[Solved] HRM 6303 V DB

Assignment Prompt & Instructions

– ## TrainingandDevelopmentHRM6303UnitVDB.docx

– ## UnitVStudyGuide.pdf

**## TrainingandDevelopmentHRM6303UnitVDB.docx**

2

Training and Development HRM 6303 Unit V DB

Initial post to be a minimum of 500 words in length and at least one supporting reference.

How has culture influenced your experience in a learning environment? Can you share any examples?

**## UnitVStudyGuide.pdf**

HRM 6303, Training and Development 1

Course Learning Outcomes for Unit V

Upon completion of this unit, students should be able to:

4. Evaluate the application of different delivery systems.
4.1 Evaluate delivery methods for global training needs.

5. Synthesize cultural influences on learning and development in an organization.

5.1 Summarize personal professional training and development experiences.
5.2 Apply personal career experiences to a leadership scenario.
5.3 Discuss professional training and development strategies for a global business.

8. Analyze the role of training and development in organizations.

8.1 Discuss the relationship between learner and trainer.

Required Unit Resources

In order to access the following resources, click the links below.

Armstrong, S. J., & Yan, L. (2017, March). A study of Anglo expatriate managers’ learning, knowledge

acquisition, and adjustment in multinational companies in China. Academy of Management Learning
& Education, 16(1), 1–22.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=122238318&site=ehost-live&scope=site

Hutchings, K., Zhu, C., Cooper, B., Zhang, Y., & Shao, S. (July 2009). Perceptions of the effectiveness of

training and development of ‘grey-collar’ workers in the People’s Republic of China. Human Resource
Development International, 12(3), 279–296.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=43387988&site=eds-live&scope=site

Khan, S. R., & Khan, I. A. (2015). Understanding ethnicity and national culture: A theoretical perspective on

knowledge management in the organization. Knowledge and Process Management, 22(1), 51–61.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=100988860&site=ehost-live&scope=site

Siddique, C. M. (2017). National culture and the learning organization. Management Research Review, 40(2),

142–164.
https://libraryresources.columbiasouthern.edu/login?url=https://www.proquest.com/scholarly-
journals/national-culture-learning-organization/docview/1865678673/se-2?accountid=33337

Unit Lesson

Introduction

Many global organizations strive to cultivate both local and global channels for finding key talent and for
developing their workforce. Cultural differences can have a substantial influence on the way learning and
development are implemented. In this unit, we will examine what the cultural influences are on learning and
development, and we will highlight how cultural competence and cross-cultural awareness are critical factors

UNIT V STUDY GUIDE

Cultural Influences on Learning
and Development

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE

Title

that must be included for any successful global and local learning development strategy. This unit will take an
in-depth look at learning and development on various levels.

Learning and Development in Global Organizations

In most cases, high-potential employees are often selected for international assignments to broaden
management and leadership capabilities. Coaching and mentoring become very important practices within a
global organization and are especially helpful for cross-cultural situations and international assignments. Key
topics found in global employee learning development include (1) management of virtual teams and global
team building, (2) cross-cultural awareness, (3) issues related to laws, ethics, and organizational values, and
(4) international assignment preparation.

Given the influence of culture in global enterprises, Tarique et al. (2015) suggests seven imperatives to
effective global employee learning and development, which are.

1. Think and act globally: Global organizations must consider all of the critical localities and markets of
the world—not only those at home—during strategic, business, and organizational development
planning.

2. Become a central global learning organization: Global learning organizations must have the capacity
and the desire to gather knowledge and learn from all cultures, at all times, and in all possible ways.

3. Focus on the global system: There should be an encouragement of cross-cultural, cross-border,
cross-functional, and interdisciplinary information sharing. Efforts in organizational development
should focus on breaking down barriers and silos among different cultural groups within the
organization with a focus on the global system and not just its parts.

4. Develop global leadership skills: There should be an awareness that global leadership requires the
use of a specific set of skills and competencies that are different than those within a domestic
marketplace.

5. Empower teams to create a global future: Organizations should encourage teams to work on cross-
cultural collaborations in problem-solving and the management of critical organizational problems.

6. Make learning a core competency for the global organization: There should be a development of a
core global competency where there are elements of global mindset, cultural intelligence, and skill in
dilemma reconciliation.

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE

Title

7. Make development a cornerstone strategy, and regularly reinvent the organization: There is a
continual development of organizational learning, which is a cornerstone for all strategic and planning
activities.

Within global organizations, those responsible for the design, development, and delivery of cross-cultural and
cross-border training and development programs must operate in the context of two critical influences:
strategic orientation (i.e., how the organization navigates the path between global integration and local
variation) and buy-in and support from stakeholders. These two factors will have a strong impact for all
aspects of the training and development process of a global enterprise.

Cultural Influences on Training Development

The way that local cultures will respond and perceive various learning activities is an important factor for
training professionals to consider. The concepts of cultural dimensions, such as high- or low-power distance,
have a profound effect on the selection of learning activities. For example, in high-power distance cultures,
training that is highly structured, hands-on, in-house, and conducted by managers and supervisors may be
preferred. However, low-power distance cultures may prefer a collaborative style of learning where the
learners get to interact with their instructors, and learners are expected to actively participate in the training.

