1 / 42

Chapter 7

Chapter 7. International Training, Development and Career. Chapter Objectives. Define and contrast between training and development

teige
Download Presentation

Chapter 7

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 7 International Training, Development and Career IHRM, Dr. N. Yang

  2. Chapter Objectives • Define and contrast between training and development • Explore how the international assignment is a vehicle for both training and development, as reflected in the reasons why international assignments continue to play a strategic role in international business operations • Examine the role of training in preparing and supporting personnel on international assignments • We examine the before, during, and post assignment issues: IHRM, Dr. N. Yang

  3. Training aims to improve employees’ current work skills and behavior Development aims to increase abilities in relation to some future positions or jobs. Training and Development IHRM, Dr. N. Yang

  4. International Assignments as a Training & Development Tool • Expatriates are trainers • Part of knowledge & competence transfer • Expected to help train & develop HCNs • Expatriate ensure adoptions • Show how systems and procedures work • Monitor performance of HCNs • A form of management development • Job rotation to gain a broader perspective • Assist in developing a pool of capable global operators IHRM, Dr. N. Yang

  5. Figure7.1 International training and development IHRM, Dr. N. Yang 5 IHRM Chapter 6

  6. U.S. MNCs were found reluctant to provide pre-departure training U.S. firms 32% European firms 69% Japan 57% Primary reason: Top managers saw it as not necessary or effective No time GMAC-GRS 2004 62% firms provided at least a 1-day training 74% made it optional Most firms include family: Whole family 28% Spouse 27% Employee only 5% None 40% Pre-departure Training Programs IHRM, Dr. N. Yang

  7. Table7.1 Availability of cross-cultural training in MNEs IHRM, Dr. N. Yang 7 IHRM Chapter 6

  8. Components of Pre-departure Training • Cultural awareness programs • Preliminary visits • Language training • Practical assistance • Security briefings • Training for the training role • TCN and HCN expatriate training • Non-traditional assignments and training IHRM, Dr. N. Yang

  9. Black & Mendenhall’s Three Key Dimensions for Cross-cultural Training • Training methods • Levels of training rigor • Duration of training, relative to • Expected degree of interaction • Culture novelty – how different host culture isfrom native culture IHRM, Dr. N. Yang

  10. Low interaction,similar cultures Information-giving approach Length of training < 1 week CCT methods emphasize an information-giving approach: • Area or cultural briefings • Lectures, movies, books • Interpreters • ‘Survival-level’ language training IHRM, Dr. N. Yang

  11. 2-12 month assignment,some interaction Affective approach More training rigor1-4 + weeks long CCT methods emphasize an affective approach: • Role-playing • Critical incidents • Culture assimilator training • Case studies • Stress reduction training • Moderate language training IHRM, Dr. N. Yang

  12. High interaction, novel culture Immersion approach More training rigor2+ months long CCT methods emphasize an immersion approach: • Assessment center • Field experiences • Simulations • Sensitivity training • Intercultural web-based workshop • Extensive language training IHRM, Dr. N. Yang

  13. The Mendenhall, Dunbar and Oddou Cross-cultural Training Model Degree of Cultural novelty Degree of Interaction with HCNs IHRM, Dr. N. Yang 13

  14. Cultural awareness training and assignment performance Figure6-3 IHRM, Dr. N. Yang 14 IHRM Chapter 6

  15. Perceived value of cross-cultural preparation of expatriates Table7.2 Source: Brookfield Global Relocation Trends 2009 and 2011, LLC. IHRM, Dr. N. Yang 15 IHRM Chapter 6

  16. Developing Staff through International Assignments • Management development • Organizational development • Individual development • PNNs, HCNs, TCNs • Non-traditional expatriate assignments • International business travelers • Overcome time and resource constraints IHRM, Dr. N. Yang

  17. Expected Outcomes of International Assignments • Management development • Individuals get experience, advance careers • MNE gets cadreof experienced international operators • Organizational development • MNE accumulates knowledge, abilities • MNE & individuals develop a global mindset • MNE gets direct control & socialization, which assist the transfer of knowledge and competence IHRM, Dr. N. Yang

  18. Networked MNEs’ Benefits from International Teams • A mechanism for fostering innovation, organizational learning, knowledge transfer • A means of breaking down functional & national boundaries, enhancing information flows • A method for encouraging diverse decision-making, problem-solving, and strategic assessments • An opportunity for developing a global perspective • A technique for developing shared values; thus helping MNE with informal, normative control through socialization IHRM, Dr. N. Yang

  19. Developing international teams through international assignments Figure7.2 IHRM, Dr. N. Yang 19 IHRM Chapter 6

  20. Trends in internationals training and development • Convergence for T&D from the pressure of globalization • Divergence with growing realization of the importance of the national context • Host-countries pressure for localization of T&D initiatives • Increasing awareness of NGOs’ importance • The rise of China and T&D focused on China • Motorola University, Siemens Business School, European Management Institution, HP Business School, Hairer University, IBM Research Labor, Ericsson China R&D Institute • CPA tests, ETS exams • The U.S. 100,000 Strong Educational Exchange Initiatives, May 2010 • Realizing the need to address global, comparative, and national contexts for effective T&D programs IHRM, Dr. N. Yang

  21. Expatriation includes repatriation Figure7.3 IHRM, Dr. N. Yang

  22. Repatriation activities and practices Figure7.4 IHRM, Dr. N. Yang

  23. Repatriation and loss prevention at ISCAM IHRM in Action7.1 • Wayne Bullova took an international assignment for three years as Loss Prevention and Safety Director at ISCAM’s new regional center in central Peru. • ISCAM did a good job to prepare him and his family for the difference between Lima and Denver. • His wife enjoyed local life, and his children quickly adjusted to the American school in Peru. • Wayne immediately enjoyed the increased responsibility and centrality of his new role. • He returned to a very different world upon repatriation. IHRM, Dr. N. Yang

