• List of culture-specific learning resources for participants that will assist them in learning
more about the new place in which they will be working, and how they will work in this
new environment. These should be prepared in advance and can include in-company
resources and contacts as well as books, videos, or online resources that provide such
1. Explain the purpose and objectives of the exercise. Describe and discuss how important it
is for expatriates to understand the implications of their cross-cultural roles and
relationships. Solicit a few examples from the participants.
2. Distribute Handout 1 and instruct the participants to read it and to study the charts and
diagrams. Ask them to picture their own key roles and responsibilities as expatriates.
3. After the participants have read the handout, ask for a volunteer with whom to conduct an
actual role analysis, as a demonstration of the technique for the group.
4. Conduct the exercise by interviewing the volunteer to obtain the information needed.
Explain the instructions for the exercise while demonstrating it. (See instructions below.)
5. Distribute the flipchart paper, pens, and other materials.
6. Instruct the participants to follow the instructions and the examples of the handout and the
demonstration, while doing their own individual exercises.
7. Circulate among the participants (with training assistants, if available) to answer questions
about the process.
8. When the participants have completed the exercise, brainstorm and record on a flipchart
the cross-cultural role requirements and learning needs they have discovered.
9. Summarize what has taken place, and wrap up by:
• recommending items that the participants can use to fulfill their requirements (use the
learning resources list you prepared in advance for this);
• encourage the participants to save their flipchart sheets and to update them as they
learn more about their roles and relationships in-country.
1. On the first sheet of paper, the participants draw a diagram consisting of a ring of four or
five circles, with one circle in the center. Remind them of the diagram used in the case of
Tanya and Filipe. They place their own names in the central circle and label each of the
other circles with the names of those cross-cultural counterparts most important to their
success. They indicate relationships with close counterparts by positioning those circles