2. “The manager who knows only his or her own country is doomed to become obsolete. Most organisations can no longer afford to employ culturally myopic managers” Source :Harris and Moran cited by Cultural Savvy 2011 “The manager who knows only his or her own country is doomed to become obsolete. Most organisations can no longer afford to employ culturally myopic managers” Source :Harris and Moran cited by Cultural Savvy 2011

3. Founded in 1990, with 160 employees We are the largest team in industry, specialising on managing multinational challenges We assist both the private and public sector and hold a large portfolio of MNCs We offer a wide scope of tailored packages to suit individual client needs. We are an integral part of learning and development for many global clients Business Strategy & Development Managers Liz Cherry, MBA and Dr. Lisa Skipton Cross Cultural Analysis Consultants – Anna Gorak Psy.D and Helen Kellaway Ph.D Cross-Cultural Training Programme Managers - George Ritchie MSc and Chris Davis PhD Meet The Team

4. We will always: Gain an understanding of your key business drivers Grasp your strategic objectives and the challenges they bring Understand the current skills, knowledge and attitude of your organisation at all levels We will always: Gain an understanding of your key business drivers Grasp your strategic objectives and the challenges they bring Understand the current skills, knowledge and attitude of your organisation at all levels Our promise

6. Ashurst: Developing Employees for International Success “IBCT’s training was particularly interactive and provided our teams with an insight into cultural differences and how to” maximise cross-cultural relationships.” Shearman & Sterling: Working successfully across cultures “The Japanese briefing delivered to De Beers personnel provided not only an invaluable insight into working effectively with our Japanese counterparts but also an understanding of Japanese society & values – key to the success of our new operations in Japan” We loved the fact that all courses follow careful discussion with each individual about their level of language ability and experience of a country & are perfectly tailored to ensure each trainee really does get the most from the training offered. “ De Beers: Working successfully with the Japanese Communicaid.com, 2007

7. Guangzhou, China brief facts An introduction to cross-culture studies Theoretical comparisons between Germany and China. Business practice differences between Germany and China Female managers in Germany and China. Top 10 challenges Sophia may face. Our bespoke training plan. Our methods and training schedule. Conclusion - the benefits of our training to be gained by Sophia.

9. General information Guangzhou -CHINA General information Guangzhou -CHINA Official LanguageCantonese Population5,162,000 GovernmentCommunistic China’s overall economy2 nd largest in world; enjoying 9.7% growth CurrencyYuan ReligionMulti-religious: Buddhism, Taoism, Islam, Catholicism, Protestantism, Christianity, Confucianism Time zoneGMT/UTC + 08:00 hour ClimateSub- tropical Adapted from: Wu et al, 2010; Miller et al, 2010; Reuters, 2011

10. Hofstede: culture is the “software of the mind ” Hofstede: culture is the “software of the mind ” Source: Hofstede, and Hofstede, 2005:3

11. GermanyChina Hofstede, 2011 Small Power Distance Large Power Distance Individualist Collectivist High Uncertainty Avoidance Medium-term Orientation Long-term Orientation Adapted from:Eurochambres Academy, 2011; French, 2010; Hofstede and Hofsetede, 2005; Hofstede itim 2011; Kohun et al, 2007, Luthans and Doh, 2009. Low Uncertainty Avoidance

12. Trompenaars Edward Hall Adapted from: Broda, 2011: Forbes, 2011; Geng, 2010; Hutchings, 2004; Gesteland, 2005.Hutchings et al, 2004; International Business Culture; 2011 Luthans, F., and Doh, J., 2009; Medlock Method, 2011

14. Business Practice Differences GERMANYCHINA Efficiency, rules & proceduresRelationships: guan xi ContractTrust Punctuality expectedValued by modern China, not old Gift giving not expectedGift giving can win contracts Hierarchy: respect for positionHierarchy: respect for elders Individuals working within teamTeamwork Low level corruptionStill high levels of corruption Few ritualsMany rituals, e.g. Business cards Problems: tackled directlyProblems: avoided, ”face saving” Adapted from: Gibson, 2009; Kwintessential, 2011; Lau, 2007; Selmer, 2005; Wang, 2011

15. Glass ceiling: societal influence Glass ceiling: female modesty Wide pay gapNarrow pay gap Weak childcare supportStrong family childcare support Women behave like menWomen behave like women Constant need to prove herselfEasier once gains trust

