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Transcript of Module International TD
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Contents
Introduction
Why cultural components?!!
Pre departure training criteria
International training
Managerial training Leadership training
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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
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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
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The International Context
Multinational and multicultural factors
Geographical barriers
Language & communication barriers
Geopolitical considerations
Intergovernmental & international
organizations/agencies involvement
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The International Context
International and diverse workforce
Continuous staff relocation & rotation
Heterogeneous systems,infrastructure and communicationchannels
Global cutthroat competition Highly complexbusiness environment
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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
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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
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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
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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
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Pre Departure Training
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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
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Types of Predeparture Training
Language Training
Foreign language training often
neglecteddue to perceived positionof English
Has strategic implications
- ability to monitor competition- process environmental information
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Types of Predeparture Training
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
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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
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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
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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.
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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
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Headquarter training of HCNs
Involves technology, operations,standards, systems and procedures
Corporate vision, culture and norms Development of informal relationships
and networks
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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
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Expatriate Career Decision Points
2. Deselect
1. Recruitment &Selection
PredepartureTraining
5. Reassignment
Parent Repatriation
3. PrematureReturn
4. ExitOrganization
InternationalAssignment
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2008 by Prentice Hall 14-22
Global Human Resource Development
Expatriate Training &
Development
Continual Development:Online Assistance and
Training
Repatriation Orientationand Training
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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
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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
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Selection Criteria for International
Assignments
Applicants better prepare themselves for international
assignments by carrying out the following three phases:
Other Considerations
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
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Selection Criteria for International
Assignments
Applicants better prepare themselves for international
assignments by carrying out the following three phases:
Other Considerations
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)
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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
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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
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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
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Relative Cost of Living in Selected Cities
Frankfurt
Beijing
Moscow
Rome
Tel Aviv
Mexico City
Toronto
Prague
Jakarta
Warsaw
Kuala Lumpur
New York = 100
Adapted from Figure 143: Relative Cost of Living in Selected Cities (New York = 100)
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Relative Cost of Living in Selected Cities
Johannesburg
Bangkok
Cairo
Buenos Aires
Sao Paulo
Manila
New York = 100
Adapted from Figure 143: Relative Cost of Living in Selected Cities (New York = 100)
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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
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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
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Training in IHRM
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Training in International Management
Stresses nationalism and often
puts home-office people in
charge of key internationalmanagement positions
Ethnocentric MNC
Four basic philosophic positions
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Training in International Management
Four basic philosophic positions
Places local nationals in key
positions and allows these
managers to appoint and developtheir own people
Ethnocentric MNC
Polycentric MNC
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Training in International Management
Four basic philosophic positions
Relies on local managers from a
particular geographic region to
handle operations in and aroundthat area
Ethnocentric MNC
Polycentric MNC
Regiocentric MNC
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Training in International Management
Four basic philosophic positions
Seeks to integrate diverse regions
of the world through a global
approach to decision making
Ethnocentric MNC
Polycentric MNC
Regiocentric MNC
Geocentric MNC
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Training in International Management
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
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Cross Cultural Training in IHRM
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Provide information about things
such as geography, climate,
housing, and schools
Cross-Cultural Training Programs
Major types of cross-cultural training programsEnvironmental Briefings
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Familiarize the individual with
cultural institutions and value
systems of the host country
Cross-Cultural Training Programs
Major types of cross-cultural training programsEnvironmental Briefings
Cultural Orientation
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Programmed learning techniques
designed to expose members of
one culture to some of the basicconcepts, attitudes, role
perceptions, customs, and values
of another culture
Cross-Cultural Training Programs
Major types of cross-cultural training programsEnvironmental Briefings
Cultural Orientation
Cultural Assimilators
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Provide information about things
such as geography, climate,
housing, and schools
Cross-Cultural Training Programs
Major types of cross-cultural training programsEnvironmental Briefings
Cultural Orientation
Cultural Assimilators
Language Training
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Send participant to the country
of assignment to undergo some
of the emotional stress of livingand working with people from a
different culture
Cross-Cultural Training Programs
Major types of cross-cultural training programsEnvironmental Briefings
Cultural Orientation
Cultural Assimilators
Language Training
Sensitivity Training
Field Experience
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Cross-Cultural Training Programs
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
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Cross-Cultural Training Programs
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
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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
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Managerial Training in IHRM
M d l f th D l t f M lti ti l M
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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
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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
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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
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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.