Module International TD

8/4/2019 Module International TD

1/54


2/54

Contents

Introduction

Why cultural components?!!

Pre departure training criteria

International training

Managerial training Leadership training


3/54

The T&D Context

Environment

Economic, political, cultural, legal etc.

Organization

Mission, strategy, organization structure, technology, people etc.

Training & Development

Adapted from Foundations of Human Resource Development, Richard A. Swanson, Elwood F. Holton


4/54

T&D Process

AnalysisContext, problems,opportunities, job etc.

Designtraining programs, curriculum,learning experiences etc.

Developmentcontent, training material &other resources etc.

Implementation

instruction and execution oftraining programs etc.

Evaluationknowledge, skills, attitudes,performance, commitment

Continuous feedback & improvement


5/54

The International Context

Multinational and multicultural factors

Geographical barriers

Language & communication barriers

Geopolitical considerations

Intergovernmental & international

organizations/agencies involvement


6/54

The International Context

International and diverse workforce

Continuous staff relocation & rotation

Heterogeneous systems,infrastructure and communicationchannels

Global cutthroat competition Highly complexbusiness environment


7/54

Corporate Headquarter Activities

Corporate Head Quarter

International Research

- Cultural

- Economic- Political- Legal etc.

Expatriate Training

- Cultural awareness

- Sensitivity training- Language training- Political, legal etc.

HCN/TCN Training

- Corporate culture- Standards- Systems & Procedures- Technical training- Corporate strategy

Global mgmt. training

- globalization- management dev.- international team dev.- training of trainers- cross-cultural skills


8/54

International Subsidiary Activities

International Subsidiary

PCN Training- Regional culture- Language training- Subsidiary culture- Subsidiary standards

- Subsidiary procedures- Business environment& competition

- Political, legal etc.

HCN Training- Corporate culture- Corporate language- Corporate standards- Systems & Procedures

- Technical training- Corporate strategy


9/54

Components of Cultural Training:

Mendenhall, Dunbar Oddou Model

TrainingRigour

Training Methods

Training Duration

Cultural orientation, cultureassimilator, language & sensitivitytrainings, field experiences

Low, medium or high level

Days, weeks, months


10/54

Cultural Training Contingencies

The factors that influence the nature ofcultural training components include:

Degree ofinteraction required in thehost culture

Similarity between the individualsnative culture & the new culture


11/54

Pre Departure Training


12/54

Types of Predeparture Training

Area Studies Programs

Area, cultural & environmental

briefings via lectures, movies, books Cultural Assimilators

Aims at assimilating (becoming like,

behaving, thinking like) other cultures Involves interaction of multi-cultural

groups


13/54


Language Training

Foreign language training often

neglecteddue to perceived positionof English

Has strategic implications

- ability to monitor competition- process environmental information


14/54


Sensitivity Training

General cross cultural skills

Orientation to sensitive aspects of thehost culture e.g. religious, political &social sensitivities

Field Experiences

Experiential workshops

May also involve preliminary trip to thehost country


15/54

Cultural Training Scenarios

Contingency Desired Component(s)

Low level of interaction expected High degree of similarity between

cultures

Training duration less than a week Use training methods like area or culture

briefings via lectures, movies, books

Long term exposure to hostculture with some interaction withhost members

Higher level of training rigour desired Training duration to be longer - 1 to 4 weeks Use training methods like culture briefings,

culture assimilators (practicing to gettingabsorbed in the host culture) and role plays

Very different host culture High interaction expected

High level of cross cultural training rigour Training duration should be fairly long e.g.

two months Use training methods like culture briefings,

culture assimilators, sensitivity training, fieldexperiences, intercultural experientialworkshops


16/54

Cultural Awareness Training and Assignment

Performance

Contextual &Situational Factors- time available- duration & nature

- cultural toughness

Individual Differences- locus of control- efficacy expectations- outcome expectations

CulturalAwareness

Training

Performance Management System

Skill Development- self dimension- relational perception- perceptional

Adjustment &Performance

Attention ReproductionRetention

Incentives

Motivation


17/54

Predeparture Training for HCN/TCNs

All types of staff should be providedwith suitable predeparture training

Often neglectedfor HCNs/TCNs Comments by an Australian TCN:

We were third-class nationals in

Japan. The Americans received culturaltraining about Japan before they left theUnited States. We were just given ourplane tickets.