National, organizational, and professional culture will undoubtedly have an influence on the training program
during development. Global human resources and training professionals must take into consideration a few
factors when incorporating learning methodologies as they manage the training development process. One
factor is that we must take into consideration how the local culture will view the training and educational
process. For example, in a number of Asian cultures education and training are determined within a high-
power distance context where training happens from the top down, meaning leadership or those highly
qualified to train will deliver the training. Training takes an authoritative context in this case. A second factor to
take into consideration is how the members of the local culture will perceive the leader/instructor and his or
her expectations. In many cultures, the instructor is expected to act and is perceived as an expert. The third
factor is that global training professionals must consider how members of the local culture will perceive the
role of the learner. Program participation, individual learning activities, and the overall success of a training
program can be heavily influenced by the cultural expectations regarding the status and behavior of the
learner.

If adequate considerations for cultural consequences are not included when creating training from one culture
and delivering it to another culture, the training may not yield success, and learning will likely be limited.

Translation and Interpretation

Key considerations should be made regarding the translation and interpretation of training material. Although
some circles may use the terms translation and interpretation interchangeably, the terms actually differ from
one another. Translation is the conversion of the written word from one language to another. The key factor is
the customization to the local culture. Interpretation is where the spoken word is translated into another
language.

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE

Title

The legislation of some countries often mandates that all employee-related material be translated into the
local language. Many organizations already utilize translation services for their intranet, website, and
employee communications. These same services can also be used in the translation of training programs and
materials. The benefits of translating training programs to ensure better participant understanding and
retention far outweigh the costs associated with translation.

Current advances in technology have aided in translation by making the process more efficient. Training
professionals should understand that different translation contractors and vendors have varying areas of
strengths and weaknesses. One vendor may have robust technical capabilities but may have very little
experience in the actual translation implementation. In contrast, they may have much experience in
translating some languages but very limited experience with others. It is then important for the training
professional to identify the language standards used when evaluating translation vendors or contractors. A
good practice could be having a local representative review a sample translation before making a final
selection on vendor choice.

On the other hand, in terms of interpretation services, interpreters must be highly skilled. Not only must these
interpreters be able to deliver actual presentations and speeches, but they must also be skilled enough to
respond to real-time questions that cannot be anticipated but must be interpreted immediately.

Interpretation services can also be very helpful when it comes to interpreting training content for virtual
training sessions. Some cultures are very different in their level of interaction as it relates to virtual training.
For example, while there may be a great deal of engagement and interaction among Western participants in a
virtual training session, many Eastern countries may take a more teacher-learner approach and will wait until
the training has been completed to ask questions and participate (Shorney, 2013). Interpreters can help an
organization navigate through these cultural differences.

Recommendations for Trainers in Multicultural Context

For global trainers, it can be very challenging to train across cultural differences where the learners have a
different culture than that of the trainers. What is even more challenging is managing learners from different
cultures in the same training event. Hence, it is important that trainers be skilled in approaching the group in a
manner that will be appealing to all groups and offend none. Some of the difficulties that may arise when
training across cultures, such as:

• In some cultures, managers may not want to display difficulty in comprehending the content if their
subordinates are in the same training session.

• In a training program with mixed cultures, one culture may dominate and diminish the experience for
learners from another culture.

HRM 6303, Training and Development 5

UNIT x STUDY GUIDE

Title

• A trainer may behave in a way that is too informal or may make self-deprecating remarks, which may
damage the credibility of the trainer in the eyes of some cultures.

• Language can become an issue if the trainer uses unfamiliar colloquialisms or speaks too quickly.

These challenges are common among global organizations and have caused many training programs to
falter. According to Shorney (2013), some of the recommendations to combat these difficulties are:

It is important for the trainer to have a good grasp of the local customs when designing and delivering training.
Some organizations will work with local representatives to obtain consultation on how to best introduce
content to a particular culture. As mentioned prior, there are some translation and interpretation services that
will add this as a part of the services provided in addition to translating or interpreting material.

Conclusion

This unit has highlighted the importance of understanding cultural influences on learning and development in
global and local organizations, along with what critical factors are effective for global employee learning and
development. It is also important to note the concept of cultural dimensions. In this unit, we learned that in
high-power distance cultures, training that is highly structured, hands-on, in-house, and conducted by
managers and supervisors may be preferred. However, low-power distance cultures may prefer a
collaborative style of learning in which the learners get to interact with their instructors, and learners are
expected to actively participate in the training. Therefore, cultural competence is ultimately the key when
developing and facilitating a learning and development strategy on both a global and local level.

References

Shorney, N. (2013, Summer). Cultural differences in training. Training Industry Quarterly. http://www.cedma-

europe.org/newsletter%20articles/TrainingOutsourcing/Cultural%20Differences%20in%20Training%2
0(Jun%2013).pdf

Tarique, I., Briscoe, D., & Schuler, R. (2015). International human resources management: Policies and

practices for multinational enterprises (5th ed.). Rutledge.

• Research the customs of all the different groups that will participate in a training program.

• Treat each training participant with equal seriousness and courtesy.

• Keep a professional manner until a level of informality seems to be acceptable to a training group.

