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TRANSCRIPT
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Part Four: Organizational
Behavior and Human Resource Management
International Management,5th ed.
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International Management,
5th ed.
Hodgetts and Luthans
Chapter Sixteen
Human Resource Development Across Cultures
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IDENTIFY the training process as used in international management, and note that people from different cultures often have different learning styles
DISCUSS the most common reasons for training and the types of training that often are provided
EXPLAIN how cultural assimilators work and why they are so highly regarded
IDENTIFY the term “organization development,” and discuss its use in international management
Objectives of the Chapter
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Training in International Management
Training Process of altering employee behavior and attitudes in a
way that increases the probability of goal attainment Cultural integrator
Responsible for ensuring that the operation’s business systems are in accord with those of the local culture
The most common topics in cultural training include: social etiquette customs economics history politics business etiquette
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Training in International Management (cont.)
Impact of Management Philosophy on Training Ethnocentric MNC - stresses nationalism and often puts
home-office people in charge of key international management positions
Polycentric MNC - places local nationals in key positions and allows these managers to appoint and develop their own people
Regiocentric MNC - relies on local managers from a particular geographic region to handle operations in and around that area
Geocentric MNC - seeks to integrate diverse regions of the world through a global approach to decision making
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Table 16-1 HRM Practices in Select Countries
StructuralEmpowerment
High Low
AcceleratedResource
DevelopmentHigh Low
EmployeeWelfare
EmphasisHigh Low
EfficiencyEmphasis
High Low
Long-Termism
High Low
United States X X X X XCanada X X X X XUnited Kingdom X X X X XItaly X X X X XJapan X X X X XIndia X X X X XAustralia X X X X XBrazil X X X X XMexico X X X X XArgentina X X X X XGermany X X X X XKorea X X X X XFrance X X X X X
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Training in International Management (cont.)
Impact of Different Learning Styles on Training and Development Learning
Acquisition of skills, knowledge, and abilities that results in a relatively permanent change in behavior
Learning organizations Continual focus on activities such as training and development
Teaching organizations Ensure that everyone in the organization passes their learning
on to others
Cultural differences can affect learning and teaching Learned behaviors must be reinforced
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Training in International Management (cont.)
Reasons for Training Organizational reasons
Overcome ethnocentricism Belief that one’s own way of doing things is superior to that of
others Improve the flow of communication between home office and
foreign subsidiaries Increase overall efficiency and profitability
Personal reasons Improve ability to interact effectively
Arrogant demeanor Overruling decisions of lower level managers Open criticizing by expatriate managers of home or host country
Improve overall management style
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Figure 16-1 Model for the Development of Multinational Managers
Increasing effectiveness ofexpatriate andrepatriate executives
Overall objectives Internal relationsExternal relationsFamily relationsRelations with hostgovernment
Problem recognition
Predeparture trainingBehavioral simulationCase methodPostarrival trainingReentry training
Developmentalobjectives
How muchdevelopment?
Assessment ofdevelopmental
needs
Predeparture trainingBehavioral simulationCase methodPostarrival trainingReentry training
Developmentmethods
Knowledge about cultural, political, economic, business, legal, and social factors of the host countryAwareness of the needs and expecta- tions of the different partiesAwareness of problems of family relations in the host country
Intermediate result
Effectivenessof expatriateexecutives
Desiredresult
Effectivenessof repatriateexecutives
Desiredresult
Reentrytraining
Developmentalmethod
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Types of Training Programs
Standardized vs. Tailor-Made Standardized or generic training does not have to be culturally
specific Tailor-made training is created for specific needs Designed to provide a new set of skills for a new culture Self-evaluation training provides personal insights
Factual manager Examines available information and makes decisions based on that data
Intuitive manager Imaginative, innovative, and able to jump from one idea to another
Analytical manager Systematic and logical and careful in weighing alternatives to problems
Normative manager Idealistic and concerned with how things should be done
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Types of Training Programs (cont.)
Standardized vs. Tailor-Made (cont.) Training approaches that are successful in one
geographic region may have to be modified substantially if they are to be effective elsewhere
Types of cross-cultural training programs Environmental briefings Cultural orientation Cultural assimilators Language training Sensitivity training Field experience Cross-cultural training often provided to expat families
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Types of Training Programs (cont.)
