Global Assignment Specialists Strange Lands Gary Fontaine, Ph.D., Principal Consultant 47-403B Ahuimanu Road, Kaneohe, Hawaii 96744 Emai l [email protected]

GlobalAssignment Specialists

Strange LandsGary Fontaine, Ph.D., Principal Consultant47-403B Ahuimanu Road, Kaneohe, Hawaii 96744 Email [email protected] Web //ourworld.cs.com/gmfontaine/gfstrangelands.htm

Successfully Meeting the

3 Challengesof Global Assignments

"Everyplace is a Strange Land to someone"Training for success in new, diverse and changing ecologies

covera

mailto:[email protected]

GlobalAssignment Specialists

Strange LandsGary Fontaine, Ph.D., Principal Consultant47-403B Ahuimanu Road, Kaneohe, Hawaii 96744 Email [email protected] Web //ourworld.cs.com/gmfontaine/gfstrangelands.htm

Dealing Effectively with the

Challengesof new People, Places, Cultures & Technologies

"Everyplace is a Strange Land to someone"Training for success in new, diverse and changing ecologies

coverb

mailto:[email protected]

The Central Theme a

Success on a global assignment

requires dealing effectively with the

3 key challenges faced on all assignments

To the degree to which these challenges are dealt with well, assignees will be adjusted, effective & satisfied.

To the degree to which they are dealt with poorly ...

The Central Theme b

To the degree to which these challenges are dealt with well, personnel will be adjusted, effective & satisfied.

To the degree to which they are dealt with poorly ...

Successwith new people, cultures,

places or technologies requires

dealing effectively with the

3 key challengesfaced in all

new ecologies

The Ecology of Global Assignments

Historical

Political & MacroEconomic

Background

SimilaritiesDifferences

Task

specifics

A different

Place

Less

Support

Harder to

Communicate

Takes more

Time

New

People

Complex

Travel

Less

Structure

Cosmopolitan vrs provincial destination

Short vrs long term

assignment

Giving vrs exchanging vrs

getting role

Available technologies

F2f vrs gdts

Higher

“Sense of Presence”

The Ecology of Organizational Diversity & Change

Organizational& MicroCultures

Internationalization

Mergers, Acquisitions & Joint Ventures

New Products & Services

New Organization Structures &

Management Styles

New Markets, Partners, Clients& Competitors

New Communication

Media

Increased Mobility

NewResources &technologies

Changed Social & Organizational

support

New People & Cultures

The Ecology of Our Assignment

SimilaritiesDifferences

Taskspecifics

Place

Support

Communication

Time

People

Travel

Structure

Cosmopolitan vrs provincial

destination

F2f vrs gdts

Giving vrs exchanging vrs getting

role

Available technologies

Short vrs long term

assignment?

?

?

?

?

?

?

?

??

?

?

?

The Ecology of Your Organization

YourCulture

SizeInternationalizationOwners &

management style Products &

ServicesStructure &

differentiationMarkets, partners,

clients& competitors

Communicationnetworks

MobilityResources &technologies Social &

organizational support

People

Some Common & Important Cultural Differences a

The individual & self vrs the collective as the primary unit of value.

Emphasis on honesty & directness vrs harmony, indirectness & face.

Value on doing vrs being or belonging--implications for equality, status & age.

Emphasis on the quality of the deal vrs the quality of the relationship in making decisions to do business--implications for ritual & the bargaining process.

Preference for high power distance in which bosses make all the decisions vrs low power distance in which subordinates expect to participate.

Belief in control vrs fatalism--implications for uncertainty avoidance, planning, decision making & training.

Belief in high vrs low work centrality.

Preference for monochronic vrs polychronic structuring of activities in time.

Some Common & Important Cultural Differences b

A past vrs present vrs future orientation--implications for valuing progress, change, tradition & continuity.

Perception of people & nature as independent & competitive vrs interdependent and in balance--implications for valuing technology.

Belief in universalism vrs particularism or rules vrs relationships.

Emphasis on analytic vrs holistic, relational or intuitive understanding--implications for research, education & training.

Different strategies for forming, maintaining & dissolving relationships--including the value on individual attitudes vrs role performance.

Differences in verbal & nonverbal communication symbols.

Preference for high vrs low context communication.

Different conflict resolution strategies!!!

Some Key Filipino/American Cultural Differences

Emphasis on the individual or self (American) vs. the relationship or collective (Filipino) --implications for the value of individual freedom, independence, self-reliance, collectivism, relationship building (pakikisama) & authority.

Compartmentalization, openness & mutual independence in relationships (American) vs. breadth, formality & mutual dependence (Filipino)--implications for trust, role relevance & obligations.

Value on honesty (American) vs. harmony (Filipino) in relationships--implications for communication directness & indirectness (not to wound amor-proprio or self-esteem).

