Training vs. Development Chapter 10 PDF

**Training vs. Development** - Training vs. Development - Training refers activities designed to develop or improve employee job skills - Development is the term that refers primarily to the development of managers and executives or the preparation of employees to...

**Training vs. Development** - Training vs. Development - Training refers activities designed to develop or improve employee job skills - Development is the term that refers primarily to the development of managers and executives or the preparation of employees to become managers and/or executives Focus on the global system, not its parts: That is, T&D programs need to focus on breaking down the silos of departments and even the boundaries between countries and those that separate customers and suppliers. They should focus on the "big picture" global organizational system. Develop global leadership skills: That is, global leadership requires competencies different from those needed in the domestic marketplace. These should be one of the key foci of global training and development programs. Empower teams to create a global future: That is, cross-border and virtual teams should be increasingly used and empowered to perform critical organizational projects and problem-solving activities. In addition, these global teams can, themselves, be a major tool in the development of cross-cultural competencies. Make learning a core competence for the global organization: That is, the global organization needs to become a global learning organization, where learning and development permeates all that the organization does. Both the global organization and its individual members must constantly reinvent themselves: That is, constant self-development must become the cornerstone of strategies for success for both individuals and organizations in today's highly competitive global economy. Learning must be seen as the core skill and most important for all employees. **Issues Related to Global Training and Development** ADDIE9 (analysis, design, development, implementation, evaluation) The major issues related to global training and development center around the design, development, implementation, and communication of the training programs, including both technical and non-technical training. The types of problems confronting the MNE when it begins to discuss the need for the training of its local workforces around the world include the following: - Who should deliver training in the foreign subsidiaries and joint ventures? - How should the training be delivered? Are there local cultural differences and learning preferences that need to be considered? - What are the effects of language differences? - Should courses for management development be handled differently than training for host-country and third-country employees? - To ensure respect for each host country's culture, should each subsidiary or joint venture develop its own training? - How does an MNE adapt a training program (in terms of both the content and the process of the training) to different countries and cultures? - How will the MNE assess the differing content (skills and knowledge) that each locale requires? **Localized approach to global training and development** T&D is likely to be impacted by structural concerns such as legal obligations to train, labor force educational levels, and different approaches to education and educational systems. Sometimes, firms face such disappointments because they simply transfer a program devised at HQ straight to another country, without taking cultural differences into account. The problems go much deeper than just translating the training material into another language; trainers have to work around the cultural nuances as well. In many cases, the "global" training falls flat because it is just completely inappropriate for the particular culture. [Culture] Before they set up a training program in a foreign subsidiary, IHR professionals must understand how that culture views the educational process. Types: distance cultures uncertainty-avoidance cultures - unwillingness to take risks and to try new things. are likely to desire and perform better in training programs that rely more heavily on structured and passive learning techniques [Learning styles] The way the training is delivering [education levels and forms] The basic level of literacy varies dramatically; the nature of the educational system and the type of education it provides varies significantly (e.g., whether theoretical or practical in orientation); the level, nature, and availability of higher education varies; the availability of vocational education varies considerably; and teaching [Language] Another has to do with providing language classes [Training and development laws] MNEs must also take account of national laws and regulations. These laws may focus on the requirement to spend a certain percent of payroll expenses on training, to train on certain subjects, to translate material into the local language, to provide financial resources for employees to receive training, or to comply with labor contracts. [Transfer of learning] people receiving training are able to (and/ or actually do) apply what they learn to their jobs. **Standardized approach to international T&D** T&D is available for all of their world wide employees on a timely basis. T&D courses available to their employees through e-learning tools. Although e-learning may be an efficient and cost-effective means of delivering training, there may still be implementation and cultural acceptance issues. These may include issues such as the following: - Is the training or is it localized to reflect local management practices and laws? - Does everyone have access to technology and is everyone familiar with its use? - How acceptable is the type of training being offered and the form of communication in which it is delivered in different cultures? - Have all or most of the online courses been developed only in the country of HQs or only in Western, developed countries? - Are there courses available in local languages and covering topics of importance to local subsidiaries? Even though there are many cultural reasons to localize training, MNEs also must think about how to integrate their T&D activities, not only to achieve economies of scale and scope, but to ensure that the same T&D is available for all of their worldwide employees on a timely basis. In a globally integrated enterprise, there will always be a need to develop T&D interventions around common processes, practices, and organizational principles. This is especially the case in non-technical training (e.g., around management and leadership development issues) **Virtual and Global Teams** The changing nature of organizations (and the type of work and the manner in which it is performed) requires that employees work increasingly on projects and in teams team members from cultures that are relationship- rather than task-oriented. The point is that the cultural norms of the people who are members of a team have a lot to do with how -- and how well -- the team will function. And this makes training for team members quite important, to ensure smooth interaction between team members. Individuals' preferred team roles impact the overall effectiveness of teams. [Contextual Challenges] - Team members: - Geographically dispersed and work in different time zones - More likely than domestic teams to be very heterogeneous in terms of national cultural backgrounds - Tend to be larger than co-located teams because they work on global enterprise issues and must have geographic representation - Communicate in English, which is unlikely to be the native language of many or most of the global team members diverse teams that are well managed perform better than homogeneous teams, but poorly managed diverse teams do not perform with the same effectiveness as homogeneous teams. heterogeneous teams -- individuals with diverse backgrounds, skills, experiences, and perspectives homogeneous teams - individuals who share similar characteristics, such as educational background, skills, culture, or work experiences. a major topic for team training becomes diversity training, whether