Developing international staff and multinational teams
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Developing InternationalStaff and Multinational Teams
Capt. Ramrao Ranadive
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Identifying The Type of Global assignment
A classification is given by Caligiuiri as under into four categories
1. Technical2. Functional/Tactical3. Developmental /High Potential 4. Strategic /Executive
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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 Knowledge2. To manage a Foreign subsidiary3. To fill a staffing need4. To maintain Communication5. Coordination and control between subsidiaries and Corporate
headquarters6. Develop Global Leadership Competence
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The Training Requirements for a Person is determined more by
1. Roles and Responsibilities of the Assignment2. 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 iscentred around1. Cross Cultural Training2. Training in the orientation adopted for the unit, and 3. The preparatory or post assignment training
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International training and development Subsets
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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%
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The Mendenhall, Dunbar and Oddou cross-cultural training model
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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
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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 long2-12 month job,some interaction
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Immersion approach
Emphasize immersion approach:
Assessment center
Field experiences
Simulations
Sensitivity training
Intercultural web-based workshop
Extensive language training
more training rigor
2+ months longHigh interaction,
novel culture
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LOW
High
Degree of Interaction
LOWHigh
Rigour of Trg LOW
Rigour of Trg HIGH
Trg Focus is Culture Related Issues
Trg Focus is Task/Job Related Issues
TUNG’S MODEL
CulturalNovelty
Low
High
Task/job Focus
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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 programmeCourse Content
Identify Methods of Training Sequencing
Sessions
Phase 4
Establish Goals and measures
Short Term Long Term
Phases in CCT Programme
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Cultural awareness training and assignment performance
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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
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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 conductedLevel 1 – ReactionWas the environmentsuitable for learning?
Level 2 - KnowledgeDid they learn anything
Level 3 - BehaviorKSA being used on the job?
Level 4 - ResultsWas it worth it?
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Slide 16
Improve Learning Environment
ImproveKnowledge/Skill transfer
Check Performance Environment
Check Requirements, Systems and Processes
Only by assessing each level can we yield actionable results
Level 1 – ReactionWas the environmentsuitable for learning?
Level 2 - KnowledgeDid they learn anything
Level 3 - BehaviorKSA being used on the job?
Level 4 - ResultsWas it worth it?
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Types of Assessments Used at Each Level
Level 1 – ReactionWas the environment suitable for learning?
Level 2 - KnowledgeDid they learn anything
Level 3 - BehaviorKSA being used on the job?
Level 4 - ResultsWas it worth it?
Type Form
SummativeCorrelation 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