High power distance between bosses and workers (Filipino) vs. low power distance (American)--implications for expected/desired participation in decision making.

Preference for monochronic (doing things sequentially--American) vs. polychronic (doing things in an interwoven manner--Filipino) structuring of activities over time.

A belief in the ability to control one’s life (American) vs. a more fatalistic (bahala na) orientation (Filipino)--implications for planning, decision making & problem solving.

The place, timing & size of personal payments--”tips” & “bribes” (lagay).

Direct verbal expression of conflict by complainant (American) vs. indirect expression (tampo) and interpretation by target (Filipino).

Some Key Japanese/American Cultural Differences

Emphasis on the individual or self (American) vs. the relationship or collective (Japanese)--implications for the value of individual freedom, independence, self-reliance, in-group vs. out-group competition, collectivism & authority.

Value on honesty (American) vs. harmony (Japanese) in relationships--implications for communication directness, indirectness & face (kao).

Emphasis on the quality of the immediate “deal” (American) vs. the longer-term relationship (Japanese)--implications for the objectives of business meetings (e.g., decision making or relationship testing).

High (Japanese) vs. medium (American) work centeredness--implications for the role of the company vs the family or community in worker’s lives.

High (Japanese) vs. low (American) uncertainty avoidance--implications for planning, job descriptions & job security.

High (Japanese) vs. lower (American) reliance on “context” in communication--implications for the meaning of words (yes), gestures & silences.

Direct verbal expression of conflict by complainant (American) vs. indirect expression and interpretation by target (Japanese).

Key Areas of Cultural Difference in International Business

• Communication

• Appearance

• Eating Habits

• Time

• Rewards

• Relationships

• Values

• Management Process

Adapted from Harris & Moran

Means on Work-related Perceptions

Power UncertaintyDistance Avoidance Individualism “Masculinity”

Philippines 94 Greece 112 USA 91 Japan 95Mexico 81 Portugal 104 Australia 90 Austria 79Venezuela 73 Belgium 94 GB 89 Venezuela 73India 77 Japan 92 Canada 80 Italy 70Singapore 74 Peru 87 Netherlds 80 Switzerld 70Brazil 69 France 86 New Zeald 79 Mexico 69Hong Kong 68 Chile 86 Italy 76 Ireland 68France 68 Spain 86 Belgium 75 GB 66Colombia 67 Argentina 86 Denmark 74 Germany 66Turkey 66 Turkey 85 Sweden 71 Philippines 64USA 40 USA 46 USA 62Ireland 28 Ireland 35 Taiwan 17 Finland 26New Zeald 22 HK 29 Peru 16 Denmark 16Denmark 18 Sweden 29 Pakistan 14 Netherlds 14Israel 13 Denmark 23 Colombia 13 Norway 8Austria 11 Singapore 8 Venezuela 12 Sweden 6

Adapted from Hofstede

Values Exercise

Imagine that your cruise ship has just sunk in the open ocean. Your group is safe on a raft with a good chance to survive. There is still room for three more people.

(1) As a group make a choice from the list below of the three persons you would take on board.

A ten-year-old childAn injured womanA thirty-year-old manA married couple in their seventiesA medical doctorA religious leaderA ship's officerA newly wed couple

(2) List the perceptual dimensions you used in differentiating among the persons to make your selection: For example, "survivability," "ability to provide assistance," or "most likely to benefit from a longer life." Identify the categories within each dimension (values) which led each person to be selected or excluded. For example within the dimension of survivability, you might identify “ woman” because they typically survive such experiences longer.

A Sense of Presence

Including necessary,possible & desirable

actions

The Three Challenges

Getting the job done by dealing effectively with

diversity & change

Maintaining motivation

Coping with “ecoshock”

Symptoms of Ecoshock

Short-term illness and clumsiness from the breakdown of the immune system and imbalanced physiological reactions.

Long-term illness from the wearing effects of prolonged high stress .

Nervousness or unfocused anxiety.

Depression manifested in boredom, fatigue, withdrawal from others, sleeping all the time, inability to get interested in anything, and--in serious cases--substance abuse & suicide.

Irritability and other rapid, unpredictable mood changes, often over matters that otherwise might appear minor.

Fears of being taken advantage of, cheated, discriminated against, talked about.

Feelings of vulnerability to disease, crime, failure, and other bad things.

Narrowed, rigid and habitual thought processes.

Breakdown in ongoing relationships and difficulty in establishing and maintaining new ones.

