The purpose of this study was to develop a manager's planning guide to aid
in the development and improvement of international training projects through
the use of the Total Project Acculturation (TPA) concept. The use of TPA
promotes comprehensive learning through the use of project specific and
culturally adaptive learning and teaching methodologies.
The study focuses on individual differences, as they pertain to learning and
teaching styles, and their interaction with individual subjective cultures. The TPA
concept assert that once individual differences have been identified, training
projects can be effectively designed and taught to accommodate them.
TPA, as conceptualized by the author, visualizes all training projects as
having three areas of major influence: 1) project management; 2) project
learning; and 3) project culture. Within this context, TPA asserts that there is an
intense relationship between individual subjective cultures, learning and teaching
styles and comprehensive learning and teaching experiences. When the TPA
concept is properly implemented, project personnel, training project designs and
training methodologies can be culturally as well as characteristically matched to
promote more effective learning.
A comprehensive Project Manager's Planning Guide was developed to act
as a pathfinder for providing logical direction to the design and implementation of
a totally acculturated training project. It was designed to be implemented with
both new and existing international training projects. The guide describes a step-by-
step sequence that allows the user to track the acculturation process as it is
being developed.
The Project Manager's Planning Guide is designed around an Acculturated
Learning Component which divides international training into four primary areas:
1) project inputs; 2) project personnel; 3) project planning and design; and 4)
project learning. Each area is designed to complement the TPA concept.
This study suggests that Total Project Acculturation can enhance the
effectiveness of international training projects by:
1) Characteristically and psychologically matching the international
training project management, technical assistance teams, project
designs and methodologies to the training participant's
individual learning styles
2) Perfecting the project's learning and teaching proficiency by
encouraging the "learning to learn" concept through the design and
implementation of whole brain learning opportunities that promote
equal practice in each of Kolb's (1976, 1985) four learning
dimensions
3) Utilizing project specific, culturally adaptive learning and teaching
methodologies throughout every phase of the training project to
include staff and training participant selection and development,
project planning and design activities, learning environments and
teaching and learning methodologies. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37235 |
| Date | 28 May 1991 |
| Creators | Blood, Pieter H. |
| Contributors | Sredl, Henry J |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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