Abstract

Connections are drawn between the development of intercultural sensitivity, interpersonal skills, and globalization. Fostering active learning skills enhances interpersonal skills, and enhanced interpersonal skills facilitate growth along Bennett’s (1993) developmental continuum of intercultural sensitivity. We discuss how to integrate these qualities into leadership efforts, and call for research on how to test these assumptions as part of globalization efforts beyond the classroom. It is the belief of the authors that critical thinking skills are an essential precursor to interpersonal effectiveness and that interpersonal skills are an essential prerequisite for multicultural effectiveness. These researchers provide students the following description of this four-step active learning model: 1.) Recitation–state known facts or opinions. A critical component of this step is to acknowledge what aspect(s) of what is being stated is factual and what is based on opinion. 2.) Exploration–analyze the roots of those opinions or facts. 3.) Understanding–involves an awareness of other views and a comprehension of the difference(s) between one’s own opinion (and the facts or other opinions upon which that opinion is based) and the opinions of others. 4.) Appreciation–means a full awareness of the differences between our views and opinions and those of others. The result should be a complete awareness of the similarities and differences between our own opinions (and the roots of those opinions) and those of the “other”. The primary focus in this workshop is outlining the assignments we use to enhance active learning, intercultural sensitivity, and multicultural effectiveness. We believe these assignments provide a model by which future leaders are “taught” how to nurture these competencies in globalization efforts. Future research will need to assess the degree to which these skills are then utilized by those leaders to build regard for cultural differences while simultaneously building on cultural similarities.