Cross-Cultural Training - Essay Example

Cross Cultural Training Name: Student number: Course code: Tutor: Date: Abstract With the increase of demand of the global market, it has found several business managers work in different countries other than their native countries. These managers encounter a lot of challenges which they can conquer successfully in case they prepare adequately through cross cultural training. Research literature that deals with cross cultural training tries to expound on various approaches used which may include the affective as well as cognitive, psychomotor approach and the training of the language. The study therefore follows qualitatively deep interview approach with define order that analyses the effective use of cross cultural training in the form of language training. Furthermore, it emphasizes on key recommendations with regards to cross cultural program and their effects on cross cultural competence (Patton, 1990). Introduction Due to increase in international economies, it has led to expansion of multinational corporations which has increased the mobility of human capital across the world. Therefore in order for most of multinational corporations to remain competitive in the market, most of them depend on getting the right personnel who are competent in managing businesses globally. Cross cultural working in different surrounding is usually challenging and may include problems such as the inability to understand the language, difficulties in adjusting to native culture and lack of adequate knowledge about the local culture. These factors therefore contribute to failure of expatriates thus one has to stumble on the way out in dealing with these challenges Consequently, cultural learning, being acquainted with differences in culture and to have knowledge on cross cultural mode of communication is essentials of expatriates’ executives so as allow them to fit into the new environment and allow them to conduct global assignment. However, the competencies which are required are acquired over a long period of time. Since most MNCs operate in diverse cultures, it has to deal with the diversity of cultures therefore this becomes a matter of concern in dealing with all sorts of cultures. In order be effective in working with different cultures, here is a need to recognize its norms, associated values, beliefs and patterns of behavior and learn them. Better understanding of the native language of a visited country requires one to be fully aware of local culture including the language in order to increase the performance Literature Review Objectives of Cross Cultural Training According to the research carried by Caligiuri (2005), it is evident that cross cultural training is aimed at assisting employees to live a comfortable life hence increasing their adjustment to diverse cultures and increase their understanding abilities thus appreciating the several cultural approaches. With the concern of the high rate of failure of expatriate and increase in failure costs as well as their effects on MNCs, Bennett(2000) has given out some recommendations in order to foster expatriate’s success and reduce the rate of failure. He argue that training programs in charge of diverse culture ought to be modified in such a manner that will help the assigned carry out the following: change management in form transition of personality and professionalism, responsibility, management in within a diverse environment and cultural difference management. Methods of cross cultural training Several methods have been suggested by different researchers. Most of them have noted that the required skills and abilities by the expatriates are demanded highly and the authors have come up with several approaches in order to fix them into programs of training and are discussed as follows (Briscoe, & Schuller, 2004) The cognitive approach This method concerns with acquisition of information from lecture type approach. It assumes that acquisition of knowledge enhances empathy, and empathy will bring change in behavior in a manner that enhances the relationship within the cultures. Another type of orientation is fact type approach which was steered by (Brislin in 2000) and it included orientation on culture and briefing within an environment programs which intended to equip the trainees with information concerning the religious practices of the people, history, the economy and the way the targeted culture lived. Even though this approach was commonly used in CCT and remained famous, there was ineffectiveness in the information acquisition approach and experimental method was preferred thus led to increase of experiential exercises. Affective Approach According to Mendenhall, 1987, it is the acquisition of information through techniques that bring up responses that are affective to the trainee and results to cultural knowledge. While the assimilation of culture into training aids the members belonging to one culture to mingle and interrelate with people of other cultures, training helps the learners to make constructive attribution and manage undue expectations in order to memorize standards and values of the native country. Global assignments need the expatriates to have wide interaction with the people in the host country which implies that field training and language sensitivity should supplement cultural assimilation. Furthermore, while training on cultural awareness is essentially the study of the learners’ local culture and its impacts on one's behavior to assist the learner to have a better understanding on cultural