Cross-Cultural

Training
Proposal
Assignment Group 4
Welcome to the Team!
CCT Cultural
Programme Specialist
Coordinator (Americas) -
- Aimee Massimo
Orlandini Michini

CCT Cross-
Programme Cultural
Coordinator- Communicat
Jessica Kelly- ions
Noakes Specialist -
Olly Anibaba

CCT Cultural
Programme Specialist
Coordinator- (APJ) –
Yi-Chen Hsu Rahadyan
Raga 2
Agenda
• Introducing Global Connect
• The International Assignment
• The Candidate
• Cultural differences between USA and China
• Seven Dimensions of Culture
• Cultural Challenges
• Ethics
• Training Programme Development
• Classification of Global Assignment
• Determining the Training Needs
• Establishing Goals and Measures of CCT
• Developing and Delivering the CCT Programme
• Evaluating the Training Programme
• Language Training
• Training Schedule
• Training Cost
• Bibliography 3
Introducing Global Connect
Some of the training and development we provide includes:
• Up to date expatriate and repatriate coaching.
• Improved communication in a face to face scenario and through technology.
• Embedding a global mindset to have a competitive advantage.
• Understanding and awareness of cultural differences.
• Appropriate forms of business etiquette.
• Strategies and practices to avoid mistakes and misunderstandings within
team settings.
• Cross Cultural Adjustment.
• Tailored language training.

We offer a number of flexible and multi-faceted learning methods:

• Face-to-face training with a global network of experienced and highly-
skilled cross-cultural trainers
• Virtual training (Online Skype training, webinars, e-support etc..)
• Online learning platform 4
Background
Information

5
The Assignment
● Developing assignee as an
international manager.
● Competition within Beijing is rife
– hence why they are bringing in
Rachel as she has a fresh
perspective.
● Understanding how to embrace
cultural diversity.
● Part of a wider organisational
strategy to increase cultural
awareness within senior leaders.
● 2 year long assignment.

6
The Role

Knowledge
Persuasive
of Chinese
skills
norms

Relationshi
Leadership
p-building
skills
skills

Excellent
Teamworkin
communic
g skills
ation skills

7
Workforce breakdown of the Fusion Beijing Office
Employee nationality
distribution

(n=75)
Employee gender
distribution Employee age range

8
Rachel’s Background
Education:
Graduated from UCLA in 2010 with a masters in Communications Studies.
Major in Media and a minor in Mandarin (roughly 600 hours). On this course she did a 1 year
exchange programme to the UK.

Cultural experience:
She did her study abroad in England because she felt she knew and understood the culture
quite well because of her father. In addition, she could also speak the language. Rachel
would now like to test her strengths in another cultural environment.

Current role:
Creative Director at Fusion - International Marketing Agency (Silicon Valley, California).

Family background:
Rachel is engaged however her fiancé won’t be joining her on the assignment. Her Dad is
English and her Mum is Californian – they are both currently residing in California in the US.

9
Rachel’s Skill Set
Strengths Weaknesses

• Excellent communication and • Leadership

interpersonal skills • Stress management
• Creative • Insufficient cultural awareness and
• Motivated knowledge base
• Organised • Lack of global mindset
• Commercially aware
• Innovative
• Responsible

10
Cultural
Differences
Between the
USA & China

11
Key concepts in Chinese Culture
Gender:
• Glass ceiling - women often can’t reach or don’t get the promotions justified by their knowledge and level of education.
• Traditional Confucian thinking does not acknowledge the notion of gender equality.

Saving and giving face:

• “面子” – Face
• The Chinese always want to save face and never lose it.
• To give face - pay attention to elders and ranking (i.e. government officials)

Greetings:
• Nodding and smiling very common greetings.
• Official business meetings - one will be offered a handshake
• Handshake must be initiated by Chinese counterpart.