• Stay aware of culturally defined needs and feelings such as saving face to avoid the perceived
humiliation of not knowing the content presented.

• Diligently work on engaging all learners, and make sure everyone participates.

**## UnitVStudyGuide.pdf**

HRM 6303, Training and Development 1

Course Learning Outcomes for Unit V

Upon completion of this unit, students should be able to:

4. Evaluate the application of different delivery systems.
4.1 Evaluate delivery methods for global training needs.

5. Synthesize cultural influences on learning and development in an organization.

5.1 Summarize personal professional training and development experiences.
5.2 Apply personal career experiences to a leadership scenario.
5.3 Discuss professional training and development strategies for a global business.

8. Analyze the role of training and development in organizations.

8.1 Discuss the relationship between learner and trainer.

Required Unit Resources

In order to access the following resources, click the links below.

Armstrong, S. J., & Yan, L. (2017, March). A study of Anglo expatriate managers’ learning, knowledge

acquisition, and adjustment in multinational companies in China. Academy of Management Learning
& Education, 16(1), 1–22.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=122238318&site=ehost-live&scope=site

Hutchings, K., Zhu, C., Cooper, B., Zhang, Y., & Shao, S. (July 2009). Perceptions of the effectiveness of

training and development of ‘grey-collar’ workers in the People’s Republic of China. Human Resource
Development International, 12(3), 279–296.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=43387988&site=eds-live&scope=site

Khan, S. R., & Khan, I. A. (2015). Understanding ethnicity and national culture: A theoretical perspective on

knowledge management in the organization. Knowledge and Process Management, 22(1), 51–61.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=100988860&site=ehost-live&scope=site

Siddique, C. M. (2017). National culture and the learning organization. Management Research Review, 40(2),

142–164.
https://libraryresources.columbiasouthern.edu/login?url=https://www.proquest.com/scholarly-
journals/national-culture-learning-organization/docview/1865678673/se-2?accountid=33337

Unit Lesson

Introduction

Many global organizations strive to cultivate both local and global channels for finding key talent and for
developing their workforce. Cultural differences can have a substantial influence on the way learning and
development are implemented. In this unit, we will examine what the cultural influences are on learning and
development, and we will highlight how cultural competence and cross-cultural awareness are critical factors

UNIT V STUDY GUIDE

Cultural Influences on Learning
and Development

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE

Title

that must be included for any successful global and local learning development strategy. This unit will take an
in-depth look at learning and development on various levels.

Learning and Development in Global Organizations

In most cases, high-potential employees are often selected for international assignments to broaden
management and leadership capabilities. Coaching and mentoring become very important practices within a
global organization and are especially helpful for cross-cultural situations and international assignments. Key
topics found in global employee learning development include (1) management of virtual teams and global
team building, (2) cross-cultural awareness, (3) issues related to laws, ethics, and organizational values, and
(4) international assignment preparation.

Given the influence of culture in global enterprises, Tarique et al. (2015) suggests seven imperatives to
effective global employee learning and development, which are.

1. Think and act globally: Global organizations must consider all of the critical localities and markets of
the world—not only those at home—during strategic, business, and organizational development
planning.

2. Become a central global learning organization: Global learning organizations must have the capacity
and the desire to gather knowledge and learn from all cultures, at all times, and in all possible ways.

3. Focus on the global system: There should be an encouragement of cross-cultural, cross-border,
cross-functional, and interdisciplinary information sharing. Efforts in organizational development
should focus on breaking down barriers and silos among different cultural groups within the
organization with a focus on the global system and not just its parts.

4. Develop global leadership skills: There should be an awareness that global leadership requires the
use of a specific set of skills and competencies that are different than those within a domestic
marketplace.

5. Empower teams to create a global future: Organizations should encourage teams to work on cross-
cultural collaborations in problem-solving and the management of critical organizational problems.

6. Make learning a core competency for the global organization: There should be a development of a
core global competency where there are elements of global mindset, cultural intelligence, and skill in
dilemma reconciliation.

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE

Title

7. Make development a cornerstone strategy, and regularly reinvent the organization: There is a
continual development of organizational learning, which is a cornerstone for all strategic and planning
activities.

Within global organizations, those responsible for the design, development, and delivery of cross-cultural and
cross-border training and development programs must operate in the context of two critical influences:
strategic orientation (i.e., how the organization navigates the path between global integration and local
variation) and buy-in and support from stakeholders. These two factors will have a strong impact for all
aspects of the training and development process of a global enterprise.

Cultural Influences on Training Development

The way that local cultures will respond and perceive various learning activities is an important factor for
training professionals to consider. The concepts of cultural dimensions, such as high- or low-power distance,
have a profound effect on the selection of learning activities. For example, in high-power distance cultures,
training that is highly structured, hands-on, in-house, and conducted by managers and supervisors may be
preferred. However, low-power distance cultures may prefer a collaborative style of learning where the
learners get to interact with their instructors, and learners are expected to actively participate in the training.

