Cross Cultural Training and Development

SESSION 9

Y.KATARIA

 Defining training and development Systematic approach to CCT

Snapshot

International training and development

The 5 Phases of CCT

Core Reading
Harzing, A.W. & Van Ruysseveldt, J. (eds)(2004) Chapter 11, International Human Resource

Management

Training
an instructor-led, content-based intervention, leading to desired changes in behaviour

Learning
a self-directed, work-based process, leading to increased adaptive capacity

 Training refers to the methods used to give new or

Defining Training

present employees the skills they need to perform their jobs.

Dressler, 2000

Defining Employee Development

Part of personnel (or human resource) management and involves the planning and management of peoples learning- including ways to help them manage on their own- with the aim of making the learning process more effective, increasingly efficient, properly directed and therefore useful.

 Cross-cultural training is defined as any planned

Defining International Training and Development

intervention designed to increase the knowledge and skills of expatriates to live and work effectively and achieve general life satisfaction in an unfamiliar host culture.

Kealey and Protheroe, 1996

International Training and Development

HOW THE MULTINATIONAL FIRM CAN MAINTAIN ITS HUMAN RESOURCES SO THAT SUITABLY TRAINED, INTERNATIONALLY ORIENTED PERSONNEL ARE AVAILABLE TO SUPPORT ITS STRATEGIC RESPONSES INTERNATIONAL HRM,1999, DOWLING, WELCH, SCHULER

A global phenomenon?
Convergence..
training learning and development is a

derived activity what matters in the long term will be what is required to achieve business success or service delivery consumers will ultimately demand the same products, goods and services we are all trying to move up the value chain

A global phenomenon?
ordivergence?

different countries have different

personality characteristics which are related to different cultures they will need to be managed in different ways and will learn in different ways

Culture and learning

different national cultures are associated with

different personalities those different personalities will affect the way that people learn we can identify and produce practical information that is of operational value on the different ways of learning thus informed we would then know enough to adjust our approach so that we both train and support in different ways according to the culture.

Corporate universities

companies reporting on their corporate

universities to attract both employees and investment

Unipart MacDonalds Disney Luftansa Erricsson

Aims for Corporate University

Alignment to organizational business strategy Blended learning adaptation Promoting a culture of learning throughout the company Integration of educational partners into the corporate university

Corporate training advances fuel approaches in higher education

increased training delivered on the web from 5% to 60%

Online learning provided to employees, their families & customers

Sneaker meetings

Unheirachical informal innovation sessions

Eabled workforce with personal computers and Internet access at home

Virtual Thinking Expedition Structured unlearning

Communities of Practice Website to enable knowledge transfer

Ian S. Napier, Global Managing Partner, Education Accenture May 2

Link between business strategy and International Management Development (IMD) strategy
Ethnocentric: (Headquarters orientation) recruit

and develop staff from home country for key positions worldwide Polycentric : develop people of local nationality for key positions in their own country Geocentric: develop best staff globally for key positions worldwide

Perlmutter 1969

LD&L Portfolio
T.E.C.
SHARE COMMON LEADERSHIP & MANAGERIAL CULTURE, SECURING THE SUCCESSION PLANNING CREATING & SHARING COMMON STRATEGIC VISIONS IN EADS

T.E.T. Action Learning Exped.

L2

Executive Forums

ACHIEVE

L3

Summer academy

Hot Topics

Development Center

FROM MANAGEMENT TO LEADERSHIP

EXPAND

L4
DEVELOPMENT OF MANAGERIAL COMPETENCIES

FAST

TRAINEE PROGRAM

Management Development tools

on-the-job: Job Rotation Mobility Transversal Projects Special Assignments /Exchange programmes Mentoring Programme off-the-job: Management & Leadership Programmes Executive Education Strategic Platforms Action Learning Expeditions

International Assignment as Development Tool

The expatriate assignment is itself an

important developmental tool:

Expatriates are trainers; assist in transfer of knowledge across the MNE and to HCNs Expatriates ensure systems and processes are adopted and monitored effectively Helps in developing global operators; assists in providing job rotation opportunities Dowling & Welch, 2004

Evaluating effectiveness of IMD programmes (CIPD 2008)

Individual level Increase in intercultural skills Greater flexibility Broader understanding of global business Expanded social networks
Organisational level Strategic and operational outcomes form projects High retention of highpotentials Developing strong global networks to foster organisational learning and capacity

Methods: self-reports; post -course feedback; 360 evaluations; strategic and operational results; cohort analysis of retention and promotion rates

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 of organisational value

Focus

Measures Revenues/employee ($) Revenues from new customers/total revenue ($) Profits resulting from new business operations ($) Days spent visiting customers (#) Ratio of sales contacts to sales closed (%) Number of customers gained versus lost (%) PCs/employee (#) IT capacity CPU (#) Processing time (#)

Financial

Customer

Process

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)

Systematic Approach to CCT

Identify the type of global assignment for which

CCT is needed. Determine the specific cross-cultural training needs. Establish the goals and measures for determining training effectiveness. Develop and deliver the CCT program. Evaluate whether the CCT program was effective.

Phase1- Type of Global Assignment, Technical, Functional, Developmental, Strategic

Phase 2- Determining Training Needs Organizational, Expatriate, Assignment Analysis Phase 3- Establishing Goals and Measures Short-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

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 refinery system, systems administrator, etc. Functional: similar to technical assignment with one difference, significant interactions with host nationals are necessary.

Phase 1: Identifying the Type of Global Assignment

Developmental/high potential: Rotating

employees considered high potential through other locations so they can understand the business better. Strategic/executive: critical group, doing high priority tasks like entering a new market, being the general manager of a joint venture, developing market base in a new country.

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

Phase 2: Conducting a CCT Needs Analysis

The individual (or expatriate) level, to determine any special needs 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 and skills required.

 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

Phase 2: Conducting a CCT Needs 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

Phase 2: Conducting a CCT Needs Analysis

 Assignment analysis CCT will differ for technical/developmental assignments.

Phase 2: Conducting a CCT Needs Analysis

 Short term goals Long term goals

Phase 3: Establishing CCT Goals and Measures

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, increased awareness of norms of the host culture

 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.

Phase 3: Establishing CCT Goals and Measures

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

Phase 3: Establishing CCT Goals and Measures

 Instructional Content

Phase 4: Develop and Deliver the CCT Program

Instructional methods

 Instructional Content

Phase 4: Develop and Deliver the CCT Program

Integrated Approach

General Culture Orientation Specific Culture Orientation

 Instructional methods Didactic culture general training

Phase 4: Develop and Deliver the CCT Program

Provide general cultural information to expatriates and include lectures, seminars, reading material, discussions, video tapes and culture general assimilators Provide training on specific / particular culture and include area studies, videotapes, orientation briefings, case studies etc. Stresses in skill acquisition and include immersion programmes or intensive workshops Helps expatriates experience and learn from interactions from individuals from host culture

Didactic culture specific training

Experiential culture general training

Experiential culture specific training

 Sequencing of the training Pre-departure Post arrival

Phase 4: Develop and Deliver the CCT Program

 Evaluate Short term goals: Cognitive knowledge, simple paper and pencil tests, GD, interviews can give a measure of affective knowledge, where as simulations can provide some idea about behavioral knowledge. Long term goals: through performance appraisal of the expatriate, expectations of headquarters and subsidiary may conflict.

Phase 5: Evaluate Cross-Cultural Training

 Defining training and development International training and development Systematic approach to CCT

Recap

The 5 Phases of CCT