CU MBA SEM IV Cross- Cultural HRM

___________________________________________________________________________ 10.9 UNIT END QUESTIONS A. Descriptive Questions: Short Answers 1. What is International Recruitment? 2. Describe the process of International Recruitment. 3. State the concept of Polycentric approach. 4. What differentiation needs to be taken care by HR manager in the International Recruitment? 5. State the difference between Recruitment and Selection. Long Answers: 1. Explain the features of International Recruitment. 2. Discuss the sources of the International Recruitment. 3. Compare the Ethnocentric and Polycentric Approach. 4. Differentiate between Geocentric Approach and Regiocentric Approach. 5. What are the challenges involved in the International Recruitment? B. Multiple Choice Questions: 1. Which approach of the Recruitment helps to reduce the cost of foreign operations gradually? a. Polycentric Approach b. Ethnocentric c. Geocentric d. Regiocentric 2. The disadvantage associated with the Regiocentric Approach is a. Culture fit b. Communication barrier c. Reduction in resentment d. Highly centralized control 3. What will help the business hours let you cover multiple time zones as a business? 251 CU IDOL SELF LEARNING MATERIAL (SLM)

a. Training Programs b. Rewards c. The extended Business Hours d. Quality of the product 4. When the database is analyzed for choosing the best and most suitable persons for global assignments and this process is called _______________. a. Technical Skill Assessment b. Soft Skill Assessment c. Hard Skill Assessment d. Global Assessment 5. Recruitment is an ____________ method. a. Expensive b. Strategic c. Normal d. Economical Answers 1 – a; 2 – b; 3 - c; 4 -d; 5 -d; 10.10 REFERENCE Text Book:  Wilhelm Schmeisser, Dieter Krimphove, Rebecca Popp, International Human Resource Management and International Labour Law, De Gruyter Oldenbourg,  Peter J. Dowling, Marion Festing and Allen D. Engle, Sr., International Human Resource Management, Cengage Learning EMEA  By Veronica Velo, Cross-Cultural Management, Business Expert Press  Srinivas R. Kandula International Human Resource Management , SAGE Publications Pvt. Ltd  Pravin Durai, Human Resource Management, Pearson India Reference Book 252 CU IDOL SELF LEARNING MATERIAL (SLM)

 K Aswathappa , Sadhna Dash, International Human Resource Management, McGraw Hill  Gary Dessler, Fundamentals of Human Resource Management, Pearson  Ekta Sharma, Strategic Human Resource Management and Development, Pearson India  Parissa Haghirian, Successful Cross-Cultural Management, Business Expert Press Open Sources:  https://www.Shrm.org/  https://www.ncbi.nlm.nih.gov/  https://www.futurelearn.com/  International Journal of Human Resource Studies  changingminds.org  assignmentpoint.com  interculturalmanagement.fandom.com  diva-portal.org  cvs.edu.in  strategy-business.com  www.mbaknol.com (Integrity-Asia & ispatguru)  publications.anveshanaindia.com  smallbusiness.chron.com  resources.workable.com  whatishumanresource.com  resources.workable.com  jigsawacademy.com  www.personio.com 253 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT - 11: RECRUITMENT AND SELECTION STRUCTURE 11.0 Learning Objectives 11.1 Introduction 11.2 Selection 11.2.1 Concept and Definition 11.2.2 Selection Process 11.3 Selection Methods 11.4 Elements in International selection 11.5 Challenges in International Selection 11.6 Summary 11.7 Keywords 11.8 Learning Activity 11.9 Unit End Questions 11.10 References 11.0 LEARNING OBJECTIVES After studying this unit, you will be able to:  Describe the significance and concept of International Selection Process  Explain the different Selection Methods  Explain the Elements in Selection Process  Illustrate the Challenges in International Selection Process 11.1 INTRODUCTION In today's globalized society, more and more people are being sent abroad by their employers. The majority of these businesses are multinational corporations (MNCs) with subsidiaries, cross-border alliances, international joint ventures, or foreign joint venture partners. Companies deploy personnel abroad for a variety of reasons, including preparing 254 CU IDOL SELF LEARNING MATERIAL (SLM)

and executing a merger and acquisition or simply gaining international experience to improve intercultural understanding between the home and host companies. Knowledge transfer and shared corporate management are the ultimate goals. It is expected that once a corporation leaves its national borders, it will want workers who can manage in an international environment. The IHRM (International Human Resource Management) of a company has therefore a difficult selection process to handle Selection is the process by which job seekers are separated into two groups: those who will be offered jobs and those who will not. The process of selecting the best candidate from a pool of applications is known as selection. This procedure is in place to ensure that the job requirements and the talents and motivations of the candidates are a good match. Human resources must be adaptable not only to job and organisational requirements, but also to the cultural requirements of different countries. As a result, global job selection strategies differ from those used for local occupations. Following the selection of applicants, global firms assign them to various nations, the majority of them are in the developing world.Thus, the employees of global companies mostly work and live in the foreign countries with their family members also live in those countries. 11.2 SELECTION 11.1 CONCEPT AND DEFINITION Selection is the process of choosing the most suitable candidates from those who apply for the job. It is a process of offering jobs to desired candidates. According to Harold Koontz, “Selection is the process of choosing from the candidates, from within the organization or from outside, the most suitable person for the current position or for the future positions.” Dale Yoder said, “Selection is the process by which candidates for employment are divided into classes those who will be offered employment and those who will not.” David and Robbins said, “Selection process is a managerial decision-making process as to predict which job applicants will be successful if hired.” 255 CU IDOL SELF LEARNING MATERIAL (SLM)

According to R.M. Hodgetts, “Selection is the process in which an enterprise chooses the applicants who best meet the criteria for the available positions.” Selection is the process of choosing from a group of applicants those individuals best suited for a particular position. 11.2 SELECTION PROCESS: 1. Preliminary Interview Once a requirement is posted, a company may receive hundreds of thousands of applications. A granular pre-process, the preliminary interview is conducted to weed out all candidates who do not meet the essential eligibility criteria – educational qualifications, required skill sets, proven certifications, experience. Candidates may also be assessed based on their background and level of interest. Some companies employ innovative techniques to bring the right candidates to the table right from the get-go. For example, Uber deployed “Code on the road,” an in-app coding game that took candidates straight to the next stage of the selection process if they passed the challenge! Gamifying recruitment selection is among the latest trends in HRM. 2. Receiving Applications Once candidates pass the preliminary interview, organizations must aim to standardize the application process. Here, candidates must fill out a standard application form that collects bio-data, qualification, experience, background, and educational information. The application could gather a broader understanding of the candidate, such as hobbies and interests. A comprehensive application form will come in handy during the final selection process when decisions are to be made between similar candidates. 3. Screening Applications This stage includes shortlisting potential candidates from the pool of applicants who applied. The screening committee constitutes various team leads, department members, inter- department associates, and coordinators who would be working closely with the selected candidates. Screening can include multiple criteria, including educational prowess, relevancy 256 CU IDOL SELF LEARNING MATERIAL (SLM)

in terms of experience, etc. The interview details and requirements are shared with potential candidates via a call or an email. 4. Preliminary Tests Preliminary tests are an essential part of the job selection process. They assess the aptitude, IQ, emotional intelligence, proficiency, and personality of candidates. While some organizations hold these tests remotely, many prefer to arrange a test-venue generally within organizational premises. Should they be held at the premises, the candidates are informed of the itinerary. 5. Employment Interview The selection interview is the crux of the entire process. It could be defined as an in-person conversation that puts candidates on their feet. This step signals how well he/she fits into the company ethos. During this stage, companies provide a detailed brief of the job profile, including the roles and responsibilities that the candidate is expected to shoulder. Likewise, the candidate is encouraged to share his/her concerns or queries with the employer. The employment interview itself may be divided into several rounds, including group discussions and other activities. In-person interviews allow employers to judge the candidate’s caliber, personality, teamwork, and leadership skills. 6. Checking References Although in-person interviews provide a fair idea about the candidate, contacting references allows employers to verify their understanding. Through discussions with references who vouch for the candidates’ professionalism and work ethics, they may discover other qualities about him/her. For this stage of the recruitment process in HRM, organizations may reach out to previous employers or the concerned educational institutions. 7. Medical Examination Although not strictly followed, medical examinations are slowly becoming commonplace among organizations today. Modern companies are viewing medical fitness (both mental and physical) as a cost function. A healthy employee would require fewer sick leaves and handle stress relatively quickly, allowing greater productivity in dynamic, fast-paced environments. Some employers view this matter seriously and consider this a preliminary phase during the screening stage. 257 CU IDOL SELF LEARNING MATERIAL (SLM)