National, organizational, and professional culture will undoubtedly have an influence on the training program
during development. Global human resources and training professionals must take into consideration a few
factors when incorporating learning methodologies as they manage the training development process. One
factor is that we must take into consideration how the local culture will view the training and educational
process. For example, in a number of Asian cultures education and training are determined within a high-
power distance context where training happens from the top down, meaning leadership or those highly
qualified to train will deliver the training. Training takes an authoritative context in this case. A second factor to
take into consideration is how the members of the local culture will perceive the leader/instructor and his or
her expectations. In many cultures, the instructor is expected to act and is perceived as an expert. The third
factor is that global training professionals must consider how members of the local culture will perceive the
role of the learner. Program participation, individual learning activities, and the overall success of a training
program can be heavily influenced by the cultural expectations regarding the status and behavior of the
learner.

If adequate considerations for cultural consequences are not included when creating training from one culture
and delivering it to another culture, the training may not yield success, and learning will likely be limited.

Translation and Interpretation

Key considerations should be made regarding the translation and interpretation of training material. Although
some circles may use the terms translation and interpretation interchangeably, the terms actually differ from
one another. Translation is the conversion of the written word from one language to another. The key factor is
the customization to the local culture. Interpretation is where the spoken word is translated into another
language.

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE

Title

The legislation of some countries often mandates that all employee-related material be translated into the
local language. Many organizations already utilize translation services for their intranet, website, and
employee communications. These same services can also be used in the translation of training programs and
materials. The benefits of translating training programs to ensure better participant understanding and
retention far outweigh the costs associated with translation.

Current advances in technology have aided in translation by making the process more efficient. Training
professionals should understand that different translation contractors and vendors have varying areas of
strengths and weaknesses. One vendor may have robust technical capabilities but may have very little
experience in the actual translation implementation. In contrast, they may have much experience in
translating some languages but very limited experience with others. It is then important for the training
professional to identify the language standards used when evaluating translation vendors or contractors. A
good practice could be having a local representative review a sample translation before making a final
selection on vendor choice.

On the other hand, in terms of interpretation services, interpreters must be highly skilled. Not only must these
interpreters be able to deliver actual presentations and speeches, but they must also be skilled enough to
respond to real-time questions that cannot be anticipated but must be interpreted immediately.

Interpretation services can also be very helpful when it comes to interpreting training content for virtual
training sessions. Some cultures are very different in their level of interaction as it relates to virtual training.
For example, while there may be a great deal of engagement and interaction among Western participants in a
virtual training session, many Eastern countries may take a more teacher-learner approach and will wait until
the training has been completed to ask questions and participate (Shorney, 2013). Interpreters can help an
organization navigate through these cultural differences.

Recommendations for Trainers in Multicultural Context

For global trainers, it can be very challenging to train across cultural differences where the learners have a
different culture than that of the trainers. What is even more challenging is managing learners from different
cultures in the same training event. Hence, it is important that trainers be skilled in approaching the group in a
manner that will be appealing to all groups and offend none. Some of the difficulties that may arise when
training across cultures, such as:

• In some cultures, managers may not want to display difficulty in comprehending the content if their
subordinates are in the same training session.

• In a training program with mixed cultures, one culture may dominate and diminish the experience for
learners from another culture.

HRM 6303, Training and Development 5

UNIT x STUDY GUIDE

Title

• A trainer may behave in a way that is too informal or may make self-deprecating remarks, which may
damage the credibility of the trainer in the eyes of some cultures.

• Language can become an issue if the trainer uses unfamiliar colloquialisms or speaks too quickly.

These challenges are common among global organizations and have caused many training programs to
falter. According to Shorney (2013), some of the recommendations to combat these difficulties are:

It is important for the trainer to have a good grasp of the local customs when designing and delivering training.
Some organizations will work with local representatives to obtain consultation on how to best introduce
content to a particular culture. As mentioned prior, there are some translation and interpretation services that
will add this as a part of the services provided in addition to translating or interpreting material.

Conclusion

This unit has highlighted the importance of understanding cultural influences on learning and development in
global and local organizations, along with what critical factors are effective for global employee learning and
development. It is also important to note the concept of cultural dimensions. In this unit, we learned that in
high-power distance cultures, training that is highly structured, hands-on, in-house, and conducted by
managers and supervisors may be preferred. However, low-power distance cultures may prefer a
collaborative style of learning in which the learners get to interact with their instructors, and learners are
expected to actively participate in the training. Therefore, cultural competence is ultimately the key when
developing and facilitating a learning and development strategy on both a global and local level.

References

Shorney, N. (2013, Summer). Cultural differences in training. Training Industry Quarterly. http://www.cedma-

europe.org/newsletter%20articles/TrainingOutsourcing/Cultural%20Differences%20in%20Training%2
0(Jun%2013).pdf

Tarique, I., Briscoe, D., & Schuler, R. (2015). International human resources management: Policies and

practices for multinational enterprises (5th ed.). Rutledge.

• Research the customs of all the different groups that will participate in a training program.

• Treat each training participant with equal seriousness and courtesy.

• Keep a professional manner until a level of informality seems to be acceptable to a training group.

• Stay aware of culturally defined needs and feelings such as saving face to avoid the perceived
humiliation of not knowing the content presented.

• Diligently work on engaging all learners, and make sure everyone participates.

