nw42c9

scn50c9

42

43

44, new

45

(24 discarded)

(25 discarded)

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Power and Privilege Reflect upon discriminationand their own power &privilege, describe howsystemic oppression isproduced and reinforced, anddeepen their critical reflectionsand appreciation of thecomplexities of solidarity workin the South.

They will be able to identifythe main stakeholders of theirproject overseas and valuehow their own power andprivileges will impact the waythey engage with others intheir life and work overseas

37

11

57

44

18

r2c37c10

k2c11c10

r2c57c10

d2m44c10

rct37c10

knrc11c9

rcs57c10

dom44c10

46

47

48

49

(18 discarded)

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Policy and Procedures:

• Confirming the motivation and expectations of the threestakeholders (Cooperant, thepartner agency and CUSO) in the Cooperant program.• Familiarize themselves withvarious policies and administrativeprocesses governing thecooperants' contract and placementwith CUSO.• Learning to use the CooperantPolicy Manual as a key problem-solving resource.

Health Insurance

• Overview of insurance benefits,forms and how to complete them.• Procedures to follow prior todeparture, while overseas and upon return.

Knowledge of the roles andrelationships between thecooperant, the partner agencyand CUSO.

Knowledge of the benefits and procedures around theCooperant Insurance Policy.

32

64

43

5

51

38

26

j2b32c11

lv64c11

i2nv43c7

md2n5c12

h2t51c12

h2p38c12

nw54c12p

job32c11

lov64c11

invn43c7

mdin5c12

hlt51c12

hpl38c12

nw54c12

50

51

52 (based on #43,but with newwording)

53

54

55

(26 discarded)

56, new

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Health

• Overview of immunizations, foodand water precautions, diarrhea,malaria, HIV/AIDS, parasiticillnesses, heat, altitude sickness, jet lag, rabies and other commonlyencountered tropical diseases in order to assist cooperants inidentifying their personal health risks at their posting• Identify preventative healthmeasure before, during and after their posting

Enable pax to takeresponsibility for their own health and safety andidentify ways to prevent anddeal with health problems.

12

58

p2e12c13

p2a58c13p2b58c13p2c58c13p2d58c13p2e58c13p2f58c13p2g58c13

pre12c13

pr58ac13pr58bc13pr58cc13pr58dc13pr58ec13pr58fc13pr58gc13

57

58

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Communications

Steps to take to educate the public:• examine all availablecommunications tools which can beused for public education andengagement work• use of photography to promote our work• ethics of photography• info which should accompanyphotos• explanation of photo databank and how photos are made availableto the regional offices• storytelling as a tool for publiceducation and fundraising• media relations—what arejournalists looking for?• protocols when dealing with the media• protocols with media and CUSO

The cooperants will:• recognize the importance of sharing their internationalexperience with Canadiansbefore, during and after theirplacement;• recognize the variouscommunication andfundraising tools that can beused in their public outreachstrategy; and• identify the importance of protocol.

45

19

6

65

27

52

p2n45c14

p2b19c14

p2bk6c14

nw60c14p

nw61c14p

pln45c14

pub19c14

phbk6c14

nw60c14

nw61c14

59 (new wording)

60

61

62, new

63, new

(65, discarded)

(27, discarded)

(52, discarded)

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Fundraising

• Use “Cooperants Taking Action”Software• Examples of fundraising ideas• Procedures to follow whenfundraising.

Results Based Management

• What kind of reporting does CUSOrequire from cooperants and why• What is RBM and how is it appliedto development projects• What are some of the challengeswe face in applying RBM—principles/tools to CUSO'sCooperant programming?

Greater capacity to assistCUSO and PartnerOrganizations to raise funds.

To increase cooperantknowledge of RBM conceptsand tools and to discusstheir application at theplacement level.

To reinforce the cooperant'sunderstanding of CUSO'sprogram planning andreporting system and their role within that.

13

59

31

20

46

f2d13c15

f2n59c15

f2nd31c8

nw65c15p

nw66c16p

r2m20c16

fnd13c15

fnd59c15

fndr31c8

nw65c15

nw66c16

rbm20c16

64

65

66

67, new

68, new

69

(46 discarded)

IEP Competency Codes/GeneralAreas of Learning

CIL 3-Day CoreLearning Points

CUSO 5-day Core andCUSO Learning points

CUSO

Pilot

Question number Variable Code

PostPreCUSO Standard

(as of July 2004)

3-day

Standard

Appendix: Data Management4

1

In order to maintain comparability of results across sessions and over time, a level of standardizationneeds to be maintained in the questionnaires over a cycle of programming. Any unsystematic changesmade to existing questionnaires leads to fundamental errors in the larger data set and a loss of data andcomparability. To avoid these problems, the following is recommended:

All revisions to existing questionnaires need to be coordinated, vetted and recorded by the person withsenior responsibility for evaluation at CIL.Regular opportunities to provide feedback and suggestions for improvement of the instrumentation needto be built into the questionnaire development process. All changes to questionnaires be made according to a predetermined schedule, e.g. once a year.All changes to questionnaires be made according to sound principles of question construction anddevelopment, e.g. with regard to scaling, scale anchors, wording, social desirability, avoidance ofquestions that are leading, etc.Measures need to be taken to ensure that any replacement questions are internally consistent with thosethey replace.

