Cross-Cultural Training For International Project Management Essay.

Drawing on elements of international HRM and cross-cultural management, this unit is designed to develop a critical awareness of the challenges of working and managing in a global context.  The unit aims to develop students’ understanding of global management policies, practices and processes, as utilised by multinational and transnational organisations in the context of a dynamic, globalised world.  The unit also aims to develop students’ appreciation of the challenges faced by managers operating globally and how such challenges may be addressed.  The unit has a practical focus, requiring students to demonstrate an understanding of tactical / operational, as well as strategic, issues.  The unit has a particular focus on training and development in the contemporary global organisation.

1. analyse the impact of national, institutional and cultural differences on management in a global context;
2. evidence a critical understanding of, and adapt as appropriate, policies, practices and processes that relate to transnational management;
3. evaluate, and propose solutions to militate against, the challenges and complexities associated with working and managing internationally;
4. demonstrate creativity and initiative, as well as the ability to work with incomplete information and to state assumptions, in response to complex and occasionally ambiguous scenarios and briefs.

Global Management Policies, Practices and Processes

In today’s scenario, where the companies are trading internationally, the requirement for training employees according to cross culture has become more important. Globalization has brought various opportunities for the company and for employees to be developed.

Cultural differences can be a cause for misunderstanding, in case an individual is working with a diversified cultural team, or working in a global context. Nevertheless, there are various programs and tools, which could be helpful while working in global account roles such as, cross-cultural training program. CCT program is responsible for an individual to understand the cultural difference and respect them, while moving towards getting things done (Dolan & Kawamura, 2015).

The cross-cultural development program will be discussed in detail in the report, for which a real-life organization case will be taken. Seagate Marine Construction (SMC) is a maritime engineering company, based in the United Kingdom. Mary Isaac was appointed as a senior project manager for an international project in Kobe, Japan. She is an experienced person in the company, who has already worked in more than two different nations, other than the United Kingdom. However, the culture of UK and Japan are very much different, and for effective working in foreign affairs, she will be provided with a cross-cultural training program. This program, developed for her will be further discussed in detail in the report.

relevance of the program

Before developing the program, it is important to understand the need of the program for Mary

• Acquisition to maintain an effective com and transferring of cultural difference knowledge
• For maintaining effective communication
• For managing foreign subsidiary
• For developing leadership competence globally
• Controlling and coordination between corporate headquarters and subsidiaries (Bird & Mendenhall, 2016
• Cross-cultural training model

The model that is suitable while development of the cross-cultural training program is “The Mendenhall, Oddou, and Dunbar CCT training model.” This model was propounded in 1987, it is a contingency approach to CCT.

This model includes three key elements that are methods of training, levels of training rigor and training duration. According to these three elements, three different approaches were created to train the employee  (Mazanec, et al., 2015).

 From the figure, the three approaches identified are:

1. Immersion approach – according to the grid, the level of rigor is high that is more rigor training and length of the training period is more than two months. The major emphasis of this approach is towards providing training related to the assessment center, simulation training, which includes role plays or creating a situation similar to the actual situation, sensitivity training, as already discussed, this type of training is generally related to the value of the different cultures. Moreover, field experiences, intercultural web-based workshop, in which the workshop is conducted where different culture are all together. Moreover, extensive language training is also considered under this approach, as the level of stay is long that is more than two years, for which learning the host country’s language becomes very important for the individual (Brass, 2017).
2. Affective approach – this is another approach according to the grid position of the model, where the level of rigor is medium and more towards the high rigor side, and the training duration is generally longer than four weeks. This is a suitable approach for people who will be working cross-cultural for two to twelve month. This approach emphasizes the training with the help of role plays, cultural assimilator training, which already discussed is a training where the cultural differences are understood, critical incidents, case studies, this type of training include real-life examples, and what those example has phase or make mistakes, or act goods so that one can learn from their experience. Moreover, stress reduction training, this type of training is to reduce stress or anxiety of the person, this to make the individual ready for the cross-cultural interface. Moderate language training is also included in such an approach, as even if the project internationally is for a small duration, it becomes important to learn the basics of the language of the host country to sustain there for a month or two (Minton & Kahle, 2018).
3. Information giving approach – according to the position of this approach from the figure, it can be said that the level of training is low, that low rigor is involved in training to such individual, and duration of such training is less than a week. This is suitable when the cultures are similar in nature and the interaction of the individual will be low. This approach focuses majorly on cultural briefing or area briefing in the training, as the basic information or briefing would be enough in such a case. Moreover, the training is conducted using movies, lectures, and books; survival level training of language is provided, according to which the basic terms like asking for the facilities, and greeting and so on will be learned by the individual getting training, as it is believed that this mum training is enough to sustain in the international environment (Stahl & Tung, 2015).
4. A suitable approach for Mary