differences, this kind of sensitivity training allows the trainees to have more knowledge on their culture, values and to be familiar with their cultural differences. Comprehensive training on cultural awareness leads to trainees appreciating their cultural differences and makes them to put into practice what they have learned in order to increase interactions. However, cultural awareness training does not give the opportunity to the learner to learn anything which is particular to the local culture. It is for this reason that Ronen (1986) argued that it will be more useful if sensitivity training is employed in order to increase the contact with the natives. Experiential Approach This approach came about as a kickback to information-acquiring approach, which got critiques as insufficient to training of diverse cultures. This approach therefore refers to methods that give factual simulation to trainee, like field simulations and assessment centers. According to Salas (2005), Learning by doing bests brings out the form of experiential learning. Role-playing, simulations and intercultural workshops are some of the principal methods applied during experiential approach. The benefits of experiential training aid the trainees in development of the required skills that are needed for good performance. Social learning requires the trainees to have comfort in the host people and to get knowledge about the lifestyle of the hosting country. The benefit of this training is that makes the host people get involved in giving out the information more than what the trainer could give (Briscoe & Schuller, 2004) Experience on the field means the candidate is being sent to a given country so as to allow one to get exposed to working with diverse cultures and get experience on emotional stress. There is no agreement on the duration on how long one is exposed to a designated country. Language Training According to Ashamalla (1998), CCT ought to be followed by training of foreign language training because having knowledge of the language used in hosting nation is necessary for effective life and better working. There is a reduction in misinterpretation and misunderstanding when expatriate learns the native language. As a result, there is a reduction of time taken in adjusting to working and living conditions. Effectiveness of cross cultural training CCT has always been taken as an important means that facilitates and refines skills that expatriate managers should have in order to work globally. Training on cross cultural issues enhances cross cultural adjustment and fastens the growth of cross cultural adjustment in a foreign country therefore increasing the entire performance. Moreover, there has been several research aimed at investigating the effectiveness of CCT and has been done by use of quantitative approach and also with the aid of past experience of expatriates from the west (Patton, 1990). Methodology Interview approach was used as a method of collection of data. This was because it allowed all the participants to give their experiences in relation to cross cultural interactions. It also gave the researcher an opportunity to get the information needed. Participants In order to get detailed and richer data, three criteria were used: those who participated must have worked MNCs, must have also got CCT either before they left or before they arrived and they must have had experience of at least three years (Peltokorpi, 2007). Data collection instruments Interviews Interviews were used to get the best answers from the participants and they were required to answer the questions. The questions were related to: CCT, the effects of CCT to adjust working and living environment and evaluation of success of the assignment done abroad. Questions were asked on duration and the techniques used in CCT. Participants were also asked to show what seemed to be stressful while they were cross culturally engaged, how they were behaviorally and psychologically prepared to adjust in living and working overseas. Participants were also asked questions about whether or not the training they received improved their working and living conditions. Self evaluation performance The participants were given open ended questions to evaluate their performance with relation to native culture. Demographic information This included education level, age, how long one has worked in overseas country, the number of years one has worked in current industry. This information was collected and put down in brief form that was written when the interview begun and aids in analyzing the data. Data collection procedure Use of self evaluation, semi-structured interviews and other relevant documents were used in data collection so as to get the correct information that could enable the researcher to build strengths and reduce weaknesses of the approach used. Moreover, annotations were taken for the purpose of surfacing further questions vital to the study and to aid in concept development (Patton, 1990). Data analysis Open coding was used to analyze data which could assist in the development of the concept. Individual form of data was coded line by line in order to put them into discrete form which assisted comparisons and similarities. Those concepts which were related or similar were grouped together into categories. Categories were integrated in order to come up with the final themes that showed the behavior of the results including the effects of CCT on the establishment of cross cultural advantages (Caligiuru, & Tung, 1999) Findings Provisions of CCT The respondents