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CROSS CULTURAL TRAINING
Prof. Preeti Bhaskar
Symbiosis Center For Management Studies,
Noida
• Significant Cross cultural training (CCT)
• Types of CCT
• Conceptual Frameworks of CCT
• Different models of CCT
• Developing International Staff
Chapter Objectives
• The role of training in supporting expatriate adjustment and on-
assignment performance.
• Components of effective pre-departure training programs such as
cultural awareness, preliminary visits and language skills.
Relocation assistance and training for trainers are also addressed.
• The effectiveness of pre-departure training.
• The developmental aspect of international assignments.
• Training and developing international management teams.
• Trends in international training and development.
We examine these issues:
Fundamental difference between
Training and CCT?
Training
• Based on management
• philosophy, the training
• could be organized any
• where and for every one.
Cross Cultural Training
• Based on management
philosophy but highly
concentrate on staffing
• approach:
• Ethnocentric – Parent
country
• Poly centric – Host country
• Geocentric – Best suited
areas
• Re-geocentric – Any where
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.
EXPATRIATE TRAININGEXPATRIATE TRAINING
TRAININGTRAINING
• The extent of effort by trainees and trainers required to
prepare the trainees for expatriate positions
LOW RIGOR TRAININGLOW RIGOR TRAININGLOW RIGOR TRAININGLOW RIGOR TRAINING
1. Short time period
2. Lectures
3. Videos on local
culture
4. Briefings on
company
operations
HIGH RIGOR TRAININGHIGH RIGOR TRAININGHIGH RIGOR TRAININGHIGH RIGOR TRAINING
1. Lasts over a month
2. Experiential learning
3. Extensive language
training
4. Often includes
interactions with
host country
nationals
Techniques: Fieldtripsto
hostcountry,meetings
withmanagersexperienced
inhostcountry,meetings
withhostcountry
nationals,intensive
languagetraining.
Objectives: Develop
comfortwithhostcountry
nationalculture,business
culture,andsocial
institutions.
High
Training
Rigor
Techniques:
Experientiallearning
exercises,roleplaying,
simulations,case
studies,survival
languagetraining.
Objectives: Generaland
specificknowledgeof
hostcountryculture,
reduceethnocentrism.
Mid-
level
Training
Rigor
Techniques: Lectures,
videotapes,reading
backgroundmaterial.
Objectives: Provide
backgroundinformationon
hostcountrybusinessand
nationalcultures,basic
informationoncompany
operations.
Low
Training
Rigor
To develop and design effective training,
companies must implement a system approach
which includes:
1. Analysis of training needs of target population
2. Establishing training goals
3. Careful training design
Analysis of training needs of target population
• Leadership skill
• Initiative
• emotional stability
• Motivation
• Ability to handle responsibility
• Cultural sensitivity
• To handle stress
• Flexibility.
Training Goal
The goal of cross cultural training should be to equip the
trainees with knowledge, skills and attitudes which enable
them achieve the following three adjustments and
effectiveness which are indicators of international success:
•Personality adjusted, i.e he / she feels happy and satisfied
with situation abroad.
•Professionally effective if he performs his tasks, duties and
responsibilities on the job completely.
•Inter – personally adjusted and effective if he takes interest in
interacting with locals capably.
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.
• Third level training deals with preparing him for new job at
new location to be done by whom he is replacing.
• Forth level training – how he / she adjusts 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
REPATRIATIONREPATRIATION
Career managementFinancial management
Reentry shock
Expatriate Training
PREDEPARTUREPREDEPARTURE
 Stress training
 Business issues
ASSIGNMENTASSIGNMENT
Culture awareness
program
Language skills
Personal and
family orientation
Career planning
Practical Assistance
Language Skills
Local mentoring
Pre-departure Phase.
Employees need to receive language training and an
orientation in the new country’s culture and customs.
The family should be included in the orientation.
Expatriates and their families need information about
housing, schools, recreation, shopping, and health care
facilities in the area where they will live.
Experiential training methods are most effective in
assignments that require significant interpersonal interaction
with host nationals.
Methods of training
Truly global operations means having a team of international
managers who are available to go anywhere in the world.