Ecoshock

Change in physiological state

from normal

Change instress levelfrom optimal

Performance(Challenge 2)

Motivation(Challenge 3)

Increased unpredictabilitySeparation from familiar arrays

Change inattentional focus

away from specially favored activities & experiences

Phases of Ecoshock

Contact

Disintegration

Reintegration

Autonomy

Re-entry

Culturefatigue

What I Like to do

Supportedbefore? now? List below activities you most

enjoy

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

____________________________________ + - + -

Net ScoreNet ScoreNet Score

Commonly Described Strategies forDealing with Diversity

Their wayOur way CompromiseTheir way

Our way

RelativePower

People everywhere arethe same, so try to do

it ... People elsewhere aredifferent, so try to ...

People elsewhere aredifferent, so try to do it

...

People everywhere aredifferent but our way is best, so try to do it ...

The Optimal Strategy forDealing with Diversity

Their wayOur way Compromise

Their way

Our way

Accommodationto the ecology by developing

new “Third Cultures” or

Intercultural/InternationalMicrocultures

(IMCs)or

organizational cultures

Otherways

Worksheets for Building IMCs

Step 1Tasks essential to assignment completion

A.________________________________________________________

B.________________________________________________________

N.________________________________________________________

Step 2Ecological characteristicsof task __

1.__________________________________

2.__________________________________

n.__________________________________

Step 3Alternative strategies for completing task __

a.________________________________________________________

b.________________________________________________________

n.________________________________________________________

Step 4Strategy-Ecology Links

(+ 0 -)a b n

[ ] [ ] [ ]

[ ] [ ] [ ]

[ ] [ ] [ ]Net =

Step 4Strategy-Ecology Links

(+ 0 -)a b n

[ ] [ ] [ ]

[ ] [ ] [ ]

[ ] [ ] [ ]Net =

The Quality of an MC

The comprehensiveness in including at least the minimum range of perceptions necessary to complete the task.

The balance in terms of addressing fairly the constraints and objectives of all participants.

The flexibility in terms of its responsivity to changes in ecology that occur during the task.

The stability in the sense that, while being flexible, it must still maintain an integrity so that participants are not left swimming in ambiguity during transitions or find it replaced all together.

The efficiency in terms of the speed with which the task can be completed successfully.

Skills for Developing MicroCultures

MC

Use of a

sense of presenceto identify the necessary,

possible & desirable

Social skills

Communicationskills

Stress-managementskills

Social Skills for Developing MicroCultures

Maintaining relationshipswhile doing the job

Since conflict is almost inevitable, skills in conflict resolution are critical; since conflict resolution strategies

are so diverse, we need mutual trust and giving the benefit of the doubt.

Dissolving relationshipswhen the job is completed

Since expectations for relationships are so diverse, we must recognize that “dissolving” them may alter but not eliminate, future obligations; and we must “leave the door open” for ourselves and those following us.

Building relationshipsnecessary for getting the job done

Since there are often fewer institutionalized channels for establishing relationships, doing so requires self-

confidence, creativity, timing, and persistence.

Communication Skillsin New, Diverse or Changing Ecologies

Ritual Matching

Information Exchange

Agenda Matching

Language Matching

Context Matching

Perspective Sharing

Social Influence

Effective Communication

Stress-management Skillsin New, Diverse or Changing Ecologies

Eat

Drink

SexSexPray

ShopSuicide

Acceptance

Sight see

Fight

Seeksolitude

RelaxationGain

perspectiveHike

SleepEscape

Exercise

Drugs

Meditate

Massage Anger

Get help

Walk

SmokeWork Read

Cry

Self-pity

Blameothers

Competitive sports

Analyze it

Therapy

Hobbies

Share it

Expanded “tool kit”for new ecologies

Stress-management “tool kit” for home

My Stress-management "Tool Kit"Current stress-management toolsEffectiveness

Net score [ ] Some new ones to try & develop

Motives to Go, Stay and Return Again

CollectorConcentrates on collecting

things to bring home & friends, romance & sex

CollectorConcentrates on collecting

things to bring home & friends, romance & sex

ExplorerPeople & places

The world & the self





Family travelerAccompanying family

rather than being left at home

Family travelerAccompanying family

rather than being left at home

Job-motivated traveler$, promotion, training, contacts

Required by employerTeach or help others

Job-motivated traveler$, promotion, training, contacts

Required by employerTeach or help others

Presence seekerImmediacyVividnessChallenge


Rest & recreation seekerEntertainment, sports, hobbiesRelaxation & emotional releaseLikes planes, hotels, restaurants

Rest & recreation seekerEntertainment, sports, hobbiesRelaxation & emotional releaseLikes planes, hotels, restaurants

