Training and Developmenttool for improving the quality of an organization human resourcesaims to improve current work skills and behaviouraims to increase an employee’s abilities in relation to some future position or job

Importance of training:

• Preparatory training for expatriates• Post-arrival training for expatriates• host-country nationals (HCNs) and third-country nationals (TCNs)

Components of effective pre-departure training

• Cultural awareness programs• Preliminary visits• Language training• Practical assistance• Training for the training role• TCN and HCN expatriate training• Non-traditional assignments and training

Language training

• The role of English as the language of world business

• Host country-language skills and adjustment• Knowledge of the corporate language

Practical assistance

• Information that assists relocation• Assistance in finding suitable accommodation

and schooling• Further language training• Makes an important contribution to

adaptation of expatriate and accompanying family members to the host location

How international teams benefit the multinational

• Fosters innovation, organizational learning and transfer of knowledge

• Assists breaking down of functional and national boundaries

• Encourages diverse inputs• Assists in developing broader perspectives• Develops shared values

Development of international teams

HCN training• Phase 1

· Training Objectives

• Phase 2· Identify the type of

Global Assignment

• Phase 3· Determining

Training Needs

• Phase 4 · Establish

Goals and Measures

• Phase 5· Develop

and Deliver the CCT Programme

• Phase 6·

Assessment of Effectiveness

• Phase 5· Methods

of Training

Objectives of training inMNC• Gaining information about the parent

organisation and its global existence and objectives.

• The acquisition of technological know-how specific to the organisation

• The role of the new subsidiary in the MNCs Road Map

• General awareness about parent country norms, culture and work methods

Corporate Induction

• Corporate history, heritage, founders, promoters and investors• Industry overview, company’s market share and positioning,

competitors, growth• Company’s specific product and service background• Inducting to corporate and local leadership teams• Future plans for growth• Role of subsidiary• Communicating to corporate vision and mission statement,

philosophy• The HR policies of subsidiaries• Basic work practices of subsidiary

Methods of training:

– On-the-Job – Class room training – On-site visits – Mentoring – E-learning – Web based coaching

TCN training:

• Besides training of HCN and PCN, TCNs also need to be trained.

• The focus is on ascertaining the technical, cultural and managerial fit of the person for the role.

• The approach is similar to that of the HCN

Cross Cultural Training

• CCT is a process of orientation and skill improvement mainly on host culture and work life behavior

Types of CCT

• Environmental briefing – geography, climate, housing, and schools.

• Cultural orientation – cultural institutions, value systems of the host county.

• Cultural assimilators - inter cultural encounters. • Language training – communication effectiveness • Sensitivity training – to develop attitudinal flexibility. • Field experience – to make the expatriate familiarize

with the challenges of assignment.

Design of Training:

• First level training to focus on learning about host country’s culture, language, politics, business, geography, religious values and history. Through seminars, videos, meetings with citizens of the country before assignment begins.

• Second level training deals about assignment itself. Requirements of the position – technical, managerial knowledge needed company officials can do that before leaving.

Design of Training:• Third level training deals with preparing him for

new job at new location to be done by whom he is replacing.

• Fourth level training – how he / she adjust and adapts to new environments, by providing assistance.

• Fifth level training addresses re entry back home and contact with people at home and visit home during vacation.

CCT Strategy

• Ethnocentric staffing strategy – focus in training to cross culture and cultural assimilation initiative.

• Polycentric staffing shift the training focus to technology training, parent country culture, policies and work plan values.

• Geocentric / Re-geocentric – focus in parent company and the particular technology of the organization

Stages of a successful CCT

identifying traing needs

identify the types of global assignments for which CCT is required

determine the specific CCT needs

evaluate whether CCT was effective

develop & deliver CCT program

establish the goals & measures for evaluating training effectiveness

Cross-Cultural Training Methods

• Cultural Briefings: Explain the major aspects of the host country Culture, including customs, traditions, and every day behaviors.

• Area Briefings: Explain the history, geography, economy, politics, and other general information about the host country and region.

• Cases: Portray a real-life situation in business or personal life to illustrate some aspect of living or working in the host culture.

Cross-Cultural Training Methods

• Role playing: Allows the trainee to act out a situation that he or she might face in living or working in the host country.

• Cultural assimilator: Provides a written set of situations that the trainee might encounter in living or working in the host country.

• Field experiences: Provide an opportunity for the trainee to go to the host country or another unfamiliar culture to experience living and working for a short time

Different models of CCT

• R. Tung • Mendelhall & Oddou • Black and Mendelhall

Tung’s framework

Culturalnovelty

Training focus is task/job related issues

Training focus is culture related issues

Rigour of training low

Rigour of Training high

High

Highlow degree of interaction

Mandelhall & Oddou’s Framework

Level of Rigour Duration Approach/ methodology Training Content

High 60 – 180 hours Lecture, factual briefings, books, role plays, cases, field experiences, culture assimilator, simulation

Both cultural and job demands

Moderate 20 – 60 hours Lecture, film, books, culture assimilator, cases

Equal emphasis on job and culture

Low 4 – 8 hours Lecture, film, books Little emphasis on either job or culture

Black & Mendelhall frame workContextual and Situational Factors - Time available -- Duration and nature

Individual Differences - Efficacy expectation - Outcomes expectations

Skills Development -Self dimension-relational

Motivation

Attention Retention Reproduction

Incentives

P.M.S

C.A.T. Adjustment & performance