Transcript HRD5408 International HRD

EAC5858 Module 5
International HRD
Professor Alexandre Ardichvili, Ph.D.
IHRD: The Scope of the Field
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Spend a couple of minutes thinking about YOUR
definition of International HRD; jot down your
definition; share with the group.
◦ Start with a general definition of HRD, discussed in module
2
◦ Now think what is different in the international context?
US Definitions of HRD
“A set of systematic and planned activities
designed by an organization to provide its
members with the necessary skills to meet
current and future job demands” (DeSimone &
Harris, 1998).
 Focus: development of human potential to
improve organizational performance (Gilley &
Eggland, 1989; Swanson, 1995)
 Includes: training & development; organization
development (OD); career development
(McLagan, 1989)
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Is there a global definition of HRD?
It is hard to talk about a global definition of
HRD.
 In some countries, the notion that humans are
resources to be developed and manipulated is
not accepted
 Unlike the US, many countries adopt a broader
view of HRD, taking it far beyond the issues of
developing human resources in corporate
settings, and include vocational education,
training for small business ownership,
community education, lifelong learning, etc.
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Definition of HRD: Thailand
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In Thailand, HRD is the development of human potential
that encompasses work, community, and national levels
(Chartchai, 1997)
Includes both macro and micro levels
Macro: investment in human capital to enhance productive
capacity of the society
Micro: focuses on human potential and quality of work life:
KSA+ QWL (Chiramanee, 1997)
The reason HRD in Thailand is viewed at macro level is
that most individuals do not have access to development
opportunities beyond high school, and workplaces do not
invest in T&D as much as in the US.
What do International HRD
professionals do?
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Having established that HRD is not a
universal concept and, therefore,
international HRD is not just an
application of the US HRD principles
around the world, we should ask
ourselves: what do IHRD professionals
do?
What do international HRD professionals do?
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Training for international assignments. It includes
expatriate training, but is not limited to it.
Training foreign nationals working in the US or with the
US firms. This includes expatriate adjustment and culture
sensitivity training for foreign nationals.
The third area is related to globalization: participating in
the development of global HR/HRD strategy, assisting in
managing and developing global project teams, providing
change management interventions after global mergers
and acquisitions.
Transfer of Western management and HR/HRD practices
to other countries.
How do companies prepare employees for
international assignments? (Institute for Corporate
Productivity, 2010)
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Preview trip to host country
Preview trip with a spouse
Personal assessments
Language Training
Cultural training before departure
Cultural training in host country
Cultural training for before
departure for family
Cultural training for family in host
country
Family assessment of suitability for
assignment
36%
30%
25%
24%
24%
18%
16%
13%
12%
Training provided to Short-term
International Assignees (ORC Survey, 2009)
37.3% companies worldwide provide
cross-cultural training
 38.3% provide destinations orientation
 43.4% provide language training
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Adjustment Phases
The U-Curve theory of adjustment
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Honeymoon
Disenchantment
First adjustment
Second disenchantment
Lasting adjustment
Repatriation and Inpatriation
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Repatriation
◦ Cultural re-adjustment
◦ Career implications
◦ Advance preparation for repatriation
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Inpatriation
◦ Relocating foreign employees to HQ
Culture: Some Definitions
“Culture is a collective mental
programming of a group of people, a
software of the mind” (Hofstede, 1997)
 “Culture is the way in which a group of
people solves problems and reconciles
dilemmas” (Trompenaars, 1997)
 “Culture: how organizations work when no
one is looking” (Morgan, 1997)
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Types of Cultures
National/country
(193?)
Ethnic groups
Regional?
Organizational
Manifestations of culture
Symbols
Rituals
Values
Core
beliefs
How Can We Observe Culture?
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Language
Ceremonies
Heroes
Stories and myths
Symbols
Sanctions and rewards
Formal structure
Critical decisions
Cultural artifacts help to understand culture’s outward
manifestations; understanding beliefs and core values is
much harder.
The Power of Symbolic Thinking: The World Financial
Center
Summary
What is culture?
 Dimensions of culture; factors to consider
 The role of culture in design of
interventions; learning styles;
classroom/work project interactions;
brainstorming; feedback and evaluation
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Cross-Cultural Models
Key comparisons: value differences;
behavior differences
 Theoretical base: theories from
cognitive and social psychology and
sociology
 Examples:
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Fons Trompenaars;
Geert Hofstede;
Harry Triandis;
E.T. Hall
The Trompenaars framework
Universalism vs. particularism
 Communitarianism vs. individualism
 Neutral vs. emotional
 Diffuse vs. specific
 Achievement vs. ascription
 Time: sequential vs. synchronic
 Nature: control or harmony?
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What Do These Dimensions Mean?
A Universalist society is a rule-based society:
all persons should be treated the same,
regardless of closeness of their relationships
with you.
 In Particularist societies judgments are
based on the exceptional nature of present
circumstances: “this person is not a citizen, but
my friend, brother, etc.”
