Jane Elliott first piloted the Blue eyes-Brown eyes exercise on April 6, 1968, the day after the assassination of Dr. Martin Luther King, Jr.

This article by Sandra Fowler "defines cross-cultural training and briefly traces its history. The power of using simulation games for cross-cultural training is described.  The history of the author is intertwined with the use of simulation games for cross-cultural training. Personal history with specific games...is traced, and trainers who have influenced the author's development as a simulation gamer are cited" (Fowler, p. 464).

Williamson, D. (2002). Forward from a critique of Hofstede’s model of national culture. Human Relations, 55(11): 1373-1395. https://doi.org/10.1177/00187267025511006

According to Lederman (1992), "The process of debriefing is not ancillary to the educational experience to which it is tied. Debriefing is an integral part of any learning experience that is designed to be experience based.... Although a good debriefing may look as it if is natural and spontaneous, it is a predictable process with necessary parts and elements..."

Orr, L. M. & Hauser, W. J. (2008). A re-inquiry of Hofstede's cultural dimensions: A call for 21st century cross-cultural research. The Marketing Management Journal, 18(2), 1-19. 

"The point of the debrief is not necessarily to make sure all the participants take away the exact same thing—they won’t. That’s the beauty of intercultural learning. However, you do want to ensure most of your learners take away something of value—a new way of seeing things, a connection they hadn’t made before, or a question to consider. And you want to ensure that you have a sense of what that is, and that it’s not completely contrary to the goals of the activity" (Harvey, 2019).

Tung, R. L. & Verbecke, A. (Oct. 2010). Beyond Hofstede and GLOBE: Improving the quality of cross-cultural research. Journal of International Business Studies, 41(8), 1259-1274. 

This is a special issue about culture and international business, specifically dealing with Hofstede and GLOBE. 

Experiencing,

Publishing

Processing

Generalizing

Applying

Jones, M. (2007). Hofstede – Culturally questionable? Oxford Business & Economics Conference. Oxford, UK, 24-26 June, 2007. Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1389&context=commpapers

Hofstede, G. (Oct-Nov. 2003). "What is culture? A reply to Baskerville." Accounting, Organizations and Society, 28(7-8), 811-813. ISSN 0361-3682. 
https://doi.org/10.1016/S0361-3682(03)00018-7.
 

McSweeney, B. (2015). Hall, Hofstede, Huntington, Trompenaars, GLOBE: Common foundations, common flaws. In Transculturalism and business in the BRIC states: A handbook. New York: Routledge.

Richard B. Powers' entire article is interesting. Along toward the end, he makes some observations about the importance of the debrief.

Thiagi’s six-phase model to structure debriefing questions

This stimulation is designed to improve teamwork and features three stages: vision, design, and drawing (p. 217). 

This is a simulation about trade negotiations. 

This is a "framework for creating discussions in synthetic culture roles" (p. 176). It is not a simulation. 

In this role-playing activity, groups act out conflicting scenarios (p. 174). 

This activity asks participants to both recall a cross-cultural exchange and to perform synthetic culture analysis (p. 173). 

In this activity, participants will name words with positive connotations for synthetic cultures and compare them to other choices. 

This chapter teaches readers about how Hofstede's six dimensions can affect dialogue and to identify some strategies for dialoguing across some of these dimensions. 

This book section explains synthetic and real cultures and offers examples (p. 126). 

This activity presents seven different workplace situations (p. 120).

This activity tests participants' knowledge of synthetic cultures (p. 118).

This is an awareness exercise that asks participants to try to understand another person's reactions (p. 116). 

"An Ohio school superintendent has apologized for a class exercise that asked middle school students to choose from a list of racially, ethnically and religiously diverse candidates to save or leave behind if Earth were 'doomed for destruction.'