Small talk:
(Dig Mandarin, 2018)
• Small talk a great conversation starter that breaks the ice.
12
• Questions - “你吃了吗?” - Nǐ chīle ma? – Have you eaten? /“你去哪儿了？” - Nǐ qù nǎr le? – Where have you been?
Seven dimensions of culture
High Context Versus Low Context Rules Versus Relationships
Giving and saving face Depersonalized Focus individuals & Laws, rules & values
circumstances
Implicit Explicit Take time in building Rationale & logic
relationships

How Far People Get Involved How People Express Emotions

Link between work & Separate work & Positive attitude & Emotions repressed
personal life private life body language
Relationship Goal orientated Focus on employee as Focus on employee as
orientated a person a resource
Avoid turning down Direct and to the point Use emotion to Be aware of peoples
invitations to social communicate your reactions, may be
functions objectives reluctant to show their
true emotions

(Trompenaars and Hampden-Turner 1997) 13

Seven dimensions of culture continued…

How People Manage Time The Individual Versus The Group

Focus on long-term Fast moving market Group orientated Greater autonomy
growth
Emphasis on trust & Emphasis on one’s self
Market stabilization Confliction between harmony & goals
self-interest &
negations

How People View Status

Hierarchy based Performance based
Addressed by title of Leadership flexibility
courtesy
Authority doesn’t Use titles only when
dictate your relevant
performance

(Trompenaars and Hampden-Turner 1997) 14

Cultural Challenges
High Context:
• International manager must be aware of the high level of personal attention given to staff and colleagues.
• Agenda in Decision-making – Chinese extend negations beyond agreed deadline to gain advantage.

Diffuse:
• Preference for establishing strong relationships over terms and conditions prior to closing deal.
• Manager focus on improving employees through personal development.

Particularism:
• Particularism ‘intrinsic’ link to Chinese principles – emphasis on the individuals contribution in achieving economic results.
• Chinese problem-solving - based on seeking patterns and relationships between a problem and context behind it.

Affective:
• Body language and movements – must be constantly aware of impression made.
• Successful managers develop intuition, receptive to learning from patterns, and think and behave differently.
(McKinsey&Company, 2013) 15
Cultural Challenges
Ascription:
• Meeting room entered in hierarchical order – assumption of whoever enters first is head of delegation.
• Titles of Courtesy – addressing people by title then last name.
• New generation (born in 1980s) – No longer accept hierarchy alone in workplace. Demand both purpose and
work-life balance.

Collectivism:
• Greater focus on quality and transparency of leadership – teamwork and communication skills equally valued and encouraged.
• Authoritative leadership still approved by some Chinese employees – challenge of changing mindset from a controlled to a
participatory environment.

Long-term Oriented:
• Workforce seek realistic answers to questions about long-term growth.
• International manager simultaneously displaying a clear strategy and commitment to employees, organization, and China.

(China Business Review, 2013) 16

Ethics
Ren “仁 “ (Benevolence or Humanism) - Translate as “good will” or “goodness” to
other people.

Yi “义” (Righteousness) - Living and behaving in line with the moral principles, rather
than pursuing one’s
self-interest and material gain.

Li “礼” (Appropriate behavior) - Someone’s relationship with parents, husband/wife,

friends, elders and superiors.

Zhi“智” (Wisdom) - Cognitive thinking based on the ability to perceive situations

accurately and make correct judgment.

Xin “信” (Trustworthiness) - Loyalty to moral values, rituals and social rules of
propriety.
(Woods and Lamond 2011) 17
Ethics Challenges
Ren “仁“ (Benevolence or Humanism):
Role of a manager is to maintain harmony and good will throughout the organization.

Yi “义” (Righteousness):
Managers have the tendency to indulge in unethical/criminal behaviour due to weak management and accounting
systems.

Li “礼” (Appropriate behaviour):

Inability to establish a long-term ethical culture leads to confusion and instability amongst managers.

Zhi“智” (Wisdom):
Ethical behaviour ‘linked’ to professional training and development.

Xin “信” (Trustworthiness):

Businesses fail to recruit managers whose values and goals are in line with those of the business.

(Ivey Business Journal 2005) 18

Training
Programme
Development

19
Needs Analysis

Personality Intercultural
Communication Learning Chinese Culture
type indicator competence
style test style test Competence
test self-assessment
Test

Anonymous Personal Visual and Low scoring in Basic cultural

Protagonist communicator kinesthetic indirect signals of understanding
(ENFJ-A) learner communication to underpin the
and dealing with learning
complexity and opportunities of
ambiguity the programme

20
Rachel’s SWOT

Weaknesses
Strengths
Would like to strengthen her leadership
Excellent communication and
skills.
interpersonal skills
Insufficient cultural awareness and
Extremely creative and motivated
knowledge base.
Organised and innovative

SWOT
Analysis
Opportunities Threats
2 year assignment in Beijing No understanding of customs, cultural
Cross-cultural training norms and etiquette in China.
Working with people from a variety of Few international experiences
different backgrounds

21
Training Programme Development Process

Determining Developing and

the training delivering training
needs programme

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Evaluating the
Type of global Establishing
training
assignments the goals and
programme
measures

(Caligiuri and Tarique 2012) 22

Phase 1: Classification of global assignment

• Development/Tactical Assignment -
Rachel is being sent abroad to
develop as an international manager.