8. Final Selection The last phase of the selection process is to cross the t’s and dot the i’s; candidates who have successfully qualified through all rounds of the recruitment and selection in HRM receive an offer/appointment letter by the organization. More often than not, candidates receive a temporary position with an assurance of permanency on completion of the probation period. The appointment letter typically includes all such details, including salary and company policies. Candidates may also be asked to sign an NDA (Non-Disclosure Agreement) that ensures the protection of company data. 11.3 SELECTION METHODS A. Interviews: An interview may be defined as a systematic and scientific process used in the employee selection which helps to acquire needed information with regard to the candidate’s capabilities and his interest, aptitude and knowledge required for the job and also to provide him the requisite information about the concerned organisation through face-to-face communication, thus creating a feeling of trust and confidence in the mind of the prospective candidate. According to Jucius Michael, “An interview is a face-to-face, oral observational and personal appraisal method”. It is used as a means of getting information from the candidate. It also includes giving information that will help the applicant make his mind about the company. Interviews are of following types:- According to Scott and others, “An interview is a purposeful exchange of ideas, answering of questions and communication between two or more persons.” Thus, interview is a tool of selection by which an effort is made to collect complete information about a candidate, his knowledge, personality, interest, communication skills, 258 CU IDOL SELF LEARNING MATERIAL (SLM)

etc. However, interview can be used for other purposes also such as for making discipline, problem solving, appraisal and counselling. Interview is a face-to-face contact between interviewer and interviewee where interviewee is allowed to speak freely so that interviewers can draw useful information about person through his thoughts and speaking. This useful information is regarding his education, experience, training, family background, communication skills etc. Types of Interviews: Various kinds of interviews are conducted depending on the purpose of the organisation. Different interviews are different due to attitude of interviewer, questions asked, structure of interview, etc. Interviews are of following types: 1. Preliminary Interview: This interview is conducted as the first step of selection process. Its purpose is to eliminate totally unsuitable candidates in the very beginning of selection process. 2. Patterned or Structured Interview: This is most common interview. In this, every aspect of questionnaire is decided in advance such as questions to be asked, sequence of questions, time to be allotted to it, etc. At the time of interview, there is no or little deviation in this planning. The scores of candidates are compared with a standard score to determine the selection. 3. Non-Directive Interview: This is also known as free or unorganized interview. This interview is unstructured and unplanned. In this interview, interviewee is allowed to express himself; he is free to talk about the subject selected by interviewer. Candidate is encouraged to tell about himself, his likes, dislikes, choices, family background, upbringing, expectations, etc. The purpose of this interview is to check the inner qualities of a person. 4. Depth or Action Interview: 259 CU IDOL SELF LEARNING MATERIAL (SLM)

This interview studies the interviewee deeply, his beliefs, values, home life, experience, aptitude, hobbies, interests, etc. The idea of this interview is to get a complete picture about the interviewee. 5. Group Discussion Interview: Groups are interviewed in this interview, not the individuals. A situation is given to the teams for group discussion without telling the traits which would be tested. Interviewer locates those in the interview. Team which takes the lead in the group discussion, who speak well, who clarify issues, who have the knowledge and who summaries. Through this analysis, the interviewer can form the opinion about group members and base his selection decision on the assumption that candidates will perform in the same way in the organisation as they did in group discussion. 6. Panel or Board Interview: When one person is interviewed by several persons at the same time, it is called as panel interview. Interviewers may ask questions turn wise or randomly or as the situation demands. Generally, all candidates are asked same questions so that answers can be compared. Panel interviews are also known as committee interviews. 7. Stress Interview: This interview is conducted to test how a person performs under stress. Stress is created at the time of interview by the interviewer. To create stress, interviewer asks rapid questions, criticizes the answers of interviewee, annoys him, disturbs him, argues with him and puts him in awkward situation. The result of interview talks about the performance of candidate whether he remains calm or loses temper or gets confused. Judicial use of stress interview may be helpful for interviewer in selection. B. Assessment Centres: 260 CU IDOL SELF LEARNING MATERIAL (SLM)

An Assessment Center consists of a standardized evaluation of behavior based on multiple evaluations including: job-related simulations, interviews, and/or psychological tests. Job Simulations are used to evaluate candidates on behaviors relevant to the most critical aspects (or competencies) of the job. Several trained observers and techniques are used. Judgments about behavior are made and recorded. These judgments are pooled in a meeting among the assessors or by an averaging process. In discussion among assessors, comprehensive accounts of behavior, often including ratings, are pooled. The discussion results in evaluations of the performance of the assessees on the dimensions or other variables. Leaderless Group Discussion The leaderless group discussion is a type of assessment center exercise where groups of applicants meet as a group to discuss an actual job-related problem. As the meeting proceeds, the behavior of the candidates is observed to see how they interact and what leadership and communications skills each person displays (Schultz & Schultz, 1994). Problems with this technique: This type of exercise was not feasible for selecting candidates from a potential applicant pool of 8000 individuals because of the time and cost involved with training the individuals rating the applicants. Since every group would be different, individuals could argue that the process is biased or unfair.The process is not standardized. Role Playing Role playing is a type of assessment center exercise where the candidate assumes the role of the incumbent of the position and must deal with another person in a job- related situation. A trained role player is used and responds \"in character\" to the actions of the candidate. Performance is assessed by observing raters. Problems with this technique: Since this technique is not conducive to group administration, test security would be an issue. 261 CU IDOL SELF LEARNING MATERIAL (SLM)

Job content areas identified in the job analysis were not as amenable to this type of exercise as they were to the selection techniques utilized in the final test Assessment Center Exercises An Assessment Center can be defined as \"a variety of testing techniques designed to allow candidates to demonstrate, under standardized conditions, the skills and abilities that are most essential for success in a given job\" (Coleman, 1987). The term \"assessment center\" is really a catch-all term that can consist of some or all of a variety of exercises. Assessment centers usually have some sort of in-basket exercise which contains contents similar to those which are found in the in-basket for the job which is being tested. Other possibilities include oral exercises, counseling simulations, problem analysis exercises, interview simulations, role play exercises, written report/analysis exercises, and leaderless group exercises (Coleman, 1987; Filer, 1979; Joiner, 1984). Assessment centers allow candidates to demonstrate more of their skills through a number of job relevant situations (Joiner, 1984). While assessment centers vary in the number and type of exercises included, two of the most common exercises are the in-basket and the oral exercise. In a traditional in-basket exercise, candidates are given time to review the material and initiate in writing whatever actions they believe to be most appropriate in relation to each in-basket item. When time is called for the exercise, the in-basket materials and any notes, letters, memos, or other correspondence written by the candidate are collected for review by one or more assessors. Often the candidates are then interviewed to ensure that the assessor(s) understand actions taken by the candidate and the rationale for the actions. If an interview is not possible, it is also quite common to have the candidate complete a summary sheet (i.e., a questionnaire). Thus, a more recent trend over the past ten (10) years has been the development of selection procedures which are based upon the assessment center model, but which can be turned into low- fidelity simulations (Motowidlo, et al., 1990). Some low-fidelity simulations involve having an applicant read about a work situation. The applicant then responds to the situation by choosing one of five alternative answers. Some procedures have the applicant choose the response he/she would most likely make in a situation and the response that he/she would 262 CU IDOL SELF LEARNING MATERIAL (SLM)

