Final Project for Management in a Global Context: A case study on expatriation of a Chinese national to India to run a new country office for Xiaomi. Enjoy ! NB: Our team knocked this one out of the park!

1. Cross CulturalTraining and
Performance Management
19th ofApril 2017 | MGT4150 : Management in a GlobalisedWorld

2. MGT4150 : Management in a
Globalised World
Presented on the 19th of April 2017, Dubai, Middlesex University
Group 5
Name MISIS
Sajjad Rahemi M00432977
Sudarshan Subramaniam M00609855
Clive Monteiro M00330598
Shihab Alawadi M00610838
Miguel Duarte M00609006
2
Tutor: Mrs. Neelofar Mashood

3. Agenda
3
1. Peer Review
2. Preamble
3. Who will be the best candidate to go to India?
4. Cross-CulturalTraining (CCT)
5. Performance Management
6. How CCT integrates with Performance
Management?
7. Q&A

4. Peer Review
Overview on team work
4

5. How we broke down the Project ?
5
I. Research was broken down
I. Culture - Sajjad , Economy – Clive ,HR Practices – Suda , Gov & Legal
– Shihab , Business Culture – Miguel
II. After our first consultation
I. Cross CulturalTraining – Suda
II. Performance Management - Clive
III. Annotated Bibliographies – Everyone
IV. Presentation Consolidation – Sajjad and Miguel
V. Presentation Mock Sessions - Everyone
VI. Final packaging of deliverables and submission - Sajjad.

6. Team Formation and Roles with in the team
6
Name Primary Role Backup Role
Sajjad Rahemi Teamworker Implementer
Sudarshan Subramaniam Shaper Coordinator
Clive Monteiro Teamworker Implementer
Shihab Alawadi Resource Investigator Teamworker
MiguelDuarte Co-Coordinator Shaper
BelbinsTeam Roles :
Teamworker : Polite and Diplomatic
Shaper : Dynamic and Challenging, works well under pressure.
Resources Investigator – Extravert and Makes Contacts
Coordinator – Delegates well and Chair group discussion
Implementer – Reliable and efficient , makes things happen
Tuckman’s 4 Stages forTeam Formation
Communication :
ConCom: Used due to complexity of task during research
Wheel : Used during the consolidation, to simply consolidation

7. Issues which arised and how we solved them ?
7
Conflicting Schedules
Created aWhatsApp Group for Collaboration
Broke Down Project
ScheduledWorkshops
Conflicting Perspective on relevant materials
Consensus

8. Decision Making in the group
8
Consensus – Agreement amongst team on how to proceed in relation
to direction on project or resolving issues.
Strengths/Advantages :
Equal Input (Egalitarian)
Collaborative
Inclusive Process
Weakness/Problems :
Time consuming to agree difficult points.
Consensus could be swayed in wrong direction

9. Preamble
(C0mpany, Case Study, Countries, Cultural Dimensions Comparison)
9

10. Company – Xiaomi (Handset manufacturer)
• 2010: Founded by serial entrepreneur Lei Jun In China, based in Beijing (Mi.com, 2016)
• 2010: Sale of 10 million Mi2 handsets (Successstory.com, 2017)
• 2014: Sale of 61 million+ Mi4 handsets (Mi.com, 2016)
• 2017 : Further expansion into India
• 2010: Expanded into Asia, Australia, US, Europe and NZ markets
(Successstory.com, 2017)
10

11. Case Study
• Xiaomi is expanding globally and is opening its first branch in New
Delhi, India.
• We need to provide Cross CulturalTraining(CCT) and Manage the
performance of the new Country Manager to:
• Ensure Business objectives are met in the new country office.
• Ensure new country manager integrates into new culture.
11
(Youtube, 2017)

