Date of Award

1999

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Eric Braverman

Abstract

This study represents the presentation and empirical investigation of a model of cross-cultural training (CCT) effectiveness. This model develops the idea that characteristics of the individual and the organization may influence trainees' motivation to learn and thus may impact the effectiveness of CCT programs. The proposed model is unique in that it suggests trainees, perceptions of a specific climate referent, climate for belief in the overseas mission, may serve as an organizational characteristic that can impact CCT effectiveness. It is proposed that perceptions of a climate for belief in the overseas mission are created via organizational members, shared perceptions of organizational policies, practices, and procedures. Specifically, a review of the international HR literature led to the identification of five types of expatriate HR policies, practices, and procedures that may serve as antecedents to employees' perceptions of a climate for belief in the overseas mission. Finally, the proposed model suggests that characteristics of the individual such as self-efficacy and organizational commitment may influence the effectiveness of CCT via their relationship with climate perceptions and their influence on trainees' motivation. In order to investigate the ideas proposed in the present model, portions of it were examined using a laboratory study methodology. Specifically, 138 undergraduate participants were informed of the details of an overseas teaching exchange program as part of an experimental manipulation used to create perceptions of a climate for belief in the overseas mission. Participants then completed a short cross-cultural training program and several attitude scales. The data from this experiment indicated that the experiment used in the present study was successful at creating perceptions of a climate for belief in the overseas mission and that participants learned from the CCT program. The results of a path analysis indicated that climate had a positive influence on motivation to learn, organizational commitment, and self-efficacy; and that self-efficacy influenced motivation to learn. No support was found for the proposed relationship between motivation to learn, learning, and reactions. However, the results of a revised model indicated that reactions mediated the relationship between motivation and learning rather than moderated it as was originally proposed.

ISBN

9780599252325

Pages

295

DOI

10.31390/gradschool_disstheses.6889

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