Page 133 - DMGT548_GLOBAL_HRM

Global HRM

Notes Using SLT to Account for CCT Rigor and Rigor of CCT Methods

The SLT defines rigor as the degree of cognitive involvement required. The relative degree of
rigor of specific CCT methods can also be captured in the symbolic modelling process and the
participative modelling process within the SLT (Black and Mendenhall 1991).
Symbolic processing can be divided into two forms. The first form refers to hearing about the
behaviours and translating them into images in the mind, Observation and rehearsal of the
behaviours then take place in the mind. CCT methods that utilise this form of modelling process
include verbal factual briefings, lectures and books. The other form differs in that the trainees
actually see the modelled behaviour before committing it into images. This form of modelling
process requires greater cognitive involvement and therefore the CCT methods that utilise this
process, for example films, role modelling and demonstrations, are more rigorous than the CCT
methods that appeal only to the sense of hearing. The effects of symbolic modelling can be
enhanced by utilising cognitive (or mental) rehearsal of the training content, which Black and
Mendenhall (1991) classify as factual in nature.

Participative modelling requires greater cognitive involvement than symbolic modelling
because apart from observing, the trainees also partake in modelling the behaviour. This
participation comes in two forms: “verbal” participation and “physical” participation. “Verbal”
participation refers to having the trainees verbalise their responses during training sessions
which are analytical in nature, such as case studies and culture assimilators. “Physical”
participation refers to providing actual physical response during training sessions that are
experiential in nature, such as role plays, interactive language training, field trips and interactive
simulations. Physical participation is more cognitively engaging than verbal participation. The
training rigor of physical participation is correspondingly higher too. The effects of participative
modelling can be reinforced by cognitive as well as behavioural (or physical) rehearsal.
Black and Mendenhall (1989) proposes that the relative rigor of a specific CCT method can be
approximated by examining the modelling and rehearsal processes involved, as well as the
duration and frequency of a training program. The longer the training, and the more frequently
it is held, the more rigorous it is.
The SLT literature and the CCT literature lend evidence that increasing the rigor of the training
amounts to increasing the trainees’ effectiveness in producing the desired cross-cultural
behaviours (Bandura, 1977; lUng, 1981; Black and Mendenhall, 1990). Black and Mendenhall
(1989) explain that this is because rigor, expressed in the form of cognitive involvement, raises
the level of attention and retention, hence improving reproduction proficiency.

Important Situational Factors

Like Tung (1981) and Mendenhall and Oddou (1986), Black and Mendenhall (1991) identify
culture novelty, degree of cross-cultural interaction and job novelty as important factors
influencing the choice of CCT methods. Yet they move one step ahead by analysing the
components of each factor.
Net Culture Novelty = Objective Culture Novelty - (the Quality + Quantity of an
Individual’s Previous Experience)

Hofstede (1980) offers a method to estimate the culture novelty of a foreign culture relative to
the American culture. He makes use of four scales: power distance, uncertainty avoidance,
individualism, and masculinity. The absolute difference in scores on each of the four scales
between the employees of the target country and the American employees are determined and
summed. A large number indicates high culture novelty. Culture novelty can also be estimated
by assessing whether there is any difference in the functional languages used in the home and

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