For the same reasons as above, we make the following recommendations regarding the development of new courses and the construction of new questionnaires:

All new questionnaires need to be coordinated, vetted and recorded by the person with seniorresponsibility for evaluation at CIL.All learning points need to be consistent with the approach and theoretical basis which inform the work of CIL. Wherever possible, build upon the work done to date in developing the learning points for different courses.Similarly, when developing instruments to measure learning on different learning points, use questionsand questionnaires developed previously for these learning points.Do not use questions used for one learning point to assess learning on a conceptually different learning point.Regular opportunities to provide feedback and suggestions for improvement of the instrumentation needto be built into new course and questionnaire development process. All new questionnaires development be guided by a clear set of guidelines and procedures and whereverpossible a predetermined schedule, e.g. every quarter.All new questions and instruments need to be developed according to sound principles of questionconstruction and development, e.g. with regard to scaling, scale anchors, wording, social desirability,avoidance of questions that are leading, etc.

Data Management and Quality Control Procedures

Questionnaire DevelopmentRevisions to Existing Questionnaires

Construction of New Courses and Questionnaires

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2

There needs to be consistency of translation across different occasions, and be performed by translatorswho are familiar with the basic concepts being measured and any technical language and terminologyused in the instruments. For these reasons, we recommend in-house translation whenever possible.Either back translation methods or systematic verification procedures be used to ensure consistencyacross all linguistic versions of questionnaires (including consistency of both questions and scales).All translated versions need to be coordinated, vetted and recorded through the senior personresponsible for evaluation and data management.

All facilitators involved in any aspect of data collection or questionnaire administration be provided with an initial brief training and written guidelines to ensure standardization of procedures.Periodic re-training of all facilitators in order to maintain consistency and quality of data collection.

Individual participants must fill out all questionnaires, including both profile and pre- and post-test in thesame language, e.g. if a participant fill out a pre-test in French, their post-test must also be in French.Sufficient questionnaires in each language must be on hand at all times to allow participants to fill out the questionnaires in the language of their choice.Participants must never be given their pre-test results when filling out their post-test questionnaires.When collecting questionnaires, all facilitators must check that each respondent has clearly marked eachquestionnaire with their name and has completed all the questions on each questionnaire.At the end of each course, all facilitators must complete a cover sheet recording essential informationregarding the number of respondents, date of session, venue any other notes concerning the specifics of the data collection.

If participants will be completing the on-line course prior to an in-class course, it is important that they fillout the pre-questionnaire before proceeding to the on-line course.The procedures for importing data files from the on-line data collection vehicle need to be streamlined.

Translation and Verification

Facilitator Training

Questionnaire Administration

On-line Data Collection

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Data Collection Procedures

3

All questionnaires need to be filed and kept in one identified location at the CIL.Questionnaires to be grouped by session id number and then ordered sequentially according to subject id number.There should be an accompanying list of all questionnaires with Subject's name, id number and sessionid number included on the list. As questionnaire data is added to the master data file, they should beadded to the list.

Each set of pre- and post-questionnaires completed by a participant in a CIL course needs to beassigned an id number in sequential order, in keeping with the master data file (e.g. no id number can be repeated and new id numbers need to continue on from last number entered).The subject id number needs to be written with "subject id" on the participant's profile sheet, pre- and post-questionnaires.

A session id number needs to be assigned for each set of questionnaires related to each course whenpre- and post-questionnaires are completed as part of the course learning evaluation.Each session number linked to the CIL course needs to be assigned in sequential order, in keeping withthe master data file (e.g. no id number can be repeated and new id numbers need to continue on fromlast number entered).The session id number needs to be written with "session id" on the participant's profile sheet, pre- and post-questionnaires.

All questions are assigned a unique variable code and label which remains unchanged as long as thequestion and related response scale continues to measure the same learning content (e.g. the wording of a question may vary slightly, but as long as it will provide an assessment of the same learning content,it will retain the same variable code).If new items are used in new or existing questionnaires, new and unique variable codes need to beassigned to these items, in keeping with the approach used in the master data file.All new variable codes and labels need to be vetted and recorded through the senior person responsiblefor evaluation and data management.

Subject Id

Session Id

Collecting and Filing Questionnaires—Data Collection Records

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Variable Codes and Labels

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Data Entry and Management

1

2

3

4

4

All response scales are assigned numeric values and these remain unchanged as long as the questionand response scale remains constant. Data needs to be entered into SPSS according to these assignednumeric values.Assigned variable codes and labels cannot change during the data entry process.Periodic checks to ensure accuracy should take place during data entry to minimize errors.

After input, all data files are examined and cleaned by two analysts to remove any inadvertent errors and to ensure accuracy of the results. Data cleaning procedures include the following:

1 Questionnaires from the different sessions are randomly selected and raw data compared to entries in the master data file to ensure accuracy of data input.

2 Descriptive statistics, including range, means, medians and standard deviations, are calculated foreach variable to identify any miscoded, mis-keyed values, outliers, unlikely values, etc., in the data set. All necessary corrections are made by manual reference to the original raw data and questionnaires, and verified by both analysts.

3 Logic checks for unlikely values and/or results are conducted and all necessary corrections made.

4 The structure of the data file needs to be examined carefully in order to identify any systematicstructural errors, such as inadvertent column shift, deletions, skips, etc. and any necessary correctionsneed to be made.

Data Cleaning

Data Entry Procedures

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