This document provides an overview of global training and development. It discusses key concepts like global mindset, experimental learning, and cross-cultural training. The document contains 6 sections - an introduction, sections on global training and development, global mindset, experimental learning, cross-cultural training, and a conclusion. It examines different models of learning, discusses how culture impacts training approaches, and analyzes the GLOBE study on leadership across cultures. The overall purpose is to analyze global training and highlight critical aspects.
This document discusses global talent management and the shortage of global leaders. It notes that demand for managers with international experience is growing due to factors like globalization and emerging markets. However, the supply of global talent is limited. The document reviews strategies that organizations use to address this talent shortage, such as developing high-potential employees earlier, recruiting graduates, hiring externally, and developing local talent. It emphasizes that getting employees international experience sooner can provide strategic value and competitive advantage.
This chapter discusses managing human resources in an international business context. It explains that more companies are conducting business globally and therefore need global human resource strategies. Some of the key challenges in international human resource management include deploying employees with the right skills globally, sharing knowledge across borders, and identifying and developing talent worldwide. The chapter outlines factors to consider for international assignments, such as candidate selection, cost projections, compensation plans, and cultural training. It also notes how labor laws and business conditions vary significantly between countries, presenting additional human resource challenges for multinational companies.
This document is a dissertation submitted by a student to fulfill requirements for a degree in international business with economics. It examines the effect of foreign direct investment (FDI) in developing economies. The dissertation includes a literature review on the history and theories of FDI and multinational corporations. It also analyzes trends in FDI flows to developing and developed countries, the impact of FDI on host country growth, and the relationship between FDI and global value chains. The student aims to determine whether FDI promotes economic growth in developing nations through empirical analysis and discussion of existing research on this topic.
The document is a thesis submitted by L. Meyer in partial fulfillment of the requirements for a Doctor of Philosophy degree in Management of Technology and Innovation from The Da Vinci Institute. The thesis explores accreditation and external moderation frameworks for occupationally directed education and training providers in South Africa. It examines challenges faced by providers in the accreditation and moderation domains and proposes alternative frameworks. The methodology is qualitative, using grounded theory and collecting data through focus groups, questionnaires, interviews and reviewing accreditation and moderation reports. The analysis suggests that current frameworks require reform to reduce bureaucracy and allow more innovation in education delivery to support transformation in South Africa.
This document summarizes an organizational development course taken by Sabrina Yu at York University in 2014. The document discusses the evolving role of human resources in global organizations and some of the challenges of expatriation. It recommends that organizations improve expatriate selection methods by considering interpersonal skills in addition to technical competence. It also recommends formalizing repatriation programs and career support for returning expatriates to reduce turnover. Improving selection and support throughout the expatriation process can help organizations better leverage their human capital and investments globally.
MACRO & INTERNATIONAL PERSPECTIVE OF OCCUPATIONAL BASED LEARNING CIMAP
The power of institutionalized education despite national acceptance of the NQF
Inherent resistance to change in societies.
The impact of how we have all experienced education
How much has fundamentally changed in education ?
The perceived social value of formal education.
Employees were surveyed about what factors are important in their careers. While work-life balance, job security, and financial rewards were universally rated as very important, there were differences among subgroups:
- Younger employees valued career advancement more than older employees.
- Women placed more importance on work-life balance, job security, and professional development than men, especially at early career stages.
- Asians and Europeans valued international opportunities far more than Americans.
However, what employees said was important did not always match what actually improved retention and commitment. Understanding these differences is key to attracting and retaining talent.
This document introduces the Digital Evolution Index (DEI) created by The Fletcher School at Tufts University to measure the digital evolution of 50 nations. The DEI analyzes six years of data on how countries are transitioning their citizens and economies to the digital future. Key insights from the index include understanding countries' regenerative capacities after the 2008 economic decline and how they are preparing for opportunities and challenges of increasing digitization. The DEI can help policymakers design strategies to boost digital competitiveness and help businesses identify patterns to inform their global expansion plans in the digital economy. While technology holds potential gains, countries and companies need strong policies and strategies based on understanding each nation's digital progress and environment.
This document discusses global talent management and the shortage of global leaders. It notes that demand for managers with international experience is growing due to factors like globalization and emerging markets. However, the supply of global talent is limited. The document reviews strategies that organizations use to address this talent shortage, such as developing high-potential employees earlier, recruiting graduates, hiring externally, and developing local talent. It emphasizes that getting employees international experience sooner can provide strategic value and competitive advantage.
This chapter discusses managing human resources in an international business context. It explains that more companies are conducting business globally and therefore need global human resource strategies. Some of the key challenges in international human resource management include deploying employees with the right skills globally, sharing knowledge across borders, and identifying and developing talent worldwide. The chapter outlines factors to consider for international assignments, such as candidate selection, cost projections, compensation plans, and cultural training. It also notes how labor laws and business conditions vary significantly between countries, presenting additional human resource challenges for multinational companies.
This document is a dissertation submitted by a student to fulfill requirements for a degree in international business with economics. It examines the effect of foreign direct investment (FDI) in developing economies. The dissertation includes a literature review on the history and theories of FDI and multinational corporations. It also analyzes trends in FDI flows to developing and developed countries, the impact of FDI on host country growth, and the relationship between FDI and global value chains. The student aims to determine whether FDI promotes economic growth in developing nations through empirical analysis and discussion of existing research on this topic.
The document is a thesis submitted by L. Meyer in partial fulfillment of the requirements for a Doctor of Philosophy degree in Management of Technology and Innovation from The Da Vinci Institute. The thesis explores accreditation and external moderation frameworks for occupationally directed education and training providers in South Africa. It examines challenges faced by providers in the accreditation and moderation domains and proposes alternative frameworks. The methodology is qualitative, using grounded theory and collecting data through focus groups, questionnaires, interviews and reviewing accreditation and moderation reports. The analysis suggests that current frameworks require reform to reduce bureaucracy and allow more innovation in education delivery to support transformation in South Africa.
This document summarizes an organizational development course taken by Sabrina Yu at York University in 2014. The document discusses the evolving role of human resources in global organizations and some of the challenges of expatriation. It recommends that organizations improve expatriate selection methods by considering interpersonal skills in addition to technical competence. It also recommends formalizing repatriation programs and career support for returning expatriates to reduce turnover. Improving selection and support throughout the expatriation process can help organizations better leverage their human capital and investments globally.
MACRO & INTERNATIONAL PERSPECTIVE OF OCCUPATIONAL BASED LEARNING CIMAP
The power of institutionalized education despite national acceptance of the NQF
Inherent resistance to change in societies.
The impact of how we have all experienced education
How much has fundamentally changed in education ?
The perceived social value of formal education.
Employees were surveyed about what factors are important in their careers. While work-life balance, job security, and financial rewards were universally rated as very important, there were differences among subgroups:
- Younger employees valued career advancement more than older employees.
- Women placed more importance on work-life balance, job security, and professional development than men, especially at early career stages.
- Asians and Europeans valued international opportunities far more than Americans.
However, what employees said was important did not always match what actually improved retention and commitment. Understanding these differences is key to attracting and retaining talent.
This document introduces the Digital Evolution Index (DEI) created by The Fletcher School at Tufts University to measure the digital evolution of 50 nations. The DEI analyzes six years of data on how countries are transitioning their citizens and economies to the digital future. Key insights from the index include understanding countries' regenerative capacities after the 2008 economic decline and how they are preparing for opportunities and challenges of increasing digitization. The DEI can help policymakers design strategies to boost digital competitiveness and help businesses identify patterns to inform their global expansion plans in the digital economy. While technology holds potential gains, countries and companies need strong policies and strategies based on understanding each nation's digital progress and environment.
1st Developmental Workshop on Entrepreneurial Teams and Collective Entreprene...bhcyrine
Interested in entrepreneurial teams research or in collective entrepreneurship more generally?
Wanting to (further) develop a working paper?
Wouldn’t mind discovering the land of French champagne and/or shopping at designer outlets?