12. Countries: ChinaVs India
12
• Language – 297 living
languages; Two official
languages; Seven dialects(lewis and
paul, 2009)
• Language – 22 official languages;
720 dialects; Hindi and English
widely spoken(Justlanded.com, 2017)
• Food – Non-Veg; Use of
chopsticks; Mild spices (Wertz, 1998)
• Food – Mainly veg; Use of
hand; Strong spices
(foodbycountry.com, 2017)
• Education – Minimum 9 years
mandatory; 75% literacy rate
(everyculture.com, 2017)
• Education – Minimum 8 years
mandatory(Murray, 2005); 74%
literacy rate(Censusindia.gov.in, 2017)
• Social – Collectivist culture;
Eye contact; Oldest person
greeted first; Concept of Face
(Commisceo-global.com, 2014)
• Social – Individualistic and
Collectivistic Culture; Use of
gestures and signs; Low
context; Elders and superiors
greeted first (Commisceo-global.com, 2016)

13.  Dress code
 Handshake; Business card exchange
 Gift exchange
 Punctuality
 Work breaks
 Business language
IndianVs Chinese Business Culture
(Grotha, 2017)
VS
13

14. Cultural Dimensions Comparison IndiaVs China
1. Power Distance:
• High PD
• Top Down
structure
• Dependant on
Boss for
Direction
2. Individualism
• Work is “We”
• Religion is “I”
• India is
Collectivist &
Individualistic
• China is very
Collectivist
3. Masculinity
• Competition
based Society
• Winner Based
system from
School to
Business life
4. Uncertainty
Avoidance
• Low Risk
Appetite
• However
Bending Rules
OK
6. Indulgence
• High Restraint on
luxuries
• Little Emphasis
on LeisureTime
5. LongTerm
Orientation
• Pragmatic
• Contextual
• Thrifty
• Save and Invest
77
48 56
40
51
26
80
20
66
30
87
24
0
20
40
60
80
100
Power Distance Individualism Masculinity Uncertainty Long Term
Orientation
Indulgence
IndiaVs China
India China
(Hofstede, 2017)
14

15. 2) Who will be the best
candidate to go to India?
Overview of key attributes and criteria
15

16. Who will be the best candidate to go to India?
1. Select Manager which is a Parent Country
National (PCN) - we need to send a “Bear”
which is ethnocentric choice to retain cultural
and knowledge control of the HQ.
2. PCN should be well travelled and have a good
English skills.
3. EQ and CQ - Selected manager should have
High level of EQ and CQ.
(Iles and Zhang, 2013)
16

17. 3) Cross CulturalTraining (CCT)
What ,Why,When, Who and How will it be conducted?
17

18. What is CCT?
“The educative process used to improve intercultural
learning via the development of cognitive,
affective and behavioural competencies needed
for successful interactions in diverse cultures”
(Harzing and Pinnington, 2015)
18

19. Cross CulturalTraining improves:-
• Managerial effectiveness
• Self development
• Adjustment
• Relationships with locals/hosts
• Performance
• Minimize risk of expatriation failure
Why provide CCT?
(Harzing and Pinnington, 2015)
19

20. Training need analysis:
Prior to providing training, we should know:
o What skills, roles and areas of knowledge will the manager
need when
o Working in the new culture
o Living in the new culture
o What skills are already known?
o What new skills are needed?
o What outcomes are expected from the trainees learning and
using new skills
o What skills will the spouse/dependents need? (Harzing and Pinnington, 2015)
20

21. What CCT will be applicable?
1. DidacticTraining: Living Conditions, Cultural Differences,
Enhancing Cognitive Skills
2. Cultural Assimilators: Scenario are issue based and
employee should select appropriate responses
3. LanguageTraining: Basic greetings to fluency in host
country
4. Sensitivity Training: Acceptance of difference in culture and
improve motivation for cultural interaction
5. Field Experience: On the job training via short term
assignments
(Iles and Zhang, 2013)
21

22. When will CCT take place?
Repatriation
Or
Transfer
Post Assignment
Adjustment
management
Performance
Management
During
Assignment
1. Language
2. Culture
3. Short-term on
the job
Pre Assignment
Oberg (1960) explains The Culture Shock in terms of
four phases:
1. The honeymoon
2. The crisis
3. The recovery
4. The adjustment
3 Phases of International Assignment
22
(Iles and Zhang, 2013)

