The Impact of Cross-Cultural Training on International Project Management

International projects are often large with regard to people and budgets. As such, international project management tends to be convoluted with diverse cultural differences, differing legal requirements, language barriers and multiple time zones. In this regard, cross-cultural project teams have to be adequately trained to deal with logistical issues, language and legal disparities as well as resistance to the major project changes required. It is noted that on one hand, there is the global challenge of coordination and cooperation while on the other hand lies the cross-cultural issues which are identified as the cause of projects failures. The dissertation will explore different issues and topics such as international project management, cultural dimensions, global projects, cross-cultural training, management of global teams, cultural impacts and intercultural graining management.

The objective of the research is identifying the cross-cultural training required for international project management.

Literature Review

Cross-Cultural Training

This is defined as training that is designed to improve inter-cultural competence and facilitate adjustment to a different organizational culture. Project team members carry distinct culture since members are hired from any part of the world, depending on where a skilled workforce is found. Culture has several properties which have also been widely accepted. “It is shared, learned, symbolic, a tradition, shapes behavior and can change over time. Each layer of culture modifies the others and depends on the intelligence, experience, and genetic make-up of each person.” (Ochieng and Price, 2010 p. 444). As such, culture is a big factor that cannot be ignored (Ismagilova, 2013). Cross-cultural training focuses on helping to deal with cultural differences which would be sources of conflicts or miscommunication. Cross-cultural training (CCT), designed to meet individual and organizational needs, is increasingly emerging as an important element of the landscape of international business (Pheng and Leong, 2000). It is prudent to note that CCT is significant as one component in an integrated suite of congruent HR policies (Konanahalli and Oyedele, 2016).

Cross-cultural training is of three types. Post-arrival and pre-departure are the first two and are geared towards providing expatriates the necessary skills and knowledge needed. ”The third type is a training program that is provided to host-and-third-country nationals to ensure they adjust to the corporate culture.” (Pheng and Leong, 2000 p. 388)

International Project Management

Globalization of the economy has been driven by advancement in information technology. As a result, project managers are faced by multi-cultural teams since they hire from any part of the world where skilled labor is found. Hence the need to recognize and manage other cultures is crucial to the success of the project (Ochieng and Price, 2010). The project manager has the mandate of meeting the objectives as per their expectations, define the project tools, methodologies and schedule the deadlines throughout the implementation process. It becomes more difficult as a result of factors such as geographical boundaries and cultural differences which affect communication (Ochieng and Price, 2010). This necessitates the need for adequate training to offset the setbacks that these cultural barriers may bring in the process of implementation.

The efficiency of cross-cultural training cannot be subjected to questioning. Pheng (2000) found that cross-cultural training improves expatriate’s managerial activities and helpful towards becoming better managers. Konanahalli and Oyedele (2016) found out that cross-cultural training enhances inter-cultural competence, thus improving performance in the new cultural setup. Kabongo and Okpara (2011, p. 29) made a confirmation that expatriates who receive cross-cultural training adjust faster to new cultures.

This research will be geared towards identifying the cross-cultural training required for international project management. To achieve this, it will be guided by the following objectives:

1. To determine the relationship between cross-cultural training and international project management.

2. To define training programs essential for effective management of international projects spanning different cultures.

3. To determine the key elements of cross-cultural training as pertains to the international project management.

4. To explore different approaches to cross-cultural training processes regarding the global project management

Therefore, the following research questions are proposed:

1. What is the existing connection between cross-cultural training and geographically distributed international projects?

2. To what extent are the training programs essential to the management of the global projects that span different cultures?

3. To what extent do the fundamental elements to cross-cultural training impact on international project management?

4. Do the key elements of cross-cultural training have any impact on the international project management?

5. To what extent do the key challenges of cross-cultural training affect international project management?

6. To what extent does the effective use of cross-cultural teams and appropriate training benefit international project management?

Methodology

The facts and information to be gathered will encompass the existing correlation of cross-cultural training to project management, training programs, and cultural dimensions, competencies required for project management, key elements to cross-cultural training processes and different training elements. There is a general agreement that qualitative methods should be used on a research involving cultures as compared to quantitative methods. This is so because the area is complex, more human as well as interrelated. As such, a case study research method would be appropriate for this thesis as it would help to better understand people and the cultural and social contexts involved. Besides, case study makes it theoretically possible to predict behavior and rules out the need for actual observation of the behavior. The issue of generalization looms large. Much can be learned from a particular case through the narrative description that will be put greatly into use.