**## TrainingandDevelopmentHRM6303UnitVDB.docx**

2

Training and Development HRM 6303 Unit V DB

Initial post to be a minimum of 500 words in length and at least one supporting reference.

How has culture influenced your experience in a learning environment? Can you share any examples?

**## UnitVStudyGuide.pdf**

HRM 6303, Training and Development 1

Course Learning Outcomes for Unit V

Upon completion of this unit, students should be able to:

4. Evaluate the application of different delivery systems.
4.1 Evaluate delivery methods for global training needs.

5. Synthesize cultural influences on learning and development in an organization.

5.1 Summarize personal professional training and development experiences.
5.2 Apply personal career experiences to a leadership scenario.
5.3 Discuss professional training and development strategies for a global business.

8. Analyze the role of training and development in organizations.

8.1 Discuss the relationship between learner and trainer.

Required Unit Resources

In order to access the following resources, click the links below.

Armstrong, S. J., & Yan, L. (2017, March). A study of Anglo expatriate managers’ learning, knowledge

acquisition, and adjustment in multinational companies in China. Academy of Management Learning
& Education, 16(1), 1–22.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=122238318&site=ehost-live&scope=site

Hutchings, K., Zhu, C., Cooper, B., Zhang, Y., & Shao, S. (July 2009). Perceptions of the effectiveness of

training and development of ‘grey-collar’ workers in the People’s Republic of China. Human Resource
Development International, 12(3), 279–296.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=43387988&site=eds-live&scope=site

Khan, S. R., & Khan, I. A. (2015). Understanding ethnicity and national culture: A theoretical perspective on

knowledge management in the organization. Knowledge and Process Management, 22(1), 51–61.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=100988860&site=ehost-live&scope=site

Siddique, C. M. (2017). National culture and the learning organization. Management Research Review, 40(2),

142–164.
https://libraryresources.columbiasouthern.edu/login?url=https://www.proquest.com/scholarly-
journals/national-culture-learning-organization/docview/1865678673/se-2?accountid=33337

Unit Lesson

Introduction

Many global organizations strive to cultivate both local and global channels for finding key talent and for
developing their workforce. Cultural differences can have a substantial influence on the way learning and
development are implemented. In this unit, we will examine what the cultural influences are on learning and
development, and we will highlight how cultural competence and cross-cultural awareness are critical factors

UNIT V STUDY GUIDE

Cultural Influences on Learning
and Development

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE

Title

that must be included for any successful global and local learning development strategy. This unit will take an
in-depth look at learning and development on various levels.

Learning and Development in Global Organizations

In most cases, high-potential employees are often selected for international assignments to broaden
management and leadership capabilities. Coaching and mentoring become very important practices within a
global organization and are especially helpful for cross-cultural situations and international assignments. Key
topics found in global employee learning development include (1) management of virtual teams and global
team building, (2) cross-cultural awareness, (3) issues related to laws, ethics, and organizational values, and
(4) international assignment preparation.

Given the influence of culture in global enterprises, Tarique et al. (2015) suggests seven imperatives to
effective global employee learning and development, which are.

1. Think and act globally: Global organizations must consider all of the critical localities and markets of
the world—not only those at home—during strategic, business, and organizational development
planning.

2. Become a central global learning organization: Global learning organizations must have the capacity
and the desire to gather knowledge and learn from all cultures, at all times, and in all possible ways.

3. Focus on the global system: There should be an encouragement of cross-cultural, cross-border,
cross-functional, and interdisciplinary information sharing. Efforts in organizational development
should focus on breaking down barriers and silos among different cultural groups within the
organization with a focus on the global system and not just its parts.

4. Develop global leadership skills: There should be an awareness that global leadership requires the
use of a specific set of skills and competencies that are different than those within a domestic
marketplace.

5. Empower teams to create a global future: Organizations should encourage teams to work on cross-
cultural collaborations in problem-solving and the management of critical organizational problems.

6. Make learning a core competency for the global organization: There should be a development of a
core global competency where there are elements of global mindset, cultural intelligence, and skill in
dilemma reconciliation.

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE

Title

7. Make development a cornerstone strategy, and regularly reinvent the organization: There is a
continual development of organizational learning, which is a cornerstone for all strategic and planning
activities.

Within global organizations, those responsible for the design, development, and delivery of cross-cultural and
cross-border training and development programs must operate in the context of two critical influences:
strategic orientation (i.e., how the organization navigates the path between global integration and local
variation) and buy-in and support from stakeholders. These two factors will have a strong impact for all
aspects of the training and development process of a global enterprise.

Cultural Influences on Training Development

The way that local cultures will respond and perceive various learning activities is an important factor for
training professionals to consider. The concepts of cultural dimensions, such as high- or low-power distance,
have a profound effect on the selection of learning activities. For example, in high-power distance cultures,
training that is highly structured, hands-on, in-house, and conducted by managers and supervisors may be
preferred. However, low-power distance cultures may prefer a collaborative style of learning where the
learners get to interact with their instructors, and learners are expected to actively participate in the training.