 Individualism: “a prime orientation to the
self” (Parsons); Communitarianism: “prime
orientation to common goals and objectives”.
 Neutral: feelings are controlled and subdued;
Emotional: it is OK to show feelings openly
by laughing, smiling, etc.
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Dimensions Explained, Cont.
Specific: people tend to engage others only
in specific areas of life (e.g., Business
associates are not invited to family gatherings,
or don’t know about one’s hobbies); Diffuse:
there is an overlap between multiple areas of
people’s activities.
 Achievement: status is based on what you
do now, and what you have achieved yourself;
Ascription: it is more important what kind
of person you are, and/or who your parents
and ancestors were.
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Dimensions explained, cont.
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Time:
◦ Sequential: time is perceived as a series
of passing events, activities are
undertaken in sequence, one at a time.
◦ Synchronic: past, present and future
are more interrelated; multiple
activities overlap.
Universalist Vs. Particularist Orientation: An
Example
You are riding in a car driven by a close friend.
He hits a pedestrian. You know he was going
35 miles/hour in a 20 mile speed zone.
There are no other witnesses. His lawyer
says that if you testify he was going only 20
miles/hour, it may save him from serious
trouble.
Which of the following statements best describes
your reaction (and intended behavior):
a) My friend has a definite right to expect
me to testify to the lower figure
b) He has some right
c) He has no right
The Car and the Pedestrian: % of Respondents Who Think the
Friend has NO RIGHT (Choice C)
Venezuela
32
Russia
44
China
47
Japan
68
UK
91
USA
93
Switzerland
97
Neutral vs. emotional
You are upset about something at
work. Is it acceptable to show your
emotions to your co-workers?
 1. Yes, it is acceptable
 2. No, it is not
Percentage of respondents who would
not show emotions openly:
80
70
60
50
40
30
20
10
0
Kuwait
Russia
Argentina
Norway
USA
Nigeria
Austria
Japan
Achievement vs. Ascription
The respect a person gets is
highly dependent on their
family background
1. Agree
 2. Disagree
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The respect a person gets is highly dependent on
their family background: Percent who disagree
94
Norway
USA
S. Korea
Argentina
Austria
Kuwait
87
73
69
51
50
0
20
40
60
80
100
Time: Sequential or Synchronic
Think of the past, present, and future
as being in shapes of circles.
 Draw three circles representing past,
present, and future.
 Arrange these circles in any way you
want to show the relationship
between past, present, and future
 You may use different size circles
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Trompenaars: Implications
Will particularists trust universalists in
business negotiations? And vice versa?
 How can we transfer individualism-based
performance and compensation
management systems to collectivistic
societies?
 Can promotion systems, developed in an
achievement – oriented society, work in an
ascription- based society?
 Reconciliation of dilemmas: Centralize the
decision making; localize the execution
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© Alexandre Ardichvili
Hofstede’s Work-related Cultural
Values Model
(See http://www.geert-hofstede.com/)
Power distance
 Uncertainty avoidance
 Individualism
 Masculinity
 Long-term orientation
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Individualism/collectivism
Individualist
 “I” consciousness
 Take care of selves
 Identity based on
individual
 Leadership is ideal
 Everyone has a right to a
private life
 Belief in individual
decisions
Collectivist
 “We” consciousness
 Extended family important
 Identity based on the social
system
 Membership is ideal
 Private life can be invaded by
organizations
 Belief in group decisions
Masculinity/Femininity
Feminine
 Men needn’t be
assertive, can also be
nurturing
 Sex roles fluid
 Equality between sexes
 Quality of life
important
 People and
environment are
important
 Sympathize with the
unfortunate
Masculine
 Men should be assertive;
women – nurturing
 Sex roles clearly
differentiated
 Men dominate in society
 Performance is what counts
 Money and things are
important
 One admires the successful
achiever
Power Distance: The extent to which the
less powerful members of culture and institutions
accept that power is distributed unequally.
Small PD
 Minimize inequality
 People are pretty much
the same
 Superiors are accessible
 Equal rights
 The system is to blame
 Those with power
conceal it
Large PD
 All have “rightful place”
 Superiors and subordinates
are different types of people
 Superiors are inaccessible
 Power-holders have
privileges
 The underdog is to blame
 Those in power try to look
as powerful as possible
Uncertainty Avoidance
Weak UA
 Ease and lower stress
 Conflict and competition are
OK
 Less showing of emotions
 More acceptance of dissent
 Greater tolerance of
deviation
 Willingness to take risks
 As few rules as possible
Strong UA
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Higher anxiety level
These lead to aggression and
should be avoided
Showing emotions is preferred
Strong need for consensus
Deviant ideas are dangerous
Concern with security in life
Need rules and regulations
Long-Term Orientation (LTO)
Added later, this fifth dimension was found in
a study among students in 23 countries
around the world, using a questionnaire
designed by Chinese scholars.
