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

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

3. Professor H. Michael Boyd, Ph.D. FOUR REGIONAL CASE STUDIES 1. The United States and Canada 2. East Asia 3. The Middle East and North Africa 4. Latin America

4. Professor H. Michael Boyd, Ph.D. What are the key cultural differences in each region? Cultural Factor: US/ CanadaEast AsiaThe Middle East and North Africa Latin America RELIGION Education Economics Politics Family Class Structure Languages History Natural Resources/ Geography

5. Professor H. Michael Boyd, Ph.D. There are seven steps in designing a training program plus the acculturization element which is applied after each step. Global Training Model..

6. ACCULTURIZATION

7. Professor H. Michael Boyd, Ph.D. Acculturization Acculturization is the conveying of a program (including its ideas, content, and objectives) across cultural boundaries to assure that the training program is, to use a computer term, user-friendly.

8. Professor H. Michael Boyd, Ph.D. An acculturized training program will include as few roadblocks to the learner as possible. The objective for the HRD practitioner is to ensure not only that learning occurs but that it is appropriate for the cultural milieu in which it takes place.

9. Professor H. Michael Boyd, Ph.D. GLOBAL TRAINING MODEL AND ACCULTURIZATION STRATEGIES Needs Analysis Observation Tests Questionnaires Analysis of reports and records Consultation Review of work samples Interviews Setting Objectives – The norm for most HRD programs Setting Objectives – The norm for most HRD programs Acculturization.- Must be applied to every step of the process carefully. For example, many cultural groups formal, clearly defined objectives may be seen as: Presumptuous — The learners may wonder how the trainer can know beforehand what the learners will be able to do and/or what only God/Allah knows. Threatening — If the learners are unable to do this, they will have failed! Therefore training designs which begin by asking for expectations or personal goals are unlikely to be met with comfortable or enthusiastic responses. Foreordained — If God/Allah wills them to have these competencies, it will happen with or without their efforts.

10. Professor H. Michael Boyd, Ph.D. Designing the Curriculum The most important part of designing the curriculum is to determine –(I) the structure of the learning plan, and –(2) the sequence of the training.

11. Professor H. Michael Boyd, Ph.D. Structure of the Learning Plan Structure refers to the relationships among skills and topics and is important because it provides a framework for learning. There are three types of structure that the curriculum developer may use to organize training programs: 1.(a) Task-centered structure, which arranges the training topics to be learned by their relationships to job tasks 2.(b) Topic-centered structure, which arranges the instruction simply by listing the topics to be covered 3.(c) Problem-centered structure, which bases the training program around the problems the learners will face on the job

12. Professor H. Michael Boyd, Ph.D. Sequence of the Training There are two basic ways to design the training sequence: Inductive — step-by-step, going from the specific to the general; from the known to the unknown, from the simple to the complex; generally more concrete and practical Deductive — from the general to the specific; from an overview to the individual; generally more philosophical and generic

13. Professor H. Michael Boyd, Ph.D. Training methodologies range on a scale from the didactic, trainer- directed to the experiential, learner- centered. The next slide shows the relative degree of the most commonly used methodologies on this scale. Selecting Training Methodologies

14. Professor H. Michael Boyd, Ph.D. Trainer-Directed, Didactic Learner-Centered, Experiential Lecture Panel Question & Answer Demonstration Program Instruction Discussion Groups Brainstorming Case Study Games Role Play Simulation Fishbowl Structured Exercises T-Group

15. Professor H. Michael Boyd, Ph.D. Developing Training Materials During this step of the training design, all the necessary training materials are written, adapted, and/or produced. This includes workbooks, handouts, instructor guides, audio and videotapes, and computer software. These materials provide the content to enable the learners to achieve the training objectives.

16. Professor H. Michael Boyd, Ph.D. Acculturization: We should treat each cultural environment as different and requiring culturally appropriate learning materials that will not be seen as offensive to, or resisted by, the learners.

17. Professor H. Michael Boyd, Ph.D. Acculturization driven needs: Adaptation of Existing Training Materials Translation. Etc.

18. Professor H. Michael Boyd, Ph.D. And Finally: Deliver the Training

19. Professor H. Michael Boyd, Ph.D. Evaluating the Results Remember that: Success is also culturally situated.

20. Professor H. Michael Boyd, Ph.D. SUMMARY Designing training programs for different cultural settings requires that the content and capabilities be acculturized — i.e., designed so as to be effectively conveyed across cultural barriers. Several acculturization strategies were identified for each of the seven steps of the Global Training Model: (1)needs analysis, (2)setting objectives, (3)designing the curriculum, (4)selecting training methodologies, (5)developing training materials, (6)delivering the training, and (7)evaluating the results.

21. Professor H. Michael Boyd, Ph.D. SUMMARY In the development of training materials, the HRD practitioner must differentiate between creating new materials, adapting existing materials, and translation of materials, as well as the design of computer software and videotape materials.

22. Professor H. Michael Boyd, Ph.D.