least likely make. These samples of hypothetical work behavior have been found to be valid predictors of job performance (Motowidlo, et al., 1990). Recently, the in-basket has become a focus of interest because of it's usefulness in selection across a wide variety of jobs (Schippmann, Prien, & Katz, 1990). A variety of techniques have been used to develop in-baskets. Quite often information on an in-basket's development is not available for review because the reports do not contain the critical information. It is not uncommon for armchair methods to be used, or for in-baskets to be taken off the shelf. A recent review indicated that nearly 50% of the studies do not describe how the in-basket was constructed (Schippmann, et al., 1990). There is also a great deal of variation among the ways in which the in-basket is scored. There is a range of objectivity in scoring with some scoring systems utilize almost entirely human judgment, while others utilize a purely objective approach. The in-basket exercise may be thought of as an approach which assesses a candidate's \"practical thinking\" ability (Scribner, 1986; 1984), by having a candidate engage in implicit problem solving for a job-relevant task. It is now well recognized that a content valid approach to constructing an in-basket is one which is professionally accepted as a technique which has passed legal scrutiny. However, despite the acceptance by the courts and practitioners, the reporting basis for content validity is often deficient. Schippmann et al. (1990) point out that all the studies they reviewed failed to establish a link between the task portion, and the knowledge, skill, and ability portion of the job analysis in order to provide a firm foundation for the construction of the in-basket. Often there has been no procedure for translating the job analysis information into development or choice of the test. Like all assessment center exercises, oral exercises can take many forms depending on the work behaviors or factors of the job being simulated. Common forms of oral exercises include press conference exercises, formal presentations, and informal presentations (briefing exercise). In oral presentation exercises, candidates are given a brief period of time in which to plan/organize their thoughts, make notes, etc., for the presentation/briefing. Traditionally, the audience is played by the assessor(s) who observes the presentation and makes ratings. Candidates may also be asked a series of questions following their briefing/presentation. The 263 CU IDOL SELF LEARNING MATERIAL (SLM)

questions may or may not relate directly to the topic of the presentation. Today, the assessment center method is utilized in a variety of settings including industry and business, government, armed forces, educational institutions, and safety forces to select individuals for supervisory, technical, sales, or management positions. These assessment centers vary in length, time, and selection of exercises. The current trend is in the development of assessment centers amenable to mass testing. The traditional assessment center exercises require the use of live raters, and generally are not able to assess more than a few candidates per day. This then becomes an extremely costly form of selection for organizations. Today, the use of audio taping, and the use of objectively scored in-basket exercises permits the assessment of a much larger number of candidates per day, because the rating of the exercise takes place at a later date. This allows a more widespread use of the assessment center technique, because it is becoming a more time and cost-effective method. C. Psychometric Testing: What is a psychometric test? While the word ‘psychometric’ sounds overly technical, it simply defines ways of ‘measuring’ the mind. The concept has also been around longer than some may realise. Psychometric research has been around since the late 19th Century. One of the first examples was the University of Cambridge's psychometric lab, which studied subjects’ memories, reactions, and attention spans. When it comes to hiring, psychometric tests can be used to measure an array of skills. These range from verbal and numerical reasoning to identifying trends and patterns. Those who are unfamiliar with ‘psychometrics’ may be envisioning some form of Freudian scenario. However, they've likely encountered one of the most common psychometric tests, the Myer Briggs Personality Test. That’s right, it’s psychometric testing that tells you whether you’re an Inspector, a Campaigner or a Crafter. This is one of many examples of psychometric tests used by recruiters over the years. Here are just a few more examples (we hope you like acronyms!). Occupational Personality Questionnaire (OPQ) 264 CU IDOL SELF LEARNING MATERIAL (SLM)

In this test, 32 personality traits are categorised based on how they impact both your work and your relationships with others. Examples include a person's thinking style, their sense of empathy and how they influence others. The OPQ also includes a ‘social desirability measure.’ This supposedly roots out those who may be hiding their true colours. In other words, the test deters people from offering answers that they think will 'appease' the interviewer. SHL Managerial and Graduate Item Bank (MGIB) The SHL Management and Graduate Item Bank (MGIB) is a test battery, with a range of assessments to measure logical reasoning skills. These assessments test numerical and verbal abilities, using questions based on business scenarios. As the title suggests, these tests are often used to identify candidates for managerial positions or graduate fast-track schemes. Raven's Progressive Matrices (RPM) Raven’s Progressive Matrices (RPM) are a group of non-verbal tests. Candidates have to identify sequences using geometric designs. These tests help determine a person’s capacity for abstract thinking and problem-solving. RPM was originally developed to determine the genetic and environmental factors of cognitive ability. Nowadays it is used across many educational and workplace environments. RPM is particularly common as a pre-interview screening tool, filtering out unsuitable candidates. For Instance: Role of Receptionist in Airline Lounge has following responsibilities. Receptionist, Airline Lounge Admits members and guests to airline lounge, serves beverages and snacks, and provides other personal services as requested: Opens door to lounge in response to sound of buzzer, verifies membership cards, and admits and seats members and guests. Serves refreshments such as cocktails, coffee and snacks. Answers questions regarding scheduled flights and terminal facilities. Verifies passengers’ reservations. Directs or accompanies passengers to departure gates, 265 CU IDOL SELF LEARNING MATERIAL (SLM)

rest rooms and other terminal facilities. Relays requests for paging service, using telephone. Opens cans, bottles, and packages; brews coffee; and arranges pastry, nuts, and appetizers on serving trays. Removes used ash trays, glasses, and dishes from tables and picks up trash. What are the benefits of psychometric testing in Selections? Psychometric testing evaluates (and importantly, quantifies) a candidate’s ability to perform a range of tasks, taking their result as indicative of skill. Many argue that this effectively reduces risk in the hiring process. According to their research, 81% of organisations believe psychometric tools have helped them make less risky hiring decisions. One of the big problems with both CVs and traditional interviews is that they’re both subjective ways of measuring a person's skills. Moreover, some of the evaluation criteria can vary on a person-by-person basis. Both of these issues are somewhat rectified by psychometric testing. Not only does psychometric testing offer a standardised approach, but it also provides performance benchmarks. If anyone falls below a certain criterion, they can be quickly taken out of the running. Psychometric tests can be particularly beneficial for higher-level job vacancies. There is often more of a focus on a candidate's personal attributes and character. These jobs require someone with leadership skills. The successful candidate could be a driver of large-scale organisational change. In that case, that person needs to be able to motivate and inspire others. For these kinds of positions, psychometric testing can quickly weed out unsuitable candidates. 11.4 ELEMENTS IN INTERNATIONAL SELECTION 266 CU IDOL SELF LEARNING MATERIAL (SLM)

Fig 11. 4. 1: Key Competencies required for Expatriates Figure shows the most frequently cited key competencies for expatriates. Most of these competencies can be categorized as either cultural adaptability or communication skills. The following discussion examines those ideas. COMMUNICATION SKILLS One of the most basic skills needed by expatriate employees is the ability to communicate orally and in writing in the host-country language. Inability to communicate adequately in the language may significantly inhibit the success of an expatriate. Numerous firms with international operations select individuals based on their technical and managerial capabilities and then have the selected individuals take foreign language training. Intensive 10-day courses offered by Berlitz and other schools teach basic foreign language skills. But in any language there is more to communication than simply vocabulary. Greetings, gestures, pace, and proximity all are different in various countries. Basic values about other people and interacting with them are at least as important as speaking the language. FAMILY FACTORS 267 CU IDOL SELF LEARNING MATERIAL (SLM)