Motivationprofile

OthersThe special treatment & status

To be with friendsTo get away from home

Motives to Go, Stay and Return Again

Collector/consumerConcentrates on collecting

things to bring home & friends, romance & sex relationships

Collector/consumerConcentrates on collecting

things to bring home & friends, romance & sex relationships







Family travelerKeeping family together

Family travelerKeeping family together

Job/career traveler$, promotion, training, contacts

Opportunities to use knowledge/skillsTeach or help others

Job/career traveler$, promotion, training, contacts

Opportunities to use knowledge/skillsTeach or help others



Recreation seekerEntertainment, sports, hobbiesRelaxation & emotional releaseLikes planes, hotels, restaurants

Recreation seekerEntertainment, sports, hobbiesRelaxation & emotional releaseLikes planes, hotels, restaurants

Motivationprofile

OthersThe special treatment & status

To be with friendsTo get away from home

Motivational Profile of International Travelers

Presence-SeekingExplorer

RecreationJob/Career

Collector/ConsumerFamily Stability

1.2

1.4

1.6

1.8

2.0

2.2

2.4

2.6

Mea

n M

otiv

e St

reng

th

Motivational Profile of International Travelers

Motivational Profiles of Selected International Travelers

Presence-SeekingExplorer

RecreationJob/Career

Collector/ConsumerFamily Stability

1.00

1.50

2.00

2.50

Mea

n M

otiv

e St

reng

th

AsianMSAmericanMSForeignSSGlobalMGRS

Motivational Profiles of International Travelers

Motivational Profiles of Selected International Travelers

Skills for Maintaining Motivation

assignee’s motivation profile

Skill to pick the “right” assignment based on the match between the assignee’s motivational profile & the assignment

ecology.

Skill to

adapt an assignee’s motivational profile

to the assignment ecology

Skills of attentional regulation

& attentional flexibility

to assure ample time is spend on activities & experiences

important to the assignee.

Social skills

for maintaining existing social relationships & developing new ones.

A1A2 Exercise

Correct responseYour

commandScore + or -

Partner’s turn

F(1) 2 [ ] A(5) 4 [ ] B(5) 1 [ ] F(2) 4 [ ] E(2) 5 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

E(2) 5 [ ] D(1) 2 [ ] E(3) 2 [ ] D(3) 3 [ ] F(1) 2 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

C(5) 5 [ ] C(1) 1 [ ] F(4) 1 [ ] D(5) 1 [ ] C(5) 5 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

F(3) 3 [ ] C(3) 3 [ ] B(1) 2 [ ] B(2) 5 [ ] F(3) 3 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

A(3) 5 [ ] A(4) 2 [ ] C(4) 4 [ ] A(2) 3 [ ] A(3) 5 [ ]

--------- [ ] --------- [ ] --------- [ ] --------- [ ] --------- [ ]

Figure Grid

Response Grid

Successfully Managing Global AssignmentsThrough Programs of Preparation, Support & Training

Training

Screening

&

Self-selection

Travel,

Accommodation

& Moving

Orientation

The

3 Key Challenges

on International

Assignments

Planned, coordinated, integrated & implemented in terms of

Social

Support

Organization

Support

Re-entry

Intercultural Training & Intervention Programs

Training

Screening &

Self-selection

Travel,

Accommodation

& Moving

Orientation

The 3 Key Challenges

Social

Support

Organization

Support

Health

Mental Health

& Counseling

Consulting

& Coaching

Organizational Design &

Management

Community & International

Mediation

Teaching & Multicultural

Education

International Roles

Senior Executives

International Assignees

International Business Travelers

Home Office Staff

Global

Managers

Host-Country

Counterparts

Adapted from Wederspahn 2000

Global Manager's Tasks

•Readily adjusting to different cultural values & practices•Networking with multicultural colleagues & associates on a worldwide basis•Conducting business diplomacy at the highest corporate & governmental levels•Balancing conflicting interests of stakeholders in different countries•Promoting & supporting multicultural teamwork•Learning from colleagues of all nationalities•Sharing of best practices between country operations•Managing cultural and ethnic diversity within the organization•Being a catalyst to move the company globally•Representing the global perspective in corporate strategy planning•Flexibly & quickly adapting to changes in the global business ecology•Modeling global managerial attitudes & behaviors to peers & subordinates

Adapted from Wederspahn, 2000

Global

Managers

Global Manager's Skills

Ways of Thinking• Keeping the global corporate mission in focus amid ambiguous, dynamic & sometimes chaotic

international business conditions• Being continually engaged in a global learning process• Being aware of their own "cultural baggage," but transcending it• Discerning individual versus cultural differences• Accurately interpreting cross-cultural signals of warning, threat, approval, acceptance, discomfort,

agreement, displeasure, support, disagreement & so forth• Thinking about business matters from different cultural viewpoints

Ways of Feeling• Enjoying international travel & the foods, music & so forth in "strange lands"• Liking the challenge of learning about other cultures• Being relatively uninhibited when practicing new behaviors• Accepting uncertainty or ambiguity• Feeling comfortable among people from other cultures• Having confidence, but not over-confidence• Being a "presence seeker" Adapted from Wederspahn, 2000

