In this chapter, we attempt to summarize the vast literature on evaluation of cross-cultural training programs. We start by discussing theoretical frameworks that can be gainfully employed for assessing the effectiveness of training programs. Evaluation frameworks have stressed the need to consider affective, cognitive and behavioral dimensions of training and the need for evaluations to assess economic, social and psychological outcomes. Theoretical frameworks suggest whether, how and why training programs are effective. Our review, however, also suggests that there is a large gap between optimal training evaluations and the reality of existing empirical research. We present empirical research on the effectiveness of CCT for outcomes grouped according to the Kirkpatrick’s four levels of training evaluation. Best practices for training design and delivery are also presented. Finally, we review the role of individual differences in cross-cultural training success, basically underscoring the need for an aptitude by treatment interaction.

Professor Harry Triandis has contributed to the development of the field of cross-cultural training by developing constructs like isomorphic attribution (Triandis, 1975), methods like culture specific simulators (Fiedler, Triandis, & Mitchell, 1971), theoretical frameworks for developing and evaluating culture simulators (Triandis, 1977, 1984), and applications of individualism and collectivism to cross-cultural training (Triandis, Brislin, & Hui, 1988). This paper examines his contributions by evaluating, both quantitatively and qualitatively, how his work has influenced the field of cross-cultural training and the work of other researchers in this field of study.