Well, the 1st Developmental Workshop on Entrepreneurial Teams and Collective Entrepreneurship Research might be just for you!
Download the call for papers!
The Economic and Social Council will hold its Special High-level meeting with the Bretton Woods institutions, the World Trade Organization and the United Nations Conference on Trade and Development on 12–13 March 2012 at United Nations Headquarters, New York. The overall theme of the meeting will be “Coherence, coordination and cooperation in the context of Financing for Development”.
The experts discussed the best and worst aspects of globalization. While globalization has lifted economic growth and living standards around much of the developing world, it has also increased inequality within and between countries. The spreading of wealth is seen as the key benefit of globalization. However, the disconnect between the need for global regulation and the inability of national political systems to agree on global governance is viewed as problematic. Technology and global infrastructure are seen as improving individuals' ability to hold those in power accountable. Overall, advancing globalization is expected to have a positive impact in Asia but more mixed views in other regions. Managing inequality remains a key challenge to ensure the benefits of globalization are widely shared.
Common Goals and Differential Commitments: The Role of Emerging Economies in ...Dr Lendy Spires
Abstract The following discussion paper explores the heated debate around ‘common goals and differential commitments’ in international development cooperation. It tries to capture the views and positions of the so-called ‘emerging economies’ on their role and contribution to global development and the post-2015 agenda. It explains the divergence between North-South and South-South cooperation with regard to their historical narratives, con-ceptual paradigms, delivery approaches, functions and capacity. It highlights the im-portance of standard-setting, monitoring, accountability and peer-review but it also ex-plains the technical challenges and political tensions in bringing the ‘Southern providers’ into the regimes and systems led by the OECD-DAC and the current post-Busan Global Partnership. The paper explains the challenges of categorising the new development part-ners, and defining and measuring the quantum, quality and effectiveness of their develop-ment cooperation activities. It stresses the importance of developing a framework for mon-itoring and evaluating South-South cooperation and the identification of appropriate insti-tutional platforms for such discussions to take place. The paper is based on empirical re-search and engagement with numerous Southern stakeholders and offers concrete policy proposals for the different development partners involved in the debate.
Refrigeration and Air Conditioning Breaking Barriers among Practitioners Prof...ijtsrd
This research assessed the barriers among practitioners proficiency in meeting the global needs in this digital age and industry 4.0. The researcher s utilized the descriptive method of research to gather the data needed in this study. The data revealed that refrigeration and air conditioning practitioners were moderately knowledgeable in terms the knowledge, skills and attitudes to safely install the main packaged type air conditioning unit PACU components and units as well as accessories based on manufacturers recommendations. Further, issues and concerns were identified, inclusion of HVAC R in the curriculum was the most addressed concerned. Thus, this implied that there is a need to revisit the RAC curriculum. Mateo A. Alin | Eugenio A. Ermac | Nolasco K. Malabago | Roberto L. Suson ""Refrigeration and Air Conditioning: Breaking Barriers among Practitioners Proficiency"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30272.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30272/refrigeration-and-air-conditioning-breaking-barriers-among-practitioners-proficiency/mateo-a-alin
Skills for employability in the informal economyDr Lendy Spires
The informal economy plays a major role in developing countries, employing up to 90% of the workforce in some nations. It consists of small, unregistered businesses and self-employed workers with low skills and incomes. While traditionally considered temporary, the informal economy has grown significantly and is now a permanent part of these economies. Improving skills and productivity in the informal sector through education and training could help reduce poverty and boost economic growth.
Anteproyecto de investigación. Producto final de la asignatura de Tecnología e Innovación Educativa de la Maestría en Educación y Maestría en Tecnología Educativa del ITESM.
This document provides information about the Nortel NTK505MAE5 Access Panel SONET/J-SDH, including how to purchase it, payment and shipping details, warranty information, and additional services offered by Launch 3 Telecom such as repair, maintenance contracts, de-installation, and recycling. Launch 3 Telecom is a telecommunications equipment supplier and provider of installation and other services.
This document provides a summary of Rhonda Wood's work experience and qualifications. It details her experience providing customer service and warehouse management for two years in the United States Marine Corps, including responsibilities like handling inquiries, resolving complaints, and overseeing receiving, warehousing and distribution operations. It also lists her education and references.
The document discusses measuring customer experience at an organization. It provides a list of tasks customers engage in and the percentage of total votes or interactions each task received. The top task, "Treatment of Cancer", received 5.9% of the total votes. The list also separates tasks into those more relevant to customers versus employees/stakeholders. It recommends identifying top tasks to measure and improve upon to enhance the customer experience.
The daily announcements for Pine River school on November 16th included reminders for the boys volleyball team game, book fair, and milk being sold that day. Teachers were asked to submit any entries for the Legion contest and students could sign up for floor hockey. Gotcha winners from different classrooms were also announced.
A 47-year-old patient complains of skin itching, jaundice, and bone pain. Laboratory tests reveal elevated bilirubin, AST, ALT, and alkaline phosphatase levels. The liver is enlarged. The probable diagnosis is primary biliary liver cirrhosis based on the clinical presentation and laboratory abnormalities.
The document discusses strategies for avoiding poor selection and development of expatriates. It covers three main topics: selection of candidates, pre-departure cross-cultural training, and repatriation efforts. For selection, the document examines different criteria used to identify qualified candidates and the importance of assessing a candidate's spouse. For training, it discusses how the timing and content of cross-cultural training can impact adjustment. For repatriation, it notes the high turnover rates of returning expatriates and emphasizes the need for organizations to facilitate knowledge transfer and support cultural re-adjustment.
1st Developmental Workshop on Entrepreneurial Teams and Collective Entreprene...bhcyrine
Interested in entrepreneurial teams research or in collective entrepreneurship more generally?
Wanting to (further) develop a working paper?
Wouldn’t mind discovering the land of French champagne and/or shopping at designer outlets?
Well, the 1st Developmental Workshop on Entrepreneurial Teams and Collective Entrepreneurship Research might be just for you!
Download the call for papers!
The Economic and Social Council will hold its Special High-level meeting with the Bretton Woods institutions, the World Trade Organization and the United Nations Conference on Trade and Development on 12–13 March 2012 at United Nations Headquarters, New York. The overall theme of the meeting will be “Coherence, coordination and cooperation in the context of Financing for Development”.
The experts discussed the best and worst aspects of globalization. While globalization has lifted economic growth and living standards around much of the developing world, it has also increased inequality within and between countries. The spreading of wealth is seen as the key benefit of globalization. However, the disconnect between the need for global regulation and the inability of national political systems to agree on global governance is viewed as problematic. Technology and global infrastructure are seen as improving individuals' ability to hold those in power accountable. Overall, advancing globalization is expected to have a positive impact in Asia but more mixed views in other regions. Managing inequality remains a key challenge to ensure the benefits of globalization are widely shared.
Common Goals and Differential Commitments: The Role of Emerging Economies in ...Dr Lendy Spires
Abstract The following discussion paper explores the heated debate around ‘common goals and differential commitments’ in international development cooperation. It tries to capture the views and positions of the so-called ‘emerging economies’ on their role and contribution to global development and the post-2015 agenda. It explains the divergence between North-South and South-South cooperation with regard to their historical narratives, con-ceptual paradigms, delivery approaches, functions and capacity. It highlights the im-portance of standard-setting, monitoring, accountability and peer-review but it also ex-plains the technical challenges and political tensions in bringing the ‘Southern providers’ into the regimes and systems led by the OECD-DAC and the current post-Busan Global Partnership. The paper explains the challenges of categorising the new development part-ners, and defining and measuring the quantum, quality and effectiveness of their develop-ment cooperation activities. It stresses the importance of developing a framework for mon-itoring and evaluating South-South cooperation and the identification of appropriate insti-tutional platforms for such discussions to take place. The paper is based on empirical re-search and engagement with numerous Southern stakeholders and offers concrete policy proposals for the different development partners involved in the debate.
