JOURNAL OF MANAGEMENT EDUCATION / June 2002 Anakwe / CROSS-CULTURAL SENSITIVITY EXERCISES, ACTIVITIES, AND SIMULATIONS THE ART OF DIALOGUE IN BUILDING CROSS-CULTURAL SENSITIVITY IN THE CLASSROOM

Intercultural training engaged in by organizations varies, with some orga-nizations having an elaborate training program focusing on different groups (e.g., Intel; Odenwald, 1993) and others providing training on a specific need basis. The usefulness of developing cross-cultural sensitivity is acknowl-edged by many (e.g., Black & Mendenhall, 1990; Deresky, 2000), as the suc-cess or failure of many overseas businesses depends on the presence or lack of such cultural awareness or sensitivity. Organizations adopt different approaches to intercultural training; how-ever, Tung (1981) noted that most of the approaches include one or more of the following: area studies programs, cultural assimilator, language training, sensitivity training, and field experiences. Although these approaches focus on developing cross-cultural sensitivity, their emphasis and mode of instruc-tion vary. For instance, area studies are designed to provide more factual information on an assigned country through documentaries on geography, stages of economic development, politics, and culture. Therefore, we can sa