18/54

HCN Training

High costs of T&D

Trained HCNs are attracted by

Competitors Unexpected training costs in joint

ventures, acquisitions & mergers

Training as a toolfor gainingcommitment & loyalty in some cultures


19/54

Headquarter training of HCNs

Involves technology, operations,standards, systems and procedures

Corporate vision, culture and norms Development of informal relationships

and networks


20/54

International Assignments and Career

Development

Enhances management potential

Higher employee expectations of career

advancement through internationalexperience

Insufficient research so far to establishthe relationship between internationalassignment and career path


21/54

Expatriate Career Decision Points

2. Deselect

1. Recruitment &Selection

PredepartureTraining

5. Reassignment

Parent Repatriation

3. PrematureReturn

4. ExitOrganization

InternationalAssignment


22/54

2008 by Prentice Hall 14-22

Global Human Resource Development

Expatriate Training &

Development

Continual Development:Online Assistance and

Training

Repatriation Orientationand Training


23/54

2008 by Prentice Hall 14-23

Expatriate Preparation and

Development Program

Expatriate Preparation and Development

Prior to Departure:

Orientation and Training

During Assignment:

Continual Development

Near Completion:

Repatriation OrientationTraining

Language

Culture

HistoryLocal Customs

Living Conditions

Expanding Skills Career

Planning Home-Country

Development

U.S. Lifestyle U.S.

Workplace U.S.

Employees


24/54

Selection Criteria for International

Assignments

Applicants better prepare themselves for international

assignments by carrying out the following three phases:

Other Considerations

Focus on self-evaluation and general awareness include the

following questions:

Is an international assignment really for me?

Does my spouse and family support the decision to go

international?

Collect general information on available job opportunities

Phase I


25/54


Assignments




Conduct a technical skills assessment Do I have the technical

skills required for the job?

Start learning the language, customs, and etiquette of the region

you will be posted

Develop an awareness of the culture and value systems of thegeographic area

Inform your superior of your interest in the international

assignment

Phase I

Phase II


26/54


Assignments




Phase I

Phase II

Phase III

Attend training sessions provided by the company

Confer with colleagues who have had experience in the assigned

region

Speak with expatriates and foreign nationals about the assigned

country Visit the host country with your spouse before the formally

scheduled departure (if possible)


27/54

International Human Resource

Selection Procedures

Anticipatory Adjustment

Training

Previous experience

In-country Adjustment Individuals ability to adjust effectively

Ability to maintain a positive outlook, interact well withhost nationals, and to perceive and evaluate the hostcountrys cultural values and norms correctly

Clarity of expatriates role in the host management team

Expatriates adjustment to the organizational culture

Nonwork matters


28/54

The Relocation Transition Curve

Adapted from Figure 142: The Relocation Transition Curve

Perceived Competence

Beginning of Transition Time

1. UnrealityThe feeling thatthe relocation

is a dream

2. FantasiaThe feeling of

enchantment andexcitement in thenew environment

3. InterestA deeper explorationof the environmentand a realization that it

is fundamentallydifferent from home 5. Experimentation and

Testing ofNew ApproachesPractice phase trying to do thingsdifferently Feedback of resultssuccess and failure

4. Acceptance of RealityLetting go of past comfortable attitudes andrealizing you are a stranger in a strange land

6. Search for Meaning

Understanding reasons forsuccess and failure. Newmodels/personal theoriescreated 7. Integration

of NewSkillsand BehaviorAcceptance of the

new environment

1

2

3

4

5

6

7


29/54

Relative Cost of Living in Selected Cities

Adapted from Figure 143: Relative Cost of Living in Selected Cities (New York = 100)

Tokyo

Oslo

Zurich

Hong Kong

Copenhagen

Paris

London

New York

SingaporeStockholm

Seoul

New York = 100


30/54


Frankfurt

Beijing

Moscow

Rome

Tel Aviv

Mexico City

Toronto

Prague

Jakarta

Warsaw

Kuala Lumpur

New York = 100



31/54


Johannesburg

Bangkok

Cairo

Buenos Aires

Sao Paulo

Manila

New York = 100



32/54

Repatriation of Expatriates

Reasons for returning to home country

Most expatriates return home from overseas assignmentswhen their formally agreed-on tour of duty is over

Some want their children educated in a home-country school

Some are not happy in their overseas assignment

Some return because they failed to do a good job

Readjustment problems

Out of sight, out of mind syndrome

Organizational changes

Technological advances

Adjusting to the new job back home


33/54

Repatriation of Expatriates

Transition strategies Repatriation Agreements

Firm agrees with individual how long she or he will beposted overseas and promises to give the individual, on

return, a job that is mutually acceptable

Some of the main problems of repatriation include:

Adjusting to life back home

Facing a financial package that is not as good as that

overseas Having less autonomy in the stateside job than in the

overseas position

Not receiving any career counseling from the company


34/54

Training in IHRM


35/54

Training in International Management

Stresses nationalism and often

puts home-office people in

charge of key internationalmanagement positions

Ethnocentric MNC

Four basic philosophic positions


36/54



Places local nationals in key

positions and allows these

managers to appoint and developtheir own people

Ethnocentric MNC

Polycentric MNC


37/54



Relies on local managers from a

particular geographic region to

handle operations in and aroundthat area

Ethnocentric MNC

Polycentric MNC

Regiocentric MNC


38/54



Seeks to integrate diverse regions

of the world through a global

approach to decision making

Ethnocentric MNC

Polycentric MNC

Regiocentric MNC

Geocentric MNC


39/54


Corporate Reasons for Training Ethnocentrism

The belief that ones own way of doing things is superior tothat of others

Personal reasons To train overseas managers to improve their ability to

interact effectively with local people in general and withtheir personnel in particular