"The assignment presented 12 potential spaceship passengers, including 'a militant African-American medical student,' 'a Hispanic clergyman who is against homosexuality,' 'an Asian, orphaned 12-year-old boy,' 'a homosexual male professional athlete,' and a '60-year-old Jewish university administrator.' The students were instructed to select eight to take to safety on another planet, ranking them from the most deserving to the least..." (Caron, 2018).

In this activity, participants will examine personal attributes for cultural or personal preferences (p. 83). 

"In 1988, managers at Lucky Stores, a Dublin, California-based grocery-store chain, attended diversity-training workshops, during which they identified common stereotypes for women and minorities. The trainers designed the exercise to raise awareness of potential prejudices so that managers could deal with employees more effectively. The effort backfired..." (Caudron, 1993).

This section features ten stories designed to teach the dimensions of culture (p. 46).

This is an in-person, 3-credit course from IES Abroad that seeks to develop students’ intercultural awareness and knowledge as  it applies to management. 

This on-site course from St. Mary's College is designed for returnees. Students reflect on and integrate their learning from the experience of studying abroad. They also generate data as they learn through qualitative and quantitative psychological research methods.

This one-credit online course from the University of Minnesota is designed for study abroad students to help them understand/process their intercultural experience, skill-set, and knowledge. 

This CIEE on-site course is designed to develop its students' skills, knowledge, and understanding so they can communicate and engage more appropriately and effectively in their host city and in other intercultural contexts.

This in-person course at Purdue University is for study abroad returnees. Its purpose is to  help students process and understand their study abroad experiences in light of current literature on models of culture, ideas about global citizenship, intercultural communication and development. It is a one-credit course that meets once a week. 

This is a one-credit online course open to select Engineering and College of Science students at Purdue University. While abroad, students will complete supplemental readings and guided assignments which will document their study abroad learning and create a portfolio of individual skill acquisition.

This activity teaches participants to express feelings about being unfairly treated or experiencing discrimination, as well to understand privilege and stereotypes. 

This exercise gives "participants an opportunity to clarify the personal values that influence the choices they make" (p. 71).

This activity suggests that students can "create a cultural profile of the experience of engaging Siri on questions that are important or interesting to [them]." Students create a profile of the responses emanating from the questions they ask.

From the abstract: "Promoted as an emotional pre-requisite for cross-cultural understanding, the notion of empathy connects with tourism in a variety of ways. This article explores this connection by considering the current and potential role of empathy in tourism encounters and tourism studies. The discussion develops a critical understanding of the positioning of empathy in tourism, highlighting the importance of examining empathy’s limitations and risks. It is argued that important differences lay between an unquestioned or non-reflective empathy and a more ‘unsettled’ empathy, which is reflective and renders possible a productive sense of shame. The article concludes by considering the possibilities of and for empathy within tourism and tourism studies, and by suggesting questions to take the links between tourism and empathy forward."

In this activity by Hofstede, Hofstede, and Pederson, participants will role-play conflict-prone situations and learn about synthetic cultures.

In the Identity Beads activity, participants use different colored and sized beads to represent aspects of their identity.

In this activity, participants use questions to discuss their backgrounds with a partner.

In this icebreaker, the facilitator writes questions on a beach ball. Participants answer the questions based on where their thumb touches the ball when they catch it.

In this unique activity, participants learn how to get to know each other without asking questions.

In this activity, participants answer questions pulled from a jar to learn about their intercultural experiences and their identities. 

In this activity, participants will find 6 differences between them based on more than physical appearance. 

This activity asks partners to ask and answer ​​​​25 Questions to learn more about their experiences and emotions.

This activity will teach participants about how to analyze their assumptions about culturally different others.

The Parable is a well-known activity that teaches participants about their cultural values. In the Downloads section of the tool, CILMAR has added two new versions of the parable—“A Modern Parable” and “A Lab Parable."

RadioLab has a podcast about the moral puzzle, The Trolley Problem, that deals with life, death, and sacrifice. 

This is the same quiz mentioned in the "Who'd Be on Your Spaceship" article. 