• Functional Assignment – Rachel is

being sent on the assignment in
order to bring a fresh perspective
and skill set to the Beijing office.

(Caligiuri and Tarique 2012) 23

Phase 2: Determining the training needs

• The Organisational Level – Understanding the benefits to Fusion by sending a

number of managers on international assignments to ensure their workforce
is more culturally aware and embracing of diversity.

• The Individual Level - Create a programme tailored to Rachel’s needs in

relation to any previous experience and tests carried out. In addition, we will
provide a programme that is tailored to her family needs as well.

• The Assignment Level - Understand the cross-cultural competencies required

to successfully complete the international assignment.

(Caligiuri and Tarique 2012) 24

Normal Manager vs International Manager
Skills of a Manager Skills of an International Manager
• Interpersonal skills A daptability and flexibility
• Creative C ultural sensitivity
• Motivated C uriosity
• Organised E xcellent communication skills
• Commercially aware Language ability-English and foreign languages
• Innovative E mpathy and respect for others
• Responsible Recognition of knowledge and educational gaps
• Forward planning and strategic thinking A bility to lead, yet delegate
• Leadership T act and diplomacy
• Problem solving and decision-making E xperience of having lived and worked abroad

(Ridolfo 2018;Prospects 2018) 25

What makes an effective international manager

• Versatility and ability to operate in a dynamic environment.

• Being capable of striking up and maintaining positive interpersonal
relations.
• Having an international knowledge base in current affairs, politics,
business etiquette, economics etc…
• Cultural sensitivity towards different norms, values, beliefs,
conventions, traditions, taboos etc…
• Operational proficiency in foreign languages and/or the ability to
work effectively with interpreters.
• Ability to use plain English.
• Ability to manage culture shock, as well as culture clash.

26
Phase 3: Establishing goals and measures
Short-term goals
Cognitive (knowledge)
➔ Understanding the purpose of the assignment
➔ Increased knowledge about managing stress when
doing international assignment
➔ Increased awareness about how to interact with
Chinese nationals effectively Long term goals
➢ Successful international assignment and improved rate
Affective (attitude) of cross-cultural adjustment
➔ Development of intercultural empathy ➢ Create specific dimensions based on her job
➔ Build up the self-confidence
➔ Right attitude to face the culture shock
➔ Acquire a high degree of cognitive complexity 

Behavioural change (skills)

➔ intercultural communication skills
➔ negotiating skills
➔ persuasive skills
➔ relationship building skills
➔ business and social etiquette knowledge of China.
27
Phase 4: Developing and Delivering the CCT Programme

Specific instructional content

Pre-departure: general cultural orientation
The importance of international assignments, managing stress and
dealing with culture shock, cultural empathy and cognitive complexity
and self-awareness.
Post-arrival: specific cultural orientation
Cultural norms in China, effective leadership and management in
China, relationship-building, negotiating and influencing, effective
communication, common cultural misunderstandings and repatriation.

28
Phase 4: Developing and Delivering the CCT Programme
Methods to deliver the content:

• Seminars, reading materials, videotapes, discussions and

Didactic culture general training
culture general simulators

• Area studies, videotapes, orientation briefings and case

Didactic culture specific training
studies

Experiential cultural general

• Immersion programmes or intensive workshops
training

Experiential cultural specific • Role-playing, look-see trips, in-country cultural coaching

training and language training

(Gudykunst et al 1996) 29
Phase 4: Developing and Delivering
the CCT Programme
• Methods to deliver the content

• The level of training rigor needed:

• Culture novelty - High

• Degree of interaction with host

nationals - High

• Job novelty - Low

(Black and Mendenhall 1989) 30

Phase 4: Developing and Delivering the CCT Programme

The sequencing of training methods

● Sequential CCT (with language training being delivered throughout the
programme)
Mode of delivery

