Intercultural training requirements for virtual assignments: results of an explorative empirical study

Virtual assignments are characterized by the spatial separation of private and business life. The virtual delegate lives and interacts in one culture, yet he or she works together mainly with people from another culture. Since face-to-face contacts with colleagues, customers or suppliers are reduced to a minimum, firsthand experience of foreign cultures does not take place. As a result, intercultural training becomes essential. The study suggests that virtual delegates are faced with several intercultural management problems such as different time zones and communication styles as well as language barriers. These problems are increased by the lack of face-to-face communication and common trust-building mechanisms. Intercultural training may be an instrument for overcoming these challenges. However, they have to be adapted to the specific requirements of virtual expatriates. Moreover, intercultural training should not only be offered to the virtual delegates themselves, but also to the individuals with whom they interact in the host country.     

The trend of blended learning in Taiwan: perceptions of HRD practitioners and implications for emerging competencies

The purpose of this study was to explore the status and future directions of blended learning in workplaces in Taiwan and to probe into emerging competencies of human resource development professionals. One hundred and twelve participants who worked in various types of organizations were surveyed. The survey results revealed that the most significant issue related to blended learning is a lack of understanding of what it is. Instructional strategies anticipated to be employed during the next few years included authentic cases, virtual teaming, problem-based learning and coaching. The technologies deemed useful were knowledge management technologies, cell phones and electronic books. When comparing different sizes of organizations, large enterprises were more likely to have adopted blended learning and to perceive diverse benefits related to blended learning. Based on these findings, we recommend additional professional development related to the design, development and evaluation of blended learning for practitioners in Taiwan.     

Cross-cultural influences on organizational learning in MNCS: The case of Japanese companies in China

This paper draws on the social construction perspective and on social learning theory to examine the cross-cultural influences on organizational learning in MNCs. Social learning theory suggests that constructive engagement and member solidarity are key constituents of organization-based collective learning. Literature suggests, however, that cross-cultural differences in assumptions about social participation by organization members may impair organizational learning. The paper also reports a qualitative study, conducted at five Japanese-invested manufacturing companies in the Pearl River Delta, China. The research found that managers perceived Chinese frontline workers as lacking constructive engagement and member solidarity as compared with their Japanese counterparts, thus limiting organizational learning, and attributed these perceived differences to deep-seated cultural values. Attempts in two of the companies to ‘Japanize’ the workforces were reported to have had some impact, but appeared not to have substantially changed this picture. Urging caution regarding cross-cultural stereotyping and home country bias, we consider the implications for organizations with international manufacturing operations.     

A revised learning transfer system inventory: factorial replication and validation

The learning transfer system inventory (LTSI) is an empirically derived self-report 16-factor inventory designed to assess individual perceptions of catalysts and barriers to the transfer of learning from work-related training. Although a good deal of research has been done addressing various dimensions of the LTSI's construct validity, minor discrepancies in factor solutions in several studies together with problematic fit of some items suggest that further construct validity research is needed. Using data collected in 17 countries and utilizing 14 different language versions of the LTSI, the research objectives for this research were to (1) determine the number and nature of common factors involved to account for the pattern of correlations among the measured variables in LTSI version 3 using exploratory factor analysis (EFA) and (2) test via confirmatory factor analysis the validity of the factorial structure of the LTSI that emerged from the EFA and scale refinement efforts. Results provided strong support for the five- and 11-factor structure of the program-specific and training-general domains of a 48-item LTSI.     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.     

量变式学习和质变式学习模型的研究

与基本是根据学习内容(横向、纵向) 和学习结果对组织学习类型进行划分的研究不同,从关系的视角,在国内外首次按照学习投入(经验数量)和学习产出(学习效果)的关系,提出了组织学习分类的新方法,即将组织学习划分为量变式学习和质变式学习两种类型。量变式学习是指随着学习投入的增加,学习产出发生接近线性的变化,是渐进性的、逐步的; 质变式学习是指随着学习投入的增加,学习产出发生接近非线性的变化,是突破性的、大幅度的、本质的,可以表现在认识、行为或两者之上。要实现量变式学习向质变式学习的转化,需要同时满足学习投入接近学习临界经验值和存在学习触发条件两个前提,这是转化能够发生的机制; 为加速这种转化,可以通过从内部改善学习者的心智模式、从外部创造开放的环境等方式,这是转化发生的学习催化剂。主体的学习应该是量变式学习和质变式学习的结合,且量变式学习和质变式学习是个不断交替、动态发展的过程。     

Cultural Intelligence and Offshore Outsourcing Success: A Framework of Firm‐Level Intercultural Capability*

This article discusses the importance of firm‐level cultural intelligence in the context of international business ventures such as offshoring. We identify the recent movement toward global delivery models in offshoring ventures as the strategic imperative for offshoring partners to acquire and develop firm‐level cultural intelligence. Drawing on Earley and Ang's (2003) conceptualization of cultural intelligence and the resource based view of the firm, we develop a conceptual framework of firm‐level cultural intelligence. The framework comprises three dimensions of intercultural capabilities of the firm: managerial, competitive, and structural. We propose items to measure these three dimensions and discuss theoretical and managerial implications.     