National, organizational, and professional culture will undoubtedly have an influence on the training program
during development. Global human resources and training professionals must take into consideration a few
factors when incorporating learning methodologies as they manage the training development process. One
factor is that we must take into consideration how the local culture will view the training and educational
process. For example, in a number of Asian cultures education and training are determined within a high-
power distance context where training happens from the top down, meaning leadership or those highly
qualified to train will deliver the training. Training takes an authoritative context in this case. A second factor to
take into consideration is how the members of the local culture will perceive the leader/instructor and his or
her expectations. In many cultures, the instructor is expected to act and is perceived as an expert. The third
factor is that global training professionals must consider how members of the local culture will perceive the
role of the learner. Program participation, individual learning activities, and the overall success of a training
program can be heavily influenced by the cultural expectations regarding the status and behavior of the
learner.

If adequate considerations for cultural consequences are not included when creating training from one culture
and delivering it to another culture, the training may not yield success, and learning will likely be limited.

Translation and Interpretation

Key considerations should be made regarding the translation and interpretation of training material. Although
some circles may use the terms translation and interpretation interchangeably, the terms actually differ from
one another. Translation is the conversion of the written word from one language to another. The key factor is
the customization to the local culture. Interpretation is where the spoken word is translated into another
language.

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE

Title

The legislation of some countries often mandates that all employee-related material be translated into the
local language. Many organizations already utilize translation services for their intranet, website, and
employee communications. These same services can also be used in the translation of training programs and
materials. The benefits of translating training programs to ensure better participant understanding and
retention far outweigh the costs associated with translation.

Current advances in technology have aided in translation by making the process more efficient. Training
professionals should understand that different translation contractors and vendors have varying areas of
strengths and weaknesses. One vendor may have robust technical capabilities but may have very little
experience in the actual translation implementation. In contrast, they may have much experience in
translating some languages but very limited experience with others. It is then important for the training
professional to identify the language standards used when evaluating translation vendors or contractors. A
good practice could be having a local representative review a sample translation before making a final
selection on vendor choice.

On the other hand, in terms of interpretation services, interpreters must be highly skilled. Not only must these
interpreters be able to deliver actual presentations and speeches, but they must also be skilled enough to
respond to real-time questions that cannot be anticipated but must be interpreted immediately.

Interpretation services can also be very helpful when it comes to interpreting training content for virtual
training sessions. Some cultures are very different in their level of interaction as it relates to virtual training.
For example, while there may be a great deal of engagement and interaction among Western participants in a
virtual training session, many Eastern countries may take a more teacher-learner approach and will wait until
the training has been completed to ask questions and participate (Shorney, 2013). Interpreters can help an
organization navigate through these cultural differences.

Recommendations for Trainers in Multicultural Context

For global trainers, it can be very challenging to train across cultural differences where the learners have a
different culture than that of the trainers. What is even more challenging is managing learners from different
cultures in the same training event. Hence, it is important that trainers be skilled in approaching the group in a
manner that will be appealing to all groups and offend none. Some of the difficulties that may arise when
training across cultures, such as:

• In some cultures, managers may not want to display difficulty in comprehending the content if their
subordinates are in the same training session.

• In a training program with mixed cultures, one culture may dominate and diminish the experience for
learners from another culture.

HRM 6303, Training and Development 5

UNIT x STUDY GUIDE

Title

• A trainer may behave in a way that is too informal or may make self-deprecating remarks, which may
damage the credibility of the trainer in the eyes of some cultures.

• Language can become an issue if the trainer uses unfamiliar colloquialisms or speaks too quickly.

These challenges are common among global organizations and have caused many training programs to
falter. According to Shorney (2013), some of the recommendations to combat these difficulties are:

It is important for the trainer to have a good grasp of the local customs when designing and delivering training.
Some organizations will work with local representatives to obtain consultation on how to best introduce
content to a particular culture. As mentioned prior, there are some translation and interpretation services that
will add this as a part of the services provided in addition to translating or interpreting material.

Conclusion

This unit has highlighted the importance of understanding cultural influences on learning and development in
global and local organizations, along with what critical factors are effective for global employee learning and
development. It is also important to note the concept of cultural dimensions. In this unit, we learned that in
high-power distance cultures, training that is highly structured, hands-on, in-house, and conducted by
managers and supervisors may be preferred. However, low-power distance cultures may prefer a
collaborative style of learning in which the learners get to interact with their instructors, and learners are
expected to actively participate in the training. Therefore, cultural competence is ultimately the key when
developing and facilitating a learning and development strategy on both a global and local level.

References

Shorney, N. (2013, Summer). Cultural differences in training. Training Industry Quarterly. http://www.cedma-

europe.org/newsletter%20articles/TrainingOutsourcing/Cultural%20Differences%20in%20Training%2
0(Jun%2013).pdf

Tarique, I., Briscoe, D., & Schuler, R. (2015). International human resources management: Policies and

practices for multinational enterprises (5th ed.). Rutledge.

• Research the customs of all the different groups that will participate in a training program.

• Treat each training participant with equal seriousness and courtesy.

• Keep a professional manner until a level of informality seems to be acceptable to a training group.

• Stay aware of culturally defined needs and feelings such as saving face to avoid the perceived
humiliation of not knowing the content presented.

• Diligently work on engaging all learners, and make sure everyone participates.