● Face to face ● Web-based

○ Interviews ○ Skype sessions
○ Discussion groups/role-playing ○ Webinars
○ Language coaching ○ Online learning platform
○ Seminars ○ Multimedia content

31
Phase 5: Evaluating the Training Programme
Goal Evaluation of Goal

Increased understanding of the purpose, value, and benefits of the assignment. Electronic survey

Increased knowledge about managing stress on international assignments. Pencil and paper test scenario test (situational test)

Increased awareness of norms required to effectively interact with Chinese nationals. Pencil and paper test

Development of intercultural empathy. Individual interview

Build up the self-confidence to communicate effectively with other cultures. Group discussion

Acquire the right attitude to deal with culture shock. Individual interview

Acquire a high degree of cognitive complexity  (the ability to hold seemingly opposing ideas in your head and Role play
integrate them into something new).
Develop intercultural communication skills suitable for the Chinese context. Role play/cultural simulator

Develop negotiating skills suitable for the Chinese context. Role play/cultural simulator

Develop relationship building skills suitable for the Chinese context. Role play/cultural simulator

Develop persuasive skills suitable for the Chinese context. Role play/cultural simulator

Develop business and social etiquette knowledge of China. Role play/cultural simulator

Successful international assignment and improved rate of cross-cultural adjustment. Performance appraisal, individual interview &
cross-cultural competence self-assessment 32
Language Training

Most experts estimate that it takes 2,200

hours to learn Mandarin (Lynn Hau 2015).

Due to the nature of Rachel's assignment the language training will focus on the following areas:
• Pitching to new and existing clients in Mandarin
• Creating small talk in order to build relationships
• Industry-specific Mandarin
• Mandarin in Business
• General Mandarin
33
Language Training
Module Week 1 - Review the
“pinyin” (alphabet)
Duration 2 hours + homework
Learning A review of the
objective vocabulary learned before
the language training.
Extensive practice of Pinyin
and tones.
Content Learn a pinyin song and
Delivery create a chart
Outcome Recall her memory of
Mandarin and be able to
pronunciate effectively.
Language Training
Week 3 - Topics and basic Week 5 - Grammar Week 7 - Cultural Week 8 - Speaking Week 10 - Business
vocabulary content language
2 hours + homework 2 hours + homework 2 hours + homework 2 hours + homework 2 hours + homework
To learn the vocabulary of Review & practise To learn useful To learn the tones of To learn basic business
basic topics. previous level grammar. lifestyle phrases and mandarin. language.
To learn how to introduce To learn the basic sentences. Improve intonation through To learn specific language
herself structure of sentences. practising sentence to use while pitching and
To have basic knowledge of patterns. presenting to clients and
small talk vocabulary. Pronunciation practice. colleagues.
Watching the news or Face to face coaching Role Play, watching Oral practice, face to face Role play and flashcards
videos, making flashcards and written exercises films/programmes/vi coaching and
and dictation deos. dictation
To have a basic To gain an To have an archive of To be able to effectively To learn essential
understanding of key words. understanding of how essential phrases to communicate with Chinese vocabulary to be able to
to structure sentences use in daily life. nationals. conduct
and punctuation. business professionally
within a Chinese
environment.
34
Training Schedule
General cultural orientation (pre-departure) – 1 month
Module Week 1 - The importance of Week 2 - Managing stress and Week 3 - Building intercultural empathy Week 4 - Self-awareness
international assignment dealing with culture shock on and dealing with cognitive complexity
international assignments
Duration 60 mins + 2 hours (est.) of 60 mins + 2 hours (est.) of 60 mins + 2 hours (est.) of homework 60 mins + 2 hours (est.) of homework
homework homework

Learning To understand the benefits of
Objectives international assignments to her
skills and competencies.
To appreciate how globalisation has
impacted international business.
To understand the implications of
the culture iceberg.
To know how cultural shock affects
the emotions.
To explore the culture-shock U-
curve.
To learn methods of adapting to new
environments.
Gain the skills to deal with complex tasks
and balance the varying needs of
cultures.
To understand Trevisani’s 4 levels of
intercultural empathy model.
To recognize ineffective responses to
cultural differences.
Awareness of the cultural nature of
expatriate’s own cognitions, particularly
of the various slight ways in which their
own cultural background will influence
their interaction with host-country
nationals.