The preferences and attitudes of spouses and other family members also are major staffing considerations. Two of the most common reasons for turning down international assignments are family considerations and spouses’ careers. Nearly three-fourths of expatriates are married, and most are male. Of the expatriates who are married, only about 13% are not accompanied on overseas assignments by their spouse. With the growth in dual-career couples, the difficulty of transferring international employees is likely to increase, particularly given work-permit restrictions common in many countries. Some international firms have begun career services to assist spouses in getting jobs with other international firms. EQUAL EMPLOYMENT OPPORTUNITY (EEO) CONCERNS The assignment of women and members of racial/ethnic minorities to international posts involves legal issues, because these individuals may be protected by U.S. Equal Employment Opportunity (EEO) regulations. Many U.S. firms operating internationally have limited assignments of women and other protected-class individuals in deference to cultural concerns. The Civil Rights Act of 1991 extended coverage of EEO laws and regulations to U.S. citizens working internationally for U.S.- controlled companies. However, the act states that if laws in a foreign country require actions that conflict with U.S. EEO laws, the foreign laws will apply. If no laws exist, only customs or cultural considerations, then the U.S. EEO laws will apply. In a related area, some foreign firms in the United States, particularly those owned by Japan, have “reserved” top-level positions for those from the home country. Consequently, EEO charges have been brought against these firms. Previous court decisions have ruled that because of a treaty between Japan and the United States, Japanese subsidiaries can give preference to Japanese over U.S. citizens. However, it should be noted that most other EEO regulations and laws do apply to foreign- owned firms. In a closely related area, women have brought sexual harassment charges against foreign managers, and other protected-class individuals have brought EEO charges for refusal to hire or promote them.34 In those cases, courts have treated the foreign-owned firms just as they would U.S.-owned employers. 268 CU IDOL SELF LEARNING MATERIAL (SLM)

The Equal Employment Opportunity Commission requires larger employers to file an EEO-1 report each year, which provides a breakdown of the employer's work force by race, sex, and national origin. Employers with fewer than 100 employees and federal contractors with fewer than 50 employees and contracts under $50,000 are exempt from this requirement. 11.5 CHALLENGES IN INTERNATIONAL SELECTION Making an effective selection decision for an overseas assignment can prove to be a major problem. Typically, this decision is based on international selection criteria, which are factors used to choose international managers. These selections are influenced by the Multinational Corporations experience and often are culturally based. Sometimes as many as a dozen criteria are used, although most Multinational Corporations give serious consideration to only five or six. 1. Adaptability to Cultural Change Overseas managers must be able to adapt to change. They also need a degree of cultural toughness. Research shows that many managers are exhilarated at the beginning of their overseas assignment. After a few months, however, a form of culture shock creeps in, and they begin to encounter frustration and feel confused in their new environment. One analysis noted that many of the most effective international managers suffer this cultural shock. Organizations examine a number of characteristics to determine whether an individual is sufficiently adaptable. Examples include work experiences with cultures other than one’s own, previous overseas travel, knowledge of foreign languages (fluency generally is not necessary), and recent immigration background or heritage. Others include (1) the ability to integrate with different people, cultures, and types of business organizations; the ability to sense developments in the host country and accurately evaluate them; the ability to solve problems within different frameworks and from different perspectives; (4) sensitivity to the fine print of differences of culture, politics, religion, and ethics, in addition to individual differences; and (5) flexibility in managing operations on a continuous basis despite lack of assistance and gaps in information. 269 CU IDOL SELF LEARNING MATERIAL (SLM)

2. Physical and Emotional Health “Most organizations require that their overseas managers have good physical and emotional health. Some examples are fairly obvious. An employee with a heart condition would be rejected for overseas assignment; likewise, an individual with a nervous disorder would not be considered. The psychological ability of individuals to withstand culture shock also would be considered, as would the current marital status as it affects the individual’s ability to cope in a foreign environment. 3. Age, Experience, and Education Most Multinational Corporations strive for a balance between age and experience. There is evidence that younger managers are more eager for international assignments. These managers tend to be more “worldly” and have a greater appreciation of other cultures than older managers do. By the same token, young people often are the least developed in management experience and technical skills; they lack real-world experience. To gain the desired balance, many firms send both young and seasoned personnel to the same overseas post. Many companies consider an academic degree, preferably a graduate degree, to be of critical importance to an international executive; however, universal agreement regarding tie ideal type of degree is nonexistent. MNC’s, of course, use formal education only as a point of departure for their own training and development efforts. 4. Language Training One recognized weakness of many Multinational Corporations is that they do not give sufficient attention to the importance of language training. English is the primary language of international business, and most expatriates from all countries can converse in English. Those who can speak only are at a distinct disadvantage when doing business in non-English- speaking countries. 5. Motivation for a Foreign Assignment Although individuals being sent overseas should have a desire to work abroad, this usually is not sufficient motivation. International management experts contend that the candidate also must believe in the importance of the job and even have something of an element of idealism 270 CU IDOL SELF LEARNING MATERIAL (SLM)

or a sense of mission. Applicants who are unhappy with their current situation at home and are looking to get away seldom make effective overseas managers. Some experts believe that a desire for adventure or a pioneering spirit is an acceptable reason for wanting to go overseas. Other motivators that often are cited include the desire to increase one’s chances for promotion and the opportunity to improve one’s economic status. For example, many U.S. MNCs regard international experience as being critical for promotion to the upper ranks. In addition, thanks to the supplemental wage and benefit package, U.S. managers sometimes find that they can make, and especially save, more money than if they remained stateside. 6. Spouses and Dependents or Work-Family Issues Spouses and dependents are another important consideration when a person is to be chosen for an overseas assignment. If the family is not happy, the manager often performs poorly and may either be terminated or simply decide to leave the organization. One popular approach in appraising the family’s suitability for an overseas assignment is called adaptability screening. This process evaluates how well the family is likely to stand up to the rigors and stress of overseas life. The company will look for a number of things in this screening, including how closely knit the family is, how well it can withstand stress, and how well it can adjust to a new culture and climate. 7. Leadership Ability The ability to influence people to act in a particular way-leadership-is another important criterion in selecting managers for an international assignment. Determining whether a person who is an effective leader in the home country will be equally effective in an overseas environment can be difficult, however. When determining whether an applicant has the desired leadership ability, many firms look for specific characteristics, such as maturity, emotional stability, the ability to communicate well, independence, initiative, creativity, and good health. If these characteristics are present and the person has been an effective leader in the home country, MNC’s assume that the individual also will do well overseas. 271 CU IDOL SELF LEARNING MATERIAL (SLM)

8. Organization-Specific Requirements The human resource practitioner needs to consider the organizations requirements before selecting a candidate, host country governments can stop the transfer of expatriates. The host government, is the ones that issue the working permits and visas to the expatriates; therefore, the parent countryneeds to prove that there is no available host national country. Legislations and changes of the employee must be addressed; assignments abroad means that the expatriate must move to another country with family to remote or war-torn environments, where living conditions can be challenging. Some host countries do not issue work permits to females, this can make it difficult, for the spouse to adapt. An organisation-specific requirement is implemented during the formation of an independent relationship flanked by computer resources, which includes the evaluation of the comparative precedence between default recommendation and alternative recommendation; and using the highest precedence recommendations to set up a link among the computer resources. 11.6 SUMMARY Selection is the process of choosing the most suitable candidates from those who apply for the job. It is a process of offering jobs to desired candidates. Selection Process: o Preliminary Interview o Receiving Applications o Screening Applications o Preliminary Tests o Employment Interview o Checking References o Medical Examination o Final Selection Selection Methods Interview is a face-to-face contact between interviewer and interviewee where interviewee is allowed to speak freely so that interviewers can draw useful information about person through his thoughts and speaking. 272 CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Interviews: 1. Preliminary Interview: 2. Patterned or Structured Interview: 3. Non-Directive Interview: 4. Depth or Action Interview: 5. Group Discussion Interview: 6. Panel or Board Interview: 7. Stress Interview: B. Assessment Centres: An Assessment Center consists of a standardized evaluation of behavior based on multiple evaluations including: job-related simulations, interviews, and/or psychological tests. C. A psychometric test is any activity or assessment that is conducted in order to evaluate a candidate performance and includes, but is not limited to, skills, knowledge, abilities, personality traits, attitudes and job/academic potential. Key Competencies required for Expatriates: Communication Skills Family Factors Equal Employment Opportunity (EEO) Concerns Challenges in International Selection-Making an effective selection decision for an overseas assignment can prove to be a major problem. 273 CU IDOL SELF LEARNING MATERIAL (SLM)

