1. Hangzhou, March 2011 Prof. Dr. Hora Tjitra & Mu Tong,
Zhejiang University EvaluationStudies ofCross-culturalTraining A
Review of the Literature From 1988 to 2000
2. EvaluationStudiesofCross-CulturalTraining Evaluation Studies
on Cultural Awareness Training Black and Mendenhall (1990)
Deshpande and Viswesvaran (1992) Bhagat and Prien (1996) Kealey and
Protheroe (1996) Bhawuk and Brislin (2000)
3. EvaluationStudiesofCross-CulturalTraining 3 14yearsinGermany
7yearsinChina Bornandgrewup inIndonesia Prof.Dr.Hora Tjitra -
Cross-cultural and Business Psychology Dipl.-Psych.,Technical
University of Braunschweig Organizational Psychology and Human
Resource Management Dr.Phil.,University of Regensburg Intercultural
Psychology and Strategic Management Executive Education,INSEAD HR
Management in Asia
4. EvaluationStudiesofCross-CulturalTraining Key Benefits of
Evaluation Learning Value Chain and the Benefits of its
Measurements LevelLevel Key Questions 0 1 2 3 4 5 Input and
Indicators What is the number of participants,hours, and programs
and what are the costs? Reaction and Planned Action Was the
learning relevant,important, useful,and helpful to participants in
the job environment? Did the participants plan to use the content
in the program? Learning and Confidence Did participants increase
or enhance knowledge,skills,or perceptions and have confidence to
use them? Application & Implementation What did the
participants do differently in the job context? Was the program
implemented effectively? What changes were made on the job? Impact
and Consequences What are the consequences of the application in
terms of output,quality, cost,time,and satisfaction? ROI Did the
monetary benefits of the learning program exceed the investment in
the program? Sources:Elkele & Philips (2007).The Chief Learning
Officer. Satisfy client needs Justifying budgets Improve program
designs and processes Enhance the transfer of learning Enhance the
respect and credibility of LTD staff Increase support from line
managers Strengthen relationship with key executive and
administrators Set priorities for learning and development 4
5. EvaluationStudiesofCross-CulturalTraining Key Benefits of
Measurement and Evaluation Sa#sfyclientneeds Jus#fyingbudgets
Improveprogramdesignsand processes Enhancethetransferoflearning
Eliminateofexpand Enhancetherespectandcredibility ofLTDsta
Increasesupportfrommanagers Strengthenrela#onshipwithkey
execu#veandadministrators Setpriori#esforlearningand development
208 The Chief Learning Ofcer The ROI Process Evaluation Planning
Data Collection Collect Data During Solution Implementation LEVEL
1: REACTION, SATISFACTION, AND PLANNED ACTIONS LEVEL 2: LEARNING
Collect Data After Solution Implementation LEVEL 3: APPLICATION/
IMPLEMENTATION LEVEL 4: BUSINESS IMPACT Develop Objectives of
Solution(s) Develop Evaluation Plans and Baseline Data Convert Data
to Monetary Value Calculate the Return On Investment Generate
Impact Study Data Analysis Identify Intangible Measures LEVEL 5:
ROI Reporting INTANGIBLE BENEFITS Isolate the Effects Tabulate
Costs Of Solution Figure 8-4. ROI methodology. (Source: Phillips,
2003. Used with permission.) 5
6. EvaluationStudiesofCross-CulturalTraining Tools and methods
in learning evaluation Collecting Data Isolating the Effects of
Learning Converting Data to Monetary Values Surveys Questionnaires
Tests On-the-job observation Interviews Focus groups Action plan
and program assignments Performance contracts Business performance
monitoring Control group Pre-post measurements Trend lines and
forecasting Participants or managers Other experts Output data is
converted to profit contribution or cost savings The cot quality is
calculated Wages and benefits for the used of time value Historical
cost and current used Opportunity cost External database
Participant estimation from different groups 6
7. EvaluationStudiesofCross-CulturalTraining 7 When to Use the
Training: International Assignment Developing expatriate-profiles
and conducting selection Preparation of the expatriates and their
families (e.g. cultural awareness training, etc.) Conceptualization
of an escorting system during the assignment (e.g. coaching,
mentoring, etc.) Return planing and reintegration seminar Internal
marketing to motivate employee for international assignment
Marketing Selection PreparationSupporting Reintegration
International Assignment
Dierenttypesofculturalawarenesstrainingishelpfulforeachstageofthecircle
10%-50%ofexpatriatesreturningearlyfromtheirassignment.
ExpatriatesdiculAesarecostlyforMNCs,rangingfrom$250,000to$1million.