Global

Managers

Sample Items from a Screening Checklist

Name:

He or she:Works well with new or changed management styles? Y ? NWorks well with new clients or customers? Y ? NAdapts well to changes in organizational structure? Y ? NAdapts quickly to and make use of new technologies? Y ? NIs able to provide own structure for tasks? Y ? NQuickly rearranges schedule when useful? Y ? NIs self-motivated? Y ? NHas a variety of friends? Y ? NManages stress well? Y ? NIs broadly aware of people, resources & problems in a situation? Y ? NIs not bound by the "rules" or standard procedures? Y ? N

Y=___ ?=___ N=___

Sample Items from an Orientation Checklist

General information about the host cultureGeography and climate Y NCurrent events and economic and social conditions Y NImportant people Y N

Specific information about living & working in the hostculture

Survival tips on laws, disease, crime, and security risks Y NTypical business practices such as hours and rates-of-pay Y NHousing, health facilities, and schools Y N

Information about preparing for the assignmentPassports, visas, work permits; health, tax clearances Y NTax information Y NMoving household goods Y N

Specific information about the particular assignmentOrganizational cultures Y NClients, contractors, and key personnel Y NHost attitudes toward the assignment Y N

Orientation Resources

• Reference books, novels & films

• Newspapers & Periodicals--with country or international focus

• Government agencies--own & foreign; at home & abroad

• Travel agents, travel consultants, airlines, global moving companies & credit or charge card companies

• Returning compatriots

• Visitors from the host culture

• Site visits

• The Internet and the World Wide Web

Training for Global Assignments

Stress-management training


Cross-cultural trainingCross-cultural training

Culture training

Culture-Specific

Culture-General

Culture training

Culture-Specific

Culture-General

Technical, Professional or

Management training


Management training

Language training

Working with interpreters

Working with 2nd language speakers

Language training



Intercultural trainingIntercultural training

Training for Intercultural Effectiveness



Cross-cultural trainingCross-cultural training

Culture training

Culture-Specific

Culture-General

Culture training

Culture-Specific

Culture-General


Management training


Management training

Language training



Language training



Intercultural trainingIntercultural training

Key Training Concerns

• Who should receive training?

• When should training be provided?

• How long should the training be?

• Where should training take place?

• Who should provide training?

Social Support

AssigneeSupportNeeds

AssigneeSupportNeeds

Home-countrygroups

Home-culturegroups

Host-culturegroups

NeedsResourcesInformation & guidanceA different perspectiveA similar perspectiveComparison for adjustment, performance & satisfactionSharing responsibility & effortFamiliarityCompanionshipIntimacy

Sources

Organizational Support for International Assignments

• Programs of preparation, support & training

• Clear assignment objectives & appropriate status

• Appropriate recognition, career relevance, salary & other benefits

• Staff support & other necessary task resources

• Performance appraisal with an understanding of international assignment problems

• Access to good communication technologies

• Health, passport, visa, banking, & tax arrangements

• Housing, transportation & security

• Vacations, R & R, & home leaves

• Help for nonworking spouse & children

• Health, mental health, and counseling assistance

• Assistance in re-entry to home office & community or to the next assignment

Skills in Developing & Maintaining Social Support

Identifying the social support provided at homeWho & what?

A focused or diffused pattern?

Identifying social support needs on the assignmentWho is left behind & how much support will they continue to provide?

Identifying social support available on the assignmentExploring & scouting

Matching unfilled needs with available supportMatching resource requirements of needs with resources provided by

available support groups

Maintaining existing relationshipsHome-country & home-culture groups

Dealing with work-group & family conflict

Developing, maintaining & dissolving new relationshipsHome-culture & host-culture groups

Quick personalization & being in the right time and placeDealing with conflictSaying “good-bye”

Social Support Exercise

My support needs Who fills them Filled Who is available at home? at home? abroad? abroad?

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

_______________ ___________ Y N _______________

Workplace Conflict

Attribution ConflictSymptoms:

Confrontations, discussions, arguments & fightsDirect & indirect hostility

Solutions:Changes in organizational, relationship or microculture

Ignorance of Attribution ConflictSymptoms:

Lack of synchrony, responsiveness & enthusiasmSolutions:

Increased sense of presence & improved perspective sharing

Attributional AmbiguitySymptoms:

Problem solving difficultiesThreats to relationship stability

Solutions:Maintaining motivation

Tolerance & trust in affect or intentionsStress management

Workplace Conflict Exercise

A good boss should be--

strong, decisive, and firm but fair. He/she should be protective, generous, and indulgent to loyal subordinates.

impersonal and correct, avoiding the exercise of authority for his/her own advantage. He/she should demand from subordinates only that which is required by the formal system.

egalitarian and influenceable in matters concerning the task.

responsive to the personal needs and values of others. He/she should provide satisfying work opportunities for subordinates.