•Provide international experience to many levels of managers
•Short-term development assignments ranging from a few months to
several years
•International job rotation
•Attendance at common training and development programs held either
in the parent country, or regional centers, or both
•International meetings in various locations that foster interaction and
personal networks
Types of Training and Development
Understanding the culture of host country, enhance effectiveness,
familiarization trip before formal transfer.
Manager’s ability to interact, help build rapport and improve manager’s
effectiveness.
Adjust to day to day life in host country, establish a routine, successful
adaptation, support network of friends
Cultural TrainingCultural Training
Language TrainingLanguage Training
Practical TrainingPractical Training
On-site Phase.
Training involves continued orientation to the host
country and its customs and cultures through
formal programs or through a mentoring
relationship.
Expatriates and their families may be paired with a
mentor from the host country who helps them
understand the new, unfamiliar work environment
and community.
Repatriation Phase.
Prepares expatriates for return to the parent
company and country from the foreign assignment.
Expatriates and their families are likely to
experience high levels of stress and anxiety when
they return because of the changes that have
occurred since their departure.
Developing staff through
International assignments
Developing staff through International
assignments
• Management development
– Individuals gain international experience which assists career
progression
– Multinational gains through having a pool of experienced operators on
which to draw
• Organizational development
– Stock of knowledge, skills and abilities
– Global mindset
– Expatriates as agents of direct control and socialization
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
Components of Cross Cultural
Training (CCT)
• Preliminary visits
• Language training
• Practical assistance
• Cultural awareness program
• Job related factors
• Cultural knowledge and skills and facilitates expatriates’ adjustment to the host
country’s culture
Corporate Headquarter Activities
Preliminary Visits
A well-planned overseas trip for the
candidate and spouse provides a preview
that allows them to:
assess their suitability for and interest in the
assignment
introduce expatriate candidates to the
business context in the host location
adjust easier to the host location.
26
Language Training
Language training is a desired
component of a pre-departure
program. There are three
interrelated aspects related to
language ability that need to be
recognized.
27
The Role of English as the Language of
World Business
Host-Country Language Skills and
Adjustment
Knowledge of the Corporate Language
The Role of English as the
Language of World Business
Exclusive reliance on English diminishes the
multinational’s linguistic capacity. The
resultant lack of language competence has
strategic and operational implications as it
limits the multinational’s ability to monitor
competitors and process important
information. Consider including language
training as a means of better communication
and the avoidance of ethnocentrism.
28
Host-Country Language Skills
and Adjustment
The ability to speak a foreign language can
improve the expatriate’s effectiveness and
negotiating ability. Language skills are
important in terms of task performance and
cultural adjustment. Hiring language competent
staff to enlarge the “language pool” from which
potential expatriates may be drawn is one answer
and language training is another.
29
Knowledge of the
Corporate Language
When communicating with non-
English speaking segments of the
corporation, the multinational
adopts a common company
language to facilitate reporting
standardization and other control
mechanisms, particularly
normative control. Pre-departure
training programs may need to
include both language of the host
country and the corporate
language.
30
Practical Assistance
Pre-departure training
program should provide
information that assists in
relocation. HRM staff can
liaise with the sending line
manager as well as the HR
department in the foreign
location to assist the
family relocate.
31
Where are
we going?
What can
we take?
Do I need a
passport and
visa? How
about work
permits?
How long will it take
us to get there?
Money
exchange?
Where is the office
and where is a good
place to live?
Job-Related Factors
There are differences in the way people
approach tasks and problems across different
cultures, and this can have an impact on the
learning process. The ability to transfer
knowledge and skills in a culturally-sensitive
manner perhaps should be an integral part of pre-
departure training programs.
32
Conceptual Frameworks of CCT
or Different models of CCT:
1. R. Tung (1981):
2. Mendelhall & Oddou (1987):
3. Black and Mendelhall (1989):
R. Tung (1981):
Mendelhall & Oddou (1987):
Chapter   4 cross cultural training
Black and Mendelhall (1989):
Expatriate career decision points:
D – 1: Occurs during R & S for a specific assignment, where the expatriate
either apply or is informally selected, for an international assignment.