Cultural Assimilators Programmed learning technique designed to expose
members of one culture to some of the basic concepts, attitudes, role perceptions, customs, and values of another culture
Choice of Assimilator Content Content must be important
Critical incidents Validation of the Assimilator
Validity Quality of being effective, of producing the desired results Valid test or selection technique measures what it is
intended to measure Cost-Benefit Analysis of Assimilators
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Organization Development (OD)
OD Deliberate and reasoned introduction, establishment,
reinforcement, and spread of change for the purpose of improving an organization’s effectiveness
Basic purpose is to reconcile individual-group-organization differences
Nature of OD OD change agent
Individual skilled in the behavioral sciences who knows how to guide and facilitate the introduction and implementation of change
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Figure 16-2 Contingency Approach to Cross-Cultural Training
Cross-Cultural Training Approach
LOW MODERATE HIGH
Degree of Integration
Length of Stay1 Month
or less 1 - 3
Years 2 - 12
Months
Level ofRigor
HIGH
LOW
Length of Training
1-2 Months
Less thana Week
1-4 Weeks
Immersion Approach
Information GivingApproach
Affective Approach
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Organization Development (cont.)
Nature of OD (cont.) OD intervention
Structured activity for targeted individuals to accomplish task goals related to OD
Team building Extension of classic T-groups and sensitivity training Geared to enhancing organizational effectiveness through
cooperation and a ‘team’ effort of key personnel Management by objectives (MBO)
System for the joint setting of subordinate goals, coaching and counseling personnel, and providing feedback on their performances
Confrontation meetings Gathering and analysis of information related to intra- and
intergroup conflict followed by the formulation of a plan of action by the participants for the purpose of resolving these problems
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Organization Development (cont.)
Nature of OD (cont.) OD intervention (cont.)
Third-party peacemaking Diagnosis of group conflict followed by the use of an outside party
(usually the OD change agent) to facilitate a constructive resolution of a problem
Survey feedback Involves the gathering and analysis of information related to group
behavior and problems and the feeding back of this information to develop effective action plans
OD in International Settings Cultural barriers limit the usefulness of OD
Some OD concepts are difficult to translate into a foreign language OD interventions must be adapted to local conditions
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Organization Development (cont.)
Organizational Behavior Modification (O.B.Mod.) Behavioral management approach, if applied properly, can
improve performance across cultures In the U.S., O.B.Mod. has positive impact on employee
performance in manufacturing and service settings Global Leadership Development
A number of leadership training approaches can be used Effective MNCs now encourage strong leadership in hard and
soft organizational issues GLP Program
Consortium of leading U.S., European, and Japanese firms, global faculty, and participating host countries
Provides intensive international experience to develop global mindset Blends rigorous intellectual development of global leaders
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Figure 16-3 OB Modification Model
YesEvaluate
Intervene
No Behavior modified?
MeasureBaseline frequency
AnalyzeFunctional consequences
MeasurePost-test frequency
IdentifyBehaviors for change must be
•Observable•Measurable•Task-related•Critical to the task
Behavioralcontingencies
A B C
Considerorganizationalcontingencies
•Industry•Structure•Size•Processes•Technology
use
Positive reinforcement•Financial•Nonfinancial•Social•Combination
use•Direct observation•Time-sampling•Archival data•Historical data Time
%
useSchedules of
reinforcement
•Continuous•Interval
•Ratio•Interval
Develop intervention
Apply intervention
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Figure 16-4 Tichy Development Matrix
RequiredApproach:
Action Learning
CurrentApproach:Old Way
EmergingTrend
Dev
elop
ing
Fu
nd
amen
tal
Ch
ange
Dev
elop
ing
New
Pro
ble
m-s
olvi
ng
Ap
pro
ach
es
Dev
elop
ing
Sk
ills
Dev
elop
ing
Cog
nit
ive
Un
der
stan
din
g
Dev
elop
ing
Aw
aren
ess
Depth of ChangeDeep
High riskLong Time
SuperficialLow RiskLittle Time
Team
Organization
Pair
Individual
Deep
Superficial
LongTime
LittleTime
HighRisk
LowRisk
Targetof
Change