1. Adaptability to Cultural Change 2. Physical and Emotional Health 3. Age, Experience, and Education 4. Language Training 5. Motivation for a Foreign Assignment 6. Spouses and Dependents or Work-Family Issues 7. Leadership Ability 8. Organization-Specific Requirements 11.7 KEYWORDS 1. Aptitude - inherent or acquired ability 2. Deviation means doing something that is different from what people consider to be normal or acceptable 3. Assumption - something that is believed to be true or probably true but that is not known to be true. 4. Awkward - inconvenient to use; hard to handle; unwieldy 5. Critical Aspects - containing or making severe or negative judgments 11.8 LEARNING ACTIVITY 1.Why the ability to influence people to act in a particular way is another important criterion? ___________________________________________________________________________ ___________________________________________________________________________ 2. Discuss the problem with Leaderless Group Discussion. ___________________________________________________________________________ ___________________________________________________________________________ 11.9 UNIT END QUESTIONS 274 A. Descriptive Questions: Short Answers: 1. State the concept and significance of the Selection Process. CU IDOL SELF LEARNING MATERIAL (SLM)

2. Explain the concept of In-Basket Exercise. 3. Compare the Group Discussion with Role Play Method 4. State any two Psychometric Test. 5. What is the competency expected in the expatriates? Long Answers: 1. State and explain Different types of Interviews 2. Explain the Selection Process 3. Write a note on Assessment Centre. 4. Discuss the significance of the Psychometric Test in the International Selection Methods 5. Enumerate the various challenges involved in the International Selection Process. B. Multiple Choice Questions 1.In which interview, interviewer will ask questions turn wise or randomly? a. Stress Interview b. Structured Interview c. Panel Interview d. Unstructured Interview 2. An ____________consists of a standardized evaluation of behavior based on multiple evaluations including: job-related simulations, interviews, and/or psychological tests a. Assessment Centre b. Psychometric Test c. Interview d. Exclusive Interview 3. What is the main issue with the Role-Playing Method? 275 a. Written Reports b. job Content Areas c. Leaderless task CU IDOL SELF LEARNING MATERIAL (SLM)

d. Props used 4. How many personality traits are categorized in Occupational Personality Questionnaire? a. 40 b. 30 c. 62 d. 32 5. Why difficulty is increased in transferring international employees? a. Dual Career Couple b. Communication Skills c. Financial Issues d. Inflation Answers 1 – c ; 2 – a ; 3 – b; 4 – d; 5 -a ; 11.10 REFERENCE Text Book:  Wilhelm Schmeisser, Dieter Krimphove, Rebecca Popp, International Human Resource Management and International Labour Law, De Gruyter Oldenbourg,  Peter J. Dowling, Marion Festing and Allen D. Engle, Sr., International Human Resource Management, Cengage Learning EMEA  By Veronica Velo, Cross-Cultural Management, Business Expert Press  Srinivas R. Kandula International Human Resource Management , SAGE Publications Pvt. Ltd  Pravin Durai, Human Resource Management, Pearson India Reference Book  K Aswathappa , Sadhna Dash, International Human Resource Management, McGraw Hill 276 CU IDOL SELF LEARNING MATERIAL (SLM)

 Gary Dessler, Fundamentals of Human Resource Management, Pearson  Ekta Sharma, Strategic Human Resource Management and Development, Pearson India  Parissa Haghirian, Successful Cross-Cultural Management, Business Expert Press Open Sources:  https://www.Shrm.org/  https://www.ncbi.nlm.nih.gov/  https://www.futurelearn.com/  International Journal of Human Resource Studies  changingminds.org  assignmentpoint.com  interculturalmanagement.fandom.com  diva-portal.org  cvs.edu.in  strategy-business.com  www.mbaknol.com (Integrity-Asia & ispatguru)  publications.anveshanaindia.com  smallbusiness.chron.com  resources.workable.com  whatishumanresource.com  resources.workable.com  jigsawacademy.com  www.personio.com 277 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT - 12: TRAINING AND DEVELOPMENT: STRUCTURE 12.0 Learning Objectives 12.1 Introduction 12.2 Difference between Training and Development 12.3 Expatriate training programs 12.3.1 Expatriate training should focus on 12.3.2 Importance of Expatriate Training 12.4 Training Process 12.5 Developing an International Mindset 12.6 Summary 12.7 Keywords 12.8 Learning Activity 12.9 Unit End Questions 12.10 References 12.0 LEARNING OBJECTIVE After studying this unit, you will be able to:  Describe the significance and concept of Training in Global Organization  Compare the difference between Training and Development  Explain the Elements in Expatriate training programs  Comprehend the Training Process  Highlight the significance of Developing an International Mindset 12.1 INTRODUCTION Training is the process of giving employees with the necessary abilities to perform their jobs effectively, expertly, and qualitatively. Employee training is not continuous, but rather 278 CU IDOL SELF LEARNING MATERIAL (SLM)

periodic and delivered over a set period of time. In most cases, training will be provided by a specialist or professional in a related field or employment. Training is essential at all levels of employment and for all employees. Training is essential for staying current with rapidly changing technologies, concepts, values, and the environment. In order to improve the quality of work of employees at all levels, training programmes are also required in any organisation. It's also essential when someone gets transferred from one job to another. Taking into account this context, this unit aims at providing insight into the concept, need and methods of training, also areas of evaluation of training, retraining and dimensions of organisational learning. Training is the process of mastering a set of pre-programmed actions. It is the application of knowledge that informs people of norms and processes that will regulate their behaviour. It aids in the constructive transformation of employees' knowledge, skills, and attitudes. Training is an investment in your talent's ability to produce more and higher-quality work. As a result, training is a procedure that aims to develop skills or expand knowledge so that a person is better equipped to execute his current job or is moulded to be suitable for a higher position with more responsibilities. It fills the gap between what an employee already has and what the work requires. Because training requires an organization's time, effort, and money, it is critical that a training programme be carefully designed. The training objectives and need should be clearly defined, and the technique or style of training should be chosen to meet those needs and objectives. After this is done correctly, an organisation should collect feedback on the training programme from trainees in the form of a structured questionnaire to determine whether the money and time spent on training was an investment or a total expenditure for the company. 12.2 DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT A formal definition of training & development is it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his or her skills and 279 CU IDOL SELF LEARNING MATERIAL (SLM)

knowledge. The need for training & development is determined by the employee’s performance deficiency, computed as follows: Training & Development need = Standard performance – Actual performance. Training and development: It is possible to make a distinction among training, education and development. This distinction allows us to gain a better understanding of the terms' meanings. As previously said, training is the process of teaching specific abilities. On the other hand, education is limited to theoretical learning in classrooms. *Training refers to the process of imparting specific skills, whereas development refers to the possibilities for people to learn and improve. *Education is the study of theory in a classroom setting. Training and education are compatible, notwithstanding their differences in nature and orientation. An employee who goes through training, for example, is assumed to have some formal education. In addition, no training programme is complete without an educational component. In fact, the line between training and education is blurring more and more these days. As more employees are expected to make decisions and find alternate solutions to problems on the job, training programmes aim to broaden and develop individuals through education. Employees in well-paid jobs and/or in the service business, for example, may be forced to make independent decisions about their work and customer relationships. As a result, when establishing their training programmes, organizations must include parts of both education and training. Learning activities aimed to help employees progress are referred to as development. The focus of development is not largely on skills. Instead, it delivers general knowledge and attitudes that will be useful to higher-level employees. Personal motivation and ambition are 280 CU IDOL SELF LEARNING MATERIAL (SLM)