• D- 2: Voluntarily withdrawal or reject the assignment)
• D- 3: Premature Return ( unable to adjust)
• D- 4: Final Exit ( the expatriate may decide to exit the organization.
• D- 5: Re assignment – either can be back into the ‘parent’ organization or
the person may accept another international assignment.
• D-6: Can be relevant at this stage, at the time of ‘ Repatriation’ with exit
organization. ( D = Decision)
However, these decisions points are based upon the issues that
related
• to adjustment with host country culture, work life behaviour / job
performance and finally socio economic problem in family.
• Personal ability and interest to develop international skill for
future growth.

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Chapter 4 cross cultural training

  • 1. CROSS CULTURAL TRAINING Prof. Preeti Bhaskar Symbiosis Center For Management Studies, Noida
  • 2. • Significant Cross cultural training (CCT) • Types of CCT • Conceptual Frameworks of CCT • Different models of CCT • Developing International Staff
  • 3. Chapter Objectives • The role of training in supporting expatriate adjustment and on- assignment performance. • Components of effective pre-departure training programs such as cultural awareness, preliminary visits and language skills. Relocation assistance and training for trainers are also addressed. • The effectiveness of pre-departure training. • The developmental aspect of international assignments. • Training and developing international management teams. • Trends in international training and development. We examine these issues:
  • 4. Fundamental difference between Training and CCT? Training • Based on management • philosophy, the training • could be organized any • where and for every one. Cross Cultural Training • Based on management philosophy but highly concentrate on staffing • approach: • Ethnocentric – Parent country • Poly centric – Host country • Geocentric – Best suited areas • Re-geocentric – Any where
  • 5. 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.
  • 7. TRAININGTRAINING • The extent of effort by trainees and trainers required to prepare the trainees for expatriate positions LOW RIGOR TRAININGLOW RIGOR TRAININGLOW RIGOR TRAININGLOW RIGOR TRAINING 1. Short time period 2. Lectures 3. Videos on local culture 4. Briefings on company operations HIGH RIGOR TRAININGHIGH RIGOR TRAININGHIGH RIGOR TRAININGHIGH RIGOR TRAINING 1. Lasts over a month 2. Experiential learning 3. Extensive language training 4. Often includes interactions with host country nationals
  • 11. To develop and design effective training, companies must implement a system approach which includes: 1. Analysis of training needs of target population 2. Establishing training goals 3. Careful training design
  • 12. Analysis of training needs of target population • Leadership skill • Initiative • emotional stability • Motivation • Ability to handle responsibility • Cultural sensitivity • To handle stress • Flexibility.
  • 13. Training Goal The goal of cross cultural training should be to equip the trainees with knowledge, skills and attitudes which enable them achieve the following three adjustments and effectiveness which are indicators of international success: •Personality adjusted, i.e he / she feels happy and satisfied with situation abroad. •Professionally effective if he performs his tasks, duties and responsibilities on the job completely. •Inter – personally adjusted and effective if he takes interest in interacting with locals capably.
  • 14. 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. • Third level training deals with preparing him for new job at new location to be done by whom he is replacing. • Forth level training – how he / she adjusts 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
  • 15. REPATRIATIONREPATRIATION Career managementFinancial management Reentry shock Expatriate Training PREDEPARTUREPREDEPARTURE  Stress training  Business issues ASSIGNMENTASSIGNMENT Culture awareness program Language skills Personal and family orientation Career planning Practical Assistance Language Skills Local mentoring
  • 16. Pre-departure Phase. Employees need to receive language training and an orientation in the new country’s culture and customs. The family should be included in the orientation. Expatriates and their families need information about housing, schools, recreation, shopping, and health care facilities in the area where they will live. Experiential training methods are most effective in assignments that require significant interpersonal interaction with host nationals.