16. 1.Things are done slowly. They may deliberately test your patience. 2. Relationships are more significant than contracts. 3.Saving face” is considered superior to truth. 4.Group harmony is valued more than individual progress. 5.Initiative is rarely shown by subordinates. 6.Communication is high context –“yes” often means “no.” 7.Chinese do not trust those outside of their “in-groups” 8. Guan xi often requires obligation and favours. 9.Respect to elders is given over younger, more senior mangers. 10.There is little distinction between work and social relationships.. Source: Bing 2011; Burke, ; Castle, 2008; Chen and Partington, 2003; Crystal et al, 2007; Dereksy, 2011; Hodgetts et al, 2006; Kwintessential, 2011; Sartor, 2007; WorldBusinessCulture.com, 2011

17. “ Estimated cost of a three Year assignment can cost well over $1 million.” Clear Water Training, 2010. “Using IBCT mean we were able to make our manager’s moves easier, especially they focus on cultural influences in host countries – vital for our business. Thank you, IBCT!” Marriott Hotels, 2011 “We couldn’t afford to go with any other cross-cultural training firm in fear of damage to our company's Global image.” HSBC Bank plc, 2011. “A little cultural knowledge goes a long way” - IBTC, 1990

18. TIME-LINE OF A PREVIOUS SUCCESSFUL EXPATRIATE

19. PHASE 1 ASSESS TYPE OF GLOBAL ASSIGNMENT PHASE 2 DETERMINING TRAINING NEEDS PHASE 3 ESTABLISHING GOALS AND MEASURES PHASE 4 DEVELOPING AND DELIVERING THE TRAINING PROGRAMME PHASE 5 EVALUATING THE TRAINING PROGRAMME Source: Harzing & Ruysseveldt, 2004: 286; Caligiuri and Tarique, 2005; Caligiuri et al, 2009 Technical Functional Developmental Strategic Short term Long term Organisational analysis Expatriate analysis Assignment analysis Instructional content Instructional methods Sequence of training sessions Short term goals Long term goals

20. OVERVIEW OF THE ASSIGNMENT Speedline Ltd along with its subsidiaries, is engaged in providing the design, production and supply of high-tech electronic equipment for the computer technology industry. Speedline are currently looking to send a female manager, Sophia Schmidt, to its subsidiary in China, in order to train a team of ten employees as part of a strategic development plan. The training is designed to prepare the strategic development team for developments due to take place within Speedline. It is also going to give the team a full and deep understanding of the business model, strategies, values and beliefs, customs and cultures. One manager has been selected, due to the particular skills-set, commitment and dedication to the company. The two year secondment will allow the chosen manager to develop further in cross-cultural negotiations. SOPHIA SCHMIDT STRATEGIC BUSINESS DEVELOPMENT MANAGER Sophia joined Speedline Ltd four years ago as an Operations Manager but rapidly made her way up to the position she now holds, Strategic Business Development Manager. Sophia has demonstrated her ability to lead diverse teams of professionals in a variety of highly competitive, cutting edge and fast paced markets and environments. The following qualities will assist her success in this two year placement: Strong Technical and Business Qualifications Hands on experience in strategic planning Ability to develop, enhance, increase revenues and improve customer service

21. Meet with senior management to discuss aims and objectives of assignment to confirm type Driving Speedline business into new Chinese territory. Ensuring local staff are aware of and have knowledge of Speedline’s corporate culture and “brand equity” Creating new strategic alliances with third party companies in China. Assignment type : STRATEGIC Caligiuri, and Tarique, 2005

22. 1. Organisational Level: Full audit on culture, strategy and structure in UK HQ and Chinese subsidiary Evaluating UK & Chinese local staff skills match. Test staff brand awareness. 2. Assignment level: Full job audit to establish duties and the level of cross-cultural skills required to carry out the job effectively. Source: Johnson 1992 as cited by Seel, 2000; Johnson, 2000, p. ; Harzing & Ruysseveldt, 2004 Gerry Johnson 1992

