Summary of Tarique and Caligiuris 5 Phase Approach
In layman terms (my own words) from the following article:
Caligiuri, P., and Tarique, I., 2005. International Assignment Selection and CrossCultural Training and Development. Available from:
http://www.chrs.rutgers.edu/pub_documents/Caligiuri%20%26%20Tarique%20Chapt
er%20-%20Stahl%20and%20Bjorkman%20Book.pdf
[Accessed 12 April 2011].
Tarique and Cailgiuris suggest there are 5 phases to managing international
assignments:
1. Establish the type of international assignment requiring cross cultural training.
2. Specify the exact cross-cultural training needs from 3 perspectives: the
company; the assignment and the individual.
3. Set training goals and decide how the training effectiveness will be measured.
4. Devise and deliver the training program.
5. Post-analysis assessment of how affective the training was.
1. Type of assignment
We have agreed this is a strategic assignment. GEORGE
2. Cross-cultural training should address 3 things:
a. The organisation’s training needs ON SLIDE, BUT MIGHT NOT
MENTION

How can our training help the HQ of Speedline Ltd and its subsidiaries to
assist with the corporate’s strategy.

Aide with corporate global consistency. Culture is one of the biggest
influences in human behaviour. We could offer training advice on a similar
basis to how a marketing company would offer marketing advice - companies
can choose to standardise around the world or adapt to cultures or regions
and local perceptions. There are benefits of standardisation as it can keep
costs low and strengthen a brand’s identity however, most nations have their
own culture, customs and attitudes which can be difficult to capture in one
single plan. The middle ground is adaptation which I suggest is best for
Speedline Ltd, where the overall message is the same but modifications are
made for local areas.
b. Sophia Smidtz’s training needs CHRIS

Establish her individual needs -

Prior experience of overseas work?

It is also argued that individual personality plays a huge role. Confidence is
vital and the more someone interacts, the more they will learn and benefit
from. What is her personality like? Is she naturally outgoing?

How competent she is on regarding cross-culture differences and fusions. Is
she a “third country kid”, who has grown up in different countries, for
example?

Her perception of what the training programme is designed to deliver.

Her family needs
1. Self learning assessments – online personality tests
2. Tutor ,one to one assessments
3. Time set aside with Sophia to establish what she wants, hopes and
expects to receive from this training plan.
4. Time spent establishing Sophia’s family commitments, expectations etc.
5. ECCT
6. 24 hour global telephone helpline
c. The assignment training needs ON SLIDE BUT MIGHT NOT
MENTION

Identifying the main duties and responsibilities of the assignment and what
cross cultural skills are required to ensure it is effective.
3. Goal setting - short and long term - seed to be SMART

Short-term goals in 3 areas and will vary from assignment to assignment.
Behaviour
Cognitive
goals
goals
Affective
goals
George / Chris looking at cognitive goals – How Sophia is learning and
absorbing the new culture etc. - assisting Sophia in understanding the importance of
cultural requirements in China in both business and social arenas.

Chinese consultant can do an immediate training welcome – 1 week long,
office based with online supplementary material.

Videos, ECCT, forums

Peer assessment? Boss opinion/appraisal – ideally Westerners

Work buddy and social buddy

Networking “guan xi” exposure, experiences

Has she found it easy socially?
LISA looking at affective goals – How Sophia is being affected - helping Sophia to
manage her emotions (especially negative ones), attitudes and exposure to the new
culture.

Culture shock chart – her first foreign assignment

How each stage is handled

Family considerations – missing her family
George and Chris looking at behavioural goals – how Sophia’s behaviour is
changing - assisting Sophia with the communication and interaction skills she needs
to work with others.

On-line training

Peer assessment? Boss opinion/appraisal – ideally Westerners

How does she feel she is being treated? How is she treated by subordinates,
equals and superiors?

Does she feel being female has been a hindrance? Does she need any
coping strategies?

Does she find there are differences between Germany and China?

Time orientation – things happen slowly in China, does she find this
frustrating? Has she slowed down?

Assertiveness – does she need to be more assertive?
George and Chris looking at long-term goals

Focus on continual improvement for this and future assignments of Speedline
Ltd.

Repatriation

ECCT

Workshops

Job hand-over when the assignment is over
4. Design and deliver the training programme

Identifies what is needed to meet set goals on general and specific terms.

Determines different methods of training delivery.

Arranges the sequential order of training sessions.

This can be done in 4 segments:
Didactic culture
(cultural
information for
Sophia)
• General training on what it's like to work
and live abroad - lectures, seminars, reading
material, videos, on-line training, websites
etc.
• Specific training about what it's like living
and working in China - studies, lectures,
orientation briefings, case studies etc.
• General training on the impact of how
Experiential
culture
(cultural impact
on Sophia)
cultural differences in general have an affect
on individual's behaviour - workshops and
immersion programs.
• Specific training on Chinese culture through role-playing, visits to China,
Chinese cultural training and language
training.
5. Post analysis

The process of gathering information to establish how effective the training
was.

What benefits did Sophia gain?

How much has she changed in terms of cognitive, affected and behaviour?

When and how did the changes happen? – little/ lot; early/late; in stages/all at
once?

Should the training continue in this way or should it be amended for future?

There is no uniformed agreed ideal approach. Some do training before but it
can be argued that learning can only really happen in context, i.e. in the
country where individuals will be sent.

Questionnaires

Can she easily integrate back into Germany. Will she feel it is an anticlimax?

Support group

Telephone support line “Open Line” 24 hour line for those dark nights....
Sources:
Caligiuri, P., and Tarique, I., 2005. International Assignment Selection and CrossCultural Training and Development. Available from:
http://www.chrs.rutgers.edu/pub_documents/Caligiuri%20%26%20Tarique%20Chapt
er%20-%20Stahl%20and%20Bjorkman%20Book.pdf
[Accessed 12 April 2011].
Cateora, P., and Gilly, M., C., and Graham, H., L., 2009. International Marketing.
14th ed. New York: McGraw-Hill Irwin.
Doole, I., and Lowe, R., 2008. International Marketing Strategy. 5th ed. London:
Cengage Learning EMEA.
Ghauri, P., N., and Cateora, P., 2010. International Marketing. 3rd ed. Maidenhead:
McGraw-Hill Education.
Yaprak, A., 2008. Culture study in international marketing: a critical review and
suggestions for future research. International Marketing Review, 25 (2) p.215 – 229.
Available
from:http://www.emeraldinsight.com/journals.htm?articleid=1723935&show=html
[Accessed 1 April 2011].