This document discusses developing international staff and multinational teams. It identifies four categories of global assignments: technical, functional/tactical, developmental/high potential, and strategic/executive. Training and development in international human resource management is important for acquiring and transferring knowledge, managing foreign subsidiaries, filling staffing needs, maintaining communication and coordination between subsidiaries and headquarters, and developing global leadership competence. The training requirements for an assignment depend on the roles and responsibilities, tenure, staffing trends and orientations, and the extent of control and coordination by the parent company. Effective training focuses on cross-cultural training, orientation to the unit's approach, and preparatory or post-assignment training.

1. Developing International
Staff and Multinational Teams
Capt. Ramrao Ranadive

2. Identifying The Type of Global assignment
A classification is given by Caligiuiri as under into four categories
1. Technical
2. Functional/Tactical
3. Developmental /High Potential
4. Strategic /Executive

3. Relevance of Training and Development in International HRM
Besides the type of assignments given by Caligiuri one needs to
understand the purposes served . These Include
1. Acquire and transfer Knowledge
2. To manage a Foreign subsidiary
3. To fill a staffing need
4. To maintain Communication
5. Coordination and control between subsidiaries and Corporate
headquarters
6. Develop Global Leadership Competence

4. The Training Requirements for a Person is determined more by
1. Roles and Responsibilities of the Assignment
2. The Tenure (short or Long)
3. Staffing Trends/Orientations – Ethnocentric or Polycentric
4. The Parent or Head quarters extent of Control and
Coordination and its strategy /budget for trg.
5. KSA’s possessed versus desired depending upon the Roles and
Responsibilities
The Training for assignments in international units therefore is
centred around
1. Cross Cultural Training
2. Training in the orientation adopted for the unit, and
3. The preparatory or post assignment training

5. International training and development Subsets

6. 2011 Study: causes for international
assignment failure
 Spouse/partner dissatisfaction 18%
 Poor candidate choice 16%
 Poor job performance 13%
 Inability to adapt 12%
 Other family concerns 8%

7. The Mendenhall, Dunbar and Oddou cross-cultural training model

8. Information-giving approach
Emphasize information-giving approach:
 Area or cultural briefings
 Lectures, movies, books
 Interpreters
 ‘Survival-level’ language training
< 1 week trainingLow interaction,
similar cultures

9. Affective approach
Emphasize affective approach:
 Role-playing
 Critical incidents
 Culture assimilator training
 Case studies
 Stress reduction training
 Moderate language training
more training rigor
1-4 + weeks long
2-12 month job,
some interaction

10. Immersion approach
Emphasize immersion approach:
 Assessment center
 Field experiences
 Simulations
 Sensitivity training
 Intercultural web-based workshop
 Extensive language training
more training rigor
2+ months long
High interaction,
novel culture

11. LOW
High
Degree of Interaction
LOW
High
Rigour of Trg
LOW
Rigour of Trg
HIGH
Trg Focus is
Culture Related Issues
Trg Focus is
Task/Job Related Issues
TUNG’S MODEL
Cultural
Novelty
Low
High
Task/job Focus

12. Phase 1 Training and
Objectives
Phase 2 Identify the type
of assignment
CEO
Structure Reproducer,
Trouble shooter
’Operative
Phase 3 Determining
training needs,
Organizational analysis.
Individual Analysis,
Assgnment analysis
Phase 6
Evaluating the
programme short term
Goals
Long term Goals
Phase 5
Develop and deliver the
CCT programme
Course Content
Identify Methods of
Training Sequencing
Sessions
Phase 4
Establish Goals and
measures
Short Term
Long Term
Phases in CCT Programme

13. Cultural awareness training and assignment performance

14. Kirkpatrick’s Four Levels of Evaluation
 Level I: Evaluate Reaction
 Level II: Evaluate Learning
 Level III: Evaluate Behavior
 Level IV: Evaluate Results
 Fifth level was recently “added” for
return on investment (“ROI”) but
this was not in Kirkpatrick’s
original model

15. Relationship Between Levels
 Each subsequent level is
predicated upon doing
evaluation at lower level
 A Level 3 will be of marginal
use, if a Level 2 evaluation is
not conducted
Level 1 – Reaction
Was the environment
suitable for learning?
Level 2 - Knowledge
Did they learn anything
Level 3 - Behavior
KSA being used on the job?
Level 4 - Results
Was it worth it?

16. Slide 16
Improve
Learning Environment
Improve
Knowledge/Skill transfer
Check
Performance Environment
Check Requirements,
Systems and Processes
Only by assessing each level can we
yield actionable results
Level 1 – Reaction
Was the environment
suitable for learning?
Level 2 - Knowledge
Did they learn anything
Level 3 - Behavior
KSA being used on the job?
Level 4 - Results
Was it worth it?

17. Types of Assessments Used at Each Level
Level 1 – Reaction
Was the environment
suitable for learning?
Level 2 - Knowledge
Did they learn anything
Level 3 - Behavior
KSA being used on the job?
Level 4 - Results
Was it worth it?
Type Form
Summative
Correlation of business
results with other
assessment results
Summative Observation of
Performance
360° Survey
Diagnostic
Summative
Self-assessment
Test
Reaction
Formative
Survey
Real-time Polling
Quizzing