frequently required for development efforts. The majority of development activities, such as those provided by management developmental programming, are optional. In terms of substance and goals, training and development are distinct from one another. Steinmetz (1969) distinguished them. While training is a short-term process in which non- managing individuals learn technical knowledge and skills for a specific purpose, she believes that development is a long-term process in which managerial personnel learn conceptual and theoretical knowledge for general use. “Training is the act of enhancing an employee's knowledge, competence, and attitude for executing a specific task,” says Flippo. During the training phase, employees learn new habits, enhanced abilities, and important knowledge that will aid them in increasing their performance. Training allows them to accomplish their current job more efficiently while simultaneously preparing them for a better position.” As a result, training is described as a systematic, coordinated, and planned programme aimed at improving employee performance and bringing about a measurable change in an employee's knowledge, skill, attitude, and social behaviour. Development is more comprehensive in nature and directed toward human requirements rather than job needs, and it is primarily intended for managerial personnel. The major goal of development is to give employees the opportunity to learn new skills and expand their capabilities beyond what is required for their current position. To put it another way, management development encompasses all learning opportunities provided to managerial staff in order to improve their knowledge. Difference # Training: 1. Process designed to bring about a relatively permanent change in employees’ skills, knowledge, attitude or behaviour in order to improve their performance in the currently held job 2. Imparts technical skills 3. Focuses on technical skills specific to the current job 4. Directed towards non-managerial personnel 281 CU IDOL SELF LEARNING MATERIAL (SLM)

5. Present-focused and short-run 6. Designed to perform an existing activity better Difference # Development: 1. Process designed to impart learning experiences in order to help managerial employees acquire skills and competencies for future responsibilities Imparts managerial skills 3. Focuses on broad range of skills or managing challenging situations 4. Directed towards managerial personnel 5. Future-focused and long-run 6. Designed to be a continuous process 12.3 EXPATRIATE TRAINING PROGRAMS Expatriate training programs are used when relocating employees, and their families, to an international location. The goal is to make sure employees can get quickly acclimated to living in their new country. While a lot of training courses provide guidance for the employee on how they can get adjusted to working in a new environment, the best courses focus on helping families establish housing, find the best education programs for their children, and more. 12.3.1 Expatriate training should focus on Focus the expatriates' training on business issues, certainly, but also provide information that involves the employees' spouses and children. 1. Begin expatriates' training at the cultural level to emphasize communication and eliminate cultural missteps. 2. Continue expatriate training and family education with comprehensive programs that offer support for the length of the assignment. 3. Conclude courses for expatriates with repatriation training. 1. Provide cultural and business communication education for basic knowledge. Basic expatriate training and development should focus on the country of assignment – its culture, language and laws. Provide education for expatriates that properly prepares them to 282 CU IDOL SELF LEARNING MATERIAL (SLM)

conduct business on your company's behalf without any delays due to misunderstandings with international stakeholders. In addition to business education, provide the employee with resources to help them get acclimated in their personal life. If an expatriate is struggling to adjust to daily life in a foreign country, the assignment could be a failure due to underperformance. By providing support in their host country, companies can help make the transition more comfortable for the expat and boost their performance. 2. Continue training while they are on assignment. Most training for expatriate assignments will introduce an employee to their new station, but it's just as important to offer consistent, always-available support in case the expat has a question for the pros. Develop an expatriate training program with a professional consulting service that educates, trains and supports international business employees throughout their assignments abroad. 3. Identify courses that offer repatriation training and support. One of the most important classes for expatriates is often overlooked. Global business studies by the Society for Human Resources Management have concluded that nearly half of all expats leave their current company for a competitor after an international assignment.  Many expat training consulting companies help expatriates' families establish housing, find children's educational facilities, and start online degree programs for employees and their spouses. They also offer counseling and peer-support linking services, so before you sign on with a provider of expatriate education, ask if the package includes these services.  Provide links from your company's website for expatriates in need of support. Whether you link to your chosen expat training and consulting company or provide a discussion forum for expats and their families, show that you value your offsite employees and want their transition, assignment, and homecoming to be effortless and thoroughly supported. By showing support, expats will feel more connected and loyal to the company throughout their assignment and when they return home. 12.3.2 IMPORTANCE OF EXPATRIATE TRAINING: 283 CU IDOL SELF LEARNING MATERIAL (SLM)

Investing in an expatriate can have expensive upfront costs, but ultimately spending the money on proper training will cost a company far less than a failed assignment. These are some of the benefits of training your expatriates. Less waste Not properly training an expatriate will result in a waste of resources. An expatriate needs to be properly prepared for a change in culture, new languages and new ways of interacting and working with others. Given that many of these international assignments and projects often cost millions, an ill-prepared employee can cause a wide variety of issues for a company. By ensuring the employee is trained properly, you reduce the risk of assignment failure and make the expatriate’s efforts worthwhile by setting them up for success ahead of time. Great performance A properly trained expatriate is also a better-performing one. Learning their duties in another country and/or language can make it difficult for the expatriate to fully understand and perform their duties. It’s important to remember that just because an employee gets the job done well in their home country, doesn’t mean additional preparation is needed before conducting business abroad. By ensuring they have been properly trained in their home country before embarking on their journey, you can also ensure that they are performing to the best of their abilities. Happy employees and families The family matters may not seem to be an immediate issue, proper training can help the expatriates maintain a stable family unit. This journey can be even harder for the family of expats, as they are often underprepared and not provided the same resources as the employee. Families can have a hard time adjusting to their new environments, so also providing them with resources can help both the expatriate and their family successfully adapt. This is imperative, as having a stable, supportive family is one of the main ways expats are able to remain content and focus on their assignments. 284 CU IDOL SELF LEARNING MATERIAL (SLM)

Improved use of language No matter how well the expat may speak a foreign language, practice makes perfect. Terms and phrases that they are not familiar with will likely be a major part of the job. If an expat can’t communicate with others within their job, they won’t be able to effectively lead in their position. By taking the time to train them on using the language of the location they will be living in, you'll better prepare them to not only complete their assignments, but to thrive in another country. Seamless integration No matter how intelligent the expat may be, there is always a learning curve for both them and the company they work with. While the expat has to learn how to acclimate to the new workplace culture and get familiar with new employees, the company must learn the best ways to train and work with the expat to ensure they are set up for success. Expats should receive clear direction as to what is expected of them while on assignment and have proper guidance as they integrate into a new environment. Reasonable cultural expectations One of the greatest benefits of training expats is that it will allow you to manage their expectations beforehand in a controlled environment. According to UrbanBound, studies show that the most failed expat missions occur with American expats who are going to the U.K. Although this seems surprising, it actually makes sense when you consider the vast cultural differences outside of linguistics. Cultural differences are some of the hardest issues for expats to deal with and should be talked about when preparing for assignments. Americans are more likely to believe that there is not much of a cultural difference between America and the U.K. compared to other foreign countries, which is likely one of the reasons American expats fail in the U.K. This is why it's so important to set reasonable expectations for the expat and prepare them for the new culture before they relocate. 285 CU IDOL SELF LEARNING MATERIAL (SLM)