23. Who will conduct the CCT?
A Qualified CCT trainer should have the following:
1. Experience of living abroad for at least two years
2. Experience of culture shock personally
3. Comprehensive knowledge of host country, including religion, politics,
cultural values and accepted business practices
4. Clear understanding of home culture, so as to distinguish home from
host
5. Positive attitude to cultural experience
It is also important to understand the learning style of expatriates culture,
when training.
23
(Iles and Zhang, 2013)

24. Repatriation training
“Expatriates often seem to consider their assignment as an
exile from the home office, where ‘out of sight is out of
mind’ fearing that there will not be promotions when they
are back.
Repatriation training should be:
1. Clear career development plans
2. Regular updates with the home office
24
(Iles and Zhang, 2013)

25. 4) Performance Management
What,Why,When, Who and How will it be conducted?
25

26. (Briscoe, et al., 2012)
International Performance Management
“A designed, implemented and evaluated intervention of an
MNE for the purpose of managing the performance of a
global workforce so that performance (at the individual,
team, and organisational level) contributes to the
attainment of strategic global objectives and results in
overall MNE desired performance”
”
26

27. (Harzing and Pinnington, 2015)
What is Performance Management?
“Performance Management (PM) ≠ Performance Appraisals”
Performance Appraisals is a major part of PM, however PM also
consist of several other activities such as:
a. Setting Objective/Goals
b. Providing Feedback
c. Motivating Employees
”
27

28. Additional Factors to consider for International
Performance Management?
 Relation Factors: Empathy, Flexibility, Interpersonal
Skills
 Motivation Factors: Belief in Mission, Level of
commitment
 Family Factors: Spouse, Children
28
(Harzing and Pinnington, 2015)

29. Clarification
Set expectations, define
performance measures and
align organizational and
individual goals
Monitor performance
Review and Feedback
Provide support and reward
good performance
Evaluate the performance
management processCommunication
Management
Commitment
Performance Management Model
29
(Iles and Zhang, 2013)

30. Some key Challenges with international Performance
Management
• Cultural differences
• Observability
• Conflicts of loyalty
30
(Iles and Zhang, 2013)

31. Why do Performance Management?
1. Increase Organizational Performance
2. Increase Individuals Performance
3. Increase EmployeeWell-being/Happiness
(Harzing and Pinnington, 2015)
31

32. When will the Performance Management be done?
1. Monthly Reports
 Via e-mail to HQ
2. Quarterly Reviews and Feedback
 Video conference
 Delegate visits from HQ
3. Yearly Evaluation
 Country manager visits HQ
32
(Harzing and Pinnington, 2015)

33. Who will do the Performance Management?
 Direct line manager at the HQ
- Organize effort, seek guidance and coaching.
33
(Harzing and Pinnington, 2015)

34. How do we evaluate Performance Management?
 360 Degree Appraisal (Iles and Zhang, 2013)
 Evaluation should be explained clearly with information on the
manager’s responsibilities, dates, venues and specific steps to be
taken.
 This evaluation should not be a surprise and the manager should be
aware of his role and based on what will he be judged.
 Delivering performance feedback using a strength-based approach.
 This provides a more holistic and objective view of individuals
performance.
(Harzing and Pinnington, 2015)
34

35. Allocating meaningful Rewards
 High score on Masculinity and Long term
orientation dimensions
 Opportunities for growth and promotion will
motivate the Chinese manager to perform.
 Low score for UncertaintyAvoidance
 A guaranteed job on repatriation would motivate the
manager as its reduces the overall risk on the
expatriation.
35
(Aguinis and Gottfredson, 2012; Hofstede, 2017)

36. 5) How CCT integrates with
Performance Management?
36

37. How CCT integrates with Performance Management?
CCTs main objective is to achieve organization and
individual performance:
 By Developing cultural and emotional intelligence
competencies.
These competencies are measured via the PE process.
37

