Page 135 - DMGT548_GLOBAL_HRM

Global HRM

Notes degree of integration with the host-culture increases (Brislin, 1979; Mendenhall, Dunbar, and
Oddou, 1987).
In sum, the bulk of the review is focused on the work of Black and Mendenhall (1991), the reason
being their work is the most refined to date, backed by the social learning theory. The common
idea shared by all the three frameworks reviewed is that there must be a fit between the CCT
needs of the trainees and the rigor of the CCT program adopted, at all phases of CCT.
Let us discuss one more model suggested for expatriate manager assessment and development.

7.2.9 The Beitler and Frady Model

Beitler and Frady’s (2002) model of Expatriate Manager Assessment and Development builds
upon aspects of Harrison’s (1994) and Jordan and Cartwright’s (1998) work. Beitler and Frady’s
(2002) model includes the following steps:

Assessment: Any management development program should begin with assessment. The
assessment phase should be especially comprehensive for expatriates because of the unique
KSAs required for foreign assignment. The typical management assessment instruments are
helpful, but they should be supplemented with instruments such as the Cross-Cultural
Adaptability Instrument (CCAI) and the Self-Directed Learning Readiness Scale (SDLRS).
Individualised Learning Agreements: The learning agreement, as detailed in Beitler (2000, 1999),
should include the following:

(a) What will be learned?
(b) How will it be learned?
(c) How will the learning be documented?
(d) How will the learning be evaluated?
Pre-Departure Training/Orientation: At a minimum, this should include general awareness of
the culture and basic language skills. It is important to include spouses and dependents, as well
as the expatriate managers, in this phase.
E-Support during Foreign Assignment: This step is critical in the Beitler and Frady (2002) model.
Training and development for the expatriate manager only begins in the pre-departure phase.
Ongoing support is necessary for success. The expatriate manager will need to acquire additional
KSAs after arriving in the host country. In the pre-departure phase, managers can acquire
knowledge (K) through classroom learning, skills (S) through daily mentoring, and proper
attitudes (A) through face-to-face counselling sessions. During foreign assignment, classroom
learning must become E-learning, daily mentoring must become E-mentoring, and face-to-face
counselling must become E-counselling. The technology is now available to support E-learning,
E-mentoring, and E-counselling (see Beitler & Frady, 2002). Today’s global organisations must
utilise that technology.

Periodic Re-assessment: This is very important for the success of the foreign assignment. The
expatriate manager should receive as much feedback as possible. Guidance from a host country
supervisor or sponsor would be ideal but is not always possible. At a minimum, peers and
subordinates should be surveyed for input.
Learning Agreement Revisions: New learning agreements should immediately follow the
periodic performance reviews. Plans for enhancing strengths and ameliorating weaknesses
should be clearly written.

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