12.4 TRAINING PROCESS A training system for International projects may be defined as a rational arrangement of inputs, technology, people, materials, events and process designed to extract behavioral outputs, which produce further social or economical output, increasing organizational effectiveness. Training system receives a person as raw mat, a person having actual or potential deficiency in the job performance and process to modify behavior to match that has been specified in the training objectives. This is done under defined rating conditions and constrains. Feedback is from the trained person to refine the system. The process consists of several factors such as trainer, subject matter, training techniques and aids, physical features, time and money including operating conditions and constrains. 12.4.1: International Training Process The Reasons for Employee Training and Development for INTERNATIONAL PROJECTS: Training and development can be initiated for a variety of reasons for an employee as well as the group of employees:  When a performance appraisal indicates performance is not up to the mark then there is a need for training.  Helps people to identify with the goals  Improve relationship between boss and subordinate.  Helps to prepare guidelines for different types of work.  Provides information for future needs in all areas of the organization 286 CU IDOL SELF LEARNING MATERIAL (SLM)

 Helps individuals in making better decisions effectively increasing the problem- solving abilities.  To eliminates fear in attempting new works. PRE-TRAINING From the name, it is easy to determine that all the activities that are carried out before the training process is known as pre-training. The goal of the PTA is to assess what level the users are at as a group, as well as individually. The trainers can prepare for the training accordingly and identify who needs more attention and help, and which users could potentially be helping fellow users. Steps of Pre- Training : The pre-training stage can therefore be broken down into the following number of steps to be carried out successfully: Conducting Needs Assessment: First stage of training instruction design process of any kinds of organization is to conduct the needs assessment. The needs assessment helps to determine whether training is necessary or not. Motivation to Learn: Motivation to learn is the desire of the trainee to learn the content of the training program which is related to knowledge gain, behavior change or skills acquisition in training programs. Managers need to ensure that employee’s motivation to learn is as high as possible through: Self-efficiency and understanding the benefits of learning: Self-efficiency is the employee’s belief that they can successfully learn the content of training program. Managers can increase employee’s self-efficiency level by: 1. Providing as much information as possible about the training program and purpose of training prior to the actual training. 287 CU IDOL SELF LEARNING MATERIAL (SLM)

2. Showing employees, the training success of their peers who are now in similar jobs. 3. Providing employees with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program. Understanding the benefits of training to the employees by communicating to them the potential job-related, personal and career benefits they may receive because of attending the training program. TRAINING As stated earlier, training is any process by which the attitude, skills and abilities of employees to perform specific jobs has increased. In order to sustain economic and effective performance it is important to optimize the contribution of employees to the aims and goals of the necessary to ensure an adequate supply of staffs that are technically and socially competent and capable of career advancement into specialist department of management position. This is therefore, a continual need for the processes of staff training in order to fulfil part of this process for Int. Projects. POST-TRAINING Post- Training Definition: In simple sense, post-training refers to the evaluation done after the training program is completed. It measures the benefits and cost of the training program in qualitative as well as quantitative forms, Company uses both forms of this information to evaluate its training program. Examining the outcomes of program helps to evaluate the training effectiveness. Post training program is evaluated in the following ways:  To determine whether the program is meeting the objectives or not.  To determine whether trainees believe that the content and administration of the program were satisfactory.  To determine the financial benefits and costs of the training program.  To compare the costs and benefits to different training programs to choose the best program 288 CU IDOL SELF LEARNING MATERIAL (SLM)

 To market training programs and services to different clients. 12.5 DEVELOPING AN INTERNATIONAL MINDSET Developing a global mindset and leading with cultural intelligence are two phrases that are used quite often by management teams, and that can be defined as making oneself understood where cultural differences are at play. Training employees and giving them the tools needed to develop the global mindset needed to succeed prior to engaging in international endeavors is by far the most effective way to conduct international business and retain employees. International teams and leaders need to change their frame of reference from a local or national orientation to a truly international perspective. This involves understanding political and cultural influences, trends, practices and international economics. Team leaders, in particular, need to understand and develop competitive strategies, plans and tactics that are external to the confines of domestic marketplace orientation. International managers need not only to recognize the cultural differences but also to manage them effectively. If the team is to succeed, they need to develop processes for coaching, mentoring and assessing performance across a variety of attitudes, beliefs and standards. Here are a few components of a training regimen that highlights the basic needed modifications for international success: Develop Relationship Skills Employees must master these soft skills to be excellent team players, communicators and problem solvers. Learn the Language Language Proficiency can play a role in refining relationship skills. One should seek opportunities to learn the language through specialised training programs or coursework that will help to adjust effectively in the host country. Understand the Culture and the Market 289 CU IDOL SELF LEARNING MATERIAL (SLM)

From a cultural perspective, expatriates should learn what is held sacred and what is viewed negatively. Blending into the market as opposed to creating friction or embarrassment is necessary to help forge global partnerships. Know the Simple Differences It is also necessary to learn the basics of the market that one is working with. From time zones to measuring systems, these basics can prepare the expatriates for a smoother transition. Much of this research can be done on the internet through reliable sites before trip, call or email to show your knowledge of their practices. Be prepared for the Marketplace Understanding the essential elements of the international marketplace is fundamental knowledge required while working in the global domain. Having a high level of knowledge of international trade and monetary systems is part of the repository of knowledge essential to stay competitive. Find a Mentor or Trusted Partner Utilizing the knowledge of someone with experience in the chosen market can be instrumental in helping one adjust and succeed. Have Patience The global market can offer unique obstacles one may not have been expecting, but the opportunity to shine on a larger scale should be valued. Time should be taken to work through challenges to appreciate the role one is in. Example International Training – An Example In 1993, Zimbabwe asked the United Nations (UN) for help in developing an in-service family planning clinical-training package and in conducting group-based courses using these 290 CU IDOL SELF LEARNING MATERIAL (SLM)

newly developed materials. However, this group-based approach experienced only limited success. Many trainees returned to sites where they were not able to practice their newly acquired skills because of other job responsibilities, low action sponsor/beneficiary caseload for themethod in which they were trained, or inappropriate and inadequate supervision. Results of this evaluation suggested that traditional instructor-led courses might notalways be the most appropriate or effective way to ensure application of new skills onthe job. Given these findings, the evaluation team recommended that the UN assist Zimbabwe in developing a structured OJT package for clinical training. To develop this, the UN team needed to know what types of activities the trainee would complete, both individually and with the trainer in order to practice or apply newly acquired information. Also, how would the trainee and trainer know when specific activities (e.g., trainee to read a specific chapter, trainer to give a demonstration) were to occur? When would the supervisor administer the final knowledge and skill assessment? The answers to these and similar questions, coupled with the results of the discussion about roles and responsibilities, helped to form the basis for the Zimbabwe OJT strategy. The output of the strategy design phase was a clear, concise description of how OJT would work in Zimbabwe. If the UN were to develop an OJT approach for another country, it would have to go through the same strategy design process again. OJT will necessarily differ in each setting—either slightly or a great deal—to meet the specific requirements of the country. 12.6 SUMMARY  Training refers to the process of imparting specific skills.  Development refers to the learning opportunities & designed to help employees grow.  Education is theoretical learning in classroom.  Expatriate training programs are used when relocating employees, and their families, to an international location. The goal is to make sure employees can get quickly acclimated to living in their new country.  Expatriate training should focus on 291 CU IDOL SELF LEARNING MATERIAL (SLM)

o Provide cultural and business communication education for basic knowledge. o Continue training while they are on assignment. o Identify courses that offer repatriation training and support. o Less waste o Great performance o Happy employees and families o Improved use of language o Seamless integration o Reasonable cultural expectations  Training Process - A training system for International projects may be defined as a rational arrangement of inputs, technology, people, materials, events and process designed to extract behavioral outputs, which produce further social or economical output, increasing organizational effectiveness.  Pre- Training - The goal of the PTA is to assess what level the users are at as a group, as well as individually. Steps of Pre- Training: o Conducting Needs Assessment: o Motivation to Learn: o Self-efficiency and understanding the benefits of learning: o Understanding the benefits of training to the employees by communicating to them  TRAINING: Training is any process by which the attitude, skills and abilities of employees to perform specific jobs has increased.  POST-TRAINING: In simple sense, post-training refers to the evaluation done after the training program is completed. It measures the benefits and cost of the training program in qualitative as well as quantitative forms. 292 CU IDOL SELF LEARNING MATERIAL (SLM)