Content Seminar Seminar Immersion workshop Case-study

Delivery Case-study Reading materials Group discussion

Outcome Increased understanding of the Understand and learn how to Expatriates will acquire a more open- Manager will have an awareness of the
purpose, value, and benefits of the manage stress effectively and build minded attitude towards communicating way that other cultures might perceive
assignment. awareness of culture shock. with individuals from other cultures. In what they say and do.
addition, they will be able to cope with
and balance the varying needs of
35
different cultures.
Training Schedule (cont…)
Module Week 5 - Norms within Chinese
culture
Duration 60 mins + 2 hours (est.) of homework
Learning To understand the concepts of ‘saving
Objectives face’ and ‘giving face’.
To gain knowledge of norms within the
general cultural context and business
context.
Content Online platform (video and reading
Delivery materials)
Outcome Manager will have acute knowledge of
how to avoid strong, negative
statements as well as an awareness of
greeting procedures, including
addressing individuals by their
appropriate title of courtesy. They will
also have a strong awareness of what
Chinese people will expect of them in
the social and business scenario.
Specific cultural orientation (post-arrival) – 2 months
Week 6 - Effective leadership &
management
60 mins + 2 hours (est.) of homework
To understand that leadership is a
contact sport based on devoting
attention to employees.
To appreciate the importance of
socialising with employees.
To understand what leadership style is
most effective with Chinese
employees.
Case-study
Role-play
Manager will pay more personal
attention to staff and colleagues.
Manager will also be able to adopt an
effective leadership approach with
Chinese colleagues.
Manager will be aware of the
expectations of Chinese subordinates.
Week 7 - Building relationships in
China (Guanxi)
60 mins + 2 hours (est.) of homework
To understand the significance of
building close relations.
To explore different methods of
effectively building relationships in
China.
To understand the importance of
social networks (Guanxi).
Case-study
Role-play
Manager will be aware of the business
mentality, one of a preference for
establishing a strong relationship and
will appreciate the importance of
small talk.
Manager will understand how they can
build strong relationships with clients
and colleagues.
Week 8 - Business in China
60 mins + 2 hours (est.) of homework
To understand the business and
management culture in China and the
wider implications of one’s behaviour.
To gain knowledge of Chinese business
trends and history.
Online platform (video and reading
materials)
Manager will implement appropriate
business etiquette. This includes,
sufficient preparation for meetings,
the art of conversation (do’s and
don’ts), dining protocols, dress codes
and business cards.
In addition, they will gain essential
commercial knowledge and trends to
be able to operate effectively.
36
Training Schedule (cont…)
Module Week 9 - Effective negotiating and
influencing
Duration 60 mins + 2 hours (est.) of
homework
Learning Objectives To understand how to meet
expectations during pitches.
To learn different Chinese
negotiating styles.
To explore the different
key expectations of Chinese clients
when it comes to pitching.
Content Delivery Case-study
Role-play
Outcome Manager will have the skills,
competencies and knowledge to
negotiate and pitch effectively in
the Chinese context.
Specific cultural orientation (post-arrival) – 2 months
Week 10 - Effective communication
60 mins + 2 hours (est.) of
homework
To understand the subtle nuances
of non-verbal and verbal
communication.
Case-study and online platform
(video and reading materials)
Manager will have the
understanding and competencies to
be able to communicate effectively
with Chinese counter-parts.
Week 11 - Common cultural
misunderstandings
60 mins + 2 hours (est.) of
homework
To understand the correct protocol
for a variety of social and business
scenarios.
Case-study and online platform
(video and reading materials)
Manager will understand the
correct protocols for different social
and business situations and will
appreciate how different actions
might be construed in the Chinese
context.
Repatriation (2 weeks prior to
returning home)
60 mins + 2 hours (est.) of
homework
To gain knowledge of common
issues in relation to repatriation.
To understand ‘reverse culture
shock’.
To understand their expectations
upon repatriation.
Webinar and group discussion
Managers will be able to effectively
handle their emotional response to
the change in lifestyle.
37
Cost of Training

Training duration: 3 months + repatriation training

Resources offered within training:
•Face-to-face (language teacher / intercultural consultant and
trainer/ communication consultant and trainer)
•Online platform and resources (tests / evaluation / videos)
•Virtual lessons (webinars, Skype sessions etc..)

Total cost : £7,500

38
Thank You For
Listening!
Any Questions?
Aimee Orlandini
+1 23 987 6554
aimee@globalconnect.com
www.globalconnect.com
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