Page 132 - DMGT548_GLOBAL_HRM

Unit 7: Training and Development

According to Mendenhall and Oddou’s (1986) paradigm, where the duration of sojourn in the Notes
host culture is long (1-3 years), the degree of interaction and integration with the foreign culture
is deemed to be high. This necessitates a high level of training rigor. The corresponding training
approach, the “impression approach”, employs methods like assessment centres, field
experiences, simulations, sensitivity training and extensive language training. Information giving
training methods like area and cultural briefings, affective training like role-playing are also
included to provide the comprehensiveness the nature of the overseas assignment warrants.
Hence, the length of training has to be long (1-2 months).
This framework has been criticised for not explaining how the level of rigor of a specific CCT
method is determined (Black and Mendenhall, 1991). One can also caution that there is no simple
one-to-one correlation between the duration of sojourn and the required degree of interaction
and integration with the host culture. Whereas a three-day trip to the Philippines for the purpose
of conducting a branch audit necessitates minimal cultural integration, an assignment of the
same duration to the Philippines for discussing and concluding the finer details of a joint venture
warrants full cross-cultural readiness and competence.

7.2.8 Black and Mendenhall’s Model for CCT Methods Selection

In an attempt to improve on Tung’s (1981) and Mendenhall and Oddou’s (1986) frameworks,
Black and Mendenhall (1989) proposes a CCT methods selection framework based on the social
learning theory (SLT) (Bandura, 1977).

Essence of the SLT
The social learning theory (Bandura, 1977) states that learning can take place in two ways: One,
by positive reinforcement and second, by duplicating the learned behaviour acquired
symbolically or by associating the behaviours with the outcomes. The four core elements of the
theory are attention, retention, reproduction and incentives.
The trainees are more likely to pay more attention if the training model used is popular and
easily available. If the training approach is the type that the trainees are used to, attention level
will also be higher. In addition, where reward is expected, attention level can reach new heights.
Retention is measured by the extent the trainees commit the principles, skills and insight acquired
to memory. This can be reinforced by frequently modelling and rehearsing the desired
behaviours.
Reproduction refers to translating the learned and retained behaviours into practice. The extent
to which this is done is greatly influenced by two factors: (1) the motivational effects of incentives,
specifically, how far the trainees believe that displaying the desired behaviours will lead to the
desired outcomes; (2) to what extent the trainees believe they can perform the desired behaviours.
The SLT attempts to capture the essence of several important theories. It integrates the cognitive
and behavioural theories. It explains the notion of motivation within the concept of self-efficacy
as well. The issue of how the trainee acquires and display the desired behaviours taught to him
is also addressed. However, it is noted that “the importance of certain variables of SLT is
different in cross-cultural training situations (Black and Mendenhall, 1990). Also, attention,
retention and reproduction can be slowed by situational factors such as high culture novelty,
high degree of cultural interaction and integration, high job novelty (Black and Mendenhall
1991), and the trainees’ personal and familial characteristics (Tung 1981).

LOVELY PROFESSIONAL UNIVERSITY 127