3

Your

partner’s

rank

2

Your

rank of partner

1

Your

rank3 - 1

3 - 2

Skills for Success Abroad

Attentional regulation

Attentional flexibility

Identifying motivation profile-destination

ecology match

Patience

Broadening stress-coping tool kit

Use of a sense of presence to

build IMCs

Communication skills in ritual exchange,

perspective sharing, & language, context &

agenda matching

Social skills--particularly in

conflict resolution

Identifying the social support provided at home

Identifying social support needs abroad

Identifying social support opportunities abroad

Matching unfilled needs with available support

Skills for coping with ecoshock

Skills for maintaining motivation

Skills for developing &

maintaining social support

Skills for dealing with

diversity

Training for successful

international assignments

Management Planning in Strange LandsNew, Diverse or Changing Ecologies

Remind ourselves of the organization’s mission.

Revise if necessary & possible.

Remind ourselves of the organization’s mission.

Revise if necessary & possible.

Identify strategies for fulfilling the mission and specific objectives within

each.

Identify strategies for fulfilling the mission and specific objectives within

each.

Assess the support by

organizational ecology in terms of people (e.g., cultures,

skills, motivations, social climate), facilities, resources,

products or services, markets or clients,

competition, time, place, larger organizational context, and community and changes

in that ecology.

Assess the support by

organizational ecology in terms of people (e.g., cultures,

skills, motivations, social climate), facilities, resources,

products or services, markets or clients,

competition, time, place, larger organizational context, and community and changes

in that ecology.

Develop an action plan for each objective by identifying required tasks,

optimal process in terms of the organizational ecology, time-line,

resources, and personnel responsible.

Develop an action plan for each objective by identifying required tasks,

optimal process in terms of the organizational ecology, time-line,

resources, and personnel responsible.

Theories of learning, attitude change and motivation

Common problems of training and intervention programs are that–It teaches people things they already know–The trainees don’t know any more at the end of a program than they did before

An effective program of intervention must be based on a sound understanding of people--how they learn, how their attitudes develop and change, and what motivates them

Theories of learning–Behavioral (e.g., Pavlov, Skinner). Stimulus and response are the best ways to explain behavior and thus if you want to change it you must work with those

–Cognitive (e.g., Tolman, Lewin, Bandura). Cognitions (perceptions) play a major along with both stimulus and response

Theories of attitude change–Reinforcement theories–Consistency theories such as dissonance theory (Festinger)–Changing the ecology

Theories of motivation–Drive theories (e.g. Freud)–Motivational hierarchies (e.g., Maslow)–Achievement theories (e.g., McClelland & Atkinson, Weiner)–Optimal state/intrinsic motivation theories (e.g., Rotter, Deci, Csikszentmihalyi)

Modeling

Some Key Ethical Challengesin Dealing with Cultural Diversity

The themeTo be successful in culturally diverse areas in the Pacific Rim requires not only dealing with cultural complexity about what ways to do business are seen as effective or not, but ethical complexity, as well. That iswhat ways are right or wrong in terms of broader moral, philosophical or religious beliefs. Whereas people often are willing to adjust their ways of business, they are typically much less likely to sacrifice their ethics !In Hawaii this complexity reflects our mix of cultures, our small island ecology and the relatively low mobility of our people.

The distribution of rewardsEquityEqualityNeedStatus

The timing of rewardsBribesTips & bonusesGifts

Communication of information & influenceHonest & directHarmony & indirect

ConclusionWhile ethical issues may be subtler and less frequently addressed than effectiveness and performance ones, they can influence business success as well. Especially in a small island ecology in which

Everyone knows everything and they remember!

High Impact Consulting & Intervention

Flaws of conventional consulting

–Project defined in terms of consultant’s expertise or products (not in terms of client results to be achieved)–Project scope based solely on problem to be solved (ignoring clients readiness for change)–One big solution (rather than incremental successes)–Sharp division of responsibility between client and consultant (not partnership)–Labor-intensive use of consultants (instead of leveraged use)

Requirements of high impact consulting

–Define goals in terms of client results instead of consultant products–Match project scope to what the client is ready to do–Aim for rapid-cycle successes to generate momentum (create smaller rapid-cycle projects from large-scale goals)–Build a partnership to achieve and learn (Abandon the traditional view that a project is a task carried out by a consultant for a client. The project has to be seen as a joint undertaking to produce a joint product. Both players have to accept that much of the work can and should be done by client personnel--they often will not only produce better results for less expense, they will also benefit from the learning that results from the experience.)–Create a contract for collaboration instead of a proposal for a job–Build communication bridges (perspective sharing, agenda matching, information exchange, social influence) and provide interpretation based on broader consultant experience.

