Purpose -The purpose of this paper is to identify the variables that influence the international assignment -expatriate learning relationship and the expatriate learning -organizational learning relationship. Design/methodology/approach -The paper contains a literature review of the research on expatriates' learning and organizational learning Findings -The paper provides an integrative framework that identifies the moderating variables that influence both the relationship between the expatriate international assignment and expatriate learning as well as the relationship between expatriate learning and organizational learning. In addition, this framework specifies the process by which the international assignment influences organizational learning and shows that expatriate learning mediates this relationship. Several hypotheses were generated to provide avenues for future investigation. Research limitations/implications -The paper does not provide an exhaustive set of the moderating variables and does not focus on the interaction between situational and individual differences moderators. Practical implications -Managers should pay attention to the selection, maintenance and repatriation of expatriates and facilitate the conditions under which expatriate learning and organizational learning can be maximized. To remain competitive, managers should engage in the continuous process of assessing the effectiveness of international assignments in enhancing expatriate and organizational learning. Originality/value -The present research identifies the conditions that facilitate or hinder expatriate learning and organizational learning as well as the process by which international assignments influence organizational learning. Expatriate learning and organizational learning are critical for the continuous growth and competitive advantage of organizations, and, accordingly, it is imperative to study the factors and the process that influence learning in organizations, especially in response to the increasing popularity of globalization and the pressure to remain competitive.

No abstract

A laboratory study was designed to examine the impact of methods of payment (piece-rate vs. hourly flat-rate), choice of self-set goals (hard, easy, and free-choice), and self-esteem on the choice of goal difficulty. A significant (p = .01) two-way interaction between task-specific self-esteem and methods of payment was found to influence the choice of goal difficulty. High task-specific self-esteem subjects-as opposed to low task-specific self-esteem subjects-set significantly harder goals under the piece-rate plans than under the hourly flat-rate plans. In addition, a significant (p = .003) two-way interaction between choice of self-set goals and task-specific self-esteem was found to influence perceived total valences of job performance. Perceived total valences of job performance mediates the effects of task-specific self-esteem and choice of self-set goals on the choice of goal difficulty.

A significant two-way interaction between self-set goal level instructions (an instruction given to subjects to set hard, easy, or any goals) and methods of payment (straight piece-rate, differential piece-rate with goal attainment step bonus, and hourly flat rate) in influencing personal goals, subsequent personal goals, and goal valences was found. The highest level of personal goals was set under straight piece-rate (pay for performance) in which self-set hard goal instructions were given. In addition, goal valences were found to partially mediate the interactive effects of methods of payment and self-set goal level instructions on personal goals. Furthermore, personal goals were found to: (1) completely mediate the effects of goal valences on performance; and (2) completely mediate the main effects of self-set goal level instructions—as well as the interactive effects of both self-set goal level instructions and methods of payment—on subsequent personal goals. This research sheds light on the determinants, process, and consequences of personal goals and performance and shows that organizational contextual variables such as the reward systems and instructions to choose goals of a certain level significantly interact to influence personal goals, subsequent personal goals, and goal valences.