Open sourced organizational learning: implications and challenges of crowdsourcing for human resource development (HRD) practitioners

As the value of organizational learning as a source of competitive advantage has become increasingly evident, human resource development (HRD) practitioners may face stronger demands to develop training more quickly and efficiently and increase rates of training transfer. One approach is to externally source organizational learning. In using this approach, it may be important for HRD practitioners to both develop training to engage external participants while utilizing organization development solutions to help internal employees adjust to the change. By examining the impact of open sourced and crowdsourced organizational learning on HRD practitioners, it is hoped that HRD practitioners may engage in informed workplace learning practice, even as the nature of the employment contract changes.     

When children work: implications for youth, society and organizations

We review the literature on youth employment. In particular, we highlight data suggesting youth is not a homogenous group, and that employment is not a homogenous experience for young workers. Demographic and motivational differences within the group categorized as 'youth', as well as differences in the context and quality of youth employment experiences, are shown to have substantial implications for research, policy and organizations.     

Transfer interest: measuring interest in training content and interest in training transfer

ABSTRACT

Motivational influences are important predictors of training effectiveness and transfer of training to the workplace. The present study introduces the Transfer Interest Questionnaire (TIQ) to measure trainee interest. Grounded in the person-object theory of interest, the construct encompasses two dimensions: interest in training content and interest in training transfer. The results of exploratory factor analyses of questionnaire data from 203 trainees provided strong support for the proposed scales. Based on the perspective of age-related motivational maintenance, socioemotional selectivity theory, the gender-similarities hypothesis, and research on training motivation and motivation to transfer, a series of moderator analyses tested the effects of six trainee and training-design characteristics: trainees’ age and gender, work experience, number of semesters completed, training course’s content area, and voluntary vs. mandatory training participation. Furthermore, based on social cognitive theory, the theory of planned behavior, and the expectancy-value model of achievement motivation, the study tested the TIQ scales’ associations with utility value, self-efficacy, normative beliefs, control beliefs, and transfer intentions. Implications for theorizing the role of interest in transfer of learning, screening training participants’ interest profiles in training evaluations, and future research directions on the role of interest in adult education, corporate training, and human resource development are discussed.     

Learning in and from projects: the learning modes and a learning capability model

Abstract

The notion of ‘project delivery’ is well embedded in and across the management and organizational sciences literature – generating a narrative that reflects and recognizes the instrumental nature of projects and programmes in strategy execution. Project management, as a distinct and well-established body of research enquiry, has increasingly sought to focus our attention on the impacts of complexity, risk and uncertainty in projects; the corollary being a desideratum to strengthen our theoretical understanding of how insight and learning from projects may influence improvements to organizational efficiency. The wider literature suggests that organizational learning remains a challenging proposition, particularly in the context of organizations operating in environments of high complexity. In this paper, we enhance the conversation on organizational learning through a series of case studies, generating evidence of thirteen ‘learning modes’. The paper proposes that mature organizations tend to exhibit a greater number of learning modes and that there is a tendency to capture and socialize knowledge with a greater emphasis on the context of the learning situation rather than the learning artefact in isolation. The empirical evidence gathered in this paper forms the basis of a capability model, characterized by the thirteen modes of learning. The model intimates that learning occurs, and is more effective, when knowledge and information are enacted in practice through the learning modes which form a nucleus of the organizational learning capability. The research concludes with a 'call to action' that emphasizes the strategic importance of learning practices and routines in project oriented-organizations.     

Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.     

生产性企业组织学习最优控制模型及其理论分析

运用最优控制理论研究生产性企业组织学习活动的动态最优决策问题.以企业的概念性学习投资率和操作性学习投资率为决策变量,累积知识量、生产率、单位成本和废品率等为状态变量,计划期内的总利润为指标函数,建立了一个最优控制模型,其特点在于规范地描绘概念性学习和操作性学习对企业累积知识量、生产率、单位成本、质量以及企业利润的动态影响.根据生产性企业组织学习和生产经营的实际情况,提出了一些定量化表达的假设和定义.在假设和定义的基础上利用最大值原理分析了所建立的模型,获得了关于动态最优概念性学习投资策略和操作性学习投资策略性质的一些结论,将这些结论与实际问题相结合,指出了在生产性企业组织学习实践上的含义.     