Refrigeration and Air Conditioning Breaking Barriers among Practitioners Prof...ijtsrd
This research assessed the barriers among practitioners proficiency in meeting the global needs in this digital age and industry 4.0. The researcher s utilized the descriptive method of research to gather the data needed in this study. The data revealed that refrigeration and air conditioning practitioners were moderately knowledgeable in terms the knowledge, skills and attitudes to safely install the main packaged type air conditioning unit PACU components and units as well as accessories based on manufacturers recommendations. Further, issues and concerns were identified, inclusion of HVAC R in the curriculum was the most addressed concerned. Thus, this implied that there is a need to revisit the RAC curriculum. Mateo A. Alin | Eugenio A. Ermac | Nolasco K. Malabago | Roberto L. Suson ""Refrigeration and Air Conditioning: Breaking Barriers among Practitioners Proficiency"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30272.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30272/refrigeration-and-air-conditioning-breaking-barriers-among-practitioners-proficiency/mateo-a-alin
Skills for employability in the informal economyDr Lendy Spires
The informal economy plays a major role in developing countries, employing up to 90% of the workforce in some nations. It consists of small, unregistered businesses and self-employed workers with low skills and incomes. While traditionally considered temporary, the informal economy has grown significantly and is now a permanent part of these economies. Improving skills and productivity in the informal sector through education and training could help reduce poverty and boost economic growth.
Anteproyecto de investigación. Producto final de la asignatura de Tecnología e Innovación Educativa de la Maestría en Educación y Maestría en Tecnología Educativa del ITESM.
This document provides information about the Nortel NTK505MAE5 Access Panel SONET/J-SDH, including how to purchase it, payment and shipping details, warranty information, and additional services offered by Launch 3 Telecom such as repair, maintenance contracts, de-installation, and recycling. Launch 3 Telecom is a telecommunications equipment supplier and provider of installation and other services.
This document provides a summary of Rhonda Wood's work experience and qualifications. It details her experience providing customer service and warehouse management for two years in the United States Marine Corps, including responsibilities like handling inquiries, resolving complaints, and overseeing receiving, warehousing and distribution operations. It also lists her education and references.
The document discusses measuring customer experience at an organization. It provides a list of tasks customers engage in and the percentage of total votes or interactions each task received. The top task, "Treatment of Cancer", received 5.9% of the total votes. The list also separates tasks into those more relevant to customers versus employees/stakeholders. It recommends identifying top tasks to measure and improve upon to enhance the customer experience.
The daily announcements for Pine River school on November 16th included reminders for the boys volleyball team game, book fair, and milk being sold that day. Teachers were asked to submit any entries for the Legion contest and students could sign up for floor hockey. Gotcha winners from different classrooms were also announced.
A 47-year-old patient complains of skin itching, jaundice, and bone pain. Laboratory tests reveal elevated bilirubin, AST, ALT, and alkaline phosphatase levels. The liver is enlarged. The probable diagnosis is primary biliary liver cirrhosis based on the clinical presentation and laboratory abnormalities.
The document discusses strategies for avoiding poor selection and development of expatriates. It covers three main topics: selection of candidates, pre-departure cross-cultural training, and repatriation efforts. For selection, the document examines different criteria used to identify qualified candidates and the importance of assessing a candidate's spouse. For training, it discusses how the timing and content of cross-cultural training can impact adjustment. For repatriation, it notes the high turnover rates of returning expatriates and emphasizes the need for organizations to facilitate knowledge transfer and support cultural re-adjustment.
Running head Week 8 Assignment 2 International Assignments.docxagnesdcarey33086
Running head: Week 8 Assignment 2: International Assignments
12
Week 8 Assignment 2: International Assignments
Week 8 Assignment 2: International Assignments
Schwanna Weston
Professor Tara McNealy
Global Human Resources Management
May 27, 2015
International Assignments
Introduction
The multinational firm in which I am HR director is called Real International Boutique, Inc. or for short RIB. The organization is a US based boutique with thirty retail store in the northeast is of the US, and are looking to expand retail locations globally to Italy. My goal as HR director will see to it that RIB hires three business developers as expatriates to implement, launch and open ten new retail stores and establish global markets in Italy, with an five year project deadline. My paper will include four to six components that the pre-departure training will need to cover and a rationale for the use of using the training components in question, the proposal of three criteria that management will use to assess the performance of expatriates working abroad. In addition, an implemented proposal, along with examples of the fundamental ways in which these performance requirements have improved performance is included.
The recommendation of a recruiting and selection strategies that I believe the firm should use when offering international assignments with rationale are addressed. The international assignment paper will also cover the comparison and contrast of two staffing alternatives for foreign operations at RIB. The selection of the staffing alternative that I believe to be the best fit and analyzing the importance of providing a high-quality mentoring system for international assignees are outlined. Lastly, generation of an example, of a high-quality mentoring system for international assignees to support my analysis and suggestion of the manner in which I plan to measure return on investment (ROI) for international assignments.
Components of Pre-Departure Training
Given the primary selection criterion for most MNEs is technical ability of existing employee, it is not surprising to find that most of the literature on expatriate training is devoted to expatriate departure training activates that are mainly concerned with developing cultural awareness. There for once an employee has been selected for expatriate position, pre-departure training is consider to be the next critical step in attempting to ensure the expatriate’s effectiveness and success abroad, particularly where the destination country is considered culturally tough. Effective cultural training, its advocate, assists individuals to adjust more rapidly to the new culture. The limited, predominately US-based, research into this area reveals that a large number of US multinational s have been reluctant to provide even a basic level of pre-departure training, though this is now changing. Particular inters in the area began with Tung’s study on expatriation practices, including.
BU3315 Module 5 Decision Analysis and Queuing Models Exer.docxAASTHA76
BU3315: Module 5 Decision Analysis and Queuing Models
Exercise 5.1
Decision Analysis and Queuing Model Techniques
1
Solve the following problems:
1. The owner of the Burger Doodle Restaurant is considering two ways to expand operations: open a
drive-up window or serve breakfast. The increase in profits resulting from these proposed
expansions depends on whether a competitor opens a franchise down the street. The possible
profits from each expansion in operations, given both future competitive situations, are shown in
the following payoff table:
Competitor
Decision Open Not Open
Drive-up window $6,000 $20,000
Breakfast 4,000 8,000
Source: Taylor III, B.W. (2013). Introduction to Management Science (11th ed.). Pearson
Education, Inc.
Select the best decision, using the given decision criteria.
a. Maximax
b. Maximin
BU3315: Module 5 Decision Analysis and Queuing Models
Exercise 5.1
Decision Analysis and Queuing Model Techniques
2
2. Brooke Bentley, a student in business administration, is trying to decide which management science
course to take the next quarter—I, II, or III. “Steamboat” Fulton, “Death” Ray, and “Sadistic” Scott
are the three management science professors who teach the courses. Brooke does not know who
will teach what course. Brooke can expect a different grade in each of the courses, depending on
who teaches it next quarter, as shown in the following payoff table:
Professor
Course Fulton Ray Scott
I B D D
II C B F
III F A C
Source: Taylor III, B.W. (2013). Introduction to Management Science (11th ed.). Pearson
Education, Inc.
Determine the best course to take next quarter, using the given criteria.
a. Maximax
b. Maximin
3. The ticket booth on the Tech campus is operated by a person who is selling tickets for the annual
Tech versus State football game on Saturday. The ticket seller can serve an average of 12 customers
per hour; on average, 10 customers arrive to purchase tickets each hour (Poisson distributed). Using
the given data, determine:
a. The average time a ticket buyer must wait
b. The portion of time the ticket seller is busy
4. The Dynaco Manufacturing Company produces a particular product in an assembly line operation.
One of the machines on the line is a drill press that has a single assembly line feeding into it. A
partially completed unit arrives at the press to be worked on every 7.5 minutes, on average. The
machine operator can process an average of 10 parts per hour. Using the given data, determine:
a. The average number of parts waiting to be worked on
b. The percentage of time the operator is working
BU3315: Module 5 Decision Analysis and Queuing Models
Exercise 5.1
Decision Analysis and Queuing Model Techniques
3
c. The percentage of time the machine is idle
Evaluation Criteria:
The exercise wi ...