This article from The New York Times describes a diversity quiz icebreaker activity went wrong. The quiz was used with students who were not the intended age and were not properly prepped or debriefed. 

This simulation from Simulation Training Systems examines ethics, assumptions, and decision-making processes. 

This diversity game teaches participants to rethink concepts of diversity, respect, and group memberships.

This Thiagi jolt asks participants to role play to better understand the impact of distractions and self-talk. 

Mindsets, an activity by Janet Bennett, also analyzes passages for the IDC stages. 

Gay-Rights Movement Ventures Beyond Urban America is an activity where participants read an article about gay rights and analyze it for the IDC stages. 

This simulation analyzes non-verbal communication, decision-making, and suspending judgment. 

Hollow Square is an activity that studies the dynamics involved in planning and accomplishing a task to be carried out by others. 

Meteorite is an activity that teaches about dealing with and reconciling different perspectives. 

Ice Sculpture is an activity that has participants attempt to reconstruct a sculpture from another culture and practice communication skills. 

Hello in Different Languages, an activity by J. Niell, teaches participants about different languages and exposure to language. 

In this chapter resource, readers learn how to select and prepare a simulation.

In this workplace scenario activity, participants will discuss their responses to work scenarios. 

In this activity, participants compare their view of an image to other participants' to learn how viewpoints are mediated through culture.

In the Trade Mission simulation, participants analyze and participate in trade negotiations.

In this aptly titled activity, participants analyze synthetic versus real cultures.

This activity allows synthetic cultures to interact. 

Participants in this activity role-play conflict-prone situations. 

Identity Dialogues is a chapter from Hofstede that teaches how the six dimensions affect dialogue.

In this chapter resource, readers learn how to select and prepare a simulation.

This online tool teaches users about the value dimensions and compares countries and their value dimensions. 

This activity has participants summarize what they know/have learned about Hofstede's cultural dimensions. It is a helpful review or activity to combine with others selected in this Collection. 

Participants in this activity match behaviors with Hofstede and Pedersen's synthetic cultures. 

Follow-the-Sun Global Technology Team is an activity where participants experience working in teams and discuss communication issues. 

Flashes is an activity where participants implement the six dimensions to cross-cultural exchanges. 

Find Favorite Words is an activity where participants name positive words for a culture. 

In this activity, participants learn about the degrees of culture shock. 

In Cross-Cultural Encounters, participants of this activity learn about the cultural reasons motivating people's reactions. 

This activity also teaches the dimensions of culture and cultural difference. 

Participants in this activity will imagine an interaction and their responses to another person.

Participants in this activity will examine their cultural and personal preferences. 

Piglish is a language-learning exercise developed by J. M. Blohm, C. Hartley, & T. Lapinsky. It teaches the process of learning a new language.

L. Nevalainen & M. White's activity in Building cultural competence: Innovative activities and models identifies characteristics in cultural values.

Dividing the Spoils, an activity by C. Storti in Figuring foreigners out, examines individualist vs. collectivist cultures. 

Thiagi's simulation Chatter analyzes group interactions and communication.

RaFa RaFa is another simulation from Simulation Training Systems and is similar to BaFa Ba Fa.

The simulation BaFa BaFa, published by Simulation Training Systems, examines cultural stereotypes, language, and communication between different groups. 

This activity from Stringer & Cassiday's 52 Activities for improving cross-cultural communication also examines cultural patterns between different groups.

T. Gochenour's cultural simulation in Beyond Experience features a Welcoming Ceremony between the members of the Albatross culture and guests.
 

In this simulation, participants visit a culture that differences from their own (“East” culture vs. “West”). They become aware of some dimensions of culture (e.g. time, history, work) and their impact on behavior.

Participants in this activity will describe the cultural and emotional meaning of a song with a person of another culture. 

This reflective activity will ask participants to imagine another point of view and reflect on empathy. 

Participants using this media resource will learn how narratives and stories, such as "single stories," are reflective of our stereotypes.