[Adapted from Schaffer, R. H. (1997). High impact consulting. San Francisco: Jossey-Bass.]

Multiple Presence

Face-to-face to Geographically Dispersed Teams

Different

floors

Different

buildings

Different

cities

Different

countries

Public

50' 'Rule' for Collaboration

Tom Allen

MIT 1977

Intimate

0-18"

Personal

18-48"

All in North American culture

Social

4-12'

Adapted from Lipnack & Stamps 2000

Communication Technology & Time & Place

Same time

Same placeVoice

Overheads

Video

Different time

Same placeWorkstations

Bulletin boards

Different time

Different place

Fax/mail

Email

Voice Mail

Net Forum

Same time

Different placePhone, Video conference

Chat rooms

Individuals, Groups & Teams

Individuals

Group

Team

Task

Cultural Process Teams

Management Teams

Global Teams

Cultural Process TeamsFormal Interventions

Operational Interventions

Mediational Interventions

Multicultural

Ecology

Team Development Stages

Forming Purpose, parameters &

membership defined

Storming Intragroup differences & task/role

disagreements confronted

Norming Developing team culture,

cohesiveness & rules

Performing Team achieves productivity & creates solutions

Adjourning Dissolution/Renewal

Teams

A small group--"Individuals interacting interdependently"

A team--"Teams exist for some task-oriented purpose“

Purpose •vision or mission or goals or objectives or tasks• In virtual teams continued clarification of each of these may be more difficult in part because it can be harder to monitor if people continue to share the components and their relationship (the "big picture") or not.

Plan• Identification of the process for reaching the objective in terms of tasks, people & resources, and time.

• In virtual teams monitoring the status of the implementation of the plan and determining the need for modification can be difficult because of information sharing difficulties.

Teams b

While task distinguished teams from small groups, boundary-crossing differentiates traditional teams from virtual ones.

•A colocated, cross-organizational team is likely to experience difficulty establishing a common purpose and making decisions.

•A virtual team distributed in space and time, but from the same organization, is likely to find that communications and participation issues dominate.

•Virtual teams that are both distributed and cross-organizational will experience both stretched communications and stressful purpose setting.

Building Geographically Dispersed Teams

Teams are alive--they grow. Virtual teams may take longer to grow, yet have even less time since saving time may be part of their reason for being.

Phases in launching GDTs teams–

• Create identity--shared perceptions (culture), name, symbols, web-pages.• Draft mission--make it explicit!• Set goals--objectives and necessary tasks to fulfill mission.• Identify members--who? when? what roles & responsibilities?• Establish relationships--goals need to intersect with members in a matrix• Assess resource needs and acquisition plan• Determine milestones--schedules or time-lines and management plan.• Choose media--fit the team's mission, tasks and ecology• Get on-line as soon as possible--encourage change and experimentation early and discourage it later.

Keys to Effective Culturally Diverse GDTs

• Getting to know each other in terms of personal "ecology" and personal & cultural values & expectations

• Clarifying the team purpose or mission and identifying objectives and tasks

• Identifying strengths & weaknesses & opportunities & barriers in terms of the mission

• Negotiating ethics and rules

• Building team identity, caring and trust

• Developing microcultures

Leadership in Teams

Leaders may be appointed by the organization or elected by participants

There may be a single leader or different leaders for different tasks

Need to differentiate between a leader and leadership roles--many team members may assume some of the latter

Particularly in virtual teams selection of leaders may be based more on capabilities than position

There are common difficulties in supervision in virtual teams and thus difficulties of rewards & discipline (and again the importance of trust in shared purpose)

In today's world, things are continuously changing, so the leader with the answers has no answers. A leader must hold the questions, not the answers! (Lipnack & Stamps, 2000, p. 33)

Intercultural Teams

Keys to multicultural team building

• Recognizing the impact of cultural values, perceptions, beliefs, & assumptions on teamwork

• Learning how to identify and constructively deal with cultural differences among team members

• Appreciating the richness of member's diverse backgrounds & respecting their cultural values

• Discovering practical ways to transform differences into assets rather than liabilities

• Developing and practicing the skills required to be an effective multicultural team member.

Adapted from Wederspahn, 2000

Some Key Cultural Differences Affecting Teams

•Doing vrs being (focus on task outcome vrs task process & relationships)•Directness vrs indirectness & face-saving in communication•Monochronic vrs polychronic•Individualism vrs collectivism•High vrs low power distance•High vrs low uncertainty avoidance•Conflict resolution

The challenges presented by these differences are manifested most significantly in terms of skill differences.

