9. International Training & Development

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S E S S I O N 9

Y . K A T A R I A

Cross Cultural Trainingand Development


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Snapshot Defining training and development International training and development

Systematic approach to CCT

The 5 Phases of CCT


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Core Reading

Harzing, A.W. & Van Ruysseveldt, J. (eds)(2004)

Chapter 11, International Human ResourceManagement


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Trainingan instructor-led, content-based

intervention, leading to desiredchanges in behaviour

Learninga self-directed, work-based process,

leading to increased adaptive capacity


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Defining Training Training refers to the methods used to give new orpresent employees the skills they need to performtheir jobs.

Dressler, 2000


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Defining Employee Development

Part of personnel (or human resource) management andinvolves the planning and management of peopleslearning- including ways to help them manage on theirown- with the aim of making the learning process moreeffective, increasingly efficient, properly directed andtherefore useful.


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Defining International Training and

Development Cross-cultural training is defined as any plannedintervention designed to increase the knowledge andskills of expatriates to live and work effectively andachieve general life satisfaction in an unfamiliar hostculture.

Kealey and Protheroe, 1996


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H O W T H E M U L T I N A T I O N A L F I R M C A N

M A I N T A I N I T S H U M A N R E S O U R C E S S OT H A T S U I T A B L Y T R A I N E D ,

I N T E R N A T I O N A L L Y O R I E N T E DP E R S O N N E L A R E A V A I L A B L E T O

S U P P O R T I T S S T R A T E G I C R E S P O N S E S

I N T E R N A T I O N A L H R M , 1 9 9 9 , D O W L I N G ,W E L C H , S C H U L E R

International Training andDevelopment


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Convergence..

training learning and development is aderived activity

what matters in the long term will bewhat is required to achieve businesssuccess or service delivery

consumers will ultimately demand the

same products, goods and services

we are all trying to move up the valuechain

A global phenomenon?


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ordivergence? different countries have different

personality characteristics which arerelated to different cultures

they will need to be managed in

different ways and will learn in differentways

A global phenomenon?


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Culture and learning

different national cultures are associated withdifferent personalities

those different personalities will affect the way thatpeople learn

we can identify and produce practical information

that is of operational value on the different ways oflearning

thus informed we would then know enough to adjustour approach so that we both train and support indifferent ways according to the culture.


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Corporate universities

companies reporting on their corporateuniversities to attract both employees and

investment

Unipart

MacDonalds

DisneyLuftansa

Erricsson


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Aims for Corporate University

Alignment to organizational business strategy

Blended learning adaptation

Promoting a culture of learning throughout the

companyIntegration of educational partners into the corporate

university


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Corporate training advances fuel approaches inhigher education

Online learning

provided to

employees, their

families & customers

increased

training delivered

on the web from

5% to 60%

Sneaker meetings

Unheirachical

informal innovation

sessions

Communities of

Practice

Website to

enable

knowledge

transfer

Virtual Thinking

Expedition

Structured unlearning

Eabled workforce

withpersonal

computers andInternet access at

home

Ian S. Napier, Global Managing Partner, Education Accenture May

Li k b t b i t t d


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Link between business strategy andInternational Management Development (IMD)

strategy

Ethnocentric: (Headquarters orientation) recruitand develop staff from home country for key positionsworldwide

Polycentric : develop people of local nationality forkey positions in their own country

Geocentric: develop best staff globally for keypositions worldwide

Perlmutter 1969


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LD&L Portfolio

T.E.T.

Summer

academyHot Topics

EXPAND

Executive

Forums

T.E.C.

TRAINEE

PROGRAM

Development

Center

FAST

CREATING & SHARING COMMON

STRATEGIC VISIONS IN EADS

ACHIEVE

FROM MANAGEMENT

TO LEADERSHIP

DEVELOPMENT OF

MANAGERIAL

COMPETENCIES

Action

Learning

Exped.

SHARE COMMON LEADERSHIP & MANAGERIAL

CULTURE, SECURING THESUCCESSION PLANNING

L3

L4

L2


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Management Development tools

on-the-job: Job Rotation

Mobility

Transversal

Projects Special

Assignments

/Exchange

programmes

Mentoring

Programme

off-the-job: Management &

Leadership

Programmes

ExecutiveEducation

Strategic

Platforms

Action Learning

Expeditions


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International Assignment as Development Tool

The expatriate assignment is itself animportant developmental tool:

Expatriates are trainers; assist in transfer of knowledge acrossthe MNE and to HCNs

Expatriates ensure systems and processes are adopted andmonitored effectively

Helps in developing global operators; assists in providing jobrotation opportunities

Dowling & Welch, 2004

Eva uat ng e ect veness o IMD


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Eva uat ng e ect veness o IMDprogrammes(CIPD 2008)

Individual level

Increase in interculturalskills

Greater flexibility

Broader understanding of

global businessExpanded socialnetworks

Organisational level

Strategic and operationaloutcomes form projects

High retention of high-potentials

Developing strong globalnetworks to fosterorganisational learningand capacity

Methods: self-reports; post -course feedback; 360 evaluations;

strategic and operational results;

cohort analysis of retention and promotion rates


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Why is it so difficult to measure the

success of management development?What do managers do?