NHRDN Virtual Learning Session on Internation HRM: Integrating HRM Across Bou...National HRD Network
1. The document discusses globalization and its impact on human resource management. It covers topics such as global HR competencies, international assignments, culture and diversity, and performance management across cultures.
2. International assignments can help fill skills gaps, ensure consistent corporate culture, and develop global leaders. However, they also present challenges in terms of expatriate selection, cross-cultural adjustment, and successful repatriation.
3. Managing global talent requires developing a global mindset, understanding cultural differences, and building credibility through strong HR functional skills. Organizations must prepare expatriates, support them during assignments, and ease their reentry into home countries.
This document summarizes an article about expatriation and the challenges of managing expatriates. It discusses how there is no single approach to expatriate management that can be applied across all organizations and countries due to differences in culture, family situations, language skills, and other factors. The document also outlines the four pillars of effective expatriate management: selection of expatriates, preparation for international assignments, performance management during assignments, and repatriation after assignments. However, it notes that many companies do not follow systematic procedures for expatriate selection.
1.)Why might international assignments be important to participating.pdfaristogifts99
1.)Why might international assignments be important to participating employees?
2.) Which challenges prove most difficult in training expatriate managers?
3.) What are the characteristics of successful global virtual teams?
Solution
Individuals pursuing international assignments are making an important step in their career
development and the opportunity to live an enriched life that comes from experiencing a
different culture. As companies seek to expand their global capabilities and cultivate leaders to
run their multinational operations, providing field experiences that enable the acquisition of new
knowledge, skills, languages meets the individual need for more global experiences and helps to
achieve competitiveness and growth goals.
international assignments be important to participating employees
There are few theoretical means of clarification or concepts regarding the motives for
international transfers. At first sight, the study by Edström and Galbraith (1977) is the only one
that theoretically explains why international transfer of managers occurs. They propose three
general company motives for making this type of transfer. The first was to fill positions, which
concerns the transfer of technical and managerial knowledge. This motive is quite important for
developing countries, where qualified local nationals might not be available, but specific
knowledge transfer might be necessary to subsidiaries in developed countries as well. Expatriates
can be seen as the key bearers of tacit knowledge. The second major motive is management
development. The transfer gives the manager international experience and develops him/her for
future important tasks in subsidiaries abroad or with the parent company. This kind of transfer
would be carried out even if qualified host-country nationals were available. For the third motive
for international transfers, the final goal is not individual development but organization
development. This motive consists of two elements: socialization of both expatriate and local
managers into the corporate culture and the creation of a verbal information network that
provides links between subsidiaries and HQ.
Challenges in training Expatriate Managers & global virtual teams :
• Deployment. Getting the right skills to where they are needed in the organization regardless of
geographical location.
• Knowledge and innovation dissemination. Spreading state-of-the art knowledge and practices
throughout the organization regardless of where they originate.
• Identifying and developing talent on a global basis. Identifying who has the ability to function
effectively in a global organization and developing these abilities
2 Dealing with such challenges means that most employers have had to develop HR policies and
procedures just for handling global assignments. From a practical point of view, one has to
address issues such as:
3 1. Candidate identification, assessment, and selection. In addition to the required technical and
b.
What are the major concerns for corporations in developing and re.pdfjeeteshmalani1
What are the major concerns for corporations in developing and retaining expatriate employees,
especially managers? 250 words please
What are the major concerns for corporations in developing and retaining expatriate employees,
especially managers? 250 words please
Solution
International corporations use expatriates to maintain corporate control and expertise in various
global markets as well as to effectively facilitate entry into new markets. With a steady rise in
corporate globalization, employees with international experience become a vital asset to any
successful corporation. For that reason, Deresky (2013) suggests that the ability to develop a
globally-experienced top management team depends largely on the success of expatriates’
assignments, which is all dependent upon the corporation’s ability to manage the transitions for
both the expatriate their accompanying family members (p. 300). Consequently, effective human
resource management of a company’s global ends not only with the completion of the
international assignment, but rather with the successful return of the executive into company
headquarters” (Deresky, 2013, p. 300).
Specifically, poor expatriate management can threaten a corporation’s performance and
capabilities in the international sector. In fact, poor management prioritization or inattention
often leads to failed international assignments. For instance, inadequate management planning on
the selection of the expatriate for a particular international assignment will likely lead to the
premature return their expatriate or the loss of their returned expatriates due to poor repatriation.
Chew (2004) suggests that key predictors of expatriate selection success include: technical
ability, managerial skills, cultural empathy, adaptability, diplomacy, language ability, positive
attitude, emotional stability, maturity and adaptability of family.
Because the human resource management problems are typically more complex in these
international circumstances, it often leads to failures in international business. Without a doubt,
some of the leading problems encountered by both management and expatriates are unclear
expectations, learning a new organization, and the under-utilization of overseas experiences
(Vilet, 2012). Considering this, returning expatriates are always sought for these positions,
because their previous experiences make the transitions easier on both parties; however, one of
the challenges with expatriates is the inability to retain the expatriate upon return from the
overseas assignment. According to a 2010 survey conducted by Brookfield Global Relocation,
38 percent of expatriate returnees quit within 12 months—a consistent figure for over 30 years
(Vilet, 2012). Much of this can be contributed to the challenging nature of these assignments,
poor management, or the limitations on career potential. Likely an outdated and underestimated
cost today, research has “determined that the cost of losing a single repatriat.
People management-hrmg-5064-assessment-2021-2022-pic-case-study-final-pdf (1)AdamsOdanji
This document provides an assignment brief for a 3,500-word reflective essay on an imaginary multinational corporation called Pyramid International Company (PIC). Students must address eight aspects of their role as HR manager or general manager at PIC, drawing on literature to discuss challenges of a multicultural workplace and propose strategies. The document outlines assessment criteria, submission details, and recommends referencing recent articles from specific ABS journals.
A Strategic Contingency Approach To Expatriate Assignment ManagementTracy Morgan
This document examines how multinational corporations (MNCs) differentially assign expatriates based on their international management strategy - local, centralized, or global. It analyzes the relationship between management strategy and categories of expatriate assignments as well as HR practices for managing expatriates. The study explores how firms with a global strategy make greater use of developmental expatriate assignments to build leadership capabilities, have more senior managers with expatriate experience, and focus more on leadership development through international assignments. However, the study found no differences in HR management practices for expatriates based on international strategy.
This document discusses cross-cultural leadership and change management. It begins by defining culture using Schein's model of artifacts, espoused values, and basic underlying assumptions. Leadership is distinguished from management and defined as coping with change using Kotter's eight steps for successful large-scale change. The document then summarizes findings from the GLOBE project on culturally endorsed leadership dimensions and provides examples for India, Germany, and the US. It proposes combining GLOBE results with Javidan's work to develop prescriptions for successful cross-cultural leadership and managing change across cultures using Kotter's eight steps.
Intercultural training focuses on improving interactions between cultural groups and developing skills to recognize and address cultural differences. While diversity training aims to reduce discrimination, intercultural training teaches employees to leverage differences to improve organizational performance. The document argues that intercultural training, which results in changed behaviors, is needed for organizations to create environments where differences are respected and used to foster innovation. It provides examples of how understanding cultural differences can improve team collaboration and competitive advantage.
Investigation of Terrorism - CRJ 460 2
Module 4 - Homework Assignment
Investigation of Terrorism - CRJ 460
Roger Henson
Allied American University
Author Note
This paper was prepared for Investigation of Terrorism - CRJ 460, Module 4 - Homework Assignment, taught by Brian Danigole.
Module 4 - Homework Assignment
PART I
1. In an essay, describe a crime scene including material information evidence and physical evidence that can be used to develop a case without an expert's examination. Explain how to collect terrorism evidence, pack it up, and ship it to the lab.
2. Explain the concept of an investigative task force and how they work together even in different jurisdictions proving to be most helpful in terrorism cases where vast amounts of area may be involved (air transport, mail, trans-national e-mail, etc.).
