for organisations, individuals and teams. It provides a framework for integrating learning and development in the workplace to facilitate learning from challenges and successes on a day-to-day basis. Communication is a critical element of PM.


It aims to create a climate of continuing dialogue between managers, individuals and teams to articulate expectations, share organisational information to ensure mutual understanding of the objectives that are aligned with strategic goals. Communication also underpins the framework for people management and development. PM aims to satisfy the needs and expectations of all the organisation’s stakeholders such that employees contribute to the development of their own objectives and to development plans for their teams. PM concerns ethical actions, with processes ensuring


respect for individuals and mutual respect. There should be procedural fairness and transparency. The scope of PM covers managing the organisation


within the context of the business. This involves everyone. Hence, responsibility for PM is shared between managers, individuals and teams. All are held jointly accountable for results, agreeing actions to be taken and how these will be carried out, and for monitoring performance. In essence, PM is a holistic approach concerning everyone in the organisation.


PERFORMANCE APPRAISAL (PA) At this point it is worth drawing a distinction between the two concepts of PM and performance appraisal (PA). While there are some similarities between PM and


PA, there are also a number of significant differences. For example, although PM and PA apply to all staff, PM involves continuous review with one or more formal reviews whereas PA is typically a more discrete event, usually conducted annually. PM places its emphasis on integrating business, individual and team objectives whereas PA is typically based upon individual objectives. PM often involves a joint and flexible process where documentation is often minimised. In PA, the process is typically top-down and ratings are applied; paperwork can be complex and the system is far less flexible. PM focuses on competency requirements as well as quantifiable measures whereas PA may include some qualitative performance indicators but tends to have a stronger focus on quantifiable outcomes. In PM there is less likely to be a direct link to pay compared with PA where a pay linkage is more common. It is therefore important to be sure of the approach


being used to monitor, review and assess assignee performance. PAs are likely to be used but these will form only part of a wider approach to managing performance as part of a more holistic PM system. It might be more appropriate to link PAs to ROI but, given its wider and more holistic remit, linking PM to ROI is likely to prove more difficult. Notwithstanding this, given the senior and more strategic roles played by international assignees, it should be recognised that PA, while valid in its own right, is less applicable as a measure of organisational contribution and competency development than PM.


ASSESSING ASSIGNEE PERFORMANCE IN THE GLOBAL CONTEXT In order to assess international assignees’ performance in a global context, it is important to take into consideration the specific factors that can affect the achievement of outputs and outcomes as well as the processes that influence these and the competencies of individuals themselves. Communications in the foreign environment also need to be considered, alongside other relevant factors that play a role in the design and delivery of PM. To try to link assignee performance to ROI, the wide range of issues that comprise people management of globally mobile individuals need to be considered. In the second part of this series, we will examine


a number of factors that can influence assignees’ performance as well as identifying some pertinent measures of ROI and go on to consider employer interventions that can help to improve assignee performance and, aligned with PM principles, its impact on teams and the organisation as a whole.


“ In order to understand ROI in relation to global mobility, we need to consider whether the benefit to the organisation outweighs both the financial and non-financial costs of the international assignment.”


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GLOBAL MOBILITY MINI FACTSHEET: EMPLOYEE & FAMILY SUPPORT


Building a support community


Building a new life in a different country can be difficult. Social support is critical to settling in and maintaining wellbeing.


Employees, their partners and


accompanying family members all need to develop social contacts and new friends to adjust effectively. Organisations can help via their relocation policy provision and service provider links.


THE NEED FOR SUPPORT COMMUNITIES Research indicates that major changes in social activities and in the number of family get-togethers, along


with


loss of communication with previous work colleagues, are causes of stress experienced by international assignees when relocating abroad. Suffering from stress is damaging


to health and wellbeing. It also affects productivity. If individuals are unhappy and lonely, the assignment is unlikely to be successful.


Employees will be in a new work


environment and should have the opportunity to build new networks and friendships there. However, assignees may find this difficult if there are language and cultural differences and if locals prefer not to mix socially with incomers. Non-working partners can find themselves isolated with very few local social contacts. Children will need to make new friends in schools.


SOURCES OF SUPPORT: SCHOOLS For families with children, schools can provide an excellent source of support. Parents can initially bond with others through their shared understanding of relocating with children. It is relatively easy to meet other


parents. Many international schools have network groups and run regular events where parents can meet each other. Some run cultural and language classes specifically for the parents of their pupils. Parents can become involved in various school committees and activities. Clubs that operate outside formal


school lessons can help children to make friends with others sharing similar interests.


