GLOBAL People Management and Development Professor H. Michael Boyd, Ph.D

GLOBAL People Management and

Development

Professor H. Michael Boyd, Ph.D.


Marquardt, Michael J and Engel, Dean W., Global Human Resource Development,(Prentice Hall, 1993) –ISBN –-0-13-357930-1

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Globalization:Globalization:

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Global Vision Local (culturally specific) Action

Global Integration

Local Differentiation


A global economy demands business competition that differs from domestic competition.

It requires some different management factors

New management competencies are required.

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What are some of the aspects of globalization?

Telecommunications (fiber optics, satellite, internet,..)

Free trade

Global energy market

Global finance

Global transportation

Global workforce and Global Work– McDonald’s; Wal-Mart; Diagio; AHold……..

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Perhaps the most critical element of management success

is the development of people

HRD is the integrated use of:HRD is the integrated use of:

Training and Development

Organization Development

Career Development

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Professor H. Michael Boyd, Ph.D. 7


Management Foundations for Being Global

Training and development. This area focuses on identifying, assuring, and helping develop, through planned learning, the key competencies that enable individuals to perform current or future jobs. Training and development's primary emphasis is on individuals in their work roles. The primary training and development intervention is planned individual learning, whether accomplished through training, on-the-job leaning. coaching, or other means of individual learning.

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Organization Development. This area focuses on assuring healthy inter- and intra- unit relationships and helping groups initiate and manage change. Its primary emphasis is on relationships and processes between and among individuals and groups. Its primary intervention is influence on the relationship of individuals and groups to effect impact on the organization as a system.

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Career Development. This area focuses on assuring an alignment of individual career planning and organizational career management processes to achieve an optimal match of individual and organizational needs. Its primary emphasis is on the person as an individual who performs and shapes his or her various work roles. Its major interventions are influence on self-knowledge and on processes that affect individuals' and organizations' abilities to create optimal matches of people and work.

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Management Competencies

Technical Competencies

Business Competencies

Interpersonal Competencies

Intellectual Competencies

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Technical Competencies1. Understanding Adult learning

2. Enabling employee Career development

3. Competency identification skill

4. Computer competence

5. Electronic systems—computer teleconferencing, etc.

6. Handling logistics

7. Setting objectives

8. Performance observation

9. Content competence

10. Training and development analysis

11. Research skill

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Business Competencies1. Business work and economics

2. Cost-benefit analysis

3. Delegation

4. Industry or sector understanding

5. Organizational behavior

6. Organization development and change

7. Organizational systems

8. Project management

9. Records management

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Interpersonal Competencies1. Coaching skills

2. Giving Feedback

3. Group process management

4. Negotiation

5. Presentation

6. Questioning

7. Relationship development

8. Writing - communicating

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Intellectual Competencies1. Data synthesis and analysis

2. Information search

3. Intellectual versatility

4. Model building

5. Observation

6. Self-knowledge

7. Visioning

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GLOBAL HUMAN DEVELOPMENT : HOW IT DIFFERS FROM DOMESTIC

Global Development takes place across more than one culture or nation and may occur on an international (between nations), multinational (many nations), and regional (i.e., European, Pacific Rim, Latin America, etc.) scale.

Although global development involves the same practice areas (training and development, organization development, and career development), roles, functions, and activities of domestic development, it is shaped by factors that differentiate and distinguish it from domestic development.(The terms global and international, although carrying distinct connotations, are generally used interchangeably when referring to development.)

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Contrasting Global development with Domestic development

There are ten factors that differentiate global development from domestic development and make global development much more complex and challenging:

1. Trainees.

2. Culture.

3. Administration.

4. Learning Styles.

5. Physical and Financial Resources.

6. Environment.

7. Distance.

8. Roles of Trainers.

9. Language.

10.Co-development Practitioners.

Professor H. Michael Boyd, Ph.D. 18


factors that differentiate global from domestic development1. Trainees. In global development, the composition of the trainees may include one or more of the

following categories:

(a) Local/host country nationals (IHCNs); e.g., Australians if you are training in Australia

(b) Expatriates/parent country nationals (PCNs); e.g., Americans who are also among the trainees in Australia

(c) Third country nationals (TCNs); e.g., Japanese who are among the trainees in Australia

For example: Global development trainees in the United States can also include any or all of the above categories of trainees. (the Training Director of Subaru-Isuzu in Indiana trains Americans of various cultural groups as well as Japanese and, occasionally, Europeans.)

2. Culture. Because the trainer(s) and trainees come from different cultures, an overriding dynamic of culture impacts every aspect of global development. Culture, briefly defined, is comprised of the values and practices of a group of people. There may be several cultures within one nation; for example, the United States has numerous cultural groups. On the other hand, one culture may dominate over many national borders (Hispanic. Arab, Indian, Chinese). Global development may be intercultural (interaction between two or

more cultures within or outside a nation), cross cultural (crossing cultures and national borders), and/or multicultural (involving many cultures in the development activity).