Increasing numbers of training programs address socialtopics these programs also focus on dispelling mythsand stereotypes by replacing them with facts about theculture


40/54

Cross Cultural Training in IHRM


41/54

Provide information about things

such as geography, climate,

housing, and schools

Cross-Cultural Training Programs

Major types of cross-cultural training programsEnvironmental Briefings


42/54

Familiarize the individual with

cultural institutions and value

systems of the host country



Cultural Orientation


43/54

Programmed learning techniques

designed to expose members of

one culture to some of the basicconcepts, attitudes, role

perceptions, customs, and values

of another culture




Cultural Assimilators


44/54

Provide information about things

such as geography, climate,

housing, and schools





Language Training


45/54


46/54

Send participant to the country

of assignment to undergo some

of the emotional stress of livingand working with people from a

different culture





Language Training

Sensitivity Training

Field Experience


47/54


Steps in cross-cultural training programs Local instructors and a translator observe the pilot

training program or examine written training materials

Educational designer debriefs the observation with the

translator, curriculum writer, and local instructors The group examines the structure and sequence, ice

breaker, and other materials to be used in the training

The group collectively identifies stories, metaphors,experiences, and examples in the culture that fit into thenew training program

The educational designer and curriculum writer makenecessary changes in training materials


48/54


A variety of other approaches can be usedto prepare managers for internationalassignments including:

Visits to the host country Briefings by host-country managers

In-house management programs

Training in local negotiation techniques

Analysis of behavioral practices that have proven mosteffective


49/54

Contingency Approach to Cross-Cultural Training

Adapted from Figure 147: A Contingency Approach to Cross-Cultural Training

LOW MODERATE HIGHDegree of Integration

LOW

Levelof

Rigor

HIGH

Length ofTraining

12 Months+

14 Weeks

Less than a

Week

HIGH

LOW

Cross-Cultural Training Approach

Length of Stay 1 Month or less 2-12 Months 1-3 Years

AffectiveApproach

ImmersionApproach

InformationGiving

Approach


50/54

Managerial Training in IHRM

M d l f th D l t f M lti ti l M


51/54

Model for the Development of Multinational Managers

Adapted from Figure 146: A Model for the Development of Multinational Managers

Feedback

Knowledge about cultural, political, economic, business, legal, and social factors of the host country

Awareness of the needs and expectations of the different parties interested in international operation

Awareness of the problems of family relations in the host country

Increasing effectiveness of expatriate and repatriated executives

Evaluation Effectiveness of the expatriate executives

Feedback Re-entry training

Evaluation Effectiveness of the repatriated executives

Feedback How much development?

Feedback

Review terms and conditions of assignment Increase cultural awareness

Increase knowledge of the host country

Impart working knowledge of the foreign language Increase conflict management skills

Minimize re-entry problems

Feedback Internal relations

External relations

Family relations

Relations with host government

Headquarters relations

Relations with home government

Development method

Overall objective

Desired result

Development method

Desired result

Assessment of

development needs

Development

objectives

Problem recognition

Intermediate resultFeedback

Orientation Area study Language instruction Cross-cultural group

Predeparturetraining

Behavioralsimulation

Orientation & training Intergroup problem solving

Case method

Postarrival training

Re-entry training


52/54

Types of Training Programs

The Global Leadership Program (GLP)

A consortium of leading U.S., European, andJapanese firms, global faculty, and participating

host countries

Provide an intensive international experience

Develop a global mindset

Instill cross-cultural competency

Provide an opportunity for global networking

Global LeadershipDevelopment

Ti h D l M i


53/54

Tichy Development MatrixAdapted from Figure 148: The Tichy Development

Matrix

Organiz

ation

Ind

ividual

Pair

TeamDeep High Risk Long Time

Superficial Low Risk Little Time

Target of Change

Deep SuperficialHigh Risk Low RiskLong Time Little Time

Developing

Fundamental

Change

DevelopingNew

Problem-Solving

Approaches

Developing

Skills

Developing

Cognitive

Understanding

Developing

Awareness

Depth of Change

RequiredApproach

ActionLearning

CurrentApproach

Old Way

EmergingTrend


54/54

Reference

Hodgetts & Luthans, R. Dennis Middlemist,International management, 6th edition, ColoradoState University.

Jeff Shay, Expatriate training, University of Montana.

Muhammad Iqbal Malik, International training &

development.

Chapter 16, Global HRM

Phatak, Bhagat, and Kashlak, Internationalmanagement, 6th edition, TMH.

Documents

Module International TD