NETWORKS Networking groups have been set up by the international assignee community across the world. These tend to operate in major city destinations and traditional expatriate locations. Some are aimed specifically at accompanying spouses and partners. These groups are especially helpful where accompanying


spouses/partners are


unable to work due to visa restrictions. In remote and challenging locations,


where local support initiatives are sparse, there may be networking groups for employees and their


accompanying family within the expatriate community.


ORGANISATIONAL ACTION Local club membership may be supported by organisations as part of relocation policy. Even if club fees are not paid by the employer, information on local activities can be provided. Many organisations use destination services providers to assist with home and school search. These providers are a valuable source of local information on networks and activities in their area. Serviced accommodation providers can also provide information on local groups, clubs and activities. Becoming involved in charitable


endeavours can provide social support. Involvement in local community initiatives can help to forge friendships with local people and other volunteers. Employers and service providers can provide information on such organisations. Employers can set up network


groups and buddy systems for relocated employees and their families. Buddies can be identified in the host location that can help newcomers to settle in and make new contacts. Home country buddies can also link up with assignees to maintain communications with the home business.


To access the Mini Factsheet series visit thinkglobalpeople.com and find out about events, webinars and podcasts. Contact us info@thinkglobalpeople.com


For comprehensive information on managing Global Mobility visit our sister website relocateglobal.com


19 relocateglobal.com | thinkglobalpeople.com


GLOBAL MOBILITY


ASSIGNEE PERFORMANCE ( PART 1 )


© 2024: Relocate Global & Think Global People


GLOBAL MOBILITY MINI FACTSHEET: WORKING ACROSS CULTURES


Cultural preparation & training


When assignees and family members move to another country and have interactions with people from a different culture, cross-cultural training is required to understand behaviours and styles of communication. This improves adjustment and aids assignment success.


WHEN TRAINING IS NEEDED It is generally thought that cross-cultural training should be given when assignees are moving to a societal culture that is significantly different to that of their home country and when they are likely to have to work closely with local people. It is also frequently assumed that such training is only necessary if individuals are going to remain in the host country for relatively lengthy periods. This, however, is not the case. Research has shown that


subtle


cultural differences can prove equally difficult, if not more so, to adapt to as they are less visible. Cross-cultural


WHO RECEIVES TRAINING Training should be offered to accompanying spouses/partners and other family members as appropriate as they must also adapt successfully to their new cultural environment. It is important to consider providing some training to host country employees as they will receive and work with incoming assignees. This can aid communications and work relationships. It is important that


all individuals


understand the relevance of learning about the home and host countries’ cultural differences and engage in the training. If people are resistant to participating then learning is unlikely to be effective.


training should be offered to assignees moving between what appear to be relatively similar cultures. Assignees will need to adapt to local


cultural norms. This is the case for all assignees, even those on short-term or frequent flyer style assignments.


TRAINING RIGOUR The type of training given can vary from information-giving briefing to in-depth approaches that include cross-cultural role plays, simulations and immersion/field experience. If individuals are to change their behaviours and adapt successfully, a rigorous approach is required. The length of training courses should


be realistic to enable participants to engage in the new culture and practise different scenarios such as negotiations, team interactions and management exercises. Cross-cultural training should ideally be mandatory as intercultural competence is a crucial predictor of assignment success. It can be delivered in the home country ahead of the assignment taking place and continue in the host location on arrival.


SPECIFIC AND GENERAL CULTURAL TRAINING A further consideration is whether training should relate just to the specific countries involved or whether a more general


approach to learning about


cultural differences might be required. If an assignee is relocating to a country with very little cultural diversity, then training in that country’s specific culture is clearly needed. If the receiving location is multi- cultural, an understanding of a wider range of cultures is useful. Training that embraces understanding


cultural dimensions and differences at a wider level can be helpful when assignees will be making multiple moves during their careers. Leadership training should include cultural


awareness to


provide a broad level of cross-cultural understanding.


LANGUAGE TRAINING Language training can assist assignees with workplace communications and all family members with their societal adjustment. Language training can be offered ahead of the move and during the assignment.


To access the Mini Factsheet series visit thinkglobalpeople.com and find out about events, webinars and podcasts. Contact us info@thinkglobalpeople.com


For comprehensive information on managing Global Mobility visit our sister website relocateglobal.com


relocateglobal.com |


thinkglobalpeople.com


© 2024: Relocate Global & Think Global People


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