Importance of global leadership to global business success

Competent Global Leaders 6.1Adequate Financial Resources 5.9Improved Communication Technology 5.1Higher Quality Local National Workforce 5.0Political Stability in Developing Countries 4.7National Government Support of Trade 4.5Lower Tariff/Trade Restrictions 4.4

Adapted from Gregersen, Morrison & Black (1998) study of U.S. Fortune 500 firms in 1997. 1 = not important 7 = extremely important.

Strategies for Developing Global Leaders

TravelImmerse global leaders in the country and its culture, “uninsulated by the common corporate cocoon with luxury hotel, car and driver, dutiful staffers, and choreographed itinerary.” Encourage detours and opportunities for chance encounters!

TeamsEstablish teams in which participants with diverse backgrounds and perspectives must work together closely to solve problems and make decisions

TrainingTrain leaders in intercultural communication, conflict resolution, and multicultural team dynamics within a structured learning environment.

TransfersProvide varied overseas assignments that present opportunities to learn strategies of accommodation, build IMCs and exchange knowledge.

Adapted in part from Gregersen, Morrison & Black (1998) study of U.S. 130 executives in fifty firms across Europe (15), NA (25) and Asia (10).

Keys to an optimal sense of presencein synchronous versus asynchronous communication ecologies

Synchronous ecologies

A ratio of high realness and intensity of audio, video and other display characteristics to distractions associated with the media/computer technology used to produce the displays

A ratio of high interactivity between participants in different sites to those same distractions

Asynchronous ecologies

High psychological texture for people, settings, worktables, and assignments

High interactivity among an optimal combination of number of participants and tasks and the responsivity of those participants

High meaningfulness and an optimal mixture of predictability, surprise and drama of team content and activities that foster a merging of proximal and distal settings into "one place"

The “Knowledge Paradox” in Global Management:Local versus Global Assignment Strategies

Here is the paradox. While short-term increments in performance may be partially attributable to this change in expatriation strategy, there is the danger of some longer-term decrements. Although multinationals have recognized the problems the expats have working and living abroad and the impact of those problems on performance, they appear not to have been as attuned to the knowledge building within the organization produced by the shuffling around from subsidiary to subsidiary to headquarters to subsidiary, and so forth, of all those expats. That is, these--frequently culture shocked--expats were nevertheless often learning a vastly expanded range of tools for dealing with global organizational challenges. They were involved with both the creation and exchange of knowledge associated with these tools. And they were learning to identify the organizational ecologies within which those tools worked best. That expanded knowledge and associated skills are, of course, critical to prosperity, if not survival, in our rapidly evolving global world.

Reasons for the Change in Expatriation Strategy

The challenges for International Assignees in coping with ecoshock, dealing effectively with diversity & maintaining motivation

The perception that Local Managers are more familiar with the local staff, clients, markets, and cultures, were less expensive to support, and doing so assuaged a variety of political, image and even ethical concerns. Additionally many now perceive that (a) there are more trained, experienced and competent local personnel available and/or (b) local knowledge and skills are now more recognized and valued.

The increased use of Geographically Dispersed Teams communicating significantly online.

Knowledge Building & Exchange in MNEs

Headquarters

Global

Subsidiaries

• Explicit & Tacit knowledge (e.g., Nonaka, 1991)• Declarative (“knowing what”), procedural (“knowing how”), conditional (“knowing when”), &

axiomatic knowledge (“knowing why”) (Bertoin Antal, 2000).• International & Intercultural Microcultures or IMCs (Fontaine, 1989 & 2000)• The effective use of the Sense of Presence (Fontaine, 1989 & 2000)• Difficulties of short-term assignments & gdts in terms of knowledge building

Strategies for Dealing with the Knowledge Paradox

Diminishing the extended f2f interactions between expats & locals impacts knowledge building within MNEs in terms of –

• Opportunities• Development of skills• Motivation to build knowledge

Any expatriation strategy that addresses these impacts must include –

(1) Building a model of expatriation in meeting the mission of "our" MNE.(2) Designing and supporting high impact international assignments.(3) Creating and managing culturally diverse project teams.(4) Providing programs to assist expats and the colleagues with whom they work in

developing the skills necessary to optimize knowledge building. (5) Providing organizational mechanisms for periodically making tacit knowledge explicit.(6) Providing the impetus for periodically "refreshing the screen."

The Theme

The theme underlying these strategies for dealing with the knowledge paradox is that when we fly around the world on assignment to assignment we carry a lot more with us than our luggage and our business cards. We carry the seeds of knowledge about how to survive and succeed in strange lands. These seeds must be nurtured by ourselves and our organizations.

Documents

Global Assignment Specialists Strange Lands Gary Fontaine, Ph.D., Principal Consultant 47-403B Ahuimanu Road, Kaneohe, Hawaii 96744 Emai l [email protected]