3. What would be an ideal operational situation for a task force involved in a bomb explosion right outside the city limits of Chicago that is similar to an explosion just two weeks prior in Milwaukee? Explain the steps you would use to try to connect both bombings and the ramifications of a possible serial bomber to capture in two jurisdictions.
4. Explore the many bits of information that a mail cover might develop. Tell what the best kind of mail cover is and how that which is on the outside of a target's mail can be utilized legally.
5. Delineate the role of the crime laboratory's responsibilities in terrorism investigation and explain how the investigator must go the extra steps needed to obtain valuable evidence.
PART II
Directions: For this assignment, you are to research the Internet and locate a terrorist attack. Once you have researched the case, you are to write an essay explaining the nature of the incident and the actions needed at the scene to begin the investigation. Be sure to include what you are looking for as an investigator and how you will go about conducting your investigation.
Your paper should be 1 to 2 pages in length not including the title page and the references page. Citations, references, formatting should be in accordance with APA guidelines. For more information on APA format, please refer to the table in the APA Style Guide in the Academic Resource Center (ARC).
12 Part 2 Designing Training
Chapter 5 Transfer of Training 195
Chapter Five
2 Part 2 Designing Training
Chapter 5 Transfer,,/Training 187
Transfer of Training
Objectives
After reading this chapter, you should be able to "V
1. Diagnose and solve a transfer of training problem.
2. Create a work environment that will facilitate transfer of training.
3. Explain to a manager how to ensure that transfer of training occurs.
4. Discuss the implications of identical elements, stimulus generalization.
and cognitive theories for transfer of training.
5. Develop a self-management module for a training program.
6. Discuss the technologies that can be used to support transfer of training.
7. Discuss the .
This document provides an overview of issues related to expatriation in multinational organizations. It discusses the importance of expatriation for transferring knowledge and integrating corporate culture across borders. The document then examines key aspects of the expatriation process, including selection of expatriates, cultural factors, training, and repatriation. It notes that selecting the right expatriates is critical but challenging for organizations. Cultural differences can impact expatriate adjustment and success, so understanding other cultures is important. The goal of the research presented is to better understand problems faced by expatriates and how to improve the expatriation process.
12 Part 2 Designing TrainingChapter 5 Transfer of Training.docxhyacinthshackley2629
12 Part 2 Designing Training
Chapter 5 Transfer of Training 195
Chapter Five
2 Part 2 Designing Training
Chapter 5 Transfer,,/Training 187
(
Transfer of Training
)
Objectives
After reading this chapter, you should be able to "V
1. Diagnose and solve a transfer of training problem.
2. Create a work environment that will facilitate transfer of training.
3. Explain to a manager how to ensure that transfer of training occurs.
4. Discuss the implications of identical elements, stimulus generalization.
and cognitive theories for transfer of training.
5. Develop a self-management module for a training program.
6. Discuss the technologies that can be used to support transfer of training.
7. Discuss the key features of the learning organization.
8. Provide recommendations for how to manage knowledge.
9.
Transfer of Training and Knowledge Sharing Are Important for Nonprofits
Nonprofit organizations such as the United Nations Children's Fund (UNICEF) and government agencies such as the Peace Corps routinely send workers to some of the most dangerous, underdeveloped nations in the world. They rely upon temporary and short-term field workers and volunteers and have small training budgets compared to those of private, for-profit companies. Despite the difficulties they face, nonprofits still manage to train their workers successfully so they can be effective in their mission. It is especially important that what is emphasized in training is used on the job (transfer of training) and that the valuable knowledge that volunteers have gained about a location, its people, and the assistance needed is not lost when they leave the organization (i.e., knowledge sharing occurs).
For example, consider the online course used by Darkness to Light (D2L), an international child abuse prevention, education, and public awareness organization. "Stewards of Children Online" is designed to teach adults how to prevent and recognize signs of sexual abuse in children. The training was developed around "universal truths" to ensure that the basic principles emphasized in the course would be relevant for everyone, regardless of their culture, socioeconomic background, or location. For
185
example, one of the "universal truths" is that it is healthy and good for parents to talk to their children about their personal boundaries.
UNICEF, which provides humanitarian and development assistance to children and mothers in developing countries, uses a blended learning approach. The majority of e-learning programs offered by UNICEF include both CD-ROM and Internet formats, which allows trainees without dependable access to the Internet to train using personal computers available at their location. Course content is broken into modules so individual regions can easily customize content to local culture and situations.
At the Peace Corps, more than 90 percent of training is conducted by local staff in the field. The Peace Corps trains volunteers in the actual perfor.
This document is an essay about international human resource management submitted by Swapnil Mali to Dr. Paul Seaman at the University of Dundee. It discusses how the changing global business environment has impacted HRM practices. Specifically, it notes that 1) globalization has increased competition and led firms to take a more international view of HRM, 2) the changing business environment requires HRM to manage a diverse, global workforce while addressing cultural differences, and 3) new views of HRM focus on communication, cultural awareness, global talent recruitment, and developing multi-skilled employees.
This chapter discusses improving international assignments through effective selection, training, and retention of employees working abroad. It explains that as more companies conduct business globally, human resource management must adapt practices to different country contexts. Cultural, economic, legal and labor factors vary widely between nations and influence compensation, safety practices, and other HR policies. The chapter aims to help managers navigate these challenges and successfully deploy talent across borders.
Running Head INTERNATIONAL ASSIGNMENTS1INTERNATIONAL ASSI.docxcharisellington63520
Running Head: INTERNATIONAL ASSIGNMENTS
1
INTERNATIONAL ASSIGNMENTS
8
Assignment 2: International Assignments
Julie Schoman
Bus 325
03/01/2015
Components of pre-departure training
It is known that the essential components of pr-departure training which contribute to efficient and effective transition to a foreign location is inclusive of; cultural awareness and training program, day to day matters, language instructions and assistance and preliminary visits (Chruden & Sherman, 2006).
Cultural Awareness
The expatriate employee in order to be effective must be connected to the host country and not feel isolated. A proper cultural awareness program is very important since it will help the employee to embrace the host country’s culture and be able to behave accordingly. The components of cultural awareness training usually vary according to duration of stay, purpose of transfer, and the individual providing the transfer (Chruden & Sherman, 2006). As part of the training there are five categories of this training which includes; environmental training and orientation, sensitivity training, field experience, language training and cultural assimilators. There is a contingency framework that can be able to assist in determination of the extent of training (Chruden & Sherman, 2006).
Day to day matters
The expatriate employee in order to be able to carry out the duties that are designated to them, one is supposed to be trained on day to day matters that they have to go through as they fulfill their duties abroad. They have to be trained on how to move around the job area and the city, basic rules of going about the different places and areas are also vital for any expatriate (Chruden & Sherman, 2006).
Language instructions
In order to be able to go about daily routine and life in a foreign country, the expatriate employee has to learn basic language such as greetings, requests and various forms of courtesies that will enable one to work with others, both natives and fellow expatriates (Daly, 2005). The language instructions are taught prior to teaching of cultural matters so that the expatriates can be able to attach meaning to culture and language
Preliminary visit
It is important that expatriate gets a reconnaissance of the area that they are going to work in. This is important so that they can be able to familiarize with the environment and the people. It will not be easy for expatriate employee to get straight to the foreign country and get directly to carry out the duties without knowing the environment fast (Daly, 2005).
Criteria for assessing performance
The three most common criteria that are used to determine the expatriate success are; how they complete the foreign assignment, how they are able to adjust to cross cultural issues while they are out on the assignment and lastly the performance on the foreign assignment. It is important that the expatriate is able to complete the assignment within the time that they have been alloc.
SA #1 What is Ekman Divergence Wherewhat are three location.docxrtodd599
SA #1: What is Ekman Divergence? Where/what are three locations/conditions
where this phenomenon occurs in the ocean? What physical oceanographic
phenomenon is a consequence of divergence? What sort of biological response
is also frequently associated with divergence?