  • 17. Methods of training Truly global operations means having a team of international managers who are available to go anywhere in the world. •Provide international experience to many levels of managers •Short-term development assignments ranging from a few months to several years •International job rotation •Attendance at common training and development programs held either in the parent country, or regional centers, or both •International meetings in various locations that foster interaction and personal networks
  • 18. Types of Training and Development Understanding the culture of host country, enhance effectiveness, familiarization trip before formal transfer. Manager’s ability to interact, help build rapport and improve manager’s effectiveness. Adjust to day to day life in host country, establish a routine, successful adaptation, support network of friends Cultural TrainingCultural Training Language TrainingLanguage Training Practical TrainingPractical Training
  • 19. On-site Phase. Training involves continued orientation to the host country and its customs and cultures through formal programs or through a mentoring relationship. Expatriates and their families may be paired with a mentor from the host country who helps them understand the new, unfamiliar work environment and community.
  • 20. Repatriation Phase. Prepares expatriates for return to the parent company and country from the foreign assignment. Expatriates and their families are likely to experience high levels of stress and anxiety when they return because of the changes that have occurred since their departure.
  • 22. Developing staff through International assignments • Management development – Individuals gain international experience which assists career progression – Multinational gains through having a pool of experienced operators on which to draw • Organizational development – Stock of knowledge, skills and abilities – Global mindset – Expatriates as agents of direct control and socialization
  • 23. 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
  • 24. Components of Cross Cultural Training (CCT) • Preliminary visits • Language training • Practical assistance • Cultural awareness program • Job related factors • Cultural knowledge and skills and facilitates expatriates’ adjustment to the host country’s culture
  • 26. Preliminary Visits A well-planned overseas trip for the candidate and spouse provides a preview that allows them to: assess their suitability for and interest in the assignment introduce expatriate candidates to the business context in the host location adjust easier to the host location. 26
  • 27. Language Training Language training is a desired component of a pre-departure program. There are three interrelated aspects related to language ability that need to be recognized. 27 The Role of English as the Language of World Business Host-Country Language Skills and Adjustment Knowledge of the Corporate Language
  • 28. The Role of English as the Language of World Business Exclusive reliance on English diminishes the multinational’s linguistic capacity. The resultant lack of language competence has strategic and operational implications as it limits the multinational’s ability to monitor competitors and process important information. Consider including language training as a means of better communication and the avoidance of ethnocentrism. 28
  • 29. Host-Country Language Skills and Adjustment The ability to speak a foreign language can improve the expatriate’s effectiveness and negotiating ability. Language skills are important in terms of task performance and cultural adjustment. Hiring language competent staff to enlarge the “language pool” from which potential expatriates may be drawn is one answer and language training is another. 29
  • 30. Knowledge of the Corporate Language When communicating with non- English speaking segments of the corporation, the multinational adopts a common company language to facilitate reporting standardization and other control mechanisms, particularly normative control. Pre-departure training programs may need to include both language of the host country and the corporate language. 30
  • 31. Practical Assistance Pre-departure training program should provide information that assists in relocation. HRM staff can liaise with the sending line manager as well as the HR department in the foreign location to assist the family relocate. 31 Where are we going? What can we take? Do I need a passport and visa? How about work permits? How long will it take us to get there? Money exchange? Where is the office and where is a good place to live?
  • 32. Job-Related Factors There are differences in the way people approach tasks and problems across different cultures, and this can have an impact on the learning process. The ability to transfer knowledge and skills in a culturally-sensitive manner perhaps should be an integral part of pre- departure training programs. 32
  • 33. Conceptual Frameworks of CCT or Different models of CCT: 1. R. Tung (1981): 2. Mendelhall & Oddou (1987): 3. Black and Mendelhall (1989):
  • 38. Expatriate career decision points: D – 1: Occurs during R & S for a specific assignment, where the expatriate either apply or is informally selected, for an international assignment. • D- 2: Voluntarily withdrawal or reject the assignment) • D- 3: Premature Return ( unable to adjust) • D- 4: Final Exit ( the expatriate may decide to exit the organization. • D- 5: Re assignment – either can be back into the ‘parent’ organization or the person may accept another international assignment. • D-6: Can be relevant at this stage, at the time of ‘ Repatriation’ with exit organization. ( D = Decision) However, these decisions points are based upon the issues that related • to adjustment with host country culture, work life behaviour / job performance and finally socio economic problem in family. • Personal ability and interest to develop international skill for future growth.