General recognition that work is changing: revolution in IT and the information society

rise of importance of knowledge and the knowledge-based economy

changing patterns of work, interpersonal activity, networking

innovation as a determinant of competitiveness

Need to add to traditional measures oforganisational value


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Focus Measures

Financial Revenues/employee ($)Revenues from new customers/total revenue ($)Profits resulting from new business operations ($)

Customer Days spent visiting customers (#)

Ratio of sales contacts to sales closed (%)Number of customers gained versus lost (%)

Process PCs/employee (#)IT capacity CPU (#)Processing time (#)

Renewal & development Satisfied employee index (#)Training expense/administrative expense (%)

Average age of patents (#)

Human Managers with advanced degrees (%)Annual turnover of staff (%)Leadership index (%)

Sample of Skandia IC measures (Bontis, 2001, p. 46)


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Systematic Approach to CCT

Identify the type of global assignment for whichCCT is needed.

Determine the specific cross-cultural trainingneeds.

Establish the goals and measures for determiningtraining effectiveness.

Develop and deliver the CCT program.

Evaluate whether the CCT program was effective.


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Phase1- Type of Global Assignment,

Technical, Functional, Developmental, Strategic

Phase 2- Determining Training Needs

Organizational, Expatriate, Assignment Analysis

Phase 3- Establishing Goals and MeasuresShort-term/Long term

Phase 4- Developing and Delivering the Program

Instructional content and Methods, Sequence of Sessions

Phase 5- Evaluating the Training Program

Short-term Goals/Long-term Goals


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Phase 1- Identifying the Type of

Global Assignment Technical: similar to assignees domestic position.

Technical skills are important and the expectation

is that working on the technology like oil refinerysystem, systems administrator, etc.

Functional: similar to technical assignment withone difference, significant interactions with hostnationals are necessary.


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Phase 1: Identifying the Type ofGlobal Assignment

Developmental/high potential: Rotatingemployees considered high potential throughother locations so they can understand the

business better. Strategic/executive: critical group, doing high

priority tasks like entering a new market, beingthe general manager of a joint venture,

developing market base in a new country.


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Phase 2: Conducting a CCT Needs

Analysis CCT need analysis is conducted across three levels.: The organizational level, to determine the organizational

context for CCT

The individual (or expatriate) level, to determine any specialneeds that have to be addressed in CCT for a given person their existing level of cross cultural knowledge and skills.Family needs are also considered.

The assignment level, to determine the CCT knowledge andskills required.


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Analysis Organizational Analysis Role of CCT within the organizational culture, structure and

strategy

Role of headquarter and subsidiary

Professional trainers or in house

Developmental or technical

Costs and benefits


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Analysis The individual expatriate analysis Prior international experience, knowledge of cross cultural

knowledge

Their experience with earlier CCTs

Their oppositions to particular methods, if any

Family issues


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Analysis Assignment analysis CCT will differ for technical/developmental assignments.


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Phase 3: Establishing CCT Goals and

Measures Short term goals Long term goals

Short term goals What expatriate should be able to accomplish on completion of

CCT

Cognitive: purpose, values and benefits of the assignment,

increased knowledge about managing stress, increasedawareness of norms of the host culture


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Measures Short term goals Affective goals: modifying perception about host culture,

equipping the expatriate with adequate communication skills.

Behavioral goals: encouraging adaptive behavior, intercultural

skills, negotiating skills and relationship building skills. Short term goals may vary according to the type of the

training.


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Measures Long term goal To improve the rate of cross cultural adjustment.


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Phase 4: Develop and Deliver the

CCT Program Instructional Content

Instructional methods


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CCT Program Instructional Content

Integrated Approach

General Culture Orientation

Specific Culture Orientation


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CCT Program Instructional methods Didactic culture general training

Provide general cultural information to expatriates and includelectures, seminars, reading material, discussions, video tapes and

culture general assimilators Didactic culture specific training

Provide training on specific / particular culture and include areastudies, videotapes, orientation briefings, case studies etc.

Experiential culture general training

Stresses in skill acquisition and include immersion programmes orintensive workshops

Experiential culture specific training

Helps expatriates experience and learn from interactions from

individuals from host culture


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CCT Program Sequencing of the training Pre-departure

Post arrival


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Phase 5: Evaluate Cross-Cultural

Training Evaluate Short term goals: Cognitive knowledge, simple paper and

pencil tests, GD, interviews can give a measure ofaffective knowledge, where as simulations can provide

some idea about behavioral knowledge.

Long term goals: through performance appraisal of theexpatriate, expectations of headquarters and subsidiarymay conflict.


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Recap Defining training and development International training and development

Systematic approach to CCT

The 5 Phases of CCT

9. International Training & Development

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