showed that most of them had gotten training on language especially in English before they departed. Out of the eight participants, seven of them had been given training which included courses in sexual harassment and local regulations. Language training Since English is one of the predominant languages of the international market and native country where the participants had been assigned, all of them reported that they were provided instructions in English before they departed. The time taken for training of English language is dependent on the expatriate’s ability to learn it. The focus on the content of the language primarily lies on the business and general conversation skills (Scullion & Collings 2006). Effects of CCT upon cross cultural competence The key players of this study were requested to indicate how the training on cross culture could increase their performance in foreign assignments. Majority of them were willing to sharing and discussing their experiences since most of them were professionals. The development of cultural awareness Most of the participants who had attended post arrival CCT showed exceptional ability in identifying cultural differences, being conversant with the need to learn native culture, regulations and norms and establishing the desired behaviors. In turn, these skills assisted them in their performance improvement and adjustment to cultural differences (Patton, 1990) Improvement of communication skills All the participants who had received training on language before their departure improved their skills of communication especially while dealing with local clients and staff. All participants agreed that fluency in language enabled their skills of communication to improve their ability to listen thus making them easy to communicate instructions. This could lead to reduction on the level of misunderstanding (Brandil & Neyer, 2004). The effects of CCT in facilitating cross cultural Adjustment Those who had participated were interrogated to describe the stress they encountered and ways in which they were able to adjust to the native culture. They all stated that local regulations and norms, difference in culture with regards to work behavior /attitudes were the main challenges they encountered while they were expanding their business interest abroad (Ronen, 1986). Effects of CCT on job-related performance Key respondents to the study were requested to assess their related job performance basing on two perspectives: personal job and relational performance all with the aim of analyzing the effects cross cultural training upon the performance of expatriates. All the participants emphasized the necessity and importance of CCT as one of the contributing factors to success of foreign assignments (Brinslin, 1981). It facilitates relational performance by improving skills of communications and developing awareness of cultural differences. It also enhances efficiency to the individual job performances. This is because the CCT was directed mostly on the local regulations as this could make one understand that breaking the local regulations could get one into trouble. For instance in US, violation of certain regulations and rules could result in heavy punishments (Rossman & Rallis, 1986). Discussions and limitations The study objective was to reveal the expatriates of Taiwan on their encounters so as to analyze CCT and its effects on adjusting into cross cultural performance. The findings indicate that training on English language before departure enhances the cross cultural adjustment of expatriates and the development of communication skills across the culture. This would reflect a positive impact on building a good relationship with staff, attain overseas goals and to enhance their performance. It is also worth knowing that the study gives exceptional support for looking at training as it has positive results in adjusting to cross culture (Strauss & Corbin, 1990). The results of the study also shows a number of implications for many multinational corporations including making a requirement of post arrival training as this allows learning of local regulations and norms. Furthermore, in order to reduce the time taken in adjusting into the local culture, MNCs should provide CCT programs before their expatriates depart. This will make them acquire knowledge and skills on issues and problems they are going to face therefore reducing the possibility of having stress and minimize the time taken Reference list Brandil, J., & Neyer, A K, 2004, Applying Cognitive Adjustment Theory to Cross cultural Training for Global Virtual teams. International Human Resource Management , 341-353. Brinslin, R, 1981, Cross cultural Encounters. NY: Oergamon press. Briscoe, D., & Schuller, R, 2004, International Human Resourse Management. London: Routledge. Caligiuru, P., & Tung, R, 1999, Comparing The success of Male and Femal Expetriates from a US based Multinational Company. The International Journal of Human Resources Management , 763-781. Patton, M. Q, 1990, Qualitative evaluation. Newsbury: Sage . Peltokorpi, V, 2007, Intercultural communication Patterns and tactics. International Business Review , 68-82. Ronen, S, 1986, Comparative multinational Management. Thousands Oaks,CA: Sage. Rossman, G., & Rallis, S, 1986, Learning in the field. Thousands Oaks, CA: Sage. Scullion, H., & Collings, D, 2006, International Recruitment and Selection. Global Staffing , 68-86. Strauss, A., & Corbin, J, 1990, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded theory. Thousands Oks, CA: Sage Puplications. Read More