SA #3: Consider sunlight striking planet Earth and the energy that subsequently
radiates back to space. Describe what kind of light enters and leaves the Earth.
Are these two energy fluxes in balance at all locations on Earth? Are they in
balance on average? What role does the ocean play in the movement of energy
at Earth’s surface?
1.
Global Leadership 2019-2020
Under Guidance from Dr. Sriram Rajagopalan
LDR 6145
Northeastern University
Table of Contents
Global Leadership Success Through Emotional and Cultural Intelligences.....................................5
The Global Leadership of Carlos Ghosn at Nissan.........................................................................17
Gojo Industries: Aiming for Global Sustainability Leadership.........................................................29
Leadership in a Globalizing World..................................................................................................41
Regional Strategies for Global Leadership.....................................................................................85
Rising Costs of Bad Leadership.....................................................................................................99
Learning to Manage Global Innovation Projects...........................................................................103
Global Leadership 2019-2020 LDR 6145
Under Guidance from Dr. Sriram Rajagopalan Northeastern University
2.
Global leadership success through emotional and
cultural intelligences
Ilan Alon, James M. Higgins*
Roy E. Crummer Graduate School of Business, Rollins College, 1000 Holt Ave-2722, Winter Park, FL 32789,
USA
Abstract Culturally attuned and emotionally sensitive global leaders need to be
developed: leaders who can respond to the particular foreign environments of
different countries and different interpersonal work situations. Two emerging
constructs are especially relevant to the development of successful global leaders:
cultural and emotional intelligences. When considered under the traditional view of
intelligence as measured by IQ, cultural, and emotional intelligences provide a
framework for better understanding cross-cultural leadership and help clarify
possible adaptations that need to be implemented in leadership development
programs of multinational firms. This article posits that emotional intelligence (EQ),
analytical intelligence (IQ), and leadership behaviors are moderated by cultural
intelligence (CQ) in the formation of global leadership success.
D 2005 Kelley School of Business, Indiana University. All rights reserved.
bBut when a prince acquires the sovereignty of a
country differing from his own .
Read the following excerpt and answer the questions that followPle.pdfclarityvision
Read the following excerpt and answer the questions that follow
Please note all questions are based on the below
The need to develop global managers has been widely recognised in literature (Holopainen and
Bjorkman, 2005; Riusala, 2000 and Suutari, 1999). For example, 85 per cent of the Fortune 500
firms surveyed do not think that they have an adequate number of global leaders (Gregersen et
all, 1998). International assignment is seen as one of the major tools and a powerful strategy for
developing global leaders. In line with this, Derr (1993) states that expatriation is the top strategy
for internationalising a young manager.
The foreign assignment is also a good management tool as the assignment is generally a higher
position than the previous domestic one and this makes the assignment an important learning
opportunity for the expatriate.
As organisations become globalised, there is an increasing challenge to use expatriates on
international assignments to complete strategically critical tasks (Gregersen & Black 1992,
Brewster 1998, Downes & Thomas 1999).
Multinational corporations (MNCs) use expatriates, not only for corporate control and expertise
reasons in vital global markets, but also to facilitate entry into new markets or to develop
international management competencies (Bird & Dunbar 1991, Boyacigiller 1991, Rosenzweig
1994, Shaffer, Harrison & Gilley 1999, Forster 2000).
While it is recognised that Human Resource Management (HRM) problems are more complex in
the international environment, there is also increased evidence to suggest that the management of
international human resources is increasingly being acknowledged as a major determinant of
success or failure in international business (Tung 1984, Dowling 1999, Hiltrop 1999). For
renowned and established MNCs, failure to be able to communicate and coordinate their
activities in international business has the potential to plunge them into a crisis. The crises
confronting MNCs includes failed assignments due to premature return of expatriates and the
loss of their returned expatriates due to poor repatriation. These crises, due to poor expatriate
management, can therefore threaten the organisations performance and capabilities in the
international arena.
Expatriates may be losing their security blanket, but the challenges and potential longterm
rewards of taking an international assignment are growing. Most global organisations see
international experience as a prerequisite for promotion to the top jobs. Although this experience
can be gained from working in crossborder teams and projects, expatriation remains the preferred
way of creating a global mindset amongst managers.
However, there is a need for new skills and abilities amongst expatriates, and for far more careful
planning and monitoring of assignments by organisational headquarters.
The literature on expatriate management tends to take one of two perspectives. First, much
literature focuses on the individual expatriate's.
Similar to Global_training_and_Development_K1539350 (20)
2. 2
Index
1. Introduction…………………………………………………………………………..p.3
2. Global Training and Development………………………………………...p.4
3. Global Mind-set…………………………………………………………………….p.7
4. Experimental Learning…………………………………………………….…...p.8
5. Cross-Cultural Training (CCT)……………………..………………….…….p.10
6. Conclusion…………………………………………………….………………….….p.14
References
3. 3
1. Introduction
Many institute and academics have been trying to definite what the term
Globalisation refers to. Indeed, the globalisation definition might assume a plethora meaning,
which differs for little nuance, and in particular, it depends on where the single study wants
to focus on.
The definition offered by Gunter and Hoeven (2004) is particularly important since,
first of all, give an idea of movement so that captures and describes the high speed of the
world’s changes, which have never stopped. Hence:
“Globalization is a term that is used in many ways, but the principal underlying idea is
the progressive integration of economies and societies. It is driven by new technologies, new
economic relationships and the national and international policies of a wide range of actors,
including governments, international organizations, business, labour and civil society”.
As a consequence, over the recent years, the expiration around international
organization has been growing within the widening of the global economy. Hence, also the
role of the Cross cultural training has to be read as an international effort in term of
maintaining high performance, retain and growing of the international business for the
organization. In fact, the importance of the worldwide leadership is recognised by employees
who are spread everywhere.
What is more, the American Management Association has confirmed this trend, a
survey, actually, conducted over approximately 1400 companies has suggested that 47.7
percent of them consider the “developing global capabilities in their leadership” as a high or,
in some case, very high priority.
Therefore, this paper is going to provide a detailed analysis of Global training and
development, highlighting, where it is necessary, the critical aspect.
4. 4
After having supplied the explanation of what training and development are, it has
been investigated the reasons why the organizations have been increasingly adopting the so-
called Global training and development.
First of all, it has been evidenced that understanding how the individuals learn around
the word has a paramount importance, in order to address the training efficacy and
continually improving their skills.
Then, it has been focusing on the development of a global mindset for the expatriates
so that addressing efficacy to their new future international assignment.
Naturally, a section has been cantered on the Experimental Learning since by
understanding what the optimal way of how individuals learn is, it is possible to provide a
well-structured training strategy, and the best model that has to be adopted for the Cross-
cultural training. The analysis of the latter accounts for two aspects: pre and post departure
training.
Finally, the work has concluded outlining how the culture assumes a key role in
addressing the results of social beliefs and comprehend how every single belief has to be
contextualised in the county where it is from in the way of capturing which is the best driver
to use during the Cross-cultural training. The latter has is examined, in particular, under the
effectiveness perspective of the pre and post departure training.
2. Global Training and Development
Nowadays, it is a shared opinion among academics and practitioners that the
globalization has dramatically changed the business world. In particular, Hodgetts and
Luthans (2000) have outlined as the transformed dimension of the economy from local to
global, has to be centrally considered when business actions have been implemented.
5. 5
Especially, whenever a company enters into a multinational market, the complexity of its
operations substantially increased.
Therefore, since the international market has been increasingly becoming competitive
and dynamic (D’Netto et al. 2008), the firms have to deal with some issues, such as the
constantly improving production methods and the technological progress, which may make
their life so difficult that the survivor in the new market is quite impossible. Moreover, owing
to the success of an organisation depends also on the job performance of the employees, the
attraction and the consequent retaining of the most suitable workforce with multiple skills,
as well as maintaining the employees motivated, assume a vital role for every organisation.
As a result, the Cross-Cultural Training (CCT) has been becoming one of the principal tools for
the international Human Resources over the years.