According to this model discussed, and understanding all the three approaches, the most suitable approach is the immersion approach, the reason being she would be the project manager of the international assignment, for which the duration of her job would be long, and a rigor training is required to provide to her for such a task. Moreover, as this approach consider, and extensive language training is required for sustainability of Mary in Japan.

CCT development stages

Stage 1: identifying training objectives

The initial stage is to identify the objective of the training program. For cross-cultural training program for Mary, the objective would include:

• Manage stress
• Competencies gap
• Language learning
• Cultural difference understanding
• Managing cross cultural teams
• Avoid cultural shock
• Enhanced performance (Sun, et al., 2018)

Stage 2: the type of global project identification, for which the program is to be developed

While designing a cross-cultural training program, the type of global project is considered. There is four major global assignment classified as under:

1. Technical assignment – this type of assignment is said to similar to that of the home country work or assignment. Where there is no large difference in the working in the assignment of the individual in the homed and host country. The individual in both nations plays a similar In other words, the company to international boundaries for his or her technical expertise or skills sends the person (CultureWizard, 2018)
2. Tactical or functional assignment – where there is the requirement of the individual in the host country for the technical skills and filling the managerial position in the host nation is said to be the functional assignment (Forwardfocusinc, 2018)High potential or developmental assignment - The major objective of the company for such an assignment is the development of the personnel. This type of assignment is the learning or developing phase for the individual of the company so that it would be beneficial for the company in near future, these are the rotational programs, which include one of the rotations in a different nation  (Semanticscholar, 2018)
3. Executive or strategic assignment – this global assignment includes the high profile executives in the international project. Such assignments are considered to be both strategic and developmental assignments. These are considered as a competitive resource of the company, the task included for them could be entering into the new market area, becoming manager of a joint venture, and developing a market base in the host country. This is the assignment, which is quite suitable to that of Mary case. Mary is considered to the strategic assignee of the global assignment (Gugin, 2018)

Stage 3: determining particular needs of the cross-cultural training

The training needs in the CCT program can be analyzed considering three levels. Those are:

1. Organizational level – the role of the program is considered within the organizational context that is the culture of the organization, its structure, politics, and strategy. Moreover the organization capability like training resources availability like equipment and trainers which would be needed for effective offer and designing of CCT.
2. Individual level (expatriate) – this need analysis is based on the person who would be receiving the training. Mary in case of SMC is the individual, whose experience, existing competencies would be considered for analyzing the training needs. The gap between the required skills and knowledge and the existing knowledge, experience, and skills are identified and the training need would be identified.

The major needs for training for Mary are communication barriers that are lack of language knowledge, the major cultural differences, the difference in understanding, different time management strategies, the difference in behaviors, gestures, and values.