Combined military training and academic instruction in Eritrea

ABSTRACT

The study explored public perceptions on the combined military training and academic instruction in Eritrea. The sample consisted of 100 school leavers, 10 parents, and 20 teachers. The research instruments were questionnaire and interview guide. The findings revealed that the combined military and academic instruction was perceived to be negative, since it is government imposed and puts more emphasis on military training and the harsh military environment in which academics is carried out. However, learning diverse skills, promoting national unity, and creating patriotic spirit were mentioned as some positive outcomes of the system. The study recommends that the government needs to carry out the military training and academic studies in separate locations, liberalize education, and enable parents to have a voice in school decisions.     

The role of training in the development of human resource management in Australian organisations

This paper analyses the impact that nationally recognised training has had on the practice of human resource management in Australian organisations. Since the late 1980s, the Australian vocational education and training system has undergone major reforms. These reforms have been aimed at making training more relevant to the needs of Australian business. A key development in training reform has been the emergence of Training Packages, sets of occupational competency standards, qualifications and assessment guidelines covering most jobs in the economy. The research reported in this paper shows how nationally recognised training in the form of Training Package qualifications has been taken up by Australian employers and has begun to re-shape not only training practices but also broader approaches to human resource management. Many employers are now using the competency standards contained in Training Packages to underpin other human resource management practices such as recruitment and selection, performance management and management development. The use of consistent national standards to underpin these activities has led to better alignment and integration of human resource management in some organisations, as predicted by theories of bundling in the strategic human resource management literature.     

Planning training programmes to support business initiatives: a model for business and training partnership

The ‘Model for Business and Training Partnership’ (MBTP) draws upon insights of HRD and adult education programme-planning scholars, integrating training and development processes with a typical business-planning model. It is a practical, client-focused programme-planning model designed to promote strategic alliances between the HRD practitioner and business manager at all levels and development phases. The model may be utilized on a cross-functional group project for implementation of a customer relationship management (CRM) system or other large system change initiative within a large organization. This model has not been tested empirically.     

Corporate eLearning: Human resource development implications for large and small organizations

Abstract

This paper compares and contrasts the current attitudes towards, awareness of and take-up of eLearning in large and small organizations and outlines the implications for human resource development (HRD) professionals. An in-depth study was conducted in Ireland with a number of large multinational organizations and a number of small and medium-sized enterprises (SMEs) in the engineering, electronics, aerospace, pharmaceutical and medical device sectors. The study focused on awareness, perceptions, technology support infrastructure, current and planned involvement, most frequent and most preferred methods of delivery, benefits, barriers, the motivational factors and overall attitudes to eLearning. The comparison describes a number of similarities and a number of differences both within the large organization sector and within the SME sector and between the two sectors. Finally, the implications for HRD professionals are discussed.     

Arguments for Testing Ethnic Identity and Acculturation as Factors in Risk Judgments

Understanding of risk views in multiethnic societies and in a globalizing world may be enhanced by use of measures of ethnic identity and acculturation. Ethnic identity includes such attributes as positive attitudes about one's ethnic group and a sense of belonging to it, voluntary and frequent association with other ethnic group members, and ethnic practices (preferred music, food, language; attendance at ethnic festivities). Acculturation is absorption of the "host" society's cultural norms, beliefs, attitudes and behavior patterns by immigrants, or by other groups historically excluded from the larger society. Both generic and ethnicity-specific measures of these concepts are available in the literature. This Perspective reviews the literature on risk implications of these concepts, how the nature of these measures presents both opportunities and challenges to risk researchers, and the degree to which ethnic identity and acculturation may be correlated with sociodemographic factors. Conceptual and methodological suggestions are made for risk research using these concepts, and hypotheses are offered about what such research might find.     

Making the case for ongoing and interactive organizational ethics training

This essay discusses the importance of ongoing and interactive ethics training within the scope of human resource development (HRD) practice. Furthermore, the essay adds to the discourse that relates HRD practice and theory involving ethics training.     

When managers become leaders: The role of manager network centralities,social power,and followers' perception of leadership

We explore how formal managers' centralities in both positive and negative networks predict followers' perceptions of their leadership. By incorporating social networks and social ledger theory with implicit leadership theories (ILTs), we hypothesize that formally assigned group leaders (managers) who have more positive advice ties and fewer negative avoidance ties are more likely to be recognized as leaders by their followers. Further, we posit that managers' informal networks bring them greater social power, an important attribute differentiating leaders from non-leaders. We conducted two survey-based studies in student and field teams to test the hypotheses. Based on nested data in both studies, we found support for our hypotheses. These results remain robust across the two studies even though they used different designs (cross-sectional versus longitudinal), different samples (field versus students) across different countries (United States versus India), and a host of control variables at both the leader and follower levels. We find that managers who are central in the advice network are socially powerful and are seen as leaders by individual followers. In contrast, managers who are avoided by followers lack informal social power are not seen as leaders. We conclude by discussing the theoretical and practical implications of our findings and the ways in which our theory and results extend ILTs and social network theory.