(Eschbachetal.,2001)
8. EvaluationStudiesofCross-CulturalTraining Generic Design of
Cross Cultural Awareness Training 8 Lunch Dinner Break Break Day 3
on the Way to Cross-Cultural Synergy Personal Charter &
Learning Plan Day 1 Critical Situations in Working Places My
understanding of others: Self and other perception Culture &
Management: Working in International Environments Cultural
Encounter Situations Learning in Action Short Lecture &
Discussion Joint Dinner Case Study: Cross-cultural Leadership Day 2
Communication Across Cultures Role Play: First Meeting Case and
Role Play: Conflict Management and Team Building
9. EvaluationStudiesofCross-CulturalTraining How Effective is a
Cross-Cultural Awareness Training in Developing Intercultural
Competence? 9
10. EvaluationStudiesofCross-CulturalTraining Summary of the
Evaluation Studies on Awareness Training Some evaluation confirms
the effect of CCT on trainees cross-cultural skill, adjustment, and
performance. Others have doubts regarding the quality of these
studies whether CCT effectiveness has been demonstrated. Dont
establish a link between training and the measured effect on a
dependent variable. The effectiveness of CCT in these studies was
regarded as too positive in previous reviews. In general, it
remains unclear which method of CCT is overall most effective and
which methods are most effective in specific contingencies. The
result for the same studies does not always correspond in different
reviews due to the different perspectives taken by the reviewers.
Littrell & Salas, 2005
11. EvaluationStudiesofCross-CulturalTraining English language
vs. Multiple languages: Eglish,French,German, Italian,and Spanish.
Specific domains vs. Wide variety of disciplines: Management,
military studies, human resource management, cross-cultural
psychology, intercultural relation, immigrant studies, education,
anthropology, political science and diplomacy. Domain of the
Evaluation Study
12. EvaluationStudiesofCross-CulturalTraining Findings Methods
Lectures, culture assimilators and class discussions were the most
often used. Training was composed of three or more methods . U.S.
trainees were evaluated most. Over half of the treatment groups
were students. Lack of manager subjects. Participants
13. EvaluationStudiesofCross-CulturalTraining Training Methods
Used in the Evaluation Studies
14. EvaluationStudiesofCross-CulturalTraining Findings Focus
Most training focus on a specific culture. Others were culture
general or a combination. Japanese, U.S. and Canadian cultures were
the most common focus. Timing The training took place either prior
to, during, or independently of a sojourn in another country. The
duration of the training varied from1/2 to 50 hours over a period
of time ranging from 1 day to 8 months.
15. EvaluationStudiesofCross-CulturalTraining Trainee
satisfaction Academic achievement, contribution to company goal.
Perceived well-being, health and safety concerns, adjusted to a
foreign culture, perceived control of the environment. The ability
to make isomorphic attributions awareness of cultural differences
Cultural interest, positive attitude toward members of other
cultures, trainee ethnocentrism. Problem-solving ability, the
ability to deal with cross-culture misunderstandings, display of
cultural sensitivity Expected Results of Awareness Training
Knowledge Behavior Attitude Adjustment Performance
Satisfaction
16. EvaluationStudiesofCross-CulturalTraining Cross-Cultural
Training Effectiveness
17. EvaluationStudiesofCross-CulturalTraining Some Critical
Issues of the Current Evaluation Studies Control Groups Pre- and
Post-Training Test Randomly Assign Long-term vs. Short Term Effects
Different Measurement Methods Placebo and Hawthorne Effects
18. EvaluationStudiesofCross-CulturalTraining 18 International
Project References in the Research Areas of Culture
Diversity,Talent Development,and Strategic Change 14yearsinGermany
Bornandgrewup inIndonesia 8yearsinChina Building Global Competence
for Asian Leaders Applying Social Medias (Web 2.0) in Learning
& Development. International Employability:Development of
Intercultural Competence of German and Chinese Young Professionals.
Cross-Cultural Learning Behavior: Effectiveness of the Western
Technology Transfer and Learning Approaches in China. Comparative
Studies of Chinese-Indonesian Intercultural Competence and
Sensitivity. Dynamic Decision Making in Chinese and Multinational
Teams. Intercultural Perspectives of International Post-Merger
Integration in Europe. Intercultural Synergy in Professional Team.
Complex Problem Solving in Small Groups. ...
19. EvaluationStudiesofCross-CulturalTraining Conclusions and
Implications Quantitative and Qualitative Time Span Wintry Doctrine
Low Motivation Moderators The Paucity of theory Cooperation and
Resistance
20. ThankYou Contact us via Mail: [email protected] Follow:
twitter@htjitra Website: http://horatjitra.com
ZhejiangUniversity,Hangzhou(China) Based on: LISA N. LITTRELL,
EDUARDO SALAS: A Review of Cross-Cultural Training: Best Practices,
Guidelines, and Research Needs. Human Resource Development Review,
4(3), 2005. p305-334