3. Assignment-level – according to this level, the training needs are identified on the basis of the assignment to be performed in the international project. According to which the needs of the training will be identified (Mora, 2015)

Challenges Faced by Managers Operating Globally

Stage 4: the establishment of measures and goals for determining the effectiveness of training

After the needs are identified for the cross-cultural training, the long-term and short-term goals of the CCT program will be described. Short-term goals are the accomplishment that Mary will be achieved after the training program. This includes the learned Japanese language, briefed, and understood the culture and similarities, managed stress, readiness of the Mary, and cultural sensitivity understanding.  Moreover, the long-term goals of the programs would be the effectiveness of the project. In this case, the long-term goal of this program would be the successful accomplishment of a construction project in Kobe.

Moreover, in the stage this is ensured that the goals are in measurable terms, for example, in this case, the profit earned and the time of completion of the project could be the measurable long-term goals of the CCT program (Dickmann, Doherty, Mills, & Brewster, 2008)

Stage 5: development of CCT programme and delivering the programme

Next comes the most crucial and important step in the program, which is to develop and deliver the program. This stage involves the identification of training methods, course content, and training session to be provided to Mary.

Types of cross-cultural training that would be provided to Mary

• Environmental briefing – the environment of both countries are very much different. The major aspects of understanding are climate, geography, schooling, and housing. All these aspects are necessary for Mary to learn because she is moving to Japan, for which, she needs to understand the basic facilities available in the nation, and how it is different from the current environment.
• Cultural orientation – the individual is oriented for the culture of the host country, which is understanding the cultural institutions, and most importantly understanding the value system of Japan. (Rialp & Rialp, 2007)
• Cultural assimilators – this training includes the cultural difference of UK and Japan, and how an individual can encounter intercultural differences
• Language training – this training includes learning the language of the host country, as this could be the biggest barrier to make your point of view to reach to the team in the host country. Therefore, for Mary, it is important to adapt and learn the Japanese language and gestures.
• Sensitivity training – this training is provided to the individual for developing attitudinal flexibility for Mary. In different nations, the topic for sensitivity is different, which needs to be understood well before entering into the country. This type of training will be required for making things done through others and building a relationship with the individuals in the host country and cross-cultural teams.
• Field experience – this type of training is essential in the case of the individual to learn the challenges Mary would face while working in another nation and cross-cultural team. Being a manager, she would be facing difficulties and various cultural barriers, for which the training would help. This could also include the preliminary visit to the host nation, to make Mary a bit more comfortable and known with the environment she has to work (Craig & Douglas, 2005)

Instructional methods

Another aspect to be covered in this phase is instructional methods that are CCT methodologies, which are classified into two categories, one is content of training that is either culture general, or culture-specific and another one is learning an approach that is didactic or experiential. According to this, the methodologies of cross-cultural training can be categorized as follows:

1. Didactic cultural general training – this training includes general information of culture to the expatriates and considers seminars, lectures, discussion, reading material, cultural general assimilators and videotapes.
2. Didactic culture-specific training – this training methodology includes particular culture present information, and the methods used in such training are videotapes, case studies, orientation briefing, and area studies
3. Experiential cultural general training – according to this methodology, Mary would experience the cultural difference impact on her behavior, the suitable method of training as per this category would be an intensive workshop or immersion programs
4. Experiential cultural specific training – according to this methodology, Mary would learn while interacting with people from the host nation that is Japan. The methods suitable in this category are look-see trips, role-playing, language training, and cultural coaching in the country (Mühlbacher, Leihs, & Dahringer, 2006)

The instruction method suitable in the case of SMC would be the experiential cultural specific training.

The sequence of the training session

Another aspect in this stage is a sequence of training sessions, which are the timing of the session provided to Mary for training. These include two categories that are pre-departure and in-country. Mary would be receiving some of the training before leaving for Japan, and some part of training would continue after joining the project as a manager in Japan (pdfs.semanticscholar, 2018).

Stage 6: evaluation of the effectiveness of the program implemented

This is the last and ongoing stage in the program, which is kind of feedback of the implemented program on Mary. Through this step, it is ensured that the program has effective and helpful in accomplishing the objective of the training. This is an essential stage, to make sure that the program is not just a waste of time and money, and was contributing towards the long-term and short-term goals.