  24. Repatriation and loss prevention at ISCAM IHRM in Action7.1 • The corporate restructuring occurred a year into his expatriate assignment. His long-time mentor and friend Herman Balkin took reportedly a generous early retirement package. His network dissolved, with a series of junior new executives. • He spent the better part of a month trying to get an office and to understand his new job. The counter-terrorism and security protocols he developed in Peru were either ignored or modified by his supervisors. • Wayne placed his children in a city school district that the children were having problems with, and his wife started to complain about Denver’s winter. • After taking a 5-week vacation he was due, Wayne wrote up a letter of resignation. • What went wrong? Could that be prevented? IHRM, Dr. N. Yang

  25. The Repatriation Process • Assign home sponsors or mentors • Home leaves, work-related information exchanges, and pre-departure orientation process • After return orientation to the new job assignment and local work group • Reconnection to local social network, assisting and coping with factors that drive post-assignment family and career anxieties IHRM, Dr. N. Yang

  26. Expatriate Turnover (GMAC-GRS 2011) • Expatriate average annual turnover 8% • During assignment 22% • Within 1 yr. of return 28% • Between 1-2 yrs. of return 24% • Over 2 yrs. 26% IHRM, Dr. N. Yang

  27. International Assignment Failure GMAC-GRS 2011 Brookfield 2010 Premature return 7% Leading causes Spouse/partner dissatisfaction 65% Other family concerns 47% Poor candidate selection 39% • Failure rate 4% • Leading causes • Spouse/partner dissatisfaction 18% • Poor candidate choice 16% • Poor job performance13% • Inability to adapt 12% • Other family concerns 8% IHRM, Dr. N. Yang

  28. Effectiveness of Ways to Reduce Expatriate Turnover (GMAC-GRS 2011) In order of high, medium, or low effectiveness: • Opportunity to use experience 35% • Position choices upon return 22% • Recognition 16% • Repatriation career support 13% • Improved performance evaluation 9% IHRM, Dr. N. Yang

  29. Individual Reactions to Re-entry • Job related factors • Social factors • Personal and organizational outcomes IHRM, Dr. N. Yang

  30. Factors influencing repatriate adjustment Figure7.5 IHRM, Dr. N. Yang

  31. Career impacts of international assignments Table7.3 IHRM, Dr. N. Yang

  32. Language Training • The role of English as the language of world business • Host country-language skills and adjustment • Knowledge of the corporate language IHRM, Dr. N. Yang

  33. The Impact of Language on Power IHRM, Dr. N. Yang

  34. Shadow Structure Based on Language IHRM, Dr. N. Yang

  35. Responses by the MNE • Staff availability and career expectations • Boundaryless and protean careers • International itinerants • Return on investment (ROI) • Direct and indirect costs • Using TCNs and HCNs as a way to reduce costs • Knowledge transfer • Identifying critical, implicitly held knowledge assets inherent in expatriation-repatriation • Reducing resistance and building trust IHRM, Dr. N. Yang

  36. Linking repatriation process to outcomes Figure 7.6 IHRM, Dr. N. Yang

  37. Knowledge & Skills Acquired from International Assignment • Market specific knowledge – Local systems (political, social, economic), language, customs • Personal skills – Inter-cultural knowledge, self-confidence, flexibility, tolerance • Job-related management skills – Communication, project management, problem-solving • Network knowledge – Meeting diverse people • General management capacity – An enlarged job description, broader job responsibilities, exposure to other parts of the organization IHRM, Dr. N. Yang

  38. Topics covered by a repatriation program Table7.4 IHRM, Dr. N. Yang

  39. Proactive Strategies for Smooth Re-entry • Pre-departure briefings on what to expect during the assignment & upon return • Multiple career planning sessions • Written repatriate agreements clarifying available assignments upon return • Mentoring programs that continue after return • Extended home visits to keep up with social, family, & organizational changes • Reorientation programs on changes in organization • Personalized orientation on emotionally-charged issues • Personalized reorientation on financial & tax advice • Providing an adjustment period upon return • Visible and concrete expressions of the repatriate’s value to the firm IHRM, Dr. N. Yang

  40. Summary • T&D through international assignments • CCT components and effectiveness • The importance of language training • ROI and knowledge transfer • Key issues through the expatriation-repatriation process • Trends and proactive strategies in managing international assignments, expatriate retention, and careers IHRM, Dr. N. Yang

  41. Vocabulary • T&D = training & development, the human resource, NGOs • internal hires • cultural awareness training, CCT, field experiences, degree of expected interaction, cultural novelty or similarity • information-giving, affective, & immersion approaches, security briefings • role-playing • preliminary visit • international cadre • multinational, virtual teams • repatriation, ROI • reverse culture shock • mentors, repatriation program • career anxiety, work adjustment • family adjustment, social networks • boundaryless careers, protean careers • international itinerants Additional types of training: • Language • Critical incidents • Culture assimilator • Stress reduction • Simulations • Sensitivity IHRM, Dr. N. Yang

  42. Discussion Questions What are some of the challenges faced in training expatriate managers? Assume you are the HR director for a small company that has begun to use international assignments. You are considering using an external consulting firm to provide pre-departure training for employees, as you do not have the resources to provide this ‘in-house’. What components will you need covered? How will you measure the effectiveness of the pre-departure training program provided by this external consultant? How does an international assignment assist in developing a ‘cadre’ of international operators? Why is it necessary to have such a ‘cadre’? Why do some MNEs appear reluctant to provide basic pre-departure training? IHRM, Dr. N. Yang 42 IHRM Chapter 6

More Related