**## TrainingandDevelopmentHRM6303UnitVDB.docx**

2

Training and Development HRM 6303 Unit V DB

Initial post to be a minimum of 500 words in length and at least one supporting reference.

How has culture influenced your experience in a learning environment? Can you share any examples?

**## UnitVStudyGuide.pdf**

HRM 6303, Training and Development 1

Course Learning Outcomes for Unit V

Upon completion of this unit, students should be able to:

4. Evaluate the application of different delivery systems.
4.1 Evaluate delivery methods for global training needs.

5. Synthesize cultural influences on learning and development in an organization.

5.1 Summarize personal professional training and development experiences.
5.2 Apply personal career experiences to a leadership scenario.
5.3 Discuss professional training and development strategies for a global business.

8. Analyze the role of training and development in organizations.

8.1 Discuss the relationship between learner and trainer.

Required Unit Resources

In order to access the following resources, click the links below.

Armstrong, S. J., & Yan, L. (2017, March). A study of Anglo expatriate managers’ learning, knowledge

acquisition, and adjustment in multinational companies in China. Academy of Management Learning
& Education, 16(1), 1–22.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=122238318&site=ehost-live&scope=site

Hutchings, K., Zhu, C., Cooper, B., Zhang, Y., & Shao, S. (July 2009). Perceptions of the effectiveness of

training and development of ‘grey-collar’ workers in the People’s Republic of China. Human Resource
Development International, 12(3), 279–296.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=43387988&site=eds-live&scope=site

Khan, S. R., & Khan, I. A. (2015). Understanding ethnicity and national culture: A theoretical perspective on

knowledge management in the organization. Knowledge and Process Management, 22(1), 51–61.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=100988860&site=ehost-live&scope=site

Siddique, C. M. (2017). National culture and the learning organization. Management Research Review, 40(2),

142–164.
https://libraryresources.columbiasouthern.edu/login?url=https://www.proquest.com/scholarly-
journals/national-culture-learning-organization/docview/1865678673/se-2?accountid=33337

Unit Lesson

Introduction

Many global organizations strive to cultivate both local and global channels for finding key talent and for
developing their workforce. Cultural differences can have a substantial influence on the way learning and
development are implemented. In this unit, we will examine what the cultural influences are on learning and
development, and we will highlight how cultural competence and cross-cultural awareness are critical factors

UNIT V STUDY GUIDE

Cultural Influences on Learning
and Development

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE

Title

that must be included for any successful global and local learning development strategy. This unit will take an
in-depth look at learning and development on various levels.

Learning and Development in Global Organizations

In most cases, high-potential employees are often selected for international assignments to broaden
management and leadership capabilities. Coaching and mentoring become very important practices within a
global organization and are especially helpful for cross-cultural situations and international assignments. Key
topics found in global employee learning development include (1) management of virtual teams and global
team building, (2) cross-cultural awareness, (3) issues related to laws, ethics, and organizational values, and
(4) international assignment preparation.

Given the influence of culture in global enterprises, Tarique et al. (2015) suggests seven imperatives to
effective global employee learning and development, which are.

1. Think and act globally: Global organizations must consider all of the critical localities and markets of
the world—not only those at home—during strategic, business, and organizational development
planning.

2. Become a central global learning organization: Global learning organizations must have the capacity
and the desire to gather knowledge and learn from all cultures, at all times, and in all possible ways.

3. Focus on the global system: There should be an encouragement of cross-cultural, cross-border,
cross-functional, and interdisciplinary information sharing. Efforts in organizational development
should focus on breaking down barriers and silos among different cultural groups within the
organization with a focus on the global system and not just its parts.

4. Develop global leadership skills: There should be an awareness that global leadership requires the
use of a specific set of skills and competencies that are different than those within a domestic
marketplace.

5. Empower teams to create a global future: Organizations should encourage teams to work on cross-
cultural collaborations in problem-solving and the management of critical organizational problems.

6. Make learning a core competency for the global organization: There should be a development of a
core global competency where there are elements of global mindset, cultural intelligence, and skill in
dilemma reconciliation.

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE

Title

7. Make development a cornerstone strategy, and regularly reinvent the organization: There is a
continual development of organizational learning, which is a cornerstone for all strategic and planning
activities.

Within global organizations, those responsible for the design, development, and delivery of cross-cultural and
cross-border training and development programs must operate in the context of two critical influences:
strategic orientation (i.e., how the organization navigates the path between global integration and local
variation) and buy-in and support from stakeholders. These two factors will have a strong impact for all
aspects of the training and development process of a global enterprise.

Cultural Influences on Training Development

The way that local cultures will respond and perceive various learning activities is an important factor for
training professionals to consider. The concepts of cultural dimensions, such as high- or low-power distance,
have a profound effect on the selection of learning activities. For example, in high-power distance cultures,
training that is highly structured, hands-on, in-house, and conducted by managers and supervisors may be
preferred. However, low-power distance cultures may prefer a collaborative style of learning where the
learners get to interact with their instructors, and learners are expected to actively participate in the training.