 Associated Values are: thrift and
perseverance; respect for tradition, fulfilling
social obligations, and protecting one's 'face‘
 These values are grounded in teachings of
Confucius.
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© Alexandre Ardichvili
Selected Hofstede's Cultural Dimensions Scores
(H=high, M=medium, L=low)
Country
PD
IDV
MA UA
LTO
USA
40L
91H
62H 46L
20L
Japan
54M
46M
95H 92H
80H
Europe
40L
60H
50M 70H
Poland
50M
55M
60H 72H
30L
Implications:
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PD high: expect more autocratic management styles
IDV low: collective decision making plays a significant
role
UA high: distributed responsibility for important
decisions (to reduce the level of risk associated with
individual action)
MAS low: little difference in decision making and
leadership styles between men and women
LTO high: more emphasis on long-term corporate and
societal goals, than on short-term profit results
Germany
80
60
40
Hofstede
20
0
-20
-40
S&P
PDI
IND
MAS
USA
100
80
60
40
Hofstede
S&P
20
0
PDI
IND
MAS
Russia
150
100
Hofstede
50
S&P
0
-50
PDI
IND
MAS
Harry Triandis: Individualism and
Collectivism
Culture as a toolkit
 Relationships: Interpersonal or Intergroup
 Countries vs. cultures: 200 vs. 10,000
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Tight/Loose Cultures
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Tight:
◦ Deviations from norms are not tolerated
◦ Lack of mobility between classes and in-groups
◦ Government control
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Loose:
◦ More self-reliance, creativity
◦ Less likely that people will be excluded or sanctioned
for odd or non-conforming behavior
◦ Connected to multiple groups
Collectivist cultures could be loose or tight:
Compare Thailand and South Korea
Loose – often marginal between two strong
cultures (e.g., Thailand – China and India)
Ingroups and outgroups
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Ingroup: a group of individuals about whose
welfare a person is concerned, with whom
that person is willing to cooperate without
demanding equitable returns, and separation
from whom leads to anxiety. “Common
fate.”
IND/COL: Differences
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Collectivists have more realistic self-perception
Age (the older, the more collectivistic)
Social class (upper classes more individualistic)
Emotions: self-focused or other focused
Achievement motivation: socially-oriented
versus self-oriented
Professional behavior: selection & evaluation
based on seniority and loyalty
What are the consequences of IND/COL?
Family support
 Mental health
 Subjective well-being
 Love and marriage
 Work behavior (e.g., social loafing)
 In individualistic cultures: many organized
support groups (clubs, volunteer
organizations); in collectivist – not so
many.
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Edward T. Hall’s model
Context: High and Low
Space: How much personal space
we need?
Time: Monochronic and Polychronic
Context
A high context communication is one in which most of the
meaning is in the context (e.g., non-verbal codes, rituals,
silences, gestures) while little is in the explicitly transmitted
message.
In a low context culture communication is more explicit.
Meaning is spelled out; the intent has to be explicitly stated
(Human-computer interaction analogy)
From Hall, E.T. (1983) The Dance of Life. New York, NY: Anchor Books.
High and Low Context Cultures
High Context
Japanese, Chinese
Middle East
Greek, Hispanic, Italian
English
American
German
Scandinavian
Low Context
Where would you place Poland on this continuum?
IN HIGH CONTEXT CULTURE:
Relationships: long lasting
 Communication: through shared code
 People in Authority: responsible for
employees (paternalism)
 Agreements: verbal, not written
 Strict distinction between In-groups and
Out-groups
 Cultural patterns: slow to change
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Space
Research has demonstrated that in Western
culture there are generally three primary
dimensions of space:
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The intimate zone (0 to 18 inches)
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The personal zone (18 inches to 3 feet), and
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The social or public zone (3 to 6 feet)
Americans, Canadians, and British require the
most personal space, whereas Latin Americans,
Japanese, and Asian persons need the least.
Nonverbal communication (E.T. Hall, The Silent
Language)
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Dress
Artifacts
Paralanguage (sounds like “um,” “uh,”)
Gestures (Kinesics)
Facial expression
Eye contact and gaze (Oculesics)
Posture and movement
Touch practices (Haptics)
Silence
Time (Chronemics)
The way we use space (Proxemics)
TIME
Monochronic time:
sequential and linear organization of activities
“One-thing-at-a-time" organization of work and
human interactions.
Polychronic time:
“Many-things-at-once“: Things are done
concurrently and simultaneously.
Monochronic people
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do one thing at a time
concentrate on the job
view time commitments as critical
are task oriented
tend to be more low context
adhere religiously to plans
emphasize promptness
Examples: Northern Europe
Polychronic people
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are accustomed to long-term relationships
do many things at once
are subject to interruptions
view time commitments as guidelines only
tend to be more high context
are human relationships-oriented
base promptness on the importance of and significance of the
relationship
Examples: Mediterranean; Latin American cultures. But: Japan: monochronic
at work; polychronic in day-to-day interactions
What about Poland? Where would you place it on this continuum?