Recommendation for SMC

• Cross-cultural readiness – one of the recommendations to the company is to ensure the readiness level of Mary if she is ready to lead the assignment in a global context that is in Japan. since the selection of the correct personnel is very essential for the company, after assigning the competencies of the individual, and ensure that the person is comfortable with her personal and professional balance
• Clear program goals – the goals of the program developed for Mary must be clear in the heads of the company and training executives, for successful development and delivery of the program
• The appropriate method of training – the selection of training type of method must be appropriate for the effective training program and understanding to the personnel
• The program must not be ethnocentric – ethnocentric is providing information, knowledge, and understanding from only one ethnicity perspective. Therefore, the cultural diversity of the team would be helpful in creating a more respectful and effective environment (Carvalho & Junior, 2015)
• Cultural exploration – making Mary learn about the cultures. The company must focus over surface culture, which includes behaviors, language, and food and apparel of Japan, which is the basic cultural aspect to understand and deep culture, which includes more depth in the culture that is expectations, values about time and power.
• Understanding the gaps of skills and knowledge – the company must understand the competencies and experience of Mary, and the required competencies that an individual must possess for achieving of the assignment in Japan, so that the gap is clearly identified, and according to which most appropriate training program would be provided (fosteredu.pennfoster.edu, 2018).

Recommendations for Mary

• Creating a global mindset – Mary for moving Japan for the assignment must have a global mindset, which does not judge other culture and respect all the cultures. Moreover, try to adapt to various other culture, so that it would make her more ready to go international and control a diversified team in the host country
• Cultural competency – Mary must create competency to able to interact with various other cultural individuals. This is another form of readiness, which means getting self-aware about such aspects that is competency (Gibb, 2014)
• Preliminary visits – Mary must try to visit Japan, before moving to the nation, to get familiar with the environment and to cope up with the stress and cultural shock.
• Work to create a personal relationship – Marry must try to create a bond and personal relation with its team members in Japan so that the resistance of the team member would be low, and the work would be more smoothly handle in the host country.
• Understand team members – Mary is recommended to understand the team member quickly and appropriately, by observing or interacting, for a better leadership implementation, and effective competition of the project
• Work-life balance – this could be one of the reasons for the failure of expatriates. Since Mary family would not move along with her due to her children education disruption, and she would be traveling It would be recommended to her to take out time for her family and interacting with them on a regular basis and visit them whenever possible. This will make her work in a stress-free environment in the host country (Groh, 2016).  

Conclusion

To conclude the report it can be said that, the majority of companies are working globally, and for project management in cross-border nations, they select personnel, who will be working on the project in another nation. In this report, Seagate Marine Construction selects Mary for work as a senior project manager in Japan. For this purpose, the company wishes to develop a cross-cultural training, that is proving the training to Mary to work in different culture and with a culturally diversed team.

Training and Development in the Contemporary Global Organization

The model used in the report, for cross-cultural training program was Mendenhall, Oddou, and Dunbar CCT training model. Where the most appropriate approach for Mary was “the immersion approach,” the reason being she would be the project manager of the international assignment, for which the duration of her job would be long that is more than two years, and a rigor training is required to provide to her for such a task.

Furthermore, six stages were identified in designing a cross-cultural training program for Mary. The six stages are identifying training objectives; the type of global project identification, for which the program is to be developed; determining particular needs of the cross-cultural training. Moreover, the establishment of measures and goals for determining the effectiveness of training; development of CCT programme and delivering the programme; and evaluation of the effectiveness of the program implemented It was identified that the global assignment on which Mary will be working was a strategic assignment, and the individual level training needs of Mary were analyzed. Moreover, the instruction method suitable in the case of SMC would be the experiential cultural specific training.

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