National, organizational, and professional culture will undoubtedly have an influence on the training program
during development. Global human resources and training professionals must take into consideration a few
factors when incorporating learning methodologies as they manage the training development process. One
factor is that we must take into consideration how the local culture will view the training and educational
process. For example, in a number of Asian cultures education and training are determined within a high-
power distance context where training happens from the top down, meaning leadership or those highly
qualified to train will deliver the training. Training takes an authoritative context in this case. A second factor to
take into consideration is how the members of the local culture will perceive the leader/instructor and his or
her expectations. In many cultures, the instructor is expected to act and is perceived as an expert. The third
factor is that global training professionals must consider how members of the local culture will perceive the
role of the learner. Program participation, individual learning activities, and the overall success of a training
program can be heavily influenced by the cultural expectations regarding the status and behavior of the
learner.

If adequate considerations for cultural consequences are not included when creating training from one culture
and delivering it to another culture, the training may not yield success, and learning will likely be limited.

Translation and Interpretation

Key considerations should be made regarding the translation and interpretation of training material. Although
some circles may use the terms translation and interpretation interchangeably, the terms actually differ from
one another. Translation is the conversion of the written word from one language to another. The key factor is
the customization to the local culture. Interpretation is where the spoken word is translated into another
language.

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE

Title

The legislation of some countries often mandates that all employee-related material be translated into the
local language. Many organizations already utilize translation services for their intranet, website, and
employee communications. These same services can also be used in the translation of training programs and
materials. The benefits of translating training programs to ensure better participant understanding and
retention far outweigh the costs associated with translation.

Current advances in technology have aided in translation by making the process more efficient. Training
professionals should understand that different translation contractors and vendors have varying areas of
strengths and weaknesses. One vendor may have robust technical capabilities but may have very little
experience in the actual translation implementation. In contrast, they may have much experience in
translating some languages but very limited experience with others. It is then important for the training
professional to identify the language standards used when evaluating translation vendors or contractors. A
good practice could be having a local representative review a sample translation before making a final
selection on vendor choice.

On the other hand, in terms of interpretation services, interpreters must be highly skilled. Not only must these
interpreters be able to deliver actual presentations and speeches, but they must also be skilled enough to
respond to real-time questions that cannot be anticipated but must be interpreted immediately.

Interpretation services can also be very helpful when it comes to interpreting training content for virtual
training sessions. Some cultures are very different in their level of interaction as it relates to virtual training.
For example, while there may be a great deal of engagement and interaction among Western participants in a
virtual training session, many Eastern countries may take a more teacher-learner approach and will wait until
the training has been completed to ask questions and participate (Shorney, 2013). Interpreters can help an
organization navigate through these cultural differences.

Recommendations for Trainers in Multicultural Context

For global trainers, it can be very challenging to train across cultural differences where the learners have a
different culture than that of the trainers. What is even more challenging is managing learners from different
cultures in the same training event. Hence, it is important that trainers be skilled in approaching the group in a
manner that will be appealing to all groups and offend none. Some of the difficulties that may arise when
training across cultures, such as:

• In some cultures, managers may not want to display difficulty in comprehending the content if their
subordinates are in the same training session.

• In a training program with mixed cultures, one culture may dominate and diminish the experience for
learners from another culture.

HRM 6303, Training and Development 5

UNIT x STUDY GUIDE

Title

• A trainer may behave in a way that is too informal or may make self-deprecating remarks, which may
damage the credibility of the trainer in the eyes of some cultures.

• Language can become an issue if the trainer uses unfamiliar colloquialisms or speaks too quickly.

These challenges are common among global organizations and have caused many training programs to
falter. According to Shorney (2013), some of the recommendations to combat these difficulties are:

It is important for the trainer to have a good grasp of the local customs when designing and delivering training.
Some organizations will work with local representatives to obtain consultation on how to best introduce
content to a particular culture. As mentioned prior, there are some translation and interpretation services that
will add this as a part of the services provided in addition to translating or interpreting material.

Conclusion

This unit has highlighted the importance of understanding cultural influences on learning and development in
global and local organizations, along with what critical factors are effective for global employee learning and
development. It is also important to note the concept of cultural dimensions. In this unit, we learned that in
high-power distance cultures, training that is highly structured, hands-on, in-house, and conducted by
managers and supervisors may be preferred. However, low-power distance cultures may prefer a
collaborative style of learning in which the learners get to interact with their instructors, and learners are
expected to actively participate in the training. Therefore, cultural competence is ultimately the key when
developing and facilitating a learning and development strategy on both a global and local level.

References

Shorney, N. (2013, Summer). Cultural differences in training. Training Industry Quarterly. http://www.cedma-

europe.org/newsletter%20articles/TrainingOutsourcing/Cultural%20Differences%20in%20Training%2
0(Jun%2013).pdf

Tarique, I., Briscoe, D., & Schuler, R. (2015). International human resources management: Policies and

practices for multinational enterprises (5th ed.). Rutledge.

• Research the customs of all the different groups that will participate in a training program.

• Treat each training participant with equal seriousness and courtesy.

• Keep a professional manner until a level of informality seems to be acceptable to a training group.

• Stay aware of culturally defined needs and feelings such as saving face to avoid the perceived
humiliation of not knowing the content presented.

• Diligently work on engaging all learners, and make sure everyone participates.

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