Variables influencing expatriate learning and organizational learning

Abstract

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.

What Fosters Individual-Level Absorptive Capacity in MNCs? An Extended Motivation–Ability–Opportunity Framework

“…In the context of an MNC, a particularly interesting factor that could alter individuals' work environment and subsequently create opportunities for skill development is the nature and context of overseas assignments (Dragoni et al 2014). Past studies have delved into the learning effects of international assignments on individual employees (for a review, see Barakat and Moussa 2014), with a specific focus on the long-term phenomenon of expatriation (Bonache et al 2010;Collings et al 2009;Edström and Galbraith 1977). These studies have shown that MNCs extensively use expatriates and international assignees alike to foster knowledge transfer and organizational learning (Nery-Kjerfve and McLean 2012).…”

Challenges Faced by the Repatriates and their Subsequent Impact on Repatriates’ Satisfaction

“…They are also required to create the new career paths for the repatriates where they can best utilize their newly acquired knowledge, skills and expertise which will not only enhance the motivational level of the repatriates but also will enhance the organizational performance (Kjerfve and Gary, 2011). Organizational Management should pay attention on the repatriation process carefully by offering them such new job placements on their return the home country that the skills and expertise acquired by these repatriates could be properly procured and organizational learning could be intensified (Barakat and Moussa, 2014). If the organizations do not plan proper career paths for the repatriates it may turn the repatriates to dissatisfaction on their arrival back to the home country (Bossard and Peterson, 2005).…”

Expatriação e Processos de Aprendizagem Organizacional: um estudo de casos múltiplos

“…Expatriação e Processos de Aprendizagem Organizacional: um estudo de casos múltiplos. Revista Eletrônica de Ciência Administrativa, 18( 2 prática do cotidiano é suprida no momento em que ele busca e aproveita outras formas de aprendizagem, tais como a prática do feedback, interação, colaboração, networking e observação/modelos, com características mais informais e sociais, associadas ao conhecimento tácito dependentes do contexto (Bonache et al, 2001, Nicolini et al, 2003Antonello, 2011;Barakat & Moussa, 2014). Por último, tem-se o desenvolvimento das habilidades culturais, necessárias para se trabalhar e viver em outros países e, principalmente, para entender como agem empregados e clientes do país estrangeiro, o que pode estar associado às mudanças de perspectiva e de identidade, bem como à aprendizagem da vida na expatriação (González & Oliveira, 2011;Gallon & Scheffer, 2015).…”

“…A expatriação pode ser usada como um recurso efetivo de desenvolvimento pessoal e profissional que promove a aprendizagem do indivíduo, contribuindo para a organização. Constatou-se que a expatriação propiciou uma melhora na aprendizagem no contexto organizacional através do aprimoramento dos conhecimentos individuais pela experiência da expatriação, sob um enfoque social e cultural (Antonello, 2011;Barakat & Moussa, 2014). Porém, as organizações devem estar atentas não apenas à implementação da estratégia de expatriação, mas, principalmente, ao acompanhamento do processo (Vianna & Souza, 2009;Gallon & Antunes, 2013;Gallon & Bittencourt, 2016).…”