8 CONCLUSION
This chapter has provided broad guidelines for both cross-cultural trainers and
human resource specialists to better understand the systematic process of
designing effective CCT programs for expatriates. This systematic process
included identifying the type of global assignment for which CCT is needed,
determining the specific CCT needs, establishing the goals and measures for
determining training effectiveness, developing and delivering the CCT pro-
gram, and evaluating whether the CCT program is effective. Also, this chapter
briefly discussed e-CCT, the alignment of CCT with other HRM practices, and
designing effective training programs for host country nationals and for third
country nationals.
The CCT industry is continuously working to improve the effectiveness of
CCT programs (Mendenhall and Stahl, 2000). As Mendenhall and Stahl stated,
‘those of us in the industry are constantly learning how to improve the design
and delivery of cross cultural training programs from both practice and schol-
arly research’ (p. 251). We believe that the key to improving the process for
developing, delivering, and evaluating CCT programs for expatriates lies in new
training technologies. Based on the current instructional technology research
and on our practical experience, new training technologies, such as the internet
and web-based technologies, are developing at an enormous pace and are pro-
viding cost effective alternatives to traditional training design processes. Using
new technology to its best advantage is a major challenge facing cross-cultural
trainers and human resource specialists. In our opinion, it seems that making
the most of this technology is critical to designing effective CCT interventions
now and in the future. Currently, new technology is having a growing impact
on the deliveryof CCT programs (e.g. instructional content, instructional methods,
and the sequence of training sessions). We sense that new technologies will
soon allow organizations to improve the process of conducting a needs assess-
ment and of evaluating CCT outcomes. As new technologies make it easier than
before to design CCT programs, the use of CCT to prepare individuals for global
assignments will continue to increase in the coming decades.
9 DISCUSSION QUESTIONS
1 Compare and contrast the four types of global assignments. Explain why CCT
programs will differ depending on the type of global assignment.
2 What factors would you consider in evaluating an e-CCT program?
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