 Few components of a training regiment that highlights the basic needed modifications for international success. o Develop Relationship Skills o Learn the Language o Understand the Culture and the Market o Be prepared for the Marketplace o Find a Mentor or Trusted Partner o Have Patience 12.7 KEYWORDS 1. Global Partner - an organization that works with one in a different part of the world. 2. International trade is the exchange of goods and services between countries. 3. Monetary system is a system by which a government provides money in a country's economy. Modern monetary systems usually consist of the national treasury, the mint, the central banks and commercial banks. 4. Mentor - a wise and trusted counsellor or teacher. 5. Competencies are the job behaviour people need to display in order to do a job effectively 12.8 LEARNING ACTIVITY 1. Why pre- training is important for international assignments? _____________________________________________________________________ _____________________________________________________________________ 293 CU IDOL SELF LEARNING MATERIAL (SLM)

2. What is the importance of Post Training Program in International Assignment? _____________________________________________________________________ _____________________________________________________________________ 12.9 UNIT END QUESTIONS A. Descriptive Questions: Short Answers 1. State the difference between Training and Development. 2. Write the benefits associated with Expatriate Training Program. 3. Explain the concept of Training. 4. Why it is important to include repatriation training and support? 5. What difference is expected from Improved use of Foreign language in International Assignment? Long Answers: 1. Explain the training process. 2. What is the focus of Expatriate Training Programs? 3. Discuss the significance of Developing an International Mindset. 4. Compare the similarity and difference between Training and Expatriate Training. 5. Write a note on important points to be considered in the Expatriate Training Program. B. Multiple Choice Questions: 1. Complete the following: Training & Development need = Standard performance____________________ a. + Actual Performance b. * Actual Performance c. / Actual Performance d. – Actual performance 2. Why training begins at cultural level? 294 CU IDOL SELF LEARNING MATERIAL (SLM)

a. to emphasize the Communication b. To emphasize the Psychological need c. to fulfill the social need d. To emphasize the peer co-ordination 3. Why it is important to offer repatriation support? a. Ensures Commitment b. Employees feel more connected c. Transition is smooth d. All of the above. 4. Which phase of training process emphasized on learning the basics? a. Post Training Phase b. Development Phase c. Pre-Training Phase d. Training Phase 5. ______________is the employee’s belief that they can successfully learn the content of training program. a. Trust b. Self-efficiency c. Confidence d. Good aptitude Answers 1 – d; 2 – a; 3 – d; 4 – c; 5 – b; 12.10 REFERENCE Text Book:  Wilhelm Schmeisser, Dieter Krimphove, Rebecca Popp, International Human Resource Management and International Labour Law, De Gruyter Oldenbourg, 295 CU IDOL SELF LEARNING MATERIAL (SLM)

 Peter J. Dowling, Marion Festing and Allen D. Engle, Sr., International Human Resource Management, Cengage Learning EMEA  By Veronica Velo, Cross-Cultural Management, Business Expert Press  Srinivas R. Kandula International Human Resource Management , SAGE Publications Pvt. Ltd  Pravin Durai, Human Resource Management, Pearson India Reference Book  K Aswathappa , Sadhna Dash, International Human Resource Management, McGraw Hill  Gary Dessler, Fundamentals of Human Resource Management, Pearson  Ekta Sharma, Strategic Human Resource Management and Development, Pearson India  Parissa Haghirian, Successful Cross-Cultural Management, Business Expert Press Open Sources:  https://www.Shrm.org/  https://www.ncbi.nlm.nih.gov/  https://www.futurelearn.com/  International Journal of Human Resource Studies  changingminds.org  assignmentpoint.com  interculturalmanagement.fandom.com  diva-portal.org  cvs.edu.in  strategy-business.com  www.mbaknol.com (Integrity-Asia & ispatguru)  publications.anveshanaindia.com  smallbusiness.chron.com  resources.workable.com  whatishumanresource.com 296 CU IDOL SELF LEARNING MATERIAL (SLM)

 resources.workable.com  jigsawacademy.com  www.personio.com 297 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT - 13: TRAINING AND DEVELOPMENT STRUCTURE 13.0 Learning Activity 13.1 Introduction 13.2 Development 13.3 Training Methods 13.3.1 Cross Cultural Training 13.3.2 Sequential Training 13.3.3 Cross-Cultural Intelligence: 13.4 Management Development Process 13.4.1 Concept 13.4.2 International Development Process: 13.4.3: Methods of Development: 13.5 Emerging Trend in Expatriate Training and Development 13.6 Summary 13.7 Keywords 13.8 Learning Activity 13.9 Unit End Questions 13.10 References 13.0 LEARNING OBJECTIVE After studying this unit, you will be able to:  Describe the significance and concept of Development in Global Organization  Comprehend the Management Development Process in Global Organization  Illustrate the different Development Methods  Highlight the Emerging trends in Expatriate Training and Development 298 CU IDOL SELF LEARNING MATERIAL (SLM)

13. 1 INTRODUCTION Companies that invest in their employees' development are investing in their own success and growth. They are establishing a workplace that is growing, developing, and adapting to the new and expanding business environment through training their personnel. While there are several training programmes available, there are a few key courses that are required for individuals to succeed at work. Employees' abilities and experience are priceless. It is critical for any firm to develop a knowledge strategy. Knowledgeable employees are a valuable asset who provide the organisation a distinct identity. Leadership is critical to a company's success. A corporation can differentiate itself from the competition by introducing new employees to the organisation and providing them with suitable training. Every effective training and development programme considers both present and future leadership requirements. This promotes manager growth, and it is a company's leadership style that propels it forward and distinguishes it as distinct and profitable. Create a learning culture in your company. It's critical to let employees know that the organisation expects them to keep current in their professions or sectors of work. Provide the materials they need to improve their talents and achieve their aim. Inform staff on the unique training requirements and expected outcomes. 13.2 DEVELOPMENT The training for the top-level employees is considered as development, also known as management or executive development. It is an on-going systematic procedure in which managerial staff learns to enhance their conceptual, theoretical knowledge. It helps the individual to bring efficiency and effectiveness in their work performances. Development is not only limited to a particular task, but it aims to improve their personality and attitude for their all-round growth which will help them to face future challenges. It changes the mindset of the employees and makes them more challenging or competing. As the technology needs updating, the manpower of the organisation also needs to be updated, so the development is a must. Development is an educational process which is 299 CU IDOL SELF LEARNING MATERIAL (SLM)

unending, as education has no visible end. It involves training a person for higher assignments. It digs out the talents of the managerial staff and helps in applying the new knowledge, which is a requirement of the organisation. Coaching, mentoring, counselling, job-rotation, role playing, case study, conference training, special projects are some of the methods of development. The performance of an organisation is based on the quality of its employees, and so the greater the quality of employees, the greater will be their performance. The primary purpose of development is that the second list of managers or executives is prepared for future replacement. Comparison Between Training and Development: The major differences between training and development are as under: Training is a learning process for new employees in which they get to know about the key skills required for the job. Development is the training process for the existing employees for their all-round development. Training is a short-term process i.e. 3 to 6 months, but development is a continuous process, and so it is for the long term. Training focuses on developing skill and knowledge for the current job. Unlike, the development which focuses on the building knowledge, understanding and competencies for overcoming with future challenges. Training has a limited scope; it is specific job oriented. On the other hand, development is career oriented and hence its scope is comparatively wider than training. In training, the trainees get a trainer who instructs them at the time of training. In contrast to development, in which the manager self-directs himself for the future assignments. Many individuals collectively attend the training program. Development is a self-assessment procedure, and hence, one person himself is responsible for one’s development. 300 CU IDOL SELF LEARNING MATERIAL (SLM)