As it becomes more and more vital to stay competitive, not only in the local but international market, companies tend to send professionals more frequently abroad. These professionals ought to satisfy the demand in managerial or administrative assistance in cross-company projects, safeguard a uniform company policy within lately founded subsidies or ensure a more fluid information flow in international mergers or acquisitions. Sending a professional abroad is always costly and risky for a company. Hence, the selection of a future expatriate needs to be based on distinct criteria and a sensible preparation is to be worked out on time.
The principal aim of this assignment is to work out an overview and an assessment of feasible methods of preparing a professional for an extended business stay abroad with regard to intercultural aspects. First, I give a definition of the term `extended business stay´ which leads to a general description of required preconditions. Then I briefly focus on the phases one generally passes through during such a stay. Second, I work out a detailed description of feasible preparation methods and assess whether these are sufficiently applicable during these phases. Third, in the concluding section, I review my findings.
Table of Contents
1 Introduction
1.1 Definition of the term `extended business stay` in a foreign country
1.2 Aims, qualifications and personal traits of an expatriate
2 Preparation methods overview
2.1 Cultural training methods during the preparation phase
2.1.1 Culture-general training
2.1.2 Evaluation of culture-general training
2.1.3 Culture-specific training
2.1.4 Evaluation of culture-specific training
2.2 Guidance during the culture-shock and adjustment phase
2.2.1 Evaluation of guidance during the culture-shock and adjustment phase
2.3 Guidance during the re-entry phase
2.3.1 Evaluation of guidance during the re-entry phase
3 Conclusion
Research Objectives and Focus Areas
The primary objective of this assignment is to provide a comprehensive overview and evaluation of feasible methods for preparing professionals for extended business stays abroad, focusing specifically on intercultural aspects and the professional's adjustment throughout the different phases of their assignment.
- Analysis of essential expatriate qualifications and personal traits.
- Evaluation of culture-general and culture-specific training methodologies.
- Assessment of support mechanisms during the culture-shock and adjustment phases.
- Examination of guidance strategies and challenges during the re-entry phase.
Excerpt from the Book
2.1.1 Culture-general training
Didactic cultural-general training is a rather theoretical preparation method with no or little reference to a particular country. It mainly comprises cultural self-awareness training, which often starts by introducing the cultural dimensions theory by the social psychologist Geert Hofstede. The original model comprises five variables (power distance, uncertainty avoidance, individualism-collectivism, masculinity-femininity and long term orientation-short term orientation) that define a country’s cultural orientation. By rating each variable’s level allegedly occurring in a country, a cultural proximity can be assessed. Didactic lectures on the psychological reactions occurring during the adjustment stage are very likely another part of culture-general training sessions.
The so-called culture-shock model by Oberg (1960) and Gallahorn and Gallerhorn (1963) define these adjustment stages as follows: “1. Honeymoon stage: characterized by fascination and enthusiasm, friendly but superficial relations with the locals. 2. Crisis: culture-shock – differences in language, values, etc. lead to feelings of loss, rejection, frustration, anxiety or anger. 3. Recovery: the crisis is gradually resolved as the expatriate starts to learn the language and culture if the host country. 4. Adjustment: the expatriate accepts cultural differences and even comes to appreciate them, although there may still be occasional instances of anxiety.” These stages are more or less distinct and subject to the local and host company’s conditions as well as the expatriate’s age, gender, previous experiences abroad and personal attitudes towards the current stay.
Summary of Chapters
1 Introduction: This chapter defines the scope of an extended business stay and establishes the essential qualifications and personal traits required for a successful international assignment.
2 Preparation methods overview: This section details various training methodologies, including culture-general and culture-specific approaches, and evaluates their effectiveness during the preparation, adjustment, and re-entry phases.
3 Conclusion: The final chapter synthesizes the findings, emphasizing that a combination of theoretical and interactive training, supported by employer commitment, is vital for long-term expatriate success.
Keywords
Extended business stay, Expatriate, Intercultural competence, Culture-general training, Culture-specific training, Culture-shock, Adjustment phase, Re-entry phase, Cultural dimensions theory, Human Resource Management, Cross-cultural workshops, Mentoring, Social support, Repatriation, Organizational commitment.
Frequently Asked Questions
What is the core focus of this assignment?
The assignment investigates the methods used to prepare and support professionals during long-term international work assignments, specifically addressing the challenges of intercultural adaptation.
What are the primary themes discussed?
The central themes include the definition of expatriate assignments, the categorization of cultural training methods, psychological adjustment processes, and the support required during the eventual return home.
What is the main goal of the research?
The goal is to provide an overview and critical assessment of how companies can effectively prepare employees for foreign business environments to minimize risks like premature return.
Which scientific methods are utilized?
The author uses a literature-based review and theoretical evaluation of standard intercultural preparation models and psychological theories regarding cultural adjustment.
What topics are covered in the main body?
The main body treats the distinction between culture-general and culture-specific training, the phases of culture shock, and the importance of guidance during both the assignment and the subsequent repatriation.
What are the characterizing keywords of the work?
Key terms include Intercultural competence, Culture-shock, Expatriate, Re-entry, and Preparation methods.
How does the author define the "culture-shock" model?
The author references the model by Oberg, Gallahorn, and Gallerhorn, which outlines four distinct stages: Honeymoon, Crisis, Recovery, and Adjustment.
Why is the "re-entry phase" considered critical in this paper?
The re-entry phase is critical because many repatriates face disillusionment and high job-turnover rates if their newly acquired cross-cultural competencies are not valued or utilized by the parent company.
What role does mentoring play in an international stay?
Mentoring provides functional instruction and personal support, acting as a link between the newcomer and the firm’s corporate identity to help mitigate initial cultural conflicts.
- Quote paper
- Sabine Lavid (Author), 2015, Preparing an extended business stay abroad, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/355898