3. Administration. The coordination and management of global development programs involves numerous administrative issues such as transportation, relocation, cultural orientation, language translation, host government relations, housing, facilities, and support services.

4. Learning Styles. The trainees will, in most cases, have developed a different learning approach from that of the trainer. Many learn in a team environment. This teaming style is based upon their educational system at the formal and non-formal levels, the cultural influences on learning, and their reasons for, and expectations in, learning. For example, they may be accustomed to a philosophical, didactic, deductive, collaborative, rote style while your approach as a learner has been practical, individualized, inductive, and questioning.


5. Physical and Financial Resources. The resources available to the global development practitioner may vary from luxurious, large facilities equipped with the best learning technologies to an outdoor classroom with no flipcharts and handouts which could not be read anyway by the illiterate trainees. In situations where there is equipment, it may no longer function or require parts that are not obtainable or affordable. Trainees may be seated at executive tables, crowded in child-sized desks, or seated on the floor. Typewriters and photocopiers may not be available, even though promised.

6. Environment. The training may take place in a country whose government may be democratic or totalitarian, military or civilian-controlled. The economy may be booming or experiencing negative growth. Labor may be well trained and paid above U.S. wage levels or paid less than $1/day. Terrorism and kidnapping may be a risk for the global development practitioner. There may be very little private enterprise, or industry may be concentrated in one sector such as mining (Zambia). The society may be highly agricultural (Nepal) or totally urban (Hong Kong, Singapore). Crime may be a serious concern, and bribery may be necessary for government approvals. The people may be of numerous nationalities and very cosmopolitan or isolated and suspicious of outsiders. The weather may be extremely hot and humid or frigid and cold.

7. Distance. The fact that the global development practitioner may be thousands of miles away from his or her headquarters and cultural base adds a significant number of challenges. Communications to and from supervisors, peers, subordinates, colleagues, and vendors are of less frequency and quality. Supplies, equipment, materials, and even co-trainers may arrive late, or not at all. The support of family and friends, recreational opportunities, time and place to spend alone may all be absent. Distance also hinders and delays information, decisions, and resources. It may also lessen (or increase) the level of interest and commitment on the part of senior organizational staff regarding your work and your career.

8. Roles of Trainers. The roles and expectations of trainers in the United States are significantly different from those of trainers in most other cultures where the teacher/trainer is placed on a pedestal because of various cultural factors and customs (the writings of Muhammad and Confucius, few who are highly educated or have degrees, etc.). All trainers are expected to act and behave in an expert, disciplined, ethical, authoritative way.

There are usually different expectations of the U.S. trainer; an American will be perceived as very individualistic, friendly but superficial, hardworking but selfish, honest but not very religious. The expectation of an American woman might be that of one possessing professional skills but probably lacking in morality.

factors that differentiate global from domestic development


9. Language. Language may be a factor in global development in at least three situations:

(a) The development practitioner's language may be a nonnative language for trainees, co-trainers, and/or administrative staff in the country and at corporate headquarters.

(b) The development practitioner may communicate in a second language that is the native language of some or all of the other parties.

(c) The development practitioner and the other parties may all communicate in a non-native language that is more or less understood by everyone. For example, a native English-speaking trainer working in French West African countries might train in French, which would be the second (or third or fourth) language of the trainees.

In any case, using a second language presents many difficulties to the development practitioner:

• Levels of fluency and comfort will affect interaction and tend to make it stiff and unnatural.

• Translation, if used, slows the process and the spontaneity of the learning.

• Certain words, meanings, connotations, and even feelings cannot be conveyed across languages.

10. Co-development Practitioners. The global trainer generally works with development staff from local or third-country cultures in the design, delivery, and/or administration of development activities. These co-workers will probably think differently, operate differently, and have different directives from their superiors. For example, they may believe that training should consist primarily of lectures, that more time should be set aside for religious ceremonies or official functions, that theory is more important than practice, that women should be separated from men, or that the foreign trainers should stay in the background.

Since each of these ten factors introduces significant difficulties and complexities into the practice of global development, being successful in domestic development does not necessarily guarantee success in global development activities.

factors that differentiate global from domestic development


ORGANIZATIONAL APPROACHES FOR DELIVERING GLOBAL development PROGRAMS

1 CentralizedMany companies take a centralized approach to development programs, sending headquarters trainers around the world to deliver the training, although the training is adapted as much as possible to each locale.

2 DecentralizedThe other approach is to have training developed and delivered regionally and/or locally.

Documents

GLOBAL People Management and Development Professor H. Michael Boyd, Ph.D