International Training, Development, & Careers

Chapter 7
INTERNATIONAL TRAINING,
DEVELOPMENT,
& CAREERS
Chapter 7
For use with International Human Resource Management 6e ISBN-10: 1408032090
By Peter J. Dowling, Marion Festing, and Allen D. Engle. Sr. © Cengage Learning
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DEVELOPMENT, & CAREERS

 Vocabulary  Trends in international
 Objectives training & development
 Introduction  Re-entry & career issues
 Components of effective  Repatriation process
pre-departure training  Individual reactions to re-entry
 Effectiveness of  Responses by the MNE
pre-departure training  Designing a repatriation
 Developing staff through program
international assignments
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Vocabulary
 T&D = training & development, the human resource, NGOs
 internal hires
 cultural awareness training, CCT, field experiences, degree of expected
interaction, cultural similarity
 information-giving, affective, & immersion approaches, security briefings
 role-playing
 preliminary visit Additional types of training:
 international cadre  Language
 multinational, virtual teams  Critical incidents
 repatriation, ROI  Culture assimilator
 reverse culture shock  Stress reduction
 mentors, repatriation program  Simulations
 career anxiety, work adjustment  Sensitivity
 family adjustment, social networks
 boundaryless careers, protean careers
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 international itinerants
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Objectives: before & during
We examine these pre- & on-assignment issues:
1. Role of training to support expatriate adjustment &
on-assignment performance
2. Components of pre-departure training programs such as
cultural awareness, preliminary visits, & language skills
3. Relocation assistance & training for trainers
4. Effectiveness of pre-departure training
5. Developmental aspect of international assignments
6. Training & developing international mgmt. teams
7. Trends in international training & development
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Objectives: post-assignment
We examine these re-entry issues:
1. Process of re-entry or repatriation
2. Job-related issues
3. Social factors (e.g., family)
that affect re-entry & work adjustment
4. MNE responses to repatriate concerns
5. Staff availability & career issues
6. ROI & knowledge transfer
7. Designing a repatriation program
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8. Broader international career issues
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Introduction
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International assignment as a
training & development tool
 Expatriates are trainers
- part of knowledge & competence transfer
- expected to help train & develop HCNs
 Expatriates ensure adoption
- show how systems & processes work
- monitor HCN performance
 Expatriates are mgmt. under development
- job rotation  broader perspective
- they become global operators
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Figure 7.1
International training & development
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Table 7.1
Availability of cross-cultural training in MNEs
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Components of effective
pre-departure training
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Essential components of
 Cultural awareness training
 Preliminary visits
 Language instruction
 Assistance with practical day-to-day matters
 Security briefings
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Black & Mendenhall’s 3 keys
for cross-cultural training
1. Training methods
2. Levels of training rigor
3. Duration of training relative to
 Expected degree of interaction
 Culture novelty = how different host culture is
from native culture
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Low interaction, < 1 week training
similar cultures
Emphasize information-giving approach:

 Area or cultural briefings
 Lectures, movies, books
 Interpreters
 ‘Survival-level’ language training
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2-12 month job, more training rigor
some interaction 1-4 + weeks long
Emphasize affective approach:

 Role-playing
 Critical incidents
 Culture assimilator training
 Case studies
 Stress reduction training
 Moderate language training
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High interaction, more training rigor
novel culture 2+ months long
Emphasize immersion approach:

 Assessment center
 Field experiences
 Simulations
 Sensitivity training
 Intercultural web-based workshop
 Extensive language training
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Effectiveness of
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Table 7.2
Perceived value of cross-cultural preparation of expatriates
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Developing staff through
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Outcomes of
 Management development
» Individuals get experience, advance careers
» MNE gets cadre of experienced international operators
 Organizational development
» MNE accumulates knowledge, abilities
» MNE & individuals get a global mindset
» MNE gets direct control & socialization which
- helps with knowledge transfer &
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- helps transfer competence
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Networked MNEs can use
international teams as
 a mechanism for fostering innovation, organizational
learning, knowledge transfer
 a means of breaking down functional & national boundaries,
enhancing information flows
 a method for encouraging diverse decision-making,
problem-solving, & strategic assessments
 an opportunity for developing a global perspective
 a technique for developing shared values;
thus helping MNE with informal, normative
control through socialization
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Figure 7.2
Developing international teams through international assignments
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Trends in international training
& development
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Some training & development trends
1. Host countries continue to pressure for local T&D
2. Growing realization that competence learning
depends on national context & HC institutions
3. Increasing awareness of NGOs’ importance
4. Increasing interest in T&D focused on China
5. T&D literature is realizing need to address
 global,
 comparative, &
 national contexts for T&D
(just as IHRM is starting to do)
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Re-entry & career issues
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Figure 7.3
Expatriation includes repatriation
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Figure 7.4
Repatriation activities & practices
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Repatriation process
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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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Effectiveness of ways to
reduce expatriate turnover
In most to least effective order:
1. Opportunity to use experience 35%
2. Position choices upon return 22%
3. Recognition 16%
4. Repatriation career support 13%
5. Improved performance evaluation 9%
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Individual reactions to re-entry
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Figure 7.5
Factors influencing repatriate adjustment
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Table 7.3
Career impacts of international assignments
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Responses by the MNE
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Figure 7.6
Linking repatriation process to outcomes
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Knowledge & skills acquired
from international assignment
 Market specific knowledge
local systems (political, social, economic), language, customs
 Personal skills
inter-cultural knowledge, self-confidence, flexibility, tolerance
 Job-related management skills
communication, project management, problem-solving
 Network knowledge
meeting diverse people
 General management capacity
broader job responsibilities,
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exposure to other parts of the organization

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Designing a repatriation program
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Table 7.4
Topics covered by a repatriation program
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Strategies for smooth re-entry
1. Pre-departure briefings on what to expect & upon return
2. Multiple career planning sessions
3. Written repatriate agreements clarifying available
assignments upon return
4. Mentoring programs that continue after return
5. Extended home visits to keep up with social, family, &
organizational changes
6. Reorientation programs on changes in organization
7. Personalized financial & tax advice
8. Providing an adjustment period upon return
9. Visible & concrete expressions of
repatriate’s value to the firm
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International Training, Development, & Careers

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Chapter 7

Chapter 7 Click on an item to

INTERNATIONAL TRAINING, Click on the book

DEVELOPMENT, & CAREERS

Emphasize information-giving approach:

Emphasize affective approach:

Emphasize immersion approach:

For use with International Human Resource Management 6e ISBN-10: 1408032090

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