the teams are co-located or dispersed, cross-border, and/or virtual. Best practices related to virtual team leadership include: - Establishing and maintaining trust through the use of communication technology; - Ensuring that distributed diversity is understood and appreciated; - Managing virtual work-life cycle meetings; - Monitoring team progress using technology; - Using team building to enhance virtual team performance; - Continuing periodic face-to-face meetings; - Enhancing visibility of virtual members within the team and outside the organization; - Enabling individual members of the virtual team to benefit from the team. Advantages of Diverse Global Teams include: - Positive inclusive climate of diversity - Generate, create, and share new knowledge - Utilize cultural differences as an opportunity - Constantly reexamine and reevaluate facts and information - Improved company reputation and image as an employer - Develop cross-cultural competencies and global mindset **Global leadership development** T&D is also responsible for the development of managers and global leaders. **Global leadership theories** Transformational leadership is a leadership style in which leaders develop (transform) their followers into new leaders. Transformational leaders focus themselves and their followers on achieving higher-level visions and missions. The identification of high-potential individuals, the development of their leadership skills through challenging job assignments, and the accelerated learning processes geared at key talent for succession planning in the global organization are considered crucial competitive advantages, especially in an era of increased war for talent **Global executives: developing managers in the global enterprise** Global companies need executives who - Can easily switch from one culture to another - Are fluent in several cultures and languages - Can work effectively as part of an international team firms to identify and develop leaders who are capable of functioning effectively on a global scale and with a global perspective. IHR must design HR processes, including global training and management development programs, which encourage and facilitate the organization **Patterns of global management development** - most important of these common elements for MNEs is identifying and developing management talent. Firms from different countries appear to have evolved varying approaches to management development Common elements The early identification of individuals with executive potential, either through early-in-career assessment procedures, close monitoring of job performance, recruiting at only from ranked universities or use of in-house traineeships The use of close monitoring and mentoring of those individuals who have been identified through whichever procedure(s) to be candidates. The primary purpose of the close monitoring is to manage the careers and job assignments (overseas assignments, of adequate variety, challenge, and appropriate responsibility) of these high-potential employees. **Identification of high-potential leaders** "elite cohort" - model for identifying talent at the time of initial entry into the workforce by evaluating based on top universities, screened, trained, and developed for a number of years. It is most typical of the Japanese model of leadership identifi cation. "elite political" - for identifying talent at the time of entry when individuals are recruited from elite schools. The top graduates are given managerial positions without a trial period. This model is most typical of Latin European countries, particularly France. "functional" - approach, leaders are identified for their functional excellence. This is quite typical in German companies. "managed development" - approach, the decentralized responsibility for functional development lies at the local level while the overall process of management development is centralized at the corporate level. This is most typically found in large multinational companies. **Development of global leadership competencies** Inquisitiveness (curiosity): Effective global leaders are unceasingly curious Perspective (how leaders look at the world): Character: global leaders show the ability to connect emotionally with people of different backgrounds and cultures Savvy: demonstrated by the ability to recognize global business opportunities and then to mobilize organizational global resources in order to capitalize on them **Global Mind-Set** Definition of a Global Mindset: Knowing how to live and work across cultures is the essential competency of people with a global mindset. always looking for unexpected trends and opportunities that may constitute a threat or an opportunity to achieve personal, professional, or organizational objectives. "the ability to accept and work with cultural diversity" as well as involving "a set of attitudes that predispose individuals to balance competing business, country, and functional priorities which emerge in international \[situations\] rather than to advocate any of these dimensions at the expense of the others. An organization with a global mindset is often referred to as geocentric. global mindset is characterized by tolerance, flexibility, curiosity, and the ability to deal with ambiguity. **Characteristics of a global mindset** - Manage global competitiveness: They demonstrate awareness of national differences, global trends and options, and the global impact of their decisions and choices. - Work and communicate with multiple cultures: they show the ability to interact with people from many cultures with sensitivity to their cultural and language differences. - Manage global complexity, contradiction, and conflict: They develop a sensitivity to different cultures and cultural values; they function effectively in different cultural environments and they show the ability to handle more complexity and uncertainty. - Manage organizational adaptability: they demonstrate the ability to manage organizational change in response to new situations. changing the cultures in their organizations when necessary. - Manage multicultural teams - Manage uncertainty and chaos: - Manage personal and organizational global learning: they can manage personal and organizational global learning both for themselves and for others with whom they work. **Acquiring a global mindset** The four T's (travel, training, team, and transfer) Living in another culture and going through the culture shock that is necessary to learn how to accept the new culture Although frequent IB travel and short term IAs (defined as less than one year) help broaden a person's perspective, they do not develop the cultural and leadership skills that are required for acquiring a global mindset. Reasons given for this are that short-term travel and assignments do not require acculturation and assimilation into a foreign culture. **Adult third culture kids (ATCKs)** **Cross-cultural adjustment** Culture shock is the set of psychological and emotional responses people experience when they are lack of knowledge and understanding of the new, foreign culture and the negative consequences that often accompany their inadequate and inexperienced behavior **The Design and Delivery of Cross-cultural Training** - Training for cross-cultural adjustment should focus on helping IAs and their families do three things: 1. Become aware that behaviors vary across cultures and provide practice at observing these differences 2. Build a mental map of the new culture so they can understand why the local people value certain behaviors 3. Practice the behaviors they will need to be effective in their new overseas assignments Five phases for designing CCT programs 1. Identify the type of global assignment for which CCT is needed 2. Determine the specific cross-cultural training needs (from the organization-level, assignment-level, and the individual-level) 3. Establish the goals and measures for determining training effectiveness 4. Develop and deliver the CCT program 5. Evaluate whether the CCT program was effective Firms divide their preparation of IAs into two categories: counseling and training. A yellow and orange rectangular box with black text Description automatically generated