38. How do we achieve the desired results using CCT and
PM?
CCT
PM
Rewards
Desired
Results
38

39. 39

40. Any questions?
40

41. References:
1. Aguinis, H., Joo, H. and Gottfredson, R. (2012). Performance management universals:Think
globally and act locally. Business Horizons, 55(4), pp.385-392.
2. Censusindia.gov.in. (2017). Census of India: Provisional PopulationTotals: India:Census 2011.
[online] Available at: http://www.censusindia.gov.in/2011-prov-results/indiaatglance.html
[Accessed 18 Apr. 2017].
3. Commisceo-global.com. (2014). China - Language, Culture, Customs and Etiquette. [online]
Available at: http://www.commisceo-global.com/country-guides/china-guide [Accessed 18
Apr. 2017].
4. Commisceo-global.com. (2016). India - Language, Culture, Customs and Etiquette. [online]
Available at: http://www.commisceo-global.com/country-guides/india-guide [Accessed 18
Apr. 2017].
5. Everyculture.com. (2017). Culture of China - history, people, clothing, traditions, women,
beliefs, food, customs, family. [online] Available at: http://www.everyculture.com/Bo-
Co/China.html [Accessed 18 Apr. 2017].
6. Foodbycountry.com. (2017). Food in India - Indian Food, IndianCuisine - traditional, popular,
dishes, recipe, diet, history, common, meals, rice. [online] Available at:
http://www.foodbycountry.com/Germany-to-Japan/India.html [Accessed 18 Apr. 2017].
41

42. 7. Groth, A. (2017). 12 EssentialTips For Doing Business In India. [online] Business Insider.
Available at: http://www.businessinsider.com/12-things-you-need-to-know-about-doing-
business-in-india-2012-1#if-you-expect-something-to-take-a-week-itll-take-a-month-2
[Accessed 17 Apr. 2017].
8. Harzing, A. and Pinnington, A. (2015). International human resource management. 4th ed.
London: SAGE Publications Ltd, pp.348, 397-428.
9. Hofstede, G. (2017). India - Geert Hofstede. [online] Geert-hofstede.com. Available at:
https://geert-hofstede.com [Accessed 17 Apr. 2017].
10. Iles, P. and Zhang, C. (2013). International human resource management. 1st ed. London:
Chartered Inst. of Personnel and Development, pp.242-247.
11. Just Landed. (2017). Languages in India. [online] Available at:
https://www.justlanded.com/english/India/India-Guide/Language/Languages-in-India
[Accessed 17 Apr. 2017].
12. Lewis and M. Paul. (2009). Ethnologue: Languages of theWorld. Sixteenth edition. Dallas,
Texas: SIL International.
13. Mi.com. (2016). Mi Global Home. [online] Available at: http://www.mi.com/en/about/
[Accessed 17 Apr. 2017].
14. Mullins, L. and Christy, G. (2013). Management et organizational behaviour. 1st ed. Harlow:
Pearson, pp.342-351.
42
References:

43. 15. Murray, E. (2005). Countries Compared by Education > Duration of compulsory education.
InternationalStatistics at NationMaster.com. [online] Nationmaster.com. Available at:
http://www.nationmaster.com/country-info/stats/Education/Duration-of-compulsory-
education [Accessed 18 Apr. 2017].
16. Successstory.com. (2017). Xiaomi Profile, History, Founder, Founded, Ceo | Electronic
Companies | SuccessStory. [online] Available at: https://successstory.com/companies/xiaomi
[Accessed 17 Apr. 2017]
17. Todaytranslations.com. (2017). Professional translation services agency in London,UK.
[online] Available at: https://www.todaytranslations.com [Accessed 17Apr. 2017].
18. Wertz, R. (1998). The Cultural Heritage of China :: Food & Drink :: Cuisine :: Introduction.
[Online] Available at: http://www.ibiblio.org/chineseculture/contents/food/p-food-
c01s01.html#Sources [Accessed 17Apr. 2017].
19. YouTube. (2017). What students think of China and India - BBC News. [online] Available at:
https://www.youtube.com/watch?v=m9x-oMCZR5Y [Accessed 19 Apr. 2017].
43
References: