Individual and combined effects of behavior modeling and the cultural assimilator in cross-cultural management training.

Abstract

This field experiment examined the individual and combined effects of behavior modeling and the cultural assimilator in the cross-cultural management training of 65 U.S. Government employees. Training evaluation criteria of learning, behavior, and reactions were used, and the results were generally supportive of the greater effectiveness of a combined approach. Participants receiving the combination of methods displayed significantly higher performance on a role play task (behavior evaluation) than a no-training control group and significantly higher gains in learning than those receiving either individual method and those in a no-training control group. Moreover, despite its longer time and effort, the combined approach was viewed as favorably by participants as each individual method. These results suggest the need for both a cognitive-and experiential-based program in cross-cultural management training.In the United States there are more than 3,500 multinational corporations, 30,000 exporting manufacturers, 25,000 companies with overseas branches and affiliates, as well as 40,000 firms operating abroad on an ad hoc basis (Wheelen & Hunger, 1989). Given the magnitude of such international operations, the demand for managers who can operate effectively within a different culture is high. Surprisingly, and unfortunately, corporations' use of cross-cultural training (CCT) to prepare Americans for assignments abroad is very limited (

Predicting cross-cultural training performance: The validity of personality, cognitive ability, and dimensions measured by an assessment center and a behavior description interview.

“…For example, there was a corrected correlation between cross-cultural training and expatriate job performance of .39. Since this meta-analysis was published, other primary empirical studies have further confirmed the effectiveness of cross-cultural training programs (Bhawuk, 1998;Hammer & Martin, 1992;Harrison, 1992).…”

Examining Occupational Stress, Sources of Stress and Stress Management Strategies through the Eyes of Management Consultants: A Multiple Correspondence Analysis for Latent Constructs

“…In fact, whereas consulting is largely informational, coaching is heavily inspirational and focused on skill development. Furthermore, a mentor is a guide and advisor that focus on enhancing a person's role effectiveness (Waters, Clarke, Ingall, & Dean-Jones, 2003) and on promoting a person's professional and/or personal development and not a specific task (Fisher, 1994), whereas a trainer aims at teaching specific skills or knowledge to the client (Harrison, 1992). Moreover, managerial work is more often associated with decision making, work overload, role related problems and uncertainty (French, Caplan, & van Harrison, 1982).…”

Sociocultural Behavior Sensemaking: State of the Art in Understanding the Operational Environment

“…Either didactic or experiential cross-cultural learning programs are better than no training at all, and are better than in-country training without guided learning (Goldstein & Smith, 1999;Korhonen, 2002;Sizoo, Serrie, & Shapero, 2007;Soeters & Recht, 2001), but neither is necessarily better than the other (Hammer & Martin, 1992;Harrison, 1992). Augmenting experiential CCTE with didactic CCTE aids learning (Harrison, 1992;McDaniel, McDaniel, & McDaniel, 1988).…”

“…Augmenting experiential CCTE with didactic CCTE aids learning (Harrison, 1992;McDaniel, McDaniel, & McDaniel, 1988).…”