Broadly speaking, Training refers to a series of activities, which have been creating to
enhance the job skills for archiving the organisational objectives in the most strategic way.
Indeed, according to Karthik (2012), training objectives have to indicate to the trainer what is
expected out of him/her once the training program has been terminated. In addition, a
further important aspect is that one of the training purposes is to provide a dynamic approach
in order to achieve consistent outcomes with a flexible and malleable structure and enhance
the experts’ skills (Kulkani, 2013).
Meanwhile, Development aims to increase abilities with respect to some future
positions or jobs, and generally it is addressed to managers and executives so that Dowling
and Welsh (2004) have referred as leadership development.
Hence, Global training refers to the training for an international assignment, where,
first of all, an important aspect is understanding the role which an international job covers,
for instance, the county-specific country environment as well as the strategic mission which
the company has adopted. Consequently, also the International assignment expatriate
training has been considered to be the next crucial step to ensure the expatriate’s
effectiveness and success abroad. In fact, a survey, conducted by Finccord (2014), the total
number of expatriates worldwide amounted to around 50.5 million in 2013, with an annual
6. 6
growing rate of 2.4% since 2009. Hence, it has been forecast that by 2017, the number will
pick approximately 56.8 million.
The expatriates, in particular, have been defined by Littrell et al. (2006) have defined
as “individuals who have relocated from one country to another one for at least one year”,
and they can be classified into two types: the so-called Parent National Country (PMN) whose
national origin is the same as that of the corporate headquarter. Alternatively, the Third
National Country (TNC) where the country origin is different from the headquarter is located.
However, it may occur the so-called “expatriates Failure”, namely the incapacity of
adjustment in the environment of the “host country” (Christensen and Harzing 2004), which
brings to a not satisfying performance at international assignments or a premature return to
the own home country prior to having completed their overseas project. Hence, as Suutari
and Burch (2001) have argued, in order to avoid such situations, it needs managers with a
high level of international experience, which, on the other hand, it has been showed not to
happen.
As a result, a variety of studies (Cole, 2011, p.1505 and Abbott et al., 2006) have
evidenced as such “expatriates failure” is a crucial issue. In fact, the repatriation from an
international assignment may be very expensive under the monetary aspect for the company,
for instance, it has been detected that a US company has expended around $1 million because
of this problem. What is more, this expense can affect not only the so-called direct costs,
which account for training, relocation and compensation of replacement, but even the
indirect ones, which involve in lower job performance for international customer, losing
customers and therefore market share, a lower staff morale in foreign subsidiary and
additional time to looking for a new suitable candidate for the international assignment.
7. 7
3. Global Mindset
The global mindset is a vital concept in order to have a clear idea of how the global
leadership development is implemented. In particular, the former has been defined as the
capacity of approach the world under a wide perspective, in order to “engage in a
boundaryless and synthesized cognitive process that identifies opportunities and innovation
in complexity” (Rogers and Bloski, 2010, p. 19). Indeed, according to Evans et al. (2002), the
mindset has to be observed under a two-folded perspective: the psychological, namely,
personal profile, as well as, the strategic, professional aspect so that it can be seen as the
capacity to accept the cultural diversity in the work environment and as an attitude which
allows people to find a correct equilibrium among business, countries and functional
priorities, typical of an international atmosphere.
However, although the global mindset has been increasingly assuming a relevant role
under the global leadership and trading, as Anatharam et al. (2010) and Cohen (2010) have
claimed, there is the general tendency to overlook the factors which determine it either at
corporate level either at individual level, and in particular how it contributes to the success of
international companies. Hence, Felicio et al. (2015) have bridged this gap, underlining that
the individual global mindset is influenced by the cognition, knowledge and behavior,
whereas under the corporate level it is affected by analytical posture, risk-taking posture,
aggressive posture, situational posture and strategical posture. In particular, with the term
posture has referred to the approach of an enterprise in the international business to the
current long-term goals.
8. 8
4. Experimental Learning
The majority of scholars and researchers have observed that experiential learning is
fundamental to address results at the end of the training since at the base of the latter there
is figuring out how the learning process.
First of all, according to McCarthy (2010) the Jacobs’ model has claimed that job
experience is affected by all the (private) life events, which have direct and immediate
relevance on the job attitude, motivation, and performances. Such concept has found support
in the four-stage cyclical model proposed by Kolb (1984), in which the learning has been seen
as a four step process: the concrete experience leads to a reflective observation, then an
abstract conceptualization and finally an active experimentation. Further improvements,
devised by Kolb and Kolb (2005), have brought the so-called “Theory of Experience”, which
has become the most persuasive model in the field of management learning. On the other
hand, Reynolds (2009) has strongly criticized such model, since it does not take into
consideration the social factors, the critical reflection as well as the meta-learning process.
An alternative approach, hence, has been developed by Nonaka (1995), who has
highlighted the interaction among various forms of knowledge, in particular, the knowledge
creation is facilitated by such interactions so that created the so-called the “Nonaka’s
knowledge spiral”. In particular, Nonaka and Teece (2001, p. 14) have argued that:
“Knowledge is a context-specific because it depends on a particular time and without context
it is information, not knowledge”. Actually, this theory has been commonly used in the
management international business literature, since not only it is in line with numerous
theories of learning, for instance, the dialogical-based theory (Holman 2000) as well as the
action-orientates theories, ( e.g. Kolb 1984), but also it has proposed the concept that cultural
knowledge is acquired through social interaction.
Indeed, this model involves the creation of several interaction of tacit and explicit
knowledge, which can be transferred in four modes: socialization, externalization,
combination and internalization, “in form of a spiral where the end of the each loop is higher
9. 9
than the end of the previous one” (Lenartowicz et al. 2014), as it has been illustrated in the
following figure.
Figure 1: Knowledge spiral, (Nonaka,1995; p.5).
However, tacit knowledge is present at the beginning of the knowledge process, since
it has been considered as a pre-requirement for the creation process. Therefore, it brings
more advantages given that is difficult to be imitable. On the other hand, this framework has
not been utilized within the context of cultural learning but has been proven useful in terms
cultural knowledge as it revolves around tacit knowledge.
As a result, Wyss-Flamm (2002) has developed an alternative and more appropriate
model of knowledge creation, it is called multicultural teams, which consists of 4 phases. The
first one is called experiencing the difference, which corresponds with the concrete
experimentation. At this phase, members of a multicultural team have their first contact each
other and start having their experience, for instance, feeling and perceiving the differences
among them. Whereas, during the second phase, the individual reflect upon the experience
and try to make a sense of it. This phase, which is named “Articulating Juxtaposition”, is
comparable to Nonaka’s externalization stage. Then, the third phase can be considered as a
substantial repetition of the first one but on a broader scale. Such level corresponds to the
internationalization of Nonaka’s framework and throughout this, the individual is full of
expectation. Finally, the last phase is called “Resolving Difference” and basically takes into
consideration the clarification of the differences in the tension from the previous stages.
10. 10
Therefore, based on the idea of Lenartowicz et al. (2014), an effective cultural learning
program has to cover the following features: firstly it has to begin with a cultural experience
(Tacit Knowledge) Secondly, it has to finish the improved tacit knowledge of the prior step.
Thirdly, it has to include several phases where there is the presence of continued interaction
between tacit and explicit knowledge. Finally, it has to be considered that it is necessary that
whole process has been constantly implemented until the predetermined goals have been
totally reached.
5. Cross-Cultural Training (CCT)
Before entering in details of what Cross-Cultural Training (CCT) is, it seems opportune
to provide a definition of culture, since it is able to affect the training in a different way.
Although, defining what the culture means is not easy, researchers and academics, such as
Silvester et al. (1999) have claimed that the culture can be seen as the result of a collective
process which elaborates the so-called “sense-making”, in particular, in terms of
individualism, religion, power distance and avoidance. For example, the culture may impact
how the difference between the genders are perceived, and, every interaction among
individuals is influenced by the cultural environment, where they have grown up (Briscoe,
Schuler and Tarique, 2012).
