EL MUNDO hOy. GESTIÃN DE LA DIVERSIDAD. UN IMPERATIVO ...

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The Assessment of Intercultural Training Efficacy... Development Inventory IDI (Hammer, 2007) 7 should be more appropriate for intercultural investigations. Another risk is the socially desirable responses in the tests. One method to avoid them is to ask not only the expatriates, but at least four of their national collaborators involved directly with his or her job during the expatriation time. The risk remains that the national collaborators will also answer in this manner. Another method, the observation of expatriates In Loco, is very difficult to conduct. Finally, a larger sample size, a longer time range to assess the developmental performance and the foreign deployment duration should be taken into account. This all will provide a study with a broader source of data and a comfortable possibility to apply more than one statistical test to better support the findings. Another recommendation and interesting theme is to think how to assess the training without taking into consideration the on-going expatriation experience. It would be possible if we had in the company two groups of employees in the process of expatriation, one with intercultural training (trained group) and another without (control group), so that after a period of time and during the expatriation we could measure the variation through pre- and post test. Considering the state of the art at this corporation, where every employee in the process of expatriation can attend intercultural training, such a possibility is not feasible. An alternative could be to take expatriates of other big corporation, without any intercultural training, as a control group. It would be manageable if we did not have many and complex matters related to organizational culture (Shein, 1995). Moreover, and because of company compliance matters, this kind of investigation may not be possible. 8. Conclusion The results of this paper support the work of Paige et al. (2004) by looking more intentionally at the impact of intercultural training intervention on the development of intercultural competence and consequently the outcomes of intercultural effectiveness in working abroad. The findings from this sample are a beginning trace to demonstrate the 7 Paige (1999) classifies a list with the most used and important intercultural instrument – Appendix 2 221
INTERNAcionaLIZACIÓN Y CAPITAL HUMANO differences and advantages between employees who were provided with intercultural training (intervention) as part of their preparation for working abroad and those who worked abroad without such preparation. Our findings suggest that if intercultural effectiveness is a goal of intercultural training, we need to do much more than offer «just in case» training purely based on cognitive component. We need to look at the quality of the personnel development training we are offering and if possible we need to work with the expatriates during their experience abroad using fundament of intercultural training to help them to grow and develop interculturally from that experience. This is the intentional work that will ultimately facilitate intercultural adaptability, wherever one is. 9. References Angleitner, A., & Ostendorf, F. (2000, July), The FFM: A comparison of German speaking countries (Austria, Former East and West Germany, and Switzerland). Handout of the paper presented at the XXVIIth International Congress of Psychology, Stockholm, Sweden Bennett, M. J. (2008), Introduction to the field of intercultural effectiveness. Presented at the Summer School Institute for Intercultural Communication. Portland, OR. Black, J. S.; Mendnhal, M., Oddou, G.R. (1991), Toward a comprehensive model of international adjustment: An integration of multiple theoretical perspectives. Academy of Management, vol.16, p. 291-317. Bhawuk, D.P.S.; Brislin, R.W. (1992), The measurement of intercultural sensitivity using the concepts of individualism and collectivism. International Journal of Intercultural Relations. 16: 413-436 Bolten, J. (2000), Interkultureller Trainingsbedarf aus der Perspektive der Problemerfahrungen entsandter Führungskräfte, in: Götz, K. (Hrsg.): Interkulturelles Lernen/ Interkulturelles Training, Band 8, Vgl.: Rainer Hampp. München. 2000 Carrol, J. (2002), The five-factor personality model: How complete and satisfactory is it? In H. Braun, D. Jackson, & D. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 97-126) Depue, R. A., & Collins, P. F. (1999), Neurobiology of the structure of personality: Dopamine, facilitation of incentive motivation, and extraversion. Behavioral and Brain Sciences, 22, 491-517 DeYoung, C. G. (2006), Higher-order factors of the Big Five in a multi-informant sample. Journal of Personality and Social Psychology, 91, 1138-1151. 222
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Internacionalización y capital hum
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Marta Muñiz Ferrer Jesús Labrador
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ÍNDICE Prólogo ..................
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PRÓLOGO Matías Delgado-Ureña VP
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PRESENTACIÓN Dra. Marta Muñiz Fer
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PRESENTACIÓN internacionalización
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PRESENTACIÓN Internacionalización
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PRESENTACIÓN En cuanto a los retos
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PRESENTACIÓN ras internacionales.
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PRESENTACIÓN de la gestión de la
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BLOQUE I GLOBALIZACIÓN E INTERNACI
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INTERNAcionaLIZACIÓN Y CAPITAL HUM
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EL mundo hoy. Gestión de la divers
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los años ochenta, Iberoamérica co
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es que la crisis financiera está c
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BLOQUE II MOVILIDAD DE LOS RECURSOS
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The SucceSSful AdapTATion of ExpATr
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The Successful Adaptation of Expatr
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¿Internacionalización o no? Influ
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LA GESTIÓN DE LA DIVERSIDAD DEMOGR
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externos, requiere que la gestión
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GESTIÓN DE LA DIVERSIDAD EN L’OR
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Cuadro 6: Cuadro Impatriados 6. Imp
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objetivo: facilitar el acceso de lo
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La discriminación en los procesos
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