23. Our 6 step method 1.Psychometric tests and self-evaluation assessment 2.Session with a trained counsellor to check motivations 3.On-line cross-culture skills set test 4.“Chinese Culture Awareness Test” 5.Language tests in English and Chinese 6.Expatriation workshop to prepare for next stage Our 6 step method 1.Psychometric tests and self-evaluation assessment 2.Session with a trained counsellor to check motivations 3.On-line cross-culture skills set test 4.“Chinese Culture Awareness Test” 5.Language tests in English and Chinese 6.Expatriation workshop to prepare for next stage Source: Harzing & Ruysseveldt, 2004: 286; Caligiuri and Tarique, 2005; Caligiuri et al, 2009 Personality Readiness Family considerations Suitability & adaptability Communication style Previous cross-cultural cultural experience Language skills

24. Short term Accomplishments at end of CCT programme Improved understanding of international assignments Improved understanding of Chinese culture Successful co-operation with Chinese colleagues Project targets met, e.g. sales targets, production targets Understanding of the need for anticipatory adjustment Longer term For Speedline Completion of Speedline’s strategic implementation in China Acceptance and adoption by Chinese staff of Speedline’s global mindset Chinese staff performance increasing Chinese market share. Speedline’s confidence in future assignments. For Sophia Personal satisfaction Personal betterment Increased confidence Measurement Methods Personal Tutoring Online tests In person interviews/ Phone interviews Performance appraisal Company performance Adapted from: Caligiuri, and Tarique, 2005; Ghauari, 2010.

25. COGNITIVE GOALS How quickly and easily Sophia absorbs the Chinese culture AFFECTIVE GOALS How the Chinese culture is affecting Sophia. How is she managing ‘culture shock?’ BEHAVIOUR GOALS How is Sophia adapting her behaviour /building relationships? Adapted from: Caligiuri, and Tarique, 2005

26. Longer- term Goals Continual improvement plan Repatriation planning Set the standard for future assignments Handling of reverse culture shock Assignment hand-over after 2 years Brewster, C., Sparrow, P. and Vernon, G., 2007.

27. General training on living & working abroad - lectures, seminars, reading material, videos, on-line training. Specific training about living & working in China - lectures, orientation briefings, case studies. Didactic culture (cultural information for Sophia) General training on cultural differences in general - workshops and immersion programs. Specific training on Chinese culture - through role-playing, Chinese cultural training and language training. Experiential culture (cultural impact on Sophia) Pre-UK Departure & in China In China & sequential Adapted from:Harzing & Ruysseveldt, 2004: 286; Caligiuri and Tarique, 2005; Caligiuri et al, 2009

28. Didactic culture- specific training Area orientation briefing Language training Culture-specific assimilator Culture-specific Reading Lectures about: Women Expats in China factual information about China, its geography, climate, law and customs Group Behaviour in China Understanding Chinese Culture & Confucianism Delivered through: workbooks online tutorials sessions with the teachers role playing sessions as a part of experiential type of language training. Delivered through Series of episodes of Chinese culture behaviours identifying and discussing the correct interpretation of interactions in episodes. also available in form of CDs and workbooks for self study. Delivered through provided by IBCT Chinese-specific books. Adapted from: Stahl and Bjorkman, 2006

29. Experiential culture-specific training Bicultural communicatio n workshops Culture- specific simulation games Case studiesCritical incidents exercises Culture- specific role play Delivered through: series of tasks that involve interacting with members of Chinese culture working in small groups and completing tasks together Delivered through: Concrete, intense & social activities to make emotions play a role in the growth. Interactions with Chinese are nil. Also as a part of our pre- departure training Delivered through: Series of case studies where expatriate analyse the problems and determine possible solutions. Also as a part of our pre- departure training Delivered through: tasks where participants make decisions based on provided descriptions of incidents Also as a part of our pre-departure training Delivered through: series of scenarios where participants from both cultures have particular roles to play. Adapted fron:Stahl and Bjorkman, 2006

30. Our “Women Expats in China” workshop Adapted from: Vance and Yongsun., 2006

31. Short term goal evaluation Short term goal evaluation Long term goal evaluation Cognitive goals On-line & written tests On Sophia’s cultural awareness Behavioural goals Role-plays for communication skills & adjusted behaviour Affective goals Interviews to Check how Chinese culture affected Her emotions What shall we keep? How effective was it for all parties? What shall we change? How successful was Sophia’s repatriation? Adapted from: Caligiuri and Tarique, 2005; Caligiuri et al, 2009

32. Successful International Manager Increased motivation Self awareness Confidence building Relationship Building Building trust and understanding Adopting creative strategies Increased people skills Developed communication skills Overcome cultural challenges Adapted from: Caligiuri and Tarique, 2005; Caligiuri et al, 2009

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