Hence, different cultures may change also the way how individuals perceive the same
item, (Yavorsky et al., 2010), hence, by implementing a training strategy, the different
background of individual have to be taken into account (Tyler, 1999). In fact, it has been
observed, diverse application of the training around the word. For instance, Hodgettsd and
Luthans (2000) have demonstrated that culture dominated by individualism, such as USA,
Canada, UK, Australia, have shown an inclination to consider principally themselves, whereas,
other countries, such as South America and Pakistan, are characterized by a lower
individualism and more orientation toward a collectivism.
11. 11
Therefore, comprehending the main differences between cultures is the base for an
effective CCT, in particular under the relationship between trainers and learners. Actually,
evidence of this has been brought by Chang (2004), who, with his empirical study, has shown
how the CCT has performed highest results on Taiwanese learners rather than US learners,
especially in encouraging the self-confidence and self-expression. Furthermore, the training
can be considered as effective whether it is able to flexible and adaptable at any context and
time duration. Indeed Shahazad et al. (2011) have stressed how “fast and inflexible training
will not any positive outcomes for the expatriates”. Likewise, Campbell (2016) have outlined
the importance of “preparation, openness, and flexibility” as the “keys to success” (Campbell
2016, p 14).
There are no doubts that the “Global Leadership and Organizational Behaviour
Effectiveness” (GLOBE) by House (2004) is fundamental to comprehend the difference
between the different cultures. The GLOBE study analyse 62 societies. The methods used for
this project throughout survey of about 17, 3000 managers of 951 organizations. The main
purpose of the Globe project has been to find whether the characteristics, which a leader has
to have got, are universally recognized by every different culture. Its findings have shown that
the power of a charismatic leadership is generally powerfully across every culture.
However, the principal limit of this project has been not to detect the personal
individual dimension or predict particular culture of the organization. Indeed, Venaik and
Brewer, (2013) have argued that, since the methods used to go forward the GLOBE are based
on the national cultural dimension, such scales are not suitable at the individual level.
Actually, items used for measure culturally dimension are not relevant to measure the single
individual. Furthermore, national culture scales is often used incorrectly for the organization.
The outcomes of study have shown that the culture dimensions scaled are completely invalid
to measure the culture of one firm. Therefore, Veinaik and Brewer (2013) have concluded
that the procedures implemented during the GLOBE project have been overstated. However,
they have not argued the validly of such model, but just the confines and the right uses of this
project.
The CCT is defended as “any planned intervention designed to increase the knowledge
and skills of expertise to live and work effetely and achieve general life satisfaction in an
12. 12
unfamiliar host culture” (Kealey and Protheroe, 1996). In other words, it is a development of
orientation and skills improvement mostly on Host culture and Work life behaviour.
Consequently, methods and length of the training process have to be decided accurately
under an adequate study about the culture of the host country. (Shen 2005; Hutchings, 2005).
In addition, Waxim and Panaccio (2005) have identified three different approaches for
implementing the CCT, namely, the cognitive method, used for the non-participative
technique, such as a conference or frontal class, which unfortunately leads to a dispersion of
information. Then, the behaviour method, which applies the host’s communication learning
to develop the skills of the expertise. Finally, the effective approach, which aims to generate
a reaction in order to create a critical cultural incident and evocate on the individual a critical
analysis of the information.
Furthermore, the previous literature has provided two main instructional model for a
CCT application: the so-called ADDIE (Analysis, Design, Development, Implementation, and
Evaluation), or the Black and Mendenhall’s model (BMM).
The former, according to Kang (2015), roots on the creation of a sort of positive
evaluative cycle able to ensure the effectiveness of the international assignment. However,
in order to reach such effectiveness, the model as well as the underlying strategy has to be
constantly improved so that being adapted to the changed situation.
On the other hand, the BBM Model seems to be more appropriate. In fact, as
explained by Ghafoor et al. (2011), given that the learning process can be divided into three
phases, namely, attention, retention, and reproduction, highlighting how these three aspects
are influenced by the individual difference in expectations as well as motivation, assumes a
key role in the CCT implementation.
Furthermore, it illustrates how the expatriates have the ability to adapt themselves to
a new environment. In fact, at first glance, they become aware of the cultural behaviour, then,
because of a deeper reflection, they are able to understand what have learnt and finally the
learners practice the important behaviour. Additionally, the role of the feedback does not
have to be overlooked in order to obtain the predetermined results. The BBM model,
13. 13
moreover, points out how considering the level of rigor, that is a scale to which expatriate
and trainer are both involved, is essential for an optimal CCT implementation. In fact, a low
level of rigors involves in restrictive behaviour by the trainer, the learner is using the passive
skills, whilst, in a high rigor context, trainer and expatriates’ participation is extended.
However, the CCT can be divided into pre and post departure training. Some
academics, such as Mendenhall (1999) and Avril and Magnini (2007), have recognized that
significantly positive effects are created by the former. The pre-departure training, actually,
is important and useful for an international assignment due to the change to give significant
information about host country before the assignment. Indeed, the expatriates develop
strategy for dealing with new culture and context, and for adapting to new and ambiguous
situation in the future assignment abroad, reducing the risk of failure due to culture shock,
reducing anxiety and creating, in this way, improvement for the organization (Caliguiri et al.
2001; Sims and Scharared 2004).
Moreover, the pre-departure training is important in order to learn the language of
the host country. In fact, even though the English, which is the language of the business, can
be helpful in the interactions in the work environment, it does not supply enough knowledge
for going inside the costume and tradition of the host country (Froster, 2000).
Unfortunately, evidence shows that the organisations do not always adopt the pre-
departure training, due to lack of time as well as the absence of training expertise (Shen and
Darby, 2006). Indeed, the survey of The Institute of Sustainable Development and
Architecture, conducted by Cermagic and Smith (2011), has revealed that the 76% of the
expatriates did not receive pre-departure training. A further study conducted by El Mansour
and Wood (2010) over the CCT of American manager in Morocco, has noticed the complete
deficiency of language tuition in the pre-departure training.
On the other hand, the Post-departure training is usually planned from the Host
organization which the expatriates has arrived. Although the Post-departure training, which
is less considered by the literature, and there are not studies, which compares the
effectiveness of the two types of departure training (Wurtz, 2014), the most important
benefits from the post-departure training is that the adjustment and the intervention can be
14. 14
on in ‘real time’. Then again the intervention is fast and more effective than of pre-departure
training. This is very important for two reasons: time-consuming, direct and indirect cost.
(Mendenhall, 1999).
In addition, Rubertson (2009) has highlighted that such paramount importance stems
from the fact that it creates a point of contact with the precedent expatriates in term of
sharing information about country, job and create the first social interaction. In fact, as Ko
and Yang (2011) have argued that, sometimes, what is not done in terms of the local legal
system during the pre-departure training, it is implemented during the post-departure
training. Indeed, having a wide comprehension about the local law, such as taxes, as well as
topics as safety and sexual harassment, plays a key role in the adjustment process (Briscoe et
al. 2012).
6. Conclusion
Therefore, this critical review, by firstly evidencing the impact of the globalisation on
the worldwide economy and then analysing the extremely relevance of possessing a global
mindset in the comprehension of the differences between business and culture around the
word, aims to point out the importance of global training and Development.
Moreover, the analysis of how some factors are able to simplify the learning in every
culture, has been read as a way to provide different methods of learning around the world so
that reach an high-quality of training.
Hence, through a deep breakdown of the CCT, it has been highlighted as the pre and
the post departure training have a vital relevance for the effectiveness of the international
assignment in a variety of ways, namely, increasing of job performance, decreasing of anxiety
and the right expectations.
15. 15
In conclusion, it has been evidenced how the global development training has to
dealing with continually significant changes in the business and workplace. As a result, it
seems imperative considering that these numerous influences, such as changing of culture,
globalisation and technology have led to a continuously implementation and enhancement
of the strategy in order to reach profitable and as much as possible outcomes for the Global
Training and Development.
16. 16
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