Therefore, facts and information shall be collected mainly through secondary data. This will be accessed from previous literature studies consisting of articles, books, and theses searched in LIBRIS, CHANS and from different databases. These sources are available and not too inconveniencing hence analysis is also hugely possible.

Foreseen Limitations

The use of case study is not without its limitations, however. This method requires investing much time to get desired results. In case this research accords a substantial amount of time, its product might be of a huge length and complexity or it implication by the policymakers might be difficult as it may be too involving Gluckman, 1992). Besides, the information is limited in its integrity and sensitivity as the sole source of information is the investigator He may be forced to rely on his research abilities and at times the persona instincts.

This method also presents the problem of ethics (Gluckman, 1992). There will be the need for the readers to be aware of the occurrence of biases. Other limitations involve the issues of reliability, validity, and generalizability of information.

However, the advantages this process accords in enabling adequate covering of the research topic make it a more viable choice for this research. The advantages are strategic and outweigh its limitations towards this research.

Research Timeline

This research will take three months to complete. This period is broken down into six stages as outlined.

Duration

Activity

1 week

Review the proposal.

Finalizing topic

Obtain advice from program lecturer.

Ensure proposal goals are met.

3 weeks

Complete detailed review of literature; conduct theoretical framework; write review of literature chapter.

1 week

Write the methodology chapter

4 weeks

Data collection, data analysis and interpretation

2 weeks

Conclusions and findings chapters

1 week

Proof read entire work and submit the dissertation.

Expected Outcomes

This research is expected to identify training programs essential for effective management of international projects spanning different cultures and countries. It is also expected to determine the key elements of cross-cultural training, determine the relationship between cross-cultural training and international project management and explore different cross-cultural training processes. Besides, it is expected that it will provide the basis upon which further research work may take place to address the issue.

There are several subject areas to which the proposal is related. They include cross-cultural project management, international project management and the management of cross-cultural teams. Nonetheless, the subject of international project management is the most strongly related field to international project management.

Analysis and Findings

a. Relationship Between Nature of People and Examples of Their Impact on practices of project management

b. Activity Orientation it relationship, and Examples of Their Impact on Project Management Practices

c. The relationship existing between Focus on Responsibility and the Management Practices.

It is evident that culture has an impact on management practices. Nature of people focus on responsibility, activity orientation and orientation to space was the variables tested.

Conclusion

Cross-cultural training is important for any international project to succeed hence in tandem with its implementation. Management practices are influenced by cultural aspects of the team members involved and the geographical region that the project is being undertaken. Consequently, it is crucial that this research is carried out to determine the viable training approaches that can be used to train personnel so as to adapt to the different cultures. These training approaches should be able to span different cultures for them to be effective.

References

Gluckman, M., 1992. Limitations of the Case-Method in the Study of Tribal Law. Law & Society Review, vol. 7, no. 4, p.611.

Ismagilova, D., 2013. The effectiveness of Cross-Cultural Training Methodology in Chinese Corporate Context. Munich: GRIN Verlag.

Konanahalli, A. and Oyedele, L., 2016. Emotional intelligence and British expatriates’ cross-cultural adjustment in international construction projects, Construction Management and Economics, vol. 34, no. 11, pp.751-768.

Miloevic, D., 1999. Echoes of the silent language of project management, Project Management Journal, vol. 30, no. 1, pp.27-39.

Ochieng, E. and Price, A., 2010. Managing cross-cultural communication in multicultural construction project teams: The case of Kenya and UK, International Journal of Project Management, vol. 28, no. 5, pp.449-460.

Okpara, J. and Kabongo, J., 2011. Cross-cultural training and expatriate adjustment: a study of western expatriates in Nigeria, Journal of World Business, vol. 46, no. 1, pp.22-30.

Pheng, L. and Leong, C., 2000. Cross-cultural project management for international construction in China, International Journal of Project Management, vol. 18, no. 5, pp.307-316.